The Application of the Functional Equivalence in the Translation of Chinese Tourist Guide

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台湾国立交通大学

台湾国立交通大学

台湾国⽴交通⼤学数学视频数学视频Calculus I 台湾国⽴交通⼤学 Michael Fuchs⽼師 36集(点击进⼊我的淘宝店)Calculus II 台湾国⽴交通⼤学 Michael Fuchs⽼師 29集(点击进⼊我的淘宝店)Chapter1 Functions and Model1-5 Exponential Functions1-6 Inverse Functions and LogarithmsChapter2 Limits and Derivatives2-2 The Limit of a Function2-4 The Precise Definition of a Limit2-3 Calculating Limits Using the Limit Laws2-6 Limits at Infinity; Horizontal Asymptotes2-5 Continuity2-8 Derivatives2-9 The Derivative as a FunctionChapter3 Differentiation Rules3-1 Derivatives of Polynomials and Exponential Functions3-2 The Product and Quotient Rules3-4 Derivatives of Trigonometric Functions3-5 The Chain Rule3-6 Implicit Differentiation3-8 Derivatives of Logarithmic Functions3-10 Related Rates3-7 Higher Derivatives3-11 Linear Approximations and DifferentialsChapter4 Applications of Differation4-1 Maximum and Minimum Values4-2 The Mean Value Theorem4-3 How Derivatives Affect the Shape of a Graph4-4 Indeterminate Forms a nd L’Hospital’s Rule4-7 Optimization Problems4-5 Summary of Curve Sketching4-10 AntiderivativesChapter5 Integrals5-1 Areas and Distances5-2 The Definite Integral5-3 The Fundamental Theorem of Calculus5-4 Indefinite Integrals and the Total Change Theorem5-5 The Substitution Rule5-6 The Logarithm Defined as an IntegralChapter6 Applications of Integration6-1 Areas between Curves6-2 Volumes6-3 Volumes be Cylindrical ShellsChapter7 Techniques of Integration7-1 Integration by Parts7-2 Trigonometric Integrals7-3 Trigonometric Substitution7-4 Integration of Rational Functions by Partial Fractions7-8 Improper Integrals7-7 Approximate IntegrationChapter8 Further Applications of Integration8-1 Arc Length8-2 Area of a Surface of RevolutionChapter10 Parametric Equations and Polar Coordinates10-1 Curves Defined by Parametric Equations10-2 Calculus with Parametric Curves10-3 Polar Coordinates10-4 Areas and Lengths in Polar Coordinates微积分(⼀) 台湾国⽴交通⼤学莊重⽼師 24集(点击进⼊我的淘宝店)微积分(⼆)台湾国⽴交通⼤学莊重⽼師 24集(点击进⼊我的淘宝店)課程章節第⼀章Functions and Model第⼆章Limits and derivatives第三章Differentiation Rules第四章The Properties of Gases第五章Integrals第六章Applications of Integration第七章Techniques of Integration第⼋章Further Applications of Integration第⼗章Parametric Equations and Polar Coordinates第⼗⼀章Infinite Sequences and Series第⼗⼆章Vectors and the Geometry of Space第⼗三章Vector Functions第⼗四章Partial Derivatives第⼗五章Multiple Integrals⾼等微积分(⼀)台湾国⽴交通⼤学⽩啟光⽼師 29集(点击进⼊我的淘宝店)⾼等微积分(⼆) 台湾国⽴交通⼤学 ⽩啟光⽼師 27集(点击进⼊我的淘宝店)第⼀章The Real and Complex Number SystemsFields Axioms, Order Axioms Completeness Axioms第⼆章Basic TopologyCardinality of SetsMetric SpacesCompact SetsConnected Sets第三章Numerical Sequences and SeriesConvergent SequencesCauchy SequencesUpper and Lower LimitsSeries of Nonnegative TermsThe Root and Ratio TestAbsolute Convergence, Rearrangements第四章ContinuityLimits of Functions and Continuous FunctionsContinuity and CompactnessContinuity and Connectednessdiscontinuities, Infinite Limits and Limits at Infinity第五章Differentiation The Derivative of a Real Function, Mean Value TheoremL’Hopital’s RuleTaylor’s TheoremDifferentiation of Vector-valued Functions第六章The Riemann-Stieltjes Integral Definition and Existence of the IntegralProperties of the IntegralIntegration and DifferentiationIntegration and Differentiation第六章The Riemann-Stieltjes IntegralIntegration and Differentiation第七章Sequence and Series of FunctionsSequence and Series of Functions --- the Main ProblemUniform Convergence and ContinuityUniform Convergence and IntegrationUniform Convergence and DifferentiationEquicontinuous Family of FunctionsThe Stone-Weierstrass Theorem第⼋章Some Special FunctionsPower seriesSome Special FunctionsFourier SeriesThe Gamma Function第九章Functions of several variablesFunction of Several VariablesFunction of Several Variables:DifferentiationFunction of Several Variables:DifferentiationThe Inverse Function TheoremThe Implicit Function TheoremThe Rank TheoremDeterminantsDifferentiation of Integrals偏微分⽅程(⼀) 台湾国⽴交通⼤学林琦焜⽼师 3.8GB (点击进⼊我的淘宝店)偏微分⽅程(⼆) 台湾国⽴交通⼤学林琦焜⽼师 3.4GB (点击进⼊我的淘宝店)内容纲要第⼀章 The Single First-Order Equation1-1 Introduction Partial differential equations occur throughout mathematics. In this part we will give some examples1-2 Examples1-3 Analytic Solution and Approximation methods in a simple example 1-st order linear example1-4 Quasilinear Equation The concept of characteristic1-5 The Cauchy Problem for the Quasilinear-linear Equations1-6 Examples Solved problems1-7 The general first-order equation for a function of two variables characteristic curves, envelope1-8 The Cauchy Problem characteristic curves, envelope1-9 Solutions generated as envelopes第⼆章Second-Order Equations: Hyperbolic Equations for Functions of Two Independent Variables2-1 Characteristics for Linear and Quasilinear Second-Order Equations Characteristic2-2 Propagation of Singularity Characteristic curve and singularity2-3 The Linear Second-Order Equation classification of 2nd order equation2-4 The One-Dimensional Wave Equation dAlembert formula, dimond law, Fourier series2-5 System of First-Order Equations Canonical form, Characteristic polynominal2-6 A Quasi-linear System and Simple Waves Concept of simple wave第三章 Characteristic Manifolds and Cauchy Problem3-1 Natation of Laurent Schwartz Multi-index notation3-2 The Cauchy Problem Characteristic matrix, characteristic form3-3 Real Analytic Functions and the Cauchy-Kowalevski Theorem Local existence of solutions of the non-characteristic 3-4 The Lagrange-Green Identity Gauss divergence theorem3-5 The Uniqueness Theorem of Ho ren Uniqueness of analytic partial differential equations3-6 Distribution Solutions Introdution of Laurent Schwartzs theory of distribution (generalized function)第四章 The Laplace Equation4-1 Greens Identity, Fundamental Solutions, and Poissons Equation Dirichlet problem, Neumann problem, spherical symmetry, mean value theorem, Poisson formula4-2 The Maximal Principle harmonic and subharmonic functions4-3 The Dirichlet Problem, Greens Function, and Poisson Formula Symmetric point, Poisson kernel4-4 Perrons method Existence proof of the Dirichlet problem4-5 Solution of the Dirichlet Problem by Hilbert-Space Methods Functional analysis, Riesz representation theorem, Dirichlet integra第五章 Hyperbolic Equations in Higher Dimensions5-1 The Wave Equation in n-Dimensional Space(1) The method of sphereical means(2) Hadmards method of descent(3) Duhamels principle and the general Cauchy problem(4) mixed problem5-2 Higher-Order Hyperbolic Equations with Constant Coefficients(1) Standard form of the initial-value problem(2) solution by Fourier transform,(3) solution of a mixed problem by Fourier transform5-3 Symmetric Hyperbolic System(1) The basic energy inequality(2)Finite difference method(3) Schauder method第六章 Higher-Order Elliptic Equations with Constant Coefficients6-1 The Fundamental Solution for Odd n Travelling wave6-2 The Dirichlet Problem Lax-Milgram theorem, Garding inequality6-3 Sobolev Space Weak solution and Hibert space第七章 Parabolic Equations7-1 The Heat Equation Self-Similarity, Heat kernel, maximum principle7-2 The Initial-Value Problem for General Second-Order Parabolic Equations(1) Finite difference and maximum principle(2) Existence of Initial Value Problem第⼋章 H. Lewys Example of a Linear Equation without Solutions8-1 Brief introduction of Functional Analysis Hilbert and Banach spaces, projection theorem, Leray-Schauder theorem8-2 Semigroups of linear operator Generation, representation and spectral properties8-3 Perturbations and Approximations The Trotter theorem8-4 The abstract Cauchy Problem Basic theory8-5 Application to linear partial differential equations Parabolic equation, Wave equation and Schrodinger equation8-6 Applications to nonlinear partial differential equations KdV equation, nonlinear heat equation, nonmlinear Schrodinger equation变分学导论应⽤数学系林琦焜⽼师台湾国⽴交通⼤学 2GB (点击进⼊我的淘宝店)内容纲要第⼀章变分学之历史名题1.1 Bernoulli 最速下降曲线1.2 最⼩表⾯积的迴转体1.3 Plateau问题(最⼩曲⾯)1.4 等周长问题1.5 古典⼒学之问题第⼆章 Euler- Lagrange⽅程2.1 变分之原理2.2 折射定律与最速下降曲线2.3 ⼴义座标2.4 Dirichlet 原理与最⼩曲⾯2.5 Lagrange乘⼦与等周问题2.6 Euler-Lagrage ⽅程之不变量2.7 Sturm-Liouville问题2.8 极值(积分)问题第三章 Hamilton系统3.1 Legendre变换3.2 Hamilton⽅程3.3 座标变换与守恒律3.4 Noether定理3.5 Poisson括号第四章数学物理⽅程4.1 波动⽅程4.2 Laplace与Poisson⽅程4.3 Schrodinger ⽅程4.4 Klein-Gordon ⽅程4.5 KdV ⽅程4.6 流体⼒学⽅程 课程书⽬变分学导论 (Lecture note by Chi-Kun Lin).向量分析台湾国⽴交通⼤学林琦焜 3.3GB (点击进⼊我的淘宝店)向量分析主要是要谈”梯度、散度与旋度”这三个重要观念,⽽对应的则是⽅向导数、散度定理、与Stokes定理因此重⼼就在於如何釐清线积分、曲⾯积分以及他们所代表的物理意义。

心理学名词翻译

心理学名词翻译

[名词委审定]汉英心理学名词5-羟色胺5-hydroxytryptamine, 5-HT, s erotoninA 型行为类型type A behavior patternB 型行为类型type B behavior patternC 型行为类型type C behavior pattern F 分布F distributionF 检验F testP 物质substance P, SPP300 波P300 wavePM 理论PM theoryT型迷津T mazeX 理论theory XY 理论theory YY型迷津Y mazeZ 理论theory Z[对]人知觉person perception[视觉]变形小屋distorted room[心理]咨询counselingt 分布t distributiont 检验t testz 分数z scorez 检验z testⅠ型错误type ⅠerrorⅡ型错误type Ⅱerror[人格]表面特质surface trait[人类]工效学ergonomics[婴儿的]单词语holophraseα波α waveβ波β waveγ-氨基丁酸γ-aminobutyric acid, GABA δ波δ waveθ波θ waveφ系数φ coefficientχ2分布chi-square distributionχ2检验chi-square testχ2可加性additivity of chi-squareψ现象ψ-phenomenon阿德勒心理学Adlerian psychology阿德勒心理治疗Adlerian psychotherap y艾宾豪斯错觉Ebbinghaus illusion艾森克人格问卷Eysenck Personality Q uestionnaire, EPQ爱德华兹个人爱好量表Edwards Person al Preference Schedule, EPPS爱好preference安全标准safety criterion安全分析safety analysis安全工程safety engineering安全评价safety evaluation安全心理学safety psychology安全训练safety training安慰剂placebo安慰剂效应placebo effect暗示suggestion暗示性suggestibility暗示治疗suggestive therapy暗适应dark adaptation暗适应曲线dark adaptation curve暗视觉scotopic vision奥地利学派Austrian school巴宾斯基反射Babinski reflex巴黎学派Paris school靶细胞target cell白板说theory of tabula rasa白质white matter百分等级percentile rank伴随性负电位变化contingent negative variation, CNV半规管semicircular canal剥夺deprivation保持retention保持曲线retention curve保持性复述maintenance rehearsal保健health care保守性聚焦conservative focusing饱和度saturation抱负水平aspiration level暴露疗法exposure therapy背根dorsal root背景音乐background music贝利婴儿发展量表Bayley Scales of Inf ant Development贝叶斯定理Bayes' theorem倍音overtone备择假设alternative hypothesis被动-攻击性人格passive-aggressive pe rsonality被害妄想persecutory delusion被试变量subject variable本能instinct本能冲动instinctive impulse本能论instinct theory本能行为instinctive behavior本体感受proprioception本我id本族语native language比较认知comparative cognition比较水平comparison level比较心理学comparative psychology 比率量表ratio scale比率智商ratio intelligence quotient比内-西蒙智力量表Binet-Simon Scale of Intelligence比赛心理定向mental orientation in co mpetition比赛型运动员competition type athlete 比赛自我意象self-image in competitio n毕生发展观life-span perspective闭环控制closed-loop control; 具有反馈信息的控制[过程]。

