list_of_participants
人文英语2边学边练答案带题目
一、选择对错1.Shall we see a movie tonight?See your later.A. Right B wrong2. what would you like to drink, madam? Can I have a glass of white wine?A. Right B wrong3.When did you first come to China?10 years ago.A rightB wrong4.Do you like your job?I’m a nurseA rightB wrong5. What are you going to do this evening?I went there with some friendsA. right B wrong1. Hello, Xiaoyan. How was the party?--- Hi, Jack. We had a great timeA.right B wrong2. How are you feeling today?---I’d rather stay at home.A.right B wrong3. How old are you---Yes, I am.A. rightB. wrong4. Can I get you something to drink?---Yes, please. A coca-cola for meA. right B wrong5. How can I book a cheap hotel?---If I were you, I’d phone a travel agentA rightB wrong1. --- Are you ready to order?Yes. I’ll have a steak, pleaseA. right B wrong2.---Is there a bank near here?Yes. There is one just down the roadA. right B wrong3. When did he go to America---Two years ago.A. right B wrong4.---I went to a fashion show last night.Who took away my book?A. right B wrong5.Have you been to America、------ I’ve never been there but I hope to go there in the future.A.Right B wrong1.--- Have you ever tried windsurfing?It very kind of youA. right B wrong2．--- Where did you go in China?I went there by trainA. right B wrong3. ------Can you remember the doctor’s telephone number?Yes. It’s 6825612A. right B wrong4. Can I help you?-------- Yes,please. I’d like to reserve a room.A. right B wrong5．--- How do you like the film?It’s very good. I like it.A.Right B wrong二、填空6．Today is busy. Let’s discuss it ____C___ next week.A. sometimesB. some timesC. some time7.A: I’m sorry to have kept you waiting.B: Oh, not at all, I ____A____ here only a few minutes.A. have beenB. wasC. will be8.His grandfather is very healthy. He ___B __ drinks ______smokes.A. both,andB. neither, norC. neither, or9.As she ____B____ the newspaper, Granny ______asleep.A. read…was fallingB. was reading …fellC. read…fell10.The book was rather expensive, but I bought it ___B___.A. any wayB. anywayC.even though11.The buses, ____B___ were full of people, couldn’t go very fast.A.thatB. whichC. there12. I have no idea who stole his wallet. It ___A___ anyone.A. could have beenB. should have beenC.must have been13. Mary said she __ _A __ all over the world.A.had been toB. has gone toC. went to14.Mary’s father is very pleased ___A____ her.A. withB. atC. for15. You’d better have your hair ___B___ before going to your friend’s wedding.A. cuttingB. cutC. to cut16. He stopped ____A___TV when the dinner was ready.A. watchingB. to watchC. watch17. Nice weather,_____C_____?A. doesn’t itB. hasn’t itC. isn’t it18. Mike offered to help and so ____C____John.A. doesB.isC.did19. Mary told Little Tom not____C____ all the money.A. spendB.spentC. to spent20. A: Have you finished your homework?B: _____________C_____________.A. No, I didn’t.B. No, I haven’t finished.C. No, I haven’t.21.He used to ___B___ very hard when he was young.A. workingB. workC. to work22.He has ____A___ gone out.A. justB. nowC. soon23.We enjoy ___C___ very much, because it is good to our health.A. swimB. to swimC. swimmingth24.March the 8is ____B___ Day.A. Woman’sB. Women’sC. Womens’25.A concert will be held in the school hall ___C___ 4 pm ______ Tuesday.A. on…atB. in…inC. at…on6.Sally is looking for a new job. She has been bored ___C___ her job asa secretary.A. byB. fromC. with7. A: ___C___ my glasses?B: Yes, I saw them on your bed a minute ago.A. Do you seeB. Would you seeC. Have you seen8.An application form will be sent to you __ A___.A. on requestB. on a requestC. in request9.I was watching TV ___B___ the telephone rang.A. whileB. whenC. since10.They named the island ____A___ its discoverer.A. afterB. inC. to8．A: C is at the door?B: It must be our new neighbour, Mrs Jones.A. WhatB. WhichC. Who 9．It' s a long way to get there. This is A we started so early.A. whyB. whatC. how10．A：I haven’t eaten all day.B: You ___A___be very hungry.A. mustB. shouldC. have to11．I don't want to watch____A___.A. anything sadB. something sadC. sad anything12. I am going to ___C __ a flat near the company I’m working at.A. hireB. borrowC. rent13．Football is so popular that it is played B more than 20 million people in more than 140 countries.A.withB. byC. for14.The boy is wearing a ___B___ T- shirt.A. baggy longB. long baggyC. baggy black15. They are friends of ____b___. Please be nice to them.A. myB. mineC. I16.Guilin is C the west of China.A. toB. atC. in17. Mr smith has ___A___ gone out to meet an old friend.A. justB. onceC. yet18. He loved ____B___ basketball when he was young.A.doingB.playingC. going19.A: ___C___ one is yours, Julie?B: The blue one with flowers on it.A. WhoB. WhatC. Which20. She ___B___ to town last week.A. goesB. wentC. has gone21.Get up! Mary. Tom has B called you three times this morning.A. yetB. alreadyC. never22. ___B___ stole his camera while he is lying on the beach.A Anyone B. Someone C. Everyone23.I don’t know ____C___ to explain it to her.A. whatB. whyC.how24. I ____A___ him my bike last weekend.A lent B. hire C. returned25. ____B___ of her brothers came to the wedding. They don’t like her new hunsband.A. EitherB. NeitherC. AllTim cleared up the flat the next day instead of going to work.28. “I can’t find my notebook”，she said.（改为间接引语）She said she couldn’t find her notebook.29.It was a place. He wanted to go.（用where将两句合成一句）It was a place his where he wanted to go.30. Tim has lost his camera. I have lost my camera.（用so将两句合成一句）Tim has lost his camera and so have I.26. I was too hot. I couldn’t open the window.I was too hot but I couldn’t open the window.27. Although it rained, the visit was a success.In spite of rain, the visit was success.28. I’tall and thin. My mother is too.I’m tall and thin and so is my mother.29. They are going to look after the cat.What are they going to look after.30. He disturbed the burglars.The burglars were disturbed by him.1.they smashed the windows(改成被动语太)The windows was smashed2.mary did not stay at home she went round to see tim (用instead of 将两个句子合成一句) Instead of staying at home ,mary went round to see tim3．I can not keep accounts ,she can not keep accountsI can not keep accounts and neither can she4.his neighbour listened to them they damaged the flatHis neighbor listened to them damaging the flat5.jack is responsible for all the training(用WHAT针对ALL THE TRAINING 提问)What is jack responsible for ?四、阅读Mary began playing the violin when she was only six.Her father came acrossa really old instrument at his aunt’s house, and he brought it back homewith him. Mary loved it and immediately tried to play it. After a few monthsshe began to have lessons. She got on very well with the violin. When shewas about eleven, she began to have lessons. She really needed a betterviolin. One day she took part in a concert, and a man went up to her parentsand talked to them about her. He said that she had real talent and pointedout that she needed a better violin. When he found out that they couldn’tafford one, he offered to buy one for her. Later, when she was about 16,she set up her own group. She named it after the man who gave her theviolin--- she called it Eric Sound.31. Mary’s father ___C __.C. got the violin from his aunt32. mary began to need a better violin when she was about (11)33.the man at the concert told mary is parents that (she had real talent)34.mary (set up her own group ) shen she was 1635.Eric sound was the name of (mary is music group)36-40 阅读下列短文，根据短文内容判断句子是否正确。
新标准大学英语综合教程4Unit5-unit8(非1-4)分析解析
Unit 5-unit8Unit5Active reading (1)4 Number the different parts of the passage in the order in which they occur.1 Refer to recent research to dispel the myth about male gossip.2 Reveal that men change topic of conversation when women are present.3 Focus on the difference of content between male and female gossip.4 Suggest that the myth about male gossip is really a problem of terminology.5 Present a detailed, technical account of how women gossip.6 Conclude that the vital difference between male and female gossip lies in the positive response of the audience.Dealing with unfamiliar words5 Match the words in the box with their definitions.1 in a way that is impossible to doubt and easy to see (decidedly)2 the reason that you do something (motive)3 main, or most importan t (principal)4 with qualities thought to be typical of men (masculine)5 to criticize something, or to suggest it is not good enough for you (sniff)6 lively or active (animated)6 Complete the paragraph with the correct form of the words in Activity 5.When Simona Ventura became the host of the Italian TV soccer programme, a lot of people (1) sniffed at the decision. What could a woman do in such a (2) decidedly male-dominated world? They argued. But the (3) motive behind the choice of Simona as the new presenter soon became apparent. Rather than change to fit the programme – there is nothing (4) masculine about her – she created a new, more