class4 Secondary Data
secondary data and primarydata
订的协议数目）、 UNDATA 、WTO 、IMF 、
WB、UNSD(联合国统计署) 机构报告类《全球竞争力指数》world economic forum
10
财经类纪录片
《跨国风云》、《华尔街》、《公司的
力量》、《跨越中国制造》、《大市中 国》等等
6
Lecture 5 Data sources
Secondary data
Channels of secondary data:
a. b. c. d.
e.
f. g.
Internet sites and web pages of company and organization Central and local government websites, studies, report, especially the annual report Studies and reports of institutions and departments such as university, agencies and other research institutions Academic as well as professional journals and newsletters relevant to the research area Textbooks and other published material directly or indirectly related to the research area International trade websites, such as United Nations, International Trade Statistics and the World Bank And so on….
统计英语词汇
统计英语词汇abscissa 横坐标absence rate 缺勤率absolute number 绝对数absolute value 绝对值accident error 偶然误差accumulated frequency 累积频数alternative hypothesis 对立假设analysis of data 分析资料analysis of variance(ANOVA) 方差分析arith-log paper 算术对数纸arithmetic mean 算术均数arithmetic weighted mean 加权算术均数assumed mean 假定均数asymmetry coefficient 偏度系数average deviation 平均差average 平均数bar chart 直条图、条图bias 偏性binomial distribution 二项分布biometrics 生物统计学bivariate normal population 双变量正态总体box plot 盒须图cartogram 统计图case fatality rate(or case mortality) 病死率census 普查central tendency 集中趋势chi-sguare(X2) test 卡方检验class boundaries 组界class interval 组距class limits 组限class midpoint 组中点class width 组距classification 分组、分类cluster sampling 整群抽样coefficient of correlation 相关系数coefficient of regression 回归系数coefficient of variability(or coefficieut of variation) 变异系数coefficient of variation 变异系数collection of data 收集资料column 列（栏）combinative table 组合表combined standard deviation 合并标准差combined variance(or poolled variance) 合并方差complete survey 全面调查completely correlation 完全相关completely random design 完全随机设计confidence interval 可信区间，置信区间confidence level 可信水平，置信水平confidence limit 可信限，置信限consistent estimator 一致点估计式constituent ratio 构成比，结构相对数contingency table 列联表continuity 连续性continuous 连续的control group 对照组control 对照coordinate 坐标correction for continuity 连续性校正correction for grouping 归组校正correction number 校正数correction value 校正值correlation analysis 相关分析correlation coefficient 相关系数correlation 相关，联系critical value 临界值cumulative frequency (以下) 累加次数cumulative frequency polygon 累加次数多边形图cumulative frequency 累积频Ddata数据default默认的definition定义deleted residual剔除残差density function密度函数dependent variable因变量description描述deviations差异df.(degree of *******) 自由度diagnostic诊断dimension维discrete variable离散变量discriminant function判别函数discriminatory analysis半别分析distance距离distribution分布Eequal相等effects of interaction交互效应efficiency有效性eigenvalue特征值equal size等含量equation方程error误差estimate估计estimation of parameters参数估计estimations估计量evaluate衡量exact value精确值expectation 期望expected value期望值exponential指数的exponential distributon指数分布extreme value极值Ff-text f检验facto*因素，因子**ctor analysis因素分析factor score因子得分factorial designs析因分析factorial experiment析因试验failure rate失效率fit拟合fitted line拟合线fitted value拟合值fixed model固定模型fixed variable固定变量frequency频数function函数Ggamma distribution 伽玛分布geometric mean 几何均值group 组growth curve 生长曲线Hharmomic mean 调和均值hererogeneity不齐性histogram 直方图homogeneity 齐性homogeneity of variance 方差齐性hypothesis 假设hypothesis test 假设检验IIndependence 独立independent-samples 独立样本independent variable 自变量index 指数index of correlation 相关指数interaction 交互作用interclass correlation 组内相关interval estimate 区间估计intraclass correlation 组间inverse 倒数的iterate 迭代KKernel 核kolmogorov-smirnov test 柯尔莫哥洛夫-斯米诺夫检验kurtosis 峰度Llarge sample problem大样本问题layer 层least significant difference 最小显著差数least-square estimation 最小二乘估计least-square method最小二乘法level 水平level of significance显著性水平leverage value 中心化杠杆值life 寿命life test 寿命试验likelihood function似然函数likelihood ratio test 似然比检验linear线性的linear estimator 线性估计linear model 线性模型linear regression 线性回归linear relation线性关系linear term 线性项logarithmic 对数的Mm-estimator m估计main effect 主效应maintainability维护度matrix 矩阵maximum 最大值maximum likelihood estimation 极大似然估计mean fine between failure 平均无故障工作时间mean squared deviation(MSD) 均方差mean sum of square 均方和measure 衡量media 中位数minimum 最小值missing values 缺失值mixed model 混合模型mode 众数model 模型montecarle method 蒙特卡罗法moving average 移动平均值multicollinearity多元共线性multiple comparison 多重比较multiple correlation 多重相关multiple correlation coefficient 多元相关系数multiple regression analysis 多元回归分析multiple regression equatiom多元回归方程multiple response 多响应multivariate analysis 多元分析Nnegative relationship 负相关nonadditively不可加性nonlinear 非线性nonlinear regression 非线性回归nonparametric tests 非参数检验normal distribution 正太分布null hypotOone-sample 单样本one-tailed test 单侧检验one-way anova单方向分析one-way classification 单向分类optimal 优化的optimum allocation 最优配制order 排序order statistics 次序统计量origin 原点orthogonal 正交的outliers 异常值Pp-p plot pp概率图paried-sample成对样本paired observation 成对观测数据parameter 参数partial correlation 偏相关partial correlation coefficient 偏相关系数partial regression coefficient 偏回归系数percent 百分比percentiles 百分位数pie chart 饼图point estimate 点估计poisson distribution 泊松分布polynomial curve 多项式曲线polynomial regression 多项式回归polynomials 多项式positive relationship 正相关power 幂predict 预测predicted value 预测值prediction intervals 预测区间principal component analysis 主成分分析proability概率probit analysis 概率分析proportion 比例QQ-Q polt QQ概率图Quadratic 二次的Quadratic term 二次项Quality control 质量控制Quantitative 数量的，度量的Quartiles 四分位数RRandom 随机的Random number 随机数Random sampling 随机取样Random seed 随机数种子Random variable 随机变量Randomizatiom随机化Range 极差Rank 秩rank correlation 秩相关rank statistic 秩统计量rector 向量regression analysis 回归分析regression coefficient 回归系数regression line 回归线reject 拒绝rejection region 拒绝域relationship 关系reliability 可靠性reliability analysis 可靠性分析reliability test 可靠性试验repeated 重复的report 报告，报表residual 残差residual sum of squares剩余平方和response 响应risk function 风险函数robustness 稳健性root mean square 标准差row 行run 游程run teststatistical quality control 统计质量管理std.residual标准残差stem-and-leaf plot 茎叶图stepwise regression analysis 逐步回归stimulus 刺激strong assumption 强假设stud.deleted residual 学生化剔除残差stud.residual学生化残差subsamples次级样本sufficient statistic充分统计量sum 和sum of square 平方和summary 概括Tt-distibution t分布t-test t检验table 表test criterion 检验判据test for linearity线性检验test of goodness of fit拟合优度检验test pf independence 齐性检验test rules 独立性检验test statistics 检验法则testing function 检验统计量test 检验time series 时间序列tolerance limits 容许限total 总共transformation 转换treatment 处理trimmed mean 截尾均值true value 真值two-tailed test 双尾检验Uunbalanced 不平衡的unbiased estimation 无偏估计unbiasedness 不偏性unequal size 不等含量uniform distribution 均匀分布Vvalue of estimator 估计值variable 变量variance 方差variance components 方差分量variance ratio 方差比various 不同的Wweight 加权weighted average 加权平均值wishart distribution 维夏分布within groups 组内的z-score z分数。
Does class size matter
均是精品，欢迎下载学习！！！欢迎下载百度文库资源资料均是本人搜集DOES CLASS SIZE MATTER?Legislators are spending billions to reduce class sizes. Will the results be worth the expense?By Ronald G. Ehrenberg and Dominic J. Brewer. • In the U.S., Australia, Canada and other countries, legislators have spent billions of dollars to reduce class size in primary schools. In California alone, officials have already invested about $1.5 billion.• Hundreds of studies have examined whether smaller classes really do improve academic performance, but almost all of them have been inconclusive.• An exception, the Tennessee Project STAR (Student-Teacher Achievement Ratio), found that smaller classes particularly benefit minority students in early grades.1. EDUCATION IS THE safest route to a life that is better in essentially all the ways that matter: intellectual, social, financial, even physical. It is a pillar of modern society and the subject of endless, often passionate arguments about how it can best be improved.2. In the U.S., these debates have gained intensity following revelations that the country's secondary school students perform poorly relative to many Asian and European students. The news coincided with increasing concern over the nation's urban and lower-income suburban schools, too many of which have achievement levels far below those of middle-class and upper-middle-class suburban schools.3. Of all the ideas for improving education, few are as simple or attractive as reducing the number of pupils per teacher. With its uncomplicated appeal, class-size reduction has lately gone from being a subject of primarily academic interest to become a public issue. In the U.S., more than 20 states have adopted policies aimed at decreasing class size, and billions of dollars have been spent or committed in the past few years. The cry for smaller classes is also resounding in Canada, Australia, the U.K. and even Japan, whose record of secondary school performance is the envy of most other developed countries.4. Class-size reduction does have one obvious drawback: it costs plenty. It requires more teachers and more classrooms. These expenses can dwarf the price of alternative schemes, such as testing teachers or increasing their pay as a means of attracting better candidates.5. The surge of interest in smaller classes has spurred fresh analyses of the largest, most conclusive study to date, Project STAR, which took place in the late 1980s. At the same time, new data are flowing from various other initiatives, including the California program and a smaller one in Wisconsin. These results and analyses are finally offering some tentative responses to the questions that researchers must answer before legislators can come up with policies that make educational and economic sense: Do small classes in fact improve school achievement? If they do, in what grades do they accomplish the greatest good? What kind of students gain the biggest benefit? And most important of all: How great is the benefit?Why do Teachers Prefer Small Classes?6. EDUCATORS HAVE a multitude of explanations for why smaller classes might be expected to improve academic performance, although frequently the ideas are based on anecdotes. Fewer students in a classroom seems to translate into less noise and disruptive behavior, which notonlygives the teacher more time for class work but also more freedom to engage students creatively—by dividing them into groups for specific projects, say. And smaller classes make it more likely that the teacher can bestow individual attention on struggling students. Researchers suspect that the benefits of small classes derive from this attention as well as from fewer disruptions and more opportunities for teachers to use instructional methods, such as encouraging group discussions and assigning more written work, that usually do not succeed in large groups.7. Smaller classes also allow teachers to encourage more discussion, assign more writing and closely examine their students' written work. This indicates that much of the benefit of reduced class size may depend on the teacher’s method of instruction. Finally, some analysts believe that in the early grades, students in smaller classes are more likely to develop good study habits, higher self-esteem and possibly other beneficial cognitive traits—which may very well persist for years, even after the students have gone back to regular-size classes. All these ideas are largely speculative, however, because hardly any research has attempted to nail down the ways that smaller class sizes may benefit children.Ingredient X: A Teacher’s Adaptability8. THE CONVENTIONAL wisdom about small classes is that they minimize disruption and free teachers to bestow individual attention and to use creative approaches, such as letting students work in small groups. Where discipline is not a significant problem, then, any achievement gains resulting from reducing class size would be expected to derive mainly from the teacher's use of methods that take advantage of smaller classes. But study after study has found that educators rarely change their instructional styles to match the size of their class. In fact, data from Project STAR, the best study of small classes to date, show how hard it is to change the way teachers practice their craft. Moreover, educators seem to devote the same overall amount of time to individual instruction in small and large classes. With fewer kids in a class, each child gets a bigger share of that time, but the increase is not nearly enough to account for any significant differences in academic performance.9. If teachers work in more or less the same way regardless of class size, what accounts for the benefits of smaller classes seen in experimental studies such as STAR? One likely explanation is that teachers who have naturally settled on methods well suited to smaller classes—those who already like splitting the class up into small groups, who develop personal relationships with students and who emphasize hands-on projects—do very well when they are actually given small classes. Their improved performance pulls up the average, which probably also gets a lift from fewer disciplinary problems.10. This interpretation is consistent with findings that substantial performance gains from small classes occur in the early elementary grades and do not accumulate beyond first or second grade. Kindergarten and first-grade teachers in particular tend to use small groups, hands-on projects and personal relationships with students. To confirm this scenario, researchers would have to study the relationships among class size, instructional activities and achievement at various grade levels. That no one has done this work is surprising, considering how useful it would be to administrators in deciding where and how to use small classes.What the Record Shows11. ONE WAY investigators have attempted to analyze the effects of class size is by reviewing existing data, such as records kept by the U.S. Department of Education. These show that between 1969 and 1997, the average number of pupils per teacher in American public and private elementary schools fell from 25 to 18, a decline of greater than 27 percent. Insecondary schools, the number also fell, from 19 to14.12. How much did academic performance change while these steep drops in pupil-teacher ratios were occurring? Not a lot. Data from the National Assessment of Educational Progress—a series of tests that is the only U.S.-wide indicator of student knowledge in reading, mathematics, science and other subjects—show no significant or consistent gains. In some specific age and subject categories, such as 17-year-olds and science, performance actually decreased slightly.How Reliable are the Findings? 