社交媒体技术外文文献翻译
文献信息：
文献标题：Worlds Collide:Exploring the Use of Social Media Technologies for Online Learning（世界的碰撞：探索社交媒体技术在在线学习的应用）
国外作者：Linda W. Friedman；Hershey H. Friedman
文献出处：《Social Science Electronic Publishing》,2011
字数统计：英文4201单词，22949字符；中文7445汉字
外文文献：
Worlds Collide:Exploring the Use of Social Media
Technologies for Online Learning
Abstract Models of distance education have evolved over decades, just in time to collide with modern pedagogies in which communication, interaction, student engagement, and active learning are of critical importance. The social media technologies encompass a wide variety of Web-based technologies such as blogs, wikis, online social networking, and virtual worlds. This paper examines the relevant published literature, looking at online learning activities through the prism of the defining characteristics of today’s new communication technologies.
Keywords: business education, online learning, online education, social media, new media,blogs, wikis, collaboration, crowdsourcing, mashups, convergence, social networking, usergenerated content
INTRODUCTION
The world is changing very rapidly. Libraries have morphed from structures filled with books to repositories of information. Information and knowledge come in many forms including DVDs, eBooks, and YouTube videos. The role of a newspaper
has changed thanks to the Internet and its social media. By the time readers see a newspaper, much of the news is old. Everyone knows about the latest crisis, and has seen photographs on the web and read the story.
To make matters even more complicated, technology has converged so that, for example, a telephone has become everything from a computer to a camera. Telephone manufacturers who insisted that their job was to manufacture “pure” telephones – a telecommunication device for transmitting speech- and nothing more, are obsolete. People use their computers to watch television, listen to radio, find apartments to rent, and even find a spouse.
Tedlow (2010) describes what happens to companies who look away and go into denial when paradigms shift. This is a good way to miss opportunities or even become obsolete. Some famous examples of denial are Henry Ford’s obsession with only offering an inexpensive, black, no-frills Model T Ford. A&P, which at one time was one of the largest retailers in the U.S., missed a huge opportunity to grow by not recognizing that television was making manufacturers’ brands more important than store brands. This sort of myopia is no less true in education, and perhaps more true in the slow-moving terrain of higher education.
Even the disciplines of today are changing rapidly because of information access, collaboration technology, and convergence, among other factors. There are many more specialties today than in the past and there is much more "boundary crossing and interdisciplinary activity" (Klein, 1996: 42). Klein (1996: 191) asserts: "Almost all significant growth in research in recent decades, the committee [National Research Council] concluded, has occurred at the 'interdisciplinary borderlands' between established fields." It is unrealistic to believe that an educator with expertise in only a single discipline will be able to provide the necessary knowledge to solve problems that will arise in one or two decades. The amount of knowledge continues to increase exponentially.
Models of online learning have evolved quite a bit from the correspondence courses that became popular in the 19th centrury, just in time to collide with 21st century pedagogies in which communication, interaction, student engagement, active
learning, and assessment are of critical importance. The purpose of this paper is to examine the relevant published literature, looking at online learning activities through the prism of the defining characteristics of t oday’s new communication technologies.
THE SOCIAL MEDIA TECHNOLOGIES
The so-called social media technologies –often referred to as Web 2.0 –encompass a wide variety of web-related communication technologies such as blogs, wikis, online social networking, virtual worlds and other social media forms.
Strategically, within an organization, social media technology may be incorporated individually – as, say, a corporate blog or a CEO's blog (Wyld 2007) – or comprehensively as a separate corporate function whose objective is to facilitate online communication and collaboration (Dearstyne 2007; McAfee 2006). Some of the ways that social media technologies are being used in business and other fields of endeavor have been examined in Friedman and Friedman (2008).
Some use the term Web 2.0 to refer to the technological underpinnings of much of what we call social media. This term started to come into usage around 2001, when O'Reilly publications started to refer to "modern" Internet applications as "Web 2.0" These are second generation web applications, a quantum leap ahead of the old applications (V ossen and Hagemann 2007). Web 2.0 is all about human interaction –conversations in cyberspace. This new media, rather than replacing the old media, converges with it. TVs are merging with the Internet, and we now have an infotainment industry. Librarians may still help students find books, but are more likely to help them navigate the Internet and retrieve useful and credible information.
Much has been said about the unique character of the social media technologies, the features that unite these seemingly disparate technologies under a single umbrella. These characteristics of social media can be summarized by the 5 C’s (Friedman and Friedman 2008): communication, collaboration, community, creativity, and convergence.
COMMUNICATION.By and large, social media technologies are concerned with communication between and among human beings. This communication may be
uni- bi- or multi-directional, collaborative, networked, or viral. Blogs may be viewed as an alternative or complement to publishing, but they may also be alternatives to personal webpages. Bloggers don't only engage in one-way posting. Many cite each other’s work a great deal and post comments and ripostes on each other’s blogs, and this results in "conversational blogging" (Efimova and de Moor 2005). Social networking sites like Facebook and Twitter enable communication among groups of people, large and small. The rapid speed of communication over networked Web 2.0 t echnology platforms is probably best evidenced by videos that go “viral.”
COLLABORATION. New media technologies enable collaboration over the Internet. Blogs in general have limited collaboration, although a single blog may be shared among a group of bloggers and sometimes a blog may be used for group work. Wikis are today’s collaboration tool. These are also scalable, in that private wikis for small groups of people work just as well as the largest collaborative product we have ever seen –Wikipedia. Some authors have examined how wikis are used (Tapscott and Williams 2006; Sunstein 2006), both at work and in other arenas of life. Social media also encourages collaboration with virtual conferencing on, say, SecondLife.
COMMUNITY. Social media like Facebook, Twitter, SecondLife, Webkinz, https://www.wendangku.net/doc/5a5220232.html,, and other Webenabled social media forms serve to make the world a smaller place. Groups of people, large and small, are better able to interact more regularly, stay in touch, accomplish various goals, because of these technologies. Social media technologies fostering community, are democratic and inclusive. Today’s technology may be the great equalizer, producing a leveling of the playing field (Johnson 2007). Many of the web technologies we may not previously have associated with social media now have a social networking component, for example eBay, YouTube, and HowStuffWorks. In addition, these technologies may be used as a platform for creating a learning organization (Andrus 2005).
CREATIVITY. Does simple digitization turn old media into new media? Is digital media that different from non-digital (analog) media? For one thing, digitization makes editing extremely easy. Therefore, it also promotes creativity, since we are not burdened by the limits of the medium we are working with. Remember
making changes to a large document using a typewriter? The size of the page severely limited any changes we were willing to make. With digitization and the right software our editing capabilities are limited only by our capacity for thinking. Today, consumers of digital media do not simply, read, listen, view, or play it. The also edit, mod, and create mashups. This post purchase behavior means that a product is not necessarily "finished" when it goes into production. Social media technologies enable usergenerated content, and we have much more active audience members who create, edit, post and contribute content.
CONVERGENCE. In years to come, the mashup may be viewed as the metaphor of choice for today’s social media phenomeno n. Indeed, if anything can be said to be the driving force behind the social media, it is the notion of convergence. The past decades have witnessed a convergence of technology more fantastic than fiction. This is primarily due to widespread digitization and to the Internet, which itself can be seen as digitization plus telephony. Some of the results of this trend are: companies that produce printers are now in the camera business; long distance telephone calls use a broadband Internet connection; photographs are transmitted via e-mail using a cellular telephone; several companies are competing for video-on-demand; computer manufacturers are in the music business; and many more. Adaptation is the key to survival in the Internet age.