modern show, the (5) principal aim of which is to entertain the whole family. The old style, lengthy and rather technical analyses of football matches, has been replaced by a lively TV programme, which is (6) animated by guest celebrities, dancers and singers, as well as extracts from the day‘s top matches.7 Replace the underlined words with the correct form of the following words. You may need to make other changes.1 Cultural and intellectual programmes tend to be broadcast very late in the evening. (Highbrow)2 At the beginning I was very shy, but I soon got to know everyone and made friends. (initially)3 The course I enjoyed most when I was studying linguistics was the one on the relationship betweenwords and meanings. (semantics)4 To find out more about English as a world language, we need reliable people who are able to give information. (informants)5 She sent me a bunch of roses when I got the job, and I did the same when she got promoted. (reciprocated)6 For some men there is still a feeling of embarrassment and unease about taking orders from afemale superior. (stigma)7 After the goal was disallowed, most of the words I could hear were swear words. (expletives)8 You can‘t speak like that to someone you don‘t know. It‘s a matter of rules of social behaviour. (etiquette)9 Only after a very careful and time-consuming editing will this book be ready for publication. ( an exhaustive)8 Answer the questions about the words and expressions.abbabbActive reading (2)3 Choose the best summary of the passage.3 Women constantly have to make choices about dress and appearance, and even the way they sign their names, which lead people to make judgments about them; men do not have to make the same choices.4 Choose the best answer to the questions.CcbdbcDealing with unfamiliar words5 Match the words in the box with their definitions.1 the place where you work (workplace)2 to mean something (denote)3 to make something or someone become gradually less effective, confident, or successful (undermine)4 to think that something is true because it is likely, although you cannot be certain (presume)5 a regular and important part or feature of something (staple)6 involving or consisting of many people, things, or parts (multiple)7 expressing what you mean using clear and effective language (eloquent)8 used to describe a word that refers to one person or thing (singular)9 behaving in a very unfriendly or threatening way towards someone (hostile)10 to say or write words that someone else has said or written (quote)11 to give someone responsibility for an important job or activity (entrust)6 Complete the sentences with the correct form of the words in Activity 5.1 Melanie got to her feet and made a eloquent defence of the rights of women in the workplace.2 There are a number of words in English, such as people, which although technically in the singularform, in actual fact denote a plural meaning.3 The dark suit is a staple of the businessman‘s wardrobe, and I presume it will remain so for a long time.4 The hostile reception he got at the meeting is likely to undermine all the work that has been done recently to improve relations between staff and management.5 Jason suffered multiple injuries in the accident, and we didn‘t want to entrust an inexperiencedsurgeon with the operation.6 I think that most world leaders in the next centu ry will be women, but don‘t quote me on that.7 Replace the underlined words with the correct form of the following words. You may need to makeother changes.1 Don‘t forget to put on a bit of lipstick and mascara before you go out. (make-up)2 The candidate displayed a lack of seriousness which we felt was not appropriate to the position he was applying for. (frivolousness)3 I need to check my free dates in March before I can confirm whether I shall be able to attend the conference. (availability)4 He has an attractive smile which people find hard to resist. (alluring)5 This list of participants needs to be put into alphabetical order. (alphabetized)6 The first person officially suggested as general secretary had to withdraw due to ill health. (nominee)7 After the first remarks offering congratulations the atmosphere at the prize-giving ceremony turned sour. (congratulatory)8 The speaker made a comment which I found unfriendly and which meant the opposite of what he really meant. (sarcastic)8 Answer the questions about the words and expressions.1 Is a linguistic problem concerned with (a) words, or (b) figures?2 If you are disqualified from an event, do the organizers (a) allow you, or (b) refuse to allow you to take part?3 Is rub likely to mean (a) a problem, or (b) a solution?4 If you have got myriad job offers, are you likely to be (a) concerned, or (b) optimistic about your future?5 If you let on about something to someone, do you (a) tell them about it, or (b) keep it a secret?6 If you duck something which has been thrown at you, does it (a) hit, or (b) miss you?7 If someone speaks to you in an uppity way, is their manner (a) superior, or (b) humble and polite?Language in usesay + something / nothing / a lot etc about1 Rewrite the sentences using say + something / nothing / a lot etc about .1 The boots she wears give a lot of information about her.The boots she wears say a lot about her.2 The way he talks about other people gives an indication of his personality.The way he talks about other people says something about his personality.3 The way she behaves doesn‘t give any indication of her previous career.The way she behaves says nothing about her previous career.4 This statement is very revealing about the organization‘s attitude to women.This statement says a lot about the organization‘s attitude to women.5 This type of task gives some idea about the structure of the final examination.This type of task says something about the structure of the final examination.on + gerund2 Rewrite the sentences using on + gerund.1 When they checked the figures again, they realized there had been a mistake.On checking the figures again, they realized there had been a mistake.2 When she was asked, she said she would like to be known by her first name.On being asked, she said she would like to be known by her first name.3 When we investigated more completely, we made an important discovery.On investigating more completely, we made an important discovery.4 When they heard the news, most people reacted with offers to help.On hearing the news, most people reacted with offers to help.5 When people are accused of a crime they haven‘t committed, most of them don‘t know how to react.On being accused of a crime they haven‘t committed, most people don‘t know how to react. anything but3 Rewrite the sentences using anything but .1 The organizer of the conference was the opposite of helpful.The organizer of the conference was anything but helpful.2 The instructions you left were certainly not easy to follow.The instructions you left were anything but easy to follow.3 I felt extremely unsafe wearing those four-inch-high heels.I felt anything but safe wearing those four-inch-high heels.4 The weather last week was quite the opposite of warm and sunny.The weather last week was anything but warm and sunny.5 I think that attitudes towards women in the company where I work are a long way from being progressive.I think that attitudes towards women in the company where I work are anything but progressive. other than4 Rewrite the sentences using other than .1 The only thing we do when the three of us meet is gossip.When the three of us meet we do nothing other than gossip.2 Men have no real alternative unless it is to wear a suit.Men have no real alternative other than to wear a suit.3 The only thing I wish to add is to say how much I have enjoyed the whole day.I have nothing to add other than to say how much I have enjoyed the whole day.4 They told her she didn‘t have to do anything except sit quietly and look pretty.They told her she had nothing to do other than to sit quietly and look pretty.5 The only reason I have for being here is the free lunch.I have no reason to be here other than the free lunch.Collocations5 Match the adjectives in Column A with the nouns in Column B.A Bbright coloursconservative tastescorrect tonepopular beliefheavy make-uphighbrow subjectface value6 Complete the sentences with the collocations in Activity 5.1 Both of us have rather conservative tastes, so we‘re unlikely to buy modern furniture.2 I‘m afraid these bonds are worth a lot less than their face value.3 It‘s not easy to find the correct tone in which to speak to new customers.4 I like wearing bright colours; I think they reflect my outgoing personality.5 Yesterday‘s lecture was on such a highbrow subject that I couldn‘t get interested.6 Why do they put such heavy make-up on people in television studios?7 The popular belief that men don‘t cry is nonsense.7 Translate the paragraphs into Chinese.（☞翻译时注意原文的语气，否则就可能不准确。
Participants List
