题目内容
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According to the author, a sensible way of dealing with lostnanopayments would include
A．writing off the debts only
B．blacklisting the offenders only
C．entering a lawsuit
D．both A and B
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更多“According to the author, a sensible way of dealing with lostnanopayments would include A．writing of”相关的问题
A．public transport could be improved.
B．people were not so tired and irritable.
C．women were treated with more courtesy.
D．people were considerate toward each other.
A、The site of historical interest has astonished every tourist.
B、Göbekli Tepe resembles Stonehenge but the carving is not as intricate as that of Stonehenge.
C、The significance of Göbekli Tep’s excavation is yet to be defined.
D、Göbekli Tepe provides scientists with evidence that human beings can make history.
A、Documentary credit.
B、Payment in advance.
C、Open account trading.
D、Documentary collection.
A, profit B．a network
C．acatalog D．an e shop
A．there are different scales of catalog
B．it is different for buyers and for sellers
C．it is the online representation of what is for sale
D．it is the same of business to business as business to customer
A．much more complex than
B．much more simpler than
C．much more beautiful
D．the same as
A．a shared network
B．a catalog
C．a transaction settlement
D．an agreement between a customer and a supplier
A．e-commerce B．e-trade
C．e-exchange D．online business dealings
Distance Education
远程教育
What is Distance Education？
Within a context of rapid technological change and shifting market conditions, the American education system is challenged with providing increased educational opportunities without increased budgets. Many educational institutions are answering this challenge by developing distance education programs. At its most basic level, distance education takes place when a teacher and student(s) are separated by physical distance, and technology (i. e. voice, video, data, and print), often in concert with face-to-face communication, is used to bridge the instructional gap. These types of programs can provide adults with a second chance at a college education, reach those disadvantaged by limited time, distance or physical disability, and update the knowledge base of workers at their places of employment.
Is Distance Education Effective？
Many educators ask if distant students learn as much as students receiving traditional face-to-face instruction. Research comparing distance education to traditional face-to-face instruction indicates that teaching and studying at a distance can be as effective as traditional instruction, when the method and technologies used are appropriate to the instructional tasks, where there is student-to-student interaction, and when there is timely teacher-to-student feedback.
How is Distance Education Delivered？
A wide range of technological options are available to the distance educator. They fall into four major categories:
Voice-Instructional audio tools include the interactive technologies of telephone, audioconferencing, and short-wave radio. Passive (i. e. one-way) audio tools include tapes and radio.
Video-Instructional video tools include still images such as slides, pre-produced moving images (e. g. film, videotape), and real-time moving images combined with audioconferencing (one-way or two-way video with two-way audio).
Data-Computers send and receive information electronically. For this reason, the term "data" is used to describe this broad category of instructional tools. Computer applications for distance education are varied and include.
Computer-assisted instruction (CAI) uses the computer as a self-contained teaching machine to present individual lessons. Computer-managed instruction (CMI)-uses the computer to organize instruction and track student records and progress. The instruction itself need not be delivered via a computer, although CAI is often combined with CMI. Computer-mediated education (CME) describes computer applications that facilitate the delivery of instruction. Examples include electronic mail, fax, real-time computer conferencing, and World Wide Web applications.
Print is a foundational element of distance education programs and the basis from which all other delivery systems have evolved. Various print formats are available including: textbooks, study guides, workbooks, course syllabi, and case studies.
Which Technology is Best？
Although technology plays a key role in the delivery of distance education, educators must remain focused on instructional outcomes, not the technology of delivery. The key to effective distance education is focusing on the needs of the learners, the requirements of the content, and the constraints faced by the teacher, before selecting a delivery system. Typically, this systematic approach will result in a mix of media, each serving a specific purpose. For example:
A strong print component can provide much of the basic instructional content in the form of a course text, as well as readings, the syllabus, and day-to-day schedule. Interactive audio or video conferencing can provide real time face-to-face (or voice-to-voice) interaction. This is also an excellent and cost-effective way to incorporate guest speakers and content experts.
Computer conferencing or electronic mail can be used to send messages, assignment feedback, and other targeted communication to one or more class members. It can also be used to increase interaction among students.
Pre-recorded video tapes can be used to present class lectures and visually oriented content.
Fax can be used to distribute assignments, last minute announcements, to receive student assignments, and to provide timely feedback.
Using this integrated approach, the educator's task is to carefully select among the technological options. The goal is to build a mix of instructional media, meeting the needs of the learner in a manner that is instructionally effective and economically prudent.
Effective Distance Education
Without exception, effective distance education programs begin with careful planning and a focused understanding of course requirements and student needs. Appropriate technology can only be selected once these elements are understood in detail. There is no mystery to the way effective distance education programs develop. They don't happen spontaneously; they evolve through the hard work and dedicated efforts of many individuals and organizations. In fact, successful distance education programs rely on the consistent and integrated efforts of students, faculty, facilitators, support staff, and administrators.
Key Players in Distance Education
Students—Meeting the instructional needs of students is the cornerstone of every effective distance education program, and the test by which all efforts in the field are judged. Regardless of the educational context, the primary role of the student is to learn. This is a daunting task under the best of circumstances, requiring motivation, planning, and an ability to analyze and apply the instructional content being taught. When instruction is delivered at a distance, additional challenges result because students are often separated from others sharing their backgrounds and interests, have few if any opportunities to interact with teachers outside of class, and must rely on technical linkages to bridge the gap separating class participants.
