Position Papers

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Getting to Know Your Country

T OPIC:B UILDING M ODEL UN R ESEARCH S KILLSO BJECTIVES•Research assigned countries on the Internet.•Find important information in order to begin writing position papers.R EQUIREMENTS4.Time: 1-2 class periods (This activity can also be completed outside the classroom.)5.Materials Needed:•Handout D: Getting to Know Your CountryP ROCEDURE6.Lesson Introduction/Activation of Prior KnowledgeAsk students to partner up and brainstorm about the country, committee and topic information they will need to find as they prepare for the conference. Ask the pairs to share their responses with the class.Provide them with any important information that is not presented by a student.7.ActivityProvide students with Handout D: Getting to Know Your Country. Ask students to underline the words they don’t know (for example, infrastructure, trade bloc, GDP), and discuss these words in class. These terms can be used as vocabulary words in the future. Ask students complete this handout individually.Once they have completed their handouts, ask students representing the same country to compare their answers to ensure they have the same information.8.Closing/Wrap-UpStudents can use Handout D as they begin to research their country.O PTIONAL A CTIVITIESFuture in-class follow-up for teachers: Additional research information can be found on page 26.H ANDOUT D:G ETTING TO K NOW YOUR C OUNTRYGovernmentOfficial country name:Governmental system:Head of state:Official languages:Region:Allies or blocs:PeoplePopulation and growth rate:Major religions or cultures:Standard of living:DevelopmentDevelopment status:Climate:Environment (problems, innovations, etc.):Has this nation met the Millennium Development Goal targets? EconomyEconomic system:GDP and growth rate:Major cities:Infrastructure status (good, poor, etc.):Trade blocs/associations:Balance of payments/trade:Major exports/imports:Major trade partners:International Monetary Fund, World Bank positions (debtor nation? donor nation?):Natural resources:Energy sources:MilitaryMilitary organization:Percent of GDP spent on defense:Major weapons, nuclear capability, etc.:United NationsDate admitted to UN:UN dues payment status:Has the UN ever intervened in a conflict involving this nation? If so, where and how?How does the country contribute to UN peacekeeping?Has the UN cited this nation for human rights violations? If so, why?What do you think this nation’s position on the topic of debate will be? Why?____________________________________________Try to find at least one recent article that is about or makes reference to this nation (preferably from the past two weeks). Conflicts/IssuesWhat are four problems that affect this nation?Ethnic/cultural issues, if any:Refugee problems:Major conflicts both past and present:。

模联规则流程讲解

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POSITION PAPERS
Features
and objectives
Country’s
understanding on the topic/ the importance of the effort and discussion. Your domestic situation on the topic discussed. Your out looks Possible solutions Your expected achievement and outcomes Your expected conference tendency
When the general speakers’ list is open, countries who want to speak may raise their placards, and the chair will call randomly. In the general speakers’ list, delegates will have 2 minutes to address your topic, which can include but is not limited to your countries situation, your position, possible ideas or solutions. Take note that you may send a page to dais to be added to the general speakers list.
Moderated Caucus
Chair: Are there any points or motions on the floor? Delegate: Motion. The delegate of ______ motions for a moderated caucus. The topic is ______. The total time is _____. Each delegate has ______ to deliver the speech. Chair: Are there any seconds (附议) ? Chair: Those who are in favor of this motion, please raise your placards.

