Session 22 General Problem Solving Abstract THE ARCHITECTURE OF COHERENT INFORMATION SYSTEM
20242025学年江苏省射阳中学高三上学期7月月考英语试题

20242025学年江苏省射阳中学高三上学期7月月考英语试题UC Berkeley Youth Recreation Summer CampsUC Berkeley Youth Recreation will provide a wide variety of one-week outdoor experiences and activities for the youth on summer camps 2024. Here are four best summer camps.Windsurfing CampThis camp is designed to teach students the basics of windsurfing, including balance and self-rescue. Through a combination of classroom instruction, demonstration and water time, campers are able to master the basics of the sport. A comfort with wind and water is strongly encouraged. Campers must be ages 10~17 to register. All campers must be able to swim and weigh 100 pounds or more to safely use public windsurfing equipment.Price: $330. Those who have participated before can receive 10% off.Sailing CampCampers learn and review the essentials of sailing at their experience level on the beautiful San Francisco Bay! 2024 brings exciting updates to the camp and helps sailors master new skills. Previous sailing experience is required. Campers must be ages 12~18to register. All campers must have basic swimming skills.Price: $255.Skateboarding CampIn this camp, skateboarders will learn mechanics and basic riding skills such as balance, riding switches, and dropping-in. Skaters will be assessed on the first day of the session and the lessons will be adapted to their ability. All participants are educated in skateboard safety. Campers must be ages 8~16 to register. Participants must bring their own skateboard, helmet (头盔) and knee & elbow pads (护具).Price: $300. $240 per person for group registration.Rock Climbing CampLearn climbing skills, knot (结) - tying, top-rope climbing and equipment care. Sites include Strawberry Canyon, Remillard, Indian Rock and Cragmon t Parks. Campers must be ages 9~15 to register. All campers can enjoy the bus service to and from the campsites.Price: $275.1. What is a must for the participants of Windsurfing Camp?A.First aid knowledge. B.Appropriate weight.C.Previous learning experience. D.Personal protective equipment.2. What is special about Skateboarding Camp?A.It is intended for primary pupils.B.I’ll issue certificates of excellence.C.It bases its lessons on campers’ levels.D.It gives a 10% discount for group registration.3. Which camp offers public transportation for camp-goers?A.Windsurfing Camp. B.Sailing Camp.C.Skateboarding Camp. D.Rock Climbing Camp.Parenting styles have changed over the years in response to the rapid changes in the world. Whether it is tapping technology or applying the best parenting practices to meet a parenting need, parents nowadays generally invest more time in finding out how best to raise their children.Modern parents often look to the internet and social media for parenting advice. The availability of resources has helped modern parents engage more in their children’s development, both academically and emotionally. Modern parents are also more eager to find out effective parenting methods to help them raise disciplined and confident children.A modern parenting style that has emerged is helicopter parenting, where parents are much too focused on their children. They help child ren with tasks they’re capable of doing on their own, like selecting activities and friends for them, or calling their teachers about homework matters. Such a parenting style can hold back the development of the children’s ability to handle responsibilitie s independently. Children might be ill-equipped with life skills such as doing laundry (洗衣),clearing their plates or coping with their schoolwork. Always protecting children from failures may also prevent them developing adaptability and acquiring skills like problem-solving.On the other hand, parents in the past tended to monitor less. Children were given more control over how to manage their schoolwork and choose their friends. Domestic helpers were also not the norm then, hence children of the past were often expected to shoulder the responsibilities of caring for younger brothers and sisters and managing housework. Living in the pre-internet age, parents were less informed about different parenting methods, and their parenting styles were guided more by their personalities, common sense and friendly advice from the extended family and neighbors, rather than by social media influences or parenting websites.There is no one right way to raise a child. Each child is unique and should be raised differently by parents who are present but not wandering, who are supportive but not controlling, and who protect but not care too much.4. What does the underlined word “tapping” mean in paragraph 1?A.Employing.B.Tracking.C.Monitoring.D.Identifying.5. What is a distinctive characteristic of helicopter parenting?A.Flexible.B.Efficient.C.Conventional.D.Overinvolved.6. What do we know about parents in the past?A.They educated kids in a rigid way.B.They overestimated their kids’ independence.C.They afforded kids more space for self-growth.D.They tended to stay away from social activities.7. What does the text mainly tell us?A.How to raise all-round children.B.How to enhance parent-child bonds.C.How parenting modes have shifted over the years.D.How information technology boosts people’s lifestyles.While it throws out about 90 pounds of food per person every year, Japan doesn’t rank at the top of the world’s list of wasteful nations. Still, what’s thrown away represents a serious prob lem for an island nation with limited landfill space and a goal of greater sustainability. Reinvention can offer an alternative. A Japanese company is taking vegetable peels, cooking oil and other used foodstuffs and making entirely different products.Concrete is the most widely used construction material in the world, and its key element, cement, is a major polluter of greenhouse emissions. So what if a more sustainable alterative were possible by making cement with food waste, which also would help reduce greenhouse emissions from landfills where that waste would otherwise be thrown away? That’s the idea behind Fabula, a Tokyo-based start-up.Researchers at Fabula created a recipe to make food concrete by drying leftovers and pressing them into a mold (模具) at a high temperature. The company, founded by researchers at the University of Tokyo, began with items commonly thrown away like cabbage and orange peels but found that almost any food item can be used. It now takes mostly coffee grounds and tea leaves to make its cement. The product’s durability depends on the components.Fabula is currently producing made-to-order household items, such as coasters and dishes, while awaiting its patent. The goal is to make furniture and larger structures once the technology is able to make the cement more durable. Food production companies that can’t avoid generating waste during their processes have reached out to work with the company. “We hope to become a matching service between companies that have food waste and companies who want to build things out of such materials,” said Takuma Oishi, Fabula’s chief commercial officer.Since the cement is 100 percent eatable, it could create opportunities during disaster response when temporary structures need to be built quickly. The people inside might even turn to them for food. Ifthe technology advances enough, Oishi suggested, someday we may be able “to eat the homes or furniture when necessary”.8. Which problem Japan faces is mentioned in paragraph 1?A.Food waste.B.Garbage littering.C.Energy crisis.D.Environmental pollution.9. What’s the initial thought of Fabula?A.Using food remains in recipes.B.Finding a cheaper alternative to landfills.C.Making a novel building material from leftovers.D.Cutting greenhouse gases by recycling home devices.10. What’s paragraph 3 mainly about?A.The diversity of food sources.B.The prospects of the company.C.The innovation of a traditional cuisine.D.The process of developing food concrete.11. How is food concrete different from common construction materials?A.It can fill stomachs.B.It’s solid and lasting.C.It can prevent disasters.D.It’s delicate but