13. DO THESE findings mean that class size makes no difference? Not necessarily. For a variety of reasons, most researchers, including us, pay little attention to those figures. For instance, schools strive for more than just high test scores; they also usually try to keep their dropout rates low. And indeed, the dropout rate for students aged 16 to 24 fell from15 to 11 percent over that period. Because dropouts generally come from the low end of the achievement distribution, a reduction in the dropout rate could be expected to pull down average test scores in the upper grades.14. Another reason for discounting those data goes right to the heart of the difficulties in this field of study: it is hard to isolate the effects of class size from the myriad factors that influence student performance. Ideally, U.S. students would all come from families that are financially well off, with two highly educated, English-speaking parents who are involved in their children's schooling. Teachers would all be creative and have complete mastery of their subject matter. Schools would be nicely outfitted with libraries, computers and other resources.15. The reality is that in 1995 only 68 percent of American students came from families with two parents in the home—down from 85 percent in 1970. The number of children who had difficulty speaking English rose from 2.8 percent in 1979 to 5.1 percent in 1995. And the percentage of children living in poverty increased from 14.9 in 1970 to 20.2 in 1995. The only good news was that the level of education among parents increased a bit during that time period, as did the level among teachers, whose average amount of experience also went up.16. The bottom line is that demographic shifts make it very difficult to determine the effect of reductions in pupil-teacher ratios. Well-designed experiments strive to rule out the influence of those other factors by randomly assigning students and teachers to different class sizes and by including a large sample. Over the past 35 years, hundreds of studies and analyses of existing data (such as the Department of Education records) have focused on class size. Most found some evidence that smaller classes benefit students, particularly in the early grades, and especially kids at risk of being underachievers. Unfortunately, most of these studies were poorly designed. Teacher and student assignments were rarely sufficiently random; a number of studies were simply too brief or too small, and too few had independent evaluation.Project STAR17. The notable exception was the STAR project. This Tennessee study was a state-sponsored, $12-million demonstration program. Students entering kindergarten were randomly assigned to one of three kinds of classes: a small class of 13 to 17 students, a regular-size class of 22 to 26, or a regular-size class with both a teacher and a full-time teacher's aide. The students remained in whatever category they had been assigned to through the third grade, after which they joined a regular classroom in the fourth. To ensure that teaching quality did not differ, teachers were randomly assigned to small and regular-size classrooms. Few teachers received anyspecial training for working with small classes, and there were no new curricular materials.18. After the study ended in 1989, researchers conducted dozens of analyses of the data. One of the few points analysts agree on is that the teacher's aides did not make any difference. Researchers disagree about how long students have to be in smaller classes to set a benefit, how big that benefit is, and when it becomes noticeable—in other words, the collected findings have yielded no consensus on the issues of real interest to policymakers.19. Jeremy Finn of the State University of New York and Charles M. Achilles of Eastern Michigan University found "an array of benefits of small classes" in their review. Finn calculated that students in the small classes outperformed their counter- parts in regular-size classes and that this jump in achievement generally appeared by the first grade. Best of all, this advantage seemed to persist into upper elementary grades even after students returned to larger classes. Finn and Achilles also found that the effect was stronger for minority students. Black and Hispanic children improved their scores slightly more than did other students—a significant finding from a policy standpoint, because minorities typically score below non-minorities on standard tests.20. A few analysts, among them Eric Hanushek of Stanford University, criticize STAR and some of the key conclusions reached by its proponents, Hanushek agrees that students can gain an initial benefit from small classes. But, he argues, the STAR data cannot be used to prove that the gains persist for years after a student has returned to regular-size classes. If a child is still doing well years later, it is hard to know how much of that performance stems from other factors, such as a supportive home. Hanushek also disagrees with an analysis indicating that the benefits of small classes accumulate—that students who stay in such classes for several grades widen the performance gap with their peers in large classes year by year. When he studied the four-year gains of STAR students who were in the smaller classes from kindergarten through grade three, he did not find the gains to be larger than those in regular-size classes.21. He and others have also shown that during the study, too many children migrated from the regular to the small classes, probably because school personnel caved in to parent demands. Furthermore, Hanushek asserts that STAR had insufficient checks to ensure equality in assessment of teacher and student assignments. These are good points, but they do not really undermine STAR'S finding of a statistically significant benefit of being in a class having 13 to 17, rather than 23, students.Two Views: Californiaand Wisconsin22. THE CHALLENGE for legislators now is to come up with sensible policies based on sound interpretations of STAR and other studies. Unfortunately, the largest public program so far, California's multi-billion- dollar effort, begun in 1996, stands more as a model of what not to do than as an initiative worthy of emulation. That state is trying to reduce classes in kindergarten through grade three from a maximum of 33 to a maximum of 20 in rich and poor districts alike—despite a shortage of qualified teachers, especially in low-income areas. This across-the-board approach may be politically expedient, but it seems to have actually exacerbated the disparity in resources available to rich and poor schools in California,23. Not surprisingly, the program triggered an increased demand for teachers in almost all California districts. The better-paying, more affluent districts got the best teachers—including a fair number that came from the poorer districts, which were already having trouble recruiting andretaining good teachers. These mostly urban districts ended up with inexperienced teachers who had no credentials. The rapidly growing urban districts also had little space to build new classrooms, and some of them could not reduce class size to 20, which they had to do before they could qualify for the state funds.24. The California experience has not led to any firm conclusions about whether class size affects performance. There was no state testing system in place initially and no across-the-board evaluation procedures. Nevertheless, several researchers who looked at the first years have managed to make a few points concerning third-grade students, the only ones for whom statewide test-score data are available. The evaluators found a small but statistically significant achievement advantage in reading, writing and mathematics for students in classes that had been reduced to 20 or fewer pupils, as compared with the classes of more than 20. In contrast to the STAR findings, though, the tiny effect did not appear to vary for students of different races or ethnic or socioeconomic backgrounds.25. The second program, Wisconsin's Student Achievement Guarantee in Education (SAGE), also begun in 1996, was a five-year study. It was small—class size was reduced in just 14 schools—but noteworthy because it targeted schools in which at least 30 percent of the students were below the poverty level, compared with California's one-size-fits-all approach. It brought down the average number of pupils per teacher in kindergarten through third grade to 13. Analysts have so far compared first-grade students in SAGE schools with first-grade students in a group of schools serving populations that have similar family income, enrollment and racial compositions. The results from the first two years are in line with those from STAR: first-grade SAGE students made gains that are statistically significant—and that are considerably larger than those calculated for the California initiative. What are the Implications? 26. STUDIES such as STAR and SAGE have made it hard to argue that reducing class sizes makes no difference. On the other hand, the California initiative has shown that the strategy, applied with too little forethought and insight, can consume billions of dollars and, at least in the short run, produce only minuscule gains and even some losses.27. Alternatives need to be considered. What little work has been done on teacher competence suggests that students perform better with more able teachers and, at the secondary school level, better knowledge of their subject matter. Astoundingly, however, when choosing among applicants for teaching positions, school districts often do not select the candidates with the strongest academic backgrounds and the highest scores on aptitude tests. Rather, school officials tend to favor teachers who live nearby, graduated from local colleges and possess proved classroom management skills. Emphasizing aptitude and subject- matter competence in hiring decisions wouldn't cost anything, although getting more high-aptitude candidates to go into teaching would probably require higher salaries. So far no one has studied the relative costs of attracting better teachers.28. Legislators and administrators need more solid information on the relative costs of the other options before they can make sensible policy decisions. Let's hope they get it before they commit billions more to reducing classes across the board—and before millions of kids get covered by blanket policies that may be less effective than they could be.RONALD G. EHRENBERG is professor of economics at Cornell University. DOMINIC J. BREWER, who specializes in the economics of education and analyzes of programs and policies on education issues, is a visiting professor at the University of California.MORE TO EXPLOREStandards for Our Schools. Mark S. Tucker and Judy Codding. Jossey-Bass, 1998.Research: Sizing Up Small Classes. Linda Jacobson in “Education Week on the Web;” February 28, 2001, www//ew/ewstoryClass Size and Student Achievement. Ronald G. Ehrenberg, Dominic J. Brewer, Adam Gamoran and J. Douglas Willms in Psychological Science in the Public Interest, Vol. 2, No. 2, pages 1-30;。
bootstrapmodelform的用法 -回复
bootstrapmodelform的用法-回复Bootstrap是一个流行的前端开发框架，提供了丰富的样式和组件，可以大大简化页面的开发和设计过程。
其中一个常用的组件是Bootstrap Model（模态框），它可以用于显示弹出窗口来展示一些内容或执行特定的操作。
而Bootstrap Model Form（模态框表单）是在模态框中添加表单的方式，可以用于用户输入数据和进行提交操作。
下面将介绍Bootstrap Model Form的基本用法以及一些常见的定制化操作。
1. 引入Bootstrap库和jQuery库为了使用Bootstrap Model Form，首先需要在HTML文件中引入相应的库文件。
可以通过CDN方式使用以下链接引入所需的CSS和JavaScript 文件。
<! 引入Bootstrap样式文件><link rel="stylesheet" href="<! 引入jQuery库><script src="<! 引入Bootstrap JavaScript文件><script src="2. 创建一个按钮以触发模态框使用Bootstrap Model Form的第一步是创建一个按钮，点击该按钮时将触发模态框的显示。
按钮可以使用Bootstrap的按钮样式类来实现。
例如，使用以下HTML代码创建一个按钮：<button type="button" class="btn btn-primary"data-bs-toggle="modal" data-bs-target="#myModal">打开模态框</button>其中，`data-bs-toggle="modal"`用于指定按钮点击时触发模态框的显示，`data-bs-target="#myModal"`指定该按钮所触发的模态框的ID。
Lumel 低压电源、电流传感器和变压器说明书
LOW-VOLTAGES CURRENT TRANSFORMES12.plFor over sixty years we have been providing you with all what you need,working in accordance with the highest standards. Every day thousands of our clientsall over the world get our safe and user-friendly products. It wouldn’t be possiblewithout power and skills of our best specialists. We remember about every single detailb ec a u s e E X PE R IE N CE DE V EL O PM EN TP O WE RE N VI R ON ME N TP E OP L EE X PE R IE N CE DE V EL O PM EN TP OW ERE N VI R ON ME N TP E OP L EABOUT USCurrent transformers summary (4)General overview of current transformers (5)Instrument security factor (7)LCTM - wound primary series (11)LCTR - round conductor series (13)LCTB 45 - busbar series (14)LCTB 50 - busbar series (15)LCTB 62 - busbar series (17)LCTB 74 - busbar series (19)LCTB 86 - busbar series (21)LCTB 100 - busbar series (22)LCTB 104 - busbar series (23)LCTB 140 - busbar series (24)LCTB 225 - busbar series (26)LCTS - split core (27)LCTP - 3-phase current transformers (27)LRC - resin cast current transformers (30)LUO1 - summation current transformers (35)Accessories...........................................................................................................38N E WCONTENTS3Range of primary currents.pl5(primary current) is too high to directly applyto measuring instruments, a current transformer produces a reduced current (secondary current) accurately proportional to the current in the circuit, which can be conveniently connected to measuring and recording instruments. A current transformer also isolates the measuring instruments from what may be very high voltage in the monitored circuit. Relationship between primary and secondary currents is called where: I1 - primary current, I2 - secondary current, N1 - number of turns of primary winding, N2 - number of turns of secondary winding, N2/N1 - rated transformation ratioCurrent transformers are used mainly in such a way that the cable from the measured shock or bus current passes through the main hole transformer, 60 x In for bus bar typeDynamic short circuit current (Idyn): 2.5xI GENERAL OVER VIE WCURRENT TRANSFORMER is used for measurement of electric alternating currents. When current in a circuitcondary winding, N2/N1 - rated transformation ratio GENERAL OVERVIEW OF CURRENT TRANSFORMERSN E W5A.plGENERAL OVERVIEW OF CURRENT TRANSFORMERSL C T M LCTM 62/W (40)0310INSTRUMENT SECURITY FACTOR.plC 1R a 5555555555551515151515INSTRUMENT SECURITY FACTOR9Transformer typeC l a R a n [A 101212152025304050607580100120125150160200250300320400500INSTRUMENT SECURIT Y VIE WINSTRUMENT SECURITY FACTOR.plINSTRUMENT SECURITY FACTORTransformer typeC l a a n g 6010121516202530405060637580100120125150160200250300320400500600750INSTRUMENT SECURITY FACTOR N E WLCTM 74/W 45Required data: transformer type/primary current/secondary current/power/accuracy class Order example: LCTM 62/W (40) 25/5A, 5VA, cl. 1DIN rail mounting baseorder code: LH000-0904-130-124INPUT:LCTM WOUND PRIMARY SERIESLCTR 45/14 (40)LCTR 50/14 (30)LCTR 50/14 (50)LCTR 62/R (40) LCTR 45/14 40Required data: transformer type/ primary current/ secondary current/ power/ accuracy class Order example: LCTR 50/14 (50) 100/5A, 5VA, cl. 1DIN rail mounting base - for details see page 25DIMENSIONSLCTB 45/21 (40)LCTB 50/21 (30)LCTB 50/30 (30)LCTB 50/21 (50)LCTB 50/30 (50)LCTB 50/30 30600 A--- 5 VA7.5 VADIMENSIONSLCTB 62/20 (40)LCTB 62/30 (40)LCTB 62/30 (50)LCTB 62/40 (40)LCTB 62/30 (40)800 A-----10 VA10 VA10 VA15 VA15 VADIMENSIONSLCTB 74/20 (45)LCTB 74/30 (45)LCTB 74/40 (45)LCTB 74/50 (45)Hole 750 A ------7.5 VA 20 VA 7.5 VA 20 VA 30 VA -LCTB 74/30 45INPUT:DIMENSIONSorder code: LH000-0904-130-124ORDERRequired data: transformer type/ primary current/ secondary current/ power/ accuracy class Order example: LCTB 86/50 (45) 100/5A, 1.5VA, cl. 1LCTB 86/60 45LCTB 86/40 (45)LCTB 86/50 (45)LCTB 86/60 (45)ACCESSORIES:DIN rail mounting baseorder code: LH000-0904-130-124INPUT:Required data: transformer type/ primary current/ secondary current/ power/ accuracy class Order example: LCTB 100/130V (45) 400/5A, 2.5VA, cl. 1ORDERRequired data: transformer type/ primary current/ secondary current/ power/ accuracy class Order example: LCTB 104/60 (45) 100/5A, 1.5VA, cl. 1LCTB 104/80 45LCTB 104/60 (45)LCTB 104/80 (45)ACCESSORIES:DIN rail mounting baseorder code: LH000-0904-130-124INPUT:LCTB 140/80 (45)LCTB 140/100H (45)LCTB 140/100V (45)LCTB 140/130V (45) Transformer type4000 A-----15 VA30 VA15 VA60 VA60 VARequired data: transformer type/ primary current/ secondary current/ power/ accuracy class Order example: LCTB 140/100H (45) 200/5A, 3.75VA, cl. 1LCTB 140/130V (45)10.20.5---3.75 VA LCTB 140/130V 45DIMENSIONSLCTB 225/125 50Required data: transformer type/ primary current/ secondary current/ power/ accuracy class Order example: LCTB 225/125 (50) 600/5A, 10VA, cl. 1LCTB 225/125 (50)LCTB 225/167 (50)INPUT:ORDERRequired data: transformer type/ primary current/ secondary current/ power/ accuracy class Order example: LCTS 93/30SC (40) 100/5A, 1.5VA, cl. 15000 A------30 VA45 VALCTS 93/30SC (40)LCTS 125/50SC (40)LCTS 155/80SC (40)LCTS 195/80SC (64)Side view (dimensions in mm)b’c’d’e’5040658050406580746480100LCTS SPLIT CORE SERIESINPUT:OUTPUTS:LCTP 3 PHASE BUSBAR SERIES LCTP 75/15 60ORDERRequired data: transformer type/ primary current/ secondary current/ power/ accuracy classOrder example: LCTP140/31 (40) 500/5A; 2.5 VA; cl. 1LCTP 3 PHASE ROUND CONDUCTOR SERIESINPUT:LCTP 185/37 45Order example: LCTP 185/27 (45) 100/5 A, 1.5 VA, cl. 131LRC2 90/50 40Required data: transformer type/ primary current/ secondary current/ power/ accuracy class Order example: LRC1 80/30(50) 