Hierarchical Strategy Learning with Hybrid Representations

提高学习策略的计划英语## Plan to Enhance Learning Strategies ##。

Mind Mapping.Mind mapping is a visual learning strategy that helps learners organize information into a logical and hierarchical structure. This technique can be used to understand complex concepts, connect different ideas, and enhance memory.Active Recall.Active recall is a learning strategy that involves retrieving information from memory without looking back at notes. It promotes long-term retention and forces learners to engage with the material more deeply. Flashcards and spaced repetition algorithms can be used to facilitate active recall.Spaced Repetition.Spaced repetition is a technique that involves distributing study sessions over time in increasing intervals. This approach improves memory and helps learners retain information for longer periods. Applications like Anki and SuperMemo employ spaced repetition algorithms.Metacognition.Metacognition is the ability of learners to reflect on their learning process and adjust their strategies accordingly. It involves planning, monitoring, and evaluating one's learning. Regular self-reflection and evaluation can help learners identify areas for improvement and develop more effective learning habits.Interleaving.Interleaving is a learning strategy that involves alternating between different subjects or concepts during a study session. This approach helps learners buildconnections between different areas and promotes deeper understanding. It prevents boredom and improves retention compared to studying each subject separately.Retrieval Practice.Retrieval practice is a method of actively retrieving information from memory, usually through self-testing or quizzes. This process strengthens memories and enhances long-term retention. Practice tests and mock exams can be used to implement retrieval practice.## 中文回答， ##。

LEARNING STYLES AND STRATEGIESRichard M. FelderHoechst Celanese Professor of Chemical EngineeringNorth Carolina State UniversityBarbara A. SolomanCoordinator of Advising, First Year CollegeNorth Carolina State UniversityACTIVE AND REFLECTIVE LEARNERS•Active learners tend to retain and understand information best by doing something active with it--discussing or applying it orexplaining it to others. Reflective learners prefer to think about it quietly first.•"Let's try it out and see how it works" is an active learner's phrase;"Let's think it through first" is the reflective learner'sresponse.•Active learners tend to like group work more than reflective learners, who prefer working alone.•Sitting through lectures without getting to do anything physical but take notes is hard for both learning types, but particularly hard for active learners.Everybody is active sometimes and reflective sometimes. Your preference for one category or the other may be strong, moderate, or mild. A balance of the two is desirable. If you always act before reflecting you can jump into things prematurely and get into trouble, while if you spend too much time reflecting you may never get anything done.How can active learners help themselves?If you are an active learner in a class that allows little or no class time for discussion or problem-solving activities, you should try to compensate for these lacks when you study. Study in a group in which the members take turns explaining different topics to each other. Work with others to guess what you will be asked on the next test and figure out how you will answer. You will always retain information better if you find ways to do something with it.How can reflective learners help themselves?If you are a reflective learner in a class that allows little or no class time for thinking about new information, you should try to compensate for this lack when you study. Don't simply read or memorize the material; stopperiodically to review what you have read and to think of possible questions or applications. You might find it helpful to write short summaries of readings or class notes in your own words. Doing so may take extra time but will enable you to retain the material more effectively.SENSING AND INTUITIVE LEARNERS•Sensing learners tend to like learning facts, intuitive learners often prefer discovering possibilities and relationships.•Sensors often like solving problems by well-established methods and dislike complications and surprises; intuitors like innovation and dislike repetition. Sensors are more likely than intuitors toresent being tested on material that has not been explicitly covered in class.•Sensors tend to be patient with details and good at memorizing facts and doing hands-on (laboratory) work; intuitors may be better at grasping new concepts and are often more comfortable than sensors with abstractions and mathematical formulations.•Sensors tend to be more practical and careful than intuitors;intuitors tend to work faster and to be more innovative thansensors.•Sensors don't like courses that have no apparent connection to the real world; intuitors don't like "plug-and-chug" courses thatinvolve a lot of memorization and routine calculations.Everybody is sensing sometimes and intuitive sometimes. Your preference for one or the other may be strong, moderate, or mild. To be effective as a learner and problem solver, you need to be able to function both ways. If you overemphasize intuition, you may miss important details or make careless mistakes in calculations or hands-on work; if you overemphasize sensing, you may rely too much on memorization and familiar methods and not concentrate enough on understanding and innovative thinking.How can sensing learners help themselves?Sensors remember and understand information best if they can see how it connects to the real world. If you are in a class where most of the material is abstract and theoretical, you may have difficulty. Ask your instructor for specific examples of concepts and procedures, and find out how the concepts apply in practice. If the teacher does not provide enough specifics, try to find some in your course text or other references or by brainstorming with friends or classmates.How can intuitive learners help themselves?Many college lecture classes are aimed at intuitors. However, if you are an intuitor and you happen to be in a class that deals primarily with memorization and rote substitution in formulas, you may have trouble with boredom. Ask your instructor for interpretations or theories that link the facts, or try to find the connections yourself. You may also be prone to careless mistakes on test because you are impatient with details and don't like repetition (as in checking your completed solutions). Take time to read the entire question before you start answering and be sure to check your resultsVISUAL AND VERBAL LEARNERSVisual learners remember best what they see--pictures, diagrams, flow charts, time lines, films, and demonstrations. Verbal learners get more out of words--written and spoken explanations. Everyone learns more when information is presented both visually and verbally.In most college classes very little visual information is presented: students mainly listen to lectures and read material written on chalkboards and in textbooks and handouts. Unfortunately, most people are visual learners, which means that most students do not get nearly as much as they would if more visual presentation were used in class. Good learners are capable of processing information presented either visually or verbally.How can visual learners help themselves?If you are a visual learner, try to find diagrams, sketches, schematics, photographs, flow charts, or any other visual representation of course material that is predominantly verbal. Ask your instructor, consult reference books, and see if any videotapes or CD-ROM displays of the course material are available. Prepare a concept map by listing key points, enclosing them in boxes or circles, and drawing lines with arrows between concepts to show connections. Color-code your notes with a highlighter so that everything relating to one topic is the same color.How can verbal learners help themselves?Write summaries or outlines of course material in your own words. Working in groups can be particularly effective: you gain understanding of material by hearing classmates' explanations and you learn even more when you do the explaining.SEQUENTIAL AND GLOBAL LEARNERS•Sequential learners tend to gain understanding in linear steps, with each step following logically from the previous one. Global learners tend to learn in large jumps, absorbing material almost randomly without seeing connections, and then suddenly "getting it."•Sequential learners tend to follow logical stepwise paths in finding solutions; global learners may be able to solve complex problems quickly or put things together in novel ways once they have grasped the big picture, but they may have difficulty explaining how they did it.Many people who read this description may conclude incorrectly that they are global, since everyone has experienced bewilderment followed by a sudden flash of understanding. What makes you global or not is what happens before the light bulb goes on. Sequential learners may not fully understand the material but they can nevertheless do something with it (like solve the homework problems or pass the test) since the pieces they have absorbed are logically connected. Strongly global learners who lack good sequential thinking abilities, on the other hand, may have serious difficulties until they have the big picture. Even after they have it, they may be fuzzy about the details of the subject, while sequential learners may know a lot about specific aspects of a subject but may have trouble relating them to different aspects of the same subject or to different subjects.How can sequential learners help themselves?Most college courses are taught in a sequential manner. However, if you are a sequential learner and you have an instructor who jumps around from topic to topic or skips steps, you may have difficulty following and remembering. Ask the instructor to fill in the skipped steps, or fill them in yourself by consulting references. When you are studying, take the time to outline the lecture material for yourself in logical order. In the long run doing so will save you time. You might also try to strengthen your global thinking skills by relating each new topic you study to things you already know. The more you can do so, the deeper your understanding of the topic is likely to be.How can global learners help themselves?If you are a global learner, it can be helpful for you to realize that you need the big picture of a subject before you can master details. If your instructor plunges directly into new topics without bothering to explain how they relate to what you already know, it can cause problems for you. Fortunately, there are steps you can take that may help you getthe big picture more rapidly. Before you begin to study the first section of a chapter in a text, skim through the entire chapter to get an overview. Doing so may be time-consuming initially but it may save you from going over and over individual parts later. Instead of spending a short time on every subject every night, you might find it more productive to immerse yourself in individual subjects for large blocks. Try to relate the subject to things you already know, either by asking the instructor to help you see connections or by consulting references. Above all, don't lose faith in yourself; you will eventually understand the new material, and once you do your understanding of how it connects to other topics and disciplines may enable you to apply it in ways that most sequential thinkers would never dream of.•Click here for more information about the learning styles model and implications of learning styles for instructors and students.•Click here to return to Richard Felder's home page.。

如何提高学术能力英语作文English Answer：Enhancing Academic Proficiency in English Composition.Academic proficiency in English composition is acrucial skill that empowers students to effectively express their ideas, engage in critical thinking, and succeed in their studies. To cultivate this ability, severalstrategies can be employed:1. Immerse Yourself in Language:Engage with English texts regularly through reading, listening, and speaking. Exposure to diverse sources, such as literature, articles, and podcasts, broadens vocabulary, enhances comprehension skills, and improves fluency.2. Practice Regular Writing:Regular writing exercises are essential for developing proficiency. Engage in freewriting, structured essays, and timed writing to enhance your ability to organize ideas, construct coherent arguments, and adhere to grammatical conventions.3. Seek Feedback and Revise:Obtain feedback from teachers, peers, or writing centers to identify areas of improvement. Use this feedback to revise and polish your writing, refining your ideas, addressing errors, and enhancing clarity.4. Study Grammar and Vocabulary:A solid understanding of grammar and vocabulary forms the foundation for effective writing. Study grammar rules, practice sentence structures, and expand your vocabulary through word lists and flashcards. This will enable you to use language accurately and expressively.5. Utilize Technology:Leverage technology to enhance your learning. Utilize writing software with grammar and spell-check features, engage in online discussion forums to practice communication, and explore language learning apps to reinforce vocabulary and grammar.6. Seek Inspiration:Read exceptional works of literature and essays to inspire your writing. Analyze their structure, style, and use of language to glean insights and elevate your own writing.7. Set Realistic Goals:Break down your improvement journey into achievable goals. Set daily or weekly writing targets, focus on specific aspects of your writing, and track your progress to stay motivated.8. Find a Study Buddy:Collaborate with a peer or classmate to engage inwriting exercises, exchange feedback, and provide support. This can foster a positive and motivating learning environment.9. Leverage Opportunities:Participate in writing workshops, join writing clubs,or enroll in online writing courses. These opportunities provide structured learning environments and access to expert guidance.10. Maintain Patience and Dedication:Improving academic proficiency in English compositionis an ongoing process that requires patience and dedication. Embrace challenges as opportunities for growth and stay committed to your goal of becoming an effective communicator.中文回答：提高英语写作学术能力。