cost-free.A good conversation should proceed like a tennis match: players each take turns responding, knowing instinctively (本能) when to speak and when to listen. This kind of complicated and back-and-forth talk is often considered to be possessed only by humans. However, according to a recent study, animals also seem to know when to speak and when to listen.The study involved over 300 animals including birds, mammals (哺乳动物), insects, and frogs which practice turn-taking behavior. These animals alternate their call and response in a similar way humans communicate. Monkeys, for example, often exchange calls to locate each other in the wild and figure out whether they know one another.While forms of communication are mostly sound-based, several species have more creative forms of viewable communication. Baby monkeys let their parents know they want to be carried with arm gestures, while birds, insects and frogs can get their messages across through colorful displays.Kobin Kendrick, the main co-author on the study, says that making comparisons among animals that take turns when communicating can give us a better understanding of how this feature evolved in humans and our ancestors. “We know very little about the evolution and origin of the human language, so any possibility of gaining insight into it is worth going after,” he says.Additionally, while the idea of turn-taking might bring to mind a picture of orderly, well-mannered animals, Kendrick stresses that this isn’t always the case. Owl (猫头鹰) chicks may try to outdo each other by making louder sounds in an effort to attract favor from their mothers during feeding. “This can be seen as an exception to the rule, highlighting the importance of turn-taking in general,” says Kendrick.One problem with the study is that researchers themselves don’t know how to communicate with others outside their particular species of interest. Kendrick stresses another goal of the study is to create a wider framework that can bring together all the different researches on turn-taking, allowing scientists to conduct more cross-species comparisons. “We all believe strongly t hese fields can benefit from each other, and we hope the study will drive more crosstalk between humans and animals in the future,” says Kendrick.12. What can we learn about the turn-taking behavior?A.It is a unique human quality.B.It is an acquired athletic skill.C.It occurs between familiar relations.D.It features complexity and interaction.13. Which of the following is a form of visual intercommunication?A.Frogs show skin colors.B.Bees release smells.C.Eagles scream in the sky.D.Monkeys exchange calls.14. Why are “owl chicks” mentioned in paragraph 5?A.To propose a definition.B.To give a contrast.C.To present an argument.D.To make a prediction.15. What aspect of research does the last paragraph highlight?A.Research budget.B.Research range.C.Research frequency.D.Research background.Settling down with a great novel enables you to consider ideas that might have never crossed your mind had you not chosen it in the first place. 16 If you have the urge and are curious about how to start a book club, it’s easier than you might think.First, find members. Reach out to your existing reading-loving friends and post a notice in your local library or bookstore. If you’re open to a more digital-friendly approach, put the word out about your new club via Twitter or Facebook. 17Then set group guidelines. To guarantee your new group is all on the same page, take time to discuss what you want to get out of regular club gatherings before your first official meeting. Will your time together be spent largely focusing on the novel at hand? 18 While enjoying stimulating non-book conversation over coffee and snacks is in no way ill-advised, not everyone who signs up for a book club is willing to reject their novel for a cup.19 Books that work really well are the ones that help you reflect on self. They have lots of entry points for people so they probably have a good setting. Also, there’s great character development. Select something with the criteria, and you can please all kinds of readers.As far as how often you meet, that schedule is up to your members to determine what’s realistic-plus how long it will take to complete the book. As for location, meeting up at your home is always an option. 20 Meeting at a public space like a bar can ease the pressure of entertaining.Some years ago, I was stuck on a crosstown bus during rush hour. The bus was filled with cold, tired people________ with one another. Two men________ at each other for an unintentional push. An elderly woman got on, and nobody offered her a________. Anger was in the air; no________ could be found here.As the bus approached Seventh A venue, the driver’s words came from the speaker. “Folks,” he said. “I know you’ve had a(n)________ day and that you are depressed, but I will________. When each of you walks by before getting off, drop your________ into my palm (手掌). My route goes right by the Hudson River, into which I’ll________ them.”It seemed as if a spell had lifted. Everyone burst out laughing, their faces shining with________. The passengers who had been________each other’s existence were suddenly grinning (咧嘴笑) at each other — is this guy serious?At the next stop, just as________, the driver held out his hand, palm up, and waited. Allthe________passengers performed the gesture of dropping something into his palm. Thedriver________the same action at every stop that followed.Occasionally we may sink into a grey world, but someone can ________it like a ray of light, showing us hope. What if we are the light?________, anyone possesses the power to shine on others’ dark days.21.A.satisfied B.associated C.impressed D.annoyed22.A.waved B.nodded C.barked D.shot23.A.reminder B.seat C.ride D.choice24.A.mercy B.fortune C.courage D.security25.A.tough B.average C.important D.fruitful26.A.make comments B.show up C.help out D.take risks27.A.memories B.troubles C.faults D.tips28.A.transform B.stretch C.accompany D.cast29.A.envy B.greed C.pleasure D.pride30.A.suspecting B.ignoring C.expecting D.appreciating31.A.ordered B.promised C.requested D.reported32.A.chosen B.fooled C.sitting D.exiting33.A.repeated B.designed C.interpreted D.evaluated34.A.divide B.explore C.reward D.brighten35.A.However B.Instead C.Actually D.Consequently阅读下面短文,在空白处填入1个适当的单词或括号内单词的正确形式。
雅思听力核心词汇与王陆807听力词汇

一,学术场景词汇1,学科名称1 major 专业2 subject 专业3 discipline 纪律,学科4 anthropology 人类学5 linguistics 语言学6 physiololgy 生理学7 psychology 心理学8 psychologist 心理学家9 psychological 心理的10 psychological patients 心理有病的人11 psychological course 心理课12 psycholinguishtics 心理语言学13 mining 采矿14 minging industry 采矿业15 physical 身体的16 physical education 体育17 PE 体育18 physics 物理学19 fine 好的20 arts 文科21 fine arts 美术22 science 科学,理科23 school of Arts and Sciences 文理学院24 life science 生命科学25 politics 政治26 philosophy 哲学27 geography 地理28 geographical 地理学的29 geographic location 地理位置30 photojournalism 摄影新闻学31 history 历史32 local history 当地历史33 medical history 病史34 economic history 经济学史35 historian 历史学家36 historical 历史的37 astronomy 天文学38 astrology 占星术39 media 媒体40 mass media 大众传媒41 media room 多媒体房间42 media center 媒体中心43 media studies 媒体研究44 language 语言45 modern languages 现代语言46 applied 应用的47 applied mathematics 应用数学48 applied science 应用科学49 environment 环境50 environmental 环境的51 environmental studies 环境学52 respect the local environment 保护当地环境53 environmentally-friendly 环保的54 environmental science 环境科学55 chemistry 化学56 in chemistry lab 在化学实验室57 management 管理58 time management 时间管理59 money management 理财管理60 stress management 压力管理61 bad management 管理不善62 statistics 统计学63 archaeological 考古学的64 archaelogy 考古学65 accountancy 会计学66 acounting 会计学67 biology 生物学68 biologist 生物学家69 microbiology 微生物学70 biological生物的71 computer 电脑72 computers 电脑what are you studying?I am doing a Bachelor of Computing.73 literature 文学74 sociology 社会学75 engineering 工程学76 architecture 建筑学77 business 商务78 law 法学79 economics 经济学80 economy 经济81 economic 经济的82 finance 金融学83 banking 银行学2,课程1 orientation 新生入学教育会2 surroundings 环境3 history of school 学校历史4 teachers and faculty老师和院系情况5 achievements 成就6 buildings,their functions