Towards a distributed, environment-centered agent framework

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GIS词语中英文对照

absolute reference frame 绝对参考坐标系adjacency analysis 相邻分析adjoining sheets 邻接图幅agglomeration （制图分类中的）聚合方法aggregation 聚合；聚集altitude tinting 分层设色anima ted mapping 动画制图anima tion 动画applica tions package 应用软件包applica tion program 应用程序Application Programming Interface(API) 应用程序界面Applications Program Interface 应用程序接口applica tions system 应用系统applied cartography 应用地图学auto-cartography 自动制图automa ted cartography 自动制图学automa ted data dictionary 自动数据字典automa ted data processing 自动数据处理Automated Digitizing System(ADS) 自动数字化系统automa ted feature recognition 自动特征识别azimuth coordinate system 方位坐标系B-spline b样条曲线B-tree 二叉树；二元树base map of topography 地形底图base map/cadastre 底图／地籍图Beijing geodetic coordinate system 1954 １９５４年北京坐标系block correction 区域改正block 数据块；信息组；程序块border figure 图廓数据border information 图廓注记border line 图廓线border matching 边缘匹配border 边缘；界限；边界线；邻接；图廓间cadastral survey 地籍测量cadaster 地政局；地籍图cadastral attribute 地籍特征cadastral data base 地籍数据库cadastral features 地籍特征cadastral information system 地籍信息系统cadastral information 地籍信息cadastral inventory 地籍调查cadastral la yer 地籍信息层cadastral lists 地籍册cadastral ma nagement 地籍管理cadastral map 地籍图cadastral map series 地籍图册cadastral mapping 地籍制图carrier frequency(GPS) 载波频率（全球定位系统）cartographic analysis 地图分析cartographic classification 地图分类cartographic communication 地图传输cartographic data base ma nagementsystem地图数据库管理系统cartographic data base 地图数据层cartographic data model 地图数据模型cartographic expert system 制图专家系统cartographic genera lization 制图综合cartographic projection 地图投影cartographic(a l) analysis 地图分析cartography 地图制图学；地图学chorographic map 时序图choropleth map 等值区域图class interval 分级间距；分类间距class list 分类清单class 分类，分级classification rule 分类规则cluster 聚类分析compaction 压缩completeness 完整性computer-graphics technology 计算机图形技术congruent ima ge 叠合图象contour 等高线，等值线，轮廓contouring displa y 分层显示cover-ID 层标识符covera ge ［GIS］图层Ddata 数据data access security 数据存取安全性data accessibility 数据可达性data acquisition 数据获取data analysis 数据分析data architecture 数据结构data attribute 数据特性data base；database 数据库data capture 数据采集data catalogue 数据目录data communications 数据通信data quality 数据质量data security 数据安全性data conversion 数据转换data definition 数据定义data editing 数据编辑data element 数据要素data encoding 数据编码data entry 数据输入Data Exchange Format 数据交换格式data extraction 数据提取data file 数据文件data handling 数据处理data item 数据项data layering 数据分层data manipulation 数据操作data model 数据模型data product 数据产品data quality 数据质量data reality 数据真实性data records 数据记录data reduction 数据整理data reduction；datacompression 数据压缩data redundancy 数据冗余度data representation 数据表示data retrieval 数据查询data schema 数据模式data security 数据安全性data sensitivity 数据灵敏性data set 数据集data set quality 数据集质量data smoothing 数据平滑data snooping 数据探测法data sources 数据源data storage 数据贮存data structure conversion 数据结构转换data structure 数据结构data transfer 数据传输data transmission 数据传输data type 数据类型data updating 数据更新data vectorization 数据矢量化datum transformation 基准变换descriptive data 描述数据desktop GIS 桌面地理信息系统differential Global Positioning System ；DGPS差分全球定位系统digital cartography 数字地图制图digital correlation 数字相关digital data collection 数字数据存贮系统Digital Data Communication Message Protocol 数字化数据通讯消息协议Digital Data System 数字化数据系统digital data 数据；数字资料Digital Elevation Matrix(DEM) 数字高程矩阵digital encoding 数字编码digital exchange format 数据转换标准Digital Field Update System 数字化外业更新系统digital files synchronization 数字化文件同步化Digital Geographic Information 数字化地理信息交换标准Exchange Standard；DGIWG；NATOdigital image processing 数字图象处理digital image 数字影（图）象Digital Landscape Model 数字景观模型Digital Line Graph；DLG 数字线划图digital map registration 数字地图套合digital mapping 数字测图digital map 数字地图digital mosaic 数字镶嵌digital mosaicing 数字镶嵌digital number；DN 数字值digital orthoimagery 数字正射影象digital orthoimage 数字正射影象Digital Orthophotoquads；DOQ 数字正方形正射象片图digital orthophoto 数字正射影象digital photogrammetry 数字摄影测量digital process 数字化过程digital rectification 数字纠正digital simulation 数字模拟digital surface model；DSM 数字表面模型digital tablet 数字化板Digital Terrain Model；DTM 数字地面模型Digital to Analog Converter 数／模转换器digital tracing table 数控绘图桌digital value 数字化值digital voice 数字化声音digital-analog 数字模拟digitalyzer 模数转换器digital 数字的digitization 数字化digitize maps 数字化地图digitized data 数字化数据digitized file 数字化文件digitized image 数字化影象digitized terrain data 数字化地面数据digitized video 数字影（图）象digitizer accuracy 数字化仪精度digitizer resolution 数字化仪分辨率digitizer workstation 数字化工作站digitizer 数字化仪digitizing 数字化digitizing board 数字化板digigtizing cursor 数字化鼠标digitizing edit 数字化编辑digitizing table；tablet 数字化板digitizing threshold 数字化阀值digraph 有向图disk space 磁盘空间disk storage 磁盘存储diskette 软磁盘disk 磁盘distributed architecture 分布式体系结构Distributed Computing Environment 分布式计算环境Distributed Data Processing 分布式数据处理Distributed Database Management System,DDBMS 分布式数据管理系统Distributed Database ；DDB 分布式数据库distributed processing 分布式处理Distributed Relational 分布式关系数据库结构Database Architecture(DRDA)districe coding 地区编码districting 分区（空间聚合）disturbed orbit 卫星轨道升交点document file 文档文件Document Image Peocessing(DIP) 文件影象处理document window 文档窗口document-file icon 文档文件图标document/page reader 光符识别仪器documentation drawing 二维绘图downloadable font 可传输字符download 文件（程序）传输（从中心机到个人微机）drafting scale 绘图比例尺drafting 绘制；绘图；草拟draft 草图；草案drainage map 水系图；流域图drainage pattern 水系类型；水网类型drainage 水系；水文要素；排水设备drape 两维数据在表面叠加产生透视图draping 两维数据叠加在透视图上drawing board 绘图板drawing entities 绘图实体Drawing Exchange Format 图形交换格式drawing extents 绘图范围drawing file 绘图文件drawing grid 绘图格网drawing interchange format 绘图交换格式drawing limits 绘图限制drawing registration 绘图对齐；绘图定位drawing sizes 图面大小；图幅尺寸drawing unit 绘图单元drawing 绘图drum plotter 滚筒式绘图机drum scanner 滚筒式扫描机duobinary coding 双二进制编码DX 90 水文地理数据格式dynamic-Link Library,DLL 动态链接库EE-R diagram E-R图earth gravity model 地球重利模型Earth Resources Information System；ERIS 地球资源信息系统EROS 地球资源观测系统earth satellite thematic sensing 地球卫星专题遥感earth shape；figure of the earth 地球形状Earth spheroid 地球椭球体Earth spherop 地球椭球面earth surface 地球表面earth synchronous orbit 地球同步轨道earth window 地球数据窗口Earth-centered ellipsoid 地心椭球Earth-fixed coordinate system 站心坐标系EarthResource Technology Satellite 地球资源技术卫星Earthwatch 地球监视卫星ecosystem 生态系统edge join 边缘匹配edge matching 边缘匹配edge of the format；map border 图廓Electronic Data Interchange (EDI) 电子数据交换edit 编辑；修改edit verification 编辑核实edit/display on input 输入编辑/显示edit/display on output 输出编辑/显示editing 编辑effective radius of the Earth 地球有效半径eigenvector analysis 特征向量分析eigenvector 特征向量EIS process 环境影响评价过程electric mail ；e-mail 电子邮件electronic bearing 电测方位electronic chart 电子海图Electric Chart and Display 电子图形显示信息系统Information System；SCDISelectronic chart data base；ECDB 电子海图数据库Electronic Data Collection 电子数据集合Electronic Data Interchange；EDI 电子数据交换electronic drawing tablet 电子绘图板electronic engraver 电子刻图机electronic imaging system 电子成像系统electronic line scanner 电子扫描机electronic map 电子地图electronic publishing system 电子印刷系统Embedded QUEL 内嵌式查询embedded SQL 镶嵌式查询语言emergency run 地图翻印encipher；encode；encoding 编码enclosing rectangle (最小)封闭四边形encoding code model 编码模型encoding scheme 编码方法End Of Line 文件结束标志End Of Text 行结束标志end points 文本结束标志end user participation 终端用户参与end user 终端用户ent-to-end data system 终端站间数据系统Enhanced graphics Adapter(EGA) 增强图形适配器enhanced imagery 增强图象enhanced mode 增强模式entity 实体entity classes 实体类entity classes 实体分类entity instance 实体样品entity object 实体对象entity point 实体定位点entity relationship data model 实体关系数据模型entity relationship diagram；ERD 实体关系图Entity Relationship Model；E-R Model 实体关系模型entity set model 实体集模型entity set 实体集entity subtype/supertype 实体子类型/母类型entity type 实体类型Entity-Relationship Approach E-R法entity 实体,组织,结构entropy coding 熵编码entropy 熵(平均信息量)environmental analysis 环境分析environmental assessment 环境评价environmental cadastre 环境地籍图environmental capacity 环境容量environmental data base 环境数据库environmental data/information 环境数据/信息environmental map 环境地图environmental mapping data 环境制图数据environmental overlays 环境图environmental planning 环境规划environmental quality assessment 环境质量评价environmental remote sensing 环境遥感Eclogically Sustainable Development 生态平衡的持续发展equation item 方程项European Transfer Format(ETF) 欧洲传输格式executable file 执行文件execution 执行(程序指令)extended color 扩展彩色Extended Graphics Adapter(EGA) 增强图形适配卡Extended Graphics Array 扩展图形矩阵Extensional Database 扩展数据库external attribute table 外部属性表external data storage 外部数据存储(相对于数据库) external database file 外部数据库文件external margin 