如何平衡学术学习和个人生活英语作文全文共6篇示例，供读者参考篇1Title: Finding the Sweet Spot: Balancing School and FunHi there! My name is Emma, and I'm a 10-year-old student who loves learning new things but also enjoys having a good time with my friends and family. Balancing school and personal life can be pretty tricky sometimes, but I've learned a few tricks that help me stay on top of everything without feeling too stressed out.First things first, let's talk about school. As a kid, I know how tempting it can be to goof off or daydream during class, but trust me, paying attention and trying your best is really important. School is where we learn all the cool stuff that helps us understand the world around us and prepares us for our future careers. Whether it's math, science, history, or language arts, every subject teaches us valuable skills and knowledge that we'll need later in life.But let's not forget about the importance of personal life. School is awesome, but it's not the only thing that matters. Weall need time to relax, recharge, and do the things we enjoy. For me, that means spending time with my family, playing with my friends, and pursuing my hobbies like reading, drawing, and playing video games.One of the biggest challenges I face is finding the right balance between school and personal life. It's easy to get caught up in one or the other and neglect the other aspect. That's why it's crucial to have a plan and stick to it.Here are some tips that have helped me find that sweet spot:Make a schedule: At the beginning of each week, sit down and plan out your time. Block off time for homework, studying, extracurricular activities, and personal time. Having a visual representation of your schedule can help you stay organized and ensure that you're not overscheduling yourself.Prioritize: Not everything can be a top priority. Learn to distinguish between urgent tasks and those that can wait. Focus on the most important things first, and don't sweat the small stuff.Take breaks: Studying or working for hours on end can be draining. Make sure to take regular breaks to recharge your batteries. Go for a walk, grab a snack, or just take a few deepbreaths. A little bit of downtime can go a long way in keeping you focused and productive.Get enough sleep: I know, I know, sleeping can seem like a waste of time when there's so much to do. But trust me, getting enough sleep is crucial for your physical and mental well-being. Aim for at least 8-10 hours of sleep each night, and you'll feel refreshed and ready to tackle the day ahead.Ask for help: Don't be afraid to ask for help when you need it. Whether it's a parent, teacher, or friend, there's no shame in admitting that you're struggling with something. Asking for help can save you time and frustration in the long run.Have fun: Last but certainly not least, remember to have fun! School and personal life shouldn't be a constant grind. Make time for activities that bring you joy and help you de-stress. Laugh with your friends, play games, and embrace your inner child.Finding the right balance between school and personal life is an ongoing process, and it might take some trial and error to figure out what works best for you. But trust me, it's worth the effort. When you have a healthy balance, you'll feel happier, more focused, and better equipped to tackle whatever challenges come your way.So, there you have it, my fellow kids! Those are my tips for balancing school and personal life. Remember, it's all about finding that sweet spot where you can excel in your studies while still having plenty of time to play, relax, and enjoy being a kid. Good luck, and happy balancing!篇2How to Balance School and Fun TimesHey guys! It's me again, your friend who loves learning but also really enjoys playing and having fun. Today I want to talk about something that can be pretty tricky - how to find the right balance between school and everything else in life.As a kid, we have lots of responsibilities with our schoolwork, homework, projects, and tests. But we also need time to be kids - running around outside, playing sports and games, seeing friends, and just relaxing and being silly. If we spend too much time on schoolwork, we miss out on all the fun. But if we only focus on fun, then our grades suffer and we fall behind. It's all about finding the middle ground!The first step is to get organized with your schoolwork. Make a schedule or routine for when you'll do homework, study for tests, work on long-term projects, and so on. Having a plan helpsensure you get it all done without feeling overwhelmed. I like to do my homework right after school while it's still fresh in my mind.Once you've blocked out time for academics, next look at your schedule and plan times for activities, sports, hanging with friends, hobbies, and just relaxing. Don't overbook yourself though - leave some free time to be spontaneous and go with the flow. The weekends are perfect for that!When it's time to focus on schoolwork, really focus. Put away games, turn off the TV, and eliminate distractions. Having set times when you're "at school" mentally helps you power through and get more done in less time. Then you can transition to "fun mode" after and be totally present.On the flip side, when it's play time, be fully present there too. Don't let school stress or thoughts of homework ruin your fun. Play hard, be silly, run around, use your imagination - that's what childhood is all about! Worrying about academics during free time prevents you from truly relaxing and re-energizing.If you're really struggling to get everything done, ask your parents or teachers for help, or look into after-school homework clubs. Sometimes you just need advice for better time management. And if you're feeling overwhelmed or stressed,make sure to talk to your parents, teachers or school counselors. They can help put things into perspective.At the end of the day, remember that you're a kid! Yes, school is important, but so is having a childhood filled with great memories, exploration, creativity and fun. With some planning and the right mindset, you can crush it in the classroom while still being a kid who knows how to play and enjoy life to the fullest.So make that schedule, focus when it's work time, play hard when it's fun time, ask for help when needed, and keep working on finding your own unique balance of work and play. Pretty soon you'll be a master at navigating both worlds!篇3How to Balance School and Fun TimeSchool is really important because that's where we learn all the things we need to know to grow up and get jobs one day. But playing and having fun is also super important too! If all we did was study and never played, we'd get really stressed out and grumpy. The trick is finding the right balance between school responsibilities and personal free time.First up, let's talk about all the work we have to do for school. There are classes to attend every day where we listen to our teachers give lessons and take notes. Then we have homework assignments to complete after school, like reading, writing, math problems, and projects. Sometimes it feels like the homework never ends! We also have tests pretty regularly to show what we've learned.On top of all that classroom work, some kids also have extracurricular activities connected to school like sports teams, clubs, or music lessons. Those are lots of fun but also require practice and commitment. As we get older, we'll have even more academic responsibilities lined up through middle school, high school, and maybe college too. Whew, no wonder kids' brains can feel fried!But holding up - we can't just be learnaholic robots! We need balance through personal time for fun, relaxation, and recharging. Having a social life by playing with friends is vital. Whether it's running around outside, going to the park, having a playdate, or playing make-believe games, this unstructured free play is how kids learn social skills and develop creativity and independence.We have to make time for hobbies and interests too that make us happy and keep us sane amidst the academic grind. It could be anything from swimming, to reading for pleasure, to building LEGO cities, to putting on backyard plays with siblings. Having a hobby provides stress relief, confidence-boosting, and pure enjoyment outside of academics.Resting and recharging is extremely important too. Our bodies and brains need down time to sleep in, chill out, watch a favorite TV show, or just veg on the couch. If we're "on" constantly with school and activities, we'll get burnt out quickly. Down time allows us to hit the refresh button.How can we fit it all in - the classes, homework, activities, play time, hobbies, and rest? Here are some tips:• Make a schedule and routine - Set specific times for homework, play, activities etc so nothing falls through the cracks• Limit screen time - It's way too easy to get distracted and suck away hours with video games, YouTube, and apps• Prioritiz e and plan ahead - Know when big tests and projects are coming up so you can prepare without last-minute cramming• Ask for help - Parents, teachers, tutors, and classmates are there to support you, so don't try to do everything alone• Take breaks - Don't try to power through everything at once. Take brain breaks with physical activity or just zoning out.• Have a dedicated study space - Having an area for homework/study time helps you focus when you're there• Stay organized - Use calendars, folders, binders, and backpacks to keep track of assignmentsThe most important thing is developing disciplined work habits for school assignments but still saving time and energy for fun and personal life too. It's all about finding the right equilibrium. Some days, school will have to come first and free time might have to be cut a little shorter. Other days, you can cut loose more. Just don't let it get too unbalanced in either direction.It may seem tricky, but balancing academics and personal time is a skill that'll serve you incredibly well in the future too. As you get older, you'll have to juggle job responsibilities while still making time for yourself, your family, and your outside interests. The sooner you learn to live a balanced lifestyle, the better!So study hard, but also spend plenty of time enjoying being a kid. The elementary school years are a very special time that goes by in a blink. Have fun, make amazing memories, and be a great student at the same time. It's the best way to live life to the fullest!篇4How to Balance School Work and Fun TimeHi there! My name is Emma and I'm in 5th grade. Grown-ups are always telling me how important it is to work hard in school and get good grades. But they also say I need to find time to relax, play, and just be a kid. Balancing academics and personal life can be really tough sometimes! Here are some tips that have helped me:Make a Schedule and Stick to ItOne of the biggest challenges is simply finding enough hours in the day for everything - school, homework, activities, family time, and fun. That's why I find it super helpful to make a schedule and really try to follow it. I have a big wall calendar in my room where I write down all my assignments, tests, activities like soccer practice, music lessons, etc. I also block out times for homework, chores, and most importantly - play time!Having a schedule doesn't mean your whole day is planned out to the minute. That would be no fun at all! But it does help me get an overview of what needs to get done and when. It keeps me organized and on track. And seeing those play times blocked into my calendar motivates me to power through my work so I can enjoy those breaks guilt-free.Prioritize and Plan AheadEven with a schedule, some days just seem to have too much crammed in. When that happens, I've learned I need to prioritize what's most important and plan ahead as much as possible. For example, I always put big tests or project due dates as the top priority in my schedule so I have plenty of time to prepare without stressing at the last minute.For other stuff like regular homework assignments and activities, I prioritize based on what's coming up soonest and what will take the longest time. If I have a bunch of homework in different subjects, I try to at least get started on each one so I'm not cramming it all in at the end. And if I have a choir performance and soccer game on the same weekend, I'll practice the songs extra during the week so I can focus more on soccer closer to the game day.Take Real BreaksSpeaking of breaks, another really important tip is to take real, quality breaks between work periods. Sure, scrolling online for a few minutes counts as a break. But every few hours I need to get away from screens and homework and just reset my brain. That could mean playing outside, reading for fun, or just zoning out and daydreaming for a little while.The length of the break depends on how long I was working. After a couple hours of homework, I'll take a longer 30-60 minute break to recharge. But even tiny 5 minute breaks to stretch, grab a snack, or play with my dog can re-energize me during marathon study sessions.Giving my brain these real breaks helps me go back to my work feeling refreshed instead of zoning out from mental exhaustion. I'm able to focus better and actually get better quality work done in less time when I take breaks. It's like giving a thirsty plant some water so it can grow stronger.Ask for HelpAs much as we kids may hate to admit it sometimes, we all need help from grown-ups with this whole balance thing. My parents, teachers, tutors, and coaches are all on my team, helping me figure out how to manage everything. If I'm feeling overwhelmed or struggling in a subject, I've learned I need tospeak up and ask for advice or extra support right away before things pile up too much.My parents will sit down with me and look at my schedule if it's getting too crazy. Maybe we'll need to cut out an extracurricular for a while or get a homework tutor to help me get back on track. My teachers are happy to give extensions on assignments when I've truly hit a crunch period, as long as I communicate with them ahead of time. The coaches and tutors also understand that academics have to be the top priority sometimes. I'm really grateful to have all these caring adults who want me to succeed and are there to help me course-correct when I need it.Have Fun!My final and most important tip is to make sure you actually follow through on those personal life activities in your schedule! It's so easy to let the fun get squeezed out by all the academic obligations. But learning how to truly enjoy downtimes is a life skill that will serve you forever.When I get to basketball practice or art class, I force myself to be present and not think about tests or what's due tomorrow.I leave my phone in my locker so I can completely immerse myself in the activity. I go out and play with no distractions.Having that designated, obligation-free fun time makes the work periods more bearable too. It's like holding a reward for myself to look forward to.I hope these tips give you some ideas for balancing your own academics and personal life! Just remember that it's all about finding what works best for your personality and schedule. Don't be afraid to experiment with different strategies until you hit that sweet spot of getting your work done and still having plenty of time to enjoy just being a kid. It's all about balance!篇5Title: Finding the Sweet Spot: Balancing School and FunBeing a student is no easy task. We have to juggle homework, projects, tests, and extracurricular activities, all while trying to find time for our hobbies and spending quality time with friends and family. It's like walking a tightrope – one wrong step, and you could tumble down into the depths of stress and burnout. But fear not, my fellow students! I've learned a few tricks that have helped me maintain a healthy balance between my academic life and personal life.First and foremost, it's crucial to understand the importance of both domains. Our studies are undoubtedly essential for ourfuture success, but neglecting our personal lives can lead to unhappiness, anxiety, and even health issues. Think of it like a seesaw – if you focus too much on one side, the other side will be left hanging in the air, and the whole thing becomes unstable.One of the biggest challenges I face is procrastination. It's so tempting to put off that math assignment or science project in favor of playing video games or watching my favorite TV show. But procrastination is like a sneaky little monster that grows bigger and bigger the more you feed it. Before you know it, you're drowning in a sea of overdue assignments and looming deadlines. That's why it's crucial to develop good time management skills.My secret weapon against procrastination is a trusty planner or calendar. At the beginning of each week, I sit down and map out all my assignments, tests, and activities. I prioritize the most important tasks and allocate specific time slots for each one. By breaking down my workload into manageable chunks, I avoid feeling overwhelmed and ensure that I have enough time for both studying and leisure activities.Speaking of leisure activities, it's essential to make time for the things you love. Whether it's playing sports, reading books, or hanging out with friends, these activities are vital for yourmental and emotional well-being. They provide a much-needed break from the academic grind and allow you to recharge your batteries.One of my favorite pastimes is playing soccer with my friends. Not only is it a great way to stay active and healthy, but it also fosters teamwork, sportsmanship, and camaraderie. Those hours spent on the field are like a breath of fresh air, allowing me to clear my mind and return to my studies with renewed focus and energy.Another key aspect of maintaining a healthy balance is learning to say "no." It's easy to get caught up in the whirlwind of extracurricular activities, social events, and family obligations. But overcommitting yourself can lead to burnout and resentment. It's okay to politely decline invitations or activities that don't align with your priorities or that would stretch you too thin.When it comes to academics, it's also important to work smarter, not harder. Efficient study habits can go a long way in reducing stress and freeing up time for other pursuits. For instance, I've learned to take breaks during my study sessions to prevent mental fatigue and information overload. A quick walkaround the block or a few minutes of stretching can do wonders for refreshing my mind and boosting my productivity.Additionally, seeking help when needed is crucial. Whether it's asking a teacher for clarification on a difficult concept or forming a study group with classmates, collaboration and support can make a world of difference. Remember, you don't have to go it alone – there are always resources available to help you succeed.Last but not least, it's essential to prioritize self-care. Make sure you're getting enough sleep, eating a balanced diet, and engaging in activities that bring you joy and relaxation. Awell-rested and happy mind is better equipped to tackle the challenges of academic life and personal pursuits.In conclusion, finding the perfect balance between academic studies and personal life is an ongoing journey, and there's no one-size-fits-all solution. It requires discipline, time management skills, and a willingness to prioritize your well-being. By following these tips and listening to your own needs, you'll be well on your way to achieving that elusive sweet spot – a harmonious blend of academic success and personal fulfillment.So, my fellow students, embrace the challenges ahead with open arms, but remember to take breaks, have fun, and enjoythe ride. After all, life is a delicate dance, and it's up to us to find the rhythm that works best for us.篇6How to Balance School and Fun TimeHi there! My name is Emma, and I'm a 10-year-old student in the 5th grade. School is really important to me, but so is having time to play, relax, and do the things I enjoy. It can be tough to find the right balance between studying and having fun, but I've learned some helpful tips that I want to share with you.First of all, it's important to understand that both school and personal time are essential. School helps us learn new things, develop important skills, and prepare for our future careers. But personal time is also crucial for our mental and physical health. It allows us to recharge, pursue our hobbies and interests, and simply enjoy being kids.One of the biggest challenges for me is staying focused during school hours. It's so tempting to let my mind wander or daydream about the fun things I'd rather be doing. But I've learned that the more I concentrate and work hard in class, the sooner I'll be done with my schoolwork, and the more free time I'll have afterwards.To help me stay focused, I try to sit near the front of the class, away from distractions like windows or chatty friends. I also make sure to get a good night's sleep and eat a healthy breakfast, so I have plenty of energy to pay attention.Another helpful strategy is to break up my homework and studying into manageable chunks, with short breaks in between. For example, I might work on my math assignments for 30 minutes, then take a 10-minute break to stretch, have a snack, or play with my dog. This prevents me from getting overwhelmed or burned out.During my breaks, I like to do something completely different from schoolwork, like shooting hoops outside, listening to music, or calling a friend. This helps me recharge and approach my next study session with a fresh mind.I also make sure to schedule regular "fun time" into my routine, even when I'm busy with school. Maybe it's a Friday night movie night with my family, or a Saturday afternoon playdate with friends. Having something fun to look forward to motivates me to power through my schoolwork.Another important aspect of balancing school and personal life is getting enough physical activity and outdoor time. Exercise isn't just good for our bodies – it also boosts our mood, energylevels, and ability to concentrate. I try to get at least an hour of physical activity every day, whether it's playing sports, going for a bike ride, or simply running around the backyard with my friends.Spending time outdoors is also really important for our mental and emotional well-being. Fresh air, sunshine, and nature have a way of refreshing and rejuvenating us. Even if it's just a short walk around the block or a picnic in the park, getting outside can help us destress and recharge.In those cases, it's important to be honest with myself and make adjustments. If I've been neglecting my schoolwork, I might need to cut back on some of my leisure activities for a little while and get back on track. If I've been overdoing it with studying and homework, I might need to schedule in some extra fun time to recharge.It's also really helpful to talk to my parents, teachers, or other trusted adults when I'm feeling overwhelmed or struggling to find balance. They can offer advice, help me prioritize my responsibilities, and remind me of the importance of taking care of myself – both mentally and physically.At the end of the day, finding the right balance between school and personal life is an ongoing process. It's notsomething that happens overnight, and it's different for everyone. But by staying organized, prioritizing self-care, and making time for the things we enjoy, we can all learn to navigate the demands of school while still having plenty of fun and enjoyment in our lives.So, those are my tips for balancing academic studies and personal life. Remember, school is important, but so is taking care of our mental and physical health. By finding the right balance, we can succeed in the classroom while still having plenty of time and energy for the things we love.Thanks for reading, and happy balancing!。