功能对等理论指导下的商务合同英语翻译

功能对等理论指导下的商务合同英语翻译

功能对等理论指导下的商务合同英语翻译Functional Equivalence Theory in English Translation of Business ContractsIntroductionBusiness contracts are essential legal documents that establish and govern agreements between parties involved in commercial transactions. With the increasing globalization of business, the need for accurate translation of these contracts from one language to another has become crucial. The functional equivalence theory provides a guiding framework for achieving accurate and effective translations of business contracts from Chinese to English. This article aims to explore the application of the functional equivalence theory in English translation of business contracts.1. Understanding the Functional Equivalence TheoryThe functional equivalence theory, also known as the skopos theory, is a translation approach that focuses on the purpose or function of a text in the target culture. According to this theory, the translator's primary goal is to produce a translation that fulfills the intended purpose or function of the source text in the target culture. In the context of business contracts, the functional equivalence theory emphasizes the importance of conveying the legal rights, obligations, and intentions of the parties involved accurately and effectively.2. Transfer of Legal ConceptsA crucial aspect of translating business contracts is the transfer of legal concepts from one legal system to another. The functional equivalence theory suggests that the translator should not mechanically replicate the exact legal terminology used in the source text but rather find corresponding legal concepts in the target language. This requires a deep understanding of both legal systems and the ability to identify equivalent legal principles in different cultural and linguistic contexts.3. Structural and Stylistic AdjustmentsIn addition to transferring legal concepts, the functional equivalence theory also encourages structural and stylistic adjustments in the translation process. Business contracts in Chinese may have a different organization and stylistic conventions compared to English contracts. The translator should adapt the structure and style of the translation to align with the norms and expectations of the target language, while ensuring the preservation of the contract's legal content and coherence.4. Clarity and PrecisionOne of the fundamental goals in translating business contracts is to ensure clarity and precision in the expression of legal terms and provisions. The translator should employ clear and concise language and avoid ambiguity or vagueness. The functional equivalence theory emphasizes the importance of using linguistic strategies to convey the intended meaning accurately, taking into account the legal implications of the translated text.5. Cultural SensitivityWhen translating business contracts, cultural sensitivity plays a significant role in ensuring functional equivalence. The contract may contain elements specific to the cultural context of the source language. The translator should be aware of cultural differences and adapt the translation accordingly, while still being faithful to the legal intent of the contract. Cultural adaptation can include modifying certain clauses, addressing cultural norms and practices, and adjusting the tone and style of the translation.ConclusionThe functional equivalence theory offers valuable guidance for English translation of business contracts. By prioritizing the intended purpose and function of the source text, translators can effectively convey the legal rights, obligations, and intentions of the parties involved. This approach involves not only the transfer of legal concepts but also structural and stylistic adjustments, clarity and precision in expression, and cultural sensitivity. Adhering to these principles ensures that the translated contracts accurately reflect the original intent and are legally effective in the target language.。