外图廓external polygon 外部多边形external program 外部程序external schema 外部模式external storage 外部存储设备Ffacilities 设施；装备facility data 设施数据facility instrument 设施设备facility map 设施图facility network 设施网络facility splice 设施接合fast Fourier transform 快速傅立叶变换feature 特征Feature and Attribute Coding Catalogue 地物与属性编码目录feature attribute table 特征属性表feature bounded 边界标识地物feature class 特征分类feature codes menu 特征码清单feature codes 特征码feature coding 特征编码feature extraction 特征提取feature identifier 特征标识符feature ID 特征标识符feature instance 特征实例feature item 特征项feature marked 有标记特征feature number 特征标识符feature selection 特征选择feature separation 特征分类feature spanned 跨区特征feature supported 支持特征feature user-ID 特征用户标识码Federal Information Processing 联邦信息处理标准Standards(FIPS)Federal Information Processing Standards/ 联邦信息处理标准／空间数据转换标准Spatial Data Transfer Standard；FIPS/SDTSfield ［数据］域file ［计算机］文件file activity 文件活动file attribute 文件属性file compression 文件压缩file format 文件格式file fragmentation 文件分段存储file indexing 文件管理索引file integrity 文件完整性file name extension 文件扩展名file name 文件名file protection 文件保护file server protocol 文件服务器协议file server 文件服务器file set 文件集file specification 文件说明；文件说明表file structure 文件结构file system 文件系统File Transfer Protocol 文件传输协议file transfer 文件转换file-by-file compression 文件压缩filename extension 文件后缀名fill pattern 填充模式fixed length record format 定长记录格式flag 标志；特征flair point 识别点；明显地物点flap 叠置floppy disk；floppy 软盘form line 地表形态线format conversion 格式转换format line 格式行format model 格式模型format 格式formatted model 格式化模型formatting function 格式化函数；格式编排Gauss plane coordinate 高斯平面坐标Gauss-Kruger coordinate 高斯－克吕格坐标Gauss-Kruger grid 高斯－克吕格格网Gauss-Kruger map projection 高斯－克吕格地图投影Gaussian coordinate 高斯坐标gazetteer 地名录general scale 基本比例尺generic term 地理通名Geo Based Information System 基于地学的信息系统geo-analysis 地理分析geo-defined unit 地理定义单元geo-distribution 地理分布geo-politic data base 行政区划数据库geo-referenced information system 地理参考信息系统geobase system 地区系统geobased information system 地区信息系统geobase 地区库geobotanical cartography 地植物学制图geocartography 地理制图geocoded virtual map 地理编码虚拟图geocodes 地理编码formatting 格式化formfeed 换页；格式馈给forms interface 格式界面forms processing 表格处理fractal 分数的；分形；分数维fractional map scale 分数地图比例尺fractional scale 分数比例尺frequency band 频段；频带frequency bias 频偏frequency curve 频率曲线frequency demodulation 鉴频frequency distribution 频率分布full-resolution picture 全精度影（图）象，高分辨率影（图）象fully concatenated key 全连串码fully digital mapping 全数字化制图function library 功能库functional data base 功能数据库functional mapping 功能制图functional structure 功能结构fuzzy analysis 模糊分析fuzzy C-means 模糊聚类法fuzzy classifier method 模糊分类法fuzzy distance 模糊距离fuzzy intersection concept 模糊交叉概念fuzzy tolerance 模糊容限fuzzy 模糊的；失真的geocode 地理编码geocoding system 地理编码系统geocoding 地理编码Geographer's Line 地理坐标网geographic aggregation 地理聚合Geographic Analysis and Display System(GADS) 地理分析显示系统Geographic Analysis Package(GAP) 地理分析软件geographic analysis/modeling capability 地理分析／模拟能力geographic analysis 地理分析geographic area boundaries 地理面积边界Geographic Area Code Index(GACI) 地理面积编码索引Geographic Base File(GBF) 地理基础文件Geographic Base File/Dual 地理底图基础文件／双重独立地图编码Independent Map Encoding(GBF-DIME)Geographic Base Information System(GBIS) 地理基础信息系统Geographic Base System(GBS) 地理基础系统geographic boundaries 地理边界geographic boundary data 地理边界数据geographic calibration 地理标准geographic center 地理中心geographic classification 地理分类geographic codes 地理坐标码geographic coding 地理编码geographic coordinates 地理坐标geographic coordinate 地理坐标geographic coverage 地理层geographic data base 地理数据库geographic data set 地理数据集geographic data structure 地理数据结构Geographic Database 地理数据库geographic data 地理数据geographic display system 地理显示系统geographic entity 地理实体geographic feature data 地理特征数据geographic feature 地理特征geographic graticule 地理坐标网geographic grid 地理网格geographic identifiers 地理标识符geographic indexed file 地理索引文件geographic indexes 地理索引geographic information system 地理信息系统geographic inverse 地理位置反算geographic landscape 地理景观geographic latitude 地理纬度geographic location 地理位置geographic longitude 地理经度geographic meridian 地理子午线geographic modeling 地理模拟geographic name 地理名称geographic net 地理坐标格网geographic numbering system 地理编号系统geographic object 地理对象geographic pole 地极geographic position 地理位置geographic reference system 地理参考系统geographic reference 地理参考geographic referencing 地理参考过程geographic standardization 地理标准化geographic survey 地理测量geographic value 地理坐标值geographical coordinate 地理坐标geographical data base 地理数据库geographical general name 地理通名geographical map 地理图geographical mile 地理海哩geographical name index 地名索引transcription；geographical 地名注音法name transliterationgeographical name；place name 地名geographical network 地理格网geographical pole 地极geographical position 地理位置geographical reference system 地理坐标参考系geographical viewing distance 地理视距geographical zones 地理带geographical-exploration traverse 地理勘测路线geographical 地理的geographics limits 细线；内图廓线geographic 地理的；地理学的geography 地理学Geomatics （加拿大）地球信息学geometric rectification 几何校正geometric registration 几何配准geomorphic map 地貌类型图geomorphological mapping 地貌制图geomorphological map 地貌图geomorphology 地貌学geoprocessing application 地理处理应用geoprocessing approach 地理处理方法geoprocessing functions 地理处理函数geoprocessing modeling 地理处理模拟geoprocessing operations 地理处理操作geoprocessing productivity 地理处理率geoprocessing system 地理处理系统geoprocessing virtual map system 地理处理虚拟图系统Geoprocessing(GP) 地理处理过程geoprocessor 地理处理器GEOREF coordinate system 世界地理坐标参考系GEOREF grid 世界地理坐标参考网格georeference system 地理坐标参考系georeference 地理坐标参考georeferenced 地理坐标参考的georeferencing 地理坐标参考过程GEOREF 世界地理坐标参考系georelational model 地理相关模型geosphere 地理圈geostatistics 地理统计GIS/LIS 地理信息系统／土地信息系统Global Environmental Monitoring System(UNEP) 全球环境监测系统（联合国环境项目）global land information system(GLIS) 全球土地信息系统Global Positioning System(GPS) 全球定位系统global positioning 全球定位global rediation 总辐射global satellite system 全球卫星系统Global Telecommunications System 全球远程通讯系统global 全球的graphic compose 图形合成graphic data base file 图形数据库文件graphic data base 图形数据库graphic data concept 图形数据概念graphic illustration 图解说明；图解例证graphic input procedure 图形输入法graphic input unit 图形输入设备Graphic Interchange Format 图形交换格式graphic interpolation 图解内插法graphic limits 图形边界graphic manipulation 图形维护graphic map features 图示地图特征graphic map manipulation 图示地图操作graphic map scale 图解地图比例尺graphic mapping control point 图解图根点graphic menu 图示菜单graphic modes 图示模式graphic object 图形对象graphic output unit 图形输出设备graphic overlay 图形叠加graphic plane 图示面graphic primitive 图形元素graphic presentation 图形显示graphic production 图形生成graphic product 图形产品graphic rectification 图形校正graphic representation 图形表示graphic scale 图解比例尺graphic sign 图形记号graphic superimposition 图形叠加graphic symbol 图形符号graphic symbols/symbology 图形符号／符号表示graphic system components 图形系统组成graphic tablet 图形数字化板graphic terminal 图形终端graphic text string 图形文本串graphic trace 图形跟踪graphic variable 图形变量graphical screen interface 图形屏幕界面graphical user interface(GUI) 图形用户界面graphics accelerator 图形加速卡graphics cursor 图形光标graphics display units 图形显示单元graphics inquiry 图形查询graphics languages 图形语言graphics mode 图形模式graphics page 图形页Graphics Performance Characterization(GPC) 图形工作特性graphics resolution 图形分辨率graphics screen 图形屏幕界面graphics software 图形软件graphics tablet 图形数字化板graphics 图形graphic 图形的；图示的graph 图；图形graticule 格网graticule 十字丝；地理坐标网grating 光栅grid 格网grid amplitude 格网幅度grid azimuth 坐标方位角grid bearing 坐标方位角grid cell 格网元素；网眼grid cell compositing 网眼组成grid cell data structure 网眼数据结构grid cell data 网眼数据结构grid cell lattice 三维网眼格数据结构grid cell map-record format 网眼地图记录格式grid cell map 网眼地图grid cell modeling 网眼模拟grid cell search 网眼搜寻grid convergence 坐标纵线收敛角grid coordinate system 格网坐标系grid coordinates 格网坐标系grid data 格网数据grid declination 格网真北偏角grid equator 格网赤道grid factor 格网因子grid format 格网格式grid interval 网格间距grid inverse 网格反算grid length 坐标网距grid lines/codes 格网线／码grid magnetic angle 格网磁偏角grid map 格网地图grid meridian 坐标网纵线grid method 格网法grid of neighboring zone 邻带方里网grid origin 坐标格网原点grid structure 网格结构grid system 格网系统grid tick 格网标记grid variation 格网磁偏角grid zone 坐标带grid 栅格，格网；坐标网grid-point method 网点板法grid/raster data 格网／栅格数据gridded data 格网数据gridiron layout 格网平面图gridiron pattern 格网图形gridsystem 直角坐标格网grips 数据转换程序Hhalftone screen 半色调屏幕header file 头文件header label 头标header line 标题行header record 首记录header 标题hextree 分级图象数据模型hidden attribute 隐含属性hidden file 隐含文件hidden line removal 隐线消除hidden surfaces 隐面hidden variable 隐含变量hierarchical data base 分级数据库hierarchical data 分级数据hierarchical data model 层次数据模型hierarchical data