优秀学习者的策略英语作文Being an excellent learner requires a combination of effective strategies and dedication. 优秀的学习者需要结合有效的策略和奉献精神。

It is essential to have a positive attitude towards learning and to be open to new challenges. 对学习持有积极的态度，并且愿意接受新的挑战是至关重要的。

By being proactive and seeking out resources, onecan enhance their learning experience and achieve greater success.通过主动寻找资源，一个人可以提高学习体验，取得更大的成功。

One of the key strategies for successful learning is time management. 成功学习的关键之一是时间管理。

It is important to prioritize tasks and allocate enough time for studying, practicing, and reviewing. 重要的是要优先考虑任务，并为学习、练习和复习分配足够的时间。

By creating a study schedule and sticking to it, one can stay organized and focused on their goals. 制定学习计划并坚持执行，一个人可以保持组织有序，专注于自己的目标。

Striking a balance between studying and relaxing is also crucial for overall well-being and productivity. 在学习和放松之间保持平衡同样对全面的幸福感和生产力至关重要。

思维导图制作英语学习计划IntroductionEnglish is a widely spoken language and mastering it can open up a world of opportunities. Whether you want to improve your communication skills, advance in your career, or simply travel to an English-speaking country, investing time and effort in learning English is a valuable decision. However, many people struggle with where to start and how to organize their learning process. In this article, we will explore how to create an effective English learning plan using mind maps.Understanding Mind MapsMind maps are a powerful tool for brainstorming, organizing information, and solving problems. They visually represent hierarchical relationships and show how different pieces of information are related to one another. Mind maps are especially useful for language learning as they help to associate words and concepts, create visual connections, and stimulate creative thinking.Step 1: Set Clear Learning ObjectivesThe first step in creating an effective English learning plan is to set clear, achievable objectives. These objectives will serve as a roadmap for your learning journey and help you stay focused and motivated. Start by asking yourself the following questions:- Why do I want to learn English?- What are my short-term and long-term goals?- What specific skills (reading, writing, speaking, listening) do I want to improve?Using a mind map, create a central node for your learning objectives and branch out into different areas such as improving vocabulary, grammar, pronunciation, or achieving a specific language proficiency level. This will help you visualize your learning goals and prioritize your efforts.Step 2: Assess Your Current LevelBefore diving into your English learning plan, it is important to assess your current level of proficiency. This will help you identify your strengths and weaknesses and tailor your learning plan accordingly. Some methods for assessing your level include taking a placement test, having a conversation with a native speaker, or using self-assessment tools available online.Create a mind map that includes your current proficiency level in different language skills such as reading, writing, speaking, and listening. Identify areas where you feel confident andareas where you need improvement. This will help you focus on the specific areas that require attention.Step 3: Choose Suitable Learning ResourcesOnce you have identified your learning objectives and assessed your current level, it's time to choose suitable learning resources. The abundance of English learning materials available can be overwhelming, so it's important to select resources that align with your learning style, interests, and objectives.Use a mind map to explore different learning resources such as textbooks, online courses, language exchange programs, language learning apps, podcasts, and movies. Include branches for each resource and note down their advantages, disadvantages, and how they can contribute to your learning goals. By doing this, you can create a comprehensive overview of the available resources and make an informed decision on which ones to use.Step 4: Create a Study ScheduleConsistency is key to language learning, so creating a study schedule is essential. With a mind map, you can visually organize your study schedule and allocate time for different learning activities. Include branches for daily, weekly, and monthly goals, as well as specific tasks such as vocabulary practice, grammar exercises, listening practice, and speaking opportunities.Additionally, consider creating a study routine that aligns with your learning preferences and lifestyle. Whether you prefer studying in the morning, during lunch breaks, or in the evening, a mind map can help you visually plan and structure your study schedule to maximize your learning potential.Step 5: Monitor Your ProgressTracking your progress is a vital part of any learning plan. Regularly monitor your achievements, setbacks, and improvements to stay motivated and make necessary adjustments to your learning strategy. A mind map can serve as a visual record of your progress, allowing you to track milestones, set new goals, and reflect on your language learning journey.Create a progress monitoring mind map that includes branches for short-term and long-term achievements, challenges faced, and changes in proficiency levels. Documenting your progress in this way will provide a clear overview of your language learning development and help you stay motivated as you work towards your goals.ConclusionIn conclusion, creating an English learning plan using mind maps can help you organize your objectives, assess your current level, choose suitable resources, create a study schedule, and monitor your progress. By visually representing your learning journey, mindmaps provide a comprehensive yet flexible approach to language learning that can be tailored to individual preferences and needs. With a clear plan in place, you will be better equipped to achieve your language learning goals and embark on a successful English learning journey.。