There are many different forms of convergence in the social media phenomenon. Convergence of technology, encompasses both hardware and software, for example, computer technology and entertainment produced technologies like Tivo and the infotainment industry. We have seen Convergence of media attributable to technology - e.g., a newspaper must have an online presence and probably a news blog. Convergence of consumption, seen in consumers – especially students – who may be using several media simultaneously, e.g., computer, internet, music, newspapers, telephone, camera, etc., and in consumers who produce digital mash-ups using several forms of media. Hynes (2003) asks: Does technology convergence drive consumer convergence or vice versa? Finally, one of the hallmarks of the social media is convergence of roles. Today there is a blurring of the lines separating users,
developers, distributers, producers, consumers, etc., with individuals taking on multiple roles comfortably.
CHANGES IN ACADEME
Almost every state is working with a challenging fiscal environment thanks to the recent Great Recession. State budgets are quite austere and it is very doubtful that there will be money in most of them for additional buildings for universities. The Texas A &M University system is using a spreadsheet to evaluate the gains and losses from every single faculty member. This is calculated by determining the revenues generated by a faculty member (number of students, grants, etc.) and deducting the expenses (faculty salary, costs of labs, etc.). This is also being done by department (Simon and Banchero, 2010). The balance sheet is showing that some faculty members netted the university close to $280,000 for the 2009 fiscal year while others cost the college about $45,000. Some departments generate gains of more than $5 million while others cost the college more than $1.4 million.
One metric determines amount of earnings per student taught; some professors (i.e., nontenured lecturers) teach large classes and earn about $100 per student while others (full professors teaching small seminar classes) earn more than $10,000 per student (Simon and Banchero, 2010). Like it or not, this is these performance metrics are being used by more and more colleges as public officials are demanding more productivity and accountability and are examining educational statistics such as graduation rates, retention rates, number of students that pass professional licensing exams (e.g., CPA), median starting salaries of graduates, average student loan debt, and other such measures. Some states are insisting that these measures should be posted online so that the taxpayer should have a good idea as to the value of a college degree (Simon and Banchero 2010).
It is apparent that academe will have to learn to be more productive. Education will have to learn from what retailers have done. Many retailers have moved from a brick-and-mortar approach to a click-andmortar approach. This means fewer buildings but an expanded presence on the Internet. Consumers can make purchases at stores
and online. Thus, for example, Wal-Mart sells products at many stores but also does a brisk business online. The publishing industry has also made changes to its business model. Ebooks may not totally replace paper books but companies that want to survive must offer both. College textbook publishers currently offer both types of books as well as a great deal of material using the web. Textbooks often come with a homework manager that enables students to do homework online and get immediate feedback. Banks have buildings but also provide service at thousands of ATMs throughout the world.
Academics who define themselves solely as individuals who teach traditional classes in a face-to-face (FTF) format are being very myopic. Academics are in the knowledge “business” whose job it is to provide information, mediate learning, and, more importantly, to enhance students’ ability to think and learn for themselves. The goal is to provide students with the tools and desire for lifelong learning, not only to impart information. The Chinese proverb –“Give a man a fish and you feed him for a day. Teach a man to fish and you feed him for a lifetime” – is especially true when it comes to education. The true job of an educator is to provide students with an unquenchable thirst for knowledge and the ability to acquire it.
Some academics insist that the only way students can learn is via a traditional, face-to-face classroom. This might be justifiable if studies demonstrated that traditional learning was superior to online learning. The evidence, however, does not support this view. Means et al. (2009) did a meta-analysis of more than 1,000 studies published from 1996 to 2008 comparing online with traditional classroom teaching. What they found was that online learning does offer many advantages over traditional classroom learning. In fact, students who take courses that are either completely or partially online will perform better than students taking traditional, face-to-face courses. Interestingly, hybrid courses that combine classroom learning with online learning seem to be the best of all delivery methods. Means et al. (2009) conclude: Despite what appears to be strong support for online learning applications, the studies in this meta-analysis do not demonstrate that online learning is superior as a medium. In many of the studies showing an advantage for online learning, the online
and classroom conditions differed in terms of time spent, curriculum and pedagogy. It was the combination of elements in the treatment conditions (which was likely to have included additional learning time and materials as well as additional opportunities for collaboration) that produced the observed learning advantages. At the same time, one should note that online learning is much more conducive to the expansion of learning time than is face-to-face instruction.
Diana G. Oblinger, president of Educause, made the following statement in response to the above study: "Online education provides additional opportunities. It gives people greater opportunity for flexibility, for experiential learning, for illustrating things in multiple ways such as visualization." She emphasized that the study makes it quite obvious that colleges have to make sure to use online education and not insist on only offering courses using traditional, face-to-face instruction (Jaschik 2009).
Interestingly, a recent study found that when students were asked to rate their college-level learning experiences, those they considered the most valuable all took place outside of the traditional classroom: internships, study-abroad programs, senior thesis or other faculty-mentored research projects, and capstone projects (Young, 2011).
SOCIAL MEDIA AND ONLINE LEARNING
The best of online learning, much like the best of FTF learning, requires active engagement on the part of the student. Rather than being passive recipients of transmitted knowledge, students are active participants in the learning process; they are engaged. Students –not only the instructor –help to create the learning environment. Teaching is all about communication. Not one-way communication –boring lectures – but many-to-many communication – a learning environment. Ideally, we would like students to learn as much from each other as they do from us. We manage the learning activities and facilitate learning.
Liu et al. (2009) found the most commonly used Web 2.0 technologies in higher education, as studied in the literature, were: blogs, podcasts, social networking, and
virtual environments. Hovorka and Rees (2009) studied the use of a number of Web 2.0 technologies in information systems courses. Introducing social media into courses may not only help make them more interesting and even fun, but at the same time teach students can learn valuable and pervasive workplace skills: communication, collaboration, community, convergence, and creativity.
Here we use each of these characteristics of social media – the so-called 5 Cs –in an online learning context. These characteristics serve as a convenient prism through which to examine the social media technologies and their application to online learning.
COMMUNICATION. Williams and Jacobs (2004) consider blogs and academic discourse to be “natural allies.” Online learning is still communication –on a technology platform. Communication technologies can include “old” technologies such as email, lectures notes in pdf files, or even an online discussion forum. It can also include communication on the new Web 2.0 technologies, using social media, e.g., student blogs; a class wiki project; a twitter discussion; online social networking; video presentations on YouTube; or even a virtual world like SecondLife.
COLLABORATION. Learning how to communicate and work with others should also be a goal of education (Robinson, 2008). The three skills students must have in order to succeed in the knowledge economy are: “the ability to do critical thinking and problem solving; the ability to communicate effectively; and the ability to collaborate” (Friedman, 2010). Social media tools can be used to teach s tudents how to collaborate and work with others. Many schools have lists describing the goals of general education. These lists include critical thinking, mathematical reasoning, ability to communicate, understanding the importance of cultural diversity, ability to make ethical judgments, appreciation of the fine arts, encouragement of lifelong learning, and more. Few lists include the ability to work productively with others. Collaboration is of great importance in almost every enterprise. Very few occupations allow individuals to work alone without input from others.