structure 分级数据结构hierarchical database 分层数据库hierarchical districts 层次分区hierarchical file structure 分级文件结构hierarchical file system 分级文件系统hierarchical model 分级模型hierarchical organization 等级结构hierarchical relationship 分级关系式（数据文件结构）hierarchical sequence 层次序列hierarchical spatial relationship 分级空间关系hierarchical storage 分级存储hierarchical structure 分级结构hierarchical 分级的；层次的hierarchization 分级High Level Data Link Control 高级数据连接控制High Memory Area 高位地址内存区histogram 直方图；柱状图；频率图history 命令记录Huffman code 霍夫编码hull TIN表面Human Computer Interaction 人机交互Human Computer Interface 人机界面hypertext 电子文本；超级文本II channel 同相信道；I通路I notation parameter 整数记号参数I-beam I指针I/O addresses 输入／输出地址I/O Character Recognition(I/O CR) 输入／输出字符识别I/O error 输入／输出错误I/O port 输入／输出端口image coding 图象编码image compression 影（图）象压缩image contrast 影象反差image coordinate 影象坐标image correlation 影象相关image data base 影象数据库image data collection 图象数据收集image data compaction 图象数据压缩image data retrieval 图象数据检索image data storage 图象数据存储image data 影（图）象数据image definition 影象清晰度（分辨力）image degradation 影（图）象退化；影（图）象衰减image description 影象描绘image digitization 图象数字化image displacement 影象位移image distortion 影（图）象失真image integrator 图象综合image intensifier 影（图）象增强器；变象管；象亮化器image intensity 图象强度image interpretation 影象判读image magnification 影（图）象放大image matching 影象匹配image processing rectification 图象处理校正复原and restorationimage processing 图象处理校正复原image ray 象点投影线image recognition 影（图）象识别image reconstruction 影（图）象重建image reconstructor 影象再现装置image registration 图象配准image representation 影（图）象显示；影（图）象再现image resolution；ground resolution 影象分辨力image scale 影象比例尺image size 影（图）象尺寸；影（图）象范围image space coordinate system 象空间坐标系image space 象空间image stack 影（图）象栈image transform 影（图）象变换image transformation 图象变换image translator 影（图）象转换器image；imagery 影象image 象，象片；影象，图象；镜象图形imagery feature 影象特征index to Names 地名索引indexed sequential file 顺序索引文件indexed 索引化的indexing 索引；加下标；变址index 指标；指数；索引informatics 信息学information area 信息区information bit 信息位information center 信息中心information collection 信息采集information content 信息量information explosion 信息爆炸information extraction 信息提取information float 信息浮动information format 信息格式information management 信息管理information network 信息网information overlays 信息叠加information rate 信息传输速率Information requirement(IR) 请求信息information revolution 信息革命information science 信息科学information system 信息系统information technology(IT) 信息技术information theory 信息论information window 信息窗口infowmation 信息input area 输入区input data 输入数据input device 输入设备input image(inimage) 输入影（图）象input/output analysis 输入／输出分析input/outpu model 输入／输出模型Input/Output(I/O) 输入／输出input 输入inquiry 查询insert 插入；嵌入integrated data base 集成数据库integrated data layer 集成数据层Integrated Geographical Information System 集成化地理信息系统integrated GIS/technologies 综合地理信息系统／技术integrated information system 综合信息系统integrated spatial system 综合空间信息系统integrated system 综合系统interactive 交互式interactive digitizing 人机交互数字化interactive display 人机交互显示interactive drafting 交互式绘图interactive editing 交互式编辑Interactive Graphics and Retrieval System 交互图形与恢复系统Interactive Graphics Design System 交互式图形设计系统Interactive Graphics System/Interactive 交互式制图系统／交互式制图子系统Graphics Subsystem；IGS/IGSSinteractive graphics 交互式制图interactive image processing system 人机对话影（图）象处理系统interactive mode 交互式模式Interactive Multimedia 交互式多媒体interactive processing mode 人机交互模式interactive processing 人机交互处理interactive processing 交互式处理interactive restoration 人机对话复原Interactive Surface Modeling 交互式地表建摸interactive topology 交互式拓扑Interactive Volume Modeling 交互式立体模型intercell plot 单元间图（或文件）interchange format 交换格式interchange modeling 交换模拟interchange model 交换模型internal data model 内部数据模型internal data structure 内部数据结构（只在处理过程中保持的）internal database file 内部数据库文件interrecord data structures 交互记录的数据结构inverse fast Fourier transform 快速傅立叶变换isoline 等值线isolith 等厚度线isolong 等经度改正线isomagnetic chart 等磁力线图isometric coordinate 等量坐标isometric design 等角投影isometric latitued 等量纬度isometric map projection 等量地图投影isometric mapping 等量制图isoperimetric map projection 等量地图投影isoplane 等平面isopleth mapping 等值线制图isopleth map 等值线图isoplethic mapping 等值线制图isoplethic map 等值线图isopleth 等值线Kkey 关键字key attributes 关键属性key bed 标准层key entry 键盘输入key feedback area 码反馈区key field 关键字段key file 关键文件key horizon 标志层key identifiers 关键标识符key map 索引图；总图key pad 键座key value dictionary 关键值索引key variable indexing 关键变量索引keyboard buffer 键盘缓冲keyboard equivalent key 键盘等价命令键keyboard shortcut 键盘快捷命令keyboard 键盘Lland evaluation 土地评价Land Information System(LIS) 土地信息系统Land Information Technology(LIT) 土地信息技术land types 土地类型land unit 土地单元land use 土地利用landform 地表形态landscape drawings 景观绘图landscape map 景观地图layer file 层文件layer index 图层索引layer index 层索引layer system 分层设色法layer-tinted map 分层设色地图layered style map 分层设色地图layered style 分层设色表示法layering 分层；层化layers 层次layer 层layover 覆盖；遮蔽（雷达影像）Leaf Area Index 叶区域索引leaf level 叶层次league 里格leaking polygon 未闭合多边形legend 图例lettering 地图注记lineage 数据说明line element 线状要素line feature 线状特征line follower 线跟踪器（量测转换边界）line generalization 趋势线概化line graph 线状图line in polygon calculation 多边形内线判断计算line in polygon retrieval 多边形内线判断查询line intersection 线段交叉line map 线画图line of nodes 交轨线line symbologics 线状符号表达法line symbol 线状符号local database 局域数据库local datum 局部定标数据logical block 逻辑块logical channel number 逻辑通道号码logical consistency 逻辑一致性logical contouring 逻辑恒直线logical data base(LDB) 逻辑数据库logical data model 逻辑数据模型logical data structure 逻辑数据结构logical decision 逻辑判定logical design 逻辑设计logical exclusive operation of image 影象逻辑异运算logical expression 逻辑表达logical links 逻辑连接logical mounting 逻辑安装logical name 逻辑名字logical operation 逻辑运算logical operator 逻辑运算符logical order 逻辑指令logical overlap 逻辑重叠logical record 逻辑记录logical security 逻辑安全性logical selection 逻辑选择logical storage structure 逻辑存储结构logical unit 逻辑单元logic 逻辑login (=logon)注册lot and block 地块与街段lot dimensions 地块尺寸lot line 地块边界lot of record 地块记录lot 地块LPT port 并行口LU pooling 逻辑单元合并Mmachine bias 机器偏差machine code 机器码machine encoding 机器编码machine language 机器语言machine processable 机器可处理的man-machine interface 人机接口manager access 管理者存取manual digitizer 手扶数字化器manual digitizing 人工数字化manual encoding 人工编码manual link 人工连接manual map enhancement 人工地图增强manuscript map 原图；稿图manuscript 原图many-to-one relate 多对一关系map accuracy (absolute) 绝对地图精度map accuracy (relative) 相对地图精度map accuracy level 地图精度水平map accuracy specifications 地图精度说明map accuracy standards 地图精度标准map adjustment 地图接边；图幅接边map algebra 地图代数Map and Chart Data Interchange 地图与图表间数据交换map appearance 地图整饰map average 地形特征地图map black clouds 地图数据密集区map border 图廓map chart 作战海图map clarity 地图清晰性map closure 地图闭合map code （１）地图代码；（２）变换码，印象码map collar data 地图边缘数据map color atlas 地图色谱map compilation 地图编绘map complexity 地图复杂性map composition 地图编制map computerization 地图计算机化map coverage 地图层map data base 地图数据库map data retrieval 地图数据查询map data structure 地图数据结构map data 地图数据map decoration 地图整饰map deformation 地图变形map description 地图描述map digitization 地图数字化map digitizing 地图数字化map directory 地图目录map display 地图显示map distortion 地图畸变map distribution 地图供应map edge 图幅边缘map editing 地图编辑map extent 地图范围map face 图幅尺寸；图幅面积map feature 地图特征map files 地图文件map generalization 地图综合map graphics to text data linkage 图形－文本数据连接map graphics 图形－文本数据连接map grid 地图格网map information 地图信息map interpretation 地图判读map join 图幅连接map layer 图层map layout 图面配置map legibility 地图易读性map limits 图范围map linkage 图连接map load 地图负载量map making 制图map matching guidance 地图匹配导航map matching 地图匹配map measure 量图轨map miles 地图英里坐标系统map model system 地图模型系统map nadir 图面底点map name 地图名map of neotectonic strength 图上量算map origin 图坐标原点map overlay analysis 地图叠置分析map overlay modeling analysis 地图叠置模拟分析map overlay 地图叠置map parallel 图横线map perception 地图感受map plotting 填图map point 图上定位点；图面点map positional file 地图叠置文件map position 地图定位map projection system 地图投影系统map projection transformation 地图投影转换map projection 地图投影map projector 地图投影仪map quadrangle/map quad 地图标准图幅map query 地图查询map reading 读图map registration 地图对齐map representation file 地图表示文件map resolution 地图分辨率map revision 地图更新map scale number 地图比例尺数map scale 地图比例尺map scaling 地图比例变换map section 图区map series 系列地图map set miles 图集英里比例尺map sheet manipulation 图幅操作map sheet 图幅map shift 图幅移位map sliver 地图细小多边形map specifications 地图规范map standards 地图标准map substitute 临时版地图map symbolism 地图符号体系map symbol 地图符号map systematic errors 地图系统误差map test 地图检测map theme 地图专题map title 图名map tolerance 地图容限map transformation 地图转换map types 地图类型map unit tolerance 地图单位容限map units 地图单位容限。