PickwickPapers（匹克威克外传）英文版（可编辑）

Pickwick Papers（匹克威克外传）英文版ELECBOOK CLASSICSTHEPICKWICKPAPERSCharles DickensELECBOOK CLASSICSebc0013. Charles Dickens: The Pickwick PapersThis file is free for individual use only. It must not be altered or resold.Organisations wishing to use it must first obtain a licence.Low cost licenses are available. Contact us through our web site The Electric Book Co 1998The Electric Book Company Ltd20 Cambridge Drive, London SE12 8AJ, UK+44 0181 488 3872 //.THE PICKWICKPAPERSCharles DickensThe Posthumous PapersOf The Pickwick ClubThe Pickwick Papers 4CONTENTSClick on number to go to ChapterChapter ITHE PICKWICKIANS..14Chapter IITHE FIRST DAY’S JOURNEY, AND THE FIRST EVENING’S ADVENTURES; WITH THEIR CONSEQUENCES..21Chapter IIIA NEW ACQUAINTANCE?THE STROLLER’S TALE?A DISAGREEABLE INTERRUPTION, AND AN UNPLEASANT ENCOUNTER.58Chapter IVA FIELD DAY AND BIVOUAC?MORE NEW FRIENDS?AN INVITATION TO THE COUNTRY.74Chapter VA SHORT ONE?SHOWING, AMONG OTHER MATTERS, HOW Mr. PICKWICK UNDERTOOK TO DRIVE, AND Mr. WINKLE TO RIDE, AND HOW THEY BOTH DID IT.91Chapter VIAN OLD-FASHIONED CARD-PARTY? THE CLERGYMAN’S VERSES?THE STORY OFTHE CONVICT’S RETURN..105Chapter VIIHOW Mr. WINKLE, INSTEAD OF SHOOTING AT THE PIGEON AND KILLING THE CROW, SHOT AT THE CROW AND WOUNDED THEPIGEON; HOW THE DINGLEY DELL CRICKETCLUB PLAYED ALL-MUGGLETON, AND HOW ALL-MUGGLETON DINED AT THE DINGLEY DELLCharles Dickens ElecBook ClassicsThe Pickwick Papers 5 EXPENSE; WITH OTHER INTERESTING ANDINSTRUCTIVE MATTERS126Chapter VIIISTRONGLY ILLUSTRATIVE OF THEPOSITION, THAT THE COURSE OF TRUE LOVE ISNOT A RAILWAY.146Chapter IXA DISCOVERY AND A CHASE..164Chapter XCLEARING UP ALL DOUBTS IF ANYEXISTED OF THE DISINTERESTEDNESS OF Mr.JINGLE’S CHARACTER.177Chapter XIINVOLVING ANOTHER JOURNEY,AND AN ANTIQUARIAN DISCOVERY; RECORDINGMr. PICKWICK’S DETERMINATION TO BEPRESENT AT AN ELECTION; AND CONTAINING A MANUSCRIPT OF THE OLD CLERGYMAN’S.196Chapter XIIDESCRIPTIVE OF A VERYIMPORTANT PROCEEDING ON THE PART OF Mr.PICKWICK; NO LESS AN EPOCH IN HIS LIFE,THAN IN THIS HISTORY.221Chapter XIIISOME ACCOUNT OF EATANSWILL;OF THE STATE OF PARTIES THEREIN; AND OFTHE ELECTION OF A MEMBER TO SERVE INPARLIAMENT FOR THAT ANCIENT, LOYAL, ANDPATRIOTIC BOROUGH.230Chapter XIVCOMPRISING A BRIEFDESCRIPTION OF THE COMPANY AT THEPEACOCK ASSEMBLED; AND A TALE TOLD BY ABAGMAN.255Charles Dickens ElecBook ClassicsThe Pickwick Papers 6 Chapter XVIN WHICH IS GIVEN A FAITHFULPORTRAITURE OF TWO DISTINGUISHEDPERSONS; AND AN ACCURATE DESCRIPTION OFA PUBLIC BREAKFAST IN THEIR HOUSE ANDGROUNDS: WHICH PUBLIC BREAKFAST LEADSTO THE RECOGNITION OF AN OLDACQUAINTANCE, AND THE COMMENCEMENT OFANOTHER CHAPTER..279Chapter XVITOO FULL OF ADVENTURE TO BEBRIEFLY DESCRIBED299Chapter XVIISHOWING THAT AN ATTACK OF RHEUMATISM, IN SOME CASES, ACTS AS AQUICKENER TO INVENTIVE GENIUS.325Chapter XVIIIBRIEFLY ILLUSTRATIVE OF TWOPOINTS; FIRST, THE POWER OF HYSTERICS,AND, SECONDLY, THE FORCE OFCIRCUMSTANCEs..337Chapter XIXA PLEASANT DAY WITH ANUNPLEASANT TERMINATION..352Chapter XXSHOWING HOW DODSON AND FOGGWERE MEN OF BUSINESS, AND THEIR CLERKSMEN OF PLEASURE; AND HOW AN AFFECTINGINTERVIEW TOOK PLACE BETWEEN Mr. WELLERAND HIS LONG-LOST PARENT; SHOWING ALSOWHAT CHOICE SPIRITS ASSEMBLED AT THEMAGPIE AND STUMP, AND WHAT A CAPITALCHAPTER THE NEXT ONE WILL BE372Charles Dickens ElecBook ClassicsThe Pickwick Papers 7 Chapter XXIIN WHICH THE OLD MANLAUNCHES FORTH INTO HIS FAVOURITETHEME, AND RELATES A STORY ABOUT AQUEER CLIENT395Chapter XXIIMr. PICKWICK JOURNEYS TOIPSWICH AND MEETS WITH A ROMANTICADVENTURE WITH A MIDDLE-AGED LADY INYELLOW CURL-PAPERS419Chapter XXIIIIN WHICH Mr. SAMUEL WELLERBEGINS TO DEVOTE HIS ENERGIES TO THERETURN MATCH BETWEEN HIMSELF AND Mr.TROTTER..441Chapter XXIVWHEREIN Mr. PETER MAGNUSGROWS JEALOUS, AND THE MIDDLE-AGED LADY APPREHENSIVE, WHICH BRINGS THEPICKWICKIANS WITHIN THE GRASP OF THELAW.453Chapter XXVSHOWING, AMONG A VARIETY OFPLEASANT MATTERS, HOW MAJESTIC ANDIMPARTIAL Mr. NUPKINS WAS; AND HOW Mr.WELLE R RETURNED Mr. JOB TROTTER’SSHUTTLECOCK AS HEAVILY AS IT CAME?WITHANOTHER MATTER, WHICH WILL BE FOUND INITS PLACE475Chapter XXVIWHICH CONTAINS A BRIEFACCOUNT OF THE PROGRESS OF THE ACTIONOF BARDELL AGAINST PICKWICK..501Charles Dickens ElecBook ClassicsThe Pickwick Papers 8Chapter XXVIISAMUEL WELLER MAKES APILGRIMAGE TO DORKING, AND BEHOLDS HISMOTHER-IN-LAW..510Chapter XXVIIIA GOOD-HUMOUREDCHRISTMAS CHAPTER, CONTAINING ANACCOUNT OF A WEDDING, AND SOME OTHERSPORTS BESIDE: WHICH ALTHOUGH IN THEIRWAY, EVEN AS GOOD CUSTOMS AS MARRIAGEITSELF, ARE NOT QUITE SO RELIGIOUSLY KEPTUP, IN THESE DEGENERATE TIMES..524Chapter XXIXTHE STORY OF THE GOBLINSWHO STOLE A SEXTON.554Chapter XXXHOW THE PICKWICKIANS MADEAND CULTIVATED THE ACQUAINTANCE OF ACOUPLE OF NICE YOUNG MEN BELONGING TOONE OF THE LIBERAL PROFESSIONS; HOW THEYDISPORTED THEMSELVES ON THE ICE; ANDHOW THEIR VISIT CAME TO A CONCLUSION568Chapter XXXI. WHICH IS ALL ABOUT THE LAW,AND SUNDRY GREAT AUTHORITIES LEARNEDTHEREIN584Chapter XXXIIDESCRIBES, FAR MORE FULLYTHAN THE COURT NEWSMAN EVER DID, ABACHELOR’S PARTY, GIVEN BY Mr. BOB SAWYERAT HIS LODGINGS IN THE BOROUGH..606Chapter XXXIII. Mr. WELLER THE ELDERDELIVERS SOME CRITICAL SENTIMENTSCharles Dickens ElecBook ClassicsThe Pickwick Papers 9RESPECTING LITERARY COMPOSITION; AND,ASSISTED BY HIS SON SAMUEL, PAYS A SMALLINSTALMENT OF RETALIATION TO THEACCOUNT OF THE REVEREND GENTLEMANWITH THE RED NOSE625Chapter XXXIVIS WHOLLY DEVOTED TO AFULL AND FAITHFUL REPORT OF THEMEMORABLE TRIAL OF BARDELL AGAINSTPICKWICK.648Chapter XXXVIN WHICH Mr. PICKWICK THINKSHE HAD BETTER GO TO BATH; AND GOESACCORDINGLY.682Chapter XXXVITHE CHIEF FEATURES OFWHICH WILL BE FOUND TO BE AN AUTHENTICVERSION OF THE LEGEND OF PRINCE BLADUD,AND A MOST EXTRAORDINARY CALAMITY THATBEFELL Mr. WINKLE.704Chapter XXXVIIHONOURABLY ACCOUNTS FORMr. WELLER’S ABSENCE, BY DESCRIBING ASOIREE TO WHICH HE WAS INVITED AND WENT;ALSO RELATES HOW HE WAS ENTRUSTED BYMr. PICKWICK WITH A PRIVATE MISSION OFDELICACY AND IMPORTANCE.720Chapter XXXVIII. HOW Mr. WINKLE, WHEN HE STEPPED OUT OF THE FRYING-PAN, WALKEDGENTLY AND COMFORTABLY INTO THE FIRE739Chapter XXXIXMr. SAMUEL WELLER, BEINGCharles Dickens ElecBook ClassicsThe Pickwick Papers 10 INTRUSTED WITH A MISSION OF LOVE,PROCEEDS TO EXECUTE IT; WITH WHATSUCCESS WILL HEREINAFTER APPEAR758Chapter XLINTRODUCES Mr. PICKWICK TO ANEW AND NOT UNINTERESTING SCENE IN THEGREAT DRAMA OF LIFE..779Chapter XLIWHAT BEFELL Mr. PICKWICKWHEN HE GOT INTO THE FLEET; WHATPRISONERS HE SAW THERE, AND HOW HEPASSED THE NIGHT..797Chapter XLIIILLUSTRATIVE, LIKE THEPRECEDING ONE, OF THE OLD PROVERB, THATADVERSITY BRINGS A MAN ACQUAINTED WITHSTRANGE BEDFELLOWS?LIKEWISECONTAINING Mr. PICKWICK’S EXTRAORDINARYAND STARTLING ANNOUNCEMENT TO Mr.SAMUEL WELLER.815Chapter XLIIISHOWING HOW Mr. SAMUELWELLER GOT INTO DIFFICULTIES.836Chapter XLIVTREATS OF DIVERS LITTLEMATTERS WHICH OCCURRED IN THE FLEET,AND OF Mr. WINKLE’S MYSTERIOUSBEHAVIOUR; AND SHOWS HOW THE POORCHANCERY PRISONER OBTAINED HIS RELEASEAT LAST..855Chapter XLV. DESCRIPTIVE OF AN AFFECTING INTERVIEW BETWEEN Mr. SAMUEL WELLERCharles Dickens ElecBook ClassicsThe Pickwick Papers 11 AND A FAMILY PARTY. Mr. PICKWICK MAKES ATOUR OF THE DIMINUTIVE WORLD HEINHABITS, AND RESOLVES TO MIX WITH IT, INFUTURE, AS LITTLE AS POSSIBLE..874Chapter XLVIRECORDS A TOUCHING ACT OFDELICATE FEELING, NOT UNMIXED WITHPLEASANTRY, ACHIEVED AND PERFORMED BYMessrs. DODSON AND FOGG897Chapter XLVIIIS CHIEFLY DEVOTED TOMATTERS OF BUSINESS, AND THE TEMPORALADVANTAGE OF DODSON AND FOGG?Mr.WINKLE REAPPEARS UNDER EXTRAORDINARY CIRCUMSTANCES?Mr. PICKWICK’SBENEVOLENCE PROVES STRONGER THAN HISOBSTINACY.911Chapter XLVIIIRELATES HOW Mr. PICKWICK,WITH THE ASSISTANCE OF SAMUEL WELLER,ESSAYED TO SOFTEN THE HEART OF Mr.BENJAMIN ALLEN, AND TO MOLLIFY THEWRATH OF Mr. ROBERT SAWYER.928Chapter XLIXCONTAINING THE STORY OF THEBAGMAN’S UNCLE946Chapter LHOW Mr. PICKWICK SPED UPON HISMISSION, AND HOW HE WAS REINFORCED INTHE OUTSET BY A MOST UNEXPECTEDAUXILIARY..970Chapter LIIN WHICH Mr. PICKWICKCharles Dickens ElecBook ClassicsThe Pickwick Papers 12ENCOUNTERS AN OLD ACQUAINTANCE?TOWHICH FORTUNATE CIRCUMSTANCE THE READER IS MAINLY INDEBTED FOR MATTER OF THRILLING INTEREST HEREIN SET DOWN, CONCERNING TWO GREAT PUBLIC MEN OF MIGHT AND POWER991Chapter LIIINVOLVING A SERIOUS CHANGE IN THE WELLER FAMILY, AND THE UNTIMELY DOWNFALL OF Mr. STIGGINS.1012Chapter LIIICOMPRISING THE FINAL EXIT OF Mr. JINGLE AND JOB TROTTER, WITH A GREAT MORNING OF BUSINESS IN GRAY’S INN SQUARE?CONCLUDING WITH A DOUBLEKNOCK AT Mr. PERKER’S DOOR..1029Chapter LIVCONTAINING SOME PARTICULARS RELATIVE TO THE DOUBLE KNOCK, AND OTHER MATTERS: AMONG WHICH CERTAIN INTERESTING DISCLOSURES RELATIVE TO Mr. SNODGRASS AND A YOUNG LADY ARE BY NO MEANS IRRELEVANT TO THIS HISTORY1047 Chapter LVMr. SOLOMON PELL, ASSISTED BY A SELECT COMMITTEE OF COACHMEN, ARRANGESTHE AFFAIRS OF THE ELDER Mr. WELLER..1069Chapter LVI. AN IMPORTANT CONFERENCETAKES PLACE BETWEEN Mr. PICKWICK ANDSAMUEL WELLER, AT WHICH HIS PARENTASSISTS?AN OLD GENTLEMAN IN A SNUFF-COLOURED SUIT ARRIVES UNEXPECTEDLY.1086Charles Dickens ElecBook ClassicsThe Pickwick Papers 13Chapter LVIIIN WHICH THE PICKWICK CLUB ISFINALLY DISSOLVED, AND EVERYTHINGCONCLUDED TO THE SATISFACTION OFEVERYBODY1103Charles Dickens ElecBook ClassicsThe Pickwick Papers 14Chapter ITHE PICKWICKIANShe first ray of light which illumines the gloom, andconverts into a dazzling brilliancy that obscurity in whichTthe earlier history of the public career of the immortalPickwick would appear to be involved, is derived from the perusal of the following entry in the Transactions of the Pickwick Club, which the editor of these papers feels the highest pleasure inlaying before his readers, as a proof of the careful attention,indefatigable assiduity, and nice discrimination, with which his search among the multifarious documents confided to him hasbeen conducted.‘May 12, 1827. Joseph Smiggers, Esq., P.V.P.M.P.C. [Perpetual Vice-President?Member Pickwick Club], presiding. The following resolutions unanimously agreed to:?‘That this Association has heard read, with feelings of unmingled satisfaction, and unqualified approval, the paper communicated by Samuel Pickwick, Esq., G.C.M.P.C. [General Chairman?Member Pickwick Cl ub], entitled “Speculations on the Source of the Hampstead Ponds, with some Observations on the Theory of Tittlebats;” and that this Association does hereby return its warmest thanks to the said Samuel Pickwick, Esq., G.C.M.P.C., for the same.‘That while this Association is deeply sensible of the advantages which must accrue to the cause of science, from the production to which they have just adverted?no less than from the unwearied Charles Dickens ElecBook ClassicsThe Pickwick Papers 15 researches of Samuel Pickwick, Esq., G.C.M.P.C., in Hornsey, Highgate, Brixton, and Camberwell?they cannot but entertain a lively sense of the inestimable benefits which must inevitably result from carrying the speculations of that learned man into awider field, from extending his travels, and, consequently, enlarging his sphere of observation, to the advancement of knowledge, and the diffusion of learning.‘That, with the view just mentioned, this Association has taken into its serious consideration a proposal, emanating from the aforesaid, Samuel Pickwick, Esq., G.C.M.P.C., and three other Pickwickians hereinafter named, for forming a new branch of United Pickwickians, under the title of The Corresponding Society of the Pickwick Club.‘That the said proposal has received the sanction and approvalof this Association. ‘That the Corresponding Society of the Pickwick Club is therefore hereby constituted; and that Samuel Pickwick, Esq., G.C.M.P.C., Tracy Tupman, Esq., M.P.C.,Augustus Snodgrass, Esq., M.P.C., and Nathaniel Winkle, Esq.,M.P.C., are hereby nominated and appointed members of thesame; and that they be requested to forward, from time to time, authenticated accounts of their journeys and investigations, of their observations of character and manners, and of the whole of their adventures, together with all tales and papers to which local scenery or associations may give rise, to the Pickwick Club, stationed in London.‘That this Association cordially recognises the principle of everymember of the Corresponding Society defraying his own travelling expenses; and that it sees no objection whatever to the members of the said society pursuing their inquiries for any length of time they Charles Dickens ElecBook ClassicsThe Pickwick Papers 16please, upon the same terms.‘That the members of the aforesaid Corresponding Society be,and are hereby informed, that their proposal to pay the postage of their letters, and the carriage of their parcels, has been deliberated upon by this Association: that this Association considers such proposal worthy of the great minds from which it emanated, and that it hereby signifies its perfect acquiescence therein.’A casual observer, adds the secretary, to whose notes we are indebted for the following account?a casual observer might possibly have remarked nothing extraordinary in the bald head, and circular spectacles, which were intently turned towards his the secretary’s face, during the reading of the above resolutions: to those who knew that the gigantic brain of Pickwick wasworking beneath that forehead, and that the beaming eyes of Pickwick were twinkling behind those glasses, the sight was indeed an interesting one. There sat the man who had traced to their source the mighty ponds of Hampstead, and agitated the scientific world with his Theory of Tittlebats, as calm andunmoved as the deep waters of the one on a frosty day, or as asolitary specimen of the other in the inmost recesses of an earthen jar. And how much more interesting did the spectacle become,when, starting into full life and animation, as a simultaneous call for ‘Pickwick’ burst from his followers, that illustrious man slowlymounted into the Windsor chair, on which he had been previously seated, and addressed the club himself had founded. What a study for an artist did that exciting scene present! The eloquentPickwick, with one hand gracefully concealed behind his coat tails, and the other waving in air to assist his glowing declamation; his elevated position revealing those tights and gaiters, which, had Charles Dickens ElecBook ClassicsThe Pickwick Papers 17they clothed an ordinary man, might have passed withoutobservation, but which, when Pickwick clothed them?if we mayuse the expression?inspired involuntary awe and respect;surrounded by the men who had volunteered to share the perils of his travels, and who were destined to participate in the glories of his discoveries. On his right sat Mr. Tracy Tupman?the toosusceptible Tupman, who to the wisdom and experience ofmaturer years superadded the enthusiasm and ardour of a boy inthe most interesting and pardonable of human weaknesses?love.Time and feeding had expanded that once romantic form; theblack silk waistcoat had become more and more developed; inchby inch had the gold watch-chain beneath it disappeared from within the range of Tupman’s vision; and gradually had the capacious chin encroached upon the borders of the white cravat: but the soul of Tupman had known no change?admiration of thefair sex was still its ruling passion. On the left of his great leader sat the poetic Snodgrass, and near him again the sporting Winkle; the former poetically enveloped in a mysterious blue cloak with a canine-skin collar, and the latter communicating additional lustre to a new green shooting-coat, plaid neckerchief, and closely-fitted drabs.Mr. Pickwick’s oration upon this occasion, together with the debate thereon, is entered on the Transactions of the Club. Both bear a strong affinity to the discussions of other celebrated bodies; and, as it is always interesting to trace a resemblance between the proceedings of great men, we transfer the entry to these pages.‘Mr. Pickwick observed says the secretary that fame was dearto the heart of every man. Poetic fame was dear to the heart of his friend Snodgrass; the fame of conquest was equally dear to his Charles Dickens ElecBook ClassicsThe Pickwick Papers 18friend Tupman; and the desire of earning fame in the sports of thefield, the air, and the water was uppermost in the breast of his friend Winkle. He Mr. Pickwick would not deny that he wasinfluenced by human passions and human feelings cheers?possibly by human weaknesses loud cries of “No”; but this hewould say, that if ever the fire of self-importance broke out in his bosom, the desire to benefit the human race in preferenceeffectually quenched it. The praise of mankind was his swing;philanthropy was his insurance office. Vehement cheering. Hehad felt some pride?he acknowledged it freely, and let hisenemies make the most of it?he had felt some pride when hepresented his Tittlebatian Theory to the world; it might becelebrated or it might not. A cry of “It is,” and great cheering. Hewould take the assertion of that honourable Pickwickian whosevoice he had just heard?it was celebrated; but if the fame of that treatise were to extend to the farthest confines of the knownworld, the pride with which he should reflect on the authorship of that production would be as nothing compared with the pride with which he looked around him, on this, the proudest moment of his existen ce. Cheers. He was a humble individual. “No, no.” Still he could not but feel that they had selected him for a service of great honour, and of some danger. Travelling was in a troubledstate, and the minds of coachmen were unsettled. Let them lookabroad and contemplate the scenes which were enacting aroundthem. Stage-coaches were upsetting in all directions, horses。