100/5A, 5VA, cl. 1LRC1 80/30(50)LRC2 90/50(40)INPUT:320 A-10 VA.plINPUT:LRC4 135/85 40Required data: transformer type/ primary current/ secondary current/ power/ accuracy class Order example: LRC3 110/72(40) 600/5A, 15VA, cl. 11200 A -15 VA 1250 A-15 VAN E W33LRC6 195/130 40ORDERRequired data: transformer type/ primary current/ secondary current/ power/ accuracy class LRC5 165/115(40)LRC6 195/130(40)INPUT:3200 A-15 VAN.plINPUT:LRC8 295/200 40Required data: transformer type/ primary current/ secondary current/ power/ accuracy class Order example: LRC7 230/165(40) 3000/5A, 15VA, kl. 14000 A -15 VA 5000 A-15 VAare designed to summarize several synchronous alternatingStorage temperature: -50°C…+80°CThermal short circuit current (I th):60 x In5A35release clip INPUTS:-25 VAxing hole to suit M4 xing hole to suit M5terminal descriptionN E WRequired data: transformer type/ inputs/ power/ accuracy classOrder example: LU01 (75), 2x5A, 5VA, cl. 1.pl37xing hole to suit M4 xing hole to suit M5-25 VARish Xmer Sigma 150release clipterminal descriptionN E INPUTS:Required data: transformer type/ inputs/ power/ accuracy class Order example: LU01 (150), 5x5A, 15VA, cl. 0.538.plDIN Rail Mounting Base:(additional accessories - have to be order separatly)39Busbar mounting kit:(delivered with each current transformer)ACCESSORIES40.plExport department:tel.: (+48 68) 45 75 139, 45 75 233, 45 75 321, 45 75 386fax.: (+48 68) 32 54 091e-mail:****************.plWe are one of leading European manufacturers of electrical devices for automation and high pressure aluminium castings. W e have been on the market since 1953. W e have achieved our high position on the market due to continuous development policy, competence of our employees and modern equipment for research, design and production.LUMEL is focused on 4 main activity elds:• production of automatic devices for measurement, conversion, control and recording, transmission and visualization of various industrial processes;• production and machining of high pressure castings and manufacturing of moulds and tools;• design and manufacturing of control and measuring systems,• SMT assembly, precision engineering and production of plastics parts.We provide comprehensive solutions for various branches of industry: power industry, chemical industry,metallurgy, food industry, light industry, automotive industry, white industry and mining.We have been working according to: ISO 9001:2008, ISO 14001:2004 and ISO/TS 16949.LUMEL S.A.ul. Sulechowska 1, 65-022 Zielona Góra, POLAND tel.: +48 68 45 75 100, fax +48 68 45 75 508.pl september 2018。
SR30 ISO光谱平坦A级（二级标准）太阳能辐射计产品手册说明书
SR30 ISO Spectrally Flat Class A(SecondaryStandard)PyranometerTable of contents1.Introduction12.Precautions13.Initial inspection14.QuickStart24.Overview45.Specifications56.Installation66.1Wiring66.2Programming76.2.1CRBasic programming76.3Siting86.4Mounting procedure87.Operation97.1RS-485default configuration97.2Modbus map98.Maintenance and troubleshooting10Appendix A.Importing Short Cut code into CRBasic Editor121.IntroductionThe SR30,an ISO9060:2018spectrally flat Class A(secondary standard)pyranometer manufactured by Hukseflux,features recirculating ventilation and heating(RVH™)technology.As a standalone unit,the SR30is fully compliant with IEC61724-1standards,whereas other pyranometers require external ventilation/heating units to be compliant.The SR30is an ideal instrument for solar resource and photovoltaic(PV)performance monitoring.2.Precautionsl READ AND UNDERSTAND the Safety section at the back of this manual.l Although the SR30is rugged,it should be handled as a precision scientific instrument. 3.Initial inspectionl Upon receipt of the SR30,inspect the packaging and contents for damage.File damageclaims with the shipping company.l The model number and cable length are printed on a label at the connection end of thecable.Check this information against the shipping documents to ensure the correctproduct and cable length are received.4.QuickStartA video that describes data logger programming using Short Cut is available at:/videos/cr1000x-datalogger-getting-started-program-part-3.Short Cut is an easy way to program your data logger to measure the sensor and assign data logger wiringterminals.Short Cut is available as a download on .It is included in installations of LoggerNet,RTDAQ,or PC400.The following procedure shows using Short Cut to program the SR30.1.Open Short Cut and click Create New Program.2.Double-click the data logger model.3.In the Available Sensors and Devices box,type SR30.You can also locate the sensor in theSensors>Meterological>Solar Radiation folder.Double click the sensor model.Type the RS-485address;default address is1.The address must be unique and may need to bechanged if another sensor on the terminal has the same address.Change the address using Modbus commands.For more information,refer to the Modbus map(p.9).4.Click on the Wiring tab to see how the sensor is to be wired to the data logger.Click OKafter wiring the sensor.5.Repeat steps three and four for other sensors you want to measure.Click Next.6.In Output Setup,type the scan rate,a meaningful table name,and the Data Output StorageInterval.7.Select the measurement and its associated output option.8.Click Finish and save the program.Send the program just created to the data logger if thedata logger is connected to the computer.9.If the sensor is connected to the data logger,check the output of the sensor in the datalogger support software data display in LoggerNet,RTDAQ,or PC400to make sure it is making reasonable measurements.4.OverviewThe SR30measures solar radiation with a high-quality blackened thermopile protected by two glass domes.It has an anodized aluminum body and a white sun shield that reduces the sensor temperature.The glass domes are heated by ventilating the area between the inner and outer dome using recirculating ventilation and heating(RVH™)technology.A bubble level and adjustable leveling screws enable leveling the sensor without using a leveling base.Communications to on-site RTUs,SCADA systems,or other data acquisition systems are simplified with the industry-standard Modbus RTU communications protocol.Featuresl Heated for high data availability,featuring RVH™technologyl Compliant with IEC61724-1:2017Class Al Remote sensor diagnostics5.SpecificationsSensor:High-quality blackened thermopile protected by two glassdomes with integrated heater and ventilation Measurement description:Monitors solar radiation for the full solar spectrum range ISO classification:Spectrally flat class A(secondary standard)ISO9060:2018 IEC61724-1:2017compliance:Class ACalibration uncertainty:<1.2%(k=2)Heating:IncludedVentilation:IncludedTechnology employed:Recirculating ventilation and heating(RVH™)Operating conditionStandard mode:Heated and ventilatedLow-power mode:Heater and ventilator[OFF]Power consumption@12 VDCStandard mode:<2.3WLow power mode:<0.1WZero offset A:<5W/m²(unventilated,low-power mode),2W/m²(ventilated)Calibration:Traceable to WRR;calibration registers accessible to users Spectral range:285to3000nmOperating temperature range:–40to80°CTemperature response:<±0.4%(–30to50°C)Operating voltage range:8to30VDCTilt measurement uncertainty:±1°(0to90°)Output:Modbus RS-485Irradiance in W/m2Instrument body temperature in°CTilt angle in°Internal humidity in%Ventilator speed in RPMCommunications protocol:Modbus over2-wire RS-485Compliance:View compliance documents at:/sr30-l6.InstallationWhen programming with Short Cut,skip Wiring(p.6)and CRBasic programming(p.7).Short Cut does this work for you.See QuickStart(p.2)for a Short Cut tutorial.6.1Wiring6.2ProgrammingShort Cut is the best source for up-to-date programming code for Campbell Scientific data loggers.If your data acquisition requirements are simple,you can probably create and maintain a data logger program exclusively with Short Cut.If your data acquisition needs are more complex, the files that Short Cut creates are a great source for programming code to start a new program or add to an existing custom program.A Short Cut tutorial is available in QuickStart(p.2).If you wish to import Short Cut code into CRBasic Editor to create or add to a customized program,follow the procedure in Importing Short Cut code into CRBasic Editor(p.12).Programming basics for CRBasic data loggers are provided in the following section.6.2.1CRBasic programmingThe RS-485output can be directly read by a MeteoPV,CR6-series,CR1000X,or Modbus RTURS-485network.Other Campbell Scientific data loggers can use an MD485multidrop interface to read the RS-485output(refer to the MD485manual).Refer to/videos/meteopv for information about using the MeteoPV.A CR6or CR1000X data logger programmed as a Modbus client can retrieve the values stored in the input registers.To do this,the CRBasic program requires a SerialOpen()instruction followed by the ModbusClient()instruction.The SerialOpen instruction has the following syntax:SerialOpen(ComPort,Baud,Format,TXDelay,BufferSize,Mode)The Format is typically set to logic1low;even parity,one stop bit,8data bits.The Mode parameter should configure the ComPort as RS-485half-duplex,transparent.The ModbusMaster()instruction has the following syntax:ModbusMaster(Result,ComPort,Baud,Addr,Function,Variable,Start,Length, Tries,TimeOut,[ModbusOption])The Addr parameter must match the sensor Modbus address.To collect all of the values,the Start parameter needs to be1and the Length parameter needs to correspond with the register count(see Modbus map[p.9]).ModbusOption is an optional parameter described in the CRBasic Editor Help.A downloadable example program is available at/downloads/sr30-example-program.6.3SitingThe solar radiation sensor is usually installed horizontally,but can also be installed at any angle, including an inverted position.Site the sensor to allow easy access for maintenance,but avoid locations with obstructions or reflections above the plane of the sensing element.It is important to mount the sensor such that a shadow or a reflection will not be cast on it at any time.If this is not possible,try to choose a site where any obstruction over the azimuth range between earliest sunrise and latest sunset has an elevation not exceeding5°.Diffuse solar radiation is less influenced by obstructions near the horizon.The sensor should be mounted with the cable pointing towards the nearest magnetic pole.For example,in the northern hemisphere,point the cable toward the North Pole.6.4Mounting procedureRequired tools:l Diopterl Solar compassl8mm(5/16-inch)open-end wrench or hex key wrench for U-bolt nutsl CM256mounting bracket1.On a level surface,level the solar radiation sensor using the leveling feet on the sensor.2.Secure the solar radiation sensor to the mounting bracket.ing a diopter in combination with a solar compass,install and orient the crossarm on thetripod or the mast.If installing the mounting bracket on a vertical pole,ensure the pole is truly vertical.e the two set screws to secure the bracket to the crossarm or pole as shown in thefollowing figure.For pyranometers mounted horizontally,ensure the mounting bracket is horizontal in two dimensions.For pyranometers mounted at an angle,set the mounting bracket angle to the desired angle prior to tightening the mounting hardware.5.Verify mounting hardware is firmly tightened,and that the mounting bracket is at thedesired angle.7.Operation7.1RS-485default configurationThe default RS-485settings are:19200baud rate,8data bits,even parity,one stop bit.This configuration is used for most Modbus networks.7.2Modbus mapTable7-1(p.10)provides the Modbus register map for the most commonly used values.A comprehensive register map is available in the Hukseflux manual.8.Maintenance and troubleshootingThe SR30has no service items that require scheduled replacement.There is no accessible desiccant cartridge to e pure alcohol or distilled water and a lint-free cloth to clean the dome,removing smears and deposits.Local conditions and application dictate a cleaning interval.Sophisticated research applications require daily cleaning.For typical PV applications, clean once per week,bi-monthly,or monthly.The SR30should be recalibrated following industry-standard best practices such as ASTM G167,ISO9846,ASTM E824or ASTM G207by an accredited lab.The recommended recalibration interval is two years.Contact Campbell Scientific for more information.Unexpected results typically occur because of improper wiring or programming,electromagnetic radiation,or damaged cables.Ensure that the data logger program includes the correct parameters for the measurement instructions.Check for the presence of strong sources of electromagnetic radiation.Check the cable for damage and ensure that it is properly connected to the data logger.Appendix A.Importing Short Cut code into CRBasic EditorShort Cut creates a.DEF file that contains wiring information and a program file that can be imported into CRBasic Editor.By default,these files reside in the C:\campbellsci\SCWin folder.Import Short Cut program file and wiring information into CRBasic Editor:1.Create the Short Cut program,then save it.Click the Advanced tab then the CRBasic Editorbutton.Your program file will open in CRBasic with a generic name.Provide a meaningful name and save the CRBasic program.This program can now be edited for additionalrefinement.2.To add the Short Cut wiring information into the new CRBasic program,open the.DEF filelocated in the C:\campbellsci\SCWin folder.Copy the wiring information found at thebeginning of the.DEF file.3.Go into the CRBasic program and paste the wiring information at the beginning of theprogram.4.In the CRBasic program,highlight the wiring information,right-click,and select CommentBlock.This adds an apostrophe(')to the beginning of each of the highlighted lines,which instructs the data logger compiler to ignore those lines when compiling.The CommentBlock feature is demonstrated at about5:10in the CRBasic|Features video.Limited warrantyProducts manufactured by Campbell Scientific are warranted by Campbell Scientific to be free from defects in materials and workmanship under normal use and service for five years from the date of shipment unless otherwise specified on the corresponding product webpage.SeeProduct Details on the Ordering Information pages at .Other manufacturer's products,that are resold by Campbell Scientific,are warranted only to the limits extended by the original manufacturer.Refer to /terms#warranty for more information.CAMPBELL SCIENTIFIC EXPRESSLY DISCLAIMS AND EXCLUDES ANY IMPLIED WARRANTIES OF MERCHANTABILITY OR FITNESS FOR A PARTICULAR PURPOSE.Campbell Scientific hereby disclaims,to the fullest extent allowed by applicable law,any and all warranties and conditions with respect to the Products,whether express,implied or statutory,other than those expressly provided herein.AssistanceProducts may not be returned without prior authorization.Products shipped to Campbell Scientific require a Returned Materials Authorization(RMA)or Repair Reference number and must be clean and uncontaminated by harmful substances,such as hazardous materials,chemicals,insects,and pests.Please complete the required forms prior to shipping equipment.Campbell Scientific regional offices handle repairs for customers within their territories.Please see the back page for the Global Sales and Support Network or visit/contact to determine which Campbell Scientific office serves your country.To obtain a Returned Materials Authorization or Repair Reference number,contact your CAMPBELL SCIENTIFIC regional office.Please write the issued number clearly on the outside of the shipping container and ship as directed.For all returns,the customer must provide a“Statement of Product Cleanliness and Decontamination”or“Declaration of Hazardous Material and Decontamination”form and comply with the requirements specified in it.The form is available from your CAMPBELL SCIENTIFIC regional office.Campbell Scientific is unable to process any returns until we receive this statement.If