CREATIVITY. Pink (2006: 3) observes that "the defining skills of the previous era -'left-brain' capabilities that powered the Information Age -- are necessary but no
longer sufficient." The skills that are valuable today, in the Conceptual Age, include such factors as creativity, empathy, happiness, and meaning. Video games may not be a waste of time in the Conceptual Age. Studies are finding that playing video games may sharpen the skills of physicians involved in laparoscopic surgery and help in decision making (Pink: 2006: 193). Even the military uses games and virtual worlds to train soldiers. One DARWARS computer game, AMBUSH!, is used to instruct soldiers on the appropriate course of action when their convoy is being ambushed on a dangerous roads in Iraq or Afghanistan (Boyd, 2006). Video games are being developed as training tools for firefighters to teach them how to handle hazardous materials that might appear in New York City subways (Boyd, 2006). Gee (2003) feels that "when kids play video games they can experience a much more powerful form of learning than when they're in the classroom. Learning isn't about memorizing isolated facts. It's about connecting them and manipulating them."
Robinson (2005) believes that the current system of education is antiquated as it was designed with a production line mentality. Essentially, it was created in the 19th Century to meet the needs of large industries as we moved away from agriculture. Industrialism back then needed workers who were literate and creativity was not that important. Before that there was no public education since the prevailing belief was that the common man could not learn very much. A classic education was for the gentleman. This changed with the Age of Enlightenment and the Industrial Revolution. According to Robinson, companies today believe the most important challenge is "finding people who could make good decisions in times of uncertainty, who can adapt to new opportunities and respond creatively to change" (Robinson, 2005). He observes that in 1997, only 74 companies of the original Standard &Poor list of top 500 corporations (published in 1957) were still around (Robinson, 2005).
The enemy of creativity, according to Robinson, is standardization. Education today focuses on standardized exams and standardized curriculum. The corporate world needs people who understand divergent thinking, seeing multiple answers to a problem. Schools today rely heavily on standardized tests which teach students that problems have one answer. Courses that utilize social media force students to be
self-starters and have the potential to encourage them to be creative. They also teach them about networking as they will have to find ways to connect to fellow students to work on collaborative projects just as they will in the career world.
Courses that are offered fully or partially online and use social media can enhance creativity since they can use numerous teaching tools that include animations, videos, wikis, blogs, web links, webinars, and virtual labs. Brown (2000) observed that the Web has created a "new kind of information fabric in which learning, working, and playing co-mingle." He adds that the Web is also "two-way, push and pull." The old method of lecturing passive students is a "push" approach that does not work for many students. Brown (2000) asserts that young people today are always "multiprocessing" and conducting several tasks simultaneously. Many can be working on the computer, talking on their cell phones, and listening to music, all at the same time! The goal of education today, according to Brown, is to teach students information navigation, i.e., how to find useful information on the Internet.
COMMUNITY.It is very difficult to be creative in this day and age if one works alone. Indeed, the ability to communicate has little value if one does not possess the ability to be part of a team. Many young people are quite comfortable with using communities such as Facebook for social purposes. How important are communities for learning? Online communities have an important effect on interaction. The kind of interaction that occurs in a face-to-face class is different from the interaction that occurs in a fully online class.
Bernard et al. (2009) performed a meta-analysis on the distant education literature and examined three types of interaction treatments (ITs): student-student (SS), student-teacher (ST), and student-content (SC). Student-student interaction may be built into distance education courses through the use of group projects. Student-teacher interactions are easy in hybrid courses where there are some face-to-face meetings and a bit more difficult in fully online courses. Even with fully online courses, student-teacher interactions can occur via the use of email, phone calls, discussion boards, chats, and videoconferencing. Student-content interactions can be effected by having students read online material, collect information, or watch a video.
Bernard et al. (2009) conclude that all three types of interactions are important and should be an important part of fully online courses since they enhance student learning as well as satisfaction. Web 2.0 technologies are making it less costly and much easier for students to collaborate and have the student-student interaction. The research in the field is supporting the idea that three kinds of interaction are very important in learning (Wanstreet 2006; Swan 2002). Battalio (2007), however, concludes that not all students have the same learning styles. Some students may prefer learning in a traditional, face-to-face environment; others may thrive in fully online courses. Younger students, who do not have family obligations and are comfortable with social networks, may benefit greatly from online learning communities. Older students that work and have family obligations may not be satisfied with courses that utilize online learning communities.
CONVERGENCE.In academia, as in other arenas, adaptation is the key to survival. When we use social media technologies to mediate learning in traditional and online courses, we increase our arsenal for knowledge creation exponentially. Indeed, the hybrid course – a blend of face-to-face and online learning – may be the ultimate mashup.
CONCLUSION
There was a time when laughter was seen as a problem in the workplace. People on the assembly line at Ford Motor Company during the 1930s and 1940s were fired for laughing or smiling while working. Ford's philosophy was: "When we are at work, we ought to be at work. When we are at play, we ought to be at play. There is no use in trying to mix the two." Today, many firms want employees to be happy at work since they feel it increases productivity and profits. The mission statement of Southwest Airlines says it all: "People rarely succeed at anything unless they are having fun doing it." (Pink, 2006: 186-187; Collinson, 2002).
A large number of students quit college and fail to graduate not because of economic factors, but because they find college uninteresting. These students need to
be motivated (Carnes, 2011). Arum and Roksa (2011) claim that a significant number of college students barely improve their in the vital areas of critical thinking, writing, and problem solving/critical reasoning. Indeed, after four years, 36% had made no significant gains in those three areas. The average amount of time spent studying by college students is now less than half of what it was in the 1960s. Clearly, we have to transform education and make learning fun. One way this might be accomplished is by using social media and making learning more active.
What happens when worlds collide? What happens when old education modalities converge with Web 2.0 technologies? Worlds collide – and new worlds are created.