Participants ListSponsored by theNational Science FoundationJune 13-14, 2005, Washington, DC National Science Foundation Program Manager: Maria Zemankova Organizers:Ben Shneiderman, University of Maryland (Co-Chair)Gerhard Fischer, University of Colorado (Co-Chair)Mary Czerwinski, Microsoft ResearchBrad Myers, Carnegie-Mellon UniversityMitch Resnick, MIT Media LabParticipants:Ernesto Arias, University of ColoradoHal Eden, University of ColoradoErnest Edmonds, University of Technology, Sydney, Australia Pelle Ehn, University of Malmö, SwedenMichael Eisenberg, University of ColoradoJohn Gero, University of SydneyElisa Giaccardi, University of Plymouth,UKFrancois Guimbretiere, University of Maryland, College Park Tom Hewett, Drexel UniversityPamela Jennings, Carnegie Mellon UniversityAndy Ko, Carnegie Mellon UniversityBill Kules, University of Maryland, College ParkJohn Maeda, MIT Media LabKumiyo Nakakoji, University of Tokyo, JapanJay Nunamaker, Univ. of ArizonaGary Olson, University of MichiganRandy Pausch, Carnegie Mellon UniversityTed Selker, MIT Media LabElisabeth Sylvan, MIT Media LabMichael Terry, Georgia TechTable of ContentsParticipants and Schedule (1)Executive Summary (2)Introduction to Workshop Report (4)Ben Shneiderman, Gerhard Fischer, Mary Czerwinski, Mitch Resnick, and Brad Myers Creativity Support Tool Evaluation Methods and Metrics (10)Tom Hewett, Mary Czerwinski, Michael Terry, Jay Nunamaker, Linda Candy,Bill Kules, and Elisabeth SylvanDesign Principles for Tools to Support Creative Thinking (25)Mitchel Resnick, Brad Myers, Kumiyo Nakakoji, Ben Shneiderman, Randy Pausch, Ted Selker and Mike EisenbergCreativity Support Tools for and by the New Media Arts Community (37)Pamela Jennings and Elisa GiaccardiSupporting Creativity with Search Tools (53)Bill KulesFunded Research Relevant to the Creativity Support Tools (65)Ernest EdmondsSeven Issues for Creativity Support Tool Researchers (67)Kumiyo NakakojiCreativity and Distributed Intelligence (71)Gerhard FischerChallenges for Future Research Activities and Projects focused on“Software Tools and Socio-Technical Environments to Enhance Creativity” (74)Gerhard FischerThe organizers greatly appreciate the:Enthusiasm and helpfulness of our National Science Foundation program manager, Maria Zemankova under Award 0527109Encouragment and support of Michael Pazzani (Division Director, Information and Intelligent Systems) and Peter Freeman (Assistant Director of the National Science Foundation forComputing and Information Science and Engineering (CISE))Diligent work of Cecilia Kullman in administering and arranging the workshopCapable efforts of Kiki Schneider in preparing the report for printingCreative work of Sabrina Liao in designing the coverTimely work of Adam Perer and Kiki Schneider in managing the web site.ScheduleMonday June 13, 2005 (9:00am-5:00pm)9:00am Introductions and Vision StatementsBen Shneiderman and Gerhard Fischer10:45am Sequential Presentations on Current Research DirectionsComputer Science (A1): Brad Myers & Randy PauschBusiness & Information Systems (A2): Jay NunamakerPsychology (A3): Mary Czerwinski & Tom Hewett12:15pm Lunch (Speaker: Peter Freeman, NSF)1:45pm Sequential Presentations on Current Research DirectionsCreative Practices (Art, Interaction Design, and Culture) (A4)Elisa Giaccardi & Pelle Ehn2:15pm Parallel breakout sessions on selected topics to make a morecomplete list of current researchers, projects, products:Computer Science (B1)Ernest EdmondsCreative Practices (Art, Interaction Desigh, and Culture)(B2)Pamela Jennings & Elisa GiaccardiPsychology (B3)Mary Czerwinski & Tom Hewett7:00pm DinnerSpeaker: Richard Florida, The Rise of the Creative Class andThe Flight of the Creative ClassTuesday June 14, 2005 (9:00am – 4:30pm)9:00am Sequential presentations on Current Research, Products, and Opportunities Information Visualization & Online Search (C1): Ben Shneiderman & Bill Kules Collaboration Tools (C2): Gary OlsonComposition Tools (C3): Mitch Resnick & Mike Eisenberg1:30pm Parallel breakout sessions on selected three topics to make lists that:(1) describe the current state of research, projects, products(2) identify future research directions(3) propose ways to create greater interest among researchers, students,and industrial developers.Information Visualization & Online Search (D1): John MaedaCollaboration Tools (D2): Ernesto AriasComposition Tools (D3): John Gero & Kumiyo Nakakoji3:15pm Reassemble as a group to hear reports and discuss future directions4:30pm AdjournIntroduction to Workshop ReportBen Shneiderman, University of MarylandGerhard Fischer, University of ColoradoMary Czerwinski, Microsoft ResearchMitch Resnick, MIT Media LabBrad Myers, Carnegie Mellon UniversityAs Galileo struggled to view Jupiter through his newly builttelescope, he adjusted the lenses and saw four twinkling points oflight nearby. After recording their positions carefully, Galileocompared them to his drawings from previous nights. Hisconclusion that Jupiter had four moons circling it was a profoundinsight with far reaching implications.Paradigm shifting breakthroughs make for great stories, but normal science is equally important in the evolutionary development of science, engineering, and medicine. Large and small breakthroughs are often made by scientists, engineers, designers, and other professionals who have access to advanced tools. The telescopes and microscopes of previous generations are giving way to advanced user interfaces on computer tools that enable exploratory search, visualization, collaboration, and composition. Creativity, innovation, discovery, and exploration are potent concepts in academic communities, leading companies, and visionary circles. Enthusiasts envision accelerating innovation through advanced science collaboratories, design environments, open source communities, and knowledge management tools. They promote idea generation and brainstorming tools for divergent thinking followed by knowledge organization and concept mapping software for convergent processing. Testimonials from developers and users celebrate rapid genomic database search, shared astronomy laboratories, open physics preprint archives, and potent engineering design tools. Similar enthusiasm flows from users of compelling screenwriting software, flexible music composition packages, and impressive video-editing software.The promise of making more people more creative more of the time is compelling, but research on creativity support tools is just beginning. Proposed support tools are meant to serve individuals as they grapple with problems, as well as cross-disciplinary teams working in close collaboration even when separated by distance. Even more ambitious is the provision of social creativity support tools for larger communities working in rich socio-technical environments over longer time periods. Expectations are high and belief in beneficial outcomes is great, but much work remains to be done to develop a respected academic discipline with validated results.Interest in creativity is growing. Computing companies, such as Hewlett-Packard feature ‘innovation’ as their expertise, while Intel and Microsoft present appealing television commercials that promise to empower young minds with technology (‘Your potential, Our passion’). Consulting companies claim expertise and software entrepreneurs promote products with little more than testimonial support. Websites promote a range of creativity support tools, novel processes, and educational seminars.A small number of cognitive and computer scientists, information systems researchers, and industrial designers have begun to develop theories and software tools that may have widespread benefits, but theirwork could be dramatically accelerated with increased research support. These researchers often focus on serving professionals such as business decision makers, biologists exploring genomic databases, designers developing novel consumer products, or children in (and out of) classrooms. At the same time there is a history of collaborative projects between technologists and new media artists, musicians, poets, and writers that are inspiring new tools. Another lively source of ideas is from innovative educational environments for children and students. For each of these projects novel research methods could also accelerate our understanding of what software improvements are needed.The workshop report includes two major sections that discuss research methods that are appropriate for studying creativity support tools and initial guidelines for the design of creativity support tools. The audience for this report includes research managers in government, industry, and universities, as well as researchers interested in exploring these new directions. Additional sections cover:-the relationship to work of new media artists, indicating what can be learned from this community that strongly identifies with the notions of creative work products-the role of search