Position Ppaper(立场文件)英文简介及模板

What is Position Paper?Position paper is a written statement of your nation’s view on the topic. Using outside research, delegates should describe the essential stance their nation has on the issue being discussed. Many delegates use their position papers for their first speech in the committee, either by reading sections out loud or pulling important phrases or ideas from them, so it is also helpful to focus your thoughts and identify the main points you want to address in the committee.Content of Position PaperA good position paper will not only provide facts but also make proposals for resolutions. It shall contain the followings:·a brief statement on the significance of the topic;·a clear statement of your country’s position on the topic;·major actions that have been taken nationally and globally regarding the topic; ·suggestions for possible solutions to the issue.To finish a good position paper or speech, you could refer to:·Country InformationHighlight the key factors you need to know about your country from the basic information on the one you will be representing.·Newspaper ArticlesTry to have the most up-to-date information available if the topic has recently been in the news, which could include the quotes from your country’s leaders ab out the issue and the statistics to back up your country’s position on the issue, etc.·UN ResolutionsSearch through UN’s online documentation center for relevant resolutions and UN documents pertaining to your topic.·Other Key DocumentsTry to include relevant excerpts from treaties, protocols, agreements and other documents.Format of Position PaperOn the top of the position paper is the basic information which includes Committee, Country, University and Topic. The details are specified as follows:·12 point and Times New Roman·one to one-and-a-half pages in lengthDeadline of Position PaperSeptember 25, 2007Sample Position PaperCommittee: The Human Rights CouncilTopic: Violence against WomenCountry: The Kingdom of DenmarkUniversity: Shea UniversityThe Universal Declaration of Human Rights states, "no one shall be subjected to torture or to cruel, inhuman or degrading treatment or punishment." Although this doctrine was adopted in 1948, the world has fallen quite short of this goal. Violence against women pervades all states and it is the duty of the international community to ensure that all persons are afforded equality and respect. Despite cooperative efforts at combating gross human rights abuses, such as the adoption of the Declaration on the Elimination of Violence against Women, the United Nations has not been able to alleviate the injustice women worldwide experience daily.The Kingdom of Denmark believes that in order to end violence against women, nations must look to empower women in all aspects of society. This includes promoting equal gender roles in government, civil society, education and business. However, Denmark also recognizes the need to combat human rights - abuses against women as they occur, and no nation is immune to gender violence.In 2002, the Danish Government launched an extensive action plan to combat domestic violence against women. The plan includes measures to help treat abused women, identify and prosecute the perpetrators, and incorporate professional medical and psychological staff into the rehabilitation process. The action plan currently reaches out to both governmental and nongovernmental groups on the local level throughout the nation.The Danish Centre for Human Rights in Copenhagen, Denmark's foremost national human rights institution also promotes and protects human rights. Based on the Center’s research, Denmark's parliament can promote human-rights-based legislation and education / awareness programs throughout the nation. The Centre also addresses the U.N. Commission on Human Rights annually regarding human rights developments in Denmark and internationally.Denmark has no record of committing major human rights violations, most importantly any targeted at women. In its 2003 Annual Report, Amnesty International also found no human rights violations against Danish women. Women are invaluable to Denmark's society and have achieved significant economic and social gains in the 20th century. Currently, 75 percent of medical students in Denmark are women.Denmark is confident that this Council can bring about an end to violence against women without compromising the sovereignty of member states. Education remains perhaps the most useful tool in protecting victims of gender-based violence. Governments, U.N. agencies, and nongovernmental organizations (NGOs) can plan a coordinated campaign that educates national populations on the various ways women are violently targeted. Similarly, harmful traditions, such as honor killings and female genital mutilation, must be stopped by reforming traditional views of women insociety. Children of both sexes need to be taught at an early age to value the rights of women in order to prevent such violence in their generation.Another way to stop gender violence would be to reproach member states that consistently violate treaties such as the Convention on Political Rights of Women (1952), the Convention on the Elimination of All Forms of Discrimination against Women (1979), and the Declaration on the Elimination of Violence against Women (1993). Although this Committee cannot impose sanctions, it can pass resolutions ver-bally condemning states that commit human rights violations. The U.N. High Commissioner for Human Rights can also meet with representatives of governments that violate the above treaties to discuss possible solutions.In order to prevent gender violence, nations must work together to build a culture of support, equality and community. As such, the Kingdom of Denmark looks forward to offering its support, in whatever form possible, to nations firmly committed to ending violence against women in all its forms.。