Complexity Theory, Market Dynamism, and the Strategy of Simple RulesJASON P. DAVISDepartment of Management Science and EngineeringStanford University423 Terman EngineeringStanford, CA 94305(650) 498-1741jpdavis@KATHLEEN M. EISENHARDTDepartment of Management Science and EngineeringStanford University415 Terman EngineeringStanford, CA 94305(650) 723-1887kme@CHRISTOPHER B. BINGHAMRobert H. Smith School of BusinessUniversity of Maryland4519 Van Munching HallCollege Park, MD 20742(301) 405-3422cbingham@Working PaperApril 12, 2007We appreciate the generous support of the National Science Foundation (IOC Award #0323176) and the Stanford Technology Ventures Program. We also thank many individuals for their helpful comments including Phil Anderson, Steve Barley, Diane Burton, Tim Carroll, Pankaj Ghemawat, Clark Gilbert, Riitta Katila, Bruce Kogut, Tammy Madsen, Anne Miner, Woody Powell, Nelson Repenning, Jan Rivkin, Simon Rodan, Lori Rosenkopf, Nicolaj Siggelkow, Wesley Sine, Bob Sutton, Brian Uzzi, Christoph Zott; participants at the Academy of Management Conference, Atlanta Competitive Advantage Conference, West Coast Technology Entrepreneurship Research Conference, Winter Strategy Conference; and seminar participants at Stanford University, INSEAD, and the Harvard Business School. Also, the paper benefited greatly from the comments of Elaine Romanelli and three anonymous reviewers.Complexity Theory, Market Dynamism, and the Strategy of Simple RulesABSTRACTThis study explores the fundamental tension between too little and too much structure. Observed in multiple streams of research, this tension is associated with the tradeoff between efficiency and flexibility that is central in dynamic markets. Using the strengths of simulation to confirm internal validity and to elaborate theory through virtual experiments, we examine the relationship between the amount of structure and performance in dynamic environments. We have several findings. First, we confirm that an inverted U-shaped relationship exists between performance and the amount of structure. Yet, this relationship is unexpectedly asymmetric – i.e., it is better to err on the side of too much than too little structure. Second, we describe how market dynamism moderates the relationship between structure and performance. In particular, increasing unpredictability is associated with a less structured optimum. Moreover, when environments are very unpredictable, there is a very narrow range of optimal structure and a precarious “edge of chaos.” But when environments are very predictable, there is a broad range of optimal structures and equifinality. Third, other environmental dimensions have their own unique effects – i.e., increasing velocity raises performance while increasing complexity lowers it. Surprisingly, increasing ambiguity diminishes the value of skill. Broadly, we contribute to strategy by confirming the internal validity of strategy as simple rules, and clarify the boundary conditions of positioning and opportunity strategic logics. We contribute to organizational theory by providing an optimistic view of adaptation with clarity regarding its challenges for new v. established firms. Overall, we sketch an emerging theory for how organizations adapt that builds on the insights of complexity science.A longstanding question in strategy and organizational theory is how the amount of organizational structure shapes performance in dynamic environments. Research exploring this question often highlights a fundamental tension between possessing too little and too much structure (Burns and Stalker, 1961; Henderson and Clark, 1990; Uzzi, 1997). Organizations using too little structure lack enough guidance to efficiently generate appropriate behaviors (Weick, 1993; Sine, Mitsuhashi, and Kirsch, 2005), while organizations using too much structure are too constrained and lack flexibility (Miller and Friesen, 1980; Siggelkow, 2001). This fundamental tension results in a dilemma for organizations competing in dynamic environments as success in these settings demands both efficiency and flexibility. Studies show that high performing organizations resolve this tension by using a moderate amount of structure to improvise a variety of innovative solutions (Brown and Eisenhardt, 1997). Overall, this is suggestive of an inverted U-shaped relationship between the amount of structure and performance, a relationship often observed when tensions are at work.This tension is observed in diverse streams of research. For example, Weick’s (1976) loose coupling ideas focus on the benefits of moderate intra-organizational connectivity. Loosely coupled units are connected enough to gain efficiencies from coordination, but also have enough separateness to flexibly act with independence (Orton and Weick, 1990; Schilling and Steensma, 2001). Empirical studies confirm the link between moderate connectivity among parts of an organization and performance (Galunic and Eisenhardt, 1996; Galunic and Eisenhardt, 2001; Gilbert, 2005). For example, in his study of U.S. restaurant chains, Bradach (1997) observes that chains face a tension between efficient uniformity and flexible adaptation. High-performing chains resolve this tension with a mix of tightly linked company stores and loosely linked franchises that are more high-performing than a structure comprised of either type alone. Similarly, in a study of multi-business firms in Taiwan, Chi-Nien and colleagues (2005) found that the most successful groups are those with semi-linked operating and director relationships that permit shared access to resources among affiliates.This tension is also observed in research that emphasizes the benefits of moderate amounts of external connectivity (Hargadon and Sutton, 1997; Owen-Smith and Powell, 2003). For example, in his study of garment firm alliance networks, Uzzi (1997) finds that organizations which combined more and less structured partnerships are more effective performers. These semi-structured alliance networks help firms enjoy both efficient exchanges with close partners and flexible access to wide-ranging information sources with arms-length partners. Other research finds that “leaky” networks of varied institutions within the Boston-area biotechnology community produce spillovers leading to greater innovation (Owen-Smith and Powell, 2003) while a moderate amount of interaction between publicly-owned and privately-owned Hungarian enterprises improves adaptation to changes in the Eastern European marketplace (Stark, 1996).The tension between too little and too much structure is also observed in research on improvisation, which is concerned with how partial structure guides behavior in real-time (Weick, 1998; Miner, Bassoff, and Moorman, 2001; Feldman and Pentland, 2003). This research points to simple rule strategies that act as the ‘guiding melody’ within which improvisation occurs. As Weick (1998) notes, “The important point is that improvisation does not materialize out of thin air. Instead, it materializes around a simple melody that provides the pretext for real time composing” (p. 546). Miner and colleagues (2001) further clarify that improvisation is the deliberate “fusion of design and execution” that occurs within a context of improvisational referents that “provides a constraint within which novel activity unfolds” (p. 314-316). Brown and Eisenhardt (1997) also find that too many rules constrain the improvisation of innovative solutions in product development processes, but too few rules engender too much chaos to be effective. Rather, a moderate number of rules possesses the “semi-structure” necessary for effective improvisation, and ultimately successful new product portfolios.This tension is particularly pertinent for strategy in dynamic markets where change is not only common, but also critical for performance (Teece, Pisano, and Shuen, 1997). For instance, Mintzbergand McHugh (1985) note how a balance between more structured “deliberate strategy” and less structured “emergent strategy” enables innovative and yet coherent performance in turbulent eras. Similarly, Rindova and Kotha (2001) find that the ability of Yahoo! to grow within a dynamic environment is partially due to its simple, rule-based capabilities for guiding acquisitions, alliances, and the introduction of new services. Indeed, “loosely coupled” structures and “simple rules” capabilities are observed among high-performing firms in a variety of dynamic industries (Burgelman, 1996; Galunic and Eisenhardt, 1996; Galunic and Eisenhardt, 2001; Katila and Ahuja, 2002; Williams and Mitchell, 2004; Gilbert, 2005) which is consistent with Eisenhardt and Martin’s (2000) hypothesis that as markets become increasingly dynamic, effective strategies are more simple. Taken together, these studies indicate that the inverted U-shaped relationship between the amount of structure and firm performance is a robust finding that occurs across multiple literatures i.Yet, despite wide recognition of the tension between too much and too little structure, a number of issues remain. For instance, it is unclear whether it is advantageous to err on the side of too little vs. too much structure. That is, does one tendency fail more gradually than the other? Likewise, it is unclear whether there is a wide range of optimal structures, suggesting that balancing between too much and too little structure is easy, or conversely, whether the optimal structure is tightly constrained, indicating significant challenge in finding and maintaining balance. Similarly, while greater environmental dynamism is associated with less structure, it is unclear how this tension is affected by specific attributes of market dynamism such as velocity, ambiguity, and unpredictability. Broadly, we ask: what is the underlying theoretical logic that links the tension between too much and too little structure, environment, and performance?Our purpose is to explore the theoretical logic that underlies the tension between too much and too little structure, the environmental contingencies that influence the balance within this tension, and the effects of too little v. too much structure on the performance of strategies and organizations indynamic markets. There are many definitions of structure with varied attributes such as formalization (e.g., rules, routines), centralization (e.g., hierarchy, use of authority, verticality), control systems (e.g., incentives, span of control), embeddedness (e.g., tie strength, tie density), and specialization (e.g., role clarity) (Weber, 1946; e.g., Burns and Stalker, 1961; Pugh, et al., 1963; Galbraith, 1973; Mintzberg, 1979; Granovetter, 1985; Scott, 2003)ii. But while the definitions include varied attributes, they all share an emphasis on shaping the action of organizational members. Thus, we define structure broadly as constraint on action iii. In particular, we will focus on structure as rules because of their importance in dynamic markets (Brown and Eisenhardt, 1997; Rindova and Kotha, 2001) and their relevance to both the organization (March and Simon, 1958; Cyert and March, 1963) and strategy (Nelson and Winter, 1982; Teece, Pisano, and Shuen, 1997) literatures.We conduct this research using simulation methods. We chose simulation because it is a particularly effective method for research such as ours where the basic outline of the theory is understood, but its underlying theoretical logic is limited (Davis, Bingham, and Eisenhardt, 2007). In this situation, there is enough theory to develop a simulation model. Yet, the theory is also sufficiently incomplete that it warrants examination of its internal validity (i.e., correctness of its theoretical logic) and elaboration of its propositions through experimentation, both strengths of simulation (Sastry, 1997; Zott, 2003). Simulation is also a particularly useful method for research such as ours when the focal phenomenon is non-linear (Carroll and Burton, 2000; Rudolph and Repenning, 2002; Lennox, Rockart, and Lewin, 2006). While statistical and inductive methods may indicate the presence of non-linearities, they offer less precise identification, particularly of complicated ones such as tipping points. Simulation is also a particularly useful method when empirical data are challenging to obtain (Davis, Bingham, and Eisenhardt, 2007). For example, simulation enables us to unpack distinct environmental dimensions that are difficult to disentangle in actual environments. Finally, simulation is especially effective for research such as ours that involves longitudinal and process phenomena because such phenomena canbe studied over extended time periods that would be difficult to observe with empirical data (March, 1991; Zott, 2003).We have several key results. First, while we confirm an inverted U-shaped relationship between structure and performance, we find that this relationship is unexpectedly asymmetric. That is, too little structure leads to a catastrophic performance decline while too much structure leads to only a gradual decay. Thus, it is better to err on the side of too much structure. Second, we point to unpredictability as the key dimension of market dynamism underlying the tension between too much and too little structure. Moreover, the range of optimal structures intriguingly varies inversely with unpredictability. For example, in unpredictable environments, there is only a very narrow range of optimal structures with catastrophic drops on either side that are likely to be difficult to manage. Finally, other dimensions of market dynamism (i.e. velocity, complexity, and ambiguity) unexpectedly have their own unique effects on performance. Collectively, our contributions are to validate the theoretical logic that underlies the tension between too much and too little structure, reveal its asymmetry and varying robustness (e.g., equifinality at low unpredictability, edge of chaos at high unpredictability), and highlight the unexpected and contingent effects of alternate environments.Broadly, we contribute to an adaptive view of organizations. While much theory focuses on inertia and path dependence, we point to the interplay of moderate structure with improvised action to capture fleeting opportunities as central to adaptation. We also uncover insights into the structural basis of the well-known liabilities of newness and age, and into how best to strategize in specific types of environments. Most significant, we highlight the relevance of complexity theory reasoning in explaining adaptation in the context of the tradeoff between flexibility and efficiency in dynamic environments.BACKGROUND: UNEXPECTED COMMONALITY OF INVERTED U-SHAPED CURVES To better understand the fundamental tension between too little and too much structure, we analyzedresearch that focused on the influence of structure on performance. In reading this research, we were struck by the commonality of a basic phenomenon across distinct literatures including organization studies, network sociology, and strategy. Although each literature sometimes operationalizes structure in a slightly different way (e.g., roles, rules, linkages, connections, hierarchy) each literature provides evidence of an inverted U-shaped relationship between the amount of structure and performance. Organization StudiesThe fundamental tension between too much and too little structure emerges in several areas of organizational studies including creativity (Amabile, 1996), group problem solving (Carroll and Burton, 2000; Bigley and Roberts, 2001; Okhuysen and Eisenhardt, 2002), venture formation (Sine, Mitsuhashi, and Kirsch, 2005), organizational transformation (Galunic and Eisenhardt, 2001; Rivkin and Siggelkow, 2003), and organizational learning (Bradach, 1997; Tripsas, 1997; Hansen, 1999). Research on Weick’s (1976) concept of loose coupling illustrates. Loose coupling refers to moderate structuring such that elements of a system are partially connected with each other, but also maintain some degree of uniqueness or logical separateness. For example, if a structure is designed so that the behaviors of a leader only sometimes affect the activities of subordinates, then it can be described as loosely coupled (Orton and Weick, 1990). Loose coupling is high-performing in dynamic environments because it allows organizations to gain efficiency through greater coordination and coherence, but also be flexible to environmental change. For example, loosely coupled business units in large firms can isolate themselves from the daily actions of corporate executives and other business units (Cameron, Kim, and Whetten, 1987; Krackhardt, 1992; Tushman and O'Reilly, 1996), and so flexibly adjust to their environments (Chandler, 1962; Tripsas, 1997; Galunic and Eisenhardt, 2001; Gilbert, 2005). But business units are still partially constrained by connections that tie them to the organization’s core mission, lines of authority, and identity (Orton and Weick, 1990) and enable coordination. Overall, research supports the link between loose coupling and performance in dynamic environments(Tushman and O'Reilly, 1996; Bradach, 1997; Tripsas, 1997; Brown and Eisenhardt, 1998).Research on improvisation also illustrates how structure influences performance (Weick, 1993; Eisenhardt and Tabrizi, 1995; Hatch, 1998; Miner, Bassoff, and Moorman, 2001). Studies suggest that successful improvisation builds on prior experience (Moorman and Miner, 1998). Some experience becomes embedded in simple rules or routines that constrain action by acting as a “guiding melody” within which appropriate action can occur in real time (Weick, 1998: 546). For example, Miner and colleagues (2001) find that successful improvisation of novel product opportunities depends critically on having some, but not too much structure beyond the medium and materials that exist in the moment.The role of structure in organizing effective improvisation is hauntingly illustrated by Weick’s (1993) reanalysis of the Mann-Gulch disaster. As he recounts, the firefighters who parachuted into Mann-Gulch expected to contain a small fire, yet nothing in their past experience seemed helpful in dealing with the large, quickly moving fire they encountered (Weick, 1993). Faced with an unexpected situation, most of the firefighters became separated and confused until panic overtook them, and they perished by attempting to outrun it. If the account were to end here, then the Mann-Gulch disaster would simply be a failure of inadequate prior experience.What makes the story poignant is that their leader, Dodge, retained some structure, improvised, and survived. As Weick (1993) explains, Dodge recognized that the fire was consuming fast-burning brush and could not be outrun. He quickly produced a smaller backfire to consume the surrounding fuel source so that he and his group could escape the larger flames. Yet in spite of Dodge’s efforts, the other firefighters abandoned the structure that they had (e.g., fire safety rules, specialized roles, and authority relations), and ignored Dodge’s plea to lie down in the area the backfire had burned. The result was a failure to utilize the best knowledge of the group to meet their collective goals. In essence, they stopped being an organization.Another key theme within organization studies is that the optimal amount of structure iscontingent upon environmental dynamism (Lawrence and Lorsch, 1967; Galbraith, 1973). The underlying logic is that the flexibility enabled by less structure becomes more important than efficiency as markets become more turbulent. For example, Burns and Stalker (1961) find that more structured “mechanistic organization” (e.g., high centralization, formalization, and role specialization with narrow spans of control and extensive verticality) is high performing in very stable markets because it enables efficient action. In contrast, less structured “organic organization” (e.g., decentralized decision making, broader and more fluid roles, wider span of control, and less reliance on highly formalized processes) is high performing in dynamic markets where flexibility is more valuable. More recently, Eisenhardt and Tabrizi (1995) find that that more structure (e.g., planning, well-defined process steps, specialization) is faster and more effective for innovation processes in the stable mainframe computing industry whereas less structure (e.g., little planning, horizontal communication, extensive prototyping, improvised action) is better in the dynamic personal computing industry. Pisano (1994) has similar findings for the pharmaceutical and biotech industries (less and more dynamic industries, respectively).Taken together, this research finds that, in dynamic environments where adaptation is crucial to performance, it is effective to increase the amount of structure when there is little or even none (Okhuysen and Eisenhardt, 2002; Sine, Mitsuhashi, and Kirsch, 2005) to engender efficiency and to decrease the amount of structure when it is extensive (Siggelkow, 2001) to engender flexibility. Overall, the best solution is to strike a balance between these extremes with an environmentally appropriate moderate amount of structure. This moderate structure engenders high performance outcomes such as innovation, survival, knowledge transfer, and growth (e.g., Bradach, 1997; Brown and Eisenhardt, 1997; e.g., Hansen, 1999; Miner, Bassoff, and Moorman, 2001; Gibson and Birkinshaw, 2004) by constraining action to promote efficiency while retaining flexibility to adjust to environmental change.ivSociologyNetworkNetwork sociology also considers the relationship between structure (often conceptualized in terms of connectivity or embeddedness - i.e., strength of individual ties, and density [or number] of direct and indirect ties) and performance (Granovetter, 1973; Uzzi, 1996; Gulati, 1998). This research focuses on how networks of inter-organizational relationships create unique constraints andopportunities that in turn profoundly shape performance in organizational fields (Galaskiewicz, 1985;Powell, 1990; Fligstein, 2001). One prominent stream of research examines the impact of a moderately connected egocentric network on focal actor performance (e.g., Burt, 1992; Krackhardt, 1992). Uzzi’s (1997) study of garment firms illustrates. In his ethnographic study, he distinguishes between less structured “arms-length” and more structured “embedded” ties (Uzzi, 1997). Embedded ties are strong relationships, offering trust, fine-grained information, and joint problem solving that enhance efficiency by speeding exchange and improving coordination. But organizations can become over-embedded and, thus, too constrained by existing relationships that are locked in by inertia and social obligation. As, Uzzi (1997: 59) notes, “The optimal network structure to link to is a mix of arm’s length and embedded ties…Embedded ties enrich the network, while arm’s length ties prevent the complete insulation of the network from market demands and new possibilities.”Another stream of research illustrates how networks with moderate connectivity generate better system-level performance than either disconnected or overly connected ones. For example, Owen-Smith and Powell (2003) find that members in a loosely connected, biotechnology network enjoy the benefits of information spillovers that “leak” into the field and increase innovation within the network.In work on Broadway musical networks, Uzzi and Spiro (2005) find an inverted U-shaped relationship between the connectivity of musical teams, and the artistic and financial performance of the industry.They suggest that networks with a moderate amount of connectivity are high-performing because they neither under nor over constrain action – i.e., moderately connected networks bring together artists whohave never worked together and so enhance flexibility by creating novelty. But they also create enough stability to engender trust and reciprocity that are central for rapid cooperation, knowledge sharing, and honing a consistent style, all of which improve efficient artistic production (Uzzi and Spiro, 2005).Similar to organization studies, some network research indicates an environmental contingency such that the optimal structure decreases within increasing market dynamism. As in organization studies, the logic is that flexibility becomes more valuable than efficiency as market dynamism increases because of the more pressing need to adjust to environmental change. For example, Rowley and colleagues (2000) examine the network structure (e.g., strength of direct ties and density of ties within the network) of firms in the more stable steel industry and the more dynamic semiconductor industry. As expected, high-performing steel firms have denser networks of strong ties that favor efficient exchange than low performers, while high-performing semiconductor firms have more weak ties that enable greater flexibility (Rowley, Behrens, and Krackhardt, 2000).Finally, recent theoretical research focuses on small world networks (i.e., moderately connected networks with some densely connected nodes, but with most nodes having only a few clustered ties). Computational studies find that small world networks are easily searchable for information (and thus flexible), and yet also efficient for rich communication (Albert, Jeong, and Barabasi, 2000; Watts, Dodds, and Newman, 2002). In addition, small worlds are also highly tolerant of mistakes (a topic also addressed in the improvisation literature (Hatch, 1998; Miner, Bassoff, and Moorman, 2001)) because of built-in redundant connections. Together, these high-performance properties may indicate why small-worlds are a naturally occurring network type that appears with surprisingly high frequency (Barabasi, 2003). Overall, research in network sociology illustrates that moderately connected networks constrain action but are not overly inflexible, and so produce superior outcomes for both organizations and networks.Competitive StrategyStudies of competitive strategy are also concerned with the effects of structure on performance. Some research finds the importance of maintaining an optimal balance between “deliberate strategy” that is top-down, tightly coordinated, and so more constraining, and “emergent strategy” that is spontaneous, bottom-up, and so less constraining (Mintzberg and Waters, 1982; Mintzberg and McHugh, 1985; Burgelman, 1994). Other research builds on March’s (1991) exploitation v. exploration framing of structure’s effects on performance in which he argues that the “proper balance between exploration and exploitation is a primary factor in system survival and prosperity” (p. 71). For instance, some research finds an optimal tension between the efficient exploitation of old resources that are tightly structured within the firm and the flexible exploration of new and distant resources that are outside the firm is critical in the creation of new products and businesses (Karim and Mitchell, 2000; Katila and Ahuja, 2002). Other research finds the importance of loose connections among business units and product-market charters for successful diversification in large firms (Galunic and Eisenhardt, 1996; Galunic and Eisenhardt, 2001; Williams and Mitchell, 2004; Gilbert, 2005; Karim, 2006). Related research finds an optimal balancing between the more structured connections of vertical integration and the less structured connections of outsourcing for superior performance in multiple industries (Schilling and Steensma, 2001; Rothaermel, Hitt, and Jobe, 2006). As Rothaermael and colleagues (2006) explain, vertical integration enhances the efficient synthesis of tacit knowledge and complementary assets that exist within the firm while outsourcing enhances flexible access to innovations and knowledge outside the firm.Of particular interest to our study is research linking simple rules within moderately structured capabilities to high performance (Gersick, 1994; Burgelman, 1996; Galunic and Eisenhardt, 2001; Rindova and Kotha, 2001). For example, Brown and Eisenhardt (1997) find that, although computer firms use widely varying amounts of structure in their innovation processes, firms with moderate。