中文译文：
世界的碰撞：探索社交媒体技术在在线学习的应用摘要远程教育的模型已经演化了几十年，只是在时间与现代的教育碰撞，沟通、互动、学生参与、主动学习是至关重要的。社交媒体技术包含各种各样的网络技术，如博客、维基、社交网络和虚拟世界。本文检索了相关的已发表文献，通过今天的新通讯技术的定义特征来研究网上学习活动。
关键词：商业教育、在线学习、在线教育、社会媒体、新媒体、博客、维基、协作、众包、插件、集合、社交网络、户生成内容
引言
世界变化非常迅速。图书馆已经从装满书的结构转变为信息的存储库。信息的知识来源于很多形式，包括dvd，电子书，YouTube视频。由于互联网和他自身的社交媒体使得报纸的角色已经发生改变。当读者看到报纸，大部分消息是过时的。每个人都知道最新的危机，已经在网上看过照片，读过这个故事。
随着技术的融合，它使得问题更加复杂，例如电话已经成为从一台电脑变化到一台相机。电话制造商们坚称，他们的工作就是制造“纯”电话——一种老式的、没有多余的电信语音传输设备。人们用他们的电脑看电视，听收音机，找正在出租的公寓，甚至是找自己的另一半。
泰德洛(2010)描述了那些发生在公司中，在范式转变时，人们往往会转移目光和进入否定状态中。这是一个错失机会或被淘汰的好方法。一些著名的否定的例子是：亨利福特只迷恋一种便宜的，黑色的，朴实无华的福特T型车。科艺仪器有限公司作为美国最大的零售商之一，错过了一个巨大的机会增加品牌知名度的机会，没有意识到电视产生的品牌效益比商店品牌更重要。这种近视是不真正的教育，也许更真实在进展缓慢的地形的高等教育。
甚至今天学科正在快速的改变，应为信息访问、技术合作和其他因素的融合。有很多专业，今天比过去有更多的“边界交叉和跨学科活动”(克莱因，1996：42)。克莱因(1996：191)断言：“几乎所有重要的增长在近几十年的研究，该委员会(国家研究委员会]总结说，发生在“跨学科边界之间建立的领域。”一位教育专家相信在未来的十年或是二十年在只有单个学科将能够提供必要的知识来
解决问题，这是不切实际的。知识的数量继续呈指数增加。
自19世纪开始流行的函授课程以来，在线学习的模式已经进化了相当多，并且及时与21世纪的教育学产生了碰撞，从而产生了交流、互动、学生参与、主动学习、评估，这些都是至关重要的。本文的目的是检查相关的出版文献，通过关于今天的新通信技术棱镜的定义特征来研究在线学习活动。
社交媒体技术
所谓的社交媒体技术——通常被称为Web 2.0包含各种各样的与Web相关的通信技术，如博客、维基、社交网络、虚拟世界和其他社会媒体形式。
从战略上讲，在一个组织，社交媒体技术可能整合个体，作为一个企业博客，说，或CEO的博客(怀2007)，或作为一个单独的企业综合函数，其目标是提供在线交流和协作(Dearstyne 2007；McAfee 2006)。社会媒体技术的一些方式被用于商业和其他领域，这些已经在弗里德曼和弗里德曼(2008)研究过。
大多数我们讲的社会媒体的技术基础是指使用术语Web 2.0。这个术语大约在2001年开始被使用，从此O ' reilly出版物开始引用“现代”互联网应用“Web 2.0”。这些都是第二代web应用程序，一个量子跳跃的旧应用程序(Vossen和哈格曼2007年)。Web 2.0都是关于在网络空间人际互动——对话。这个新媒体，而不是取代旧媒体，而是在原有基础上的汇聚。电视与互联网的融合是我们现在的一个娱乐行业。图书馆员可能仍然帮助学生找到的书，但是更有可能帮助他们浏览网站和检索有用的和可信的信息。
已经谈得关于独特个性的社会媒体的技术，这些看似不同的特性，联合技术在一个雨伞结构下。这些特征的社会媒体可以总结的 5 C(弗里德曼和弗里德曼2008)：通信、协作、社区、创造力和集合。
通信。总的来说，社交媒体技术涉及到人类之间的通讯。这种通讯可能是单向。双向、或多向的、网络化的、或病毒。博客可以被视为一种替代或补充出版，但它们也可能替代个人网页。博客不只是从事单向发布。许多引用彼此的工作很多，评论和反击对方的博客，这导致“会话博客”(公司和德沼泽2005)。Facebook 和Twitter这样的社交网站使之间的交流群体，大的和小的。快速沟通的速度超过Web 2.0的网络技术平台可能是最好的就是去“病毒”的视频。
协作。新媒体技术在互联网上实现协作。博客通常有有限的合作，虽然单个博客可能共享一群博客，有时一个博客可以用于组工作。wiki是今天的协作工具。这些是可伸缩的，在那个私人wiki的一小群人一样在工作上最大的协同产品我们已经见过——维基百科。一些作者已经研究了使用wiki(泰普斯科特和威廉姆斯2006；桑斯坦2006)，无论是工作和生活的其他领域。SecondLife说，社会媒体也鼓励与虚拟会议的协作。
社区。社交媒体就像Facebook、Twitter、SecondLife，Webkinz，https://www.wendangku.net/doc/5a5220232.html, 或其他网络媒体形式，他们可以世界变得更小。由于这种技术，群体，大型和小型的人们能更好地更经常地进行交互，并保持联系，完成各种各样的目标。社会媒体技术管理社区，是民主的和包容的。今天的技术可能是最伟大的均衡器，产生一个水准的比赛场地(约翰逊2007)。许多web技术我们可能没有以前有与社会媒体现在有一个社交网络组件，例如eBay，YouTube，博闻网。此外，这些技术可以被用来作为一个平台来创建一个学习型组织(安德鲁斯·2005)。
创造力。将传统媒体向新媒体做简单的数字化？数字媒体不同于非(模拟)媒体是什么？首先，数字化使编辑非常容易。因此，它也促进创造力，因为我们不受现在的媒体的限制。是否还记得修改一个大文档使用打字机？页面的大小严重限制我们想做的任何改变。以数字化和合适的软件我们的编辑功能是有限的，但是我们的思维能力是无限的。今天，消费者数字媒体不简单，读、听、视图或玩它。国防部也需要编辑，为此创建了mashups。这篇文章购买行为意味着一个产品当它投入生产不一定是“完成”。社会媒体技术确保用户生产内容，和我们拥有更多的积极用户来创建、编辑、发布和贡献内容。
集合。近年来，mashup可以视为是隐喻的选择对于今天的社会媒体的现象。事实上，如果任何可以说是背后的驱动力，它是社会媒体的集合概念。过去几十年见证了一个集合的技术比小说更离奇。这主要是由于广泛的数字化和互联网，这本身可以视为数字化加上电话。一些结果的趋势是：公司生产打印机现在在相机的业务；长途电话使用宽带互联网连接；照片通过使用移动电话用电子邮件传输；几家公司正在争夺视频点播；计算机制造商都在音乐业务里，等等。在互联网时代，适应生存是关键。
在社会媒体的现象中有许多不同形式的集合。集合的技术，包括硬件和软件
两个方面，例如，像Tivo的计算机技术和娱乐制作技术，此外还有信息娱乐行业。我们已经看到媒体的趋同归因于技术，例如：报纸必须有一个网上的存在或一个新闻博客。集合性的消费，出现在消费者——特别是学生——他们可能同时使用几个媒体，例如：计算机、网络、音乐、报纸、电话、相机等，并且在消费者间混使用多种形式的媒体。因斯(2003)问：技术推动消费者是否会聚，或反之亦然？最后，社交媒体的特点之一是它集合性的角色。今天有一个模糊的标准去区分用户、开发人员、分销商、生产者、消费者等，个人更容易去承担多个角色。
学院的改变
由于最近的大衰退，几乎每一个国家都处在一个具有挑战性的财政环境中。国家财政预算都很朴实，大多数的资金被用于大学的额外建设是很值得怀疑的。德克萨斯大学的系统是使用电子表格来评估每一个教员的收益和损失的。这是通过教员的收入(学生人数、补贴等) 和扣除费用(教师工资、成本的实验室等)后计算决定的。这也是由所在部门(西蒙和Banchero，2010)决定。资产负债表显示， 2009财政年度一些大学教员净赚了接近280000美元而其他大学的成本约为45000美元。一些部门产生的收益更多，超过500万美元而其他大学的成本超过140万美元。
一个确定数量的度量收益/学生；一些教授(或讲师等)教大班上课的年收入约100美元而其他人(全职教授教学的小型研讨会类)年收入超过每个学生10000美元 (西蒙和Banchero，2010)。不论人们是否愿意，但这些性能指标已经被越来越多的高校使用，公共官员要求有更多的效率和责任，同时也正在研究教育统计数据如毕业率，滞留率、通过专业证照考试的学生的数量，(如注册会计师)、中职毕业生的工资，一般的学生贷款债务和其他此类措施。一些州坚持认为这些措施应该贴在网上，这样纳税人对于大学学位有了一个更好的价值认识(西蒙和Banchero2010)。
很明显，研究院将不得不学会变得更有效率。教育将不得不从零售商的经验中学习一些东西。许多零售商已经从一个brick-and-mortar方法变为一个click-andmortar方法。这意味着更少的实体性传播，而是在互联网上扩展。消费者可以在商店和网上购物。因此，例如，沃尔玛可以在许多商店销售产品但也
可以在网上卖的很好。出版行业也对其商业模式做了一些改变。电子书可能不会完全取代纸质书，但公司要生存必须提供这两种资源。学院教科书出版商目前提供两种类型的书籍以及大量的使用网络的材料。教科书通常有一个作业管理器，使学生可以通过网络完成家庭作业同时也可得到即时的反馈。银行通过大厦提供服务，但同时成千上万的ATM机也遍布了整个世界。
学者把他们自身定义为非常短缺的面对面(“保障未来粮食供给”)的教育的资源。学者是从事知识“业务”的，他们的工作是提供信息，协调学习，更重要的是提高学生的思维能力使他们能自主的学习。他们的目标是为学生提供学习的工具并使其渴望终身学习，而不是只是单纯的传递信息。中国有这样一个谚语——“给一个人一条鱼，你可以喂他一天。教一个人捕鱼，你给他一辈子”——这尤其适用于教育。真正的教育家的工作是为学生提供学习知识和能力并获得这些知识。