SAP屠夫_初级扫盲的关于作业类型

SAP屠夫_初级扫盲的关于作业类型

我的一位好友现在顾问公司混,他跟我讲,SAP CO很复杂,他正在实施的项目那破公司CO流程超级复杂,我谦虚地回答:老大,不要吓俺,就一小破CO,你不觉得只要肯花三四个月宰一下,就再也没有什么可宰的吗?他说:哎,流程复杂呀,兄弟,我这有很多东西可能你没经验没碰到过,我一位朋友做了7年FICO 都不敢说CO容易.俺就再次非常谦虚地回答:靠,谁呀,做了7年还这么没自信,那他是啥专业的.他说是那人是搞财务出身的,俺就明白了,靠,原来不是杀猪出身的,这也怪不得他,他还不明白FICO太TMD正常了,可惜他不是俺屠老大,你说不就一个小破FICO,如是我宰了3年给我一帮鸟人我都能将他复制出来玩,还搞球. 哎,在屠夫眼里,FICO不就一小猪吗?你说要怎么宰?算了….如你真想弄明白,强烈建议你就俺这doc一步步整.俺不是浪得虚名的,俺有证书,那象那个SHERKY是冒牌货.业务背景:为了便于读者理解,举了一个最简单的生产成本中心成本解决方案(包括成本预算,作业计划,成本控制,生产成本,差异分析等)的案例,假设某个Plant有两工作中心ZSTWC1和ZSTWC2分别对应到两个生产成本中心ZTCCTR1和ZTCCTR2,建立成本中心组PROD.下面详细解释SAP实现的一般步骤,读者就会发现其实SAP CO非常简单.*由于这个案例是DEMO性质,所以本人试图将最常见的疑问展示出来,所以可能并不实用,不过一个实际的SAP CO解决方案也大抵如此而已.一建立type 43次级成本要素(Tcode:KA06)建立43类次级成本要素,此类型的成本要素是用于作业分摊的图1-[2]Attribute mix的目的是将成本要素更细分,有了cost center, Functional area,还可根据费用用途自由组合成cost element来分析,相信没有多少人会想用这个功能.图1-[3]读者应该不会忘记FS00定义会计科目时能给定一个Functional area,次级成本要素也可设置一functional area , 更详细请看例1.Functional area的获取顺序.图1-[4]default acct assign.在此你能定义一默认cost center或IO给此成本要素做所谓的成本成本要素名称相关作业类型名99999995 Direct Labor Alloc. LAB99999996 Machine Hour Alloc. MAC66666665 Act Ind. deter&Alloc ACTII66666666 Act man in&Ind Alloc ACTMI66666667 Act Man. Entry&No al ACTMN二建立作业类型(Tcode:KL01)作业类型用来承载追踪成本中心提供的生产或服务, 然后将这些成本通过直接或间接分摊到其他的成本中心.假设除了LAB,MAC外,Production OH要如何整?SAP似乎更倾向于使用activity,一个企业要求将LAB+MAC各乘上一百分比做Production OH,通常有两种方法,一是比如建立一ZOH的作业类型,定义好计算公式,另一种是使用costing sheet ,我觉得都可以,谁好一些,今天不讨论…为什么使用作业类型?似乎没多少人会认真考虑这个问题,从设计逻辑上讲,这个问题就很容易回答,今天我也不答,MD俺先将CO这些常用的破程序读一下,改天自己设计CO时就可参考….图2-[2]作业类型类型1(手工输入手工分摊),实际上ACTII,ACTMI,ACTMN的类型分别是2,3,4就是为了说明四种作业的使用方法,详细请看接下来的分析.图2-[4],计划价格标志,计划价格标志有1,2,3三种,你在此设置一个价格标志,它将带到比如KP26里,当然KP26依旧允许你修改计划价格标志,如果不设置,默认的使用计划价格. 图2-[6]实际过帐作业类型通常你设置为空表示和,图2-[2]一样(as in planning),图2-[7]实际价格标志,标志有5,6,7三种,这和图2-[4]计划价格标志1,2,3,通常plan price indictor你选1,实际你选5或空(空就从plan price 1的based on activity实际上就是5).图2-[8]Output你定于output 单位,假设一小时人工(:LAB)能生产某产品10 PC,你定义Output unit为PC,Factor为10,公式是Output quantity = Activity quantity * Output factor.作业类型的计划/实际价格标志.Act Pri. Ind 5 5 5 5 5下面的price indicotr解释.对plan price indictor 你Kp06维护好plan cost, KP26维护好plan capicity 然后选2再KSPI 看看.对实际的是那个臭名昭著的破KSII .•001:The price of the activity type is determined automatically based on the planned activity and the planned costs required for this plan activity quantity.图3-[2],当Atyp category是2时,你必须手工给定一个计划价格标志,图中给定标志3,手工输入价格.LAB MAC ACTII ACTMI ACTMN NameAct. uni. H H H H HCCtr Cat. F F F F FActivity Cat. 1 1 2 3 4Alloc. CCE 99999995 99999996 66666665 66666666 66666667 Pri. Ind. 1或空1或空3(手工输入) 1或空1或空图3-[1]的计划的ATyp category是2,看看Act. Acty type cat.能输入什么值.Capture一下德国佬的设计思想.Act. Acty type cat. 5(Target = Actual allocation)相信大家一定不怎么玩,我喜欢玩这个.三建立生产成本中心(Tcode:KS02)建立两个测试成本中心STCCTR1和STCCTR2.如图4-[1]成本中心类型选F.*在使用KP26做成本中心作业量计划时必须保证作业类型和成本中心的Cost center category 一致比如都是F(生产成本类成本中心),其它类型的成本中心比如G/H/L当然也可定义相关作业,做费用计划和作业量计划默认成本中心不允许做收入计划和收入实际过帐,比如你试图在记帐时将STCCTR2做某收入类科目(成本要素11/12)的成本对象,就会有错误提示,除非你将图5-[2]的勾去除允许收入过帐.*SAP似乎认为收入应该优先使用利润分析段PSG做首选成本对象.四成本中心作业量计划(Tcode:KP26|KP27)我想先KP06结果提示,Cost center CCTR3 has none of the activity types used hereMessage no. K8 102at least one activity type on this cost center must have been created during activity type planning.意思是要我先做activity type plan 那就KP26先.图7-[1],输入plan activity 120,因为plan是从1-12 period系统会自动分到每period 10,点图7-[1]就能看到.图7-[2]plan activity ,计划作业量,有好事者给起个小名叫工时计划.图7-[3]Distribution Key 2,意思是想以前一样分配,这个有什么作用呢,现在不是不是120平均分到各period吗?假设你按图7-[1]将plan activity改成period 1-6是5(6*5=30),period 7-12是15(6*15=90),同样是120,然后将distribution key改成1(Equal distributution平均分配),在按图7-[1]看看,又被平均分成了每period 10, 如有大量的要这样改,请使用KPSI .图7-[5][6]手工预先给定fixed price 11.11和varaible price 22.22因为图7-[8]的plan price indictor不是3,KP06后再KSPI将被计算出的计划价格退换.有些企业似乎觉得KP06和KPSI两家伙并不好玩,KP06成本中心费用计划也不是那么好做的,MD,还分什么变态的作业相关和作业无关费用,你想象SHERKY好不容易混进CO 的革命队伍还要去搞这个,这不是存心为难人家吗?于是由CO在年初直接给一个在KP26给定价格.如果是KP26直接给定,是要fixed price还是variable price呢?听说SHEKRY最了解这个了,就由他回答.五建立成本中心费用计划(Tcode:KP06|KP16/KP17/KP36/KP37)假设cost center ZTCCTR1每年要发生清理费用600元(49999991)和生产设备保养费用600元(49999992),DL(Direct laborer,外企一般喜欢管产线员工,办公室一班鸟人叫IDL)的工资包括基本工资,社会保险和绩效奖金(对应科目5999991-5999993),MAC折旧对应科目6999991. 图9,KP06做初级成本要素计划,就是成本中心费用(成本)计划这些cost又可分作业无关的(Activity independent,这必须是plan fixed cost如图9-1,比如49999991|49999992)和作业相关.如果你愿意玩,即使是作业相关的费用也可分固定和变动费用(机器折旧不是还有工作量法吗?)就把MAC分成两部分.并且想计划变动费用,就必须对应作业类型.MD,SAP 那帮鸟人真会整,还有个成本中心预算KPZ2,听说中国第一预算高手是SAP搅肉机先生他家上了全面预算,结果整个企业成本下降30.5%,折合RMB 35.70,不过他请俺和酒了,还倒贴了50.45元,就是等于一分钱都没降下来,哎,倒是白白浪费了一对银子上这破系统.为什么你家KP26的plan作业价格是fixed的(no variable)?反正我家是variable price(无fixed price),什么变动成本完全成本混合成本法量本利分析本来俺杀猪的文化水平就不高,花了50元买了一个克大学的博士文凭,交了几万块到培训老师上课时也因前夜大麻将没睡好没听进去,就不说了.我的一位在顾问公司混的FICO朋友这样说,他说计算variable price时你要KP26维护好activity quantity ,否则就会有问题,我对这问题就太TMD有研究了,这个variable cost还真TMD难缠.所以基本上就不考虑真正的用途,本来比如LAB应该是variable的结果也弄成fixed plan price,你不明白,请往下看…几个报表:六计算计划价格(Tcode:KSPI) (OKET)到目前没有维护分割结构(OKES),结果就成了这样的,图11.LAB fixed price = (49999991+49999992)/2 = 600 /120 = 5 元LAB var price = (5999991+5999992+5999993) /120 = 30元LAB taal price 35 .MAC fixed price = (49999991+49999992)/2 = 600 再+ 6999991的fixed amount2400然后除120 = 25元MAC variant price = 6999991的variable fixed amount 2400/120 = 20MAC total 45 .就是说4999991和4999992 amount给平分了.KSPI update后,KP26检查价格,原来图7的11.11和22.22就被更新了(plan price indictor是1,如是3就不会).这时候SHERKY跑过来说,MD,这不是我需要的,能不能让那俩个4999991/4999992不跑来搅局.七维护分割结构(Tcode:OKES/OKEW) 于是OKES维护好splitting structure .KSPI这个时候KP26,如图16-[4]你将EquiNo清空.这时候, 再KSPI图17-[1]看看,有错误提示,但是起码我们看到LAB和MAC的价格如愿了.那个破EquiNo很重要,你自己看下帮助.如图16-[4],假设EquiNo不是空,则图17的计算结果会改变,也就是说依旧会将4999991-4999992的两个600元根据EquiNo分到LAB和MAC.你在图16-[4]LAB EquiNo填1, MAC填2看看, 那600元没对作业的将会是给LAB 400,给MAC 800这样搞.对作业无关的费用,没有对应到任何作业类型,就是OKES中也没有,如果作业类型维护了权数,它将被俺权数分到作业类型.如果在OKES里设置了,即使作业类型为空,权数就无用,而是平均分给各作业类型.需不需要执行OKEW?究竟需要将分割结构分配给成本中心吗?如你公司就一个生产成本中心有作业类型或者最多辅助生产的某成本中心有作业类型,有人说俺不OKEW也得,在本例中似乎不分配也行,但是一个大集团恐怕就有问题,哎,最好成绩好还是OKEW.再来重点讨论一下plan price calculation.你需要怎样怎样计算计划和实际activity price .图17-4的那个plan price cal是2是不.这时YZZY说,你怎么就这么会折腾呀?俺就说,其实俺就是专门折腾SAP小破FICO的杀手.看看OKEVN的图.你std cost est. (tcode :OKKN/OKK4)看一下STD cost est的作业的pricing strategyOne case.s current period is already 2006/03 , Now we need to change the activity plan price which is different from the previous 3 periods (Effective period is beginning from 4th period),However, Here is a confusion . for example .the activity plan price for the past 3 periods is 3USD , From 4th period we want to change to 4USD ,According to current logic (Plan Price As Average of All Fiscal Year Periods), the periodic activity plan price will be (3*3+4*9)/12 from 4th period , However, The periodic plan price we want is 4 USD , So we need change the activity strategy sequence from 2 to 1 .如下,年结后第3期间才开始做计划,前3期间已过,如Okk4是2(则全年平均了),所以改成1. 另4上月的实际做下月的计划.现在的问题来了,OKEVN的和OKKN/OKK4的的作业取价格如有矛盾哪个优先呀? OKEVN的怎么玩?有没有人试过.问了也白问,谁会象俺这样天天宰人家呢?如下图,将Equi清空.KP26加上ACTII,ACTMI,ACTMN,ACTII不能输入plan activity .现在假设将4999991-4999992给作业ACTMI .为此建立分割一新的assignment S3.KSPI结果.拿掉Activity ATIMI玩下,KP26这样设置Equi. No.KSPI,发现并没有按EquiNo分,将4999991-499992的600+600平均分给了LAB,MAC,ACTMI 和ACTMN.SHERKY坚决要让4999991-499992的600+600的1200按KP26的权数分,靠,人老了,不中用了,现在才想起equino叫权数.OKES拿掉S3.如果现在直接跑KSS4呢?看看,按权数了,太不好看了,SAP总是这样,有小数点就将Price unit给弄成1000,10000的.OKET或下图按[1]将小数固定成2,(OKET也可),它还跑个球,price unit不乖乖成了1吗?现在好看多了,靠,真是按KP26设置的权数分,看下面这张破图,是继承图.哎,中国未来的ERP设计重任既然落在各位弟兄肩上,上面弄了一堆case,SAP是如何设计KP06,KP26和KSPI计算逻辑的,它一会弄一个plan act.一会整一个权数出来,这权数对splitting structure的作业无关(又无主,即无actitity)的费用还无效.如果是你,你要怎么写…KPSI (plan reconcile)连KSPI的堂弟都要弄出来,MD,SAP AG那班鸟人就是喜欢开发一堆东西出来整人…简单点会死人吗?一个人问:俺每个月要将各种制造费用distribution,assessment最后整个实际作业price,倒不如就不用作业.Ok, 按照中国传统的破成本会计,我看了就烦,看看人家SAP AG,德国那些鸟人多聪明.使用作业类型.使用作业的好处.1.实时跟踪到生产工单费用(料就不说了,实际的,作业近似实际-?实际quantity * plan price结算前非实际价格,有的企业就不用实际作业价格重估了,plan price = actual price,这样偷懒的企业也有..),如要按传统的,靠月结分摊后才能知道状况(真不知早期那些做成本的没有电脑成本是怎么折腾出来的?)2.比直接使用分摊呀分配呀合理.不妨假设有一车间有两班组A组的机器是新的,月产出产品12000,B用了台破机器,破也就破了,还被冒充机器维修专家的SHERKY天天瞎整,结果员工累的吐血一月也就产出10000 .现在假设两机器月折旧都是12000, 两车间共同承担其它乱七八糟费用共20000元平分.结果A班机器折旧12000+20000/2 = 220000 产品,摊到产品22000/12000 = 1.8333元B班组:机器折旧12000+20000/2 = 220000摊到产品22000/10000= 2.2000元.如过这样弄.Total A+B费用24000 + 20000 = 440000元/产品数22000 = 2元.即那20000元的辅助生产费用(注:其中包括SHERKY 犯*事被GongAn当月罚的5000元)应该俺作业数(产品产出多作业数就多些)来分.A班:120000 *2 =24000B班:10000 * 2 = 20000作业在此时类似一个cost tracing factor ????你可以自己设想很多这样的case ,比如工厂无大单A班没啥事,B班排的还行什么的,这个解释好象还合理.作业类型还有啥破好处?八建立工作中心.