撰写科技论文的要素

本文讨论了撰写科技论文时,包括论文的题目、前言、推导、实例、结论、提要和关键词等各种要素的作用和正确的撰写方法,列举一些写得比较好的范例和一些不很恰当的例子。同时也分析了在岩土工程科技论文写作中出现的一些如泛泛而谈、钻牛角尖、大而无当、背离工程实际、结论与前提不符等值得注意的倾向,指出了产生的原因并提出了解决的方法。     

Externalizing lupus: A therapist/patient's challenge.

Coping with a serious and chronic illness poses unique challenges for individuals in helping professions. What techniques and resources can be used to help the helpers? A narrative framework using the process of externalizing the problem is presented as a potentially useful approach for psychotherapists experiencing a serious illness. The author describes her own experience with lupus and offers recommendations for therapists struggling to balance their professional responsibilities with their own personal needs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

机械制图虚拟实验室的研究与设计

论述了一个网络化，信息化实验系统开发的方法和思路。该系统以虚拟技术为支撑，以图学教育的宗旨为核心，综合利用了虚拟技术的各种开发工具和理论，具有虚拟现实系统常有的特点，沉浸感，交互性，构想。     

A visual news processing environment

CPP-TRS (Tonfoni 1989–94) is both a methodology and a language. Through the methodology (CPP — Communicative Positioning Program) those invisible aspects of communication are identified and represented by the meta-language (TRS — Text Representation Systems), which complements natural language. CPP-TRS is a new paradigm which applies to any communicative context.Icons in CPP-TRS are not intended to represent words or sentences in order to substitute them; they are rather intended to represent visually what natural language does not convey naturally. The improvement of communication is a challenge of the present and the future: CPP-TRS is designed explicitly for it.The CPP-TRS system thus is able to support the user with a set of visual tools, that are specifically suited to structuring text and communicating effectively.The same tools can support communication very effectively in situations where ambiguity can highly compromise the final result.The system may be used in a way that is either opaque or transparent to the reader of the text.Author of CPP-TRS¢ and CPP-TRS¢ Applications Designer.     

Concurrent reading while writing revisited

A modification is proposed to Peterson's construction of 1-writern-reader multivalued atomic shared variableusingn+2 multivalued safe variables and some boolean atomic variables. The resulting construction is elegant and is simpler than the original one. K. Vidyasankar received B.E. (Elec. Engg.) from Thiagarajar College of Engineering, Madurai, M. Tech. from I.I.T. Kanpur, India, and Ph.D. in Computer Science from University of Waterloo, Canada. He is now an Associate Professor in Computer Science at Memorial University of Newfoundland, Canada. His research interests include concurrency control and recovery in database systems, concurrency in interprocess communication, design and analysis of algorithms, and graph theory.A prelininary version of this paper, under the title Improving Peterson's Construction of 1-Writern-Reader Multivalued Atomic Register, appears in the Proc. 26th Annual Allerton Conference on Communication, Control, and Computing, University of Illinois at Urbana Champaign, September 1988, pp 693–700     

Poetry I: Teaching verse with CAI

The teaching of literature through CAI raises problems of both a linguistic and instructional nature; student involvement and creativity in studying literature, and especially poetry, is difficult to build into a computer-based lesson. We have confronted these difficulties in the lessonPoetry I, which introduces undergraduates to basic concepts of poetic verse in a design using screen display, speech synthesis, and verse processing to maximize interactivity and student involvement.The lesson contains instructional modules which include the student's composition of a limerick. Computational processing of the limerick's text enables the program to offer guidance as the student composes and revises the verse and gains first-hand experience with metrical language. The significant problems inherent in processing verse are addressed by adapting Digital Equipment Corporation's DECTalk speech synthesizer as an engine converting natural language verse text into accessible strings of phonemic symbols. Although the verse processor cannot scan verse, it can interpret DECTalk's symbols reliably enough to successfully stimulate students' thinking about their verse compositions.Preliminary responses to the program have been favorable and demonstrate its effectiveness in involving students more deeply in learning about poetic verse. This suggests that the techniques of verse processing prototyped inPoetry I might be usefully extended to other types of verse and levels of study.W. Webster Newbold is an Assistant Professor of English at Ball State University, Muncie, Indiana, USA, who has recently served as English Department Computer Coordinator. His research interests include computer-assisted instruction and computer-based composition.Herbert F. W Stahlke is a Professor of English, specializing in linguistics, and currently serves as Associate Director for Academic Computing, Ball State University Computing Services. His research interests include computer-assisted instruction, natural language processing, and lexical databases.     

Combining teacher-Led and technology-assisted instruction to improve phoneme blending to read words for elementary students with disabilities

Technology-assisted instruction has potential for helping students improve their reading skills. In the current studies, PowerPoint software was used to supplement teacher-led reading instruction for elementary-aged students with disabilities who struggled with phoneme blending to read words. The effectiveness of the intervention was assessed using two multiple probe design studies across sets of words based on an onset-rime (word family) strategy. In Study 1, teacher-led instruction was paired with technology-assisted instruction for all intervention sessions for three students in first and second grade. In Study 2, teacher-led instruction occurred between baseline and technology-assisted intervention sessions for three students in third and fourth grade. During the initial instruction sessions, participants recorded their own voices onto PowerPoint slides so that their technology-assisted instruction included self-modelling. Results of both studies indicated that technology-assisted instruction can be effective for helping students learn how to blend phonemes to read words; however, performance varied and there were limitations in each study that should be addressed in future research. Relevant implications for classroom instruction are emphasized.     

基于IEC61131-3标准的PLC编辑模块设计与实现

基于IEC61131-3标准设计一个可编程逻辑控制器（PLC）编辑模块,并给出了主要数据结构和算法的设计。通过测试表明用户界面友好,操作简单,对后续开发具指导意义。     

Developing and evaluating language courseware

The paper sets out twenty proposals for the development and evaluation of Computer Assisted Language Learning (CALL) programs. These proposals emerge from special characteristics of language instruction and of the use of computers to assist in language instruction. We combine theoretically-based assumptions with empirical findings drawn from investigation of language courseware for Hebrew speakers in Israel. We first list four unique features of language instruction: (1) the object-language-meta-language distinction; (2) computer as written medium vs. language as primary spoken medium; (3) teaching of second language skills vs. linguistics; (4) the computer as an electronic tool vs. the computer as a cognitive entity simulating the speaker. We then show how these unique characteristics of language instruction (mother-tongue and foreign language) impose special proposals on language courseware. These proposals should be observed in the development of language courseware and in the evaluation of such programs. Clearly, these proposals integrate with general courseware proposals. Michal Ephratt (Ph.D., computational linguistics) completed post-doctoral studies at the University of Rochester. She has been on the staff of the Dept. of Hebrew Linguistics, University of Haifa, since 1988. Some of her publications include Root-Pattern Array: The Main Tool of Hebrew Word Formation (Hebrew University, 1985); and What's in a Joke? in Advances in Artificial Intelligence, Natural Language and Knowledge-based Systems (Springer-Verlag, 1990).This paper is based on work the author did as a consultant in the National Courseware Evaluation Department of the Ministry of Education. I wish to thank Esther Diamant, head of the department, for making the study possible.