Scenario Planning:HumanResource Development’sStrategic Learning T oolThomas J.ChermackColorado State UniversityRichard A.SwansonThe University of Texas at TylerThis article introduces the concepts of scenario planning and HRD.A discussion of the major areas of overlap is provided,the links are clar-ified in a strategic context,and clear opportunities for both researchersand practitioners are outlined.This article also provides a shortoverview of what is to come in this issue of ADHR.The authors care-fully outline this issue and each of its major points for optimizing HRDprofessionals as they work to leverage scenario planning as HRD’sstrategic learning tool.Keywords:scenario planning;strategic HRD;strategic planningIn times of change,learners inherit the Earth,while the learned find them-selves beautifully equipped to deal with a world that no longer exists—Hoffer,1989,p. 13. Helping organizations prepare for the future has historically been a concern of the Human Resource Development (HRD) profession (Swanson,1994; Torraco & Swanson,1995). This concern has taken many forms,including identification of future workforce demands (Swanson,1982),formulation of organizational strategy that considers the capacity of existing and available human resourcesThis article was subjected to a two-tier blind review process that did not involve the authors who are currently members of the Editorial Board.Correspondence concerning this article should be addressed to Thomas J.Chermack,Colorado State University,223 Education Building,Fort Collins,CO 80523;e-mail:chermack@.Advances in Developing Human Resources Vol.XX,No.X Month XXXX xx-xxDOI:10.1177/1523422307313530Copyright 2008 Sage PublicationsCopyright 2008 by SAGE Publications.(Garavan,2007; Gilley & Maycunich,2000; Walton,1999),leading group-process strategic planning efforts (Y orks,2005) and more recently the building of strategic capacity for comprehending and dealing with the future through scenario planning (Chermack,2004; Torraco & Swanson,1995).The fundamental position being advocated in this article (as well as through-out this issue of Advances ) is that HRD professionals should capture and develop the research and practice of scenario planning as the profession’s primary strategic learning tool. Aside from recruiting scenario planning experts to guide the alternative futures exploration in organizations,HRD professionals have been gaining recognized expertise in scenario planning methods themselves (Chermack,2005a; Chermack,Lynham,& van der Merwe,2006; Chermack,van der Merwe,& Lynham,2007; Lynham,Provo,& Ruona,1998; Provo,Lynham,Ruona,& Miller,1998; Swanson,Lynham,Ruona,& Provo,1998). Scenario planning expertise has grown within the HRD community and has formed the basis and motivation for this issue of Advances in Developing Human Resources.Two substantial opportunities exist in the current status of scenario planningresearch,theory and practice,which can be categorized as emerging and some-what immature. First,scenario planning practices are increasing around the world,and in a variety of organizations (Bradfield,Wright,Burt,Cairns,& van der Heijden,2005; Chermack et al.,2006,2007). Authors claim that enough variety exists in scenario planning methodology to allow total freedom to prac-titioners in terms of technique (Bradfield et al.,2005; Chermack,Lynham,&Ruona,2001) and this is consistent with any phenomenon firmly positioned in a practitioner context. Useful research moving forward in this domain will examine which techniques are most effective and why,with an eye toward establishing the most effective methods in scenario planning.Second,the status of theory and research that support scenario planning pre-sent an additional opportunity. The University of Strathclyde Graduate School of Business has established the Center for Scenario Planning and Futures Studies under the original leadership of Kees van der Heijden and George Burt and has started generating reports and research of scenario projects (Bradfield et al.,2005; Burt & van der Heijden,2003; van der Heijden,2004). Chermack (2004,2005a,2005b) has begun an ambitious research agenda and has specifi-cally advocated for theory development to support and investigate scenario planning practices. Other systematic examinations of scenario planning have been sporadic efforts with no longitudinal investigation (Klein & Linneman,1981; Linneman & Klein,1979; Phelps,Chan,& Kapsalis,2001) and are there-fore of limited value. In short,there is much to be learned about scenario plan-ning through rigorous and disciplined inquiry.Likely because of the tremendous uncertainty facing today’s organizations(Garavan,2007; Gilley & Maycunich,2000; Walton,1999),scenario planning is currently thriving in practice,a handful of European business schools and as a scattered add-on to futures studies in the United States. HRD’s role in the advancement of scenario planning techniques,research,theory and practice isAdvances in Developing Human Resources Month XXXX2Chermack,Swanson / HRD’S STRATEGIC LEARNING TOOL3 potentially inexhaustible. To be clear,this issue of Advances will make the casefor scenario planning to be recognized as the core strategic learning tool inHRD for helping organizations make sense of what they know but do not yet understand,identify knowledge gaps and purposeful knowledge creation activ-ities,as well as explore the environment to identify drivers of change.Purposes of the ArticleThere are two core purposes of this article:(a) to describe and position sce-nario planning as HRD’s strategic learning tool and (b) to provide an outline forthis issue of Advances.The general path of this article begins with an orienta-tion to HRD and a presentation of the link between HRD and strategy and sce-nario planning. General problems with traditional approaches to strategy and generic strategic planning are examined,and scenario planning is posited as an appropriate alternative to annual executive retreats and expensive consultantsthat “do”strategic planning,but seem to disappear when the plan is produced. Scenario planning is posited as the necessary approach because it (a) harnesses (often conflicting) multiple perspectives,(b) challenges worldviews,and(c) builds the logic of change,thus enabling HRD to support sustainable agree-ments,and (d) is based in a learning perspective. This emphasis on learning iswhat drives individuals and organizations to reperceive their environments leading to innovative views and choices regarding organizational action.HRD:An OrientationA brief review of three varied definitions of HRD is provided and the com-mon themes are presented as the underlying drivers of the link between HRDand strategy and therefore define the basis for this issue of Advances.A Review:Three Definitions of HRDPossibly the first published definition of HRD,was:“Human resource development is the process of increasing the knowledge,the skills,and the capacities of all the people in a society”(Harbison & Myers,1964,p. 2).McLean and McLean offered:HRD is any process or activity that,either initially or over the long term,has the potential todevelop adults’work-based knowledge,expertise,productivity and satisfaction,whether forpersonal or group/team gain,or for the benefit of an organization,community,nation or,ulti-mately,the whole of humanity. (McLean & McLean,2001,p. 322)Swanson defined HRD as a “process for developing and unleashing human expertise through training and development and organization development forthe purpose of improving performance”(Swanson,2007,p. 34).Much has been written about the theoretical foundations of HRD (Lee,1998; McLean,1998; Swanson,2001; Yorks,2005). The intent here is not to engage in the debate of definitions or even to further that conversation,but rather to provide a brief orientation to the discipline. These three definitions of HRD have their differences,but there are common themes as well—all recog-nized the implicit value of learning ,all relied on expertise ,all focused on the development of knowledge and skills,and all have the development of people as the central factor.A high value on learning,expertise and development positions the key con-tribution of HRD to strategy as one of a focus on learning and development—on unleashing human expertise (Swanson,2007). Drawing from de Geus (1988) learning can be viewed as the key to competitive advantage and thereby it shifts the emphasis of planning from content to process. Given this view,methods for planning that emphasize continuous learning are the most appro-priate in an environment that is highly uncertain (de Geus,1988; Harbison &Myers,1964; McLean & McLean,2001; Swanson,2007). Further,a learning orientation allows strategists to address the reduction of strategy to a simple form of decision-making by analysis (Mintzberg,2005).HRD professionals are also inherently focused on human factors and rela-tionships in organizations. In defining HRD,Swanson (1994) used the phrase “unleashing human expertise”(p. 18) and this is an important distinction often used to drive interventions we advocate for in organizations. Scenario plan-ning,aimed at revealing assumptions and seeing things differently (Burt & van der Heijden,2002; Wack,1985) is fundamentally aligned with the unleashing of human potential as an organizational advantage.Linking HRD,Expertise,and StrategyTorraco and Swanson (1995) defined two core strategic roles of HRD,namely that of (a) supporting organizational strategy and (b) shaping organi-zational strategy. Torraco and Swanson further provided a rationale for linking HRD to strategy through the fundamental organizational requirement of exper-tise. Their rationale was based on the following core assumptions:1.The development of human expertise provides “a potentially inex-haustible source of ideas for further innovation and increased produc-tivity”(Torraco & Swanson,1995,p. 14).2.The delineation of strategy into multiple organizational levels and thepositioning of knowledge as a catalyst for growth represents a majorreconceptualization of how organizations,expertise,and strategy func-tion (Porter,1985).3.Strategy must be viewed both as something that can be formed,andsomething that forms on its own (Mintzberg,1994).Advances in Developing Human Resources Month XXXX4Chermack,Swanson / HRD’S STRATEGIC LEARNING TOOL5 These assumptions may seem obvious,but developing and implementing organizational strategy in harmony with these assumptions cannot be done witha mechanistic design or view that is both often too evident in business planning activities. These activities are also often divorced from HRD,thus reducing HRD’s impact on strategy and continuous organizational learning strategies.The perspective advocated here was argued clearly by Bartlett and Ghoshal (2002) when they stated,“at the heart of the problem is a failure to recognizethat although the past three decades have brought dramatic changes in both external strategic imperatives and internal strategic resources,many companies continue to have outmoded strategic perspectives”(p. 34). In their argument for building competitive advantage through people,the authors concluded: As companies move into the war for talent and as individuals with specialized knowledge,skills and expertise are recognized as the scarce strategic resource,HR professionals mustbecome the key players in the design,development,and delivery of a company’s strategy.(Bartlett & Ghoshal,2002,p. 37)I ndeed our view is highly aligned with the statements by Bartlett and Ghoshal (2002) and our thesis is that scenario planning is inherently more con-ducive to developing innovative ideas than the outmoded views they also cri-tiqued (Bartlett & Ghoshal,2002). Scenario planning,as an updated view of strategy,is focused on sense-making and understanding the drivers of change(van der Heijden,Bradfield,Burt,Cairns,& Wright,2002). Scenario planning approaches harness multiple perspectives from a diverse cross-section of the organization. They are intended to involve a wide range of members of the organization in strategy development,rather than promoting a strictly top-downmode of strategic learning. Scenarios are also vehicles for exploring the emer-gent nature of the contextual environment and its impact on organizational strategy. Because of the tendency for the contextual environment to constantlyshift,scenario planning is an iterative process,moving from scenario develop-ment to knowledge development to scenario development,allowing the reex-amination of strategic initiatives amid this changing context. Finally,precisely because of its iterative and learning-based nature,scenario planning is concep-tually a potential means of linking HRD,expertise,and strategy as it links thinking and acting. In the end,the goal of scenario planning is to help partici-pants see their world differently so that decision-makers can catch things thatwere once outside their view.Strategy and Strategic Planning:An OrientationMintzberg,Ahlstrand,and Lampel (1998) wrote a book titled Strategy Safariand in it the authors provided a classification of strategy that consisted of 10 different “schools”of strategy. These schools are provided in Table 1.Aside from these 10 schools,strategy is commonly approached froma financial perspective (Porter,1985),a design perspective (Chandler,1962),a sense-making perspective (Weick,1995),and a strategic learning perspective (de Geus,1988). Indeed,strategy is one of the most complex phenomena to be dealt with in organizations,and three overarching philosophies of strategy have been developed by van der Heijden (1997) in an effort to describe some of strategy’s basic underlying principles. These were the rationalist,the evolu-tionary,and the processual schools of strategy.The Rationalist SchoolThe rationalist school features a tacit and underlying assumption that there isindeed one best solution. The job of the strategist becomes one of producing that one best solution,or the closest possible thing to it. Classic rationalists include Igor Ansoff,Alfred Chandler,Frederick Taylor,and Alfred Sloan (Micklethwait & Wooldridge,1997). The rationalist approach to strategy dictates that an elite few of the organizations top managers convene,approximately once each year,and formulate a strategic plan. Mintzberg (1994) listed other assumptions under-lying the rationalist school:1.Predictability,no interference from outside.2.Clear intentions.3.Implementation follows formulation.4.Full understanding throughout the organization.5.Reasonable people will do reasonable things.The majority of practitioners and available literature on strategy is of therationalist perspective (van der Heijden,1997). Although it is becoming clear that this view is limited and though the belief in one correct solution wanes,the rationalist perspective is still currently alive and well.Advances in Developing Human ResourcesMonth XXXX 6T able 1:Mintzberg,Ahlstrand,and Lampel’s 10 Schools of Strategy School Theme The Design SchoolEstablish Fit The Planning SchoolFormalize the Strategy Process The Positioning SchoolAnalysis,Analysis,Analysis The Entrepreneurial SchoolThe Vision of the CEO sets the Strategy The Cognitive SchoolThe Mind and its Perceptions Drive Strategy The Learning SchoolCollective Learning Matters The Power SchoolNegotiation Among Internal Agendas The Cultural SchoolEvery Voice is Heard in the Strategy Effort The Environmental School Cope—We Simply React to the Environment The Configuration School Evolve,Integrate,and T ransformChermack,Swanson / HRD’S STRATEGIC LEARNING TOOL7The Evolutionary SchoolWith an emphasis on the complex nature of organizational behavior,the evo-lutionary school suggests that a winning strategy can only be articulated in retrospect (Mintzberg,1994). In this context it is believed that systems can developa memory of successful previous strategies. In this case,strategy is thought to bea “process of random experimentation and filtering out of the unsuccessful”(van der Heijden,1997,p. 24). The issue with this perspective is that it is of littlevalue when considering alternative futures. This view also reduces organization members to characters of chance,influenced by random circumstances.The Processual SchoolThe processual school asserts that although it is not possible to deliver optimal strategies through rational thinking alone,organization members caninstill and create processes within organizations that make it a more adaptive,whole system,capable of learning from its mistakes (van der Heijden,1997, 2004). Incorporating change management concepts to influence processes,the processual school supports that successful evolutionary behavior can be ana-lyzed and used to create alternative futures. van der Heijden (1997,2004) offeredthe following examples of metaphors for explaining the three strategic schools:1.The rationalistic paradigm suggests a machine metaphor for the organization.2.The evolutionary school suggests an ecology.3.The processual school suggests a living organism.Because van der Heijden viewed scenarios as a tool for organizational learning,he advocated the integration of these three strategic perspectives.“Organizational learning represents a way in which we can integrate thesethree perspectives,all three playing a key role in describing reality,and there-fore demanding consideration”(van der Heijden,1997,p. 49). I t is widely accepted that effective scenario building incorporates all three of these per-spectives (Georgantzas & Acar,1995; Ringland,1998; Schwartz,1991).The Fundamental Shift T oward LearningMintzberg et al.’s (1998) first three schools (design,planning,and position-ing) covered the evolution of planning from Ansoff to Porter,all based on pre-dictive,forecast-based thinking. This is fine in a stable environment,but theglobal business environment began to fundamentally shift in the mid-1980s. The remaining schools intended to capture the evolution of strategy and the varying approaches to planning. The final school—called the Configuration school—is something of a catch all—allowing for the use of any and all of the other schoolmethods depending on the situation faced. These schools serve as a guide for quickly analyzing categories of approaches to strategy,although it is perhaps a mistake to try and classify any approach to strategy as being that of a single “school”described by Mintzberg et al. (1998).The key contribution of Mintzberg et al. (1998) is that the early and predic-tive views of strategy are not useful in uncertain environments. The authors argued that when the global business environment began to shift away from sta-bility and predictability,the strategic tools of the day that were primarily based in analysis were no longer adequate. Learning has become the most suitable tool for dealing with the new environment. Some early adopters recognized this shift and arguably the most well-known of these was Royal Dutch/Shell Oil. de Geus’s article in the Harvard Business Review titled “Planning as learning”was as clear a mandate as any,but most organizations are only beginning to realize the impact of what it means to view strategy as a function of learning.As it happens,learning is something in which HRD professionals specialize. It has also been suggested that planners cling to forecast-based models because to admit that learning is the most appropriate approach to strategy means admitting that a single answer,and a single best strategy cannot be identified (Mintzberg et al.,1998),running contrary to the basis of organizational thinking throughout the last century.Defining Strategic LearningThe view of strategic learning adopted here is based on the work of Michael(1995) in which he stated:It is imperative to free the idea of learning from its conventional semantic baggage. Learningused to mean (and for the most part still means) learning the answer—a static shift from onecondition of knowledge and/or know-how to another. This definition of learning leads to orga-nizational and stakeholder rigidification. But in the current and anticipated conditions of dra-matic unpredictability,learning must be a continuous process involving:1. Learning to re-perceive or reinterpret a situation,2. Learning how to apply that reperception to the formulation of policy and the specificationof action (including evaluation of policy and action),3. Learning how to implement those policies and intended actions,and4. Learning how to keep these three earlier requirements alive and open to continual revision.(p. 461)These criteria suggest a thoroughly recursive way of being and doing.Learning,then,means learning content and,just as important,learning how to attain these learning requirements (p. 464). We propose that HRD as a disci-pline can facilitate this kind of learning in strategic organizational contexts by mastering and owning the tools and techniques in scenario planning. The full benefits and limitations of scenario planning will be revealed when HRD researchers have documented the outcomes of the process and HRD practition-ers have mastered its implementation in complex organizational systems.Advances in Developing Human Resources Month XXXX8Chermack,Swanson / HRD’S STRATEGIC LEARNING TOOL9Scenario Planning—An OrientationScenario planning is about seeing. Pierre Wack,the undisputed “father”of modern scenario planning,along with Ted Newland and Napier Collyns,devel-oped the technique at Royal Dutch/Shell Oil in the 1960s and 1970s. Pierre was something of a mystic,with roots in India and Japan,where he studied exten-sively. Pierre was a visual thinker,and referred to his scenario efforts as the “eyes of the pack,running ahead and reporting back to Shell what he had seen”(Tibbs,1999,p. 6). In addition,Pierre recounted stories such as one about a gardener he met in Japan.The gardener pointed to a smooth bamboo trunk as thick as a person’s arm. He explained thatif a small pebble was thrown at it and hit the trunk even slightly off-center,it would glance off,making hardly any sound. If,on the other hand,the pebble hit the trunk dead center,it wouldmake a very distinctive “clonk.”(Tibbs,1999,p. 8)Pierre used stories such as this to emphasize the work he did. His goal wasuse scenarios to strike the mental models of the managers with whom he worked dead-center,like the bamboo stalk. If he could achieve this,he could change the basic assumptions that framed their decision-making processes.His goal was to help them see the world differently. In order to help them seethey needed to be able to learn.Scenario planning has been defined as “a process of positing several informed, plausible and imagined alternative future environments in which decisions maybe played out for the purpose of changing current thinking,improving decision-making,enhancing human and organization learning and improving perfor-mance”(Chermack & Lynham,2002,p. 376). Wack (1985) wrote,“Scenario analysis is a disciplined way to think about the future. It demands above all an understanding of the forces that drive the system rather than reliance on forecasts”(p. 143). Scenario planning is designed to support exploration of a constantly changing environment and uses multiple narrative stories about the past,present,and the future to stretch the thinking inside the organization (Burt,Wright, Bradfield,Cairns,& van der Heijden,2006). “The most important purpose of scenarios is to shift the thinking inside the organization about what might happenin the future in the external environment”(Wack,1985) because of what Wackcalled “predetermined elements”(Burt,2006,p. 17). The importance of this point cannot be stressed enough—scenarios are neither about getting the future “right,”nor about serving as tools for probabilistic prediction.First- and Second-Generation ScenariosPierre Wack learned that initial scenarios rarely had an impact on managers’mental maps because they did not provide a basis on which managers could exercise their judgment (Wack,1985). When he first began using scenarios in Shell,he repeatedly had a response of “so what”from managers after they would participate in one of his scenario presentations. “What,in time,we came to learnwas that these first-generation scenarios are always learning scenarios; their pur-pose is not action,but to gain understanding and insight”(Wack,1985,p. 144).Pierre therefore also called these first-generation scenarios “learning scenarios.”The solution was eventually found in a second round of scenario development.Second-generation scenarios became the “decision scenarios.”Pierre’s insights developed when he realized that to affect the managers’microcosms,he needed “to make the scenarios relevant to the deepest concerns of the decision-maker in the circumstances he was facing”(Wack,1985,p. 146),and that to accomplish this he needed to understand the decision-makers and tailor-fit the scenarios to challenge the mental models of the managers who will use them.Decision-scenarios explore for facts out there,but they aim at perceptions inside the head ofcritical decision-makers. Their purpose is to gather and transform information of potentialstrategic significance into fresh perceptions which then lead to strategic insights that were pre-viously beyond the mind’s reach—those that would not even have been considered. (Wack,1985,p. 149)What Pierre never did was document his detailed process for moving fromfirst- to second-generation scenarios. We can interpret from his published work,that he possessed an amazing sense of intuition,and those who worked with him say he was a natural fit for the position he held. Still,one of the greatest challenges in scenario planning is making the scenarios strike a chord among managers by providing a framework within which they can exercise their judg-ment. Much of this can be accomplished with initial interviews in the scenario development process,but Pierre’s approach was like the man himself—somewhat mysterious,and certainly unique.Memory of the FutureAt the heart of scenario planning is a notion that has only recently gained sci-entific support. Cutting edge neurological research (LeDoux,2000; Schwartz,Stapp,& Beauregard,2005) suggests that the human brain cannot tell the dif-ference between what it experiences through the known five senses and what it remembers. In a recent research study (Schwartz et al.,2005),scientists moni-tored neurological activity in subjects and found the same activities in exactly the same areas of the brain when subjects were seeing and when they were remembering . This is worth stating again:“The human brain cannot tell the dif-ference between what it sees and what it remembers.”This finding is significant in the context of scenario planning because itblurs the lines between reflection and action—between thinking and doing.More specifically,this neurological research suggests that scenario planning is a means for creating a memory that can serve as actual experience. While this delves a bit into explaining how scenario planning works,and is not the focus of this article,memory of the future is a powerful concept that emphasizes the importance of helping individuals learn to see things differently.Advances in Developing Human Resources Month XXXX10。