如果需要可根据一台机器,一个拉(产线)建立工作中心,这视你需要如何核算工单成本.KB21N 错误.Activity type ACTMN is not allowed for business transaction RKLMessage no. BK 128DiagnosisIn business transaction RKL you entered activity type ACTMN, category 4. This category is not allowed in business transaction RKL.System ResponseYou can use only activity types of given categories in a given business transaction.The following activity type categories are valid for a given business transaction:•RKL (Direct Activity Allocation):o Category 1 (manual entry, manual allocation)•RKN, RKIL (Indirect Activity Allocation):o Category 3 (manual entry, indirect allocation)o Category 4 (manual entry, no allocation)oo RKLT (Template Allocation Actual):o Category 1 (manual entry, manual allocation)o Category 2 (indirect calculation, indirect allocation)•RKPS (Template Allocation Plan):o Category 1 (manual entry, manual allocation)o Category 2 (indirect calculation, indirect allocation)oo NoteYou can post category 2 (indirect calculation, indirect allocation) andcategory 5 (calculation and allocation using target=actual activity allocation) activity typesmanually only if the indicator Manual actual quantity is set in the activity type master data.If this indicator is set for an activity type of category 1, 2 or 5, you can post the activity types in the same posting transaction (entryof sender activities) and together with activity type categories3 and 4.九建立统计指标SKF用来分配那些不方便利用作业类型来分配的成本, 例如员工数目和电话数等.其中固定值Fixed values适用于全部过帐期间内比如库房或辅助车间使用作业类型+次级成本要素将成本分摊到生产车间和月末直接使用分摊有和好处.举个破例.十重过帐和直接作业分摊居然还要有个间接作业分摊,KSCB,KPPS一堆害人的东西,哎,真不知道SAPAG那写鸟人非整这么多东西难为俺老屠干嘛?十一分配分摊我看见这个就烦,改天再说..整天都没见哪个老板说,哎,杀猪的辛苦啦,俺把俺家的money分配个百把十万的给你…成本要素成本要素(组相干表)1.从财务角度看cost element master data:CSKU:Cost Element Texts描述CSKA:Cost element (含charts of account)CSKB:Cost Elements含生失效日期,Cost element typeCSKS:Cost Center Master Data2.For Enhancement:VIEA01:Cost elements for ownerVIEA02:Cost elements for owner3.TSAUM:GL account/cost element conversion***你使用OKB2,OKB3执行batch input(SM35)从总帐转的primary cost element list,并不是某些人所理解的在此设置一FS00同时就会auto create a cost element.4.居于Co角度的cost element master dataCSKACSKB5.DD07V :KADKY去看所有的cost element categoryCost element Category 中英文描述01 初级成本/成本降低产生的利润Primary costs/cost-reducing revenues03 每种附加费的应计/递延Accrual/deferral per surcharge04 每种债务的应计/递延=实际Accrual/deferral per debit = actual11 收入Revenues12 销售扣除Sales deduction--------------------------(for Primary cost element) 21 内部结算Internal settlement22 外部结算External settlement31 订单/项目结果分析Order/project results analysis41 间接费用Overheads42 分摊Assessment43 内部作业分配Internal activity allocation50 引入的与计划相关的项目订单:销售收入Project-related incoming orders: Sales revenue51 引入的与计划相关的项目订单:其他收入Project-related incoming orders: Other revenues52 引入的与计划相关的项目订单:成本Project-related incoming orders: Costs61 收入值Earned value-------------------------(For secondary cost element)90 资产负债表科目的统计成本要素Statistical cost element for balance sheet account以前我研究过KA01-24,就是你如果使用OBYC在BSX中中设置下(t030)和AO90资产并且是Acquisition:Acquis. and production costs(对应T095-KTANSW)SAP推荐是material和asset account实际上饶过这俩条件什么科目都可**比如你可给现金科目设置cost element 然后就可使用internal order统计SAP那个cost element category表我查以前的电子笔记已经查不到了,我记得好象还有什么70,71,80一大堆的估计是用于内部逻辑用或者保留,但是奇怪的是SAP在create cost element是将category写死在程序中的..........FUNCTION RK_COSTELEMENT_CLASSIFY.*"----------------------------------------------------------------------*"Lokale Schnittstelle:*" IMPORTING*" KATYP LIKE CSKB-KATYP*" EXPORTING*" KOTYP*" EXCEPTIONS*" KATYP_NOT_FOUND*"----------------------------------------------------------------------CASE KATYP.WHEN 1. KOTYP = 'P'.WHEN 2. KOTYP = 'P'.WHEN 3. KOTYP = 'P'.WHEN 4. KOTYP = 'P'.WHEN 11. KOTYP = 'P'.WHEN 12. KOTYP = 'P'.WHEN 21. KOTYP = 'S'.WHEN 22. KOTYP = 'P'.WHEN 31. KOTYP = 'S'.WHEN 32. KOTYP = 'P'.WHEN 41. KOTYP = 'S'.WHEN 42. KOTYP = 'S'.WHEN 43. KOTYP = 'S'.WHEN 50. KOTYP = 'S'. "projektbez. Auftragseingang: Umsatzerl?se WHEN 51. KOTYP = 'S'. "projektbez. Auftragseingang: Sonstige Ert.WHEN 52. KOTYP = 'S'. "projektbez. Auftragseingang: KostenWHEN 61. KOTYP = 'S'. "FortschrittswertWHEN 80. KOTYP = 'S'.WHEN 81. KOTYP = 'S'.WHEN 82. KOTYP = 'S'.WHEN 90. KOTYP = 'P'.WHEN OTHERS. RAISE KATYP_NOT_FOUND.ENDCASE.ENDFUNCTION.我研究过比如primary cost element在做FI doc是如何产生co doc的,现在问题是type 2, type 32, type 80,81,82什么时候出现,而且我记的还有70,71..类型的下面是我和一些fans网友的讨论.1-. What additional information is obtained from an inventory account defined as a Cost Element comparedwith and inventory account not defined as a cost element?: 2-. Can I define an inventory account as a cost element category 90, although the account has FI balancedifferent to zero? If so, is it necessary to make any initialization in CO of the Cost Element in order to makethe CO balance equal to the FI balance?: 3-. Is it possible to obtain a CO report that shows the Cost Element with category 90 composition? It means,Is it possible to see the value of project stock for each Plant, Valuation Type, WBS element and each material,separated from the value of plant stock for Plant, Valuation Type, and each material; contained in the Cost Element Balance?: 4-. Is it absolutely necessary to define the Inventory Account used for Project Stock as a Cost Element?: 5-. What are the consequences of define an Inventory Account as a Cost Element if the account is used also for Plant Stock?a-. After the assigment of components with Item Category "L", with a material whose Valuation Class is assigned(via BSX) to an Inventory Account that is defined as a Cost Element type 90, it happens that in the Cost Reports appears,the estimated value (Moving Average Price * quantity required), as Planned Costs.b-. Once the Activity is Released, there is no changes in the Cost Reports. The Estimated value continues appearing asPlanned Costs.c-. During MM processes, MRP, Creation of MM Planned Order (account assignment Q, special stock Q), Convertion of PlannedOrder to Purchase Requisition and then to Purchase Order, there is no changes in the CO Reports. The estimated valuecotinues appearing in the Planned Costs column.d-. Once the GR with reference to the PO is executed, valuated project stock is created at WBS element level. But, atCO Reports the stock value appears as Actual Cost and not as Commitment Cost as we expected.Is there something wrong? What we really want that the Inventory value appears as Commitment and not as Actual Cost.关于90 type你看KA01 source code就能发现有select * from T030 where BSX='' 和select * from T095 where KTANSWBTW的判断,然后就可create .例1 FA和Cost center获取的顺序Functional Area的获取顺序假设科目66200040(P&L Account)在FS00维护科目主数据中functional area是200,然后OKB9维护了如下图的default Co object,一个是成本中心52-810100,此成本中心属于functional area 300,然后统计性内部订单1000380的functional area是400.则获取functional area顺序如下(如没有退代的话),1.科目主数据->2.内部定单->3.成本中心. 就是说假设科目主数据没维护FA,将抓取IO的FA,然后是Cost center .成本中心的获取顺序假设成本要素66200040里维护了默认cost center 52-410110(和上图OKB9不同)在一大集团公司,假设使用同一会计科目表,显然此时成本要素也是作用于所有公司的,这时成本中心的获取顺序是OKB9定义的Account assignemt->成本要素主数据的成本中心.就是说比如在company code 4100里,如果OKB9未为66200040设置默认成本中心,在记帐时就默认获取了company code 5200的成本中心52-410110(当然你可更改),如用户不注意,就将一笔费用记到了其他公司的成本中心,很明显,最好不要在成本要素主数据里设置默认成本中心而是在OKB9 .CK11N一对item category都没玩过,哎…那个破EquiNo很重要,你自己看下帮助.如图16-[4],假设EquiNo不是空,则图17的计算结果会改变,也就是说依旧会将4999991-4999992的两个600元根据EquiNo分到LAB和MAC.你在图16-[4]LAB EquiNo填1, MAC填2看看, 那600元没对作业的将会是给LAB 400,给MAC 800这样搞.对作业无关的费用,没有对应到任何作业类型,就是OKES中也没有,如果作业类型维护了权数,它将被俺权数分到作业类型.如果在OKES里设置了,即使作业类型为空,权数就无用,而是平均分给各作业类型.需不需要执行OKEW?究竟需要将分割结构分配给成本中心吗?如你公司就一个生产成本中心有作业类型或者最多辅助生产的某成本中心有作业类型,有人说俺不OKEW也得,在本例中似乎不分配也行,但是一个大集团恐怕就有问题,哎,最好成绩好还是OKEW.再来重点讨论一下plan price calculation.你需要怎样怎样计算计划和实际activity price .图17-4的那个plan price cal是2是不.这时YZZY说,你怎么就这么会折腾呀?俺就说,其实俺就是专门折腾SAP小破FICO的杀手.看看OKEVN的图.你std cost est. (tcode :OKKN/OKK4)看一下STD cost est的作业的pricing strategyOne case.s current period is already 2006/03 , Now we need to change the activity plan price which is different from the previous 3 periods (Effective period is beginning from 4th period),However, Here is a confusion . for example .the activity plan price for the past 3 periods is 3USD , From 4th period we want to change to 4USD ,According to current logic (Plan Price As Average of All Fiscal Year Periods), the periodic activity plan price will be (3*3+4*9)/12 from 4th period , However, The periodic plan price we want is 4 USD , So we need change the activity strategy sequence from 2 to 1 .那个破[5]要提示一下,有人问KP26为什么version要弄0?如这改成1,是否KP26弄version 1,CK11N/CK40N就抓1的,自己回家去试,关于版本这东西俺在<<CO高手一月通>>已经说的很清楚.如下,年结后第3期间才开始做计划,前3期间已过,如Okk4是2(则全年平均了),所以改成1. 另4上月的实际做下月的计划.现在的问题来了,OKEVN的和OKKN/OKK4的的作业取价格如有矛盾哪个优先呀? OKEVN的怎么玩?有没有人试过.问了也白问,谁会象俺这样天天宰人家呢?。