the statement is not received within three days of product receipt or is incomplete,the product will be returned to the customer at the customer’s expense.Campbell Scientific reserves the right to refuse service on products that were exposed to contaminants that may cause health or safety concerns for our employees.SafetyDANGER—MANY HAZARDS ARE ASSOCIATED WITH INSTALLING,USING,MAINTAINING,AND WORKING ON OR AROUND TRIPODS,TOWERS, AND ANY ATTACHMENTS TO TRIPODS AND TOWERS SUCH AS SENSORS,CROSSARMS,ENCLOSURES,ANTENNAS,ETC.FAILURE TO PROPERLY AND COMPLETELY ASSEMBLE,INSTALL,OPERATE,USE,AND MAINTAIN TRIPODS,TOWERS,AND ATTACHMENTS,AND FAILURE TO HEED WARNINGS,INCREASES THE RISK OF DEATH,ACCIDENT,SERIOUS INJURY,PROPERTY DAMAGE,AND PRODUCT FAILURE.TAKE ALL REASONABLE PRECAUTIONS TO AVOID THESE HAZARDS.CHECK WITH YOUR ORGANIZATION'S SAFETY COORDINATOR(OR POLICY)FOR PROCEDURES AND REQUIRED PROTECTIVE EQUIPMENT PRIOR TO PERFORMING ANY WORK.Use tripods,towers,and attachments to tripods and towers only for purposes for which they are designed.Do not exceed design limits.Be familiar and comply with all instructions provided in product manuals.Manuals are available at .You are responsible for conformance with governing codes and regulations,including safety regulations,and the integrity and location of structures or land to which towers,tripods,and any attachments are attached.Installation sites should be evaluated and approved by a qualified engineer.If questions or concerns arise regarding installation,use,or maintenance of tripods,towers,attachments,or electrical connections,consult with a licensed and qualified engineer or electrician.Generall Protect from over-voltage.l Protect electrical equipment from water.l Protect from electrostatic discharge(ESD).l Protect from lightning.l Prior to performing site or installation work,obtain required approvals and ply with all governing structure-height regulations.l Use only qualified personnel for installation,use,and maintenance of tripods and towers,and any attachments to tripods and towers.The use of licensed and qualified contractors is highly recommended.l Read all applicable instructions carefully and understand procedures thoroughly before beginning work.l Wear a hardhat and eye protection,and take other appropriate safety precautions while working on or around tripods and towers.l Do not climb tripods or towers at any time,and prohibit climbing by other persons.Take reasonable precautions to secure tripod and tower sites from trespassers.l Use only manufacturer recommended parts,materials,and tools.Utility and Electricall You can be killed or sustain serious bodily injury if the tripod,tower,or attachments you are installing,constructing,using,or maintaining,ora tool,stake,or anchor,come in contact with overhead or underground utility lines.l Maintain a distance of at least one-and-one-half times structure height,6meters(20feet),or the distance required by applicable law, whichever is greater,between overhead utility lines and the structure(tripod,tower,attachments,or tools).l Prior to performing site or installation work,inform all utility companies and have all underground utilities marked.l Comply with all electrical codes.Electrical equipment and related grounding devices should be installed by a licensed and qualified electrician.l Only use power sources approved for use in the country of installation to power Campbell Scientific devices.Elevated Work and Weatherl Exercise extreme caution when performing elevated work.l Use appropriate equipment and safety practices.l During installation and maintenance,keep tower and tripod sites clear of un-trained or non-essential personnel.Take precautions to prevent elevated tools and objects from dropping.l Do not perform any work in inclement weather,including wind,rain,snow,lightning,etc.Maintenancel Periodically(at least yearly)check for wear and damage,including corrosion,stress cracks,frayed cables,loose cable clamps,cable tightness, etc.and take necessary corrective actions.l Periodically(at least yearly)check electrical ground connections.Internal Batteryl Be aware of fire,explosion,and severe-burn hazards.l Misuse or improper installation of the internal lithium battery can cause severe injury.l Do not recharge,disassemble,heat above100°C(212°F),solder directly to the cell,incinerate,or expose contents to water.Dispose of spent batteries properly.WHILE EVERY ATTEMPT IS MADE TO EMBODY THE HIGHEST DEGREE OF SAFETY IN ALL CAMPBELL SCIENTIFIC PRODUCTS,THE CUSTOMER ASSUMES ALL RISK FROM ANY INJURY RESULTING FROM IMPROPER INSTALLATION,USE,OR MAINTENANCE OF TRIPODS,TOWERS,ORAustraliaLocation: Phone: Email: Website:Garbutt,QLD Australia 61.7.4401.7700********************.au .auBrazilLocation: Phone: Email: Website:São Paulo,SP Brazil11.3732.3399**********************.br .brCanadaLocation: Phone: Email: Website:Edmonton,AB Canada 780.454.2505************************** www.campbellsci.caChinaLocation: Phone: Email: Website:Beijing,P.R.China86.10.6561.0080********************.cn Costa RicaLocation:San Pedro,Costa Rica FranceLocation:Phone:Email:Website:Montrouge,France0033.0.1.56.45.15.20*******************www.campbellsci.frGermanyLocation:Phone:Email:Website:Bremen,Germany49.0.421.460974.0*******************www.campbellsci.deIndiaLocation:Phone:Email:Website:New Delhi,DL India91.11.46500481.482*******************www.campbellsci.inSouth AfricaLocation:Phone:Email:Website:Stellenbosch,South Africa27.21.8809960********************.zawww.campbellsci.co.zaSpainLocation:Barcelona,SpainThailandLocation:Phone:Email:Website:Bangkok,Thailand66.2.719.3399*********************UKLocation:Phone:Email:Website:Shepshed,Loughborough,UK44.0.1509.601141********************.ukUSALocation:Phone:Email:Website:Logan,UT USA435.227.9120********************Campbell Scientific Regional Offices。
bootstrap 按钮样式
bootstrap 按钮样式Bootstrap是一个强大的前端框架，它提供了许多有用的组件和工具，可以帮助开发人员快速构建现代化的 Web 应用程序。
其中，按钮组件是 Bootstrap 中最常用的组件之一，它可以用于各种场景，例如表单提交、导航菜单、模态框触发等等。
本文将介绍 Bootstrap 中的按钮样式，包括按钮类型、大小、状态和组合等方面。
一、按钮类型Bootstrap 中的按钮类型包括基础按钮、链接按钮、按钮组合、下拉菜单按钮、分裂按钮和工具栏按钮等。
其中，基础按钮和链接按钮是最常用的两种类型。
1. 基础按钮基础按钮是最简单的按钮类型，它们没有任何特殊的样式或行为。
在 Bootstrap 中，我们可以使用以下类来创建基础按钮：```html<button class='btn'>Default</button><button class='btn btn-primary'>Primary</button><button class='btn btn-secondary'>Secondary</button><button class='btn btn-success'>Success</button><button class='btn btn-danger'>Danger</button><button class='btn btn-warning'>Warning</button><button class='btn btn-info'>Info</button><button class='btn btn-light'>Light</button><button class='btn btn-dark'>Dark</button>```这些类定义了不同的按钮颜色，以及一些基础的样式，例如边框、圆角和阴影等。
Rated frequency 50 Hz (60 Hz) Rated secondary current 5 A (1 A, 2
Secondary conductors
The fixing screws in the light alloy base are positioned within easy reach also from above. The conduit used for the secondary conductors can be fixed into a U-shape slot entry in the secondary terminal box. This design obviates the drawing of the secondary conductor through an entrance hole into the terminal box. When specified on order the box can be provided with a threaded entry for cable termination accessories. One 2.5...10 sq. mm or two 2.5...6 sq. mm (in case of three core transformer one 2.5...6 sq. mm ) conductors can be directly connected to the secondary terminals. The terminal cover is sealable. Degree of protection by enclosure is IP 30.
数据挖掘导论第四章
Apply Model
Deduction
数据挖掘导论
Model Decision Tree
18
决策树归纳
Many Algorithms: Hunt’s Algorithm (one of the earliest) CART ID3, C4.5 SLIQ, SPRINT
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数据挖掘导论
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4.3 决策树归纳
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决策树: 例子
T id R e fu n d M a rita l T a x a b le S ta tu s In c o m e C h e a t
1 Yes
S in g le 1 2 5 K
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决策树分类任务: 应用模型
Tid 1 2 3 4 5 6 7 8 9 10
10
Attrib1 Attrib2
Yes
Large
No
Medium
No
Small
Yes
Medium
No
Large
No
Medium
Yes
Large
No
Small
No
Medium
No
Small
No
Married 80K
?
10
Assign Cheat to “No”
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决策树分类任务:学习模型
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美国脑囊虫病治疗指南 2013年
Ruth Ann Baird,MD Sam Wiebe,MD Joseph R.Zunt,MD, MPHJohn J.Halperin,MD, FAANGary Gronseth,MD, FAANKaren L.Roos,MD, FAAN Correspondence toAmerican Academy of Neurology: guidelines@ Supplemental data at ABSTRACTObjective:To review the evidence base for different treatment strategies in intraparenchymal neurocysticercosis in adults and children.Method:A literature search of Medline,EMBASE,LILACS,and the Cochrane Database from1980 to2008,updated in2012,resulted in the identification of10Class I or Class II trials of cysticidal drugs administered with or without corticosteroids in the treatment of neurocysticercosis. Results:The available data demonstrate that albendazole therapy,administered with or without corticosteroids,is probably effective in decreasing both long-term seizure frequency and the number of cysts demonstrable radiologically in adults and children with neurocysticercosis,and is well-tolerated.There is insufficient information to assess the efficacy of praziquantel. Recommendations:Albendazole plus either dexamethasone or prednisolone should be considered for adults and children with neurocysticercosis,both to decrease the number of active lesions on brain imaging studies(Level B)and to reduce long-term seizure frequency(Level B).The evidence is insufficient to support or refute the use of steroid treatment alone in patients with intraparen-chymal neurocysticercosis(Level U).Neurologyâ2013;80:1424–1429GLOSSARYAED5antiepileptic drug;CI5confidence interval;RCT5randomized controlled trial.Cysticercosis,infection with the larval form of Taeniasolium,is widely prevalent in developing countries ofAfrica,Asia,and Latin America.It is considered by theWHO to be the most common preventable cause ofepilepsy in the developing world,with an estimated2million people having epilepsy caused by T soliuminfection.1Humans can acquire2different forms ofinfection—by eating raw or undercooked pork contain-ing T solium cysts or by eating food contaminated withT solium eggs.Cysts consumed in undercooked meatmature into adult parasites in the human intestine,atwhich time they release eggs and gravid proglottids inthe stool.This form of intestinal infection is called tae-niasis.When T solium eggs are consumed,throughfecal–oral transmission from another human with tae-niasis or through autoinfection,they release onco-spheres into the host’s digestive tract and can thenmigrate throughout the host’s body,becoming encystedin end organs.This systemic infection is called cysticer-cosis.Seeding of larvae in the CNS results in neuro-cysticercosis.Neurocysticercosis,in turn,may affect theCNS parenchyma or the CSF space.In this guideline,we focus solely on parenchymal infections.Cysticercal cysts evolve through4stages,with differ-ent appearances on neuroimaging—the vesicular stage,where the cyst contains a living larva;a colloidal stage asthe larva degenerates;a“granulo-nodular”stage as themembrane of the cyst thickens;and the final stage ofcalcification.Only cysts in the vesicular and colloidalstages contain live larvae2and are amenable to anticy-sticercal treatment.Encysted larvae can remain asymp-tomatic for years.When the larvae do elicit a hostimmune response,patients can develop brain edemaand,more often,seizures.Optimal treatment of thisFrom the Departments of Clinical Neurology(R.A.B.)and Neurology and Neurological Surgery(K.L.R.),Indiana University School of Medicine, Indianapolis;Division of Neurology(S.W.),University of Calgary,Calgary,Canada;Department of Neurology(J.R.Z.),University of Washington, Seattle;Department of Neurosciences(J.J.H.),Overlook Medical Center,Summit,NJ;Department of Neurology and Medicine(J.J.H.),Mount Sinai School of Medicine,New York,NY;and Department of Neurology(G.G.),University of Kansas,Kansas City,KS.Appendices e-1through e-8and the e-tables are available as data supplements on the Neurology®website at .Accepted for publication by the Guideline Development Subcommittee on July14,2012;by the Practice Committee on July24,2012;and by the AAN Board of Directors on December26,2012.Go to for full disclosures.Funding information and disclosures deemed relevant by the authors,if any,are provided at the end of the article.1424©2013American Academy of Neurologyinfection has been the subject of considerable debate, with controversy regarding the appropriate role of both corticosteroids and cysticidal drugs such as praziquantel or albendazole for active infections.To address this controversy,we performed a sys-tematic review of the literature regarding the follow-ing specific clinical questions:1.In patients with symptomatic intraparenchymalneurocysticercosis,is cysticidal therapy more effec-tive than no therapy,and does it affect long-term seizure outcome?2.In patients with symptomatic intraparenchymal neu-rocysticercosis,is treatment with corticosteroids more effective than no treatment?3.When during the course of antiparasitic treatment should steroids be started?4.What is the efficacy of antiepileptic drugs(AEDs)in treating or decreasing occurrence of subsequent seiz-ures secondary to intraparenchymal neurocysticerco-sis,and what is the optimal time course of AED treatment for seizures secondary to intraparenchymal neurocysticercosis?DESCRIPTION OF THE ANALYTIC PROCESS Because cysticercosis is quite prevalent in Latin America,a number of relevant studies have been published in the Spanish-language literature.Therefore,a com-prehensive search was performed of both English-and Spanish-language articles(with the latter reviewed by2 panel members,J.R.Z.and S.W.,who are fluent in Span-ish)in Medline,EMBASE,LILACS,and Cochrane Database of Systematic Reviews from1980to2008, using the search terms“neurocysticercosis,”“cerebral cys-ticercosis,”“brain cysticercosis,”“antiparasitic agents,”“antihelmintics,”“cysticidal,”“clinical trials,”“research design,”“antiseizure,”“anticonvulsant,”“antiepileptic,”“albendazole,”“praziquantel,”“steroid,”“corticosteroid,”“anti-inflammatory agents,”“hydrocortisone,”“predni-sone,”“prednisolone,”“dexamethasone,”and“neurosur-gery”(see appendix e-1on the Neurology®Web site at for complete search strategy).The search identified590citations.An updated search of Medline and the Cochrane Database of Systematic Re-views was performed in January2012and identified an additional20citations.Each abstract was reviewed by at least2reviewers.Review articles without primary data, case reports,and small case series were discarded.The remaining pertinent123articles were reviewed in detail, and data regarding cohort size,patient characteristics, inclusion and exclusion criteria,completion rate, treatment and dosage,study design,study length, primary and secondary outcomes,efficacy,and effect size were extracted from each article and tabulated using a data extraction form.Each article was classified according to the American Academy of Neurology therapeutic clas-sification of evidence scheme(see appendix e-4).Risk differences with95%confidence intervals(CIs) were used as the preferred measure of effect and statisti-cal precision.When necessary to increase statistical pre-cision,studies with the lowest risk of bias were pooled in a fixed-effects meta-analysis.Class II studies were included in the meta-analysis only when precision was insufficient after Class I studies were pooled. ANALYSIS OF EVIDENCE In patients with symptomatic intraparenchymal neurocysticercosis,is cysticidal therapy more effective than no therapy,and does it affect long-term seizure outcome?Treatment efficacy can be judged by a radiologic surrogate marker—the numbers of remain-ing active and inactive cysts—and clinically by the num-ber of patients experiencing seizures after treatment.Of note in these studies,patients received anticonvulsants initially,most often phenytoin,but this was not explicitly controlled as part of the treatment protocols.Also of note,although some of the cited studies were limited to patients with active cysts,some included individuals with transitional cysts,in which the parasite is already dead or dying.Because cysticidal therapy would not be expected to affect the disease course if the organism were already dead,this may actually have led to an underesti-mation of treatment efficacy.Three Class I325(1Class I for imaging only5and Class IV for clinical measures,including seizure fre-quency)and6Class II studies6–11(1Class II for imag-ing studies only6)addressed cysticidal therapy (administered with or without steroids)in the initial treatment of neurocysticercosis.One11of the Class II studies compared albendazole alone with albendazole with praziquantel without a control group and therefore was not informative regarding whether antihelminthic therapy is useful.