卓越领导者的思维模型读后感英文版As I read through the book "The Mindset of Exceptional Leaders," I couldn't help but be inspired by the insights and strategies shared by the author. The book delves into the mindset and thought processes of successful leaders, providing a roadmap for aspiring leaders to follow.One key takeaway from the book is the importance of having a growth mindset. Exceptional leaders are constantly seeking to learn and improve, never settling for mediocrity. They embrace challenges and setbacks as opportunities for growth, rather than obstacles to their success.Another important concept discussed in the book is the idea of emotional intelligence. Exceptional leaders are able to understand and manage their own emotions, as well as the emotions of those around them. They are empathetic and able to build strong relationships with their team members, fostering a positive and productive work environment.The book also emphasizes the importance of vision and strategic thinking. Exceptional leaders have a clear vision for the future and are able to develop and execute strategic plans to achieve their goals. They are able to think creatively and adapt to changing circumstances, always staying one step ahead of the competition.Overall, "The Mindset of Exceptional Leaders" is a valuable resource for anyone looking to develop their leadership skills. By adopting the mindset and strategies outlined in the book, aspiring leaders can set themselves on the path to success and make a lasting impact in their organizations.卓越领导者的思维模型读后感阅读《卓越领导者的思维模型》一书，作者分享的见解和策略让我深受启发。