IATA AHM目录

IATA AHM目录

Airport Handling ManualEffective 1 January—31 December 201838NOTICEDISCLAIMER. The information contained in thispublication is subject to constant review in the lightof changing government requirements and regula-tions. No subscriber or other reader should act onthe basis of any such information without referringto applicable laws and regulations and/or withouttak ing appropriate professional advice. Althoughevery effort has been made to ensure accuracy, theInternational Air Transport Association shall not beheld responsible for any loss or damage caused byerrors, omissions, misprints or misinterpretation ofthe contents hereof. Furthermore, the InternationalAir Transport Association expressly disclaims anyand all liability to any person or entity, whether apurchaser of this publication or not, in respect ofanything done or omitted, and the consequencesof anything done or omitted, by any such person orentity in reliance on the contents of this publication.Opinions expressed in advertisements appearing inthis publication are the advertiser’s opinions and donot necessarily reflect those of IATA. The mentionof specific companies or products in advertisementdoes not imply that they are endorsed or recom-mended by IATA in preference to others of a simi-lar nature which are not mentioned or advertised.© International Air Transport Association. AllRights Reserved. No part of this publication maybe reproduced, recast, reformatted or trans-mitted in any form by any means, electronic ormechanical, including photocopying, record-ing or any information storage and retrieval sys-tem, without the prior written permission from:Senior Vice PresidentAirport, Passenger, Cargo and SecurityInternational Air Transport Association800 Place VictoriaP.O. Box 113Montreal, QuebecCANADA H4Z 1M1Airport Handling ManualMaterial No.: 9343-38ISBN 978-92-9229-505-9© 2017 International Air Transport Association. All rights reserved.TABLE OF CONTENTSPage Preface (xv)Introduction (xvii)General (1)AHM001Chapter0—Record of Revisions (1)AHM011Standard Classification and Numbering for Members Airport Handling Manuals (2)AHM012Office Function Designators for Airport Passenger and Baggage Handling (30)AHM020Guidelines for the Establishment of Airline Operators Committees (31)AHM021Guidelines for Establishing Aircraft Ground Times (34)AHM050Aircraft Emergency Procedures (35)AHM070E-Invoicing Standards (53)Chapter1—PASSENGER HANDLING (91)AHM100Chapter1—Record of Revisions (91)AHM110Involuntary Change of Carrier,Routing,Class or Type of Fare (92)AHM112Denied Boarding Compensation (98)AHM120Inadmissible Passengers and Deportees (99)AHM140Items Removed from a Passenger's Possession by Security Personnel (101)AHM141Hold Loading of Duty-Free Goods (102)AHM170Dangerous Goods in Passenger Baggage (103)AHM176Recommendations for the Handling of Passengers with Reduced Mobility(PRM) (105)AHM176A Acceptance and Carriage of Passengers with Reduced Mobility(PRM) (106)AHM180Carriage of Passengers with Communicable Diseases (114)AHM181General Guidelines for Passenger Agents in Case of SuspectedCommunicable Disease (115)Chapter2—BAGGAGE HANDLING (117)AHM200Chapter2—Record of Revisions (117)AHM210Local Baggage Committees (118)AHM211Airport Operating Rules (124)Airport Handling ManualPageChapter2—BAGGAGE HANDLING(continued)AHM212Interline Connecting Time Intervals—Passenger and Checked Baggage (126)AHM213Form of Interline Baggage Tags (128)AHM214Use of the10Digit Licence Plate (135)AHM215Found and Unclaimed Checked Baggage (136)AHM216On-Hand Baggage Summary Tag (138)AHM217Forwarding Mishandled Baggage (139)AHM218Dangerous Goods in Passengers'Baggage (141)AHM219Acceptance of Firearms and Other Weapons and Small Calibre Ammunition (142)AHM221Acceptance of Power Driven Wheelchairs or Other Battery Powered Mobility Aidsas Checked Baggage (143)AHM222Passenger/Baggage Reconciliation Procedures (144)AHM223Licence Plate Fallback Sortation Tags (151)AHM224Baggage Taken in Error (154)AHM225Baggage Irregularity Report (156)AHM226Tracing Unchecked Baggage and Handling Damage to Checked and UncheckedBaggage (159)AHM230Baggage Theft and Pilferage Prevention (161)AHM231Carriage of Carry-On Baggage (164)AHM232Handling of Security Removed Items (168)AHM240Baggage Codes for Identifying ULD Contents and/or Bulk-Loaded Baggage (169)Chapter3—CARGO/MAIL HANDLING (171)AHM300Chapter3—Record of Revisions (171)AHM310Preparation for Loading of Cargo (172)AHM311Securing of Load (174)AHM312Collection Sacks and Bags (177)AHM320Handling of Damaged Cargo (178)AHM321Handling of Pilfered Cargo (179)AHM322Handling Wet Cargo (180)AHM330Handling Perishable Cargo (182)AHM331Handling and Protection of Valuable Cargo (184)AHM332Handling and Stowage of Live Animals (188)AHM333Handling of Human Remains (190)Table of ContentsPageChapter3—CARGO/MAIL HANDLING(continued)AHM340Acceptance Standards for the Interchange of Transferred Unit Load Devices (191)AHM345Handling of Battery Operated Wheelchairs/Mobility AIDS as Checked Baggage (197)AHM350Mail Handling (199)AHM351Mail Documents (203)AHM353Handling of Found Mail (218)AHM354Handling of Damaged Mail (219)AHM355Mail Security (220)AHM356Mail Safety (221)AHM357Mail Irregularity Message (222)AHM360Company Mail (224)AHM380Aircraft Documents Stowage (225)AHM381Special Load—Notification to Captain(General) (226)AHM382Special Load—Notification to Captain(EDP Format and NOTOC Service) (231)AHM383Special Load—Notification to Captain(EDP NOTOC Summary) (243)AHM384NOTOC Message(NTM) (246)Chapter4—AIRCRAFT HANDLING AND LOADING (251)AHM400Chapter4—Record of Revisions (251)AHM411Provision and Carriage of Loading Accessories (252)AHM420Tagging of Unit Load Devices (253)AHM421Storage of Unit Load Devices (263)AHM422Control of Transferred Unit Load Devices (268)AHM423Unit Load Device Stock Check Message (273)AHM424Unit Load Device Control Message (275)AHM425Continued Airworthiness of Unit Load Devices (279)AHM426ULD Buildup and Breakdown (283)AHM427ULD Transportation (292)AHM430Operating of Aircraft Doors (295)AHM431Aircraft Ground Stability—Tipping (296)AHM440Potable Water Servicing (297)AHM441Aircraft Toilet Servicing (309)Airport Handling ManualPageChapter4—AIRCRAFT HANDLING AND LOADING(continued)AHM450Standardisation of Gravity Forces against which Load must be Restrained (310)AHM451Technical Malfunctions Limiting Load on Aircraft (311)AHM453Handling/Bulk Loading of Heavy Items (312)AHM454Handling and Loading of Big Overhang Items (313)AHM455Non CLS Restrained ULD (316)AHM460Guidelines for Turnround Plan (323)AHM462Safe Operating Practices in Aircraft Handling (324)AHM463Safety Considerations for Aircraft Movement Operations (337)AHM465Foreign Object Damage(FOD)Prevention Program (340)Chapter5—LOAD CONTROL (343)AHM500Chapter5—Record of Revisions (343)AHM501Terms and Definitions (345)AHM503Recommended Requirements for a New Departure Control System (351)AHM504Departure Control System Evaluation Checklist (356)AHM505Designation of Aircraft Holds,Compartments,Bays and Cabin (362)AHM510Handling/Load Information Codes to be Used on Traffic Documents and Messages (368)AHM513Aircraft Structural Loading Limitations (377)AHM514EDP Loading Instruction/Report (388)AHM515Manual Loading Instruction/Report (404)AHM516Manual Loadsheet (416)AHM517EDP Loadsheet (430)AHM518ACARS Transmitted Loadsheet (439)AHM519Balance Calculation Methods (446)AHM520Aircraft Equipped with a CG Targeting System (451)AHM530Weights for Passengers and Baggage (452)AHM531Procedure for Establishing Standard Weights for Passengers and Baggage (453)AHM533Passengers Occupying Crew Seats (459)AHM534Weight Control of Load (460)AHM536Equipment in Compartments Procedure (461)AHM537Ballast (466)Table of ContentsPageChapter5—LOAD CONTROL(continued)AHM540Aircraft Unit Load Device—Weight and Balance Control (467)AHM550Pilot in Command's Approval of the Loadsheet (468)AHM551Last Minute Changes on Loadsheet (469)AHM561Departure Control System,Carrier's Approval Procedures (471)AHM562Semi-Permanent Data Exchange Message(DEM) (473)AHM564Migration from AHM560to AHM565 (480)AHM565EDP Semi-Permanent Data Exchange for New Generation Departure Control Systems (500)AHM570Automated Information Exchange between Check-in and Load Control Systems (602)AHM571Passenger and Baggage Details for Weight and Balance Report(PWR) (608)AHM580Unit Load Device/Bulk Load Weight Statement (613)AHM581Unit Load Device/Bulk Load Weight Signal (615)AHM583Loadmessage (619)AHM587Container/Pallet Distribution Message (623)AHM588Statistical Load Summary (628)AHM590Load Control Procedures and Loading Supervision Responsibilities (631)AHM591Weight and Balance Load Control and Loading Supervision Training and Qualifications (635)Chapter6—MANAGEMENT AND SAFETY (641)AHM600Chapter6—Record of Revisions (641)AHM610Guidelines for a Safety Management System (642)AHM611Airside Personnel:Responsibilities,Training and Qualifications (657)AHM612Airside Performance Evaluation Program (664)AHM615Quality Management System (683)AHM616Human Factors Program (715)AHM619Guidelines for Producing Emergency Response Plan(s) (731)AHM620Guidelines for an Emergency Management System (733)AHM621Security Management (736)AHM633Guidelines for the Handling of Emergencies Requiring the Evacuation of an Aircraft During Ground Handling (743)AHM650Ramp Incident/Accident Reporting (745)AHM652Recommendations for Airside Safety Investigations (750)AHM660Carrier Guidelines for Calculating Aircraft Ground Accident Costs (759)Airport Handling ManualChapter7—AIRCRAFT MOVEMENT CONTROL (761)AHM700Chapter7—Record of Revisions (761)AHM710Standards for Message Formats (762)AHM711Standards for Message Corrections (764)AHM730Codes to be Used in Aircraft Movement and Diversion Messages (765)AHM731Enhanced Reporting on ATFM Delays by the Use of Sub Codes (771)AHM780Aircraft Movement Message (774)AHM781Aircraft Diversion Message (786)AHM782Fuel Monitoring Message (790)AHM783Request Information Message (795)AHM784Gate Message (797)AHM785Aircraft Initiated Movement Message(MVA) (802)AHM790Operational Aircraft Registration(OAR)Message (807)Chapter8—GROUND HANDLING AGREEMENTS (811)AHM800Chapter8—Record of Revisions (811)AHM801Introduction to and Comments on IATA Standard Ground Handling Agreement(SGHA) (812)AHM803Service Level Agreement Example (817)AHM810IATA Standard Ground Handling Agreement (828)AHM811Yellow Pages (871)AHM813Truck Handling (872)AHM815Standard Transportation Documents Service Main Agreement (873)AHM817Standard Training Agreement (887)AHM830Ground Handling Charge Note (891)AHM840Model Agreement for Electronic Data Interchange(EDI) (894)Chapter9—AIRPORT HANDLING GROUND SUPPORT EQUIPMENT SPECIFICATIONS (911)AHM900Chapter9—Record of Revisions (911)AHM901Functional Specifications (914)AHM904Aircraft Servicing Points and System Requirements (915)AIRBUS A300B2320-/B4/C4 (917)A300F4-600/-600C4 (920)A310–200/200C/300 (926)A318 (930)A319 (933)Table of ContentsPageChapter9—AIRPORT HANDLING GROUND SUPPORT EQUIPMENT SPECIFICATIONS(continued) AHM904Aircraft Doors,Servicing Points and System Requirements for the Use of Ground Support Equipment(continued)A320 (936)A321 (940)A330-200F (943)A330-300 (948)A340-200 (951)A340-300 (955)A340-500 (959)A340-600 (962)Airbus350900passenger (965)AIRBUS A380-800/-800F (996)ATR42100/200 (999)ATR72 (1000)AVRO RJ70 (1001)AVRO RJ85 (1002)AVRO RJ100 (1003)B727-200 (1004)B737–200/200C (1008)B737-300,400,-500 (1010)B737-400 (1013)B737-500 (1015)B737-600,-700,-700C (1017)B737-700 (1020)B737-800 (1022)B737-900 (1026)B747–100SF/200C/200F (1028)B747–400/400C (1030)B757–200 (1038)B757–300 (1040)Airport Handling ManualPageChapter9—AIRPORT HANDLING GROUND SUPPORT EQUIPMENT SPECIFICATIONS(continued) AHM904Aircraft Doors,Servicing Points and System Requirements for the Use of Ground Support Equipment(continued)B767—200/200ER (1041)B767—300/300ER (1044)B767—400ER (1048)B777–200/200LR (1051)B777–300/300ER (1055)Boeing787800passenger (1059)BAe ATP(J61) (1067)Bombardier CS100 (1068)Bombardier CS300 (1072)CL-65(CRJ100/200) (1076)DC8–40/50F SERIES (1077)DC8–61/61F (1079)DC8–62/62F (1081)DC8–63/63F (1083)DC9–15/21 (1085)DC9–32 (1086)DC9–41 (1087)DC9–51 (1088)DC10–10/10CF (1089)DC10–30/40,30/40CF (1091)EMBRAER EMB-135Regional Models (1092)EMBRAER EMB-145Regional Models (1094)Embraer170 (1096)Embraer175 (1098)Embraer190 (1100)Embraer195 (1102)FOKKER50(F27Mk050) (1104)FOKKER50(F27Mk0502) (1106)Chapter9—AIRPORT HANDLING GROUND SUPPORT EQUIPMENT SPECIFICATIONS(continued) AHM904Aircraft Doors,Servicing Points and System Requirements for the Use of Ground Support Equipment(continued)FOKKER70(F28Mk0070) (1108)FOKKER100(F28Mk0100) (1110)FOKKER100(F28Mk0100) (1112)IL-76T (1114)MD-11 (1116)MD–80SERIES (1118)SAAB2000 (1119)SAAB SF-340 (1120)TU-204 (1122)AHM905Reference Material for Civil Aircraft Ground Support Equipment (1125)AHM905A Cross Reference of IATA Documents with SAE,CEN,and ISO (1129)AHM909Summary of Unit Load Device Capacity and Dimensions (1131)AHM910Basic Requirements for Aircraft Ground Support Equipment (1132)AHM911Ground Support Equipment Requirements for Compatibility with Aircraft Unit Load Devices (1136)AHM912Standard Forklift Pockets Dimensions and Characteristics for Forkliftable General Support Equipment (1138)AHM913Basic Safety Requirements for Aircraft Ground Support Equipment (1140)AHM914Compatibility of Ground Support Equipment with Aircraft Types (1145)AHM915Standard Controls (1147)AHM916Basic Requirements for Towing Vehicle Interface(HITCH) (1161)AHM917Basic Minimum Preventive Maintenance Program/Schedule (1162)AHM920Functional Specification for Self-Propelled Telescopic Passenger Stairs (1164)AHM920A Functional Specification for Towed Passenger Stairs (1167)AHM921Functional Specification for Boarding/De-Boarding Vehicle for Passengers withReduced Mobility(PRM) (1169)AHM922Basic Requirements for Passenger Boarding Bridge Aircraft Interface (1174)AHM923Functional Specification for Elevating Passenger Transfer Vehicle (1180)AHM924Functional Specification for Heavy Item Lift Platform (1183)AHM925Functional Specification for a Self-Propelled Conveyor-Belt Loader (1184)AHM925A Functional Specification for a Self-Propelled Ground Based in-Plane LoadingSystem for Bulk Cargo (1187)Chapter9—AIRPORT HANDLING GROUND SUPPORT EQUIPMENT SPECIFICATIONS(continued) AHM925B Functional Specification for a Towed Conveyor-Belt Loader (1190)AHM926Functional Specification for Upper Deck Catering Vehicle (1193)AHM927Functional Specification for Main Deck Catering Vehicle (1197)AHM930Functional Specification for an Upper Deck Container/Pallet Loader (1201)AHM931Functional Specification for Lower Deck Container/Pallet Loader (1203)AHM932Functional Specification for a Main Deck Container/Pallet Loader (1206)AHM933Functional Specification of a Powered Extension Platform to Lower Deck/Container/ Pallet Loader (1209)AHM934Functional Specification for a Narrow Body Lower Deck Single Platform Loader (1211)AHM934A Functional Specification for a Single Platform Slave Loader Bed for Lower DeckLoading Operations (1213)AHM936Functional Specification for a Container Loader Transporter (1215)AHM938Functional Specification for a Large Capacity Freighter and Combi Aircraft TailStanchion (1218)AHM939Functional Specification for a Transfer Platform Lift (1220)AHM941Functional Specification for Equipment Used for Establishing the Weight of aULD/BULK Load (1222)AHM942Functional Specification for Storage Equipment Used for Unit Load Devices (1224)AHM950Functional Specification for an Airport Passenger Bus (1225)AHM951Functional Specification for a Crew Transportation Vehicle (1227)AHM953Functional Specifications for a Valuable Cargo Vehicle (1229)AHM954Functional Specification for an Aircraft Washing Machine (1230)AHM955Functional Specification for an Aircraft Nose Gear Towbar Tractor (1232)AHM956Functional Specification for Main Gear Towbarless Tractor (1235)AHM957Functional Specification for Nose Gear Towbarless Tractor (1237)AHM958Functional Specification for an Aircraft Towbar (1240)AHM960Functional Specification for Unit Load Device Transport Vehicle (1242)AHM961Functional Specification for a Roller System for Unit Load Device Transportation on Trucks (1245)AHM962Functional Specification for a Rollerised Platform for the Transportation of Twenty Foot Unit Load Devices that Interfaces with Trucks Equipped to Accept Freight ContainersComplying with ISO668:1988 (1247)AHM963Functional Specification for a Baggage/Cargo Cart (1249)AHM965Functional Specification for a Lower Deck Container Turntable Dolly (1250)AHM966Functional Specification for a Pallet Dolly (1252)Chapter9—AIRPORT HANDLING GROUND SUPPORT EQUIPMENT SPECIFICATIONS(continued) AHM967Functional Specification for a Twenty Foot Unit Load Device Dolly (1254)AHM968Functional Specification for Ramp Equipment Tractors (1256)AHM969Functional Specification for a Pallet/Container Transporter (1257)AHM970Functional Specification for a Self-Propelled Potable Water Vehicle with Rear orFront Servicing (1259)AHM971Functional Specification for a Self-Propelled Lavatory Service Vehicle with Rear orFront Servicing (1262)AHM972Functional Specifications for a Ground Power Unit for Aircraft Electrical System (1265)AHM973Functional Specification for a Towed Aircraft Ground Heater (1269)AHM974Functional Specification for Aircraft Air Conditioning(Cooling)Unit (1272)AHM975Functional Specifications for Self-Propelled Aircraft De-Icing/Anti-Icing Unit (1274)AHM976Functional Specifications for an Air Start Unit (1278)AHM977Functional Specification for a Towed De-Icing/Anti-Icing Unit (1280)AHM978Functional Specification for a Towed Lavatory Service Cart (1283)AHM979Functional Specification for a Towed Boarding/De-Boarding Device for Passengers with Reduced Mobility(PRM)for Commuter-Type Aircraft (1285)AHM980Functional Specification for a Self-Propelled Petrol/Diesel Refueling Vehicle forGround Support Equipment (1287)AHM981Functional Specification for a Towed Potable Water Service Cart (1289)AHM990Guidelines for Preventative Maintenance of Aircraft Towbars (1291)AHM994Criteria for Consideration of the Investment in Ground Support Equipment (1292)AHM995Basic Unit Load Device Handling System Requirements (1296)AHM997Functional Specification for Sub-Freezing Aircraft Air Conditioning Unit (1298)Chapter10—ENVIRONMENTAL SPECIFICATIONS FOR GROUND HANDLING OPERATIONS (1301)AHM1000Chapter10—Record of Revisions (1301)AHM1001Environmental Specifications for Ground Handling Operations (1302)AHM1002Environmental Impact on the Use of Ground Support Equipment (1303)AHM1003GSE Environmental Quality Audit (1305)AHM1004Guidelines for Calculating GSE Exhaust Emissions (1307)AHM1005Guidelines for an Environmental Management System (1308)Chapter11—GROUND OPERATIONS TRAINING PROGRAM (1311)AHM1100Chapter11—Record of Revisions (1311)AHM1110Ground Operations Training Program (1312)Appendix A—References (1347)Appendix B—Glossary (1379)Alphabetical List of AHM Titles (1387)IATA Strategic Partners..............................................................................................................................SP–1。