and places主要建筑的位置及其功能7 culture 文化8 rules and regulations 规章制度9 problem-solving 如何解决问题10 welcome package 入学或旅游时收到的欢迎辞11 register 注册12 enroll 报名13 enrollment 报名14 enrollment fee 报名费15 curriculum 课程16 extra-curriculum 课外17 semester 学期18 term 学期,术语19 end of term20 half term 学期中21 assignment 作业22 session 课程,实践23 reading session 阅读课24 virtual 虚拟的25 virtual learning 电脑学习26 test 测试27 course 课程28 advanced course 高级课程(注意d)29 intermediate course 中级课程30 beginning course 入门课程31 basic course 基础课32 compulsory course 必修课33 obligatory course 必修课34 required course 必修课35 intensive course 强化课36 optional course 选修课37 psychological course 心理课38 refresher course 进修课39 specialized course 专业课40 survival course 生存课程41 study 学习,书房42 study club 学习小组43 intensive study 集中学习44 environmental studies 环境研究45 media studies 媒体研究46 business studies 商业研究47 advanced english studies 高级英语研究48 case studies 案例研究49 study aids 教具50 asain studies 亚洲研究51 oriental studies 东方研究52 intensive 强化的53 intensive course 强化课54 practice 练习55 general english practice 普通英语练习56 email 电邮57 attachment 附件58 email attachment 电邮附件59 email account 电邮账号60 eamil address 电子邮件61 lecture 授课62 tutorial 小组讨论63 seminar 学术研讨会64 assessment 学习考核65 assessment methods 评估方法66 attendance 出勤率67 exam 考试68 open-book exam 开卷考试69 close-book exam 闭卷考试70 examination 考试71 failure 失败72 failure rate 不及格率73 mark 分数74 grade 年级,成绩75 score 分数76 record 记录,唱片,学习成绩77 resit 重考78 note 笔记79 take notes 记笔记80 note-taking 记笔记81 rate 比例82 drop-out rate 缀学率83 group 群体,团队,小组84 group discussion 小组讨论85 office 办公室86 admission office 招生办公室87 parental teaching 父母的教育88 teaching hours 学时89 class 班级90 reception 招待会,接待处91 reception center 接待处92 reception desk 接待处93 goal 目标94 tape 磁带95 cassette 磁带96 video 录像97 information video 介绍内容的录像98 video recording 录像99 videotape 录像带100 videotape editor 录像编辑101 plus 加102 level 水平,程度103 different levels 不同水平104 beginning开始,初级105 intermediate 中级的106 advanced 高级的107 beginner 初始者108 fundamental 基本的,基础的109 elementary 初级的110 advanced 先进的,高级的111 mid 中间的112 midday 中午113 mid-autumn festival 中秋节114 mid-term 期中115 mid-semester 学期中116 mid-range 中间范围117 discussion 讨论118 stress 重音,压力119 stress levels 压力程度120 stress management 对压力的管理121 stressful 压力的122 possible cause of stress 压力来源123 unemployment失业124 fear of unemployment 担心失业125 surroundings 环境126 physical surroundings 周边环境127 diet 饮食128 unhealthy diet 不健康饮食129 vary one's diet 改变饮食130 a balanced diet均衡饮食131 take regular exercise 定期运动132 make plans 制定计划133 set money aside 存钱134 do training course 上培训课135 open admission 免试入学制136 cassette 磁带137 cassette recorder 录音机138 tape recorder 录音机139 recording 录音140 recorder 录音机141 tape recorder= cassette recorder 卡带式录音机142 deadline 最后期限143 cannot meet the deadline 不能在最后期限内完成任务144 distant deadline 里最后期限还有段时间145 dropout 辍学146 dropout rete 辍学率147 cramming 填鸭式教学148 feedback 反馈149 get feedbacks 获得反馈150 videotape 录像带151 videotape editor 录像编辑152 hit 引人注意的东西,技巧153 reading hits 阅读技巧154 examination 考试155 diploma 毕业证书156 nursing diploma 护理毕业证157 workshop 工作室158 panic 恐惧159 teaching 教学160 teaching syllabus 教学大纲161 teaching method 教学法162 teaching staff 教学人员163 academic teaching staff 教学人员,教职员工164 president 总统,校长(大学,美语),总裁165 headmaster 校长(高中以下,英式)166 director 主管,导演167 scientist 科学家168 secretary 秘书169 administrator 管理者170 administrate 管理支配171 professor 教授172 associate professor 副教授173 assistant professor 助教174 officer 军官175 education officer 教育官员176 teacher 教师177 tutor 辅导教师,辅导员,导师178 lecturer 授课教师179 adviser 指导老师180 historian 历史学家181 supervisor 导师182 supervise 监督183 receptionist 接待员184 reception area 接待处185 chancellor 校长186 headmaster (英)高中以下学校校长187 principal (美)高中以下学校校长188 assistant 助手189 ta(teaching assistant) 助教190 office assistant 办公室助手191 shop assistant 售货员192 ra (research assistant) 研究助理193 senior advisor 资深督导师194 senior staff 高级员工3,论文词汇1 paper 报纸、论文2 essay 论文3 essay plans 论文计划4 dissertation 学位论文5 thesis 主题、学位论文6 abstract 摘要7 content 内容8 bibliography 参考书目9 reference books 参考书目10 project 工程、研究课题、项目11 project outline 项目大纲12 project work 项目大纲13 theme of project 项目主题14 starter project 初始项目15 video project 录像作业16 project back ground reivsion 项目背景17 revise 修改18 extensive 修改19 subject 主题、学科20 subject access guide 主题索引21 survey 测量、调查22 survey of reading 阅读习惯调查23 research 研究、科研24 research opportunities 科研机会25 research assistant 助理研究员26 research methods 科研方法27 reading 阅读28 data 数据(复数)29 analyse data 分析数据30 data analysis 数据分析31 data assessment 数据评估32 draft 草稿33 exchange draft 交换草稿34 ambition 野心、抱负35 ambitious 极富野心的36 well-orgnized 论文结构组织很好37 subtopics 小标题38 title 标题、题目39 subtitle 副标题、电影对白中的字幕40 questionnaire 问卷41 interview 面试42 interviewer 面试官、考官43 interviewee 参加面试的人、考生44 job interview 求职面试45 face to face interview 面对面采访46 respondent 受采访者、调查对象47 literature 文学48 review of literature 文献综述49 conclusion 结论50 draw a conclusion 得出结论51 random 随机的52 random selection 随机选取53 index 索引54 topic话题55 presentation 学生在国外课上作的演讲56 slide presentation 幻灯演讲57 background 本经58 theoretical background 论文背景59 example 例子60 training 培训61 train 培训62 laser 激光63 printing 打印64 laser printing 激光打印65 area 地区、部分66 chapters 章节67 theory chapters 理论章节68 case study 个案分析69 report 报告70 method 方法71 field method 土地作业方法72 general method 常规方法73 therapy method 治疗方法74 teaching method 教学法75 selection method 选择方法76 assessment method 评估方法77 research method 研究方法78 treament method 治疗方法79 payment method 付款方法80 title 标题、题目81 title of essay 论文标题82 approach 方法、接近83 research approach 研究方法84 key approach 主要方法85 theory 理论86 theoretical 理论的、理论上的87 theory chapters 理论章节88 theoretical background 理论背景89 whiteboard 白板90 aid 帮助91 visual alds 视觉辅助92 study alds 教具93 overhead 头上的94 overhead view 俯视图95 overhead projector=OHP 投影仪96 objective 目标97 list of objectives (写论文中)列出本文目的98 work objective 工作目标99 visual 视觉的100 finding 发现101 research finding 研究结果102 faculty 系103 heading 标题、题目104 list of heading 标题列表105 subtitle 小标题、字幕106 observation 观察107 observe 观察108 strategy 策略109 learning strategies 学习策略110 marketing strategies 营销策略111 outline 提纲112 essay plan 提纲113 mind map 提纲114 script 手稿115 listening tapescript 听力原文116 summary 摘要117 summary report 摘要报告118 summarize 总结119 scientiffic 科学的120 scientiffic research 科学研究121 scientiffic approach 科学方法122 reference 参考书目、证明人123 reference books 参考书目124 bibliography 参考书目125 review 评论、复习126 review promptly 立刻复习127 review of literature 文献综述128 analysis 分析129 analytical 分析的130 analyst 分析家4.图书馆词汇1 library 图书馆2 libraian 图书管理员3 catalog 目录4 card catalog=catalogue 卡片目录(两种拼写都可以)5 due 应付费6 renew 更新,续借7 overdue and pay a fine 过期并交罚款8 out on loan 借出的9 category 种类10 closed reserve 只读不借的区域11 circulation 循环12 in circulation 在书库里13 out circulation 已借走14 not for circulation 不外借15 classification 分类16 bibliography 参考书目17 periodical(magazines and journals)定期刊物18 reserve 预借19 interlibrary service 图书馆际服务20 open shelves 开架书库21 close shelves 闭架书库22 check out 登记并借出23 delivery desk 借书台24 circulation desk 借书台25 internet system 互联网系统26 recall 回忆,要求归还某物27 recall system 图书查询系统28 recall library books 要求归还图书馆图书29 pink 粉色30 slip 一张纸31 pink slip 代书板,索书单32 call slip 借书证33 stack 书库34 reference stacks 工具书库35 stack ststem 书库体系36 library card 借书卡37 date slip 期限38 circle 圆39 copy 复印40 photocopy 影印,复印41 photocopies of notes 复印笔记42 photocopy office 复印室43 photocopy of articles 复印文章44 card index 卡片索引5.学生种类1 classmate 同学2 student 学生3 student union 学生会4 resident student 当地学生5 domestic student 当地学生6 international student 国际学生7 overseas student 国际学生8 international student 国际学生证9 local 当地的10 local resident 当地居民11 local student 当地学生12 local industry 当地工业13 local school 当地学校14 local history 当地历史15 locaol shop 当地商店16 local pet shop 当地宠物店17 freshman 大一学生18 first-year-student 大一学生(英)19 sophomore 大二学生20 second-year student 大二学生(英)21 junior 大三学生22 third-year student 大三学生(英)23 senior 大四学生24 fourth-year student 大四学生(英)25 senior manager 高级经理26 board 木板,董事会27 boarding school 住宿学校(常指小学和高中)28 day school 不住宿学校29 boarder 住校的学生30 day pupil 只是白天来上学的学生31 candidate 候选人,考生32 representative 代表33 student representative 学生代表34 bachelor 学士35 master 硕士36 PHD 博士37 applicants 申请者38 graduate 毕业生39 postgraduate 研究生40 undergraduate 本科生41 graduation announcements 毕业典礼请柬42 graduate school 研究生院(美语用法)43 overseas 海外的44 overseas student 留学生45 mature 成熟的46 mature students 成年学生47 adult students 成年学生6.