ple

3.The history
2000-.Oleg Liber publishes Colloquia - a Conversation Manager' the start of PLEs. Colloquia provides support for a conversational and activity based model of learning; maintaining information about people, resources, and tasks. The new system incorporates a strong element of social networking individual users constructed activities and invited friends to participate, rather than subscribing to courses or having courses allocated to them. 2001- The NIIMLE Project in Northern Ireland begins, implementing a personal space for students integrated from multiple institutional systems. A similar project, SHELL, is also started at the same time, as part of the UK funding agency JISC's. 2002- "EDUTELLA: is introduced. It uses P2P protocols to enable the construction of a distributed global learning object network based on social networking principles. This enables any learner to publish or search for learning objects to enhance their educational experience.

人工智能将如何重塑我们的世界英文作文

人工智能将如何重塑我们的世界英文作文Artificial Intelligence and the Transformation of Our WorldThe rapid advancements in artificial intelligence (AI) over the past decade have ushered in a new era of technological revolution that is poised to reshape our world in profound and far-reaching ways. As AI systems become increasingly sophisticated and capable of tackling complex problems across a wide range of domains, their impact on various aspects of our lives is becoming increasingly evident. From the way we work and communicate to the way we make decisions and interact with our environment, the transformative power of AI is set to redefine the human experience in the 21st century.One of the most significant ways in which AI will reshape our world is in the realm of employment and the workforce. As AI-powered automation and machine learning algorithms become more advanced, they are capable of taking on an ever-growing number of tasks and responsibilities that were once the exclusive domain of human workers. This has the potential to dramatically disrupt traditional job markets and industries, leading to significant job displacement and the need for massive retraining and reskilling ofthe workforce.However, this disruption also presents opportunities for new and innovative job roles to emerge, as the demand for human-centered skills and the ability to work alongside AI systems becomes increasingly important. As AI takes over more routine and repetitive tasks, the focus will shift to the uniquely human abilities of creativity, critical thinking, and emotional intelligence. This will create a need for workers who can leverage these skills to complement and enhance the capabilities of AI, rather than being replaced by them.Moreover, the integration of AI into various industries and sectors will also lead to significant improvements in efficiency, productivity, and decision-making. AI-powered systems can analyze vast amounts of data, identify patterns, and make informed decisions with a speed and accuracy that far exceeds human capabilities. This can lead to optimized workflows, reduced costs, and more informed and effective decision-making across a wide range of fields, from healthcare and finance to transportation and manufacturing.In the healthcare sector, for example, AI-powered diagnostic tools and personalized treatment plans can help to improve patient outcomes and reduce the burden on healthcare providers. By analyzing vast amounts of medical data, AI systems can identify early signs of disease, recommend preventive measures, and suggesttailored treatment options that are specific to an individual's unique genetic and medical profile. This has the potential to revolutionize the way we approach healthcare, moving towards a more proactive and personalized model that prioritizes early intervention and disease prevention.Similarly, in the realm of transportation, AI-powered autonomous vehicles and smart infrastructure can help to reduce traffic congestion, improve safety, and optimize the movement of people and goods. By leveraging real-time data and advanced algorithms, AI-powered systems can make split-second decisions and coordinate the flow of traffic in ways that are beyond the capabilities of human drivers. This could lead to a significant reduction in accidents, a decrease in carbon emissions, and a more efficient and accessible transportation network.Beyond the practical applications of AI, the technology also has the potential to transform the way we interact with the world around us. AI-powered virtual assistants and chatbots are already becoming more prevalent in our daily lives, offering personalized recommendations, answering questions, and even engaging in conversation. As these systems become more advanced, they may play an increasingly central role in the way we access information, communicate with others, and make decisions.Moreover, the integration of AI into our built environment, through the development of "smart cities" and the Internet of Things (IoT), can lead to more efficient and sustainable urban planning, energy management, and resource allocation. By collecting and analyzing data from a network of sensors and connected devices, AI-powered systems can optimize the use of resources, reduce waste, and improve the overall quality of life for urban residents.However, the rapid advancement of AI also raises a number of ethical and societal concerns that must be carefully addressed. Issues such as bias in AI algorithms, the impact on job markets, privacy and data security, and the potential for AI to be used for malicious purposes, all require thoughtful consideration and the development of robust governance frameworks.As we navigate this new frontier of technological change, it is crucial that we approach the integration of AI with a balanced and responsible mindset. We must strive to harness the immense potential of AI to improve our lives and our world, while also ensuring that the benefits are distributed equitably and that the risks and challenges are mitigated effectively.Ultimately, the transformation of our world through the power of artificial intelligence is both an exciting and a complex challenge. It will require a concerted effort from policymakers, industry leaders,researchers, and the general public to ensure that the impact of AI is positive, sustainable, and aligned with our values and aspirations as a society. By embracing the opportunities presented by AI while also addressing its potential pitfalls, we can unlock a future that is more efficient, more innovative, and more responsive to the needs of all people.。

Monitoring

2 Summary of Work Completed (October'94 | September'96)
The goal of this task was to study the problems involved in the integration of monitoring and debugging components into a high-level parallel software development environment. This work has encompassed issues concerning tool development and the design of integrated development environments. We started with work towards identifying the functionalities o ered by each tool, on one hand, and of the interfaces supporting tool interaction, on the other hand 1]. The following aspects were considered in our work: 81
The design of a distributed debugger called DDBG and the implementation of a prototype in the PVM environment was performed by UNL. The integration of the GRAPNEL and DDBG tools encompassed the speci cation of their interfacing and the implementation of a working prototype, involving UNL, KFKIMSZKI and UM. The integration of the STEPS and DDBG tools, including the speci cation of their interface and the implementation of a prototype, was done by TUG and UNL. Concerning performance monitoring, SAS has designed a distributed monitoring architecture for PVM, and UNL has developed an extension to the TAPE/PVM monitor (previously developed by IMAG) in order to support new types of events, that the GRAPNEL developers have used in order to monitor GRAPNEL level events. An important result of our work within this task was the development of the DDBG system. It was designed with the goals of exibility, extensibility, and ease of integration with other tools. The latter aspect was taken under consideration since the beginning of DDBG design, allowing us to reach working prototypes that show the feasibility of the integration goals. One of our objectives was to provide basic debugging support to the GRAPNEL model so that the user could perform the debugging activity at a level of abstraction closely corresponding to that parallel programming model, instead of having to rely on low-level system abstractions. This has in uenced the design and implementation of the DDBG debugging tool, and its associated interfaces (command library and user consoles), as described in 5] 6]. Another objective was to reach a close integration of static and dynamic analysis methods for the understanding of parallel program correctness. We have worked towards this objective by interfacing the DDBG debugging tool to the STEPS testing tool that was developed by our partners at TUG. Concerning performance monitoring, we also aimed at providing performance information considered relevant to the GRAPNEL programmer. The design and implementation of a distributed monitoring architecture was carried out during this project. This aspect was explored in two related directions: rst, SAS has developed a complete design for a distributed monitoring architecture 14]; second, the basic design of the DDBG architecture can accomodate the monitoring functionalities, and as such it will evolve towards a more uni ed framework for monitoring and debugging. Concerning implementation, we have made extensions to the TAPE/PVM system (previously developed by IMAG) towards collecting GRAPNEL events, with the goal of providing a proof-of-concept prototype. This was used by KFKI-MSZKI and UM to instrument the GRAPNEL programs. As an outcome of this project, we have developed working prototypes that show the feasibility of our initial design goals concerning tool integration. A fundamental aspect of the developed prototypes concerns the supported levels for user interaction as far as the debugging activity is concerned: high-level debugging at the GRAPNEL model; interaction with the STEPS-DDBG integration tool; and direct access to the DDBG tool. The re nement and improvement of these user interaction levels can only be achieved through extensive use of the developed tools, obtained by applying the GRAPNEL model to realistic problem domains. This demands a speci c e ort towards involving more users, other than ourselves, in the 82

英语教研互动活动方案(3篇)