(There was no difference in any out-come measure between the2regimens.)Five of the remaining Class II studies were restricted to the pedi-atric population.7–11One of these studies was Class II for imaging studies only.9One Class I study3included adults only.Two Class I studies3,4and all5pediatric Class II studies7–11combined corticosteroid treatment with cysticidal therapy.One randomized controlled trial(RCT)(Class I) evaluated120patients with viable parenchymal cysts and seizures who were assigned to receive either albenda-zole(800mg/day)plus dexamethasone(6mg/day,both for10days)or2placebos.3During months2–30 following treatment,there was a nonsignificant 46%reduction in the number of total seizures (95%CI74%to83%)in the albendazole/dexa-methasone group as compared with placebo and a significant67%reduction in number of seizures with generalization(95%CI20%to86%,p5 0.01).At6-month follow-up the number of patients Neurology80April9,20131425with active cysts on imaging studies was significantly lower in patients receiving active treatment than in those receiving placebo (p ,0.007).Therapy was well-tolerated with the exception of abdominal pain and nausea,which were reported more commonly in the treatment group.The studies do not state whether gastrointestinal prophylaxis was used.An RCT (Class II)in 29patients with multiple cystic lesions on CT (cysts of all types,excluding only calcified cysts)6who received either albendazole (15mg/kg/day for 7days)or placebo showed no signifi-cant difference in total number of lesions or resolu-tion of cysts on head CT at 1week,1month,and 3months.Seizure outcomes were not reported.A third RCT,in which all patients had active or tran-sitional (i.e.,vesicular evolving into colloidal)cysts,4as-signed 88patients to receive albendazole (800mg/day,or weight based,for 8days)and oral prednisone (75mg/day or weight based)and 90patients to receive prednisone and placebo.At 1month,cysts had disappeared in 31%of those receiving albendazole and in 7%of those receiv-ing prednisone alone (p ,0.001).When Kaplan-Meyer projections were applied,at 12months 62%of patients receiving albendazole were seizure-free vs 52%of con-trols (not significant).In a fourth RCT,5in which all patients had contrast-enhancing cysts,33patients received 3days of albenda-zole (15mg/kg for 3days,without corticosteroids),and 34patients received placebo.At 6months,cysts had resolved completely in 85%of those receiving albenda-zole and in 41%of those receiving placebo (p ,0.001).Seizure frequency was low in both groups at 6-month follow-up,with no significant difference in frequency.In the pediatric population,4Class II studies pro-vide conflicting results for radiologic outcomes but used differing criteria.Two studies 7,9(63patients and 93patients,respectively)found a decrease in active le-sions in patients receiving albendazole (15mg/kg/day for 28days in both,prednisolone 1–2mg/kg/day for the first 5days in the first,dexamethasone 0.15mg/kg/day for 5days in the second).In the first study,CT scans performed 3months after treatment showed disappear-ance of active lesions in 64.5%of patients treated with albendazole and in 37.5%of controls.In the second study,CT scans performed at 3months demonstrated complete or partial resolution of cysts in 79%of patients given treatment vs in 57%of controls.Two 8,10studies (with 53patients and 110patients,respectively)found no difference in the number of patients in whom lesions disappeared (treatment albendazole 15mg/kg/day for 28days,with prednisolone 2mg/kg/day for 3days before albendazole in the first;albendazole 15mg/kg/day for 4weeks,prednisolone 2mg/kg/day for 21days,and then a 1-week taper in the second).In the first,cysts disap-peared on 6-month follow-up CT scan in 54%of pa-tients receiving treatment and in 55%of those receiving placebo.In the second,single cysts disappeared on 3-month follow-up CT in 53%of patients receiving steroids,in 60%of those receiving albendazole,and in 63%of those receiving both treatments.One Class II study 7showed a decrease in late recurrent seizures among treated patients,although the numbers were small in both groups,and the difference was not significant.One Class II study 10showed cysticidal therapy was ben-eficial in reducing seizure recurrence.To increase the precision of the estimate of the effec-tiveness of albendazole regarding seizure frequency,we performed a meta-analysis combining the 2Class I 3,4and 4Class II studies 5,7,8,10with comparable data (figure).Overall,there was a 6.1%decrease in the risk of having seizures (95%CI 0.3%to 11.9%,number needed to treat 516).Conclusion.Based on imaging findings in 4Class I studies (3concordant,1underpowered study failing to show an effect)and a meta-analysis of 2Class I and 4Class II studies,albendazole (400mg BID for adults or weight-based dosing for either adults or children)is probably safe and effective in reducing both the number of cysts and long-term seizure frequency in adults and children with neurocysticercosis.In most studies,cortico-steroids were coadministered,in varying dosages,and this combination appears effective.Data are insufficient to indicate whether corticosteroids are necessary in this setting.Clinical context.The available studies have used different stratification methods for seizure analysis and different criteria for judging improvementinMeta-analysis,combining data from the 2Class I and 4Class II studies with outcome data regarding seizure risk (proportion of treated patients with seizures relative to proportion of untreated patients with seizures).1426Neurology 80April 9,2013imaging.On the basis of the3Class I studies it ap-pears albendazole plus corticosteroids decreases the number of active brain lesions relative to placebo and,on the basis of a meta-analysis of available data,de-creases the number of patients with seizures,at modest cost.These findings appear to be consistent in adults and children.Side effects of treatment appear minimal.Of greatest concern has been the potential—emphasized in a single large study12—for increased seizures and encephalopa-thy as a result of treatment-induced parasite death. This study,in which all patients had multiple cysts (with5or more cysts in over25%of patients)and in which neither allocation nor treatment was con-cealed,was considered to be Class IV and therefore not considered contributory.Of the3Class I or II studies that reported seizure frequency during treat-ment,3,4,7none showed an increase in seizure fre-quency with treatment(pooled risk difference vs placebo20.1%,95%CI26.2%to5.9%).Only 2studies3,4detailed other side effects.In the first study3headaches occurred in32of60patients given treatment vs in31of60controls;dizziness occurred in9patients vs in4,and abdominal com-plaints occurred in8vs in0.Only the last finding was significant;however,patients given treatment in this study all received corticosteroids,whereas con-trols did not.In the second study,headaches occurred in59of88patients given treatment vs in 53of90controls;abdominal complaints occurred in 38vs in40(neither side-effect finding being significant).Recommendations often emphasize the danger of antihelminthic treatment in patients with a very large lesion burden.The cited studies all excluded patients with massive cerebral edema or innumerable lesions but were otherwise inconsistent.Three studies5,7,10 were limited to patients with single lesions.In one study,patients had1or2cysts.9In another study, 84%of patients had1or2;the remainder had fewer than100.In the remaining3studies,the number of cysts was described as“multiple,”6“less than20,”3and “less than36.”4Recommendation.Albendazole plus either dexametha-sone or prednisolone should be considered for adults and children with neurocysticercosis,both to decrease the number of active lesions on brain imaging studies (Level B)and to reduce long-term seizure frequency (Level B).In patients with symptomatic intraparenchymal neurocysticercosis,is treatment with corticosteroids more effective than no treatment?One Class I study13and one Class II/Class IV study14assessed steroid treatment without administration of cysticidal therapy.In the Class I study,148patients with solitary cysts were randomized to receive prednisolone(40–60mg/day on the basis of weight for2weeks,followed by a4-day taper)or pla-cebo.At3months there were no differences in imaging findings or in overall seizure frequency between the2 groups.Frequency of generalized seizures at follow-up was16%in patients receiving corticosteroids and60% in controls;frequency of focal seizures was63%among those receiving methylprednisolone and25%among controls(both differences significant).The second study14included97patients with new-onset seizures and a single enhancing CT lesion, randomized to receive AEDs plus prednisolone(pred-nisolone1mg/kg/day for10days,followed by a4-day taper)or AED monotherapy alone.At6-month follow-up,the CT lesions had disappeared in88%of patients in the prednisolone group vs in52%of those in the antiepileptic group(p50.003).The Kaplan-Meier esti-mated risk of seizure recurrence was significantly less in the prednisolone group(8.38;df1;p,0.01).Although the study showed benefit,the strength of evidence is Class II for CT resolution of lesions outcome and Class IV for seizure outcome.Conclusion.On the basis of one Class I study showing no benefit radiologically and ambiguous benefit clinically and one Class II/IV study showing benefit,there is insuf-ficient evidence to recommend steroid treatment alone for patients with solitary intraparenchymal neurocysticer-cosis granulomata.Clinical context.The effect of corticosteroid treatment alone in neurocysticercosis has not been widely studied. Most trials include a combination of cysticidal therapy and steroid treatment.Recommendation.The evidence is insufficient to support or refute the use of steroid treatment alone in patients with intraparenchymal neurocysticercosis(Level U). When during the course of antiparasitic treatment should steroids be started?We found no studies to answer this question.What is the efficacy of AEDs in treating or decreasing occurrence of subsequent seizures secondary to intraparenchymal neurocysticercosis,and what is the optimal time course of AED treatment for seizures secondary to intraparenchymal neurocysticercosis?We found no studies to answer this question.Clinical context.Given the well-established efficacy and safety of a broad range of AEDs and the frequency with which neurocysticercosis causes seizures,it is reasonable to treat these patients with AEDs at least until the active lesions have subsided.RECOMMENDATIONS FOR FUTURE RESEARCH Several aspects of treatment require further study.1.Cysticercal cysts evolve through4stages:the livinglarva,the degenerating larva,a reactive thickening of the cyst membrane,and calcification.Only cysts in the first2stages contain live cysts.2A study that Neurology80April9,20131427evaluates the response to therapy on the basis of the stage of the cyst would be useful.2.The successful treatment trials cited all used cystici-dal therapy administered with or without cortico-steroids.Studies are needed to determine the appropriate use and timing of administration of adjuvant corticosteroids and the potential benefit of combination cysticidal therapy.3.Neurocysticercosis can be intraventricular or intraoc-ular or can involve the subarachnoid space.Studies have not addressed these forms of the infection. Assessment of different treatment strategies,medical or surgical,for such patients would be helpful.4.HIV coinfection may alter efficacy of antihelminthic treatment or produce important drug–drug interac-tions;determination of best treatment for neurocysti-cercosis in such patients is needed.5.Additional studies should focus on clinical outcomes rather than surrogate CT outcomes,as the two do not always correlate.Patients may experience seizure recurrence despite resolution of lesions on CT. AUTHOR CONTRIBUTIONSRuth Ann Baird:drafting/revising the manuscript,study concept or design,anal-ysis or interpretation of data.Samuel Wiebe:drafting/revising the manuscript, study concept or design,analysis or interpretation of data.Joseph Raymond Zunt:drafting/revising the manuscript,study concept or design,analysis or inter-pretation of data.John Halperin:drafting/revising the manuscript,study concept or design,analysis or interpretation of data,statistical analysis,study supervision. Gary Gronseth:drafting/revising the manuscript,analysis or interpretation of data,statistical analysis.Karen L.Roos:drafting/revising the manuscript,study concept or design,analysis or interpretation of data,study supervision.STUDY FUNDINGThis guideline was developed with financial support from the American Acad-emy of Neurology.None of the authors received reimbursement,honoraria,or stipends for their participation in development of this guideline.DISCLOSURER.A.Baird has no disclosures to report.S.Wiebe has received honoraria from UCB Pharma Inc.and has received research funding from Alberta Heritage Medical Research Foundation,Canadian Institute for Health Research,MSI Foundation of Alberta,and the Hotchkiss Brain Institute of the University of Calgary.J.R.Zunt has received honoraria from the American Academy of Neu-rology and has received funding from the NIH on retroviral infections.J.Hal-perin has testified in several physician medical malpractice cases and aided the Connecticut Department of Health in proceedings regarding Lyme disease.G.Gronseth has served on a speakers’bureau for Boehringer Ingelheim (resigned December2011),and receives honoraria from the American Acad-emy of Neurology.K.Roos has received funding for travel from the American Academy of Neurology as a member of its Board of Directors.Go to for full disclosures.DISCLAIMERThis statement is provided as an educational service of the American Academy of Neurology.It is based on an assessment of current scientific and clinical information.It is not intended to include all possible proper methods of care for a particular neurologic problem or all legitimate criteria for choosing to use a specific procedure.Neither is it intended to exclude any reasonable alter-native methodologies.The AAN recognizes that specific patient care decisions are the prerogative of the patient and the physician caring for the patient,based on all of the circumstances involved.The clinical context section is made avail-able in order to place the evidence-based guideline(s)into perspective with cur-rent practice habits and challenges.Formal practice recommendations are not intended to replace clinical judgment.CONFLICT OF INTERESTThe American Academy of Neurology is committed to producing independent, critical,and truthful clinical practice guidelines(CPGs).Significant efforts are made to minimize the potential for conflicts of interest to influence the recom-mendations of this CPG.To the extent possible,the AAN keeps separate those who have a financial stake in the success or failure of the products appraised in the CPGs and the developers of the guidelines.Conflict of interest forms were obtained from all authors and reviewed by an oversight