证书种类1 degree 学位论文2 bachelor's degree 学士学位3 master's degree 硕士学位4 doctor's degree 博士学位5 to some degree=to some extent 在某种程度上6 certificate证书7 certificate of childcare 儿童护理证书8 diploma 毕业证,大专文凭7.出版物1 publication 出版物2 newsletters 简报3 booklet 小册子4 brochure] 小册子5 notebook 笔记本6 handbook 手册7 instruction of handbook 手册中的要求8 passages 文章9 textbook 教材10 textbook allowance 教材补贴11 second hand textbooks 二手教材12 journal 学术期刊13 introduction 简介14 prospectus 招生简章,内容简介15 orientation 开课前的课程简介和学习指导16 handout 讲义17 article 文章,用品18 sports articles 运动品19 articles from journal 期刊文章20 photocopies of articles 复印文章21 forbes 福布斯22 newspaper 报纸23 baked earth (一本书的名称)8.普通用词1 facility 设施2 modern sports facilities 现代体育设施3 experimental facilities 实验设施4 laptop 笔记本电脑5 microphone 麦克风6 spiral 螺旋的7 spiral notebook 活页本8 narrator 叙述者9 narrate 讲述,描写10 education 教育11 mental education 思想教育12 education system 教育制度13 monopoly of education 教育垄断14 educational 教育的15 an educational film 有教育意义的影片16 modern 现代的17 modern management hotel 现代化管理的酒店18 achievements 成功19 sense of achievement 成就感20 sentence 句子21 parental 父母的22 partental teaching 父母教育23 monologue 独白24 understanding 理解25 understand 理解26 recommendation 推荐27 letter of recommendation 推荐信28 further 进一步的29 further education 继续教育30 information video 信息31 information board 布告栏32 information page 信息页33 information desk 咨询台34 student information desk 学生信息处35 noticeboard 布告栏36 technical 科技的37 technical vocabulary 术语38 technical institution 技校39 department 系,商店40 department store 商场41 departmental address 系的地址42 departmental building 系里的建筑物43 departmental 部门的44 system 系统,体系45 education system 教育体系46 field system 土地系统47 computer system 计算机系统48 immune system 免疫系统49 tutorial system 小组讨论系统50 voting system 选举系统51 meeting 会议52 conference 正式会议53 conference reports 会议报告54 story confercnces 故事会55 congress 大会,议会56 summit 峰会57 session 集会58 important 重要的59 detail 细节60 detailed 细节的61 material 材料62 cleaning materials 清洁材料63 raw materials 原材料64 industrial material 工业材料65 recycled matericals 可回收材料66 keyword 关键词67 public 公共的68 public awareness 公众意识69 public school 公立学校70 public skills 大众技能71 public health 公共健康72 public facilities 公共设施73 public service 大众服务74 public interest 公共利益75 public examination 公共考试76 infrastructure 基础设施77 music 音乐78 musician 音乐家79 musical 音乐的,音乐剧80 specialized 特别的,专门的81 specialized sports facilities 专门体育设施82 planning 计划83 planning meeting 筹划会84 oxford 牛津85 cambridge 剑桥86 university of cambridge 剑桥大学87 cheaper 便宜些的88 full-time 全日制89 part-time 业余时间的90 list 单子,列表,一览表,清单91 shopping list 购物清单92 reading list=booklist 书单,阅读清单93 packing list (旅行时的)打包单94 contact list 联系人清单95 checklist 核对清单96 waiting list 后补清单97 mailing list 邮寄清单98 team 队伍,小组99 equipment 设备100 music equipment 音乐设备101 lab equipment 实验器材102 cleaning equipment 清洁设备103 culture 文化104 cultural 文化的105 cultural differences 文化差异106 culture shock 文化冲异107 general 普通的,笼统的,泛泛的108 general health 总体健康109 general science 大众科学110 general ideas 综合观点111 general english practice 普通英语练习112 quality 质量113 quality of teaching 教学质量114 quality of eductation 教育质量115 college 学院116 practical 实际的117 practical material 实用材料118 practical skills 实用技能119 clear 清楚的120 clarity 清楚121 theatre 戏院,剧院122 thought 想法123 service 服务124 customs service 海关服务125 students service 学生服务126 support service 售后服务,辅助服务127 door-to-door service 上门服务128 student support service 学生服务129 standard 标准130 standard of education 教育标准131 education standard 教育标准132 schedule 时间表133 curriculum 课程表134 timetable 时间表135 support 支持136 support service 售后服务137 student support service 对学生的服务138 review 复习139 learning styles 学习方式140 choice 选择141 options 选择142 choices for facilities 设施选择143 higher 更高的144 higher education 高等教育145 vocation 行业,职业146 profession 职业147 professional 专业的148 professional learning 专业学习149 professionally 专业地150 occupation 职业151 occupational 职业的152 occupational factors 职业因素153 experimental 实验154 experimentaltal 实验的155 reader 读者156 suggestion 建议157 communication 交流158 communication strategies 交际策略159 communication skills 交流技巧160 international 国际的161 international student card 留学生证162 issue 问题163 environmental issues 环境问题164 social issues 社会问题165 priority 优先166 time priority 时间先后顺序167 school 学校168 distance 距离169 distant 远的170 diantance learning 远程教育171 distant deadline 离交作业的最后期限还很远172 vocabulary 词汇173 technical vocabulary 术语174 common 普通的175 common room (英)师生公用的休息室176 common sense 常识177 commonsense 有常识的178 jam 堵塞179 traffic jam 交通堵塞180 point 要点,分数181 field 领域182 field system 土地系统183 field trip=field work 实习184 prepare 准备185 complete 完成,完成的186 completed 完全的187 auditorium 礼堂188 break 休息,破,碎,休息,不遵守189 coffee break 喝咖啡的休息时间190 daily每日的191 photo 照片192 aim 目的193 parent's meeting's aim 家长会的目的194 aim of lecture 授课目标195 overall aim of the health club 健康俱乐部的总目标196 adult成人197 resource 资源198 resources room 资源中心199 university resource 大学资源200 library resource 图书馆资源201 resource management 资源管理202 resource protection 资源保护203 resource sharing 资源共享204 nursing 护理205 nursing diploma 护理文凭206 nursing nursing 护理专业207 nursing care 医疗护理208 health care 健康护理209 nursery 幼儿园210 lab 实验室211 laboratory 实验室212 chemistry lab 化学实验室213 guidance 指导214 guide 指导215 speech 演讲216 give a speech 作演讲217 deliver a speech 作演讲218 printed 打印出来的219 printed catalogue 打印出来的目录220 booklet 书,预订221 bookshop 书店222 bookshelf 书架223 booking 预订224 thinking 思考225 thinking pattern 思维模式226 the way of thinking 思维方式227 drama 戏剧228 drama theater 戏剧影院229 drama teacher 话剧老师230 style 风格231 lifestyle 生活方式232 learning style 学习方式233 source 来源234 research source 研究来源235 financial source 经济来源236 guide 导游,指导237 guide book 指导手册238 university guide 大学指南239 option 选择240 choice 选择241 text 文章242 passage 一节,一段243 holiday 假期244 vacation 假期245 institution 机构246 academic 学术的247 academic system 学术体系248 university facilities 大学设施249 social activities 社会活动250 medium 中度,媒体251 media 媒体252 signature 签名253 previous 原来的254 previous data 原来的数据255 previous insurance company 原来的保险公司256 previous result 原来的结果257 solve 解决258 solution 解决方案259 applicatiion 申请,应用260 theory of application 应用理论261 applicatiion form 申请表262 survival 生存263 survival course 生存课程264 access 接近,进入265 internet access 互联网接口266 have access to 拥有·的权利,接近267 subject access 主题索引268 accessible 可接近的269 mass 大众270 mass media 大众传媒271 university大学272 marketing 市场营销273 the marketing department 市场部274 update 更新275 wollongong 卧龙岗276 center 中心277 sports center 体育中心278 shopping center 购物中心279 medical center 医疗中心280 fitness center 健身中心281 media center 媒体中心282 investigator 调查人283 investigation 调查人284 similar 相识的285 similar experiments 相似实验286 editor 编辑287 videotape editor 录像编辑288 laboratory 实验室289 formula 公式290 mathematic formula 数学公式291 argument 论证292 clear argument 清晰论证293 global 全球的,整体的294 golobal listening 整体听力295 booklist 书目单296 lesson 课程297 encyclopedia 百科全书298 wide 广泛的299 wide reading 广泛阅读300 wide writing 大量写作301 widen/broaden one's horizon/view 拓宽视野302 expert 专家303 healthcare 健康保健304 nursing care 护理305 vacation 假期306 technique 技术307 study techniques 学习技术308 chart图表309 habit习惯310 reading habits 阅读习惯调查311 dictation 听写312 dictate 听写313 trinity 三一学院314 oral 口语的315 speaking 口语的316 audio 声音的317 audio-visual 视听的318 audience 观众319 monopoly 垄断320 enquiry 咨询321 inquiry 咨询322 description 描述323 royal 皇家的324 royal commission 皇家委员会325 submit 上交,提供326 submit the document 上交文件327 headphones 耳机328 special ausio equipment 提别听力设备329 final 决赛,期末考试330 union 工会331 student union 学生会332 close-up 特写镜头333 college close-up 大学特写334 composition 组成部分,作文335 campus 校园336 on campus 在学校337 off campus 校外338 intelligence 智力339 intelligent 智力的340 form 表格341 application form 申请表342 accommodation form 住宿单343 currency form 货币申报单344 ability 能力345 secondary 第二的346 secondary school 中学347 humans 人类348 social 社会的349 unsocial 不合群的350 social matters 社会问题351 social workers 社工,自愿者352 rule 规则353 basic rule 基本规则354 special rule 特别规则二。
8dreport(英文版本8D流程及报告解析)

8-D Problem Solving Process ---Applying Steps
Predicated on team approach Use for a cause unknown situation where you are concern Must be driven top-down to provide adequate resources Management by fact and data Require action planning and documentation for each step Focus on effectively using the process not on writing the report No preconceptions!!!