有些学者坚持认为，使学生学习知识的唯一的方法是通过传统的面对面的课堂。如果学生传统的学习是优于在线学习那么这么说是有道理的。然而证据并不支持这种观点。通过分析从1996年到2008年发表的研究传统课堂教学和在线教学的比较的1000多个出版物，他们发现，在线学习的确提供了许多超过传统的课堂学习的优点。事实上，学生选修，要么是完全或部分在线将执行比学生采取传统的、面对面的课程都要好很多。有趣的是，混合课程结合课堂学习与网络学习似乎是最好的交付方法。这些手段包括：
尽管似乎强烈支持在线学习应用，这一荟萃分析的研究并不证明在线学习是一个更好的媒介。在许多研究表明在线学习的一个优势为，在线和教室在时间，课程设置和教育方面是不同的。这是通过不同元素的组合处理条件(可能包括额外的学习时间和材料以及额外机会协作)来观察学习的优势。同时，还有一个应该注意的是，网上学习比面对面的指导更有利于扩大学习吗？
戴安娜总裁用下面的话回应了上面的研究：“网络教育提供了额外的机会。它给了人们更多的机会，去灵活的学习从实践经验中学习，以多种方式来说明事物如可视化。”她强调，这项研究使这些说法变得很明显，高校必须确保使用在线教育和不坚持只提供传统、面对面的课程 (Jaschik 2009)。
有趣的是，最近的一项研究发现，当学生被要求评估他们的大学学习经验时，
那些他们认为是最有价值的都是发生在传统课堂以外的如：实习、海外项目，毕业论文或其他教师辅导研究项目，顶尖项目。
社交媒体与在线教学
最好的在线学习就像最好的“保障未来粮食供给”的学习，需要部分学生的积极参与。学生在传播知识的过程中，不是作为被动的接受者，而是在学习过程中作为积极地参与者；他们为此忙碌。学生跟老师一起创造学习的环境，教学就是需要沟通。这不像无聊的讲座一样，是单向通信，而是一二个多对多的通信的学习环境。理想情况下，我们希望学生学习尽可能多的从对方因为他们来自美国。我们管理学习活动，并促进学习。
Liu以及其他人发现最常用的Web 2.0技术在高等教育研究的文献，是：博客、播客、社交网络和虚拟环境。Hovorka和里斯(2009)研究了使用一些Web 2.0技术在信息系统课程。引入社会媒体融入课程不仅可以帮助使他们更有趣，甚至乐趣，但同时教学生能学到有价值的和普遍的职场技能：沟通、协作、社区、收敛，和创造力。
在这个所谓的5Cs的在线学习环境中，我们使用的是社交媒体的每一种特征。这些特征作为一个方便的棱镜，用它来检测在线学习所涉及的社会媒体技术和他们的应用程序。
通信。威廉姆斯和雅各布斯(2004)认为博客和学术话语是“天然盟友。”在线学习仍然是一种沟通的技术平台。通信技术可以包括“老”技术，如电子邮件、讲座笔记在pdf文件，甚至是一个在线讨论论坛。它还可以包括通信在新的Web 2.0技术，使用社交媒体，例如，学生博客；一个类维基项目；一个twitter上的讨论；在线社交网络；在YouTube上的视频演讲；甚至是一个虚拟的世界，就像第二人生。
协作。学习如何与他人交流和工作，应该也是一个目标的教育(罗宾逊，2008)。学生必须拥有三个技能，为了在知识经济中取得成功，“必须拥有批判性思维的能力和解决问题的能力，此外还有有效地沟通能力和合作能力”(弗里德曼，2010)。社会媒体工具可以用来教学生如何与别人合作和工作。许多学校已经列出了描述目标的普通教育。这些列表包括批判性思维、数学推理能力，沟通
能力，了解文化差异的重要性，道德判断能力、欣赏艺术，鼓励终生学习，和更多。几个列表包括与他人有效工作的能力。合作在每一个企业中都是非常重要的。很少有职业允许个人独自工作，而不需要别人的意见。
创造力。Pink(2006：3)指出定义以前时代的技术，左脑的功能推动了信息时代，这是必要的，但是现在不在足够。在概念时代，今天包括创造力、同理心、快乐和意义所有的技能都是有价值的。在“概念时代”，视频游戏可能不会再浪费时间。研究发现，玩电子游戏可以提高技能的医生参与腹腔镜手术和帮助决策(Pink：2006：193)。连军方使用游戏和虚拟世界来训练士兵。其中有一个DARWARS 的电脑游戏——伏击，是用来指导那些在伊拉克或阿富汗的一个可能会有埋伏危险的道路上，他们的车队应该采取什么样的适当行动来应付(博伊德，2006)。视频游戏正在开发培训工具，消防队员来教他们如何处理有害物质，可能会出现在纽约地铁(博伊德，2006)。Gee(2003)认为，“当孩子玩视频游戏可以体验一个更强大的形式的学习比他们在教室里。学习不是记忆孤立的事实，而是去连接和操作他们。
罗宾逊(2005)认为当前的教育体系很陈旧的因为它是设计与生产线的心态。从本质上讲，随着我们远离了农业，为了满足大型行业的需求，它于19世纪成立。工业主义当时需要工人文化和创造力并不那么重要。在这之前没有公共教育因为流行的信念是，普通人不可能非常了解。一个经典的教育知识为了绅士。这改变了启蒙时代和工业革命。据罗宾逊，公司今天相信最重要的挑战是“找到那些能做出正确的决定在不确定的时候，谁能适应新的机遇和回应创造性地改变”(罗宾逊，2005)。他指出，在1997年，只有74家公司的原始标准普尔在500强名单（出版于1957年）中(罗宾逊，2005)。
根据罗宾逊来讲，创造力的敌人是标准化。今天的教育着重于标准化考试和标准化的课程。现在的公司需要的是那种拥有发散思维，在对待一个问题是能有不同的回答的人。学校今天严重依赖于标准化的测试，告诉学生问题只有一个答案。利用社交媒体的课程是为让学生变得积极和有潜力，从而鼓励他们创新。就像他们即将在职业世界中一样，他们教会学生利用网络与同学找到项目协作的方法。
自从他们可以使用众多的教学工具，包括动画、视频、维基、博客、网络链
计算机专业外文文献及翻译
微软Visual Studio 1微软Visual Studio Visual Studio 是微软公司推出的开发环境，Visual Studio可以用来创建Windows平台下的Windows应用程序和网络应用程序，也可以用来创建网络服务、智能设备应用程序和Office 插件。Visual Studio是一个来自微软的集成开发环境IDE，它可以用来开发由微软视窗，视窗手机，Windows CE、.NET框架、.NET精简框架和微软的Silverlight支持的控制台和图形用户界面的应用程序以及Windows窗体应用程序，网站，Web应用程序和网络服务中的本地代码连同托管代码。 Visual Studio包含一个由智能感知和代码重构支持的代码编辑器。集成的调试工作既作为一个源代码级调试器又可以作为一台机器级调试器。其他内置工具包括一个窗体设计的GUI应用程序，网页设计师，类设计师，数据库架构设计师。它有几乎各个层面的插件增强功能，包括增加对支持源代码控制系统（如Subversion和Visual SourceSafe）并添加新的工具集设计和可视化编辑器，如特定于域的语言或用于其他方面的软件开发生命周期的工具（例如Team Foundation Server的客户端：团队资源管理器）。 Visual Studio支持不同的编程语言的服务方式的语言，它允许代码编辑器和调试器（在不同程度上）支持几乎所有的编程语言，提供了一个语言特定服务的存在。内置的语言中包括C/C + +中（通过Visual C++）,https://www.wendangku.net/doc/5a5220232.html,（通过Visual https://www.wendangku.net/doc/5a5220232.html,），C＃中（通过Visual C＃）和F＃（作为Visual Studio 2010），为支持其他语言，如M,Python,和Ruby等，可通过安装单独的语言服务。它也支持的 XML/XSLT,HTML/XHTML ,JavaScript和CSS.为特定用户提供服务的Visual Studio也是存在的：微软Visual Basic，Visual J＃、Visual C＃和Visual C++。 微软提供了“直通车”的Visual Studio 2010组件的Visual Basic和Visual C＃和Visual C + +，和Visual Web Developer版本，不需任何费用。Visual Studio 2010、2008年和2005专业版，以及Visual Studio 2005的特定语言版本（Visual Basic、C++、C＃、J＃），通过微软的下载DreamSpark计划，对学生免费。 2架构 Visual Studio不支持任何编程语言，解决方案或工具本质。相反，它允许插入各种功能。特定的功能是作为一个VS压缩包的代码。安装时，这个功能可以从服务器得到。IDE提供三项服务：SVsSolution，它提供了能够列举的项目和解决方案; SVsUIShell，它提供了窗口和用户界面功能（包括标签，工具栏和工具窗口）和SVsShell，它处理VS压缩包的注册。此外，IDE还可以负责协调和服务之间实现通信。所有的编辑器，设计器，项目类型和其他工具都是VS压缩包存在。Visual Studio 使用COM访问VSPackage。在Visual Studio SDK中还包括了管理软件包框架(MPF)，这是一套管理的允许在写的CLI兼容的语言的任何围绕COM的接口。然而，MPF并不提供所有的Visual Studio COM 功能。
外文文献及其翻译电子政务信息