tools and information visualization- a survey of efforts around the world related to creativity tools- a set of seven issues discussed during the workshop- a review of creativity and distributed intelligence- a set of future research directionsThe remainder of this introduction reviews current thinking about creativity and describes the workshop outcomes.Current thinking about creativityThe potential for enhancing human creativity has been a recurring theme of visionary thinkers such as Edward DeBono whose ‘lateral thinking’ ideas have had a warm reception, internationally, but a cool reception from academics. Dan Couger’s review of 22 creativity methods included the classic ones such as the methods described by Hadamard, reporting on Poincare: Preparation, incubation, illumination, verification. Recent variations, include these design steps for engineering (Adams et al., 2003, Atman et al., 2003):•Problem definition – identify need•Gather information•Generate ideas – brainstorm & list alternatives•Modeling – describe how to build•Feasibility Analysis•Evaluation – compare alternatives•Decision – select one solution•Communication – write or present to others•ImplementationDuring the past decade respected psychologists who work on creativity, such as Mihaly Csikszentmihalyi (his books include the widely cited Creativity (1996) and Finding Flow(1997)), have given a more compelling foundation. Csikszentmihalyi made two major contributions. First, his structured interviews with 91 creative people (Nobel and Pulitzer Prize winners, leading artists, corporate gurus, etc.) led to a thoughtful characterization of three key components for understanding creativity:1) Domain: e.g. mathematics or biology, "consists of a set of symbols, rulesand procedures”2) Field: "the individuals who act as gatekeepers to the domain...decide whether anew idea, performance, or product should be included”3) Individual: creativity is "when a person... has a new idea or sees a new pattern,and when this novelty is selected by the appropriate field for inclusion in therelevant domain"This characterization focuses on the individual but clearly makes creativity a social process, since an individual’s work becomes creative only when judged by others. Csikszentmihalyi’s second contribution was the development of the concept of flow which is a state of mind in which an individual is performing skilled work at an appropriate level of challenge between anxiety and boredom. Individuals in the flow state are focused on their task and moving towards their goal, often with little awareness of their surroundings. They are less aware of time, often spending hours deeply engaged in their challenge. While flow is not directly tied to creativity, many people engaged in creative tasks report being in such a flow state.Robert Sternberg’s remarkable edited collection, the Handbook of Creativity (1999), has drawn popular and academic interest. This Handbook, and numerous other books, provide useful intellectual foundations concerning motivations, strategies, and assessment for human creative work. A particularly appealing chapter by Nickerson offers 12 steps to teaching creativity:•Establish Purpose and Intention•Build Basic Skills•Encourage Acquisition of Domain-specific Knowledge•Stimulate and Reward Curiosity and Exploration•Build Motivation•Encourage Confidence and Risk Taking•Focus on Mastery and Self-Competition•Promote Supportable Beliefs•Provide Balance•Provide Opportunities for Choice and Discovery•Develop Self Management (Meta-Cognitive Skills)•Teach Techniques and Strategies for Facilitating Creative PerformanceAll of these discussions of creativity are helpful, but we propose to push forward by focusing on creativity support tools that promote, accelerate, and facilitate creativity. Just as Galileo and Jefferson employed telescope and pantograph, contemporary innovators use computer-based software tools. We see compelling opportunities for dramatic improvements of tools for work in the sciences, engineering, medicine, knowledge work, humanities, arts, and beyond.Since many descriptions of creativity focus on the individual, it is important to balance this view with an appreciation of the importance of supporting creativity in small teams and larger communities. Scientific papers in mature fields such as physics and biology often have teams consisting of dozens of authors from multiple disciplines who contribute to a research result.Creativity has been rightly recognized as a key to economic growth and social transformation in the well-document analysis by Richard Florida (2002), The Rise of the Creative Class and How It's Transforming Work, Leisure, Community and Everyday Life. His later work The Flight of the Creative Class (2005)makes the case even stronger, positing a global future shaped by communities that lure creative people by emphasizing the 3 T’s: Technology, Talent and Tolerance. If Florida’s thesis is valid, then developing technologies that support and amplify creative talents could have a massive impact. Just as physicists were lured to facilities that provided powerful synchrotrons and astronomers came to work where the best telescopes were available, future creativity support tools will entice the most innovative minds and enable them to accelerate the pace of discovery and innovation.Some commentators believe that creativity is the domain of the rare individual who arises only a few times in each century. This older notion celebrates historic figures such as Newton, Einstein, or Edison, but newer thinking proposes that every person can become creative. Eric von Hippel’s Democratizing Innovation (2005) argues that “users of products and services -- both firms and individuals -- are increasingly able to innovate for themselves.” He focuses on manufacturing and product development, but the capacity of individuals to be creative grows as the software tools spread to diverse disciplines. The first generation of business software such as spreadsheets, database management, email, and web services changed the face of industry and created a global marketplace. The impact of improved software tools is also clearly visible in filmmaking, digital photography, video editing, and music composition. The next generation of these tools will have an even stronger impact as the number of users grows dramatically from few million to a few billion people.Awareness of the benefits of focusing on creativity comes from the National Academy of Sciences report Beyond Productivity: Information Technology, Innovation and Creativity (2003), which argues that the challenge for the 21st century is to “work smarter, not harder.” This report and others identify the impact of creativity support tools on global competitiveness, successful civic infrastructures, scientific leadership, and educated citizenry.Workshop GoalsIn assembling a group of leading researchers and graduate students, we sought to create a new community of interest around creativity support tools for individuals, teams, and communities. We believed the workshop on creativity support tools could:1)Accelerate the process of disciplinary convergence: Creativity support tool research mustbridge multiple disciplines including computer science, psychology, human-computer interaction, information systems, information visualization, and software engineering. Researchers from one discipline may not appreciate the relevance of and rarely reference outside their discipline,thereby failing to take advantage of progress already made by others. Promoting awareness ofinterdisciplinary work would accelerate progress for all and improve quality.Developing an understanding of how work in one discipline is useful to another would helpadvance the research process. A natural task is to reframe computer science research on userinterface building tools and on collaboration technology as contributions to creativity support.2)Promote rigorous research methods: The commercial promoters of current creativity supporttools emphasize testimonials rather than research results. Attempts to apply controlledexperimentation have been only marginally successful, because lab-like settings and toy-liketasks are fundamentally at odds with the goals of innovative thinking. Rigorous research methods in creativity research will have to be developed because insight, discovery, and innovation are sodifficult to asses. Researchers will benefit from development of appropriate benchmark tasks and replicable evaluation methods.3)Increase the ambitiousness of research programs: Creativity support researchers haveproposed theoretical frameworks and innovative ideas that are slowly being refined throughtesting with small groups of users. With increased funding these projects could grow andresearchers could grapple with more significant design issues. Also establishing an effectivecommunity of researchers will enable more extensive collaborations and support