软考高级架构师系统设计40题

软考高级架构师系统设计40题

软考高级架构师系统设计40题1. In a system design, which of the following is the most important consideration for scalability?A. Hardware performanceB. Software architectureC. Network bandwidthD. User interface design答案:B。

解析:软件架构对于系统的可扩展性至关重要。

硬件性能在一定程度上影响,但不是最关键的。

网络带宽主要影响数据传输,对可扩展性的直接影响较小。

用户界面设计与系统的可扩展性关系不大。

2. When designing a system, which principle should be followed to ensure high availability?A. RedundancyB. Minimization of componentsC. Simple architectureD. Low cost答案:A。

解析:冗余是确保高可用性的重要原则。

减少组件可能会降低复杂性,但不一定能保证高可用性。

简单架构有助于理解和维护,但不是保证高可用性的关键。

低成本通常不是高可用性设计的首要考虑因素。

3. Which of the following is a key factor in determining theperformance of a system?A. The number of usersB. The algorithm usedC. The color scheme of the interfaceD. The brand of the hardware答案:B。

解析:算法的优劣直接决定了系统的性能。

用户数量会影响系统负载,但不是决定性能的根本因素。

界面的颜色方案与性能无关。

硬件品牌对性能有一定影响,但算法的影响更为关键。

房地产宣传册的工具型翻译——以《绿城作品》英译为例

房地产宣传册的工具型翻译——以《绿城作品》英译为例

摘要近年来,随着经济全球化的深入发展,中国的房地产业呈现出与国际接轨的新趋势。

许多房地产宣传册都配有英语译文,目的就是吸引国外的消费者购买房地产。

鉴于房地产宣传册英译日益重要的作用,本文基于大量房地产宣传册的翻译实践,在诺德文本功能理论的指导下对绿城集团房地产宣传册《绿城作品》的英译进行了详细的案例分析和研究,旨在为今后房地产宣传册文本的英译工作提供参考和建议。

翻译的目的和功能决定翻译策略。

房地产宣传册作为一种实用性文体,主要具有感染功能和指称功能。

中英文房地产宣传册的功能基本相同,但由于中英文语言表达和文化习惯的差异,在进行房地产宣传册的英译时需要参考国外房地产宣传册英文的文本特征和语言特点,使房地产宣传册译本体现英文的语言习惯和文化传统,迎合国外消费者的阅读习惯,从而让译文在目标语文化中也能实现感召效果,为此在翻译过程中须采用以目标语文化为导向的工具型翻译策略。

工具型翻译包括等功能翻译和异功能翻译。

等功能翻译主要探讨指称功能和感染功能在目标语文本中的等功能实现,为实现同等的感染功能探讨了四字词组和排偶句的修辞翻译方法,为实现同等的指称功能采用译名统一和句式转换的翻译方法。

剥离部分功能是异功能翻译的翻译方式,通过采用省译和改写的翻译方法来剥离源语文本中无用的成分。

本文根据房地产宣传册文本功能和特征的分析,以工具型翻译为翻译策略,提出了具体的翻译方法,基本实现了译文的指称功能和感染功能,达到了刺激消费者购买欲的目的,旨在为今后房地产宣传手册文本的英译工作提供一定的借鉴,从而达到房地产宣传册译本的宣传效果。

关键词:房地产; 宣传册; 工具型翻译; 文本功能AbstractRecently, China’s real estate industry starts to integrate with global industry with the deepening of global economic integration. Many real estate companies publish brochures in English in order to appeal to clients abroad. In the light of the importance of real estate brochure translations and under the guidance of Nord’s Text Functions theory, this paper analyzed and studied the translation practice of Greentown Works, aimed at providing reference and advice for the C-E translation of real estate brochures.The translation purpose and function decide translation strategies. As a practical style of writing, Real estate brochures have referential function and appellative function. The Chinese and English real estate brochures have the same function. However, due to the distinction of language expression and cultural customs between Chinese and English, the textual and language features of English real estate brochures must be taken into consideration during the translation of real estate brochures, so as to conform to western customers’reading habits. Therefore, the author adopted target culture-oriented instrumental translation strategy, including two methods: Equifunctional translation and Heterofunctional translation. Equifunctional translation discussed the realization of the same function in source culture and target culture. The same appellative function is achieved through the translation of four-character structure, antithesis and parallelism.The same referential function is realized by unifying the same translation and converting sentences. Removing part of the function is the way of Heterofunctional translation, which can be achieved byomitting and rewriting.Based on the analysis of real estate brochures’text functions and features, this paper takes instrumental translation as its strategy and proposes practical translation methods, basically realizing the referential function and appellative function and achieving the purpose to stimulate customers’desire to purchase properties. This paper is expected to she some light on the C-E translation of real estate brochures.Key words: real estate; brochures; instrumental translation; text functions目录摘要 (i)Abstract (iii)引言 (1)1. 房地产宣传册英译的理论基础 (3)1.1 诺德文本功能分类 (3)1.2文献型翻译和工具型翻译 (4)2. 房地产宣传册的文本功能和特征 (5)2.1感染功能 (6)2.1.1大量使用形容词 (6)2.1.2使用排偶修辞 (7)2.2 指称功能 (8)2.2.1 专有名词和术语出现频率高 (8)2.2.2 多用简单句式 (9)3. 房地产宣传册的工具型翻译 (11)3.1 实现修辞感染 (12)3.1.1四字词组的处理 (12)3.1.2排偶句的处理 (14)3.2 对应指称信息 (17)3.2.1译名统一 (18)3.2.2句式转换 (20)3.3 剥离部分功能 (22)3.3.1省译 (23)3.3.2改写 (24)结语 (27)参考文献 (29)附录:翻译资料 (32)致谢辞 (71) (72) (72)房地产宣传册的工具型翻译——以《绿城作品》英译为例引言当前中国房地产市场不断升温,进行房地产宣传对于房地产公司来说是非常必要的。

