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An Integrative Architecture for Systemic Functional Linguistics and Other Theories of Language: How Do We Choose?

為了解決Component c#的問題，作者Fawcett, Robin P. 這樣論述：

The central concept in Systemic Functional Linguistics (SFL) is that of choice between meanings - these being realized in structures. The important question that forms the starting point for this book addresses is: How do we, as users of language, choose between the features in the system networks?

As the book shows, an adequate answer to this question presupposes an adequate overall model - or architecture - of language and its use. And, since all functional theories of language face the same challenge of modelling how we produce and understand sentences and the longer stretches of discourse

in which they occur, this book should interest all functionally-oriented linguists. As its title implies, this book surveys the various architectures that have been proposed in SFL both for the lexicogrammar itself and for the overall architecture within which this is set (with a brief look at the a

rchitectures of other functional models). It then proposes criteria for evaluating alternative overall architectures; and it identifies the type most likely to prove adequate in the long run. Such an architecture must have these two attributes: (i) it must be genuinely comprehensive, and so provide

for both the socio-cultural and the cognitive-interactive aspects of language, and (ii) it must work - i.e. it must be usable not only to describe texts - which is the essential first stage in developing such a model - but it must also be capable of being expressed sufficiently explicitly to be mode

lled in a computer. A major chapter then describes the preferred model - which is also the most comprehensive - component by component (at its current stage of development). Another provides a detailed picture of selected portions of an example of the key enabling innovation, i.e. the microplanner t

hat determines what elements in the message will be selected as various types of Theme. Then a third major chapter provides a walk through that illustrates the whole architecture at work (the context being an anxious moment in the life of a fictitious industrial spy). While many of the components de

scribed have been implemented in computer models of an earlier version of the proposed architecture, there is a strong emphasis on the need to integrate with this - which took an essentially a cognitive-interactive approach - the insights that emerge from the socio-cultural wing of work in SFL - wor

k that has so far proved less amenable to incorporation in computer models of language in use. The book concludes with a summary evaluation of existing proposals for alternative architectures in SFL, and by suggesting the further work that is needed to create and complete a new, genuinely comprehens

ive architecture. Robin P. Fawcett is Emeritus Professor in Linguistics and Director of the Computational Linguistics Unit, Centre for Language and Communication Research, Cardiff University. His research interests include general linguistics, systemic functional linguistics in a socio-cognitive f

ramework, the computer modelling of language in both generation and understanding, and English and other languages for both of these purposes and for the analysis of texts. His most recent publications include Meaning and Form: Systemic Functional Interpretations (co-edited with M. Berry, C. Butler

and G. Huang, 1996). He is also the series editor for Functional Linguistics and Discussions in Functional Approaches to Language, both published by Equinox.

Component c#進入發燒排行的影片

技術型高中學生學習歷程檔案學習動機及其學習成效之關係研究-以桃竹苗地區為例

為了解決Component c#的問題，作者羅筱恩 這樣論述：

摘要 本研究旨在探討公立技術型高中學生學習歷程檔案學習動機及其學習成效之關係研究。以108學年度入學就讀桃竹苗地區公立技術型高中學生為研究對象，採問卷調查法。發出8校900份問卷，回收有效650份問卷後經資料整理，再透過SPSS 20統計軟體進行資料處理與分析，探討技術型高中學生學習歷程檔案的學習動機及其學習成效之相關情形，進行敘述性統計及推論性統計之分析與討論。依據研究目的，本研究獲致結果如下：壹、桃竹苗地區學生學習歷程檔案以期望成分的學習動機認同度最高，以學習成果的學習成效認同度最高。貳、學生學習歷程檔案以女性學生、就讀家事類、苗栗地區以及上傳課程學習成果與多元學習表現件數多者的學