committee before pro-ject initiation.AAN limits the participation of authors with substantial conflicts of interest.The AAN forbids commercial participation in,or funding of,guide-line projects.Drafts of the guideline have been reviewed by at least3AAN committees,a network of neurologists,Neurology peer reviewers,and represen-tatives from related fields.The AAN Guideline Author Conflict of Interest Policy can be viewed at .Received August3,2012.Accepted in final form December14,2012.REFERENCES1.Coyle CM,Mahanty S,Zunt JR,et al.Neurocysticercosis:neglected but not forgotten.PLoS Negl Trop Dis2012;6: e1500.2.Murthy JMK,Reddy YVS.Prognosis of epilepsy associ-ated with single CT enhancing lesion:a long term follow-up study.J Neurol Sci1998;159:151–155.3.Garcia HH,Pretell EJ,Gilman RH,et al.A trial of anti-parasitic treatment to reduce the rate of seizures due to cerebral cysticercosis.N Engl J Med2004;350:249–258.4.Carpio A,Kelvin EA,Bagiella E,et al.Effects of albenda-zole treatment on neurocysticercosis:a randomised con-trolled trial.J Neurol Neurosurg Psychiatry2008;79: 1050–1055.5.Chaurasia RN,Garg RK,Agarwal A,et al.Three day alben-dazole therapy in patients with a solitary cysticercus granuloma:a randomized double blind placebo controlled study.SoutheastAsian J Trop Med Public Health2010;41:517–525.6.Padma MV,Behari M,Misra NK,Ahuja GK.Alben-dazole in neurocysticercosis.Natl Med J India1995;8: 255–258.7.Baranwal AK,Singhi PD,Khandelwal N,Singhi SC.Alben-dazole therapy in children with focal seizures and single small enhancing computerized tomographic lesions:a randomized, placebo-controlled,double blind trial.Pediatr Infect Dis J 1998;17:696–700.8.Gogia S,Talukdar B,Choudhury V,Arora BS.Neuro-cysticercosis in children:clinical findings and response to albendazole therapy in a randomized,double-blind,pla-cebo-controlled trial in newly diagnosed cases.Trans R Soc Trop Med Hyg2003;97:416–421.9.Kalra VK,Dua T,Kumar V.Efficacy of albendazole andshort-course dexamethasone treatment in children with1or 2ring-enhancing lesions of neurocysticercosis:a randomized controlled trial.J Pediatr2003;143:111–114.10.Singhi P,Jain V,Khandelwal N.Corticosteroids versusalbendazole for treatment of single small enhancing com-puted tomographic lesions in children with neurocysticer-cosis.J Child Neurol2004;19:323–327.11.Kaur S,Singhi P,Singhi S,Khandelwal binationtherapy with albendazole and praziquantel versus alben-dazole alone in children with seizures and single lesion neurocysticercosis:a randomized,placebo-controlled double blind trial.Pediatr Infect Dis J2009;28: 403–406.12.Das K,Mondal GP,Banerjee M,Mukherjee BB,Singh OP.Role of antiparasitic therapy for seizures and resolution of lesions in neurocysticercosis patients:an8year randomised study.J Clin Neurosci2007;14:1172–1177.1428Neurology80April9,201313.Singla M,Prabhakar S,Modi M,Medhi B,Khandelwal N,Lal V.Short-course of prednisolone in solitary cysticercus granuloma:a randomized,double-blind,placebo-controlled trial.Epilepsia2011;52:1914–1917.14.Mall RK,Agarwal A,Garg RK,Kar AM,Skukla R.Shortcourse of prednisolone in Indian patients with solitary cysticer-cus granuloma and new-onset seizures.Epilepsia2003;44: 1397–1401.Neurology80April9,20131429。
关于AE接口的一些说明
关于arcengine接口的一些说明1、抽象类，类，和组件对象类抽象类是不能实例化的，抽象类中是一系列抽象的方法，故是不能实例化的，它只能被继承。
不同的类可以继承同一个抽象类，但内部对同一方法的实现可能是不一样的。
如AO中的接口都是抽象类。
用户可以在类中实现这些接口，也就是继承这些接口。
如用户可以在自己的类中实现 ICommand接口，生成一个Command，或者实现ICommand、ITool接口，生成一个Tool.类是不能直接实例化的，它只能作为另一个类的属性或者被其它类的对象实例化。
如Sde3Workspace Class、Sde4Workspace Class，FeatureClass,FeatureDataset它们是不能通过New直接实例化的，只能通过SdeWorkspaceFactory CoClass这个组件对象类所实现的IWorkspaceFactory接口里的Open方法来实例化。
FeatureClass,FeatureDataset也是不能直接实例化的，他只能通过IFeatureWorkspace接口里的 CreateFeatureClass，CreateFeatureDataset方法来实例化。
组件对象类能够通过New来直接实例化。
如 SdeWorkspaceFactory，QueryFilter 它们是可以通过New来直接实例化的。
2、继承类继承（type inheritance）定义了专门的类，它们拥有超类的属性和方法，并且同时也有自身的属性和方法。
上图说明primary line 和secondary line 是line 的一种类型。
实例化（Instantiation）指定一个类的对象有这样的方法，它能够创建另外一个类的对象。
pole 对象有一个方法能够创建transformer 对象。
3、类和接口的实现一些类可能实现多个接口，一个接口也可能被多个类所实现，但不同的类实现同一个接口可能内部并不是一样的，这就实现了多态性．如ILayer这个接口被多个接口实现，其中包括FeatureLayer和RasterLayer，但这两个类实现ILayer 接口时内部实现肯定是不一样的！但在外部对ILayer的操作是一样的！4、接口之间的相互查询一个类可以实现多个接口，每一个接口可能包括一系列的属性和方法，但有时候一个接口里可能没有你想要的方法和属性，可能在这个类所实现接口的另一个接口里，这就涉及到从一个接口转到这个类所实现接口的另一个接口里，对于类所实现的一系列接口里，接口间是可以相互跳转的。
CityEngine 4.0 教程：导入街道数据说明书
Tutorial 4: Import streetsTable of ContentsTutorial 4: Import streets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Tutorial 4: Import streetsDownload items•Tutorial data•Tutorial PDFImport DXF street dataCityEngine street networksCityEngine street networks are attributed graphs, consisting of graph nodes (crossings) and graph edges (street segments). They can be generated with the street grow feature, created in CityEngine, or imported via an external file, such as DXF.Prepare street data for CityEngineIn this example, the main road structure for a seaside city has been sketched in Illustrator using its path and geometry tools.Export a DXF file from external CAD applicationsWhen exporting the street network, make sure the units fit the CityEngine unit system, which always interprets numbers in imported files as meters. You can open the .dxf in a text editor and look for the vertex data to see what dimensions are written out. In this example, an export scale of 1 pixel equals 10 units is set to get the needed dimensions (see the export options screen shot below).The following is vertex data generated by the DXF export operation:Vertex dataThe following screen shot shows suggested options in the Illustrator DXF/DWG Options dialog box:Import a DXF file into CityEngineSteps:1.Open the sesame_01.cej scene file.2.Locate the sesame_streetsketch.dxf file in the data folder.3.Right-click the file, and choose Import.The Layer 2data layer is already added as a graph layer to be imported.4.Make sure Run Graph Cleanup Tool after Import is checked, and click Next.5.Enable Intersect Segments, Snap Nodes to Segments, and Merge Nodes.6.Set the snapping distance to 1 and the merging distance to 5.7.Click Finish.A new graph layer called sesame_streetsketch appears in the Scene Editor. Alternatively, you can open thesesame_02.cej scene file to get the scene with the imported data.Grow minor streetsOnce the major streets are imported, you can start to refine the street network and grow the minor streets in between. The Street Grow Algorithm in CityEngine tries to fill existing closed blocks, so you can iteratively fill the street blocks with streets.Steps:1.Focus the street block you want to create minor streets.2.Create two single small streets using the graph edit tool.This a) specifies the general orientation of the streets in the block, and b) defines a starting node for the Street Grow Algorithm.3.Manually create some street segments.4.Select the segments (q key), and fill in the blank areas using the Grow Streets dialog box.The sesame_03.cej scene file contains the finished street network.Final resultThe sesame_12.cej scene file contains a finished street network with extracted and subdivided lots.The following screen shot shows Sesame City with generated minor streets and extracted building footprints:The following screen shot shows Sesame City with simple buildings and vegetation models:Import OSM street data"OpenStreetMap is a project aimed squarely at creating and providing free geographic data such as street maps to anyone who wants them." — OpenStreetMapOSM is an XML-based format used to describe vector data in a map. It defines three basic data types—nodes, ways, and closed ways—which are used to describe all the other elements:•Nodes—Points between which segments are drawn.•Ways—Ordered list of nodes, displayed as connected by line segments in the editor.•Closed Ways—Ways that go in a complete loop. They are used to describe areas such as parks, lakes, or islands.Export an OSM file from OpenStreetMapThe OSM data for this tutorial (area of historical Pompeii) was downloaded from /api/0.6/map?bbox=14.4798600,40.7454200,14.4984500,40.7550800.Find the .osm file in the data folder of your current CityEngine project.Import an OSM file into CityEngineSteps:1.Open a new scene file by clicking File>New>CityEngine>CityEngine scene.2.Drag the file into the 3D viewport.3.In the OSM import dialog box, choose the layers to import. Typically, all streets are in the highway layer and buildingsare in the building layer. Use the Select/deselect all check box to deselect all layers if necessary.4.Set the additional options as shown in the following screen shot:5.Click Finish.6.Accept the suggested coordinate system WGS 1984 UTM Zone 33N.7.Click OK.Two new layers (street network and shapes) appear in the Scene Editor, and the OSM data is visible in the 3D viewport, with automatically created street shapes on the imported street centerlines.8.Rename the graph network layer to OSM_Streets.9.Rename the shape layer to OSM_Shapes.Street widthsIf you look closely at the generated street shapes, you'll notice that they differ in width. When importing OSM data with the Map OSM tags option enabled, CityEngine creates layer attributes that define street widths from OSM street types.Select a street segment and note its parameters in the Inspector.In the following screen shot, a street with highway type primary has assigned street and sidewalk width parameters according to the layer attribute mapping from the imported OSM Layer OSM_Streets:You can manually modify the street width by setting a new width value to the streetWidth parameter (the value will change to a user-set value) or by using the Street Edit tool on the toolbar.OSM attribute mappingSteps:1.Select the new graph network layer in the Scene Editor, and look at the layer attribute code in the Inspector.The street segment in the previous image is of type tertiary and is mapped to 6 meters in the function streetWidthByClass. You can change the mapping here as desired.Data conflictsImported OSM data often is not very clean and leads to conflicts (for example, overlapping streets). Open blocks or red dotted lines are indications of unconnected segments or overlapping streets, which can lead to invalid blocks. There are a number of ways to deal with such conflicts:•Use the Cleanup Graph tool with different parameters.•Select fewer streets from the highway layer in the import dialog box.•Set street and sidewalk widths to lower values (resulting in less overlapping streets).•Manually clean up the street network after import by combining or removing nearby crossings or parallel streets.The following screen shots show an example of unconnected graph nodes before and after cleaning:Note:OSM street data usually contains elevation data (attribute level), but it may be faulty. If youactivate the Run Generate Bridges Tool option, CityEngine automatically works out apossible solution to deal with this.Add a map layer with georeferenced satellite imagerySteps:1.Click File>Import>CityEngine Layers>Texture Import.2.Browse to the pompeii_satellite.tif file in the maps folder.The pompeii_satellite.tfw world file accompanies the pompeii_satellite.tif file and stores thegeoreference information for the image. Therefore, the Size (bounds) and Offset (location) parameters are automaticallyset. See world file raster datasets for more information.3.Click Finish to create the new texture map layer.Note:CityEngine does not reproject images on import. Choosing the coordinate system onimage import is only used to calculate the correct location information. It is thereforecrucial to have image data prepared in the projection used in the CityEngine scene. (In theprevious example, the Pompeii satellite image has been reprojected in ArcMap to WGS1984 UTM Zone 33N (the Scene Coordinate System used for this tutorial scene).The following screen shot show the satellite map added to OSM street data:Generate modelsSteps:1.Select all shapes in the OSM_Shapes layer in the Scene Editor..2.Assign the osm_generic.cga rule file.Because some shapes already have a valid start rule set, the Set Start Rule dialog box appears.3.Click Skip.4.Click Generate.As you may have noticed, only the streets have been generated. The building shapes were not generated. Select one ofthem and note in the Inspector that there is no start rule assigned.5.To fix it, right-click the selected shape in the viewport and choose Select>Select Objects with Same Start Rule fromthe context menu. This selects all shapes with no start rule set.6.In the Inspector, click the Select button next to the Start Rule field.7.In the Set Start Rule dialog box, choose Lot.8.Click Generate again.The following screen shot shows simple generic models generated on OSM data:Import shapefile (and geodatabase) street dataBecause the operation of importing streets from shapefiles and geodatabase files is almost identical, a specific example for geodatabases is not shown here.Shapefile dataSteps:1.Locate the streets.shp file in the data folder of the tutorial project.The shapefile also has a .prj file, which ensures correct georeferencing on import. The data consists of polylines thatimport as street segments in CityEngine. The data also contains a width attribute, which controls street width inCityEngine.Attribute table of the shapefile as displayed in ArcMap:Import dataSteps:1.Create a new empty CityEngine scene.2.Drag and drop the streets.shp file from the Navigator into the 3D viewport.3.During import, CityEngine prompts you to choose a scene coordinate system. The projection defined for the shapefile issuggested as default; use that here.Note:The .shp data in this example contains the width attribute to control the street width. Datawith no such attribute results in default street widths. Street widths can also be setmanually after import. Mappings to other attribute names are possible as well usingattribute mapping. See the CityEngine manual for details.CleanupThe imported street shapes show some conflicting street shapes, marked with red dotted lines. Use the Cleanup Graph operation with Resolve Conflicting Shapes enabled to fix those automatically. You can also use the Simplify Graph tool to reduce unneeded complex graph segments by approximating the graph by deleting unneeded graph settings and setting the tangents. See the Street Network section of the CityEngine manual for details.Assign rule fileSteps:1.Select all street shapes.2.From the File Navigator, drag the sesame_01.cga rule file from the projects rule folder onto the selected shapes in the3D viewport.Simple street models are generated.。
SAP常用后台透明表