larger scaleprojects.We believed that existing guidelines can be refined and applied to improve many software tools. Such tools are one of computer science’s most fruitful contributions, amplifying the skills of millions of users through word processors, email, web browsers, spreadsheets, and graphics programs. Current tools are merely the first generation, which now can be enhanced with richer creativity support features.Workshop OutcomesThe lively discussions before, during and after the workshop indicate that there are compelling issues for discussion. One participant made the memorable statement in his opening presentation: “I have been studying collaboration for 20 years, but have only thought of creativity for two hours.” Post workshop comments by email emphasized the fresh perspective, such as this comment from a respected senior researcher: “Absolutely the most stimulating meeting I have been to in long time.” Another participant wrote “A magnificent effort to bring together such a diverse range of people and then have them align their research so well along a single axis.” And finally one of the graduate students commented “very stimulating and energizing … I had trouble falling asleep… because my head was filled with new ideas…I left with dozens of pages of notes to follow up on in my own research.”Maintaining such enthusiasm is difficult, especially in this community of active researchers who are engaged in multiple projects. Another challenge is the interdisciplinary nature of this work, and the need for intense longitudinal case studies. Initiating new research directions is difficult, but the topic of creativity support tools could gain ground if there were acknowledgement for its importance among funding agency leaders.The authors of this report seek to promote interest in creativity support tools by accelerating the process of disciplinary convergence. We aspire to bridge computer science, HCI, psychology, and related disciplines to encourage ambitious research projects that could yield potent tools for many people to use. We came to a consensus about the outcome that would:•Accelerate research and education on creativity support tools by:o Making the case for increased funding for creativity support tool researcho Encouraging investment in substantial multi-year longitudinal case studieso Proposing ways to create greater interest among researchers, students, policymakers, and industrial developers.o Provide appropriate software infrastructure and toolkits so that creativity support tools can be more easily built.o•Promote rigorous multidimensional evaluation methods by:o Understanding the benefits and limits to controlled experimentationo Developing observation strategies for longitudinal case studieso Collecting careful field study, survey, and deep ethnographical data •Rethink user interfaces to support creativity by offering guidelines for:o Design tools for individuals and socio-technical environments for groups.o Promote low thresholds, high ceilings, wide walls, and powerful history-keepingo Support exploratory search, visualization, collaboration, and compositionReferencesAdams, R. S., Turns, J., and Atman, C., Educating Effective Engineering Designers: The Role of Reflective Practice, Design Studies 24, 3 (2003), 275-294.Atman, C., Turns, J., Cardella, M., and Adams, R. S., The Design Processes of Engineering Educators: Thick Descriptions and Potential Implications, Design Thinking Research Symposium VIProceedings, Sydney, Australia (2003).Couger, D., Creativity & Innovation in Information Systems Organizations, Boyd & Fraser Publ. Co., Danvers, MA (1996).Csikszentmihalyi, M., Creativity: Flow and the Psychology of Discovery and Invention, HarperCollins, New York (1996).Csikszentmihalyi, M., Finding Flow: The Psychology of Finding Engagement with Everyday Life, Basic Books, New York (1997).De Bono, E., Lateral Thinking: Creativity Step by Step, Harper Colophon Books, New York (1973). Florida, R, The Rise of the Creative Class and How It's Transforming Work, Leisure, Community and Everyday Life, Basic Books, New York (2002).Florida, R., The Flight of the Creative Class, HarperCollings, New York (2005).National Academy of Sciences, Beyond Productivity: Information Technology, Innovation and Creativity, NAS Press, Washington, DC(2003).Sternberg, R. (Editor), Handbook of Creativity, Cambridge Univ. Press, Cambridge, UK (1999).von Hippel, E., Democratizing Innovation MIT Press, Cambridge,MA (2005).Creativity Support Tool Evaluation Methods and MetricsTom Hewett, Drexel UniversityMary Czerwinski, MicrosoftMichael Terry, Georgia TechJay Nunamaker, University of ArizonaLinda Candy, University of Technology, SydneyBill Kules, University of MarylandElisabeth Sylvan, MITAn overview and meta-analysis of psychological research on creativityOne goal of this portion of the report is to provide a brief overview of our current understanding of what the psychological research community examining creativity tells us about the topic, as well as to review some of the conceptual and methodological issues involved in the psychological study of creativity. A third goal is to discuss some of the implications of this research for requirements analysis for creativity support tools, for the design of creativity support tools, and for the evaluation of the impact of those tools intended to support creativity. This discussion is based upon a presentation and subsequent discussion at the NSF Sponsored Creativity Support Tools (CST) Workshop held in Washington, DC in June of 2005. In providing an overview of the Psychological research on creativity we have relied heavily on various sources in The Handbook of Creativity (Sternberg, 1999), in particular the overview article by Mayer (1999). The authors in Sternberg’s collection of reviews provide a high level view of the state of the art and findings of psychological research on creativity. The work in this Handbook is highly consistent with the work of several other authors who have also surveyed major aspects of the research findings (e.g., Csikszentmihalyi, 1997; Gardner, 1989).Several of the authors in Sternberg adopt a working definition of creativity that is consistent with those offered by other authors and that involves several key components. Basically, creativity can be considered to be the development of a novel product that has some value to the individual and to a social group. However, it seems that the research conducted by psychologists on creativity does not allow us to clarify or simplify this definition any further. Different authors may provide a slightly different emphasis in their definition but most (if not all) include such notions as novelty and value. For example, Gardner (1989) emphasizes that creativity is a human capacity but includes novelty and social value in his definition. An important thinker and researcher on creativity, Csikszentmihalyi (1997), emphasizes that creativity involves process but stipulates that that process can be observed only where individuals, knowledge domains, and fields or social groups intersect.In summarizing the research findings reported in the various chapters in Sternberg(1999) it is clear that that there are several diversities (Mayer, 1999) that can be thought of as being underlying dimensions to creativity and the study of creativity. For example, one dimension is that creativity can be a property of people, a property of products, and a property of a set of cognitive processes. This diversity leads to a concern with individual differences between people. It also leads to a concern with the properties of a product that make it novel and valuable. Finally, it leads to a concern with analyzing the steps and processes of thinking which are associated with production of a creative result.A second dimension of creativity and in creativity research to be found in various chapters in Sternberg (1999) is that creativity can be thought of as a personal and a social, societal or cultural phenomenon. At an individual level creativity is said to involve the development of something novel and valuable to the individual. At the social level it involves a creation that adds something new to the culture. This dimension parallels the distinction made by Boden (1990) between P-creative and H-creative. Boden’s important conceptual clarification helps advance the discussion of creativity as it then becomes clear that an individual may be personally creative in coming up with something novel to themselves (P-creative), without necessarily being H-creative by making a contribution to the human race.A third dimension in creativity research and to creativity to be found in Sternberg (1999) is that creativity can be thought of as being common or frequent, or it can be thought of as being rare. Effectively, some aspects of the research on creativity suggest all humans are potentially capable of creativity (in Boden’s P-creative sense). Alternatively