第1篇I. IntroductionThe purpose of this English Research and Teaching Interaction Activityis to foster a collaborative environment among English language educators, allowing them to share insights, discuss challenges, and explore innovative teaching methods. This activity will also provide participants with an opportunity to network, learn from each other's experiences, and enhance their professional development in English language education.II. Objectives1. To promote a culture of research and innovation in English language teaching.2. To provide a platform for educators to exchange ideas and best practices.3. To enhance participants' understanding of current trends and methodologies in English language education.4. To encourage professional networking and collaboration among educators.5. To offer practical strategies and tools for improving teaching effectiveness.III. Target AudienceThis activity is designed for English language educators, including teachers, instructors, curriculum developers, educational administrators, and researchers.IV. DurationThe activity will span over two days, with a total of 12 hours of interactive sessions.V. VenueA spacious conference room equipped with multimedia facilities, such as projectors, screens, and Wi-Fi connectivity.VI. Activity ScheduleDay 1:9:00 AM - 9:30 AM: Registration and Welcome Coffee9:30 AM - 10:00 AM: Opening Remarks and Introduction to the Activity- Brief introduction of the event's objectives and agenda- Welcome address by the chairperson10:00 AM - 11:00 AM: Keynote Speech- A renowned English language education expert will deliver a speech on the current trends and challenges in English language teaching11:00 AM - 11:15 AM: Break11:15 AM - 12:15 PM: Panel Discussion: Innovations in English Language Teaching- A panel of experts will discuss innovative teaching methods and technologies in English language education12:15 PM - 1:30 PM: Lunch Break1:30 PM - 2:30 PM: Workshop: Designing Effective English Language Courses- Participants will engage in a hands-on workshop to design effective English language courses, focusing on curriculum development and pedagogical approaches2:30 PM - 2:45 PM: Break2:45 PM - 3:45 PM: Interactive Session: Case Studies in English Language Education- Participants will share and discuss case studies of successful English language programs and projects4:00 PM - 5:00 PM: Roundtable Discussions: Challenges and Solutions- Small groups will discuss common challenges faced by English language educators and brainstorm solutions5:00 PM - 5:15 PM: Break5:15 PM - 6:15 PM: Interactive Session: Technology in English Language Teaching- Participants will explore the use of technology in English language teaching and share their experiences6:15 PM - 7:00 PM: Networking and Light RefreshmentsDay 2:9:00 AM - 9:30 AM: Welcome Back and Recap of Day 19:30 AM - 10:30 AM: Workshop: Assessment and Evaluation in English Language Teaching- Participants will learn about effective assessment and evaluation methods to measure student progress and improve teaching outcomes10:30 AM - 10:45 AM: Break10:45 AM - 11:45 AM: Interactive Session: Professional Development and Continuous Learning- Participants will discuss strategies for professional development and continuous learning in English language education11:45 AM - 12:15 PM: Break12:15 PM - 1:15 PM: Lunch Break1:15 PM - 2:15 PM: Workshop: Creating Inclusive and Diverse Learning Environments- Participants will explore ways to create inclusive and diverse learning environments that cater to the needs of all students2:15 PM - 2:30 PM: Break2:30 PM - 3:30 PM: Interactive Session: Student-Centered Learning in English Language Education- Participants will discuss student-centered learning approaches and share their experiences in implementing such strategies3:30 PM - 3:45 PM: Break3:45 PM - 4:45 PM: Workshop: Effective Communication and Collaboration Among Educators- Participants will engage in activities to improve communication and collaboration skills among educators5:00 PM - 6:00 PM: Closing Session and Certificate Distribution- Summary of the event and distribution of certificates to participantsVII. Evaluation and FeedbackTo ensure the success of the activity, a feedback form will be distributed to participants at the end of the event. The feedback will be used to evaluate the effectiveness of the sessions and to make improvements for future activities.VIII. ConclusionThe English Research and Teaching Interaction Activity is designed to be an engaging and informative event that will benefit all participants. By fostering collaboration, sharing knowledge, and exploring innovative teaching methods, this activity will contribute to the continuous improvement of English language education.第2篇Objective:The primary objective of this English教研互动活动（English Research and Education Interaction Activity）is to foster a collaborative learning environment among English teachers, enhance their pedagogical skills,and promote the integration of research findings into classroom practice. The activity aims to facilitate knowledge sharing, problem-solving, and professional growth.Activity Title:"Engaging the English Classroom: Bridging Research and Practice"Date and Time:Saturday, March 15, 2023, from 9:00 AM to 5:00 PMVenue:Online Platform (Zoom), followed by a physical workshop at the school campus for hands-on activities.Target Audience:All English teachers from primary to secondary schools in the region.Duration:7 hours (9:00 AM - 5:00 PM)Activity Structure:I. Opening Session (9:00 AM - 9:30 AM)- Welcome and Introduction by the organizer.- Brief overview of the day's agenda and objectives.- Icebreaker activity to encourage participation and networking.II. Keynote Presentation (9:30 AM - 10:30 AM)- Title: "Current Trends in English Language Teaching: Insights from Recent Research"- Presenter: Dr. Jane Smith, Professor of Education, XYZ University- Content: An overview of the latest research findings in English language teaching, focusing on innovative methodologies and strategies that can be implemented in the classroom.III. Breakout Sessions (10:30 AM - 12:00 PM)- Session 1: Technology in English Language Teaching- Facilitator: Mr. John Doe, Technology Specialist- Content: Discussion on the use of digital tools and platforms to enhance student engagement and learning outcomes.- Session 2: Task-Based Language Teaching- Facilitator: Ms. Emily Johnson, Language Teacher and Curriculum Developer- Content: Exploration of task-based language teaching methods and their effectiveness in promoting student-centered learning.IV. Lunch Break (12:00 PM - 1:00 PM)- Networking and informal discussions among participants.V. Case Studies and Group Work (1:00 PM - 3:00 PM)- Case Study 1: Implementing Flipped Classroom in English Language Teaching- Participants will analyze a real-life case study and discuss the challenges and benefits of flipping the classroom.- Group Work: Designing a Collaborative Project- Participants will be divided into small groups to design a collaborative project that integrates research findings into their teaching practice.VI. Feedback and Reflection (3:00 PM - 3:30 PM)- Group presentations of the collaborative projects.- Feedback session to discuss the strengths and weaknesses of each project.VII. Panel Discussion (3:30 PM - 4:30 PM)- Title: "Challenges and Opportunities in English Language Teaching"- Panelists: Ms. Sarah Lee, School Principal; Mr. Michael Brown, Education Consultant; and Ms. Linda White, Teacher and Blogger.- Moderated by: Dr. Jane Smith- Content: A discussion on the current challenges faced by English teachers and the opportunities for professional development.VIII. Closing Remarks and Certificates (4:30 PM - 5:00 PM)- Summary of the day's activities and key takeaways.- Presentation of certificates to participants.- Closing remarks and thank you speech by the organizer.Materials Needed:- Projectors and screens for presentations.- Handouts and materials for breakouts and group work.- Online platform access for virtual sessions.- Refreshments and lunch for participants.Evaluation:- Participant feedback forms to assess the effectiveness of the activity.- Pre- and post-activity surveys to gauge changes in knowledge and attitudes towards research-based teaching practices.Expected Outcomes:- Enhanced understanding of current research trends in English language teaching.- Improved ability to integrate research findings into classroom practice.- Increased collaboration and networking among English teachers.- Development of practical strategies and tools for effective teaching.Budget:The estimated budget for this activity is $5,000, which includes venue rental, catering, materials, and honoraria for speakers and facilitators.By organizing this English教研互动活动, we aim to create a platform for professional growth and collaboration that will ultimately benefit the students and the English teaching community as a whole.第3篇Objective:The primary goal of this activity is to foster a collaborative environment among English teachers to enhance their teaching skills, share innovative teaching methods, and explore new educational resources. This activity will also aim to promote continuous professional development and build a strong community of English educators.Duration:One full day (8:00 AM - 5:00 PM)Location:Local educational institution or a rented conference room with adequate space for presentations and discussions.Participants:- Primary, secondary, and higher education English teachers- Language education experts- Education administrators- Technology and resource providersAgenda:8:00 AM - 9:00 AM: Registration and Welcome Coffee- Participants arrive and register.- Welcome coffee and light refreshments are served.9:00 AM - 9:30 AM: Opening Remarks and Introduction- Brief opening remarks by the host or educational administrator.- Introduction of the event objectives and agenda.9:30 AM - 10:30 AM: Keynote Speech - "The Future of English Language Teaching"- A renowned English language education expert delivers a keynote speech on the future trends and challenges in English language teaching.- Q&A session with the audience.10:30 AM - 10:45 AM: Break- Tea and coffee break.10:45 AM - 12:15 PM: Workshop 1 - "Innovative Teaching Techniques"- Workshop facilitator leads a hands-on session on innovative teaching techniques, such as flipped classrooms, project-based learning, and gamification.- Participants engage in practical activities and share their experiences.12:15 PM - 1:15 PM: Lunch Break- Buffet lunch with networking opportunities.1:15 PM - 2:45 PM: Parallel Sessions - Teaching Methodologies- Participants choose from a variety of parallel sessions focusing on different teaching methodologies:- Session 1: "Technology in English Language Teaching"- Session 2: "Effective Reading and Writing Strategies"- Session 3: "Oral Communication Skills"- Session 4: "Assessment and Feedback Techniques"2:45 PM - 3:00 PM: Break- Short break for refreshments and networking.3:00 PM - 4:30 PM: Panel Discussion - "Challenges and Solutions in English Language Education"- A panel of experts discusses current challenges in English language education and proposes practical solutions.- Audience participation is encouraged through questions and comments.4:30 PM - 5:00 PM: Wrap-up and Feedback- Summarization of the day's events by the host.- Collection of participant feedback through a short survey to improve future events.Activities and Resources:- Interactive Workshops: Hands-on workshops will allow participants to engage actively in the learning process.- Technology Integration: Use of interactive whiteboards, laptops, and tablets for presentations and activities.- Networking Opportunities: Breaks and lunch will provide ample time for participants to network and share ideas.- Resource Sharing: A platform for sharing educational resources, including lesson plans, articles, and online tools.- Feedback Forms: Printed feedback forms to collect participants' suggestions and evaluate the effectiveness of the event.Evaluation:- Pre-event Survey: Sent to participants before the event to gathertheir expectations and preferences.- On-site Feedback: Collected during and after the event through surveys and informal discussions.- Post-event Survey: Sent to participants a few weeks after the event to assess the long-term impact and the effectiveness of the workshops and sessions.Budget:- Venue rental- Catering services for lunch and refreshments- Materials and resources for workshops- Speaker fees- Marketing and promotion- Miscellaneous expensesConclusion:This English教研互动活动旨在通过提供多元化的学习机会和交流平台，促进英语教师之间的合作与交流，提升他们的教学水平和专业素养。

abstract - LES摘要-莱斯

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新核心综合学术英语教程Unit 2

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Language Points
2. The downside of geothermal energy is the fact that it
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Reading 2
Language Points
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Reading 2
Language Points