Concept_Based_Teaching_Learning

Introduction to IB position papersThis paper is part of a series of papers, written by IB practitioners and endorsed by the IB. Each paper addresses a topic or issue related to the IB’s philosophy or its educational practices.Other papers in the seriesAllan, M. May 2011. Thought, word and deed: The roles of cognition, language and culture in teaching and learning in IB World Schools.Davy, I. July 2011. Learners without borders: A curriculum for global citizenship.Hare, J. July 2010. Holistic education: An interpretation for teachers in the IB programmes. Marshman, R. July 2010. Concurrency of learning in the IB Diploma Programme and Middle Years Programme.Walker, G. October 2010. East is East and West is West.AbstractThis paper examines the characteristics of concept-based curriculum and instruction models and identifies the International Baccalaureate (IB) programmes as a three-dimensional, concept-based model. A discussion of the benefits of concept-based instruction supports the majority of attributes in the IB learner profile. Concept-based instruction requires an understanding of synergistic thinking, transfer of knowledge and social construction of knowledge. This paper addresses these areas and discusses them in the context of the required IB pedagogy. It concludes with a review of the challenges in implementing a concept-based model and a summary of the rewards. IntroductionThe International Baccalaureate programmes offer a design for curriculum and instruction that is more challenging than traditional models, but which can produce deeper intellectual and emotional engagement in learning. The concept-based design is fully supported by cognitive and learning research. When information today is a click away on a computer keyboard, the use of classroom time must shift focus from covering and memorizing information to thinking with and applying knowledge at both the factual and conceptual levels. Thinking deeply with factual knowledge and concepts to communicate ideas and solve problems, transferring knowledge across distinct global contexts and situations, and seeing patterns and connections between concepts, ideas and situations are at the heart of concept-based teaching and learning. Less factual coverage can open the door to deeper thinking and understanding.What is concept-based curriculum and instruction?Concept-based curriculum and instruction is a three-dimensional design model that frames factual content and skills with disciplinary concepts, generalizations and principles. Concept-based curriculum is contrasted with the traditional two-dimensional model of topic-based curriculum which focuses on factual content and skills with assumed rather than deliberate attention to the development of conceptual understanding and the transfer of knowledge (see Figure 1).Figure 1. Two-dimensional and three-dimensional curriculum and instruction (taken from Erickson 2008).Two-dimensional curriculum models focus on facts and skills with the goals of content coverage, analysis and the memorization of information. Three-dimensional models focus on concepts, principles and generalizations, using related facts and skills as tools to gain deeper understanding of disciplinary content, transdisciplinary themes and interdisciplinary issues, and to facilitate conceptual transfer through time, across cultures and across situations. Three-dimensional models value a solid base of critical factual knowledge across the disciplines, but they raise the bar for curriculum and instruction by shifting the design focus to the conceptual level of understanding. This focus necessarily requires a supporting role for factual knowledge.A corollary goal of concept-based instruction that is seldom stated overtly is development of the intellect. In a concept-based instruction model teachers use the facts in concert with concepts and generalizations to effect higher order, synergistic thinking. Facts provide the foundation and support for deeper, conceptual thinking and understanding. Three-dimensional concept-based curriculum models value student inquiry and constructivist learning to support personal meaning-making.The research and agreement on the importance of conceptual understanding is undeniable. From the National Council of Teachers of Mathematics (NCTM) (2009) we hear the call:Any national mathematics curriculum must emphasize depth over breadth and must focuson the essential ideas and processes of mathematics (p 1).…research on the learning of complex subjects such as mathematics hassolidly established the important role of conceptual understanding in theknowledge and activity of persons who are proficient (p 2).One of the strongest research summaries supporting the importance of conceptual understanding can be found in How People Learn: Brain, Mind, Experience and School (Bransford et al 2000), published by the National Academy of Sciences and the National Research Council.Experts’ knowledge is connected and organized around important concepts(eg, Newton’s second law of motion) (p 9).To develop competence in an area of inquiry, students must: a) have a deepfoundation of factual knowledge, b) understand facts and ideas in thecontext of a conceptual framework, and c) organize knowledge in ways thatfacilitate retrieval and application (p 16).… organizing information into a conceptual framework allows for greatertransfer; that is, it allows the student to apply what was learned in newsituations and to learn related information more quickly (p 17).Anderson and Krathwohl’s book (2001) updated Benjamin Bloom’s Taxonomy of Educational Objectives (1956), and further supports the need to teach for deeper conceptual understanding.By separating factual knowledge from conceptual knowledge, we highlightthe need for educators to teach for deep understanding of conceptualknowledge, not just for remembering isolated and small bits of factualknowledge (p 42).Students understand when they build connections between the “new”knowledge to be gained and their prior knowledge. More specifically, theincoming knowledge is integrated with existing schemas and cognitiveframeworks. Since concepts are the building blocks for these schemas andframeworks, conceptual knowledge provides a basis for understanding(p 70).Beyond the research, the importance of conceptual structures for disciplinary content just makes logical sense.In what ways are IB programmes concept-based?The Primary Years Programme (PYP), Middle Years Programme (MYP) and Diploma Programme (DP) are three-dimensional and concept-based because, by deliberate design, they require students to process factual knowledge through the conceptual level of thinking.The DP values deeper critical thinking and conceptual understanding. The required theory of knowledge course examines different ways of knowing and challenges students to think beyond the facts as they analyse complex questions and issues in interdisciplinary inquiries. The extended essay and a variety of internal assessment tasks also engage the critical thinking of students as they independently plan, research, write and defend a significant question drawn from one of the subject areas (IB 2009b).DP teachers ensure that students know the attributes and meaning of the subject area concepts. At times, however, teachers express a concern over the tension between a heavy curriculum load and the time to teach for deeper conceptual understanding and the transfer of knowledge. This tension can sometimes result in implicit rather than explicit demonstrations of understanding. As the DP continues to develop, this tension might ease if key concepts and disciplinary related concepts were used to explicitly state the important conceptual relationships to guide instruction. This would focus the teaching and learning on the most significant conceptual understandings, and strengthen the bridge between the PYP, MYP and DP. I am sensitive to the curricular demands for university recognition but I also feel strongly that less is more when the student synergistically processes factual information through the conceptual level of thinking. Building the conceptual structures for deep understanding and the transfer of knowledge supports autonomous learners who maximize their learning by seeing patterns and connections between new knowledge and prior learning. New courses based on conceptual frameworks such as global politics will continue to emerge that will support teachers in helping students learn to do meta-analyses of complex systems, but traditional discipline-based courses also need a concept-based curriculum and instruction design for deep understanding.The DP, like the PYP and MYP, supports international-mindedness and understanding of other cultures. Identifying key and related concepts and framing critical subject area content with a central idea and additional “supporting ideas” (which will be introduced later in this paper) can strengthen the transfer of knowledge across global contexts as new examples of previously learned concepts arise. Concept-based curriculums can support teachers in moving deliberately to idea-centred instruction. I know that DP teachers value deeper conceptual thinking and understanding. An idea-centred curriculum of important conceptual understandings supported by relevant content would help teachers meet these goals.The PYP is transdisciplinary in nature. The identification of transdisciplinary themes (for example, who we are, how the world works) frame the concepts, skills, attitudes and actions linked to what is real and relevant in the world through the design of programmes of inquiry. The transdisciplinary themes ensure that curriculum and instruction move beyond factual coverage in discrete subject areas to an integrative synthesis of knowledge and conceptual understandings to better understand our world and our place within the world (IB 2010). The MYP is developing a set of “global contexts” to use in their unit designs that will facilitate transcendent thinking, similar to that driven by the transdisciplinary themes of the PYP (IB 2012).In the PYP and MYP the key concepts draw thinking beyond the facts. This is significant for three main reasons.1. The use of key concepts prevents an overreliance on memorization of facts as the end goal. In aconcept-based model students must process the facts through their personal intellect—the conceptual mind. The key concept provides focus to the topic under study, acting as a conceptual draw for personal engagement and mental processing. The focus shifts from memorization—or a lower form of mental engagement—to deeper, personal inquiry as students consider connections between the facts and the key concept(s). Key concepts are macro-concepts that transcend disciplines such as change, interdependence, system and relationships. The PYP has identified eight macro-concepts as key concepts to use for the programme. The choice of just one or two key concepts for a unit planner can prevent the conceptual focus from becoming too diffuse. The MYP is also working to identify a set of key concepts. Key concepts integrate thinking at the conceptual level.2. Key concepts facilitate the transfer of knowledge through time, across cultures and acrosssituations. The IB position paper Thought, word and deed: The role of cognition, language and culture in teaching and learning in IB World Schools (Allan 2011) cites research undertaken in schools in the United States, Australia and Germany that found when students are exposed to abstract concepts apart from context, learning is difficult.3. Intercultural understanding depends on the ability to see the commonalities and differences interms of concepts and their expressions across global contexts, whether they be social, political, economic or geographical/environmental. When students develop understanding of key concepts and central ideas (statements of conceptual relationship) they become aware that these concepts and ideas can be applied across cultures.I believe it is critical that all IB programmes attend to both the key concepts and the more discipline-specific related concepts to ensure that students develop breadth and depth of conceptual understanding. The transferability of key concepts such as system, change and order help students recognize the many permutations of each concept from body systems, to economic systems, to environmental systems. The related concepts, however, ensure that instruction builds depth of understanding by attending to, and adding to, the language of each subject area—the discipline-specific concepts and their important relationships from year to year. In the PYP, these related concepts can be taught in the context of the transdisciplinary units of instruction developed for the programmes of inquiry. Identifying the related concepts in these units ensures that disciplinary depth is included in the inquiry. When I use the term “related concepts” in my work with concept-based curriculum design, I am referring to the concepts related to specific disciplines within the unit, rather than specific concepts related to various key concepts. The reason for this is I want to identify the more specific concepts to build disciplinary depth.At this time the PYP and the MYP ask teachers to use a key concept and a more discipline-specific related concept to state a central idea and concept statement respectively. To reinforce idea-centred teaching and conceptual thinking I recommend consideration of additional conceptual understandings crafted with the more discipline-specific related concepts to be added to each unit. I will call these understandings “supporting ideas” for the purposes of this discussion.In the MYP and PYP if a year-long course of instruction was framed under five or six units of instruction, I would think five to eight supporting ideas per unit—in addition to the central idea/concept statement—would be reasonable to guide the formative work.Another reason I suggest that the PYP and MYP use the more specific related concepts to write additional supporting ideas for their unit planners is to continually build disciplinary schemata in the brain, so students are prepared for the conceptual rigour of the DP, as well as for lifelong learning andwork. It is through the conceptual structures of knowledge that the PYP, MYP and DP can be further aligned and articulated on the IB programme continuum.Aligning the terminology through the different levels of the IB programmes and articulating central and supporting ideas using key and related concepts at all three levels of the IB would provide the structure for a continuous and coherent concept-based scheme of instruction. A concept-based curriculum is idea-centred. Central and supporting ideas facilitate a pedagogy requiring synergistic thinking which means guiding students, through inquiry, to realize the deeper conceptual understandings supported by factual content. In the PYP, a suggestion could be to write more specific disciplinary supporting ideas to serve as the lines of inquiry. Developing critical central and supporting ideas for the different subject areas (referred to as “subject groups” in the MYP) across all levels of the IB continuum would provide clear understanding of targets for the teachers, and would facilitate a truly idea-centred pedagogy. This would also allow the breadth of curriculum content to be compacted and focused.How is a concept-based curriculum beneficial to student learning?Concept-based curriculum and instruction is essential to the IB educational paradigm. The critical elements that require a concept-based model are intercultural understanding and international-mindedness, the ability to transfer knowledge and a rigorous intellectual model that is emotionally engaging and motivating.There are many benefits to a concept-based model.