the research suggests that major creative works (in Boden’s H-creative sense) are rare.Another dimension of creativity to be found in the literature on creativity research discussed in Sternberg (1999) is that creativity may involve domain specific characteristics but that there are also domain independent or general phenomena as well. In other words, there appear to be general skills associated with being creative that apply across a variety of situations or domains of knowledge and/or practice. On the other hand it seems that different domains require extensive domain knowledge and domain specific special abilities (e.g., the physical skills required by sculpting are different than those required by composition of music).The fifth dimension of creativity research and creativity to be found in Sternberg (1999) is that creativity can be seen as being quantitative or it may be seen as being qualitative. For example, individuals may have varying amounts of creativity (e.g., as measured by psychometric tests). Furthermore different people may display different types of creativity (cf., Gardner, 1986).Yet another dimension of creativity and in creativity research to be found in Sternberg (1999) is that creativity can be individual or it can be social, in the sense of a group of people working together. For example, it is possible to study how individuals may be creative or produce a creative result. Similarly, groups of people working together may also produce a creative result that is a group result and that is not uniquely the product of a single member of the group. Thus it becomes necessary to study social entities, social products and social processes to fully understand creativity.Recognition of the fact that there are multiple dimensions to creativity and in creativity research, leads us to propose that these various aspects of creativity research and creativity should be thought of as being different dimensions of a taxonomy for creativity studies and creativity support tools. In other words, the problem of developing Creativity Support Tools is one in which one must first decide in which intersection of the n-dimensional taxonomy one wishes to study and work.For example, a Creativity Support Tool might be designed to support group work either by focusing on facilitating processes through to enhance creativity or by enabling the production of a physical artifact that is both novel and useful. This tool might not be of any use at all to an individual. While it is clear that not all possible permutations of this n-dimensional taxonomy have been explored, it does seem safe to argue that it should be possible clarify future discussions of Creativity Support Tools if investigators make use of such a Taxonomy to clearly stipulate which particular intersection of factors best characterizes the goals and nature of the Creativity Support Tool upon which they are working. This specification would also be of assistance in deciding upon which methodologies and metrics should be used in assessing the degree to which a Creativity Support Tool is thought to facilitate creative work.。
护士质控会议记录内容范文
护士质控会议记录内容范文英文回答：Nurse Quality Control Meeting Record.Date: [Date]Participants: [List of participants]Agenda:1. Review of previous meeting minutes.2. Updates on ongoing quality improvement projects.3. Discussion on patient satisfaction survey results.4. Training needs assessment.5. Any other business.Meeting Minutes:1. Review of previous meeting minutes.The minutes of the previous meeting were reviewed and approved by all participants.2. Updates on ongoing quality improvement projects.I provided an update on the ongoing project to reduce medication errors. We implemented a new medication reconciliation process and conducted staff training on medication safety. As a result, the number of medication errors has significantly decreased.Another ongoing project is focused on improving hand hygiene compliance. We have implemented a hand hygiene monitoring system and conducted regular training sessions. Compliance rates have shown improvement, but there is still room for further improvement.3. Discussion on patient satisfaction survey results.We received the results of the recent patient satisfaction survey. Overall, the feedback was positive, with high ratings for communication and friendliness of staff. However, there were some concerns raised regarding wait times and cleanliness of the facilities.In response to these concerns, we discussed the need for better communication with patients regarding wait times and steps taken to address any delays. We also emphasized the importance of maintaining cleanliness standards and ensuring regular audits of the facilities.4. Training needs assessment.We conducted a training needs assessment to identify areas where further education and training are required. Based on the assessment, it was determined that additional training is needed in the areas of infection control, pain management, and cultural competence.To address these needs, we will organize training sessions on infection control practices, pain assessment and management, and cultural sensitivity. These sessions will be interactive and will include case studies and role-plays to enhance learning.5. Any other business.During the open discussion, a nurse shared a recent incident where a patient's medication was administered incorrectly due to a miscommunication between the pharmacy and the nursing staff. This incident highlighted the need for improved communication and collaboration between the two departments.As a result, it was decided to establish a regular communication channel between the pharmacy and nursing staff to ensure accurate and timely medication administration.中文回答：护士质控会议记录。
代表名单
黄 海 Mr. Huang Hai
姜斯宪 Mr. Jiang Sixian 吴昌元 Mr. Wu Changyuan
姚申洪 Mr. Yao Shenhong 王 静 Ms Wang Jing
白澄宇
Associate Research Fellow, Chinese Academy of International Trade and Economic Cooperation, Ministry of Commerce; and Editor-in-Chief, International Trade Forum by China Association of International Trade 常修泽 Mr. Chang Xiuze 肖金成 Mr. Xiao Jincheng 刘尚希 Mr. Liu Shangxi 张承惠 Ms Zhang Chenghui 赵振华 Mr. Zhao Zhenhua 党国英 Mr. Dang Guoying 张曙光 Mr. Zhang Shuguang 陈 沫 Ms Chen Mo 曹远征 Mr. Cao Yuanzheng 李金平 Ms Li Jinping 王 蓉 Ms Wang Rong 国家发改委宏观经济研究院教授 Professor, Institute of Macroeconomics, National Development and Reform Commission 国家发改委国土开发与地区经济研究所副所长 Deputy Director, Research Institute of Territorial Development and Regional Economics, National Development and Reform Commission 国家财政部财政科学研究所副所长 Deputy Director-general, Research Institute of Fiscal Science, Ministry of Finance 国务院发展研究中心金融研究所副所长 Deputy Director-general, Research Institute of Finance, Development Research Center, the State Council 中央党校经济学部副主任 Deputy Director, Department of Economics, Central Party School 中国社会科学院农村发展研究所宏观经济研究室主任 Director and Research Fellow, Office of Macroeconomic Research, Institute of Rural Development, Chinese Academy of Social Sciences 中国社会科学院经济研究所研究员 Senior Research Fellow, Institute of Economics, Chinese Academy of Social Sciences 中国社会科学院西亚非洲研究所中东研究室副主任 Deputy Director, Office of Middle East Research, Institute of West and African Studies, Chinese Academy of Social Sciences 中银国际控股有限公司首席经济学家 Chief Economist, BOC International Holdings Limited 人民银行研究生部注册资产评估师 CPV, Department of Postgraduate, People’s Bank of China 北京大学中国教育财政科学研究所所长 Director, China Institute for Educational Finance Research (CIEFR), Beijing University 清华大学人文社会科学学院教授 Professor, School of Humanities and Social Sciences, Tsinghua University 清华大学人文社会科学学院教授 Professor, School of Humanities and Social Sciences, Tsinghua University 北京师范大学经济与资源管理研究所所长 Director and Professon, Institute of Economic and Resources Management, Beijing Normal University 中国农业大学经济管理学院公共管理系主任
集装箱CIC检验标准
When a container user brings a container into his fleet, he needs assurance of the condition of the equipment and…
• 當客戶需要進行交還該貨箱，他需要知道使用什麼標準，及他 將要負責對該貨箱損壞的維修費用
when he interchanges the container out of the fleet, he needs to know to what standard he will be held responsible for damage repair costs
4
重要定義 Important Definitions
• 檢查標準 I
Inspection Criteria
• 用於量度一個部件確定需要維修
Used to determine if a component requires repairs
• 維修標準
Repair Criteria
• 用於確定該部件如何進行維修
Damage UCIRC FLT&GNT web cuts 500mm Broken floor screws 2 Side panels in 50mm Roof panels in 70mm Side panels out ISO+40mm Roof panels out castings+40mm Front panels out castings+40mm Crossmember web dents 75mm All other inspection criteria per UCIRC
电大2205《开放英语2》201706试题和答案(已整理小抄)
B. at 12. 30
31-35 题:英译汉。将下列英文旬子翻译成中文，并将答案写在答题纸上。
3 1. While she wa5 waiting. her phone rang. 32. I've got the
sam巳 sense
of humour as my mum.
二、仔细读懂题目的说明，并按题目要求答题。答案一定要写在答
题纸的指定位置上，写在试卷上的答案无效。
三、用蓝、黑圆珠笔或钢笔答题，使用铅笔答题无效。
588
第一部分
交际用语{共计 10 分，每小题 2 分)
1-5 题:阅读下面的小对话，判断答语是否恰当，恰当的选 A (Right )，不恰当的选 B
(Wrong) .并将答案写在答题纸上。
Xiaoyan: 1 don' t know. l' 11 ask her to book one. We need to be at the airport by 6. 00
0' clock.