Faculty—The success of any distance education effort rests squarely on the shoulders of the faculty. In a traditional classroom setting, the instructor's responsibility includes assembling course content and developing an understanding of student needs. Special challenges confront those teaching at a distance. For example, the instructor must.
1) Develop an understanding of the characteristics and needs of distant students with little first-hand experience and limited, if any, face-to-face contact. 2) Adapt teaching styles taking into consideration the needs and expectations of multiple, often diverse, audiences. 3) Develop a working understanding of delivery technology, while remaining focused on their teaching role. 4) Function effectively as a skilled facilitator as well as content provider.
Facilitators—The instructor often finds it beneficial to rely on a site facilitator to act as a bridge between the students and the instructor. To be effective, a facilitator must understand the students being served and the instructor's expectations. Most importantly, the facilitator must be willing to follow the directive established by the teacher. Where budget and logistics permit, the role of on-site facilitators has increased even in classes in which they have little, if any, content expertise. At a minimum, they set up equipment, collect assignments, proctor tests, and act as the instructor's on-site eyes and ears.
Support Staff—These individuals are the silent heroes of the distance education enterprise and ensure that the myriad details required for program success are dealt with effectively. Most successful distance education programs consolidate support service functions to include student registration, materials duplication and distribution, textbook ordeing, securing of copyright clearances, facilities scheduling, processing grade reports, managing technical resources, etc. Support personnel are truly the glue that keeps the distance education effort together and on track.
Administrators—Although administrators are typically influential in planning an institution's distance education program, they often lose contact or give up control to technical managers once the program is operational. Effective distance education administrators are more than idea people. They are consensus builders, decision makers, and referees. They work closely with technical and support service personnel, ensuring that technological resources are effectively distributed to further the institution's academic mission. Most importantly, they maintain an academic focus, realizing that meeting the instructional needs of distant students is their ultimate responsibility.
The Need for Instructional Development—Instructional development provides a process and framework for systematically planning, developing, and adapting instruction based on identifiable learner needs and content requirements. This process is essential in distance education, where the instructor and students may share limited common background and typically have minimal face-to-face contact. Although instructional development models and processes abound, the majority follow the same basic stages of design, development, evaluation, and revision.
The Instructional Development Process should help us be able to. Determine the need for instruction—Analyze your audience—Establish instructional goals/objectives—Create a content outline—Review existing materials—Organize and develop content—Select/develop materials and methods—Review goals and objectives—Collect and analyze evaluation data—Revise and improve.
Conclusion
While it is possible, even appropriate on occasion, to shorten the instructional development process, it should be done only after considering the needs of the learner, the requirements of the content, and the constraints facing both teacher and students. Adhering to sound principles of instructional development won't overcome all obstacles one encountered en route to developing effective distance education programs. It will, however, provide a process and procedural framework for addressing the instructional challenges that will surely arise.
Notes
[1] These types of programs can provide adults with a second chance at a college education, reach those disadvantaged by limited time, distance or physical disability, and update the knowledge base of workers at their places of employment.
句子中三个动词provide，reach，update和can作句子的谓语。译文：这些教学计划可以给成人提供再次接受大学教育的机会，使由于时间、距离或客观环境所限的人有机会学习，使工人在岗位上获得新知识。
[2] audioconference：电视会议。电视会议是近年兴起的一种通信方式，它大大缩短了面对面的通信的距离，它便捷、高效，改变了传统的会议模式。电视会议电话系统是通过摄像机拾取图像和声音，通过编解码器转化为数字信号，并加以压缩，再通过通信网络把信号传送出去。对方则将接收到的数字信号解压缩、还原，通过显示器和扬声器播放出来，整个过程“实时”进行。
[3] short-wave radio：短波收音机。世界上许多国家利用短波频率来进行世界范围的广播传输，短波频率范围通常在1. 6MHz-30MHz之间，能接收到上述某一段频率的收音机叫短波收音机。
[4] CAI(Computer-Assisted/Aided Instruction)计算机辅助教学。这是一种利用计算机作为教学手段的教学系统。由于传统的教学方式受到时间和空间的限制，因此，很难根据学生的不同情况进行教学，但在采取计算机辅助教学之后，则可以改变“一对多”的集体学习方式，有效地弥补这一缺陷。
[5] CMI(Computer Managed Instruction)计算机管理教学，是计算机支持的教学管理任务的各种应用。
[6] logistics：物流。最早是在二战中，围绕战争物资供应，美国军队建立的“后勤”(Logistics)理论为原型的。当时的“后勤”是指将战时物资生产、采购、运输、配给等活动作为一个整体进行统一布置，以求战略物资补给的费用更低、速度更快、服务更好。后来，后勤体系逐步演变为今天的物流。
[7] While it is possible, even appropriate on occasion，to shorten the instructional development process, it should be done only after considering the needs of the learner, the requirements of the content, and the constraints facing both teacher and students.
译文：虽然远程教育可能缩短教育过程，但也只能在考虑了学生的需求、内容要求以及教师和学生所受的限制后才能实施。
While连词，引起表示让步的状语从句，表示“虽然”，如：While I understand what you say，I can，t agree with you. 虽然我理解你的意思，但我还是不同意。
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