tools - STEPS provides framework for application of
methods- Standard format for reporting all action - Later reference provides insight to problem solution
8-D Problem Solving Process—Overview
Structured Team Problem Solving
Objective
--To use efficient, data-based approach for problem solving & corrective action
Overview Step 1 : Team Formation Step 2 : Describe the Issue Step 3 : Containment Plan Step 4 : Root Cause Analysis Step 5 : Corrective Action Plan Step 6 : Preventive Action Step 7 : Verification Step 8 : Congratulations
5-12.西南交通大学与美国鲍尔州立大学-计算机科学专业本科教学计划

《1+2+1中美人才培养计划》西南交通大学与美国鲍尔州立大学计算机科学专业本科教学计划Southwest Jiaotong University and Ball State University Academic Plan of Bachelor Degree in Computer Science MajorI.培养目标和要求Cultivation Goal and Requirements培养目标:本专业培养具有良好的科学素养,系统地、较好地掌握计算机科学与技术包括计算机硬件、软件与应用的基本理论、基本知识和基本技能与方法,能在科研部门、教育单位、企业、事业、技术和行政管理部门等单位从事计算机教学、科学研究和应用的计算机科学与技术学科的高级专门科学技术人才。
培养要求:本专业学生主要学习计算机科学与技术方面的基本理论和基本知识,接受从事研究与应用计算机的基本训练,具有研究和开发计算机系统的基本能力。
Cultivation Goal: the major is designed to train high-level professionals with good scientific attainments, being equipped with knowledge of computer science and technology including theories, techniques, methods of computer hardware, software, and their applications. Be eligible for careers such as computer-related teaching, researching, and applications in research departments, educational units, enterprises, government offices, technical departments, as well as management departments.Cultivation Requirements: students in the major are required to learn basic theories and knowledge of computer science and technology, be trained for careers in research and application of computer science, and prepare abilities for research and development of computer systems.II.学位要求Degree Requirements参加《1+2+1中美人才培养计划》学生须是较为优秀的学生,并且在到达美国鲍尔州立大学后达到托福成绩的要求。
美国中文教师谈本土教师的培养与培训

所谓“本土教师”,一般是指在国外长期从事中文教学工作的教师,是相对于国内外派和各大学校际交流到国外任教的中文教师而言的。
本土教师也有在国内接受完教育,甚至有了一定的工作经验之后才到国外工作的,并不一定都由当地培养,或者并非汉语母语者。
美国本土中文教师的培养与培训具有哪些特点?新手教师应该从哪些方面入手提高自己的教学水平?中文教学相较于其他语言教学的特殊性对教师培养提出了哪些要求?如果要成为美国中小学中文教师,需要做哪些准备?针对上述问题,我们特别邀请了美国圣路易斯华盛顿大学的梁霞老师、卡内基梅隆大学的刘刚老师、杜克大学的刘艳老师、俄克拉荷马大学的张洁老师、布朗大学的焦立为老师、普林斯顿大学的王静老师、耶鲁大学的张永涛老师以及佐治亚州立大学的马骥老师和郦帅老师从不同侧面阐述他们的看法,现与同仁分享如下。
The term “local teachers” typically refers to instructors who have been involved in teaching Chinese abroad for an extended period. This is in contrast to Chinese teachers who have been dispatched overseas by the Chinese government or through inter-university exchanges. Local teachers can also refer to individuals who come to work abroad after receiving their education and even gaining some work experience in their home country. It is important to note that not all local teachers are necessarily trained abroad or non-native speakers of Chinese. What are some distinctive characteristics exhibited during the cultivation and development of native Chinese language teachers in the United States? How can novice teachers improve their teaching skills? What kind of teacher cultivation are required since Chinese language instruction presents unique challenges compared to teaching other languages? To become a regularly hired teacher at an American elementary or secondary school, what specific preparations are required? In order to shed light on these issues, we have invited experts to share their insights from different perspectives. The experts include Prof. Liang Xia from Washington University in St. Louis, Dr. Liu Gang from Carnegie Mellon University, Dr. Liu Yan from Duke University, Dr. Zhang Jie from The University of Oklahoma, Dr. Jiao Liwei from Brown University, Dr. Wang Jing from Princeton University, Dr. Zhang Yongtao from Yale University, and Dr. Ma Ji and Dr. Li Shuai from Georgia State University. We hope that their perspectives will be valuable to our colleagues.—————主持人:梁霞 Liang Xia 作者:刘刚 Liu Gang 刘艳 Liu Yan 张洁 Zhang Jie 焦立为 Jiao Liwei 王静 Wang Jing 张永涛 Zhang Yongtao 郦帅 Li Shuai 马骥 Ma Ji 翻译:郦帅 Li Shuai美国中文教师谈本土教师的培养与培训Chinese Language Educators on the Cultivation and Training of Local Teachers in the United States32梁霞老师指出,国际中文教师的培养与培训是两个既有区别又相互联系的概念。
Problem_Solving问题处理方法

Exercise 1
15
HOW HOW Much When WHO
PD Critical Thinking Process
Action Plan
RCCM
角色扮演:我们公司发生过这样的事情吗?
•
Sales: Our Sales numbers are low. Our sales team is losing business to our competitor. They have a much more advantaged product. 销售:我们的销售额下降了。由于竞争对手上市了更优质的产品,抢走了我们的业务 Product Development: Yes, I know, I‟ve received at least 3 calls this month from sales reps who are losing business to the competition. 研发:知道了。关于此事,这个月销售代表已经来过3个电话了 Sales: We need to do something about this. Can we develop a faster, cheaper product? 销售:需要采取行动。我们能够研发出成本更低、生产更快的产品吗? Product Development: Hold on now, let me do a bit of research to verify if their product actually is faster and cheaper than ours. I‟ll get one of their units and have our team of engineers test it. This is no easy task, it will take about a month. 研发:采取行动前,我得调查一下他们的产品确实比我们的产品更便宜、更好。先让工程师测试竞 争对手的产品。该项测试有一定难度,需要一个月才能出结果 Sales: If we get a faster, cheaper product, our sales will increase drastically. 销售:如果有成本更低、生产更快的产品,我们的销售额将迅速增长
洲际行为能力面试技巧.ppt

Population 2 第二组
General Managers Hotel Levels 1 & 2 1 & 2级酒店的 总经理
•Fostering Collaboration 通力合作
•Understanding People 理解能力
•Managing Talent 管理才能
Corporate Bands 1 – 6 and General Managers –Hotel Band 1
Team Focused – developing the talent, process and capability for our current and future needs
Fostering Collaboration
按照公司标准进行行为能力面试
4
THE IMPORTANCE OF THE SELECTION PROCESS
甄选过程的重要性
Session 1 第一部分
6+
The Importance of the Selection Process 甄选过程的重要性
Objectives 课程目标
By the end of this session you will be able to本章节结束时, 你将能够: Define the terms “Recruitment” and “Selection Interviewing”
Domestics 培训安排
Fire Regulations 防火条例 Food 食品 Free Time 休息时间 Fact File 文件夹页 Fahrenheit 室内温度 Fumes 排风 / 空调 Facilities 设施设备 Fun 趣味性 Phones 电话
获得的工作经验英语作文

Growing up, I always had a fascination with the world of work, imagining the different roles and responsibilities that come with various jobs. However, it wasnt until my high school years that I got the chance to step into the professional realm and gain some realworld experience. My journey into the workforce began with an internship at a local marketing firm, an opportunity that not only broadened my horizons but also taught me invaluable lessons about the corporate world.The internship was a stepping stone into the professional world, and I was both excited and nervous about the prospect of working in a corporate environment. My first day was a whirlwind of new faces, a maze of office corridors, and an overwhelming amount of information to absorb. I remember feeling a mix of anticipation and anxiety as I navigated through the bustling office, trying to find my way around and make a good impression.One of the first tasks assigned to me was to assist in organizing a product launch event. It was a baptism by fire, as I was thrown into the deep end of project management. I had to coordinate with various departments, manage timelines, and ensure that all the logistics were in place. It was a steep learning curve, but I embraced the challenge headon. I learned the importance of communication, teamwork, and attention to detail, as every aspect of the event had to be meticulously planned and executed.Working alongside seasoned professionals, I was exposed to a variety of perspectives and approaches to problemsolving. I observed how they navigated through complex situations, made strategic decisions, andmanaged their workload efficiently. It was fascinating to see how different personalities and working styles could coexist and contribute to the overall success of a project.One of the most memorable experiences during my internship was participating in a brainstorming session for a new marketing campaign. The room was filled with creative energy as everyone shared their ideas and perspectives. I was initially hesitant to voice my thoughts, but as the discussion progressed, I found the courage to contribute my ideas. To my surprise, my suggestions were wellreceived, and I felt a sense of accomplishment and validation.The internship also taught me about the importance of adaptability and resilience in the workplace. There were times when things didnt go as planned, and I had to think on my feet and come up with alternative solutions. It was a humbling experience that taught me to be more patient, flexible, and open to learning from my mistakes.Another significant aspect of my internship was the networking opportunities it provided. I had the chance to interact with professionals from different fields and backgrounds, which helped me build a network of contacts and gain insights into various career paths. These connections have been invaluable in shaping my career aspirations and providing guidance on my professional journey.Reflecting on my internship experience, I realize that it was more than just a chance to gain work experience it was a transformative journey thathelped me grow both personally and professionally. I learned to step out of my comfort zone, take on new challenges, and embrace the learning opportunities that came my way.In conclusion, my internship experience was an eyeopening chapter in my life that has left a lasting impact on my approach to work and life in general. It has instilled in me a sense of curiosity, resilience, and adaptability that I believe will serve me well in my future endeavors. As I look forward to the next chapter of my life, I carry with me the lessons and experiences from my internship, knowing that they have equipped me with the tools to navigate the complexities of the professional world.。