Design and practice of teacher training supported by a Web 2.0 community

Design and Practice of Teacher Training Supported by a Web 2.0 CommunityShuang Li, Li Chen and Hongtao SunAbstractWeb 2.0 communities are providing new opportunities for teachers’ professional development by supporting more flexible sharing, communicating, and collaborating among teachers at a distance. Meanwhile, literature concerning teachers’ professional development increasingly places value on communities of practice and web-based learning communities. This paper presents a case study on the design of teacher training supported by a Web 2.0 community. The training program discussed in the paper is characterized by employing peer-coaching to facilitate teachers’ learning in a Web 2.0 community, and is a part of a project funded by the Ford Foundation. The paper gives a brief introduction to the training program, and reports some important findings and reflections on design and practice for in-service teacher training. It includes the theoretical framework design, a training model as well as activity design, and the implementation and evaluation of the training program and useful experiences.Initially, taking account school teachers’ needs at the K12 level for curriculum reform and quality education, theory, knowledge and practice competences for learner-centered instruction were examined by using peer-coaching methods supported by online communities. The suggested training program was delivered in two Chinese districts in August 2009: Tianhe district of Guangzhou, and Wuhou district of Chengdu. More than 120 participants, including subject teachers, school principals and local teaching researchers, took part in the f2f training, online activities and the further practice activities. Even still on-going, the comprehensive investigation and evaluation of the training program explains that the initial results and observations collected during the process of training are very positive.With cause for optimism as to the prospect of achieving the training program’s goals, the study has demonstrated that a task-driven approach and peer-coaching supported by a web 2.0 community are effective methods for in-service teacher training, and that peer-coaching can be greatly extended by out-of-school activities.Key Words: Teacher training, Web2.0 community, Peer -coaching, Activity theoryVolume 6, Number 2, 2010IntroductionIn the field of teacher professional development, increased attention has been recently paid to the concept of the community of practice (CoP)（National Staff Development Council, 2001; Moore& Barab, 2002; Anderson & Henderson, 2004）. CoPs put great importance on social participation and shared identity through engaging in the community’s activities (Wenger, 1998) This is in keeping with the principle that teachers’ professional development should be grounded in practice. It also provides a useful means for capturing and constructing individual and collective practical knowledge for teaching. Moreover, CoPs can provide teachers witha self-helping approach for professional development which supports individualized learning and development. Peer-coaching is regarded as an effective way to promote the shaping of community (Russo，2004). Peer coaching is a valuable strategy for school-based teacher training in terms of teaching, providing feedback, pooling their experiences, and being mentored by an experienced peer (Joyce &Shower, 1996). Meanwhile, Web 2.0 technologies providea powerful technology environment for building CoPs which support participation, sharing, collaborating and social network building. As a result, teacher training should embrace Web 2.0 technologies (Anderson, 2010).The current authors believe that communities supported by Web 2.0 can break the barriers of space and time, facilitate mutual assistance and cooperation among teachers, and promote the construction of a wider community of teachers’ practice. Based on this idea, in May 2008, a team from the Research Center of Distance Education (RCDE) of Beijing Normal University led by the authors, launched the Experimental Studyon Web-Based ‘Peer-coaching’ Teacher Professional Developmental Model, a project funded by the Ford Foundation. The teacher training program discussed in this paper is drawn from that research project.The paper describes the Learner-Centered Teaching Method Training of School Teachers, a teacher training program also designed and developed by the authors’ RCDE team. In choosing this training theme, the team took into account school teachers’ needsfor curriculum reform and quality education, and the advantage of peer-coaching methods in professional development. The goal of the training isto prepare in-service teachers at the K12 level with theory, knowledge and practice competences for learner-centered instruction using peer-coaching methods supported by online communities. The training content included five modules:1)the needs and trends of educationreform;2)learner-centered teaching principles;3)instructional design methods;4)effective teaching strategies; and 5)ICT in education.With a blended learning approach in mind, the training program was designed in two sections:a)a 5-day face to face (f2f) training course; andb)6-12 months of practice with online activities supported by a Web 2.0 community.In each section, a peer-coaching method was used as an important approach to improve teachers’ professional competencies. The whole training project was supported by the ‘Libazhuang’ community developed by the project team. This community was specifically designed for teachers using Social Networking Services (SNS) as its main structure, integrating Web 2.0 features such as blogs,wikis, group sharing, and video conferencing. The community helps teachers to extend their individual social relations network, supports interaction and cooperation among teachers, and in turn, builds a larger teacher socializing network.The Training DesignTheoretical frameworkMeaningful learning is a willful,intentional, active, constructive, and socially mediated practice that includes reciprocal intention-action-reflection activities (Jonassen, 2000). For teachers, being situated in their own classrooms and supported by community practice is an indispensable way to master a new pedagogy. So, activity theory was chosen as the theoretical framework for the design of training, providing a useful framework for analyzing learning activities (Jonassen, 2000; Wilson, 2004). Activity theory is built on the work of Russian psychologist Lev Vygotsky (1903-1979), which emphasized the role of socio-cultural factors to human learning. Activity theorists claim that learning always occurs in an activity system constructed by collective humans. It is important to understand this activity system in order to understand learning, because the system’sgoals, beliefs, and processes necessarily affect what is learned and how it occurs. Activity theorists defined six interacting components of activity systems: i.e. subject, tools, object, division of labor,community and rules. These components are organized to accomplish the activities of the activity sub-systems: i.e. production, distribution, exchange and consumption.Through the lens of activity theory, the training design was based on analysis of the activity system in which teacher-learners learn about“learner-centered” teaching methods. ‘Teacher-learner’ is the subject of suchlearning activity system. The object is knowledge about learner-centered teaching approaches contained in the trainingVolume 6, Number 2, 2010learning materials, and distributed in the teachers’ Cops. The tools are the means the teacher-learners use to achieve a specific learning outcome, including learning methods and kinds of learning tools. Community consists of the individuals or subgroups that will affect the teacher-learner’s learning or change the knowledge about learner-centered teaching approaches. Rules mediate the interactions of teacher learner in the community. Division of labor in this case mainly refers to the division of tasks between cooperating members of the community during the learning process.Based on the above assumptions, following six steps were taken in designing the training:1. Define learning outcomes.According to activity theory, every activity has its purpose, and analyzing the outcome produced by the system is important to understand the purpose of the system. In terms of the goal of training, the learning outcome was defined as that by teacher-learners are able to appropriately use learner-centered teaching approaches to improve their classroom practices.2. Define and analyze learners.Three roles were selected as the most relevant and key for people involved in learner-centered teaching innovation. They are: backbone teachers in K12, school administrators with teaching tasks, and the regional teaching researchers on the staff of local educational authorities and in charge of evaluating the teaching of specific subjects in the region. The kindsof learner’s interest analyzed were: characteristics, subject backgrounds, learning motives, previous relevant knowledge and skills, learning conditions and practice environments.3.Define and analyze learningcommunity.A learning community was defined with two layers. The inner layer comprisesall the learners in the training program. The outer layer consists of other teachers, school administrators, teaching researchers, and government officers from educational sectors in the same region and in other regions. The interactions among the inner-layer community are more frequent than the ones in the outer layer. So, the inner-layer community is likely to have a stronger influence on the learner’s learning than the outer one.4. Design training model.This phase focused on designing the ways of learning and the learning path to achieve expected learning outcomes. The strategy of task-driven learning supportedby peer-coaching was selected. The task for the teacher-learners was to use a learner-centered teaching approach to improve one of their own lessons. This can be seen as an action research methodfor verifying new teaching approaches inpractice. The learners who are teaching researchers need to select lessons by a teacher they are mentoring, and to direct practice in and reflection about the lesson. To accomplish this task, learners should experience a series of activities based on the learning path: e.g., studying relevant knowledge, improving the design of a lesson with through a new approach, practicing anew design plan, and reflecting on the practice. The training activities were selected and sequenced according to the path. As Web 2.0 technologies can provide a powerful environment for interaction and collaboration, an online community environment was designed supported by Web2.0 technologies for facilitating the peer-coaching needed by learners in accomplishing the major task of training, notably during their distributed practice. Finally, a hybrid learning model was constructed as the training model, including centralized f2f learning and distributed applications supported by the Web 2.0 community.5. Design training activities in detail.According to the outline of each training activity selected in the previous step, each learning activity was designed in detail, including the learning objectives, learning contents, learning methods and tools, roles involved and the division of labor, activity rules, and ways of assessing the learner’s performance. Games activities were designed for building a warm atmosphere and a culture of collaboration.6. Develop the training environment.Based on the above designs, a relevant training environment was developed for supporting and facilitatingthe whole training, including print and online learning materials, multimedia learning resources, and plans for the physical layout of the F2F training roomand for the online community environment.The Training ModelConsidering the initial face-to-face component is valuable in developing an effective social network, and, in turn, encourages better participation, contributions, sharing, and reflection on practice (Brosnan & Burgess, 2003; Moore& Barab, 2002). On this basis a blended model combing f2f training with online practice supported by web2.0 communitywas used, driven by an action researchtask grounded in the teachers’ classroom work (Figure 1). After 5 days of f2f training, a long period of distributed practice from 6-12 months was designedfor the participants to apply new theories, methods and technologies to their practice,and to implement the action research plan developed in the f2f training supported by online peer-coaching.Volume 6, Number 2, 2010Figure 1. The Training Model.During f2f training, the participants, divided into different groups, learned new theories, new methods and technologies, discussed common issues, and shared successful practices under the guidance of the trainer. Finally, they developed their own action research plan to conduct a "learner-centered" teaching program. Various kinds of learning activities were designed and implemented in the f2f training. These included group slogan design, group learning, group games, group competitions, and a group achievements exhibition. The participants established sound relations and formed a common bond and culture of consultation and cooperation during the f2f training.During the long-term practice component, the participants implemented their action research plan supported by peer-coaching in the Libazhuang CoP, and with the help of activity guides. These act as a scaffold to help participants learn to grasp the peer-coaching method and to start their action research. Many practical suggestions were provided in the guide. For example, before implementing it the participants can post their plan in Libazhuang and ask for suggestion from peers. They can share their own questions and answer peers’ questions in the Questions module community. They can also create or join a group to collaborate in action researching. The Evaluation rubric of action research and relevant document templates are provided online. The participants can also participate in other Libazhuang activities organized. The duration of this