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David:
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英语社团活动记录内容
英语社团活动记录内容English Club Activity RecordDate: [Date]Location: [Location]Participants: [List of Participants]Objective: The objective of this English Club activity was to provide an opportunity for club members to improve their English language skills through interactive and engaging activities.Description:The English Club activity began with an icebreaker game called 'Two Truths and a Lie.' Each participant introduced themselves by stating two true statements about themselves and one false statement. The other members had to guess which statement was false, encouraging everyone to practice their listening and speaking skills.Following the icebreaker, we moved on to a group discussion on a thought-provoking topic. The topic for this activity was 'The Impact of Social Media on Society.' Club members engaged in a lively and respectful debate, expressing their opinions and providing evidence to support their arguments. This activity aimed to enhance members' critical thinking andcommunication skills.After the discussion, we had a vocabulary-building activity called 'Word Race.' The participants were divided into teams and given a list of words related to current events or trending topics. Each team had to race against the clock to define as many words as possible within a given time limit. This activity not only helped expand participants' vocabulary but also encouraged teamwork and quick thinking.To further develop their language skills, we organized an English-speaking role-play activity. Participants were divided into pairs and given a scenario to act out in English. This activity allowed members to practice their fluency, pronunciation, and improvisation skills, while also boosting their confidence in speaking English.To conclude the activity, we held a mini English trivia quiz. Questions were prepared in advance, covering a wide range of topics such as grammar, vocabulary, famous English literature, and popular culture. This fun and competitive quiz tested participants' knowledge and allowed them to learn new facts. Overall, the English Club activity was a great success. It provided a platform for club members to practice and improve their English language skills in a fun and supportiveenvironment. The interactive nature of the activities kept participants engaged and motivated throughout the session. We received positive feedback from the participants, who expressed their gratitude for the opportunity to enhance their English proficiency.Future Recommendations:- Organize more small group discussions on various topics to encourage active participation and diverse perspectives. - Incorporate more listening activities, such as watching English TED Talks or podcasts, to improve members' listening comprehension skills.- Invite guest speakers, such as native English speakers or language experts, to conduct workshops or give presentations on specific language aspects.By implementing these recommendations, we believe that the English Club activities will continue to be beneficial and enjoyable for all members, contributing to their ongoing language development.。
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33rd EUCEN ConferenceULLL and the Bologna Process: From Bologna to Londonand BeyondFaculty of Economics University of Ljubljana, Slovenia15 – 17 March 2007LIST OF PARTICIPANTSSurname Name University/Organization Country E-mailAustria bianca.gegenburger@uibk.ac.at1 GEGENBURGER BIANCA LEOPOLD-FRANZENS-UNIVERSITYINNSBRUCK2 STOECKLER-PENZ CHRISTINE GRAZ UNIVERSITY OF TECHNOLOGY Austria stoeckler-penz@tugraz.at3 WAXENEGGER ANDREA UNIVERSITY OG GRAZ Austria andrea.waxenegger@uni-graz.atBelgium deviron@iufc.ucl.ac.be4 DE VIRON FRANCOISE UCL INCTITUT UNIVERSITAIRE DEFORMATION CONTINUE5 DERKS DOROTHEA VRIJE UNIVERSITEIT BRUSSEL Belgium dorothea.derks@vub.ac.be6 DUJARDIN JEAN-MARIE HEC-UNIVETSITE DE LIEGE Belgium Jean-Marie.Dujardin@ulg.ac.be7 GORIS GRIETJE VRIJE UNIVERSITEIT BRUSSEL Belgium grietje.goris@vub.ac.be8 NIEUWDORP MIEKE K.U.LEUVEN Belgium mieke.nieuwdorp@dpv.kuleuven.beBulgaria betcheva@9 BETCHEVA ROSSICA UNIVERSITY OF CHEMICAL TECHNOLOGYAND METALLURGY10 ZAVRŠKI IVICA GRAĐEVINSKI FAKULTET SVEUČILIŠTA UCroatia zavrski@grad.hrZAGREBU11 KUNCAROVA JITKA BSO Czech Republic jitka.kuncarova@vsp.czCzech Republic pmachal@mendelu.cz12 MACHAL PAVEL MENDEL UNIVERSITY OF AGRICULTUREAND FORESTRY BRNO13 TREU MIRKO VET UNIVERSITY BRNO Czech Republic treum@vfu.cz14 CAIN MICHAEL WEST JUTLAND UNIVERSITY COLLEGE Denmark michael.cain@cvu-vest.dk15 LUTZHOFT JYTTE WEST JUTLAND UNIVERSITY COLLEGE Denmark jhl@cvu-vest.dk16 MORTENSEN THOMASUNIVERSITY OF COPENHAGEN Denmark tcmo@adm.ku.dkCHRISTIAN17 HAMALAINEN KAUKO UNIV.OF HELSINKI, PALMENIA CENTREFinland kauko.hamalainen@helsinki.fiFOR CONTINUING EDUCATION18 HAMALAINEN SEIJA TEKNILLINEN KORKEAKOULU Finland seija.hamalainen@tkk.fiFinland antti.kauppi@helsinki.fi19 KAUPPI ANTTI PALMENIA CENTRE FOR CONTINUINGEDUCATION20 MYLLYMAKI HANNA-R. UNIVERSITY CONTINUING EDUCATIONFinland hanna-riikka.myllymaki@helsinki.fiNETWORK IN FINLAND21 MYLLYVIRTA JYRKI THE COMMITTEE OF THE REGIONS, EDUCFinland jyrki.myllyvirta@mikkeli.fiCOMMISSION22 OLMIALA MIRJAMI UNIVERSITY OF JYVASKYLA Finland mirjami.olmiala@cec.jyu.fiFinland esko.paakkola@joensuu.fi23 PAAKKOLA ESKO UNIVERSITY OF JOENSUU, CONTINUINEDUCATION CENTRE24 SEPPALA KARI UNIVERSITY OF TURKU Finland kari.seppala@utu.fi25 URPONEN HELKA UNIVERSITY OF LAPLAND Finland helka.urponen@ulapland.fi26 BANULS JEROME UNIVERSITY TOULOUSE LE MIRAIL-France banulsfr@univ-tlse2.frCONTINOUS