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S e s s i o n 22 G e n e r a l P r o b l e m S o l v i n gTHE ARCHITE CTURE OF COHE RE NT INFORMATION SYSTE M:A GE NE RAL PROBLE M SOLVING SYSTE M*C. V, S r i n i v a s a nDepartment of Computer S c i e n c eR u t g e r s U n i v e r s i t y-New B r u n s w i c k, New J e r s e y 08903A b s t r a c tT h i s paper d i s c u s s e s t h e a r c h i t e c t u r e o f a meta-s y s t e m, which can b e used t o g e n e r a t e i n t e l l i g e n ti n f o r m a t i o n systems f o r d i f f e r e n t domains o f d i s c o u r s e.I t p o i n t s o u t t h e k i n d s o f knowledge a c c e p t e d b y t h es y s t e m, and t h e way t h e knowledge is used to do n o n-t r i v i a l p r o b l e m s o l v i n g. The o r g a n i z a t i o n o f t h e system makes i t p o s s i b l e f o r i t t o f u n c t i o n i n t h ec o n t e x t of a l a r g e ande x p a n d i n g d a t a b a s e. Them e t a-s y s t e m p r o v i d e s a b a s i s f o r t h e d e f i n i t i o n o ft h e concept o f machine u n d e r s t a n d i n g i n t e r m s o f t h e models t h a t t h e machine can b u i l d in a domain, andt h e way i t can use t h e m o d e l s.1. I n t r o d u c t i o nOur o b j e c t i v e i s t o c r e a t e a m e t a-s y s t e m w h i c hcan b e used t o g e n e r a t e i n t e l l i g e n t i n f o r m a t i o n s y stems i n d i f f e r e n t domains o f d i s c o u r s e. The' meta system is c a l l e d t h e ME TA DE SCRIPTION SYSTE M CMOS).I t has f a c i l i t i e s t o a c c e p t d e f i n i t i o n s o f d e s c r i pt i o n schemas and d e s c r i p t i o n s t h e m s e l v e s, of" "KNOWLEDGE-- about f a c t s, o b j e c t s, p r o c e s s e s, and p r o b l e ms o l v i n g -- in a domain. A domain might be a d i s e a s es y s t e m, a p i e c e o f m a t h e m a t i c s, o r computing systemst h e m s e l v e s. The d e s c r i p t i o n schemas and d e s c r i p t i o n sof knowledge in a domain s p e c i a l i z e t h e MDS to a c ta s a n i n t e l l i g e n t i n f o r m a t i o n system f o r t h e domain. For a domain M, t h e i n f o r m a t i o n system a s s o c i a t e dw i t h i t i s c a l l e d t h e COHE RE NT INFORMATION SYST M o f M.I n our r e s e a r c h w e have two p r i n c i p a l c o n c e r n s: (i) How may one d e s c r i b e knowledge in a domain to ac o m p u t e r; what k i nd s of knowledge s h o u l d a systemhave t o e x h i b i t i n t e l l i g e n t b e h a v i o u r; what o p e r a t i o na l f a c i l i t i e s are needed t o accept and use such knowledge? (i i) How may t h e computer be made to useg i v e n knowledge a u t o m a t i c a l l y t o s o l v e problems i nt h e domain and answer q u e s t i o n s?The MDS a c c e p t s and uses t h r e e k i n d s of knowl e d g e: a) S t r u c t u r a l knowledge p e r t a i n i n g t o t h e f o r m and s y n t a x o f d e s c r i p t i o n s. D e s c r i p t i o n s may, o fc o u r s e, b e s t r i n g s o f words i n some l a n g u a g e. The MDS w i l l t r a n s l a t e suchde s c r i p t i o n s t o s t r u c t u r e sw i t h i n a r e l a t i o n a l s y s t e m. The r e l a t i o n a l systemi t s e l f may c o n s i s t o f c o n s t a n t s, v a r i a b l e s, p r e d i c a t e s y m b o l s, f u n c t i o n s y m b o l s, l o g i c a l o p e r a t o r s andq u a n t i f i e r s. The s t r u c t u r a l knowledge s p e c i f i e s t h es t r u c t u r e o f t h e r e l a t i o n a l system used i n a domain. b) Sense knowledge: L o g i c a l a s s e r t i o n s p e r t a i n i n g t o t h e sense i n w h i c h s t r u c t u r e s a r e i n t e r p r e t e d, andc o n s t r a i n t s o n ad m i s s a b le s t r u c t u r e s beyond t h o s es p e c i f i e d i n t h e s y n t a x. And, c) T r a n s f o r m a t i o n a lk n o w l e d g e: T h i s p e r t a i n s t o t h e knowledge n e c e s s a r yt o t r a n s f o r m g i v e n d e s c r i p t i o n s o f s p e c i f i c o b j e c t s t o new o n e s, a c c o r d i n g t o s p e c i f i e d c r i t e r i a.?T h i s work was s u p p o r t e d by a r e s e a r c h g r a n t f r o mN I H, g r a n t number RR-643,C o r r e s p o n d i n g t o t h e s e t h r e e l e v e l s o f knowledge t h e r e i s a h i e r a r c h y o f p r o b l e m s o l v e r s, (CHECKER, INSTANTIATOR), TH OR M PROVE R (TP) and DE SIGNE R, ino r d e r of i n c r e a s i n g c o m p l e x i t y. The (CHECKER, INSTAN-TIATOR) system a c t s as a s o p h i s t i c a t e d d a t a management system t h a t e s t a b l i s h e s, m a i n t a i n s and updates t h ed a t a base of models o f s p e c i f i c o b j e c t s i n a domain i n a manner c o n s i s t e n t w i t h t h e s t r u c t u r a l and sense knowledge. CHECKER can answer q u e s t i o n s p e r t a i n i n gt o any o f t h e s p e c i f i c models f o r which t h e i n f o r m at i o n i s e i t h e r d i r e c t l y s t o r e d i n t h e d a t a b a s e, o ri s d i r e c t l y d e r i v a b l e b y e v a l u a t i n g a g i v e n l o g i c a la s s e r t i o n in a g i v e n c o n t e x t. The THE ORE M PROVE Radds power t o t h e CHE CKE R i n t h r e e ways: I n c e r t a i n cases i t h e l p s reduce t h e s e a r c h e f f o r t o f CHE CKE Rb y g i v i n g i t a d v ic e based o n deduced consequences o f sense knowledge; wheref e a s i b l e i t can warn t h e CHECKER o f i m p o s s i b l e s i t u a t i o n s i n t h eg e n e r a t i o nand u p d a t i n g o f m o d e l s; i t can a l s o d e t e r m i n e g e n e r a l t r u t h v a l u e s o f a s s e r t i o n s based o n t h e s t r u c t u r e and sense knowledge. The DE SIGNE R adds f u r t h e r power tot h e system b y e n a b l i n g t h e system t o p l a n c o u r s e s o fa c t i o n s u s i n g g i v e n a c t i o n p r i m i t i v e s (T r a n s f o r m a t i o n Rules} in a manner c o n s i s t e n t with t h e f a c t s of ap r o b l e m. T h i s h i e r a r c h y imposes a v e r y u s e f u l c l a s s if i c a t i o n o f system f a c i l i t i e s, andg i v e s th e systema c o n s i d e r ab l e f l e x i b i l i t y.The d e s c r i p t i v e language o f a domain i s i t s e l fs p e c i f i e d i n terms o f t h e model d e f i n i t i o n s i n t h e domain. Language a n a l y s i s is t h u s looked at as a model b u i l d i n g p r o c e s s. Most i m p o r t a n t l y, t h e modeld e f i n i t i o n s i n a domain may i n c l u d e d e f i n i t i o n s o f Problem S o l v i n g S t a t e s (PSS), r e l e v e n t t o t h e domain. The PSS may p r o v i d e f a c i l i t i e s to summarize t h ep r o b l e m s o l v i n g e x p e r i e n c e o f t h e system. T h i s summary may be used to i n t e l l i g e n t l y g u i d e t h e p r o b l e ms o l v e r.T h i s work on MDS and C l-s y s t e m s may be t h o u g h t of e s s e n t i a l l y a s a f u r t h e r e x t e n s i o n o f t h e t r e n d s t a r ted by R E F-A R F[l,2], QA4 [3], POPS [41, STRIPS [5,61, and PLANNE R [7], I t s p r o b l e m s o l v i n g a c t i v i t y uses "m e a n s-e n d" a n a l y s i s, a concept o r i g i n a l l y i n t r o d u c e d in GPS [8], and f u n c t i o n i n v o c a t i o n schemes based ong o a l s, i n t r o d u c e d by PLANNE R. Ct-Systems have b o t ht h e f l e x i b i l i t y o f PLANNE R-like systems, and model based r e a s o n i n g a b i l i t i e s of a GPS l i k e s y s t e m. The e n t i r e system depends o n t h e way d e s c r i p t i v e d a t as t r u c t u r e s a r e o r g a n i z e d i n a g i v e n domain. However, t h e a v a i l a b i l i t y o f d a t a s t r u c t u r e and model d e f i n it i o n f a c i l i t i e s, and a s e p a r a t e d a t a management s y stem makes i t p o s s i b l e t o c o m p l e t e l y i s o l a t e t h e d a t as t r u c t u r e and d a t a base d e t a i l s f r o m t h e p r o b l e ms o l v i n g programs. T h i s makes i t p o s s i b l e t o c o n c e i v e o f t h e meta system, t h e MDS, t o c r e a t e Cl-Systemsf o r d i f f e r e n t domains. I t seems r e a s o n a b l e t h a t, i ft h e c l a s s e s o f p o s s i b l e models o f o b j e c t s i n a domain c o u l d h e d e s c r i b e d t o a computer t h e n, i n p r i n c i p l e,t h e computer s h o u l d b e a b l e t o make use o f t h e d e sc r i p t i o n s f o r p r o b l e m s o l v i n g and language u n d e r s t a n di n g in t h e domain. In Cl-Systems we show how (a)c l a s s e s of models can bedef i n e d and (b) how t h ed e f i n i t i o n s c o u l d b e used f o r language a n a l y s i s andp r o b l e m s o l v i n g i n t h e domain.618The p r i n c i p a l contributions of the proposed architecture are:i) A f a c i l i t y to use large data bases;i i ) A s t r a t i f i c a t i o n of knowledge in a domain and the f a c i l i t y to use a highly f l e x i b l e descriptivemechanism to describe objects and problems in a domain; the p o s s i b i l i t y of describing knowledge in a domain in a systematic way to a computer;i i i ) The d e f i n i t i o n of the