• Thinking—It requires thinking students who draw on critical, creative, reflective and conceptual thinking abilities.– Facilitates “synergistic thinking”—the cognitive interplay between the factual and conceptual levels of thinking.– Requires deeper intellectual processing as students relate the facts to key concepts and principles.– Develops conceptual structures in the brain (brain schemata) to relate new knowledge to prior knowledge, and to illuminate the patterns and connections of knowledge.– Facilitates the transfer of knowledge at the conceptual level.– Provides opportunities for personal meaning-making through processes of thinking, creating and reflecting.• Intercultural understanding—It develops intercultural understanding and international-mindedness through conceptual transfer.– Facilitates the transfer of learning across global contexts as students engage with concepts and conceptual understandings as reflected across unique and varied cultures.– Encourages inquiry into global issues of concern that draw out the multiple perspectives and situations of different cultures and nations.• Motivation for learning—It recognizes that intellectual and emotional engagement are essential to the motivation for learning.– Increases motivation for learning by inviting students to think about the facts through a relevant and personally engaging key concept. The unit topic and the key concept have aniterative relationship—each reinforces the other, for example, considering the facts about“Global conflicts in the 21st century” through the conceptual lens of perspectives, orconsidering facts about “Our land and people” through the lens of identity.– Values and respects the thinking of the individual by “drawing understandings from” rather than “telling understandings to”.– Encourages constructivist learning experiences that are relevant and important.– Values collaborative thinking, discussions, and problem-solving with the belief that the social construction of meaning not only leads to a quality product, but is motivating to participantsas well.• Fluency with language—It increases fluency with the languages of cultures and the disciplines.– Illuminates the conceptual structures of “meta-language” to facilitate multilingual learning and communication across cultures.– Builds increasing fluency with disciplinary language as students explain and support their conceptual understanding with relevant factual knowledge.– Reinforces a common conceptual vocabulary and set of critical conceptual understandings in the different disciplines which can help alleviate language barriers in global labour contextswhen students enter the workforce.These benefits are inherently supportive of the majority of the characteristics outlined in the IB learner profile (IB 2009a, p 5):• inquirers• knowledgeable• thinkers• communicators• open-minded• reflective.What are the required pedagogical shifts? Synergistic thinkingI believe that synergistic thinking (Erickson 2007; 2009b) is essential for intellectual development. Synergistic thinking is a cognitive interplay between the factual and conceptual levels of mental processing. Synergy can be defined as two interacting agents providing a greater effect than either agent acting alone. Thinking without this factual/conceptual interaction can be shallow. Without a deliberate curriculum design that mandates this intellectual interplay, we may confuse memorized knowledge with deeper understanding. Just knowing the definitions of concepts is not sufficient. Just knowing facts is not sufficient.Transfer of knowledge and skillsFacts do not transfer. They are locked in time, place or situation. Knowledge transfers at the conceptual level as concepts, generalizations and principles are applied across global contexts and situations. The ability to use the conceptual level of thinking to relate new knowledge to prior knowledge, to see patterns and connections between different examples of the same concept or conceptual understanding, and to pattern and sort the expanding information base is a critical skill for the 21st century. The transfer of processes and skills across multiple disciplines and contexts to deepen understanding and enhance performance is another mandatory facet of IB programmes. The approaches to learning (ATL) in the MYP continue to be developed along with the transdisciplinary skills in the PYP. Work is underway to organize ATL skills across all levels of the IB related to five skill clusters: social, research, thinking, communication and self-management.Social construction of meaningQuality thinking is hard work. Concept-based models encourage collaborative group work to enhance thinking and problem-solving. Different minds working together scaffold each other and generate new ideas and solutions. The social construction of meaning and collaborative groups work is a significant aspect of all IB programmes. School days filled with teacher-dominated lectures to passive students, locked into parallel rows of desks, are hopefully a relic of past pedagogies.Effective concept-based teachers in IB programmes understand the principles of synergistic thinking, the transfer of knowledge and socially constructed meaning-making. They have at some point made the following pedagogical shifts in their instruction if they began their teaching career in a traditional two-dimensional model. (Please also see the appendix for an example.)From two-dimensional instruction* To three-dimensional instructionThe goal is increased factual knowledge and skill development. The goal is increased conceptual understanding supported by factual knowledge and skills, and the transfer of understanding across global contexts.Teacher relies heavily on lecture to disseminate factual knowledge. Teacher facilitates student inquiry into important interdisciplinary and disciplinary topics and issues using one or two key concepts as the conceptual draw.Instruction and learning experiences focus on factual examples and definitions of concepts with assumed conceptual understanding. Instruction and learning experiences utilize concepts along with factual content to ensure synergistic thinking. Teacher deliberately uses concepts to help students transcend the facts.Teacher posts objectives for each lesson as required. Teacher posts questions of different kinds (factual, conceptual, debatable) to engage interest and to facilitate synergistic thinking.Students face the teacher in straight rows to ensure order and attention to the teacher’s instruction. Students often work in groups to facilitate shared social inquiry, collaboration, synergistic thinking and problem-solving. Students may work independently, in pairs or groups, or across global contexts using the internet or other communication tools.Teacher verbally summarizes the learning related to the objectives at the close of the lesson. Teacher uses inductive teaching to draw the statement of conceptual understanding from students near the end of a lesson and posts the central or suggested supporting ideas for later connections to future topics in the curriculum. Students support their understanding with accurate facts as evidence of quality synergistic thinking.Assessments measure factual knowledge and skills. Assessments of conceptual understanding tie back to a central (or supporting idea) by incorporating specific language from the idea in the task expectations.Teacher focuses on covering the required curriculum. Teacher focuses on student thinking and understanding. He/she is cognizant of each student’s ability to think synergistically.*The two dimensional model is exaggerated in this paper to provide a clear contrast with the three-dimensional model.Challenges and summaryThere are challenges to the development and implementation of a concept-based, three-dimensional curriculum. But challenges indicate opportunities. The IB has the opportunity to meet the challenges torefine the IB programmes so they are truly the most effective and engaging in the world. The greatest challenges centre around curriculum development and programme articulation, teacher training and assessment.Fundamental to success in meeting each of these challenges is a solid understanding of concept-based, three-dimensional curriculum and instruction.1. Curriculum development. Quality teaching is supported by quality curriculums. The curriculummust be concept-based to meet the goals of transfer of knowledge, deep conceptual understanding, synergistic thinking, intercultural understanding and personal intellectual engagement. The IB continuum can be articulated and coordinated through the development of common terminology and a common curricular framework of key concepts, related concepts, and central and discipline-based supporting conceptual understandings. Unit planners can help ensure that a concept-based teaching plan will be developed.2. Teacher training. This challenge is critical to the success of a concept-based model. If teachers donot understand the concept-based model and required shifts in pedagogy they will fall back on traditional teaching methods and fail to effect transfer of knowledge and deep understanding. As new schools and teachers are continually joining the IB family, creative ways of delivering the teacher training need to be developed. Regional training centres around the world that certify IB trainers after a rigorous training programme of one or two weeks with materials that teach the concept-based model along with the other facets of the IB programmes could be part of the solution. The critical point is that anyone training teachers on the concept-based model must understand the model completely and be able to convey that understanding to others effectively.(Administrators also need to be well trained on the meaning of a concept-based curriculum, what to look for in instruction and how to support teachers in the implementation of the IB model.)3. Assessment—The challenge here is to assess to the conceptual level of understanding, ratherthan just to the factual level. The design of the classroom assessments must be part of the teacher training programme. The IB external assessments also need to assess to the conceptual level of understanding, while allowing schools to use local content to support the understandings.Many nations lament the academic progress of their students year after year. Government officials institute “solutions” and throw money at the problem but the “solutions” usually centre around increased objectives to ensure topics are covered fully and more testing to make certain the curriculum is taught as defined. However, the focus is on the content rather than on the development of the whole child—social, emotional, intellectual and physical—a terrible mistake.The IB is on the correct path to prepare citizens of the future for living, learning and working in global environments, and for addressing the complex problems and issues that will undoubtedly arise. The IB community is a family of passionate educators who will continue to develop common understandings in curriculum and pedagogy to keep the ship on course. This journey could not be more important.ReferencesAllan, M. 2011. Thought, word and deed: The role of cognition, language and culture in teaching and learning in IB World Schools. Cardiff, UK. International Baccalaureate.Anderson, LW and Krathwohl, DR. 2001. A Taxonomy for Teaching, Learning and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York, USA. Addison Wesley Longman. Bloom, BS. 1956. Taxonomy of Educational Objectives. Boston, Massachusetts, USA. Allyn and Bacon. Bransford, JD, Brown, A and Cocking, R. 2000. How People Learn: Brain, Mind, Experience and School. Washington, DC, USA. National Academy of Sciences and the National Research Council.Erickson, HL. 2007. Concept-based Curriculum and Instruction for the Thinking Classroom. ThousandOaks, California, USA. Corwin Press.Erickson, HL. 2008. Stirring the Head, Heart and Soul: Redefining Curriculum and Instruction. 3rd edition. Thousand Oaks, California, USA. Corwin Press.Erickson, HL. 2009a. Concept-based Curriculum and Instruction for the Thinking Classroom MultimediaKit. Thousand Oaks, California, USA. Corwin Press.Erickson, HL. 2009b. Stirring the Head, Heart and Soul: Redefining Curriculum and Instruction, Facilitator’s Guide. Thousand Oaks, California, USA. Corwin Press.IB. 2007. Making the PYP happen: A curriculum framework for international primary education. Cardiff,UK. International Baccalaureate.IB. 2008. MYP: From principles into practice. Cardiff, UK. International Baccalaureate.IB. 2009a. The IB learner profile booklet. Cardiff, UK. International Baccalaureate.IB. 2009b. Diploma Programme: From principles into practice. Cardiff, UK. International Baccalaureate.IB. 2010. The Primary Years Programme as a model of transdisciplinary learning. Cardiff, UK. International Baccalaureate.IB. 2012. MYP coordinator’s notes, May. Cardiff, UK. International Baccalaureate.NCTM. 2009. Guiding Principles for Mathematics Curriculum and Assessment. Reston, Virginia, USA. National Council of Teachers of Mathematics.AppendixNevine Safire teaches the MYP. She has developed a concept-based unit around the central question “When does population growth become ‘overpopulation’?” To focus this unit she has chosen the key concepts of interactions and change from the MYP subject group guides. She is facilitating inquiry intothe central idea “human/environmental interactions can become unbalanced, leading to changes with unintended consequences”.Ms Safire has identified related concepts from science and the humanities to use in developing some supporting ideas to facilitate greater conceptual depth and understanding throughout the inquiry. Someof these concepts she found in the MYP subject group guides; others she extrapolated from the contentshe will be teaching:Overpopulation Migration Environmentschange Location Scarcity Climate。