TRAININGLAURE UNIVERSITY OF BREST France laure.ben-moussi@univ-brest.fr27 BEN MOUSSI-LEGALL28 DE PINDRAY CHARLES UNIVERSITE TOULOUSE LE MIRALI France pindray@univ-tlse2.fr29 FEUTRIE MICHEL UNIVERSITE DE LILLE 1 France michel.feutrie@univ-lille1.fr30 HAERINGER ARNAUD UNIVERSITE DE HAUTE ALSACE France arnaud.haeringer@uha.frFrance abdeslam.mamoune@univ-brest.fr31 MAMOUNE ABDESLAM UNIVERSITE DE BRETAGNE OCCIDENTELEUBO32 MOREAU SONJA UNIVERSITE DE LILLE France sonja.moreau@univ-lille1.fr33 POULIQUEN DANIELE EUCEN France daniele.pouliquen@34 SPALANZANI ANNE-MARIE IUT2-UPMF France anne-marie.spalanzani@upmf-grenoble.frGermany ina.grieb@uni-oldenburg.de35 GRIEB INA CARL VON OSSIETZKY UNIVERSITAETOLDENBURG36 HERMELING SUSANNE LEIBNIZ UNIVERSITY - ZEW Germany susanne.hermeling@zew.uni-hannover.dePETER LEIBNIZ UNIVERSITAT HANNOVER Germany peter.collande@wa.uni-hannover.de 37 MITSCHKECOLLANDE38 VOGT HELMUT UNIVERSITAET HAMBURG Germany h.vogt@aww.uni-hamburg.de39 NEMETH BALAZS UNIVERSITY OF PECS Hungary nemethb@human.pte.hu40 PAVLUSKA VALERIA UNIVERSITY OF PECS Hungary valeria_pavluska@human.pte.hu41 ASGRIMSDOTTIR EIRIKSINA ICELAND UNIVERSITY OF EDUCATION Iceland eiriksina@khi.is42 KRISTINDOTTIR SOLRUN B. ICELAND UNIVERSITY OF EDUCATION Iceland solrunb@khi.is43 COUGHLAN DERMOT UNIVERSITY OF LIMERICK Ireland dermot.coughlan@ul.ieItaly demaria@unich.it44 DE MARIA PAOLO UNIVERSITA G.D'ANNUNZIO DI CHIETI-PESCARA45 PIGNI FORTUNATO UNIVERSITA CATTOLICA DEL SACROItaly fortunato.pigni@unicatt.itCUORE46 LIVDANE JEVGENIJA RIGA STRADINS UNIVERSITY Latvia jlivdane@apollo.lv47 DUMCIUVIENE DAIVA KAUNAS UNIVERSITY OF TECHNOLOGY Lithuania daiva.dumciuviene@ktu.lt48 ATTARD TONNA MICHELLE UNIVERSITY OF MALTA Malta michelle.attardtonna@UNIVERSITY OF BERGEN Norway toreil.eide@sevu.uib.no49 EIDE TORILEIKAASPoland dominika@ae.katowice.pl50 JANIK HORNIK DOMINIKA KAROL ADAMIECKI UNIVERSITY OFECONOMICS IN KATOWICE51 MARCISZEWSKA ELZBIETA WARSAW SCHOOL OF ECONOMICS Poland emarci@sgh.waw.pl52 ASSUNCAO MANUEL UNIVERSIDADE DE AVEIRO Portugal massuncao@adm.ua.pt53 GONCALVES MARIA UNIVERSIDADE NOVA DE LISBOA Portugal mj.goncalves@fct.unl.ptMARIA UNIVERSIDADE NOVA LISBOA Portugal mrfom@isegi.unl.pt54 OLIVIERAMARTINS55 PEREIRA ESTELA UNIVERSIDADE DE AVEIRO Portugal eper@fis.ua.ptbritishcentre@csu.ru56 KAZANTSEV ALEXANDRE CHELYABINSK STATE UNIVERSITY RussianFederationkazantsv@csu.ru57 SHUMAKOV ALEXEY CHELYABINSK STATE UNIVERSITY RussianFederation58 KISS LADISLAV COMENIUS UNIVERSITY IN BRATISLAVA Slovak Republic ponomarenko@rec.uniba.sk59 OSUSKY PETER COMENIUS UNIVERSITY IN BRATISLAVA Slovak Republic peter.osusky@rec.uniba.sk60 DEVJAK TATJANA UNIVERZA V LJUBLJANI Slovenia tatjana.devjak@guest.arnes.siDORIS UP FACULTY OF MANAGEMENT KOPER Slovenia doris.gomezelj@fm-kp.si61 GOMEZELJOMERZELSlovenia julijana.kristl@ffa.uni-lj.si62 KRISTL JULIJANA FACULTY OF CHEMISTRY AND CHEMICALTECHNOLOGY; UNIVERSITY OF LJUBLJANASlovenia ana.krajnc@guest.arnes.si63 KRAJNC ANA FACULTY OF ARTS, UNIVERSITY OFLJUBLJANASlovenia marina.ocko@gov.si64 OČKO MARINA MINISTRSTVO ZA VISOKOŠOLSTVO,ZNANOST IN TEHNOLOGIJOSlovenia maks.tajnikar@ef.uni-lj.si65 TAJNIKAR MAKS FACULTY OF ECONOMICS; UNIVERSITY OFLJUBLJANASlovenia andreja.turman@ef.uni-lj.si66 TURMAN ANDREJA FACULTY OF ECONOMICS; UNIVERSITY OFLJUBLJANA67 TRUNK ŠIRCA NADA UP FACULTY OF MANAGEMENT KOPER Slovenia nada.trunk@fm-kp.siSlovenia alic@gov.si68 VREČKO DARINKA MINISTRSTVO ZA VISOKOŠOLSTVO,ZNANOST IN TEHNOLOGIJO69 DAVIES PAT EUCEN Spain pat.davies@univ-lille1.fr70 GARAGUSO FERNANDA EUCEN Spain financial.admin@71 MANSO VICTOR UNIVERSIDAD POLITECNICASpain vicmanmo@cfp.upv.esVALENCIA.CFPUNIVERSIDAD PABLO DE OLAVIDE Spain jaordsan@upo.es72 ORDAZ JOSEANTONIO73 ROSARIO ROMANO DEUNIVERSITAT ROVIRA I VIRGILI Spain charo.romano@fundacio.urv.cat LOS SANTOS74 ROURE JORGINA FUNDACIO UNIVERSITAT DE LLEIDA Spain jorgina.roure@rectorat.udl.es75 ROYO CARME EUCEN Spain executive.office@Spain aten@76 TEN PUJOL AGUSTI IL3 INSTITUT DE FORMACIO CONTINUA,UNIVERSITAT DE BARCELONA77 OSSIANNILSSON EBBA LUND UNIVERSITY Sweden ebba.ossiannilsson@fov.lu.se78 WLODARCZYK MICHEL FOLKUNIVERSITETET Sweden michel.wlodarczyk@folkuniversitetet.se79 DE FRANCHI AHIDOBA UNIVERSITY OF GENEVA Switzerland ahidoba.defranchi@formcont.unige.ch80 DE JONCKHEERE SUZANNE UNIVERSITY OF GENEVA Switzerland suzanne.dejonckheere@formcont.unige.chETH ZURICH Switzerland frey@zfw.ethz.ch81 FREY HANS-RUDOLF82 CELIK GOKNUR MIDDLE EAST TECHNICAL UNIVERSITY Turkey goknura@83 CROSS SUE UCL United Kingdom s.cross@84 GILLEN CORNELIUS THE UNIVERSITY OF EDINBURGH United Kingdom c.gillen@GOLDSMITHS UNIVERSITY OF LONDON United Kingdom m.c.halvorson@85 HALVORSON MARYCLAIRE86 HUGHES ALISON CEPD IN CLL, UNIVERSITY OF LIVERPOOL United Kingdom ajhughes@87 LASSEY PETER UNIVERSITY OF BRADFORD United Kingdom ssey@88 LAWLEY HARINDER LONDON METROPOLITAN UNIVERSITY United Kingdom wley@89 MARK ROB THE QUEEN'S UNIVERSITY OF BELFAST United Kingdom r.d.mark@90 STEWART CAROL UNIVERSITY OF LIVERPOOL United Kingdom cmes1@91 THOMSON RAYMOND CLL, UNIVERSITY OF STRATHCLYDE United Kingdom r.a.thomson@92 VAN DER HIJDEN PETER EUROPEAN COMMISSION peter.van-der-hijden@cec.eu.intLocal Organizing Committee1 PIBERNIK TANJA UNIVERSITY OF LJUBLJANA Slovenia tanja.pibernik@uni-lj.siSlovenia nevenka.hrovatin@ef.uni-lj.si2 HROVATIN NEVENKA FACULTY OF ECONOMICS; UNIVERSITY OFLJUBLJANA3 LAPANJA MONIKA FACULTY OF ECONOMICS; UNIVERSITY OFSlovenia panja@ef.uni-lj.siLJUBLJANASlovenia mateja.maras@ef.uni-lj.si4 MARAS MATEJA FACULTY OF ECONOMICS; UNIVERSITY OFLJUBLJANASlovenia vesna.strehar@ef.uni.lj.si5 STREHAR VESNA FACULTY OF ECONOMICS; UNIVERSITY OFLJUBLJANA。