descriptive language i t s e l f in terms of the models the system can b u i l d in a domain; andi v ) The p o s s i b i l i t y of specializing the M D S to operate e f f i c i e n t l y as a problem solving system in a domain of discourse.The M D S is now being implemented in LISP 1.6.Some parts of it (see Section 3) are now ready. This paper i s , t h e r e f o r e , a report on work currently in progress. It introduces the p r i n c i p a l architectural concepts of M D S and Cl-Systems in the context of anexample, the Missionaries and Cannibals* (M&C) problem [9]. The structure of C H E C K E R and DE SIGNE R is explained. The operation of the T H E O R E M P R O V E N isdiscussed in [10]- In a subsequent paper the language processor w i l l be discussed.2. An Overview of the System Architecture2.1. Templates and Their Instantiations 2.1.1. The TemplatesThe concept of TE MPLATE S, the devices used to specify s t r u c t u r a l knowledge is central to the entire system a r c h i t e c t u r e. Templates classify objects in a domain i n t o objects of d i f f e r e n t kinds and types. Each template specifies a certain description struct u r e. Thus, in the M&C problem (see Table 1) PLACE , PEOPLE, VE HICLE , etc. are d i f f e r e n t kinds of objects. The template f o r PLACE , for example introduces two r e l a t i o n symbols: occupants and position of. The pair of r e l a t i o n symbols (occupants, occupants of) for example, are inverses of each other in the sense that in instances of PLACE and P O P L the relations (PLACE occupants PE OPLE ) and (PE OPLE occupants of PLACE) w i l l always appear together in the data base of models. P E OPL E is just a l i s t of PE RSONS. An instance of type c l a s s i f i c a t i o n occurs in the P R S O N template. A P E R S O N can be a MISSIONARY or CANNIBAL. In M D S type c l a s s i f i c a t i o n always r e f l e c t s d i s t i n c tions in the way objects are used. The templates thus specify the structure of the r e l a t i o n a l system f o r a domain: the r e l a t i o n symbols to be used in the description of various kinds of objects in the domain, and the kinds of objects that a r e l a t i o n symbol may r e l a t e.Given such templates, one may use the INSTANTIA-T O R to create descriptions, which are instances ofthe templates. Such instances might be specified tothe system in some external language, which is translated to the i n t e r n a l representation in the r e l a t i o n a l system. Or, the system i t s e l f might generate aninstance of a template when called upon to do so, In e i t h e r case, to complete the i n s t a n t i a t i o n of 2 temp l a t e , a l l the r e l a t i o n symbols defined f o r the temp l a t e should be assigned values. These values w i l l #There are three missionaries and three cannibals on one bank of a r i v e r. They want to go to the otherbank. There is only one boat a v a i l a b l e. It can carry only two people at a time. The cannibals at a shore should not outnumber the missionaries at the same shore. Find a way of transporting them.TABLE I: T E MPLAT ES F O R THE M &C P R O B L E M1. PLACE : (occupants PE OPLE occupants o f ), C C 1(position of VE HIL p o s i t i o n ), C C 22. PE OPLE : (elements P E R S O N elements of)3. VE HIL: (elements VE HICLE elements of)4. P RSON: (type P T Y P type of)(occupant of PLACE LI occupant), CC35. PTYP: MISSIONARY, CANNIBAL6. PLACE L1: (elements (PLACE , VE HICLE ) elements of)7. PLACE L: (elements PLACE elements of)8. VE HICLE : (p i l o t s PE OPLE p i l o t s of)(position PLACE position of)(cango to PLACE L destination of) (capacity INT G R capacity of)(occupants P O P L occupants o f ), C C 4[CC1] (*! occupants ((PE OPLE X)(*! occupants X)(((NUMBEROF MISSIONARY X)2(N U M B E R O F CANNIBAL X))v((NIJMBEROF MISSIONARY X) is 01)))[CC2] (*! position of ((V HICL X)(M p o s i t i o n of X)(X cango *]))) [CC?>] (*! occupants of.#.i s 1) [CC41 (*! occupants. ".-■. capacity of *!)be specific instances of objects w i t h i n the data base. Thus for the Mf t C problem one may create instances of PLACli's called RBANKl and RBANK2, a VE HICLE calledBOAT, and as many MISSIONARIE S and CANNIBALS as necessary. E ach P E R S O N w i l l be the occupant of some P L A C E and the VE HICLE i t s e l f w i l l be at one of the PLACES. We have not, however, introduced any of the conditions of the problem. Not a l l i n s t a n t i a t i o n s of the templates of the M&C problem would represent legal s i t u a t i o n s. The necessary additional constraints are introduced by the sense knowledge. E very r e l a t i o n symbol in a template may have a Consistency Condition (CC) associated with i t. C C 1 in Table I is associated with the symbol "occupants". It says that theCANNIBALS at a PLACE cannot outnumber the missionaries. The symbol "*'" in CCI refers to the current instance of PLACE called the anchor; (P E OPL E X) stands f o r " (VX)(X is PEOPLE)". A l l CC's have the form: "(*! r P(X)}" where *! is the anchor, r is a r e l a t i o n symbol occurring inthe template associated with *!, and P(X) is some logical predicate. The predicate P(X) is said to be anchored at the (template, r e l a t i o n symbol) p a i r. Thus, the predicate in [CO] is anchored at (PLAC ,occupants).In [CCI] notice that "(*! occupants X)" is i t s e l f a term in i t s predicate. This has the following s i g n i f i c a n c e : For a PLACE l i k e , say RBANKl, if the system is t o l d to set (RBANKl occupants y) f o r soma y, it would f i r s t construct the combined l i s t of existing occupants of RBANKl and y, and then v e r i f y the predicate. CC's of t h i s kind are called declarative CC's, l i k e , say (for a hypothetical template PE RSQN1)[CS1] (*I s i b l i n g ((P RSON) X)(NOT ( X is *!)) (X c h i l d o f.f a t h e r of *!))) [CS1] may be used to f i n d the siblings of a PE RS0N1 in terms of the c h i l d of and father of r e l a t i o n symbols. The C H E C K E R is used to evaluate CC's. We shall d i s cuss the evaluator in Section 2.2, The s i g n i f i c a n t points to be noted about CC's are the f o l l o w i n g :(i ) the knowledge represented by the CC's is of a d i f f e r e n t kind from the s t r u c t u r a l knowledge, specified by the templates.619620621The C H E C K E R makes sure t h a t data entered i n t o the data base is consistent, and also keeps track of what a d d i t i o n a l data is needed to complete the des-c r i p t i o n s of objects with respect to the templates. The templates for a domain describe the structure of the data base for the domain. The C H E C K E R uses t h i s structure to guide the INSTANTIATOR to create and r e t r i e v e items in the data base s e l e c t i v e l y. The l i m i t a t i o n s of the C H E C K E R arises in the auto-matic guidance it can provide in the updating pro-cess. The C H E C K E R has f a c i l i t i e s to i n t e r p r e ti n d i v i d u a l CC's and to recognize the r e l a t i o n symbols whose value in the data base might be affected as a result of a change made at one place in the data base. C H E C K E R keeps track of the r e l a t i o n symbol, by cataloging the r e l a t i o n symbols in terras of t h e i r appearances in the various CC's. In general, a change in the value of one r e l a t i o n symbol mightpropogate through the data base to a series of other r e l a t i o n symbol values. As long as any given i n -stance of the value of a r e l a t i o n symbol does not repeat i t s e l f in t h i s series, C H E C K E R w i l l have no problems. It can execute the series of necessary changes without ever having to go back to a value that it had previously changed w i t h i n the sequence, C H E C K E R simply performs search in the data base, and l o g i c a l combinations of search. It has only sim-ple f a c i l i t i e s to keep track of alternate choices in search paths, and choices in possible valuations of r e l a t i o n symbols. Also, C H E C K E R can handle onlyconstants as possible valuations for r e l a t i o n symbols. When the number of a l t e r n a t i v e s is large or when loops occur in an updating chain, the CHECKER, if l e f t to run w i l l keep assigning new values to the r e l a t i o n symbols involved u n t i l a consistent set of valuations is obtained, or u n t i l a l l known p o s s i b i l -i t i e s are exhausted. The only choices it can generate are those that are already available in the data base, or those that may be obtained by evaluating s p e c i f i c consistency conditions in specific local contexts. It does not have the c a p a b i l i t y to deduce l o g i c a l consequences and make use of them to f i n d contradic-tions where possible. To do t h i s general theorem proving c a p a b i l i t y is necessary. The essentialdifference between the C H E C K E R and a T H E O R E M P R O V E R (TP) is the f o l l o w i n g : Whereas the C H E C K E R can assign as values to r e l a t i o n symbols only s p e c i f i c constants in the data base, the TP can assign as values,variables with specified l o g i c a l properties. The TP can carry with it the l o g i c a l properties assigned to variables and use them in making new assignments as it goes along. Resolution based theorem proving systems have t h i s c a p a b i l i t y b u i l t i n t o the u n i f i c