AECT94定义原文

AECT94定义原文

Chapter 1 The 1994 Definition of the FieldInstructional Technology is the theory and practice of design, development, utilization, management and evaluation of processes und resources for learning.For at least forty years the field of Instructional Technology periodically has pursued processes of collective self-examination, resulting in statements which describe itself professionally. In 1963 such efforts produced the first formal definition of the field. This definition has been updated a number of times, with each change providing new directions for the field. Since the last formal definition seventeen years ago, dramatic changes in the profession and in technology have occurred. Consequently, this process of reexamination has once again evolved. The result of this collective analysis is the 1994 definition of the field shown above. This book will explore the dimensions of the new definition and its implications for both theory and practice. First, Chapter One will introduce the new definition by discussing the assumptions on which it was based and the implications of its terminology.Assumptions of the DefinitionThe Nature of the DefinitionIsrael Scheffler(1960) distinguishes between general definitions and scientific definitions. According to Schefller, scientific definitions are technical, theoretically based and require special knowledge in order to understand them. They are embedded in a context of research. General definitions, on the other hand, can be understood by the public or other professionals. A general definition explains how a term is to be understood in the context in which it is used. Scheffler identifies three types of general definitions: stipulating, descriptive and programmatic. The definition of the field presented here meets Scheffler's criteria for a general definition of a stipulative and programmatic nature. This 1994 definition of the field is based on prior usage, stipulating what the field is equivalent to and encompasses, and suggests areas where research is needed. Therefore, it is a stipulalive definition with programmatic implications intended to serve communication purposes.A field can be defined in several ways: by the roles practitioners play. by areas of special knowledge, or by the requirements for being a professional in the field (Marriner-Tomey,1989). Definitions can be logical or metaphorical or a combination of both. For example, a role in a field can be described through metaphor, such as portraying the instructional designer as an artist or a craftsman.Before a definition is developed, parameters for the definition must be clarified. These parameters are the assumptions that provide a basis for making decisions. For a definition to be formulated, decisions must be made first about the scope, purpose, viewpoint, audience and essential characteristics to be taken into account. The 1994 definition of the field is based on the following assumptions:• Instructional technology has evolved from a movement to a field and profession. Since a profession is concerned with a knowledge base, the 1994 definition must identify and emphasize Instructional Technology as a field of study as well as practice. In contrast, the 1977 definition placed more emphasis on practitioner roles.• A revised definition of the field s hould encompass those areas of concern to practitioners and scholars. These areas are the domains of the field.• Both process and product are of vital importance to the field and need to be reflected in the definition.• Subtleties not clearly unde rstood or recognized by the typical Instructional Technology professional should be removed from the definition and its more extended explanation.Although not slated explicitly, several important characteristics of the field are implicit in the definition. First, it is assumed that both research and practice in the field are carried out in conformity with the ethical norms of the profession. It is further assumed that professional decisions of instructional technologists are guided by their understanding of those interventions which are more likely to yield effective results. Being aware of the knowledge base of 'what works' in diverse circumstances and using that knowledge base are important hallmarks of the Instructional Technology professional. Professional instructional technologists who fail to follow effective practices betray their lack of understanding of or commitment to the norms of the field.Closely related to the concept of effectiveness is efficiency. The definition also assumes that practice in this field is characterized by efficient, economical pursuit of ends. Another hallmark that differentiates the professional from the lay person is the ability to achieve effective, productive ends in a way that is most direct, adroit, and cost-beneficial. There arc many activities conducted by professional instructional technologists that are also conducted by others, such as developing computer courseware, selecting materials to use with learners, or making video recordings. Thedifference, it is assumed, is that the professional will be able to conduct these activities with a more efficient use of human and material resources. These characteristics and the values they imply are discussed further in Chapter Three.Educational/Instructional TechnologyHistorically, the field has been called both 'Educational Technology' and 'Instructional Technology'. Those who prefer 'Instructional Technology' make two points. Their first point is thai the word 'instructional' is more appropriate for describing the function of technology. Secondly, they argue that 'instructional' is more appropriate because'Educational Technology' commonly implies a school or educational .setting. To many the term 'instructional' incorporates not only K-12 settings,but training situations as well. Knirk and Gustafson (1986) assert that 'instructional' relates primarily to teaching and learning problems,while 'educational' is too broad, encompassing all aspects of education.Those who prefer the use of 'Educational Technology' argue that since instruction is considered by many as a part of education the term helps maintain a broader focus for the field (Association for Educational Communications and Technology, 1977; Saettler, 1990). They believe that 'educational' refers to learning in many environments, including home, school, work, and that the term 'instructional' connotes only school environments.It seems that both groups have used the same rationale to justify use of different terms. There are also those who have used the terms interchangeably for many years as noted by Finn in 1965, nearly thirty years ago. The term "Educational Technology' is preferred in England and Canada; however, the term 'Instructional Technology' is now widely used in the United Stales.In the 1977 Association for Educational Communications and Technology (AECT) definition a distinction is also made between 'Educational' and 'Instructional Technology' and 'technology in education' based on the scope of each term. In 1977 "Educational Technology' was used to describe a subset of education which was involved in solving problems related to all aspects of human learning through complex, interrelated processes. This interpretation allowed Educational Technology' to encompass learning through mass media and support systems for instruction including management systems. 'Technology in education" was used to describe technological applications used by support systems for education such as grade reporting, scheduling and finance. 'Instructional Technology' was defined as a subset of "Educational Technology' using the rationale that instruction is a subset of education which deals only with learning that is purposive and controlled (AECT, 1977).Since 1977 the distinctions between these terms have disappeared. currently, all three terms are used to describe applications of technological proesses and tools which can be used to solve problems of instruction learning. Today the profession is centering activities and concepts around instruction more and more, even if the instruction is incidentall(indirect) rather than intentional (constructed or directed). In other words,there is less emphasis on problems involved with all aspects of education and more emphasis on problems related to the effect of incidental or intentional instruction on learning. Therefore, it is difficult to sustain the proposition that 'Instructional Technology' and 'technology in education' are subsets of 'Educational Technology'.At present the terms 'Educational Technology' and 'Instructional Technology' are used interchangeably by most professionals in the field.Because the term " instructional Technology' (a) is more commonly used today in the United Stales, (b) encompasses many practice settings, (c) describes more precisely the function of technology in education, and (d) allows for an emphasis on both instruction and learning in the same definitional sentence, the term 'Instructional Technology' is used in the 1994 definition, but the two terms are considered synonymous.The Orientation of the DefinitionWhen the Instructional Technology movement was in its infancy in the 1950s and the 1960s, many of the tools and theories of today were inconceivable. Programmed instruction developers foresaw computer-assisted instruction, but not interactive video or interactive multimedia. Audiovisual specialists saw the potential of games and simulations, but not of video games. The steps in instructional design were simpler then. One had only to master a few techniques and a fundamentally linear theory. The body of research was small because the mass of research on visual teaming and other areas was still to come.Since then society, education and Instructional Technology have become more diverse. The post-1960s period has been one of great technological creativity. Joel Mokyr, an economist from Northwestern University. believes that diversity is the key to continuing technological creativity in a culture (Mokyr, 1990). Diversity, not necessity, is the mother of invention according lo Mokyr. Arnold Toynbee, the British historian, argues that when a more dynamic, creative civilization comes into conflict or contact with a more static, less creative civilization, the dynamic civilization will dominate. The society that loses its ability to change and create is superseded (Toynbee, 1957). Similarly, the field that becomes static and uncreative is likely to become less prominent. A definition thatclarifies the diversity of interests in the field will identify problems and areas of opportunity that can act as a catalyst for creativity and invention. We now turn to twoquestions: "What is technology?" and "How essential are the concepts of 'science' and 'systematic' to the meaning of technology?"The Relationship Between Science and Technology. In his most recent history of Instructional Technology, Saettler( 1990) speaks of technology as focusing on improvement of skills and organization of work rather than on tools and machinery. Modem technology is described as systematized practical knowledge which improves productivity. Similarly, Heinich, Molenda and Russell (1993) define Instructional Technology as "the application of our scientific knowledge about human learning to the practical tasks of teaching and learning."Instructional Technology is often defined as the application of principles of science in order to solve learning problems, a point of view based upon the assumption that science and technology are inseparable. This has proved to be a myth. Science and technology are related, but separable. When considering everyday life in the 15th to 18lh centuries,French historian Ferdinand Braudcl says that:In a way everything is technology: not only man's most strenuous endeavors but also his patient and monotonous efforts to make a mark on the external world; not only the rapid changes we are a little too ready to label revolutions . . . but also the slow improvements in processes and tools, and those innumerable actions which may have no immediate innovating significance but which are the fruit of accumulated knowledge . . . "What 1 call technology". Marcel Mauss used to say, "is a traditional action made effective". In other words one which implies the action of one man or generation upon anoiher . . . there are times when technology represents the possible, which for various reasons—economic, social or psychological—men are not yet capable of achieving or fully utilizing; and other times when it is the ceiling which materially and technologically blocks their efforts. In the latter case, when one day the ceiling can resist the pressure no longer, the technological breakthrough becomes a point of departure for rapid acceleration. However, the force that over-comes the obstacle is never a simple internal development of the technology or .science (Braudel. 1979. pp. 334. 335).Braudel reminds us that technology is not jusi the application of sciencc. bul that it includes improvements in processes and tools that allow one generation to build on the knowledge of a previous generation.In keeping with Braudel's point of view, the idea that scientists make discoveries and technologists apply them is no longer in vogue among historians (Schwartz,, 1992).Things are now thought to be more complicated than that. and technology is believed to stem from other sources in addition to science, such as art and social innovation (Brooks, 1980,Roller. 1971). Therefore, the 1994 definition does not include the concept of technology as only the application of science since this is not totally supported by current literature.The Concept of Systematic. The concept of 'systematic' is implicit in the definition of technology proposed by Everett Rogers. Rogers says that technology is "a design for instrumental action that reduces the uncertainly in the cause-effect relationships involved in achieving a desired outcome" (Rogers, 1983, p. 12). He goes on to say that technology usually has two components: a hardware aspect, consisting of tools, and a software aspect, consisting of information.Cass Gentry (1991) reviews several definitions of Instructional Technology (hat do not include 'systematic' as an essential characteristic:the body of knowledge resulting from the application of the science of teaching and learningto the real world of the classroom,together with the tools and methodologies developed toassist in these appli- cations (Dieuzeide, as cited in Gentry, 1991, p. 4).is concerned with the overall methodology and set of techniques employed in the applicationof instructional principles (Cleary, et. al. as cited in Gentry. 1991, p. 4).an effort with or without machines, available or utilized, to manip- ulate the environment ofindividuals in the hope of generating a change in behavior or other learning outcome(Knezevich and bye, as cited in Gentry, 1991, p. 5).Still, based on other definitions reviewed. Gentry defines InstructionalTechnology as "the systemic and systematic application of strategies and techniques derived from behavioral and physical science concepts and other knowledge to the solution of instructional problems." By 'systemic' he means that all things impact and are affected by other things in their environment. In comparison he defines educational technology as "the combination of instructional, learning, developmental, managerial, and other technologies as applied to the solution of educational problems" (Gentry, 1991, p. 7-8).The concept of systematic is implicit in this 1994 definition because the domains are equivalent to (he steps in a systematic process for developing instruction.Nevertheless, the 1994 definition de-emphasizes systematic in the sense of a linear process that is the totality of the technological approach.One of the most comprehensive systems-oriented definitions of Instructional Technology was given by Robert Gagne who said that Instructional Technology is concerned with studying and establishing conditions for effective learning.Some of these conditions were, to be sure, the capacities and qualities of theindividual human learner, including such things as visual and auditory abilities,speech and print comprehension abilities, and so on. Other conditions, in fact theother large set, were media-based conditions, pertaining to the kind ofpresentation made to the learner, and to its timing, sequence and organization(Gagne, 1990, p. 3).Even though this definition is focused on the research questions pursued by the profession, it seems limited now in light of the current constructivist descriptions of learning environments. However, if one assumes that establishing conditions for learning includes establishing learning environments, Gagne's definition still remains a comprehensive, yet precise statement of the concerns of Instructional Technology.The Structure of the Definition. The 1994 definition recognizes both the established traditions and trends in the field. In the 1970s terminology of the field was rooted in different types of media, including computer-assisted instruction and instructional television, and in teaching activities, such as independent study and simulations. In contrast, the Field's current literature contains not only media descriptors, but alsolearning variables and strategies with more emphasis on techniques and theories than on media categories. In addition, the areas identified by terminology are covered in more depth today. The diversity of the field and profession is reflected in its current terminology and the range of Instructional Technology doctoral dissertation topics (Caffarella and Sachs, 1988, Caffarella, 1991). The 1994 definition provides for current diversity and specialization while incorporating the traditional components of definitions and domains in the field. The revised definition is:Instructional technology is the theory and practice of design,development, utilization, management and evaluation of processes andresources for learning.Each domain in the field contributes to the theory and practice which is the basis for the profession. The domains are independent, though related. There is no linearrelationship between the domains. Figure 1.1,The Definition of Instructional Technology, highlights the relationship of domains of the field to theory and practice.Components of the DefinitionAccording to the 1994 definition, Instructional Technology is:• the theory and practice;• of design, developm ent, utilization, management and evaluation;• of processes and resources; and• for learning.The definition's meaning is derived from each component. This section explains the components and how they describe what professionals in this field do and study.The Theory and PracticeA profession must have a knowledge base that supports practice Each domain of Instructional Technology includes a body of knowledgebased on both research and experience. The relationship between theory and practice is nurtured by a mature field. Theory consists of the concepts, constructs, principles, and propositions that contribute to the body of knowledge. Practice is the application of that knowledge to solve problems. Practice can also contribute to the knowledge base through information gained from experience.Both theory and practice in Instructional Technology make extensive use of models. Procedural models, which describe how to perform a task, help to connect theory and practice. Theory can also generate models that visualize relationships; these models are called conceptual models(Richey, 1986).Of the Design, Development, Utilization, Management and EvaluationThese terms refer to both areas of the knowledge base and to func- tions performed by professionals in the field. These are the five basic domains of Instructional Technology. Each of these functions has sufficient uniqueness and scope to have evolved as a separate area of study. The domain of design represents the largest theoretical contribution of Instructional Technology to the larger field of education. The domain of development is also mature and represents the largest contribution to practice. The domain of utilization, on the other hand, is not well developed either theoretically or practically. Although much has been done in the area of media utilization. other areas of the domain languish for lack of attention. The domain of management has always been pan of the field because the resources to support each function must be organized and supervised (managed). The domain of evaluation still rests on research from other fields. The major contribution from this area of study is formative evaluation. The domains of Instructional Technology will be discussed in Chapter Two.Of Processes and ResourcesThis phrase encompasses the traditional dements of both process and product in the definition. A process isa series of operations or activities directed towards a particular result. In Instructional Technologythere are boih design and delivery processes. A process implies a sequence involving input, actions and output. The more recent research into instructional strategics and their relationship to types of learning and media is an example of the study of processes (Leshin, Pollock and Reigeluth,1992). Instructional strategies are methods for selecting and sequencing activities. Examples of processes are delivery systems, such as teleconferencing; types of instruction, such as independent study; models for leaching, such as the inductive approach; and models for the development of instruction, such as instructional systems design. A process is usually procedural, but not always. When a formal set of steps is followed, the process is procedural, but when the order of actions is less structured, the process may not be procedural. Resources are sources of support for learning, including support systems and instructional materials and environments. The field grew from an interest in the use of instructional materials and communications processes, but resources are not only the devices and materials used in the process of learning and teaching, but also people, budget, and facilities. Resources can include whatever is available to help individuals learn and perform competently.For LearningThe purpose of Instructional Technology is to affect and effect learning. The phrase was chosen to emphasize learning outcomes and clarify that learning is the goal andthat instruction is a means to learning. Learning, as evidenced by a change in knowledge, skills or altitudes, is the criterion for instruction. In the definition, learning refers to "the relatively permanent change in a person's knowledge or behavior due to experience" (Mayer, 1982, p. 1040). Berlo (1960) compares learning to the communication process by showing that the ingredients in learning parallel the ingredients in communication. Thus, in communication a message moves through a channel to a decoder who receives it and encodes a new message that provides feedback to the sender. While engaged in the learning process, one perceives, interprets and responds to a stimulus and learns from the consequences of the response.Evolutionary Nature of the DefinitionThe 1994 definition evolved from previous definitions of the field. This section will explain how the definition evolved.Historical BackgroundSaettler (I990) admits having difficulty identifying the source of the term 'educational technology'.It is unclear who first used the term educational technology. We have documented evidence that Franklin Bobbin and W.W. Charters used educational engineering in the l920's. This author first heard educational technology used by W. W. Charters in an interview with this author in 1948 . . .The late James D. Finn used instructional technology in a forward he wrote for the firstpublication of the NEA- sponsored Technological Development Project in I963. However, the focus of the application was audiovisual communications (Saettler, I990. p. 17).Educators like John Dewey (1916), William Heard Kilpatrick (1925) and W.W. Charters (1945) laid the foundation for the concept of educational technology. But modem technology is primarily a post World War II idea. While the process definition of Instructional Technology has its roots in the educational practice of the progressive era, the popular belief is that Instructional Technology evolved from the audiovisual communications movement (Saettler, 1990). Educational technology was first seen as a tool technology. It referred to the use of devices, media and hardware for educational purposes. Thus, the term was synonymous with the phrase 'teaching with audio-visual aids' (Rountree, 1979).The field is a result of the flowing together of three streams of interest: media in education, psychology of instruction and systematic approaches to education (Seels, 1989), Two individuals, Edgar Dale and James Finn, are credited with making major contributions to the development of modern Instructional Technology and its earliest definition. Dale developed the Cone of Experience which is shown in Figure 1.2.Thecone served as a visual analogy for levels of concreteness and abstractness of teaching methods and instructional materials. The purposeFigure 1.2 Dale's Cone of ExperienceNote. From Audio-Visual Methods In Teaching (p.39) by E. Dale. 1946. New York:Oryden Press.of the cone was to represent a range of experience from direct experience to symbolic communication. It was based on a concrete to abstract continuum.It was Dale's belief that abstract symbols and ideas could be more easily understood and retained by the learner if they were built on concrete experience. Dale's cone melded the educational theory of John Dewey and ideas in vogue in psychology at the time. The Cone of Experience was the first attempt to build a rationale that involved both learning theory and audiovisual communications (Dale, 1946).Jim Finn was a doctoral student of Edgar Dale. Finn lias been credited with moving the held of audiovisual communications to instructional technology (AECT, 1977). A major thrust of Finn's work was to change the role of audiovisual communications personnel functionally supportive of the instructional process to one of leadership andinnovation. Finn asserted that for audiovisual communications to become a profession the field must develop its own theory, research and technique (Finn, 1953).He argued that Instructional Technology is an intellectual process that must be based on research (Finn, 1960). Finn made two other contributions to the field. He was a strong advocate for changing the name of the field to Instructional Technology (Finn, 1965), and he promoted the application of systems theory as a basis for the field (Finn, 1956). Finn's concept of integrated systems and processes incorporated and expanded Dale's idea of the inler-relatedness of materials and processes.Definitions of Instructional TechnologyAECT's 1963 Definition. There have been many definitions of educational technology (AECT, 1977; Ely, 1983). Six of the definitions are considered mainstays because they are cited most frequently in the literature (Ely, 1973, Ely, 1983). The Technological Development Project of the National Education Association provided the first definition.Audiovisual communications is that branch of educational theory and practice primarilyconcerned with the design and use of messages which control the learning process. It undertakes:(a) the study of the unique and relative strengths and weaknesses of both pictorial andnonrepresentational messages which may be employed in thelearning process for any purpose; and (b) the structuring and systematizing of messages by men and instruments in an educational environment. These undertakings include the planning,production, selection, management, and utilization of both components and entire instructional systems. Its practical goal is the efficient utilization of every method and medium ofcommunication which can contribute to the development of the learner's full potential (lily, 1963, pp. 18-19).The purpose of the 1963 definition was "to provide a working definition for the held of instructional technology which will serve as a frame-work for future developments and lead to an improvement of instruction" (Ely, 1963, p. 8). The definition was one stimulus for changing the name of the organization from Department of Audiovisual Instruction to the Association for Educational Communications and Technology. In the report on the proposed definition the Task Force on Definition and Terminology staled, "The audiovisual communications label is used at this time as an expedient. Another designation may evolve, and if it does, then it should be substituted" (Ely. 1963, pp. 18-19). Ely believed that there was value in keeping the general term of "audiovisual communications" until personnel in the field were uncomfortable with it (Ely, D. P. Personal Communication, October, 1963).Another important factor in the 1963 definition was the listing of the roles or functions of those involved with the field. This approach helped move the field from a product orientation, which focused on things and identified the held with machines, to。