One Class for Learning Strategy1.0 Introduction1.1 Brief introduction of learning strategiesAs an old saying goes, to teach fishing is better than to give fish.A good teacher is one who does all he can to make himself unnecessary. So it is fatal important to teach students how to learn, rather than the knowledge itself. The teaching of language learning strategy is becoming increasing popular currently. It is believed that it can help language learners make the learning process more successful and enjoyable on their own. According to Oxford(1989, cited in Ellis 1994:531), language learning strategies are behaviors or actions which learners use to make language learning more successful, self-directed and enjoyable.1.2 The aims of the classI will arrange a language class which will help the students to notice the benefits of good learning strategies, and encourage them to find out, choose and invent language strategies by themselves, which will facilitate their language learning and make it funnier in their later study. Learning strategy itself is only a tool. Only it is useless to teach strategies alone. That is to say, without the input of language materials, the teaching process makes non sense. So I will integrate language knowledge with learning strategy in my class. Strategies will be taught implicitly at the beginning and recommended to students at last.My students are supposed to middle school students in grade two. All of them are Chinese. The class will take less than one hour. The text is composed of three short dialogues happening in a restaurant. The class is aimed to teach some vocabularies about cook and food, how to use simple present tense (language grammar), and howto express oneself politely in a restaurant(pragmatics), then help the student notice the difference between Americans and Chinese about time awareness(culture). Most importantly, learning strategies will be used in the whole teaching process and learning activities. So one implicit and key aim of the class is to make the student use learning strategies and notice the benefit of language learning strategies.2.0 The arrangement of the class2.1 Part 1(5 minutes)Activity 1: Self-report and self-evaluationAt the very beginning, I will choose three students to talk about what they have learned in the former class. The students are supposed to report to the whole class what they have learned in the former class including vocabularies and grammar points, and point out which part they believe to be the most difficult part and which part they have full mastered or not mastered at all. At last, they are required to score themselves.2.2 Part 2(10 minutes)In this part, I will broadcast the dialogues twice, and then discuss new vocabularies and useful expressions.2.3 Part 3(25 minutes)Activity 2: words GroupingThe students are required to work in pairs to discuss the new vocabularies, they have to focus on the definition carefully and group them in different category according to some principles. For example, today’s new words are all about cooks and food. So they may group these words based on their own likes and dislikes, expenses,or whether it is common food in china or not.Then, I will randomly choose a pair to talk about their basis to group these words. And the rest of the class is allowed to ask for clarifications.Activity 3: Group competitionIn this part, I will divide the whole class into three groups, and I will use body languages and word definitions to amply today’s new words and expressions. The three groups are supposed to compete against each other and hands up to give the answers quickly. The group which gives me the most correct answers wins.Activity 4: Role playIn this section, the students are required to do some role plays. They are supposed to ask for food in a restaurant politely and different time awareness between Americans and Chinese has to be emphasized. The students should make dialogues in the certain atmosphere combining new vocabularies and expressions appropriately and imaginatively.Then, I will ask some pairs to come to the front to do the role play. Then evaluations will be given to them.2.4 Part 4(5 minutes)In the last part, I will ask the students to write a summary about what we have learnt today. Finally, I will tell the students what language learning strategy is, what learning strategies we have used today, and the function of language learning strategy. At last, I will encourage the students find out, use and invent learning strategy in their English study.3.0 Explanations of learning strategies that are usedIn the whole teaching process, I have used several language learning strategies implicitly and explicitly.(1)Evaluating your learning: self-monitoring and self-evaluationAccording to Oxford(2008), self-monitoring refers to identifying errors inunderstanding or producing the new language, determining which ones are important (those that cause serious confusion or offense), tracking the source of important errors, and trying to eliminate such errors. Self-evaluating refers to e valuating one’s own progress in the new language, for instance, by checking to see whether one is reading faster and understanding more than one month or six months ago, or whether one is understanding a greater percentage of each conversation.At the very beginning, I choose three students to talk about what they have learned in the former class. These students have to chance to evaluate their own progress in the new language. And gradually, they will be become more aware of their learning process and what language and language learning are. Their metacognitive awareness will be enhanced.(2)Grouping and placing new words into contextAccording to Oxford(2008), Grouping refers to classifying or reclassifying language material into meaningful units, to make the material easier to remember by reducing the number of discrete elements. Groups can be based on type of word (e.g., all nouns or verbs), topic (e.g., words about weather), practical function (e.g., terms for things that make a car work), linguistic function (e.g., apology, request), similarity (e.g., warm, hot, tropical), and so on. Placing new words into context refers to placing a word or phrase in a meaningful sentence, conversation, or story in order to remember it.In activity two, the students are required to work in pairs to discuss the new vocabularies, they have to focus on the definition carefully and group them in different category according to some principles. In activity four, the students are required to do some role plays. The students should make dialogues in the certain atmosphere combining new vocabularies and expressions appropriately and imaginatively. These two belong to memory strategies. It can facilitate the memory of new words, expressions and grammar points.(3) Asking for clarification and Cooperating with peersAccording to Oxford(2008), asking for clarification refers to asking the speaker to repeat, paraphrase, explain, slow down, or give examples; asking if a specificutterance is correct or if a rule fits a particular case; paraphrasing or repeating to get feedback on whether something is correct. Cooperating with peers refers to working with other language learners to improve language skills. This may involve a regular learning partner or a temporary pair or small group.In activity two, I randomly choose a pair to talk about their basis to group these words. And the rest of the class is allowed to ask for clarifications. In activity four, the students are required to do some role plays. Students will learn to cooperate with others.(4) Affective strategiesAffective strategies make language learning more enjoyable. In activity four, the three groups are supposed to compete against each other and hands up to give the answers quickly. The group which gives me the most correct answers wins. Students will notice by competing with others, actually, learning can become very enjoyable and funny. In their later study, they can create competing atmospheres in order to make their study more interesting.(5) Other strategiesBesides these strategies that I have mentioned, I also use mime or gesture in my class, which will help them understand that physical motion, such as mime or gesture can also express ideas when we feel it hard to indicate meaning in words. Students are required to writing a language learning diary after each class, which helps keep track of events and feelings in the progress of learning a new language.4.0 SummaryThe aim of the class is to make the student use learning strategies and notice the benefit of language learning strategies. But as I have mentioned, learning strategy itself is only a tool. Only it is useless to teach strategies alone. That is to say, without the input of language materials, the teaching process makes non sense. So I have to integrate language knowledge with learning strategy in my class.Along with the teaching learning strategy, The class is also aimed to teach somevocabularies about cook and food, how to use simple present tense (language grammar), and how to express oneself politely in a restaurant(pragmatics), then help the student notice the difference between Americans and Chinese about time awareness(culture).Finally, I will tell the students what language learning strategy is, what learning strategies we have used today, and the function of language learning strategy. At last, I will encourage the students find out, use and invent learning strategy in their English study. I am sure that this class can make their language learning more successful, self-directed and enjoyable.ReferencesEllis,R.(1994).The Study of Second Language Acquisition.Shanghai:Foreign Language Education Press.Oxford,R.L.(2008). Language learning strategies: What every teacher should know.Beijing: World Publishing Corporation.。