a -t i o n algorithm [see Nilsson, 1971].In M D S the C H E C K E R w i l l invoke the TP whenever it does not f i n d enough information in the data base to evaluate a CC at a p a r t i c u l a r anchor, or whenever the v a l i d i t y of an assertion is to be proven univer-s a l l y ; not merely with respect to the facts known about the specific objects in the data base. The C H E C K E R w i l l c a l l the TP also when it recognizes a loop in an updating chain.The deduction process and the control structure of the TP in M D S is d i f f e r e n t from that of a r e s o l u -t i o n based system, (see [10]).2.3.1. The P rimitivesThere are about twenty p r i m i t i v e s that enable one to do programming in a backtracking environment. The p r i m i t i v e s are c l a s s i f i e d as shown in Figure 1A. The ECP 's (Environmental Control P rimitives) inFigure 1A are used to e s t a b l i s h a control environment (cenviron) w i t h i n a scope. The execution of func-tions w i t h i n the scope are affected by i t. See Table I I I f o r a description of the ECP 's. The SCP 's are the sequential control p r i m i t i v e s l i k e GO, COND, etc. There are seven active p r i m i t i v e s , GOAL, ASSERT, DELETE, CANDO, IFDON, TRY and BIND. The execution sequences f o r the G O A L and other active commands are shown in Figures 1B and 1C. G O A L i n -vokes appropriate d e f i n i t i o n s from data base, and does "means-end" analysis when necessary. ASSERTand DELETE issue I and D commands to the INSTANTIATOR, when successful. A l l p r i m i t i v e s , other than the con-t r o l p r i m i t i v e s , may have CANDO, IFDON and T R Y func-tions associated with them. A p r i m i t i v e can beexecuted only if i t s associated CANDO's are s a t i s f i e d. If a p r i m i t i v e f a i l s then one may t r y i t s associated T R Y f u n c t i o n s. If a p r i m i t i v e is successful then i t s associated IFDON's should be executed. Only if the IFDON's are also successfully completed may the p r i m i t i v e return success to i t s parent. Let us f o l l o w the operation with an example.622623of a c t i o n. In both these cases the problem solverneeds to be guided i n t e l l i g e n t l y in making i t s choices. The DE SIGNE R has some b u i l t -i n f a c i l i t i e s for i n t e l l i g e n t selection of choices from a set of a l t e r n a t i v e s. The Problem Solving State (PSS) provides t h i s guidance. This is discussed in the next section. 2.3.3. The Problem Solving StateThe P S S i t s e l f is defined by templates. The P S S template is shown in Table V I , This table is s e l f -explanatory. Every time the DE SIGNE R invokes a funct i o n or executes a <fn-call> it w i l l create an i n stance of P S S corresponding to the f u n c t i o n. The network of a l l such P S S instances is the problem solving p r o t o c o l. The CC's associated with the P S S template provide the necessary guidance to DE SIGNE R. Ofp a r t i c u l a r i n t e r e s t are the CC's associated with the bindings and alternates (see Tables VI) r e l a t i o n s. Let us c a l l these [CCB] and [CCF], respectively. These CC's w i l l specify the choices of currentbindings and current function. Two important notions t h a t make t h i s possible are the notions of s i m i l a r i t y of two P S S instances, and cc summary of a P S S instance.cc summary: [CCS]: A C C S is a record of evaluat i o n s of CC's(branching c o n d i t i o n s , C A N D O conditions and bidding conditions, made during the tenure of a P S S instance. For each sequence of conditions evaluated, the CC-summary w i l l contain: The T R U E RESIDUES of the conditions evaluated if the condit i o n evaluated to TRUE , the FALSE RE SIDUE , N O T T R U E P A R T and TRUE P A R T if the condition evaluated toFALSE, the RE SIDUE if the condition evaluated to NE I. It w i l l also have the outcome (f n -s t a t e ) of the P S S instance in which the condition was evaluated,and specific v a r i a b l e bindings if any in terms of the kinds and types of objects used. A l l variable b i n d ings in the CC-summary of a P S S w i l l be specified in terms of the variables that appear in the bindings of the PSS. The concept w i l l become clear in the example considered below. The Consistency Condit i o n [CCB] uses CC-summaries.The general r u l e i s : Pick f o r bindings the same kind and type of objects that previously succeeded in "similar PSS instances; do not pick the kind and type of objects that previously f a i l e d. Use cc-summaries to check whether a chosen binding is l i k e l y tosucceed. If no bindings could be picked by the above r u l e s , then pick a r b i t r a r i l y.624625626Thus, the DE SIGNE R provides the high levelcontrol structure necessary to pass on to the C H E C K E R the r i g h t CC's to be evaluated, and to the INSTANT1A-TOR, the r i g h t model changes to be done. The DE SIGNER programs themselves are independent of thedescriptive data structures used. Again the templates and INSTANTIATOR provide a desirable i s o l a t i o n. The P S S i t s e l f may be changed f o r d i f f e r e n t domains ofdiscourse, or d i f f e r e n t problem types. In t h i s sense, the templates and the rules of transformation, t o gether with the P S S specialize the M D S to a givenproblem, or a given domain of discourse. The problem solving control structures are driven by the domain dependent data. The CHE CKE R, TP, DE SIGNE R, anri INSTANTIATOR are a l t part of the MDS.Most importantly there is a s i g n i f i c a n t s t r a t i f i c a t i o n of knowledge in a domain, as seen by the system. Domain dependent knowledge is made available to the system as templates, as CC's or as TR's,The PSS templates play a p a r t i c u l a r l y important r o l e. Depending upon how and where a given piece of domain dependent knowledge is specified the system uses it d i f f e r e n t l y.The r e l a t i v e i s o l a t i o n of the problem solving and model management programs from the descriptive data structures themselves, make the concept of M D S f e a s i b l e. The f a c i l i t y to a r b i t r a r i l y specify desc r i p t i v e data structures as well as non-deterministic programs makes the system highly f l e x i b l e and powerf u l. The C H E C K E R and INSTANTIATOR provide the basic foundation. These two systems are small systems (about 2K PDP-10 words f o r INSTANTIATOR and 3X f o r CHECKER), and the programs here can be made very e f f i c i e n t. These features give promise t h a t the proposed system architecture could operate in the context of large data bases. By defining the templates c a r e f u l l y the M D S system can be specialized to operate e f f i c i e n t l y in a given domain. The structure of M D S is described in the next section. 3. The Meta Description SystemThe block diagram of M D S is shown in Figure 3.In t h i s f i g u r e DL{D), T(D), and K(D) are, respectively, the d e f i n i t i o n s of Descriptive Language, Templates and Knowledge (CC's and TR's) in a domain D, The LINGUIST, TE MPE ST, and Q U E S T are, respectively, the subsystems that accept these d e f i n i t i o n s and create representations f o r them. The T E M P E S T is now aworking system (about Sk of PDP-10 words of compiled LISP 1.6 programs). The C H E C K E R and INSTANTIATOR arepresently under construction.The data in D L p ), T(D), and K(D) specialize the M D S for the domain. The rest of the block diagram is self explanatory. 4. Concluding RemarksWe have introduced the basic concepts of C1-Systems and the MI'S. The Cl-Systems provide a basis for the d e f i n i t i o n of the concept of machine understanding in terms of models that a machine is capable of building in a domain, and the way the models are used. The understanding exhibited at the problem solving, level of C H E C K E R is r e l a t i v e l y simple understanding. A deeper level of understanding is exhibited in the kinds of problems that the Theorem Prover can solve (see [i n ]). At the level of DE SIGNE R the level of understanding is very sophisticated. The system is able to plan and b u i l d procedures to solve problems. In t h i s paper we have discussed only a part of the problem solving aspects of the system; the workings of the C H E C K E R and DE SIGNE R. The operation of the language processor w i l l be discussed in a subsequent paper. We are proposing the use of DL(D), T(D), andK(D) to transfer domain dependent descriptive knowledge to a computer. We have b r i e f l y indicated how such desc r i p t i v e knowledge could be used to solve problems in a domain automatically.The s p e c i f i c a t i o n of DL(D1, T(D) and K(D) in a domain w i l l , of course, require a very good understanding of the concepts and problems in a domain. There are several domains where, at present, such understanding is available. The M D S provides a way of transfering t h i s understanding to a computer. The study of a CIS for the M D S i t s e l f might throw l i g h t on the problem of making a computer b u i l d i t s own tenjplates to suitably model and reorganize a known corpus of knowledge in a domain.There is much work to be done to make the M D S a viable system. It is necessary to develop a working system f i r s t. We are presently involved in t h i s task.627。