外文文献及其翻译电子政务信息 1.政府信息化的含义？ 政府信息化是指：政府有效利用现代信息和通信技术，通过不同的信息服务设施，对政府的业务流程、组织结构、人员素质等诸方面进行优化、改造的过程。 2.广义和狭义的电子政务的定义？ 广义的电子政务是指：运用信息技术和通信技术实现党委、人大、政协、政府、司法机关、军队系统和企事业单位的行政管理活动。（电子党务、电子人大、电子政协） 狭义的电子政务是指：政府在其管理和服务职能中运用现代信息和通信技术，实现政府组织结构和工作流程的重组优化，超越时间、空间和部门分隔的制约，全方位的向社会提供优质规范、透明的服务，是政府管理手段的变革。 3.电子政务的组成部分？ ①：政府部门内部办公职能的电子化和网络化； ②：政府职能部门之间通过计算机网络实现有权限的实时互通的信息共享； ③：政府部门通过网络与公众和企业间开展双向的信息交流与策； 4．理解电子政务的发展动力？ ①：信息技术的快速发展； ②：政府自身改革与发展的需要； ③：信息化、民主化的社会需求的推动； 5.电子政务的应用模式？
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人工智能专业外文翻译-机器人
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零售企业营销策略中英文对照外文翻译文献(文档含英文原文和中文翻译)
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外文文献翻译——参考格式
广东工业大学华立学院 本科毕业设计（论文） 外文参考文献译文及原文 系部经济学部 专业经济学 年级 2007级 班级名称 07经济学6班 学号 16020706001 学生姓名张瑜琴 指导教师陈锶 2011 年05月
目录 1挑战：小额贷款中的进入和商业银行的长期承诺 (1) 2什么商业银行带给小额贷款和什么把他们留在外 (2) 3 商业银行的四个模型进入小额贷款之内 (4) 3.1内在的单位 (4) 3.2财务子公司 (5) 3.3策略的同盟 (5) 3.4服务公司模型 (6) 4 合法的形式和操作的结构比较 (8) 5 服务的个案研究公司模型：厄瓜多尔和Haiti5 (9)
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文献综述_人工智能
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微信营销外文翻译
正确地点和时间下新媒体伴随的社会营销Jay M. Bernhardt 佛罗里达大学健康教育与行为系，佛罗里达州Gainesville Darren Mays乔治敦大学医学中心肿瘤科，哥伦比亚特区华盛顿Amanda K. Hall佛罗里达大学健康教育与行为系，佛罗里达州Gainesville 摘要： 目的：本文的目的是寻求讨论新媒体革命以何种方式将“渠道”更贴近消费者从而提高社会营销。 研究思路：这篇论文描述当前有关的社交媒体和移动通信技术的新媒体发展趋势，并通过运用商业营销，社会变革和公众健康实例分析讨论其对社会营销产生的影响。 成果：快速增长的在线社交网络和世界大部分地区无处不在的手机为社会营销人员提供了巨大的潜力，以全新方式吸引消费者。这些新的通信平台的性质不同于传统媒体是可以使他们更有效地为市场营销服务，最明显的是更深层次消费者参与、多方位信息交流、和基于位置跟踪和消息传递的重要方式。 现实作用：本文所描述的趋势正在快速，从根本上改变商业营销人员、品牌经理和客户关系经理如何与当前的和潜在的消费者相处。社会营销活动应该从中学习，并利用这些新媒体更深入地联系大量的消费者，上述从业人员比以往任何时候都更接近“正确的地点和正确的时间”。 独创性/价值：本文探讨已经介绍了在爱尔兰都柏林的全球非营利和社会营销大会于2011年4月的一个话题。讨论应鼓励社会营销重新考虑“渠道”的作用，并探讨新媒体如何令地方更贴近消费者。 关键词：社会营销，新媒体，社交媒体，移动电话，4P理论，移动通信系统 市场营销组合（或4P理论）是旨在鼓励行为改变的社会营销计划规划和实施的中心结构(Grier and Bryant,2005)。尽管价格、产品和促销策略通常是社会营销活动的主要元素,达到期望的目标受众的地方卫生决策往往是一个挑战(GrierandKumanyika,2010)。地方经常困惑在营销组合那些寻求社会营销作为一个框架申请健康行为改变。常见的想法是,位置被定义为地理位置,然而,在社会营销不一定是一个人的业务所在处或其中一个产品的销售点,而是消费者的利益做出决定并采取行动(Storey et al., 2008)。 新的通信媒体能给社会营销个性化的机会,接触目标消费者在关键行为决策点。这些新媒体为社会营销人员提供多个移动渠道到达消费者在非常情况下做出决定,通过创建直接,双向沟通渠道。这些双向交流现在可以发生在实时决策是在何时何地。第一次社会营销人员可以利用这些新渠道接触数以千计甚至数以百万计的人们在相对较低的成本促进健康的生活方式和影响社会变革(Thackeray et al., 2008)。 传统上,社会营销努力促进健康行为改变很大程度上依赖于地方定义为物理位置来分发产品(KreuterandBernhardt,2009)。他们在公共厕所上放置安全套自动售货机推广安全性行为或将营养标志放置在杂货店以期说服客户选择更健康的食品(Storey et al., 2008)。这些例子需要大量投资时间和物质资源从而成功地到达消费者。此外,确定一个是否会购买和使用避孕套或者被营养信息标志广告影响的合适的目标客户是一个具有挑战性的判断过程。相比之下,新媒体可
单片机 外文翻译 外文文献 英文文献 单片机简介 中英对
单片机外文翻译外文文献英文文献单片机简介中英对原文来源图书馆电子资源 Single chip brief introduction The monolithic integrated circuit said that the monolithic micro controller, it is not completes some logical function the chip, but integrates a computer system to a chip on. Summary speaking: A chip has become a computer. Its volume is small, the quality is light, and the price cheap, for the study, the application and the development has provided the convenient condition. At the same time, the study use monolithic integrated circuit is understands the computer principle and the structure best choice. The monolithic integrated circuit interior also uses with the computer function similar module, for instance CPU, memory, parallel main line, but also has with the hard disk behave identically the memory component7 what is different is its these part performance is opposite our home-use computer weak many, but the price is also low, generally does not surpass 10 Yuan then Made some control electric appliance one kind with it is not the 'very complex work foot, We use now the completely automatic drum washer, the platoon petti-coat pipe: VCD and so on Inside the electrical appliances may see its form! It is mainly takes the control section the core part. It is one kind of online -like real-time control computer, online -like is the scene control, needs to have the strong antijamming ability,
英文文献及中文翻译撰写格式
关于毕业设计说明书（论文）英文文献及中文翻译撰写格式 为提高我校毕业生毕业设计说明书（毕业论文）的撰写质量，做到毕业设计说明书（毕业论文）在内容和格式上的统一和规范，特规定如下: 一、装订顺序 论文（设计说明书）英文文献及中文翻译内容一般应由3个部分组成，严格按以下顺序装订。 1、封面 2、中文翻译 3、英文文献（原文） 二、书写格式要求 1、毕业设计（论文）英文文献及中文翻译分毕业设计说明书英文文献及中文翻译和毕业论文英文文献及中文翻译两种，所有出现相关字样之处请根据具体情况选择“毕业设计说明书” 或“毕业论文”字样。 2、毕业设计说明书（毕业论文）英文文献及中文翻译中的中文翻译用Word 软件编辑，英文文献用原文，一律打印在A4幅面白纸上，单面打印。 3、毕业设计说明书（毕业论文）英文文献及中文翻译的上边距:30mm；下边距:25mm；左边距:3Omm；右边距:2Omm；行间距1.5倍行距。 4、中文翻译页眉的文字为“中北大学2019届毕业设计说明书” 或“中北大学××××届毕业论文”，用小四号黑体字，页眉线的上边距为25mm；页脚的下边距为18mm。 5、中文翻译正文用小四号宋体，每章的大标题用小三号黑体，加粗，留出上下间距为：段前0.5行，段后0.5行；二级标题用小四号黑体，加粗；其余小标题用小四号黑体，不加粗。 6、文中的图、表、附注、公式一律采用阿拉伯数字分章编号。如图1.2，表2.3，附注3.2或式4.3。 7、图表应认真设计和绘制,不得徒手勾画。表格与插图中的文字一律用5号宋体。