action research is flexible between 6 and 12 months. The final timetable is decided according to the workload of the participants.This training model provides an interactive, cooperative, flexible and open environment for the participants. The f2f training approach helped participants to form a culture of cooperation via physical environment features such as the positioning of desks and chairs, ‘daily star’ selection walls, hand signs, voting stickers, and group board designs. The online community provided participants with a personalized learning space and mutual aid applications. Participants do not merely access resources, reflect on their practices, and begin peer-coaching activities, but also keep in close touch with theirs peers and get to know new ones.Web 2.0 community for trainingOnline professional development (OPD) provides web-based learning opportunities for in-service teachers, including training courses, online activities, workshops, resources, and online collaboration with peers (Chen, Y., Chen, N.S., & Tsai, 2009). With the rapid development of Web 2.0 and SNS, OPD with new technologies has attracted increasing attention. Benefitting from its user-centered nature, OPD supported by Web 2.0 provides more opportunity for sharing and collaboration among teachers. Figure 2 shows the LibazhuangCommunity created for this purpose. Figure 2. Home Page of the Libazhuang CommunityThe Libazhuang community used in this project was developed for OPD with Social Networking Services (SNS) as its main structure. After logging in, teachers can easily establish personal connections via “Friends” with other teachers. If teachers become “Friends”, the community keeps them updated regarding their friends’Volume 6, Number 2, 2010online activities, such as publishing a blog, editing a wiki, answering a question, etc. As a result, teachers become closely tied in the community.The project team also designed Web 2.0 modules to aid teachers’ online peer-coaching. These offer opportunities for powerful information sharing, and ease of collaboration. As seen in Figure 3, teachers can access these modules easily through the navigation bar on the left ofthe screen. Figure 3. Page after log-in.The modules include: Blog, Wiki, Sharing, Question, Forum, Repository, Group, Online Mentor-ship, and Expert Studio. In Blog, additional to a normal kind of web log, a micro-blog is also provided. Question is a module which enables teachers to ask other questions. With Sharing, a teacher can share articles, videos, questions, and other type of resources.. Teachers can establish groups according to their interests, and group members have more ways to collaborate with each other. Unlike other educational resources websites in China, the project team is not the main provider of instructional resources in the Libazhuang community. User-generated content (UGC) is the largest type of content in this community. Repository is designed for teachers to upload their teaching plans and multimedia resources. Online mentorship aims at providing an online platform for mutual assistance among teachers from different schools and regions. Expert teachers are import influencers in online community. The expert teacher’s Studio is for expert teachers to share their experiences. All teachers in the Libazhuang community can choose to “Follow” expert teachers and access resources. Expert teachers can also select partners from their followers for thepurpose of online research. The Libazhuang community was used to implement the f2f training and follow-up activities of the current study.Training ActivitiesDuring the training, the participants’ main activities were divided into five categories ：1.Action research based on teacher practice.According to the literatures, effective staff development must be ongoing, deeply embedded in teachers’ classroom work with children, specific to grade levels or academic content, and focused on research-based approaches (Russo, 2004). Action research based on teachers’ daily practice was a main thread of the whole training. The task required teachers to design and implement a "learner-centered" class (including lesson plan, teaching records, and teaching reflection) according to the "learner-centered" teaching theories and methods covered in the training. All of the training activities were designed to support and facilitate the participants in completing the action research, including learning theories, experiencing methods andtechnologies, discussing key questions about applications of the methods, sharing effective experiences, drafting action research plans, implementing action research, solving problems in implementation, reflecting on the practice, summing up and sharing results and experiences. All of these tasks provide useful scaffolds for the participants. To ensure each task’s completion of the task, it was divided into a series of easy-to-follow sub-tasks. In f2ftraining,daily assignments were designed to enable participants to form and improve their action research plans according to knowledge learned each day. During the action research phase of the program, the participants took part in selected tasks which gradually developed their action research with the help of peer participants.2. Peer-coaching activities.Previous studies showed that peer-coaching was important in improving teaching effectiveness and promoting the professional development of teachers. In teacher training programs, peer-coaching methods promote teachers to use newly learned strategies in their classroom (Joyce, Murphy, & Showers, 1996). The current project therefore used peer-coaching as an important method. Based on the analysis of learning outcomes and learning communities, a series of online and offline peer-coaching activities was designed including resource sharing, practical experience sharing, question answering, theme discussion, teaching guides, and cooperation research.According to the participants, mutual assistance in the community was dividedVolume 6, Number 2, 2010into one-to- one mutual aid, one–to-many mutual aid, many-to-one mutual aid, and group cooperation. In f2f training, group cooperation was the main form of mutual assistance. Participants were divided into groups according to subject, learning interests, and roles. Groups formed around the same or similar subject were the most common ones. In these subject groups, peer-coaching was helpful in learning training contents, sharing teaching methods, and discussing common issues. The activities of these groups included collaborative reading, brainstorming, discussion, case studies, experience sharing, collaborative planning, and results reporting. During the online practice phase, the participants were required to join groups in the community to help others. Other types of mutual aid occurred during the online activities. Online mentorship forms one-to-one mentoring relationships. Expert teacher studios enable influential teachers to give video lectures and openup discussions helpful as one-to-many and many-to-many mutual aid. Wikis support the collaborative development of instructional design and research papers in providing many-to-one mutual aid.Training was also concerned with mutual aid of different roles in the community. In f2f training, the proportionof the subject teachers, school administrators, and teaching researchers in each group was set at 3:1:1, in order to take advantages of their respective roles in teaching practice, research and management, and to improve cooperation. This grouping contributed to the formationof the sustainable professional development relationship of the three roles. In the last phase of intensive training, the participants were divided into three groups: subject teachers, school administrators, and teaching researchers, each talking to an invited high-rank local educational administration officer. The dialogue not only helped to build their inner circle of community, but also promoted understanding about teaching innovation with the district education officers’ participation.3.Trainer's guidance and expertlectures.The trainer's guidance and expert lectures were not the main activities but played an important role in them. It was hoped that such activities would play an effective role in introducing new theories, methods and techniques, summarizing and commenting on practical issues, guiding teachers in their studies, and mutual support. The trainer guidance activities of focused on the novelty of content and the close relationship between demand and practice. Case studies were frequently usedin the training. To promote interaction between trainers and participants, several strategies were used, such as encouraging deep reflection and opposing views between participants. The presentation ofthe training material was well designed, with charts, animation and video frequently used. Expert lectures attended by video conferencing were used in the second phase of the training. All the lectures were selected according to the needs of participants and related to their action research and teaching innovations.4.Experience and reflection activitiesregarding new technologies andmethods.The training introduced technology by providing experiences with and encouraging reflection on its educational applications. Two types of technology application were featured. One was the application of ICT technology to carry out “learner-centered” teaching; and the other was the applicationof Libazhuang in peer-coaching and professional development. In the first typeof technology training, participants listenedto trainer’s introductions about different kinds of technology, and then formed technology research groups based on their interests. Each group focused on one technology. The technology research group started to learn and experience technology cooperatively, based on the learning materials provided in the training. Then each technology research group shared the results of their group learning and research with the whole class. In the second typeof technology training, participants experienced each module of Libazhuang with tasks. These experiences set a solid foundation for the next stage of online activity activities which were designed to help participants to use different modules for online collaboration and peer-coaching, and to inspire reflection on the effects of these technologies in teaching innovation and professional development.5.Activities of community culturalconstruction.A community’s cultural construction is an activity directly supporting and promoting peer-coaching. According to activity theory, community is an important factor to affect the effectiveness and efficiency of subject’s productivities (Jonassen, 2000). Through the whole training process, a shared vision and a culture of cooperation should be built to promote the formation and development ofa CoP (Wenger, 1998). Therefore, in the f2f training, activities were designed to help participants form a shared vision anda cooperative culture. These activities included throwing a ball to get to know one another, group names and slogan design, group games and competition, ‘daily star’ groups, and star participants’ elections. In action research and peer-coaching activities, vision and culture have great importance. In the second stageof the training, the community organized many peer-coaching activities to promote its cultural construction, such as posting pictures of excellent participants in the community forum, arranging specialVolume 6, Number 2, 2010apprentice ceremonies in the online mentorship activities, and organizing expert teacher studios to discuss modules and action plans through video conferencing.Implementation and Evaluation ofTrainingThe training program was delivered in two Chinese districts in August 2009: Tianhe district of Guangzhou in Guangdong Province, and Wuhou district of Chengdu in Sicuan Province. More than 120 participants, including subject teachers, school principals and local teaching researchers, took part in the training. By now, all the participants had participated in f2f training, online activities and the further practice activities. Comprehensive investigation and evaluation of the training program is still on-going, but initial results and observations collected during the process of training give cause for optimism as to the prospect of achieving the training program’s goals.According to the satisfaction survey administered after the f2f training, 98.7% of the participants gave positive feedback when asked about the training’s total effect, and 80.8% selected the “very good” response. The results of this survey also showed that 100% of participants were willing and expected to participate in the online Web 2.0 community activities and action research. In reviewing the teaching plans submitted by participants at the end of the training, three notable improvements were found compared with those submitted before the training. More work had been done on learner analysis when the participants designed their lessons, including analyzing learning characteristics, learners’ background and interests, previous relevant knowledge and skills, and differences between learners. In addition, the design of objectives, content and strategies reflected the analysis of learning outcomes. There was an obvious shift about the focus of design from teaching activities to learning activities.After the f2f training, participants made a quick start on their action researches and peer-coaching in the Libazhuang community. So far, they have generated 1,603 blogs, 368 wiki entries, and 305 resources. This user-generated content covers 9 subjects in K12 education, including Chinese, Math, Physics, Chemistry, and English. The content involves participants’ daily reflections on their teaching, peer-coaching, and students’ management. Participants’ deeper understand of learner-centered instruction are evident in this content.Firstly, they have started to think more about students’ diversity. Teacher Liu wrote in his blog, “I start to think from students’ perspective. When preparinga class, I consider more students’ knowledge level and individual difference. ” Secondly, they are trying to give students more time to express their ideas.。