得到确认的电文格式参考

一、进口信用证部分（一）循环信用证的附加条款1、不可累计按月非自动循环信用证（MT700-47A场）（模版代码）―ADDITIONAL TERMS FOR REVOLVING L/C(PER MONTH)‖+THIS IS A MONTHLY REVOLVING CREDIT WHICH IS A V AILABLE FOR UP TO THE AMOUNT OF -------- PER MONTH, AND OUR MAXIMUM LIABILITY UNDER THIS CREDIT DOES NOT EXCEED -------- BEING THE AGGREGATE V ALUE OF ------ MONTHS. THE UNUSED BALANCE OF EACH MONTH IS NON-CUMULATIVE TO THE SUCCEEDING MONTH.+THE AMOUNT OF THIS CREDIT SHALL BE RENEWED AFTER EACH NEGOTIATION ONLY UPON RECEIPT OF THE ISSUING BANK‘S NOTICE STATING THAT THE CREDIT MAY BE RENEWED.2、不可累计按装运次数非自动循环信用证（MT700-47A场）―ADDITIONAL TERMS FOR REVOLVING L/C(PER SHIPMENT)‖+THIS CREDIT IS REVOLVING FOR ----（装运次数）SHIPMENTS ONLY. EACH SHIPMENT SHALL BE EFFECTED AT ---- （装运间隔时间）INTERV AL. THE AMOUNT OF EACH SHIPMENT SHALL NOT EXCEEDING ---- . THE TOTAL V ALUE OF THIS REVOLVING CREDIT SHALL NOT EXCEED ---- . THE UNUSED BALANCE OF EACH SHIPMENT IS NOT CUMULATIVE TO THE FOLLOWING SHIPMENT.THE AMOUNT OF THE CREDIT SHALL BE RENEWED AFTER EACH NEGOTIATION ONLY UPON RECEIPT OF THE ISSUING BANK‘S NOTI CE STATING THAT THE CREDIT MAY BE RENEWED.（注：如果开立可累计自动循环信用证，上述条款中的相应语句少加改动即可：…THE UNSUED BALANCE OF EACH MONTH (OR: SHIPMENT) MAY BE CUMULATIVE TO THE SUCCEEDING MONTH (OR: THE FOLLOWING SHIPMENT) …THE AMOUNT OF THIS CREDIT SHALL BE AUTOMATICALLY RENEWED AFTER EACH NEGOTIATION）（二）开立对开信用证的附加条款和偿付指示参考格式1、对开信用证附加条款（模版代码）“ADDITIONAL TERMS FOR RECIPROCAL L/C”（MT700—47A 场）+THIS IS A RECIPROCAL CREDIT WHICH IS INTERRELATED WITH THE L/C NO. ----（出口来证号码）ISSUED BY ----（出口来证开证行名称、地名、国名）. PAYMENT UNDER THIS CREDIT IS SUBJECT TO THE REALIZATION OF THE EXPORT PROCEEDS REPATRIATED UNDER THE ABOVE CREDIT.2、对开信用证偿付指示（模版代码）“INSTRUCTIONS TO NEGOTIATING BANK FOR RECIPROCAL L/C”（MT700 –78场）+ONLY UPON RECEIPT OF DOCUMENTS CONFORMING TO THE TERMS AND CONDITIONS OF THIS CREDIT AND THE TOTAL PROCEEDS OF （出口信用证项下收款金额）UNDER THE ABOVE-MENTIONED L/C，WE SHALL EFFFECT PAYMENT AT MATURITY AS PER YOUR INSTRUCTIONS”。

个人授权委托书范本(英文)

个人授权委托书范本(英文)篇—— I, the name of legal representative, the undersigned legal representative of the company name of the bidder, hereby authorize the undersigned the name of the duly authorized representative to be trueand lawful representative of the Company from the date of this letter of authorization to act for and on behalf of the Company with legally binding effect for and in respect of to sign the bids. And I acknowledge all thecontents contained in the bids signed by the authorized representative. It is hereby authorized. Nameof the Company: (official seal) Legal representative: (signature) Authorized representative: (signature) Date: 篇二AUTHORISATION LETTER 委托书Card(Name), Passport/Identity本人，（姓名）护照/身份证号码hereby authorised , holder ofPassport/Identity Card number , to submit/collect 护照/身份证号码代表我递交/领取 my visa applicationon my behalf. 我的签证申请。

受权委托书中英文对照

受权委托书中英文对照SPECIAL POWER OF ATTORNEY特别授权书KNOW ALL MEN BY THESE PRESENTS:以下为双方所议定事项：Name of Taiwan Employer/Principal：台湾雇主本人/负责人名字〔以下简称甲方〕：Address地址：Name of Representative 〔if applicable〕法定代理人〔假设适用〕：Position of Representative 〔if applicable〕代理人职称〔假设适用〕：DO HEREBY NAME, CONSTITUTE AND APPOINT 在此委托、受权、指派Name of Philippine Recruitment Agency菲律宾招募公司名字〔以下简称乙方〕GOLDEN HARVEST HUMAN RESOURCES & MANAGEMENTAddress地址：Suite 406, 4/F, A.P. Building, 1563 F. Agoncillo St., Malate, ManilaName of Agency Representative公司法定代理人：ANGIE Y.SANTIAGOPosition in Agency代理人职称：PresidentAs its true and legal representative to act for and in my name and stead and to perform the following:为甲方之法定代表人，以甲方之名义执行以下事情：To represent my name before any government and/ or private offices/ agencies in Taiwan and the Philippines for the purpose of recruiting, hiring and employment of Filipino workers;代表甲方在台湾及菲律宾两地，向其政府或私人单位，执行菲律宾劳工就业招募，其招募相关文件作业及认证工作；To recruit Filipino workers in my behalf ;代表甲方进展菲律宾招募程序工作；To execute, sign, seal, deliver, and present any all documents, and other pertinent papers, instruments and writings of whatever nature, kind and description, including employment contracts, necessary to accomplish the purposes for which this special power of attorney has been granted.依此受权书效力作签署、鉴定、运送所有必要手续及办理资料包括劳动契约书以完成招募劳工相关交易事项。

如何写MUN的position paper

TIME:
Send the paper before dead-line 一定要在指定日期前交稿
ADDRESS: Send the paper to the right email address
一定要发送到指定的邮箱
Good luck to you all~~
标题中的delegation from\represented 标题中的 by 用粗体；用粗体；学院名、国家名、委员会用粗斜体；学院名、国家名、委员会用粗斜体； paper中引用的文件名用斜体中引用的文件名用斜体
内容要求
开头(beginning) 开头(beginning)
背景介绍：基本历史、现状和趋势，背景介绍：基本历史、现状和趋势，国家参与的组织，基本立场，篇幅不多，简单概括，组织，基本立场，篇幅不多，简单概括，重要性;(background information) 联合国情况：行动和决议，联合国情况：行动和决议，重要发言本国情况：立场，政策，措施，理由，事例, 本国情况：立场，政策，措施，理由，事例, 数据(UN documents + position in your country) 本国的呼吁，要求(appeal, 本国的呼吁，要求(appeal, requirement)
topic sentence.
Speech! Speech! A good position paper makes a great introductory
speech. During debate, a good position paper will also help you to
stick to your country’s policies. 利于演讲 Read and reread: Leave time to edit your position paper. Ask yourself if the organization of the paper makes sense and double-check your

graduate造句

graduate造句graduate英[ˈɡrædʒuət , ˈɡrædʒueɪt] 美[ˈɡrædʒuət , ˈɡrædʒueɪt]v. 毕业(尤指中学);获得学位(尤指学士);大学毕业;授予(某人)学位(或毕业文凭等);逐渐发展n. 毕业生;大学毕业生;学士学位获得者adj. 得学士称号的;刻度的造句：1、She was in graduate school, studying for a master's degree in social work.她那时在研究生院攻读社会工作硕士学位。

2、Undertake your MBA at Imperial College London and you become a graduate of one of thew...负责在英国伦敦帝国学院的MBA课程，你可以成为一个世界领先的大学之一的毕业生。

3、The graduate wants to apply for the vacant position in the company.这个毕业生想申请公司里的空缺职位。

4、To graduate Cum laude is to graduate with honor优等毕业即光荣的毕业。

5、I know you are a hotshot college graduate with something to prove.我知道你是一名相当成功的大学毕业生，需要证明你的能力。

6、Objective: To explore the teaching outcome of the first national graduate student summer school.目的：探讨首届全国护理学研究生暑期学校的教学效果。