每一插图和表格应有明确简短的图表名，图名置于图之下，表名置于表之上，图表号与图表名之间空一格。插图和表格应安排在正文中第一次提及该图表的文字的下方。当插图或表格不能安排在该页时，应安排在该页的下一页。 图表居中放置，表尽量采用三线表。每个表应尽量放在一页内，如有困难，要加“续表X.X”字样，并有标题栏。 图、表中若有附注时，附注各项的序号一律用阿拉伯数字加圆括号顺序排，如:注①。附注写在图、表的下方。 文中公式的编号用圆括号括起写在右边行末顶格，其间不加虚线。 8、文中所用的物理量和单位及符号一律采用国家标准，可参见国家标准《量和单位》(GB3100~3102-93)。 9、文中章节编号可参照《中华人民共和国国家标准文献著录总则》。
论文《人工智能》---文献检索结课作业
人工智能 【摘要】：人工智能是一门极富挑战性的科学，但也是一门边沿学科。它属于自然科学和社会科学的交叉。涉及的学科主要有哲学、认知科学、数学、神经生理学、心理学、计算机科学、信息论、控制论、不定性论、仿生学等。人工智能(Artificial Intelligence)，英文缩写为AI。它是研究、开发用于模拟、延伸和扩展人的智能的理论、方法、技术及应用系统的一门新的技术科学。人工智能是计算机科学的一个分支，它企图了解智能的实质，并生产出一种新的能以人类智能相似的方式做出反应的智能机器，该领域的研究包括机器人、语言识别、图像识别、自然语言处理和专家系统等1。 【关键词】：人工智能；应用领域；发展方向；人工检索。 1．人工智能描述 人工智能(Artificial Intelligence) ，英文缩写为AI。它是研究、开发用于模拟、延伸和扩展人的智能的理论、方法、技术及应用系统的一门新的技术科学2。人工智能是计 算机科学的一个分支，它企图了解智 能的实质，并生产出一种新的能以人 类智能相似的方式作出反应的智能 机器，该领域的研究包括机器人、语 言识别、图像识别、自然语言处理和 专家系统等。“人工智能”一词最初 是在1956 年Dartmouth学会上提出 的。从那以后,研究者们发展了众多 理论和原理,人工智能的概念也随之扩展。人工智能是一门极富挑战性的科学，从事这项工作的人必须懂得计算机知识，心理学和哲学。人工智能是包括十分广泛的科学，它由不同的领域组成，如机器学习，计算机视觉等等，总的说来，人工智能研究的一个主要目标是使机器能够胜任一些通常需要人类智能才能完成的复杂工作。但不同的时代、不同的人对这种“复杂工作”的理解是不同的。例如繁重的科学和工程计算本来是要人脑来承担的，现在计算机不但能完成这种计算, 而且能够比人脑做得更快、更准确，因之当代人已不再把这种计算看作是“需要人类智能才能完成的复 1.蔡自兴，徐光祐.人工智能及其应用.北京：清华大学出版社，2010 2元慧·议当人工智能的应用领域与发展状态〖Ｊ〗．2008
外文文献翻译封面格式及要求(模版)
毕业论文外文文献翻译 院 年级专业： 2009 级XXXXXXXXXXX 姓 名：学 号：附 件： 备注：（注意：备注页这一整页的内容都不需要打印，看懂了即可）
1.从所引用的与毕业设计（论文）内容相近的外文文献中选择一篇或一部分进行翻译（不少于3000实词）； 2.外文文献翻译的装订分两部分，第一部分为外文文献；第二部分为该外文文献的中文翻译，两部分之间用分页符隔开。也就是说，第一外文文献部分结束后，使用分页符，另起一页开始翻译。 3.格式方面，外文文献的格式，除了字体统一使用Times new roman 之外，其他所有都跟中文论文的格式一样。中文翻译的格式，跟中文论文的格式一样。 （注意：备注页这一整页的内容都不需要打印，看懂了即可,定稿后,请删除本页.） 范文如下：注意,下面内容每一部份均已用分页符分开了,如果用本模板,请将每一模块单独删除,直接套用到每一模板里面,不要将全部内容一次性删除. 【Abstract】This paper has a systematic analysis on outside Marco-environment of herbal tea beverage industry and major competitors of brands inside the herbal tea market. Based on
the theoretic framework, this paper takes WONG LO KAT and JIA DUO BAO herbal tea as an example, and researches the strategy on brand positioning and relevant marketing mix of it. Through analysis on the prevention sense of WONG LO KAT herbal tea, it was positioned the beverage that can prevent excessive internal heat in body, a new category divided from the beverage market. the process of brand positioning of it in Consumers brain was finished. Based on this positioning strategy, WONG LO KAT reasonably organized and arranged its product strategy, price strategy, distribution strategy and promotion strategy, which not only served for and further consolidated the position of preventing excessive internal heat in body, but also elevated the value of brand. The JDB and WONG LO KAT market competition brings us enlightenment. Reference the successful experience from the JDB and lessons from the failure of the WONG LO KAT.，Times New Roman. 【Key Words】Brand positioning; Marketing mix; Positioning Strategy; enlightenment, lessons；ABC （本页为英文文献摘要，关键词两项一起单独一页，字体为：Times New Roman，小四号，1.5倍行距）
远程视频监控系统大学毕业论文外文文献翻译及原文
毕业设计（论文）外文文献翻译 文献、资料中文题目：远程视频监控系统 文献、资料英文题目： 文献、资料来源： 文献、资料发表（出版）日期： 院（部）： 专业：电子信息工程 班级： 姓名： 学号： 指导教师： 翻译日期： 2017.02.14
外文文献翻译 A System for Remote Video Surveillance and Monitoring The thrust of CMU research under the DARPA Video Surveillance and Monitoring (VSAM) project is cooperative multi-sensor surveillance to support battlefield awareness. Under our VSAM Integrated Feasibility Demonstration (IFD) contract, we have developed automated video understanding technology that enables a single human operator to monitor activities over a complex area using a distributed network of active video sensors. The goal is to automatically collect and disseminate real-time information from the battlefield to improve the situational awareness of commanders and staff. Other military and federal law enforcement applications include providing perimeter security for troops, monitoring peace treaties or refugee movements from unmanned air vehicles, providing security for embassies or airports, and staking out suspected drug or terrorist hide-outs by collecting time-stamped pictures of everyone entering and exiting the building. Automated video surveillance is an important research area in the commercial sector as well. Technology has reached a stage where mounting cameras to capture video imagery is cheap, but finding available human resources to sit and watch that imagery is expensive. Surveillance cameras are already prevalent in commercial establishments, with camera output being recorded to tapes that are either rewritten