学术英语理工类课后题答案

Reading: Text 11.Match the words with their definitions.1g 2a 3e 4b 5c 6d 7j 8f 9h 10i2. Complete the following expressions or sentences by using the target words listed below with the help of the Chinese in brackets. Change the form if necessary.1 symbolic 2distributed 3site 4complex 5identify6fairly 7straightforward 8capability 9target 10attempt11process 12parameter 13interpretation 14technical15range 16exploit 17networking 18involve19 instance 20specification 21accompany 22predictable 23profile3. Read the sentences in the box. Pay attention to the parts in bold.Now complete the paragraph by translating the Chinese in brackets. You may refer to the expressions and the sentence patterns listed above.ranging from（从……到）arise from some misunderstandings（来自于对……误解）leaves a lot of problems unsolved（留下很多问题没有得到解决）opens a path for（打开了通道）requires a different frame of mind（需要有新的思想）4.Translate the following sentences from Text 1 into Chinese.1) 有些人声称黑客是那些超越知识疆界而不造成危害的好人（或即使造成危害，但并非故意而为），而“骇客”才是真正的坏人。

中学生英语学习问卷调查报告范文

中学生英语学习问卷调查报告范文全文共3篇示例，供读者参考篇1Title: Survey Report on English Learning among Middle School StudentsIntroduction:English learning is an essential part of the curriculum for middle school students in China. In order to understand the current situation of English learning among middle school students and explore the factors that influence their learning effectiveness, a survey was conducted among a group of middle school students in a city in China. The purpose of this report is to present the findings of the survey and provide recommendations for improving English learning among middle school students.Methodology:A total of 300 middle school students were selected to participate in the survey. The participants were from different grades and backgrounds to ensure the representativeness of the sample. The survey questionnaire was designed to collect information on students' English learning habits, motivation,perceived challenges, and preferences for learning methods. The questionnaire was distributed and collected electronically to facilitate data analysis.Findings:1. English learning habits:- The majority of students reported spending 1-2 hours per day on English learning outside of school.- Listening and speaking were the most common activities among students, followed by reading and writing.- Only a small percentage of students reported regularly using English learning apps or online resources.2. Motivation:- The primary motivation for students to learn English was to improve their academic performance.- A significant number of students expressed interest in studying abroad or pursuing a career related to English.3. Perceived challenges:- The most common challenges reported by students were difficulties in grammar and vocabulary comprehension.- Lack of opportunities for English speaking practice was also cited as a major challenge.4. Preferences for learning methods:- The majority of students preferred traditional classroom learning with a focus on teacher-led instruction.- A smaller percentage of students expressed interest in interactive and experiential learning methods.Recommendations:Based on the findings of the survey, the following recommendations are proposed to improve English learning among middle school students:1. Encourage more interactive and experiential learning activities to enhance students' engagement and motivation.2. Provide more opportunities for students to practice English speaking through conversation clubs, language exchange programs, and immersive experiences.3. Integrate technology into English learning to make it more interactive and accessible, such as using English learning apps, online resources, and multimedia materials.4. Offer support and resources for students to develop their English writing skills through writing workshops, feedback sessions, and creative writing assignments.5. Promote a positive and encouraging learning environment that values students' efforts and achievements in English learning.Conclusion:In conclusion, the survey findings highlight the importance of addressing students' English learning habits, motivation, challenges, and preferences to improve their learning effectiveness. By implementing the recommendations proposed in this report, middle school students can enhance their English proficiency and achieve their academic and career goals. Ultimately, a comprehensive and student-centered approach to English learning is essential for fostering a generation of proficient and confident English speakers among middle school students in China.篇2Title: Survey Report on High School Students' English LearningIntroductionEnglish is one of the most important subjects in high school education. It is a widely spoken language around the world and plays a significant role in communication, business, and academics. To better understand the current status of high school students' English learning and their needs, a survey was conducted among a sample of high school students.MethodologyThe survey was conducted among 300 high school students from different grades and schools. The survey questionnaire consisted of questions regarding students' English learning habits, preferences, difficulties, and needs. The data was collected through online surveys and face-to-face interviews.Findings1. English Learning Habits:- 85% of the students reported that they spend at least 1 hour per day studying English.- 60% of the students prefer learning English through watching English movies and TV shows.- 40% of the students practice English by speaking with native English speakers or participating in English-speaking clubs.2. Difficulties in English Learning:- 70% of the students find grammar to be the most challenging aspect of English.- 50% of the students struggle with pronunciation and speaking fluently.- 30% of the students find it difficult to understand English texts and articles.3. Learning Needs:- 80% of the students expressed the need for more speaking practice.- 70% of the students want more interactive activities in English classes.- 60% of the students feel the need for additional resources such as English learning apps and websites.RecommendationsBased on the findings of the survey, the following recommendations are suggested to improve high school students' English learning experience:1. Introduce more speaking and listening activities in English classes to enhance students' communication skills.2. Provide students with access to English learning resources such as apps, websites, and language exchange programs.3. Organize English-speaking clubs or conversation groups to give students more opportunities to practice speaking English.4. Encourage students to watch English movies, TV shows, and listen to English songs to improve listening skills and pronunciation.ConclusionIn conclusion, the survey provides valuable insights into high school students' English learning habits, difficulties, and needs. By implementing the recommended strategies, educators can help students improve their English proficiency and achieve success in their academic and professional pursuits. English learning is a lifelong journey, and with the right support and resources, high school students can become confident and proficient English speakers.篇3A Survey Report on English Learning among Middle School StudentsIntroductionEnglish learning is an important subject for middle school students in China. With the increasing emphasis on English proficiency in the society, it is essential to explore how students perceive and engage in English learning. This survey aims to investigate the attitudes, habits, and challenges of middle school students in learning English.MethodologyA questionnaire survey was conducted among 500 middle school students in a selected school in China. The survey consists of questions about students' attitudes towards English learning, study habits, frequency of English practice, challenges they face in learning English, and their opinions on the importance of English. The data was collected and analyzed to provide insights into the current status of English learning among middle school students.ResultsAttitudes towards English learning: The results show that the majority of middle school students have a positive attitudetowards English learning, with 80% of the respondents enjoying learning English and 65% considering it important for their future.Study habits: Nearly 70% of the students reported that they spend at least one hour a day studying English, either through self-study or attending English classes. However, 25% of the students admitted that they only study English when required by the school.Frequency of English practice: 60% of the students practice English outside of class through reading English books, watching English movies, or chatting with English-speaking friends. However, a significant number of students (40%) rarely practice English outside of class.Challenges in learning English: The biggest challenges reported by students include difficulties in speaking and listening, lack of vocabulary, and grammar errors. Many students also mentioned the pressure from exams and competition.Importance of English: 90% of the students believe that English is essential for their future, such as for further studies, job opportunities, and travel. Some students also mentioned that English can help them communicate with people from different countries and cultures.Conclusion and RecommendationsOverall, the survey findings suggest that middle school students in China have a positive attitude towards English learning but face challenges in speaking and listening, vocabulary acquisition, and grammar. To improve English learning among students, it is recommended to provide more opportunities for students to practice speaking and listening, encourage reading English materials, and offer support for vocabulary and grammar learning. Additionally, schools can organize more English activities, such as English competitions, debates, and cultural exchanges, to enhance students' interest and motivation in learning English.In conclusion, English learning plays a crucial role in the education of middle school students, and efforts should be made to support students in overcoming challenges and developing a strong foundation in English proficiency.。

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TowardsaDistributed,Environment-CenteredAgentFramework

JohnR.GrahamKeithS.DeckerDepartmentofComputerandInformationSciencesUniversityofDelawareNewark,Delaware,USA19716graham,decker@cis.udel.edu

Abstract.Thispaperwilldiscusstheinternalarchitectureforanagentframe-workcalledDECAF(DistributedEnvironmentCenteredAgentFramework).DE-CAFisasoftwaretoolkitfortherapiddesign,development,andexecutionof“intelligent”agentstoachievesolutionsincomplexsoftwaresystems.Fromaresearchcommunityperspective,DECAFprovidesamodularplatformforeval-uatinganddisseminatingresultsinagentarchitectures,includingcommunica-tion,planning,scheduling,executionmonitoring,coordination,diagnosis,andlearning.Fromauser/programmerperspective,DECAFdistinguishesitselfbyremovingthefocusfromtheunderlyingcomponentsofagentbuildingsuchassocketcreation,messageformatting,andagentcommunication.Instead,usersmayquicklyprototypeagentsystemsbyfocusingonthedomain-speciﬁcpartsoftheproblemviaagraphicalplaneditor,reusablegenericbehaviors[9],andvarioussupportingmiddle-agents[10].ThispaperwillbrieﬂydescribethekeyportionsoftheDECAFtoolkitandaswellassomeoftheinternaldetailsoftheagentexecutionframework.Whilenotallofthemoduleshaveyetbeencom-pletelyrealized,DECAFhasalreadybeenusedforteachingpurposes,allowingstudentteams,initiallyuntutoredinagentsystems,toquicklybuildprototypemulti-agentinformationgatheringsystems.

1IntroductionDECAF(Distributed,Environment-CenteredAgentFramework)isatoolkitwhichal-lowsawell-deﬁnedsoftwareengineeringapproachtobuildingmulti-agentsystems.Thetoolkitprovidesastableplatformtodesign,rapidlydevelop,andexecuteintelligentagentstoachievesolutionsincomplexsoftwaresystems.DECAFprovidestheneces-saryarchitecturalservicesofalarge-grainedintelligentagent[12,30]:communication,planning,scheduling,executionmonitoring,coordination,andeventuallylearningandself-diagnosis[22].Thisisessentially,theinternal“operatingsystem”ofasoftwareagent,towhichapplicationprogrammershavestrictlylimitedaccess.ThecontrolorprogrammingofDECAFagentsisprovidedviaaGUIcalledthePlan-Editor.InthePlan-Editor,executableactionsaretreatedasbasicbuildingblockswhichcanbechainedtogethertoachievealargermorecomplexgoalinthestyleofanHTN(hierarchicaltasknetwork).Thisprovidesasoftwarecomponent-styleprogram-minginterfacewithdesirablepropertiessuchascomponentreuse(eventually,auto-matedviatheplanner)andsomedesign-timeerror-checking.Thechainingofactivitiescaninvolvetraditionalloopingandif-then-elseconstructs.ThispartofDECAFisanextensionoftheRETSINAandTAEMStaskstructureframeworks[34,11].

Unliketraditionalsoftwareengineering,eachactioncanalsohaveattachedtoitaperformanceproﬁlewhichisthenusedandupdatedinternallybyDECAFtoprovidereal-timelocalschedulingservices.Thereuseofcommonagentbehaviorsisthusin-creasedbecausetheexecutionofthesebehaviorsdoesnotdependonlyonthespeciﬁcconstructionofthetasknetworkbutalsoonthedynamicenvironmentinwhichtheagentisoperating.Forexample,aparticularagentisallowedtosearchuntilaresultisachievedinoneapplicationinstance,whilethesameagentexecutingthesamebe-haviorwillusewhateverresultisavailableafteracertaintimeinanotherapplicationinstance.Thisconstructionalsoallowsforacertainlevelofnon-determinismintheuseoftheagentactionbuildingblocks.ThispartofDECAFisbasedonthedesign-to-time/design-to-criteriaschedulingworkatUMASS[16,31].

Thegoalsofthearchitecturearetodevelopamodularplatformsuitableforourresearchactivities,allowforrapiddevelopmentofthird-partydomainagents,andpro-videameanstoquicklydevelopcompletemulti-agentsolutionsusingcombinationsofdomain-speciﬁcagentsandstandardmiddle-agents[10]andtotakeadvantageoftheob-jectoriented-featuresoftheJAVAprogramminglanguage.DECAFdistinguishesitselffrommanyotheragenttoolkitsbyshiftingthefocusawayfromtheunderlyingcom-ponentsofagentbuildingsuchassocketcreation,messageformatting,andthedetailsofagentcommunication.InthissenseDECAFprovidesanewprogrammingparadigm:Insteadofwritinglinesofcodethatincludesystemcallstoanativeoperatingsys-tem(suchasread()orsocket())DECAFprovidesanenvironmentthatallowsthebasicbuildingblockofagentprogrammingtobeanagentaction.Conceptually,wethinkofDECAFasanagentoperatingsystem.CodewithinthatactioncanmakecallstotheDECAFframeworktosendmessages,searchforotheragentsorimplementaformallyspeciﬁedcoordinationprotocol.Thisinterfacetotheframeworkisastrictlylimitedsetofutilitiesthatremoveasmuchaspossibletheneedtounderstandtheunderlyingstruc-tures.Thus,theprogrammerdoesnotneedtounderstandJAVAnetworkprogrammingtosendamessage,orlearnJAVAdatabasefunctionstoattachtotheinternalknowledgebaseoftheframework.