7、To be a graduate student of yours is my sincere hope我真诚地希望能成为贵校的一名研究生。

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The METRICS NEWS can be ordered directly from the Editorial Office (for address see below).Editors:A LAN A BRANProfessor and Director of the Research Lab. in Software Engineering ManagementQuebec-University of MontrealDepartement of Computer ScienceC.P. 8888 Succursale Centre-Ville, Montreal, H3C 3P8, CanadaTel.: +1-514-987-3000, -89000, Fax: +1-514-987-8477email: abran.alain@uqam.caM ANFRED B UNDSCHUHChair of the DASMASander Höhe 5, 51465 Bergisch Gladbach, GermanyTel.: +49-2202-35719email: Bundschuh@http://www.dasma.deR EINER D UMKEProfessor on Software EngineeringUniversity of Magdeburg, FIN/IVSPostfach 4120, D-39016 Magdeburg, GermanyTel.: +49-391-67-18664, Fax: +49-391-67-12810email: dumke@ivs.cs.uni-magdeburg.deC HRISTOF E BERTDr.-Ing. in Computer ScienceAlcatel Telecom, Switching Systems DivisionFr. Wellensplein 1, B-2018 Antwerpen, BelgiumTel.: +32-3-240-4081, Fax: +32-3-240-9935email: christof.ebert@alcatel.deH ORST Z USEDr.-Ing. habil. in Computer ScienceTechnical University of Berlin, FR 5-3,Franklinstr. 28/29, D-10587 Berlin, GermanyTel.: +49-30-314-73439, Fax: +49-30-314-21103email: zuse@tubvm.cs.tu-berlin.deEditorial Office: Otto-von-Guericke-University of Magdeburg, FIN/IVS, Postfach 4120, 39016 Magdeburg, GermanyTechnical Editor: DI Erik FoltinThe journal is published in one volume per year consisting of two numbers. All rights reserved (including those of translation into foreign languages). No part of this issues may be reproduced in any form, by photoprint, microfilm or any other means, nor transmitted or translated into a machine language, without written permission from the publisher.ã 1998 by Otto-von-Guericke-Universität Magdeburg. Printed in Germany9th International Workshop on Software Measurement of the German Interest Group on Software Metrics and theCanadian Interest Group on Metrics (C.I.M.)In cooperation withCOSMIC – Common Software Measurement International ConsortiumSeptember 8-10, 1999in Montreal - Mont-Tremblant (Québec) CANADASCOPESoftware measurement is one of the key technologies to control or to manage the software development process. Measurement is also the foundation of both sciences and engineering, and much more research in software is needed to ensure that software engineering be recognized as a true engineering discipline.Software suppliers face the challenge of translating customer requirements into the size of software to be produced as a key step in their project cost estimating. Customers want also to know the size delivered as an important component of measuring supplier performance. Given the explosive growth and diversity of software contracting and outsourcing, suppliers and customers need more accurate measurement methods which must work equally reliably across all types of software.Current methods for measuring the size of software are not always of sufficient strength to meet market needs, or work only for restricted types of software. Industry urgently needs software size measures which extensive coverage across diversified software portfolios and within a rapidly evolving market.Therefore, it is necessary to exchange between researchers and practitioners the experiences on the design and uses of measurement methods to stimulate further theoretical investigations to improve the engineering foundations in software measurement.The purpose of the workshop is to review the set of issues, the identification of deficiencies in the design of currently available measurement methods, the identification of design criteria and techniques;The outcome of the workshop is the joint authorship of white papers to be tabled as inputs to the COSMIC (Common Software Measurement International Consortium) for the design of the next generation of software size measurement methods.We are looking for position papers in the area of software measurement design and software measurement size applications from (but not limited to) on the following issues and topics:v Objects and size attributes to be measured· Types of measurement object targets (functional domains, type of software – layers, specific functional characteristics - algorithms)· Timely adaptation of the designs of measurement methods to new or emerging technologies (OO, Multi-media, Web-based applications, etc.)· Size attributes categories (Functional, Technical, Quality, etc.)v Measurement methods: design issues· Design issues of measurement methods: definition of base components to be measured, ISO conformance, weights assignments and theoretical foundations (Basis for consensus, degree of consensus, etc.· Normalization issues: time dependence, technology dependence, infrastructure changes · Integration of measurement types: when and how.v How to address practical deficiencies that slows down penetration rate with practitioners:· requirements prior to measurement process (documentation gathering, reformatting of documentation, etc).· Requirements during the measurement process (automation of data collection, integration with historical data, validation of results, etc.)· Quality of measurement methods (repeatability accuracy, correctness, traceability, uncertainty, precision, etc).v Uses of measurements results in relationships with other measures· Productivity Analysis (foundations of productivity models, quality of productivity models, experimental basis and constraints that limit it expandability to contexts outside of the experimental basis).· Estimation process (uncertainty identification of inputs, expectations, technical estimates versus business risks estimation, etc.).PROGRAM COMMITTEEAlain Abran, University du Québec, Montreal, CanadaReiner Dumke, University of Magdeburg, GermanyHorst Zuse, TU Berlin, GermanyFrançois Coallier, Bell Canada, CanadaCharles Symons, COSMIC - UKSUBMISSIONSAuthors should send abstracts (1-2 pages) by mail, fax or e-mail by April 1st, 1999 toAlain Abran or to Reiner DumkeUniversity of Quebec Otto-von-Guericke-Universität Magdeburg Dept. of Computer Science Fakultät für InformatikC.P. 8888, Succ. Centre-Ville Postfach 4120Montreal (Quebec), Canada H3C 3P8 D-39016 Magdeburg, GermanyTel.: +1-514-987-3000 Tel.: +49-391-67-18664Fax: +1-514-987-8477 Fax: +49-391-67-12810email: abran.alain@uqam.ca email: dumke@ivs.cs.uni-magdeburg.de WORKSHOP TIMETABLESubmission deadline of abstract: April 1st, 1999Notification of acceptance: April 15, 1999Position paper deadline: August 1, 1999Workshop date: September 8-10, 1999FEES: noneNEWSFor the latest news about the Workshop see the following Web site:http://www.lrgl.uqam.ca/iwsm99/The next Workshop on the German Interest Group on Software Metrics will take place at theUniversity of Regensburg,September 30 – October 1, 1999Arbeitskreis Softwaremetriken der GI-Fachgruppe 2.1.9Key topics will be (but are not limited to)Experiences in Metrics Applications,New Areas of Metrics Applications,Foundations on Software Measurement,Metrics for new Software Technologies.The Call for Papers will be published in the next “Metrics News”.Reiner DumkeChair of the GI-Metrics GroupDiscussions and Presentations of the8th International Workshop on Software Measurementof the German Interest Group on Software Metricsand the Canadian Interest Group on Metricsin September 17 and 18, 1998 at theUniversity of MagdeburgThe following description gives the contents of the abstracts of the published presentations at this workshop.The full papers are available in the bookDumke/Abran (Eds.):Software Measurement – Current Trends in Research and Practice.Deutscher Universitätsverlag, Wiesbaden, 1999ISBN 3-8244-6876-XT HIRTY Y EARS S OFTWARE M EASUREMENTHorst Zuse, Technische Universität Berlin (Germany)From our view, the year 1998 is the 30. anniversary of software measurement. It may be, that the earliest paper about software complexity was published by Rubey et al. in 1968. There is no reference to an earlier publication. Boehm et al., point out about this paper: Many software attributes and their metrics are defined and discussed. There is a total of 57 attributes distributed among seven categories. They are related to mathematical calculations, program logic, computation time and memory usage, program modifiability, etc. The metrics are realized as formulas and are explained in detail. Also in 1971 Knuth published a paper of an empirical investigation of FORTRAN programs.The magnitude of costs involved in software development and maintenance magnifies the need for a scientific foundation to support programming standards and management decisions by measurement. Already in 1980 Curtis pointed out: Rigorous scientific procedures must be applied to studying the development of software systems if we are to transform programming into an engineering discipline. At the core of these procedures is the development of measurement techniques and the determination of cause effect relationships. As highlighted above, the establishment of well accepted structures of measurement in physics took a very long time. It is our impression that the same holds for software measurement. In the next sections we present an overview of software measurement from a historical perspective. A more detailed description of the history of software measurement can be found in Zuse: A Framework of Software Measurement. de Gruyter Publisher, Berlin, New York, 1998.F UNCTION P OINT E VOLUTIONCharles R. Symons, Software Measurement Service Ltd. Kent (England)Charles Symons discussed the strengths and weaknesses of various ways of measuring “Software Size”, which is a key component of performance measures and of estimating methods, namely· Source Lines of Code,· The “Function Point” method originally developed by Allan Albrecht of IBM, now standardised as the IFPUG 4.0 method,· The MkII FP method, designed to overcome certain weakness of the Albrecht method, developed by the author,· The “Full Function Point” method, developed by Alain Abran et al from Quebec, which aims to extend the IFPUG method to handle real-time software, · The ISO standard 14143 Part 1 which establishes some principles of “Functional Size Measuremen”.Current Function Point methods for software sizing can and should be updated to meet modern software engineering needs· re-base on modern software engineering concepts,· generalise to be applicable in a wider range of software domains (e.g. real-time, process control, etc.),· above all to improve and prove the accuracy of performance measurement and early life-cycle estimating,· improved integration of early life-cycle estimating methods based on functional requirements with methods used later in the life-cycle based on components andactivities.The economic value of finding a solution to these needs would be enormous. The way forward in his view is to be found in ideas of Industrial Engineering published by Frederick Taylor in 1911. Symons proposes an “International Software Metrics Initiative” to meet these objectives.M ETRICS V ALIDATION P ROPOSALS: A S TRUCTURED A NALYSIS Jean-Philippe Jacquet and Alain Abran, Université du Québec à Montréal (Canada)In the literature, the expression metrics validation is used in many ways with different meanings. This paper analyzes and compares some of the validation approaches currently proposed. The basis for this analysis is a process model for software measurement methods which identifies the distinct steps involved from the design of a measurement method to the exploitation of the measurement results. This process model for software measurement methods is used to position various authors’ validation criteria according to the measurement process to which they apply. This positioning enables the establishment of relationships among the various validation approaches. It also makes it possible to show that, because none of these validation approaches proposed to date in the literature covers the full spectrum of the process of measurement methods, a complete and practical validation framework does not yet exist.O N THE USE OF A S EGMENTALLY A DDITIVE P ROXIMITY S TRUC-TURE TO M EASURE O BJECT C LASS L IFE C YCLE C OMPLEXITYGeert Poels, Catholic University of Leuven (Belgium)According to Whitmire’s about object-oriented software metrics software is characterised by three dimensions. The data dimension refers to what the software system remembers. The function dimension relates to what a system does. And finally, the control or dynamic behaviour dimension considers the different behavioural states of software. Most object-oriented software measures focus on aspects of the data and function dimensions. For instance, Chidamber's et al. MOOSE metric suite is used to measure the static structure of an object-oriented design (depth of inheritance, number of children), the structural complexity of the design (weighted methods per class, coupling between objects, response for a class), and the interaction between functions and data (lack of cohesion in methods).Poels et al. (Poels97) propose a measure for a specific aspect of the dynamic behaviour of objects, i.e., life cycle complexity. After creation, the methods of an object can be invoked. The effect of this method triggering is that the state of the object changes. Although the triggering of methods is decided at run-time, the invocation order is subject to constraints imposed by the problem domain. These constraints are specified in the abstract data type definition of the object. The attribute 'life cycle complexity' refers to the complexity of this specification.In (Poels97) a life cycle complexity measure was proposed using the so-called distance-based approach. Basically, the attribute 'life cycle complexity' is defined as the distance from the life cycle specification to some reference point, chosen by the person that performs measurement. The subjective reference point models the life cycle as if it were not complex at all. The greater the distance between the