TABLES IN SAP1CUSTOMISING (3)1.1G ENERAL SETTINGS (3)1.1.1Countries (3)1.1.2Currency (3)1.1.3Unit of measure (3)1.1.4Calendar functions (3)1.2E NTERPRISE STRUCTURE (3)1.2.1Definition (3)1.2.2Assignment (4)1.3F INANCIAL ACCOUNTING (4)1.3.1Company code (4)1.3.2Fi document (4)1.4N OT CATEGORIZED (4)2BASIC DATA / ADMINISTRATION (5)2.1W ORKBENCH RELATED TABLES (5)2.1.1Data dictionary tables (5)2.1.2Workbench (5)2.2A DMINISTRATION (5)2.2.1User administration (5)2.2.2Batch input queue (5)2.2.3Job processing (5)2.2.4Spool (6)2.2.5Runtime errors (6)2.2.6Message control (6)2.2.7EDI (6)2.2.8Change documents (6)2.2.9Reporting tree table (6)2.2.10LIS structure/control tables (6)3MASTER DATA : (7)3.1M ATERIAL MASTER : (7)3.1.1Basic data text (sap script) (7)3.1.2Batches (7)3.2C USTOMER MASTER DATA (7)3.3V ENDOR (7)3.4C USTOMER – MATERIAL INFO RECORD (8)3.5B ANK DATA (8)4CHARACTERISTICS : (9)4.1C HARACTERISTICS : (9)4.2C LASS TYPES AND OBJECTS : (9)4.3L INKS : (9)5FI/CO : (10)5.1FI: (10)5.1.1Master data (10)5.1.2Accounting documents // indices (10)5.1.3Payment run (10)5.2CO: (10)5.2.1Cost center master data (10)5.2.2Cost center accounting (10)6SALES AND DISTRIBUTION (SD) : (11)6.1S ALES ORDER : (11)6.2B ILLING DOCUMENT : (11)6.3S HIPPING : (11)6.4D ELIVERY : (11)6.5P RICING : (11)6.6CONTRACTS : (11)7MATERIAL MANAGEMENT (MM) : (12)7.1M ATERIAL DOCUMENT (12)7.2P URCHASING (12)8WAREHOUSE MANAGEMENT (WM) : (13)8.1T RANSFER REQUIREMENT (13)8.2T RANSFER ORDER (13)8.3M ASTER DATA - STOCK POSITIONS (13)8.4I NVENTORY DOCUMENTS IN WM (13)9QUALITY MANAGEMENT (QM) : (14)9.1I NSPECTION LOT / INFO RECORD (14)9.2Q UALITY NOTIFICATION (14)9.3C ERTIFICATE PROFILE (14)10PRODUCTION PLANNING (PP) (15)10.1W ORK CENTER (15)10.2R OUTINGS/OPERATIONS (15)10.3B ILL OF MATERIAL (15)10.4P RODUCTION ORDERS (15)10.5P LANNED ORDERS (16)10.6KANBAN (16)10.7R ESERVATIONS (16)10.8C APACITY PLANNING (16)10.9P LANNED INDEPENDENT REQUIREMENTS (16)11PROJECT SYSTEM (PS) (17)11.1B ASIC DATA (17)11.2E QUIPMENT (17)12PLANT MAINTENANCE (PM) (17)12.1H UMAN RESOURCES (18)12.2S ETTINGS (18)12.3M ASTER DATA (18)12.4I NFOTYPES (18)1Customising1.1General settings1.1.1CountriesT005 Countries1.1.2CurrencyTCURC Currency codesTCURR WisselkoersenTCURT Currency nameTCURX Decimal places for currencies.1.1.3Unit of measureT006 Units of measure1.1.4Calendar functionsT247 Month namesTFACD Factory calendar definitionT015M Month namesTTZZ Time zonesTTZD Summer time rulesTTZDF Summer time rules (fixed annual dates)TTZDV Summer time rules (variable dates)TTZDT Summer time rules textsTTZ5 Assign Time Tones to CountriesTTZ5S Assign time zones to regions1.2Enterprise structure1.2.1DefinitionFI T880 CompanyT001 Company codeCO TKA01 Controlling areaLO T001W Plant / sales organisationT499S LocationsTSPA DivisionSD TVKO Sales organisation / company code TVTW Distribution channelTVBUR Sales officeTVKBT Sales office textTVKGR Sales groupTVGRT Sales group textT171T Sales district textMM T001L Storage locationsT024E Purchasing organizationT3001 Warehouse numberTVST Shipping pointTVLA Loading pointTTDS Transportation1.2.2AssignmentCO TKA02 Assign company code to controlling areaLO T001K Assign plant (valuation area) to company codeSD TVKO Sales organisation / company codeTVKOV Distribution channel / sales organisationTVKOS Division to sales organizationTVTA Sales ariaTVKBZ Sales office to sales areaTVBVK Sales group to sales officeTVKWZ Plants to sales organizationMM T024E Purchasing organization / company code T024W Plant to Purchase organizationT001K Link plant ( = valuation area) / company codeTVSWZ Shipping point to plantT320 Assignment MM Storage Location to WM Warehouse 1.3Financial accounting1.3.1Company codeT004 Chart of accountsT077S Account group (g/l accounts)T009 Fiscal year variantsT880 Global company dataT014 Credit control area1.3.2Fi documentT010O Posting period variantT010P Posting Period Variant NamesT001B Permitted Posting PeriodsT003 Document typesT012 House banks1.4Not categorizedT007a Tax keysT134 Material typesT179 Materials: Product HierarchiesT179T Materials: Product hierarchies: TextsTJ02T Status textTINC Customer incotermsTVFK Billing doc typesT390 PM: Shop papers for print control2Basic data / administration2.1Workbench related tables2.1.1Data dictionary tablesDD02L Tables in SAPDD02T Tables descriptionDD03L Field names in SAPDD03T Field description in SAP2.1.2WorkbenchTADIR Directory of R/3 Repository ObjectsTRDIR System table TRDIRTFDIR Function ModuleTLIBG Person responsible for function classTLIBT Function Group Short TextsTFTIT Function Module Short TextTSTC Transaction codes in SAPTSTCT Transaction codes textsT100 Message text (vb e000)VARID Variant dataD020T Screen textsTDEVC Development classTDEVCT Texts for development classes2.2Administration2.2.1User administrationUSR01 User masterUSR02 Logon dataUSR03 User address dataUSR04 User master authorizationsUSR11 User Master Texts for Profiles (USR10)UST12 User master: AuthorizationsUSR12 User master authorization valuesUSR13 Short Texts for AuthorizationsUSR40 Prohibited passwordsTOBJ ObjectsTOBC Authorization Object ClassesTPRPROF Profile Name for Activity GroupDEVACCESS Table for development user2.2.2Batch input queueAPQD DATA DEFINITION QueueAPQI Queue info definition2.2.3Job processingTBTCO Job status overview tableTBTCP Batch job step overview2.2.4SpoolTSP02 Spool: Print requests2.2.5Runtime errorsSNAP Runtime errors2.2.6Message controlTNAPR Processing programs for outputNAST Message statusNACH Printer determination2.2.7EDIEDIDC Control recordEDIDD Data recordEDID2 Data record 3.0 VersionEDIDS EDI status recordEDPAR Convert External < > Internal Partner NumberEDPVW EDI partner typesEDPI1 EDI partner profile inboundEDPO1/2/3 EDI partner profile outbound2.2.8Change documentsCDHDR Change document headerCDPOS Change document positionenJCDS Change Documents for System/User Statuses (Table JEST)2.2.9Reporting tree tableSERPTREE Reporting: tree structure2.2.10LIS structure/control tablesTMC4 Global Control Elements: LIS Info Structure3MASTER DATA :3.1Material master :MARA Material masterMAKT Material textMARC Material per plant / stockMVKE Material master, sales dataMARD Storage location / stockMSKA Sales order stockMSPR Project stockMARM Units of measureMEAN International article numberPGMI Planning materialPROP Forecast parametersMAPR Link MARC <=> PROPMBEW Material valuationMVER Material consumptionMLGN Material / Warehouse numberMLGT Material / Storage typeMPRP Forecast profilesMDTB MRP tableMDKP Header data for MRP documentMLAN Tax data material masterMTQSS Material master view: QM3.1.1Basic data text (sap script)STXB SAPscript: Texts in non-SAPscript formatSTXH STXD SAPscript text file headerSTXL STXD SAPscript text file lines3.1.2BatchesMCHA BatchesMCH1 BatchesMCHB Stock : batches3.2Customer master dataKNA1 Customer masterKNB1 Customer / companyKNVV Customer sales dataKNBK Bank detailsKNVH Customer hierarchyKNVP Customer partnersKNVS Shipment data for customerKNVK Contact personsKNVI Customer master tax indicator3.3VendorLFA1 Vendor masterLFB1 Vendor per company codeLFB5 Vendor dunning dataLFM1 Purchasing organisation dataLFM2 Purchasing dataLFBK Bank details3.4Customer – material info recordKNMT Customer material info record3.5Bank dataBNKA Master bank data4Characteristics :4.1Characteristics :CABN Characteristics ( o.a. batch/vendor)CABNT Characteristics descriptionCAWN Characteristics ( o.a. material)CAWNT Characteristics descriptionAUSP Characteristic Values4.2Class types and objects :TCLAO Several class types for objectTCLA Class types ( vb. lfa1 => v10 en 010)TCLAT Class type textTCLT Classifiable objectsTCLC Classification status4.3Links :INOB Link between Internal Number and ObjectKLAH Class header dataKSSK Allocation Table: Object (vb.matnr) to Class KSML Characteristics for a class (internal number)5FI/CO :5.1FI :5.1.1Master dataSKA1 AccountsBNKA Bank master record5.1.2Accounting documents // indicesBKPF Accounting documentsBSEG item levelBSID Accounting: Secondary index for customers BSIK Accounting: Secondary index for vendors BSIM Secondary Index, Documents for Material BSIP Index for vendor validation of double documents BSIS Accounting: Secondary index for G/L accountsBSAD Accounting: Index for customers (cleared items)BSAK Accounting: Index for vendors (cleared items)BSAS Accounting: Index for G/L accounts (cleared items)5.1.3Payment runREGUH Settlement data from payment programREGUP Processed items from payment program5.2CO :TKA01 Controlling areasTKA02 Controlling area assignmentKEKO Product-costing headerKEPH Cost components for cost of goods manuf.KALO Costing objectsKANZ Sales order items - costing objects5.2.1Cost center master dataCSKS Cost Center Master DataCSKT Cost center textsCRCO Assignment of Work Center to Cost Center5.2.2Cost center accountingCOSP CO Object: Cost Totals for External PostingsCOEP CO Object: Line Items (by Period). COBK CO Object: Document headerCOST CO Object: Price Totals6Sales and Distribution (SD) :VBFA Document flow (alg.)VTFA Flow shipping documents6.1Sales order :VBAK Header dataVBAP Item dataVBPA Partners in sales orderVBKD Sales district dataVBEP Data related to line items, delivery lines6.2Billing document :VBRK header dataVBRP Item data6.3Shipping :VTTK Shipment headerVTTP Shipment itemVTTS Stage in transportVTSP Stage in transport per shipment itemVTPA Shipment partnersVEKP Handling Unit - Header TableVEPO Packing: Handling Unit Item (Contents)6.4Delivery :LIKP Delivery headerLIPS Delivery item6.5Pricing :KONH Conditions headerKONP Conditions itemsKONV Procedure ( billing doc or sales order)KOND6.6contracts :VEDA Contract data7Material Management (MM) :7.1Material documentMKPF material documentMSEG material document (item level)7.2PurchasingEKKO Purchase documentEKPO Purchase document (item level)EKPV Shipping-Specific Data on Stock Tfr. for Purch. Doc. ItemEKET Delivery scheduleVETVG Delivery Due Index for Stock TransferEKES Order Acceptance/Fulfillment ConfirmationsEKKN Account assignment in purchasingEKAN Vendor address purchasingEKPA Partner functionsEIPO Item export / import dataEINA Purchase info record (main data)EINE Purchase info record (organisational data)EORD Source listEBAN Purchase requisitionEBKN Purchase Requisition Account Assignment8Warehouse Management (WM) :8.1Transfer requirementLTBK Transfer requirement - headerLTBP Transfer requirement - item8.2Transfer orderLTAK Transfer order - headerLTAP Transfer order - item8.3Master data - stock positionsLQUA Quants8.4Inventory documents in WMLINK Inventory document headerLINP Inventory document itemLINV Inventory data per quant9Quality Management (QM) :9.1Inspection lot / info recordQALS Inspection lot recordQAMB Link inspection lot - material documentQAVE Inspection usage decisionQDPS Inspection stagesQMAT Inspection type - material parametersQINF Inspection info record (vendor - material)QDQL Quality levelQDPS Inspection stages9.2Quality notificationTQ80 Notification typesQMEL Quality notificationQMFE Quality notification – itemsQMUR Quality notification – causesQMSM Quality notification – tasksQMMA Quality notification – activitiesQMIH Quality message - maintenance data excerpt9.3Certificate profileQCVMT Certificate profile characteristic level: textsQCVM Certificate profile characteristic levelQCVK Certificate profile header10Production Planning (PP)10.1Work centerCRHH Work center hierarchy()CRHS Hierarchy structureCRHD Work center headerCRTX Text for the Work Center or Production Resource/ToolCRCO Assignment of Work Center to Cost CenterKAKO Capacity Header SegmentCRCA Work Center Capacity AllocationTC24 Person responsible for the workcenter10.2Routings/operationsMAPL Allocation of task lists to materialsPLAS Task list - selection of operations/activities PLFH Task list - production resources/toolsPLFL Task list - sequencesPLKO Task list - headerPLKZ Task list: main headerPLPH Phases / suboperationsPLPO Task list operation / activityPLPR Log collector for tasklistsPLMZ Allocation of BOM - items to operations10.3Bill of materialSTKO BOM - headerSTPO BOM - itemSTAS BOMs - Item SelectionSTPN BOMs - follow-up controlSTPU BOM - sub-itemSTZU Permanent BOM dataPLMZ Allocation of BOM - items to operationsMAST Material to BOM linkKDST Sales order to BOM link10.4Production ordersAUFK Production order headersAFIH Maintenance order headerAUFM Goods movement for prod. orderAFKO Order header data PP ordersAFPO Order itemRESB Order componentenAFVC Order operationsAFVV Quantities/dates/values in the operationAFVU User fields of the operationAFFL Work order sequenceAFFH PRT assignment data for the work order(routing) JSTO Status profileJEST Object statusAFRU Order completion confirmationsPRT’s voor production ordersAFFH PRT assignment data for the work orderCRVD_A Link of PRT to DocumentDRAW Document Info RecordTDWA Document TypesTDWD Data Carrier/Network NodesTDWE Data Carrier Type10.5Planned ordersPLAF Planned orders10.6KANBANPKPS Kanban identification, control cyclePKHD Kanban control cycle (header data)PKER Error log for Kanban containers10.7ReservationsRESB Material reservationsRKPF header10.8Capacity planningKBKO Header record for capacity requirementsKBED Capacity requirements recordsKBEZ Add. data for table KBED (for indiv.capacities/splits)10.9Planned independent requirementsPBIM Independent requirements for materialPBED Independent requirement dataPBHI Independent requirement historyPBIV Independent requirement indexPBIC Independent requirement index for customer req.11Project system (PS)11.1Basic dataPRHI Work Breakdown Structure, Edges (Hierarchy Pointer) PROJ Project definitionPRPS WBS (Work Breakdown Structure) Element Master DataRPSCO Project info database: Costs, revenues, financesMSPR Project stock11.2EquipmentEQUI Equipment master dataEQKT Equipment short textEQUZ Equipment time segment12Plant maintenance (PM)IHPA Plant Maintenance: PartnersOBJK Plant Maintenance Object ListILOA PM Object Location and Account AssignmentAFIH Maintenance order header12.1Human resources12.2SettingsT582A Infotypes: Customer-Specific Settings12.3Master dataT527X Organizational UnitsT528T Position TextsT554T Attendance and Absence TextsT501 Employee groupT503 Employee group, subgroupT503K Employee subgroupT510N Pay Scales for Annual Salaries (NA)T549A Payroll Accounting AreasT750X Vacancy12.4InfotypesPA0001 Org. AssignmentPA0002 Personal DataPA0006 AddressesPA0007 Planned Working TimePA0016 Contract elementsPA0008 Basic payPA0105 CommunicationsPA1007 VacanciesPA1035 TrainingPA2001 Absences欢迎您的下载，资料仅供参考！致力为企业和个人提供合同协议，策划案计划书，学习资料等等打造全网一站式需求。
BootStrap警告提示框
BootStrap警告提⽰框内容选⾃李炎恢的Bootstrap v4.x教程笔记⼀．警告框样式1. 使⽤.alert 设置警告框基础样式，并使⽤.alert-success 设置警告框颜⾊；<div class="alert alert-success">Bootstrap4.x</div><div class="alert alert-primary">Bootstrap4.x</div><div class="alert alert-secondary">Bootstrap4.x</div><div class="alert alert-danger">Bootstrap4.x</div><div class="alert alert-warning">Bootstrap4.x</div><div class="alert alert-info">Bootstrap4.x</div><div class="alert alert-light">Bootstrap4.x</div><div class="alert alert-dark">Bootstrap4.x</div>2. 在使⽤了警告框的元素内部设置超链接.alert-link，会搭配相应的颜⾊；<div class="alert alert-success"> Bootstrap4.x <a href="#" class="alert-link">V4.3</a></div>3. 使⽤.alert-heading 可以设置继承颜⾊，alert 本⾝也可以设置⽔平线段落等；<div class="alert alert-success"> <h4 class="alert-heading">Bootstrap4.x</h4> <hr> <p>这是⼀个前端⼯具：Bootstrap4.x</p></div>⼆．警告框组件1. 在组件⼀栏，可以和浏览器实现交互功能，⽐如警告框的关闭效果；<div class="alert alert-warning alert-dismissible fade show"> 警告：请理解更新你的系统~ <button class="close" data-dismiss="alert">×</button></div>2. 解释⼀下⼿册给的案例：data-dismiss="alert"实现⽗元素关闭；3. .fade .show 实现了关闭后的淡出效果；4. .alert-dismissible 从调试器可以看到是 padding-right:4rem;5. 也就是说，真正实现关闭效果的只有 data-dismiss="alert"；6. 直接使⽤脚本的⽅式也可以关闭：<div class="alert alert-warning alert-dismissible fade show updatesystem"> 警告：请理解更新你的系统~ <button class="close updateclose">×</button></div><script> $('.updateclose').click(function () { $('.updatesystem').alert('close'); });</script>PS：组件会提供⼀些更加深⼊的脚本使⽤⽅法，包括各种⽅法和事件。
SAP常用Table(中英文对照)
FB FB FB FB FB FB
Master Master Master Master Master Master
Vendor master (general section) Vendor master (VAT registration numbers general section) Vendor master (company code) Vendor master (dunning data) Vendor master (bank details) Vendor master (transaction figures)
PYF PYF
主供应商 (特殊总分类帐交易图表) 银行的号码范围 改变凭证编号范围 支付媒体文件 预先计数检查 收付建议的更改: 用户和时间 来自支付程序的结算数据 来自收付程序的处理项目 科目被收付建议冻结 对于收付程序的控制记录 维护供应商主记录屏幕和工作区 总帐科目主记录 (科目表) 总帐科目主记录（科目表：说明） 总帐科目主记录 (公司代码) 公司代码 允许的记帐期 国家 国家名 开户行 开户行帐户名 过帐码 过帐代码名称 货币代码 转换因子 汇率 货币代码名 货币换算的兑换率类型 汇率类型的使用 业务范围 业务部门名称 资产主记录段 折旧期限 资产类别描述 资产行项目
Applicat ion Data Class Class FB FB FB FB FB Transaction Master Transaction Transaction Transaction Transaction Transaction Transaction Transaction Transaction Transaction Transaction Master Master Master Master Master Master Master Master Master Master
class3英汉翻译的方法直译意译归化异化
• 意译： 黑人仍生活在贫困的孤岛上，尽管 放眼四周，是一片繁华的景象。
• 直译，意译，各有千秋，译者依据功能、 审美、读者层三要素，宜直译就直译， 宜意译就意译，能神游于规矩之内，亦 能神游于规矩之外，能循规蹈矩，亦能 叛道离经，方称得上翻译的行家里手。
• 异化：民族偏离主义者；译者向 作者靠拢
Bottleneck Shed crocodile tears Armed to teeth They dare say no to the superpower
被动语态的翻译
The man was beaten by the police. 那个人被/让/叫警察打了。 那个人挨了警察一顿打。
赫尔辛基变成了一个繁荣的港口，（）在图 尔库还简称一所大学。
exercises
1. A new student is kept on probation for one semester.
2. With the outbreak of the war, flights were stepped up.
translated in to many foreign languages.
小说《红楼梦》已译成许多外国文字。
During the World Cup the streets were filled with football fans.
世界杯比赛期间，街上挤满了球迷。
Large quantities of fuel are used by modern industry.