習動機認同度較高。參、學生學習歷程檔案以女性學生、就讀家事類、苗栗地區以及上傳課程學習成果與多元學習表現件數多者的學習成效認同度較高。肆、桃竹苗地區學生學習歷程檔案學習動機及其學習成效呈現高度正相關。關鍵字：技術型高中學生、學生學習歷程檔案學習動機、學生學習歷程檔案學習成效

Database Systems: A Pragmatic Approach, 3rd Edition

為了解決Component c#的問題，作者Foster, Elvis C. 這樣論述：

Database Systems: A Methodical Approach, 3rd Edition provides a concise but comprehensive guide to the disciplines of database design, construction, implementation, and management. Based on the authors’ professional experience in the software engineering and IT industries before making a career swit

ch to academia, the text stresses database design skills to properly design and develop software applications. The discipline of database systems design and management is discussed within the context of the bigger picture of software engineering. Students are led to understand from the outset of the

text that a database is a critical component of a software system, and that proper database design and management is integral to the success of a software system. Additionally, students are led to appreciate the huge value of a properly designed database to the success of a business enterprise. The

text was written for three target audiences. It is suited for undergraduate students of computer science and related disciplines who are pursuing a course in database systems; graduate students who are pursuing an introductory course to database; and practicing software engineers and information te

chnology (IT) professionals who need a quick reference on database design. Features of the third edition include: Short paragraphs that express the salient aspects of each subjectDiscussion of DBMS alternatives such as the Entity-Attributes-Value model, NoSQL databases, database-supporting framework

s, and other burgeoning database technologiesBullet points itemizing important points for easy memorization Fully revised and updated diagrams and figures to illustrate concepts to enhance the student’s understandingReal-world examplesOriginal methodologies applicable to database design Step-by-step

, student-friendly guidelines for solving generic database systems problemsOpening chapter overviews and concluding chapter summariesA chapter with sample assignment questions and case studies Elvis C. Foster is a Professor of Computer Science at Keene State College. He holds a Bachelor of Science

(BS.) in Computer Science and Electronics, as well as a Doctor of Philosophy (PhD) in Computer Science (specializing in software engineering and database systems) from University of the West Indies, Mona Jamaica. His research interests include the development as well as evaluation of management sup

port systems for contemporary organizations.Shripad V. Godbole is an independent database administrator and consultant with more than 20 years of experience in diverse business environments, information infrastructure planning, diagnostics, and administration. He is also the Vice President for Techn

ology Management at State Street Global Advisors, Boston. His qualifications include Bachelor of Science (BS) in Physics, Bachelor of Computer Science (BCS), Master of Science (MS) in Physics with specialization in Electronics, all from Poona University in Pune, India. He is also an Oracle Certified

Professional Database Administrator (OCPDBA) and holds a Master of Business Administration (MBA) in Technology Management from University of Phoenix.

以線上三級介入模式提升國中普通班教師正向行為支持知識之研究

為了解決Component c#的問題，作者潘淳威 這樣論述：

本研究目的為探討以線上三級介入模式提升國中普通班教師正向行為支持知識之成效以及看法。研究方法採單一受試實驗之變更情境設計，以6名國中普通班教師為研究參與者，採用三級介入模式進行線上培訓，依序以自學、團體工作坊、一對一教練方式進行，每一階段評量結果未達90%之參與者進入下一階段接受介入，介入完成後填寫回饋調查。將所蒐集之量化資料進行視覺分析，並統整參與者回饋等相關質性資料，得到以下發現。一、 以線上三級介入模式實施正向行為支持課程，有2位教師能在次級達通過標準。二、 以線上三級介入模式實施正向行為支持課程，可提升6位教師正向行為支持的知識，其中2位教師達通過標準。三、 5位教師認同以行為技能訓

練融入教材與教學有助於學習與操作，4位教師對本教材持肯定態度。四、 4位教師認同線上三級模式可提供他們在學習上不同程度的支持、能滿足其學習風格與偏好。五、 4位教師認為正向行為支持對處理學生行為問題有幫助，願意在未來使用，並有信心能預防行為問題。