actual life cycle specification and the artificial zero complexity specification, the greater the life cycle complexity. The distance-based approach contains a constructive procedure to define a metric space that is used to represent these distances.The main advantages of the distance-based approach are intuitiveness and flexibility. However, it was not clear how the approach fits into the representational theory of measurement. In (Poels97) only the numerical conditions for a metric space were considered. To define a metric as a measure in the sense of measurement theory, we also need to consider empirical conditions. This is the main focus of the current paper. We show that the function defined using the distance-based approach is not merely a metric, but an additive metric. Moreover, the approach constructs a segmentally additive proximity structure, which is exactly the empirical relational structure assumed by an additive metric. Using a theorem of Suppes et al. we further show that the scale type of the life cycle complexity measure is ratio.A TTRIBUTE-B ASED M ODEL OF S OFTWARE S IZELem. O. Ejiogu, Softmetrix, Inc. Chicago (USA)Although many practitioners continue to expound KLOCs as a metric of software size, the popular consensus is that it does not address the well-known problems of software management: analysis, design, testing, maintenance, documentaion; and software certification. A principled approach built on sound theoretical foundation is critical for measuring software size. Every science has an underlying body of principles. The measurement of software size can greatly benefit from a formal component theory. One such methodology is briefly introduced below. Because of space, the reader is referred to the workshop book for its rich feedback effects and sample worked examples.M ULTIDIMENSIONAL S OFTWARE P ERFORMANCE M EASUREMENT M ODELS: AT ETRAHEDRON-BASED D ESIGNLuigi Buglione, Università di Roma (Italy) andAlain Abran, Université du Québec à Montréal (Canada)This work addresses the growing importance for management to have tools at their disposal for performance measurement of company resources, in particular of software.This work presents an improved version of an open model of performance, called QEST (Quality factor + Economic, Social and Technical dimensions), which suitably integrates into a single representation both a quantitative and a qualitative measurement from three distinctive but connected dimensions, each of them representing a distinct viewpoint of performance:· economic dimension, the perspective is the managers’ viewpoint, with particularattention paid to cost and schedule drivers;· social dimension, the perspective is the users' viewpoint, with particular attention paid to the quality in use drivers;· technical dimension, the perspective is the developers' viewpoint, with particularattention paid to technical quality.The qualitative measurement is based on the ISO/IEC 9126 standard, expressed by a quality factor. The implementation of the model follows a 10-step procedure. This model allows extensive use of ISO and industry de facto standards-based measures.A P ASTRY C OOK'S V IEW ON S OFTWARE M EASUREMENTFrank Niessink and Hans van Vliet, Vrije Universiteit of Amsterdam (The Netherlands) Many frameworks for implementing software measurement exist, ranging from collections of success factors to maturity growth models. One may ask to what extent these guidelines increase the chance of a successful measurement program. To aid in answering this question, we introduce a generic process model for measurement-based improvement. We use this model as a reference model to compare a number of existing software measurement implementation frameworks. From these assessments we conclude that the guidelines given by these frameworks provide a considerable amount of support for the basic activities needed to implement measurement programs. However, we also observe that the guidelines hardly provide any guidance to guarantee successful usage of the measurement program.M ETRIC FOR E FFECTIVE T EST C OVERAGEVedha Kichenamourty, University of Marne la Vallée, FranceThis paper highlights the concept of a software testing metric designed to improve the software testing effectiveness. The proposed metric Metric for Effective Test Coverage is a number of tests metric which can be defined as a ratio between the number of test cases developed (x) and the number of test cases to be developed (y). The quantity y represents theactual test domain which gives full confidence in achieving the objectives of software testing. The metric focuses on a method to obtain a comparatively attractive value for y, a test pattern which will insure that all the pair wise combinations of a given set of selection have been exercised. The method builds on the concept of Orthogonal Arrays(OA), a mathematical tool developed by Dr. Genichi Taguichi, which helps to wisely determine the test cases from the large test suite.M EASURING L EGACY D ATABASE S TRUCTUREHarry M. Sneed and Oliver Foshag, Software-Engineering Service,Ottobrunn/Munich (Germany)Metrics for databases have been neglected in the metric community. On the other hand, there is a great need to measure the size, complexity and quality of legacy data bases, in particular in regard to conversion and reuse. This paper presents a set of metrics for doing this. These metrics have been build into a tool for measuring database structures and have been applied to assess user applications in accordance with the ISO Standard 9126 for product evaluation. REST - A T OOL TO M EASURE THE R IPPLE E FFECT OF C AND C++ P ROGRAMSSue Black, South Bank University London (UK)This paper describes the reformulation and subsequent implementation of the ripple effect measure first proposed by Yau and Collofello. Ripple effect traces the paths of variables through a program, providing a compound measurement of the effect that one module has upon the other modules. It may be used during software development to compare the stability of subsequent versions of a program, or during software maintenance to decide which modules within a program may need reengineering. The implementation of this reformulated measure REST (Ripple Effect and Stability Tool) gives ripple effect measurements for each individual module within a program and an overall stability measure: the reciprocal of the summed ripple effect for the program. During the reformulation of this measure using matrix algebra it was noticed that the computation algorithm for a certain matrix, D, which describes definition / use pairings, could be approximated, eliminating the need to use control-flow information. The simplified version of matrix D requires less memory and less time to compute. A previous implementation of the ripple effect measure suffered from slow computation times. REST has been tested on two versions of a mutation testing software tool and the approximate results compared with the ripple effect measure produced using the original matrix D. Initial results show that the simplified matrix D is a valid alternative to the original matrix D and as such the reformulation gives an acceptable approximation to the original measure.Y2K FROM A M ETRICS P OINT OF V IEWReiner R. Dumke and Achim S. Winkler, University of Magdeburg, Government FinancialComputer Center Magdeburg (Germany)The year 2000 problem (Y2K) is “not just a technical problem, it is a worldwide business problem affecting people and organizations everywhere”. The complexity of this problem and its solution can be resolved succesfully only on a measurement-based software development or maintenance environment.In this paper we analyse the “measurement situation” on the Y2K area and consider the possibilities of the application of the existing results on the field of software measurement. In order to present the measurement aspects in a systematic manner, we use our measurement framework that leeds to a persistent metrics program in a given software development or application environment.S OFTWARE M ETRICS FOR M ULTIMEDIA L ANGUAGESStephen H. Edwards, Sallie M. Henry, and Roger P. Bodnar, Jr.,Virginia Tech, Blacksburg (USA)Software engineering researchers have attempted to improve the software development process for over two decades. A primary thrust in this process lies in the arena of measurement. “You can’t control what you can’t measure”. This research applies software metric techniques to the development of multimedia products. Problem areas such as education, instruction, training, and information systems can all benefit from more controlled approaches to development with multimedia tools. As an example, we focus on one multimedia language for creating multimedia products: Macromedia’s Authorware. This paper describes the measurement of various distinguishing properties of this language, together with an evaluation of the measurement process. The evaluation gives insight into the next step in establishing the goal of control, through measurement, of the multimedia software development process.I MPROVING R ELIABILITY OF L ARGE S OFTWARE S YSTEMSChristof Ebert, Thomas Liedtke, Ekkehard Baisch,Alcatel Telecom, Antwerp (Belgium) / Stuttgart (Germany)Improving field performance of telecommunication systems is one of the most relevant targets of both telecom suppliers and operators, as an increasing amount of business critical systems worldwide are relying on dependable telecommunication. Finding defects earlier of course should improve field performance in terms of reduced field failure rates and reduced intrinsic downtime. This paper describes an integrated approach to improve early defect detection and thus field reliability of telecommunication switching systems. The assumptions at the start of the projects discussed in this paper are: Wide application of code inspections and thorough module testing must lead to a lower fault detection density in following test phases. At the same time criteria for selecting the right modules for code reviews, code inspections and module test have to be improved in order to optimize efficiency. Experiences from projects of Alcatel Telecom's Switching System Division are included to show practical impacts.P ROTOTYPE OF A S OFTWARE M ETRICS D ATABASE FOR INDUSTRIAL USEAndreas Schmietendorf, Deutsche Telekom Development Center Berlin (Germany)The suitability of using metrics in software projects is now generally acknowledged. There is still, however, a widespread lack of confidence in the interpretation of object-oriented metrics, in concentration on use of only a few metrics and in the processing of large sets of measured values. While in the scientific field a large number of different metrics are generally used, the development of industrial software requires just a few meaningful metrics that can be applied with a minimum of effort. This is exactly the background to the “metricDB” project, whose objective is to collect a few significant, mainly object-oriented metrics in a database, largely automatically, in order to enable qualitative statements to be made and effort to be estimated. There must be an extremely easy-to-use interface (Web client) for evaluation purposes, as well as the possibility of complex, highly flexible evaluations, such as is the case, for example, under SPSS or Excel.The “metricDB” project was launched at the Development Center in Berlin this May. The findings that are described below are principally based on the predefined requirements, on our experiences with the metrics tools used and with a first prototype that is now complete. They also include the results of workshops held jointly with the software measurement laboratory at the Otto-von-Guericke university and a group at France Telekom engaged in research in this field.C OMPARISON BETWEEN FPA AND FFP: A FIELD EXPERIENCEJean-Marc Desharnais, SELAM Québec (Canada) and Pam Morris, Total Metrics (Australia) A requirement for software productivity analysis and estimation is the ability to measure the size of a software product from a functional perspective rather than from a technical perspective. One example of such a functional size measurement (FSM) technique is Function Point Analysis (FPA). FPA is now widely used in the MIS domain, where it has become the ‘de facto’ standard in the industry. However, FPA has not had the same acceptance in other domains, such as real-time software. A new technique was proposed by the University of Quebec in Montreal (UQAM) and the Software Engineering Laboratory in Applied Metrics (SELAM) to extend the functional measure to real-time software. The new technique is called Full Function Points.This article reports on a practical research undertaken in a telecommunications company which compared 5 major applications in the real-time and MIS domains when measured using both FPA and an proposed extension, called Full Function Points (FFP). This article presents the main FPA and FFP concepts, the description of the types of software, the methodology used in the field tests and the results of field tests. All of the applications are multidimensional and three of them demonstrate the characteristics of real-time software.The results showed that, when applying the FFP technique for applications at the business user level, both techniques measured an equivalent functional size in term of number of points for MIS applications. However this was not the case, for some of the layered software used within MIS applications.For applications within the MIS domain, the FFP technique was found to be as effective as the FPA technique, suggesting that it could be of benefit if used within this domain. For real-time applications, the difference in the size measured between the two techniques was significant. This was expected for the real-time applications since the FFP technique was designed to ensure that the functional characteristics of real-time are taken into account when measuring this type of software.。