英汉翻译的方法
By Kelly yang
直译 literal translation vs.意译free translation
float浮动失效，position定位有效的问题
float浮动失效，position定位有效的问题使⽤的框架：Bootstrap4使⽤场景：搭后台的前端框架，想实现⼀级菜单左对齐，⼆级菜单右对齐。
出现问题：使⽤float:right或class="float-right"⽆效，position: absolute,right:0px;可以，但是会出现⼆级菜单失去⾼度的问题，因为不想重写布局，所以放弃使⽤绝对定位。
菜单代码：<div id="menu"><div class="card bg-secondary"><a class="card-link text-white" data-toggle="collapse" href="#collapse1"><div class="card-header row"><i class="fa fa-cog"></i><div class="d-none d-md-block">问题库配置</div></div></a><div id="collapse1" class="collapse" data-parent="#menu"><div class="card-body row"><i class="fa fa-object-group"></i><div class="d-none d-md-block float-right">问题库分组设置</div></div></div></div><div class="card bg-secondary"><a class="card-link text-white" data-toggle="collapse" href="#collapse2"><div class="card-header row">※<div class="d-none d-md-block">菜单⼆</div></div></a><div id="collapse2" class="collapse" data-parent="#menu"><div class="card-body row">※<div class="d-none d-md-block float-right">⼆的⼦菜单</div></div></div></div></div>样式代码：html,body{height: 100%;}.head{height: 130px;width: 100%;position: absolute;top: 0px;}.content{height: auto;min-height: 200px;width: 100%;position: absolute;top: 130px;bottom: 50px;}.menu{padding: 0rem;}.menu .card .card-header{padding: 0.25rem 0.55rem;align-items: center!important;}#menu .card-body{padding: 0.25rem 0.25rem;width: 100%;align-items: center!important;}#menu .d-none.d-md-block{margin-left: 5px;}在逐个删除⼆级菜单的样式后，发现问题不在⼆级菜单⽂字<div class="d-none d-md-block float-right">问题库分组设置</div>的样式后，开始逐个删除⼆级菜单<div class="card-body row">，这是发现问题出在属性display上，在.row⾥存在display: flex;（Bootstrap4框架的样式），经过百度搜索并尝试，发现在添加#menu .card-body{justify-content: flex-end !important;}后实现效果。
c++ 二级索引结构
c++ 二级索引结构C++中没有内置的二级索引结构，但可以使用数据结构和算法库来实现自己的二级索引结构。
下面是一种可能的实现方式：```cpp#include <iostream>#include <unordered_map>#include <vector>// 定义二级索引结构的主键类型和副键类型typedef int PrimaryKey;typedef int SecondaryKey;// 定义数据类型struct Data {int value;};// 二级索引结构class Index {public:void insert(PrimaryKey primary_key, SecondaryKey secondary_key, const Data& data) {primary_index[primary_key] = data; // 将数据插入主索引 secondary_index[secondary_key].push_back(primary_key); // 将主键插入到对应的副索引中}std::vector<Data> search(SecondaryKey secondary_key) {std::vector<Data> result;if (secondary_index.count(secondary_key) > 0) {for (PrimaryKey primary_key :secondary_index[secondary_key]) {result.push_back(primary_index[primary_key]);}}return result;}private:std::unordered_map<PrimaryKey, Data> primary_index; // 主索引std::unordered_map<SecondaryKey, std::vector<PrimaryKey>> secondary_index; // 副索引};int main() {Index index;// 插入数据Data data1 {10};index.insert(1, 100, data1);Data data2 {20};index.insert(2, 200, data2);Data data3 {30};index.insert(3, 100, data3);// 搜索副键为100的数据std::vector<Data> result = index.search(100);for (const Data& data : result) {std::cout << "Value: " << data.value << std::endl;}return 0;}```上述代码定义了一个`Index`类作为二级索引结构。
class命名规范
class命名规范常见class关键词布局类：header, footer, container, main, content, aside, page, section包裹类：wrap, inner区块类：region, block, box结构类：hd, bd, ft, top, bottom, left, right, middle, col, row, grid, span列表类：list, item, field主次类：primary, secondary, sub, minor⼤⼩类：s, m, l, xl, large, small状态类：active, current, checked, hover, fail, success, warn, error, on, off导航类：nav, prev, next, breadcrumb, forward, back, indicator, paging, first, last交互类：tips, alert, modal, pop, panel, tabs, accordion, slide, scroll, overlay星级类：rate, star分割类：group, seperate, divider等分类：full, half, third, quarter表格类：table, tr, td, cell, row图⽚类：img, thumbnail, original, album, gallery语⾔类：cn, en论坛类：forum, bbs, topic, post⽅向类：up, down, left, right其他语义类：btn, close, ok, cancel, switch; link, title, info, intro, more, icon; form, label, search, contact, phone, date, email, user; view, loading...页⾯结构容器: container/wrap整体宽度：wrapper页头：header内容：content页⾯主体：main页尾：footer导航：nav侧栏：sidebar栏⽬：column中间内容：center导航导航：nav导航：mainnav/globalnav⼦导航：subnav顶导航：topnav边导航：sidebar左导航：leftsidebar右导航：rightsidebar边导航图标：sidebarIcon菜单：menu⼦菜单：submenu标题: title功能标志：logo登录：login登录条：loginbar注册：regsiter产品：products产品价格：productsPrices产品评论：productsReview编辑评论：editor-review最新产品：news-release⼴告/标语：banner摘要:summary⽣产商：publisher缩略图：screenshot常见问题：faqs关键词：keyword博客：blog论坛：forum搜索：search搜索输⼊框：search-input搜索输出：search-output搜索结果：search-results加⼊我们：joinus状态：status按钮：btn滚动：scroll标签页：tab⽂章列表：list提⽰信息：msg/message当前的: current⼩技巧：tips⽪肤：skin充值：pay活动：activities推⼴：promotion公告：announcement排⾏：ranking公司简介：companyProfile公司设备：equipment公司荣誉：glories企业⽂化：culture企业规模：scaleScale营销⽹络：salesNetwork组织机构：organization技术⼒量：technology分⽀机构：branches企业资质：EnterpriseQualification 公司实⼒：strengthStrength经营理念：operationPrinciple经理致辞：manager_oration发展历程：developmentHistory⼯程案例：EngineeringProjects 分类浏览：browseByCategory应⽤领域：applicationFields⼈⼒资源：humanResourceHr领导致辞： leader_oration客户留⾔：customerMessage客户服务：customerService您的要求：yourRequirements销售信息：salesInformation招商：EnterpriseEstablishing教育培训：EducationTraining在线交流：onlineCommunication 质量认证：qualityCertification合作加盟：joinInCooperation产品描述：productsDescription业务范围：businessScope产品销售：salesSales联系我们：contactUs信息发布：Information返回⾸页：homepage产品定购：order电⼦商务：E-business版权所有：copy Right友情连结：hot Link⾏业新闻：tradeNews⾏业动态：trends邮编：postalCodeZipcode新闻动态：newsTrends公司名称：companyName销售热线：salesHot_Line联系⼈：contactPerson建设中：InConstruction证书：certificate地址：ADD/Add电话：TEL/Tel传真：FAX/Fax产品名称：productName产品说明：description价格：price品牌：brand规格：specification尺⼨：size⽣产⼚家：manufacuturer型号：model产品标号：Item No技术指标：techniqueData产品描述：description产地：productionPlace⽤途：application论坛：Forum在线订购：on_lineOrder招标：bidInviting综述：general业绩：achievements⼤事：greatEvent动态：trends服务：service投资：Investment⾏业：Industry规划：programming环境：environment发送：delivery提交：submit重写：reset社区：community业务：business在线调查：onlineInquiry下载中⼼：download意见反馈：feedback常见问题：FAQ中⼼概况：generalProfile游乐园：amusementPark专题报道：specialReport图标: icon注释：note指南：guild服务：service热点：hot新闻：news下载：download投票：vote商 标：label/branding当前位置：breadcrumb/loc购物车：shop标签：tag信誉：siteinfo-credits⽹站信息：siteinfo法律声明：siteinfo-legal合作伙伴：partner友情链接：friendlink版权：copyright规则以中划线连接，如 .item-img使⽤两个中划线表⽰特殊化，如 .item-img.item-img--small 表⽰在 .item-img 的基础上特殊化状态类直接使⽤单词，参考上⾯的关键词，如 .active, .checked图标以 icon- 为前缀（字体图标采⽤.icon-font.i-name⽅式命名）模块采⽤关键词命名，如.slide, .modal, .tips, .tabs，特殊化采⽤上⾯两个中划线表⽰，如 .imgslide--full, .modal--pay, .tips--up, .tabs--simplejs 操作的类统⼀加上 js- 前缀不要超过四个 class 组合使⽤，如 .a.b.c.d。
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• 由近及远（时间上的） • 先内部后外部
– 先本企业本行业着手
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收集二手数据的步骤
• 二手数据的搜寻一般包括如下步骤：
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明确数据需求； 查询可能的数据来源； 索取有关数据的资料； 了解数据内容及质量； 获得数据及有关资料； 数据质量和内容评估。
2013-7-28 北京大学光华管理学院 涂平教授 6
营销研究的基本步骤
定义问题 制定研究框架
制订 研究计划
收集信息
分析信息
报告结果
ห้องสมุดไป่ตู้
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北京大学光华管理学院 涂平教授
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主要内容
• 一、二手数据的特点 • 二、二手数据的主要来源 • 三、辛迪加信息(syndicated data)
• • 辛迪加服务的优缺点 辛迪加信息服务的适用范围
六、潜在的误差源
• 总误差
– 随机抽样误差 – 非抽样误差
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北京大学光华管理学院 涂平教授
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随机抽样误差
• 所选择特定的样本不能完全代表总体
– 例：耶鲁大学毕业生的平均年收入
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北京大学光华管理学院 涂平教授
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非抽样误差
• 原因：
– 问题定义 – 研究框架 – 测量尺度 – 问卷设计 – 访谈方法 – 数据准备和分析 – 拒答误差： – 回答误差
Journal of Marketing research (A) Journal of Marketing Marketing Science Journal of Applied Psychology Administrative Science Quarterly Academy of Management Review Academy of Management Journal Strategic Management Journal Journal of International Business Studies Organizational Behavior and Human Decision Processes • Personnel Psychology • Journal of Management 涂平教授 2013-7-28 18 北京大学光华管理学院 • • • • • • • • • •
– 长期对某产品或服务的销售情况或市场份额调查 – 在批发和零售两个层面
• 监督媒体的使用和促销效果
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北京大学光华管理学院 涂平教授
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（一）来自家庭的辛迪加数据
• 调查 • 购买和媒体固定样本组 • 电子扫描仪服务
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北京大学光华管理学院 涂平教授
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1、调查
• 内容
内部数据
客户档案 生产、销售、售后服务记录 以往进行的市场研究数据
公共数据：统计出版物 行业数据 学术刊物 官方数据…... 商业数据：商店审计 固定样本组调查 广告监测…...
二手数据
外部数据
内部数据
• 内部数据(internal data)是企业内部现有 的数据，主要包括：
客户档案； 咨询专线记录； 保修卡数据库； 生产、库存数据； 销售和售后服务记录； 以往进行的市场研究数据。
北京大学光华管理学院 涂平教授 19
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三、辛迪加信息（Syndicated data）
• （一）来自家庭的辛迪加数据 • （二）来源于机构的辛迪加数据 • （三）整合不同来源的信息
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北京大学光华管理学院 涂平教授
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辛迪加服务的几个主要方面
• 消费者意见调查 • 确定市场细分 • 进行市场追踪
• 用途
• 优缺点
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北京大学光华管理学院 涂平教授
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3、电子扫描仪服务
• 包括：
– 销量追踪数据：
• National Scan track(acnielsen),Infoscan
– 扫描仪固定样本组
• AC Nielsen-homescan,消费者自己扫
– 有线电视扫描仪固定样本组
商业性数据
• 商业性数据(commercial data)是由市场研 究与咨询公司为了赢利目的提供的数据， 主要包括：
消费者年度调查(/) 读者调查(/) 零售研究 消费者固定样本组(/) 媒体固定样本组(/)
标准
规格和方 法
要点
说明
数据收集方法、回答率、数据的质量、抽样技术、样本 数据应该可靠、有效，能够 规模、问卷设计、现场工作、数据分析 用于分析现在的问题
误差和精 确度
检查存在于方法、研究设计、抽样 、数据收集、数据分析和报告中的误差
通过比较不同来源的数据评 价精确度
及时性
收集数据和公开数据之间的时滞， 更新的频率 为什么要收集这些数据
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各种普查与抽样调查； 统计出版物() ； 行业期刊、会议论文集、通讯和名录； 企业的简介、中报、年报和广告等； 学术刊物； 新闻媒体提供的资讯服务； 官方统计资料、文件、档案、公报； 互联网上的咨讯服务。
北京大学光华管理学院 涂平教授 17
Major Journals in Marketing
二手数据优缺点
• • • •
省钱、省事、省时 不易引起竞争者注意 样本一般比较大，代表性好 便于进行比较
• • • • • •
不一定适用 专业知识的要求 过时的信息多 质量参差不齐 使用和发表方面的限制 缺乏有关数据的信息
例：招商银行利用持卡人数据库进行营销
2013-7-28 北京大学光华管理学院 涂平教授 11
• 用途
• 优缺点
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北京大学光华管理学院 涂平教授
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2、购买和媒体固定样本组
• 购买固定样本组
• 媒体固定样本组
– NPD Group，NFO world Group – 纸质、电子日记，在线；手动、自动 – NIelsenTelevision Index（NTI），Arbitron – Nielsen Homevideo Index – Nielsen Netratings – 预测销售、估计市场份额、评估品牌忠诚度和品牌转换、特定用户群特征、促销效果/ 控制试销 – 确定广告的资费、选择适当节目，对受众进行描述 – 纵向。质量高 – 代表性差、反应偏差
–数据的原始用途； –数据收集的时间； –数据收集的方法； –数据的收集者和提供者； –相关文件与说明的质量； –与其它来源数据的一致性。
• 四、收集二手数据的一般原则和步骤 • 五、利用二手数据时应注意的问题
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北京大学光华管理学院 涂平教授
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二手数据的特点
• 二手数据 • 二手数据优缺点 • 二手数据的用途 • 评价二手数据的 标准
2013-7-28 北京大学光华管理学院 涂平教授 9
一、二手数据的特点
• 二手数据(secondary data)系指为其它 目的而不是当前进行的特定研究目的而收 集的数据。 • 开展市场研究时，首先要尽量利用已有的 二手数据，只有当二手数据不能满足研究 需要时才考虑专门收集原始数据(primary data)。 • 收集二手资料的调研法，又称文案调研法 或间接调研法 2013-7-28 10 北京大学光华管理学院 涂平教授
北京大学光华管理学院 涂平教授 15
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外部数据
• 外部数据(external data)是由企业外部的 个人和机构提供的数据，又分为：
–公共数据；
–商业性数据。
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北京大学光华管理学院 涂平教授
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公共数据
• 公共数据(public data)主要包括：
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北京大学光华管理学院 涂平教授
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第四章 数字时代的二手数据
Secondary Data research in a digital age
【案例】用数据库营销“猎取”目 标
• F汽车厂商有一款新车即将上市，计划在8个主要城市对新车进行 推广。这款新车是原有F1款轿车的升级产品。为了有效使用营销 资源，F汽车厂商营销部在新华信的协助下，开发一个独立的潜在 客户信息数据库。 • 通过F厂商现有车主数据库信息、近年来几次促销活动收集的潜在 客户信息和第三方数据服务公司根据检索条件获得的数据，F汽车 厂商获得了一批符合条件的潜在客户数据，得到了约10万条潜在 客户记录。 • 新华信与F汽车厂商双方共同设计了F汽车厂商潜在客户价值评估 模型，这个模型涉及到客户车辆拥有现状信息、车辆采购计划信 息、车辆购买实力、促销活动参与情况等多方面的关键信息。通 过这些信息，最终获得每一个客户的综合价值指数。然后按客户 价值和客户活动参与两个维度对客户进行细分，选择客户价值高 且活动参与倾向性高的客户（占总量的15%）作为重点对象，采用 直邮与电话营销相结合的方式进行一对一营销。
• 行业服务
– 直接询问、剪报服务，公司报告 – 500强数据库Furtune Database – 上市公司在线信息 D&B International business Locator 提供
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北京大学光华管理学院 涂平教授
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（三）整合不同来源的信息：单一来源数 据
• 针对一个样本的多项研究
二手数据的用途
– 提供环境资料 – 发现问题 – 初步了解调研对象。。 – 更好地定义问题 – 拟定问题的研究方法 – 制订和完善研究设计 (如：确定关键变量) – 回答特定的研究问题， 检验一些假设 – 正确解释原始数据