互联网网络营销外文文献翻译
互联网网络营销外文文献翻译 (含：英文原文及中文译文) 文献出处：Peter Kenzelmann. Technical Consultancy in Internationalization[J]. International Marketing Review, 2006, 4(3):20-29. 英文原文 The technical basis of network marketing Peter Kenzelmann Network marketing is based on the technology infrastructure of computer network technology, as represented by information technology. Computer networks of modern communications technology and computer technology to the product of combining it in different geographic regions and specialized computer equipment for external interconnection lines of communication into a large, powerful networks, thus enabling a large number of computers can easily transmit information to each other, share hardware, software, data and other resources. And network marketing is closely related to the computer network there are three types: the Internet, Extranet and Intranet. The theoretical basis for the network marketing Theoretical foundation of network marketing is direct marketing network theory, network theory of relationship marketing, marketing theory and network software to integrate marketing theory. (A) Direct Response Network Marketing Theory
影视音乐外文文献及翻译
Hollywood Theory, Non-Hollywood Practice: Cinema Soundtracks in the 1980s and 1990s TheSpectre of Sound: Music in Film and Television Experiencing Music Video: Aesthetics and Cultural Context Annette Davison. , Hollywood Theory, Non-Hollywood Practice: Cinema Soundtracks in the 1980s and 1990s. Aldershot: Ashgate, 2004, 221 pp. K.J. Donnelly. , The Spectre of Sound: Music in Film and Television. lLondon: British Film Institute, 2005, 192 pp. Carol Vernallis. , Experiencing Music Video: Aesthetics and Cultural Context. New York, NY: Columbia University Press, 2004, 341 pp. Next Section The last time a collection of screen music-related books was the subject of a Screen review, the reviewer Simon Frith was moved to note each wor k's …self-defeating … need to draw attention to their subject's neglect? as well as the very limited manner in which the authors seemed …to be engaged with each other?.1 Judging by the books grouped together in the present review, the scholarship in the area is now much more collegiate, and the requirement on the authors to self-diagnose academic isolation seems to have become unnecessary. Annette Davison, K.J. Donnelly and Carol Vernallis share a plethora of critical references on music–image relationships, from Theodor Adorno to Philip Tagg and many points in between. A substantial canon of academic writing on music in narrative film now exists, and it can no longer be claimed that music video is a scholarly blind spot (as Vernallis admits). Of the various media formats discussed in the books under review, only television music remains relatively under-represented academically (though Donnelly's two chapters on the subject begin the process of addressing this absence). In this context, the authors' task would appear to be to present alternatives to existing work, or to bring new objects of study to critical light. All three studies make claims for their own originality by refere ncing a model of …classical? narrative film music practices: a conceptualization of the soundtrack's role as fitting in with classical cinema's perceived storytelling priorities. For all the books' individual merits, the regular recourse to notions of the classical, even in the service of its refutation, raises interesting questions about the possibility (or impossibility) of doing without such a concept entirely. Thus, these works reveal the …classical? to be a category as problematic yet insistent in writ ing on music–image relations as it is in other areas of screen studies enquiry.