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The Application of the Functional Equivalence in the Translationof Chinese Tourist Guide1IntroductionTourism has become a prosperous industry all over the world. Since the early 1980s, with the development of the reform and opening-up policy, also thanks to the rich tourism resources —high mountains, great rivers and mysterious culture, China has attracted a large number of foreign tourists. The growth of tourism requires not only the rich tourism resources but also an appropriate language to publicize it. Thus, the translation of Chinese tourist guide is especially important.The translation of Chinese tourist guide serves as a bridge between China and the rest of the world. Approp riate translation can arouse the tourists’ interest, so it will be helpful for publicizing China. However, in the process of translation, owing to the cultural differences between China and the Western countries, there must be some difficulties in understanding the translation. Accordingly, great importance has been attached to the translation of Chinese tourist guide. Many translation theories have been put into practice. Among these theories, Nida’s functional equivalence is regarded as an effective way to overcome barriers in the mutual-understanding.Eugene A. Nida is a distinguished American translation theorist. His translation theory has tremendous influence on the Western as well as Chinesetranslation studies. His functional equivalence, which is developed from dynamic equivalence, was introduced into China in the 1980s.Nida gave a clear definition of “dynamic equivalence”in the book The Theory and Practice of Translation in 1969. In this book, dynamic equivalence is defined as “in terms of the degree to which the receptors of the message in the receptor language respond to it in substantially the same manner as the receptors in the source language” (Toward a Science of Translating 24). In this definition, dynamic equivalence is defined with “receptor’s response” as its nature.In 1986, in his From One Language to Another, he changed the term to “functional equivalence”.But there is not much difference between the two concepts. He adopts the term “functional equivalence” to stress t he concept of function and to avo id misunderstandings of the term “dyna m ic”,which is mistaken by some persons for something in the sense of impact (Language, Culture and Translating 124). Functional equivalence is defined as “The readers of a translated text should be able to comprehend it to the point that they can conceive of how original readers of the text must have understood and appreciated it”(From One Language to Another118). In the definition, the readers’ reception and response is reflected.The thesis is composed of four parts. Part one is the introduction. Part two is literature review, in which previous studies on the translation of Chinese tourist guide is introduced. Part three presents some translation techniques from the view of reader’s recepti on and response. The last part is the conclusion.2 Literature ReviewMuch research in the translation of Chinese tourist guide has been conducted with different approaches, such as cultranslation approach, contrastive text analysis approach and functionalist approach.The researchers approaching the translation of Chinese tourist guide from the perspective of cultranslation mainly include Jia Shunhou and Zhang Ning.Jia Shun hou, in his article “On the Cultural Adjustment of the Translation of the Chinese Tourist Materials”(90-92) argues that in translation, translators should focus their attention on transferring the cultural message, and the translated versions should reflect Chinese culture so as to arouse the potential curiosity of the foreign tourists.The transformation of cultural factors is also mentioned by Zhang Ning, in t he article “Cultural Factors in the Translation of the Tourist Materials”(3-5).He believes that attention should be paid to the cultural message in tourist materials and its differences between cultures from the following six aspects: historic anecdotes, religion, landscape gardening, national characteristics, cooking culture and mode of thinking. He also believes that the translation of such materials is to transfer messages in the source text to the target text, so the features of tourist materials should be taken into consideration, with the cultural message transformation as the key point. Besides, some appropriate techniques, such as amplification, analogy, omission as well as adaptation, are also offered.The cultranslation approach regards the translation of Chinese tourist guideas a process of transferring culture. It aims at clearing off obstacles that may lead to inefficiency in cross-cultural communication.Many scholars have carried out their contrastive studies between Chinese and English tourist guide, including Gao Jinling and Ji Aimei. The differences between China and the West in philosophy, aesthetics and way of thinking have great influence on the language structure and style of writing.Aesthetic differences between Chinese and Westerners manifested in tourist guide is highlighted in Gao Jinling’s article “The Translation of Descriptive Touring Materials in Light of Sino-Western Aesthetic Modes” (100-103). He analyzes aesthetic differences between Chinese and Westerners, which mainly focuses on the following aspects: representation vs. expression; abstract concepts vs. concrete concepts; poetic pictures vs. picturesque poetry; rich in images vs. exact in depiction; time-oriented description vs. space oriented description. Based on the analysis, he puts forward his point of view about translation of Chinese tourist guide, which is to reduce subjective descriptions to objective ones.In “A Study of the English Version of Qilu Tourism Culture from the Perspective of Cultranslation and Contractive Text Analysis”, Ji Aimei focuses her research on the contrastive discourse analysis between the English version of Qilu tourism culture and the English tourism publications so as to see the different features of the two kinds of tourism English. She finds that the two kinds of tourism English are different in impersonality, formality, diction andthe way to introduce historical culture involved in tourism.The contrastive text analysis approach, through comparing the language features and style of writing between English and Chinese tourist guide, they all agree that English tourist guide mainly focus on presenting information on the geographical surroundings of tourist attractions and cultural heritage. While Chinese versions pay more attention to the social status of tourism resources and also give prominence to the scenery and humanistic features of scenic spots.The research on the translation of Chinese tourist guide from the functionalist perspective is mainly based on the skopos theory.On the basis of the three rules within the framework of skopos theory, namely, the skopos rule, the coherence rule and the fidelity rule, Chen Gang (30-35) proposes in his book Tourism Translation and Guide-Interpreting three basic criteria for the translation of tourist materials: a) Faithfulness (The translated version should be faithful to the content of the source text which includes historical stories, geographical descriptions, cultural background, etc.);b) Expressiveness (This refers not only to the intertextual coherence of the target text, but also the adaptation to the features of tourism language); c)Elegance(The translated version should preserve the aesthetic element in tourism language). In his point of view, the major principles guiding the English translation of Chinese tourist materials are: to be tourist-oriented and to aim at promoting Chinese culture.Research from the perspective of functionalism adopts skopos theory toguide the translation of Chinese tourist guide. It can be concluded that the translation of Chinese tourist guide should adapt to the English writing style so as to fulfill the vocative and informative functions.As for those studies on the translation of Chinese tourist guide, there are systematic theoretical instructions. However, the target-language reader’s response is not sufficiently emphasized. There is still a long way to establish a complete and satisfactory theoretical framework in this newly developed field. The author of the thesis holds that Nida’s functional equivalence works in guiding the translation of Chinese tourist guide, because Nida’s concept of translating shifts from “the form of message” to “the response to the receptor”(Translating Meaning1), thus avoiding a rigid linguistic translation from the source text to the target text.3 The Application of the Functional Equivalence in the Translation of Chinese Tourist GuideThe translation of Chinese tourist guide plays an important role in pub licizing and promoting Chinese tourism, so it is necessary to adopt different translation techniques to help transferring information to the tourists. In this part, the author analyzes the application of the functional equivalence in the translation of Chinese tourist guide. In order to present information to the target-language readers as much as possible, priority should be given to the reception and response of the target-language readers.3.1 The Importance of the Receptor“Receptor” is the addressee o f the translations who actually reads or listens to the target text after it is produced. Nida attaches great importance to the role of receptor and the relationship between receptor and message by saying, “It is essential that functional equivalence be stated primarily in terms of a comparison of the way in which the original receptors understood and appreciated the text and the way in which receptors of translated text understand and appreciate the translated text.” (Language, Culture and Translating116). “In producing a functional equivalent translation one must be constantly aware of the capacity and motivation of receptors” (Jin Di & Nida 89). In other words, how to translate a tourist guide first depends on whether the target receptors can understand it or not. The receptors of the tourist guide have direct connection with the effect of dissemination of Chinese tourism. If the readers can not understand the translated tourist guide properly, the translation is surely a failure. Therefore, the primary requirement for translation is that the translated version should be understood or accepted by the receptors, for translation is meaningless if it is treated in isolation from the decoding ability of its target receptors (Han Xu 32).It is of great importance to estimate the extent to which receptors correctly understand and appreciate the translated text; what’s more, according to Nida, ideal situation is that the target receptor’s response to the target text should be essentially the same to the original receptors’ response to the original text. Tosome extent, receptors of the tourist guide can be regarded as communicators. They convey what they see and feel to other tourists who have never been to China yet. In fact, they are a bridge between China and the Western countries. Thus the receptor of the translation is of great importance.3.2 Techniques Used in the Translation of Chinese Tourist GuideBased on the essence of the functional equivalence, some translation techniques are used to guide the translation of Chinese tourist. By using these techniques, the translation is adjusted from different perspectives to achieve a roughly equivalent response between the target language readers and the source languages readers.3.2.1 ConversionConversion is an approach to achieve the functional equivalence and increase readability of the translation in order to help the target-language readers comprehend the source text. Considering the target-language reader’s recepti on and response, the translator can convert affirmative sentence into negative sentence or vice versa, or conversion between simple sentence and compound sentence or passive voice and active voice. The following examples will illustrate these methods respectively. Firstly, conversion occurs between the affirmative sentence and the negative sentence.(1)西湖的景色真是美不胜收。

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