英语多层级部门表达-回复The Role of Hierarchical Structures in OrganizationsIn organizations around the world, hierarchical structures play a fundamental role in dividing responsibilities, promoting effective communication, and ensuring efficient decision-making. In this article, we will delve into the concept of hierarchical structures, exploring their significance, benefits, and potential drawbacks.1. Overview of Hierarchical StructuresHierarchical structures refer to the organization of an entity into multiple levels or layers, with each level responsible for specific tasks and reporting to the level above it. This top-down approach allows for clear lines of authority and accountability, ensuring smooth operations and coordination within the organization.2. Levels of HierarchyMultiple levels of hierarchy exist within an organization. At the top is the executive level, usually consisting of the board of directors and the chief executive officer (CEO). They are responsible forsetting the overall direction and strategy of the organization. The next level comprises senior executives who oversee specific departments or functions, such as finance, operations, or marketing. They report to the CEO and ensure the implementation of the organization's strategies. Various management levels follow, focusing on specific areas within each department. Finally, the front-line employees complete the hierarchy, responsible for executing daily tasks to achieve organizational goals.3. Benefits of Hierarchical StructuresThe implementation of hierarchical structures brings several benefits to organizations:a. Clear Roles and Responsibilities: Hierarchies define roles and responsibilities, eliminating ambiguity and ensuring every individual knows their duties. This clarity promotes productivity and minimizes overlaps or gaps in work.b. Efficient Decision-Making: Hierarchies enable faster and more effective decision-making processes. As decisions flow from top to bottom, responsibility and authority are distributed across variouslevels, allowing decisions to be made closer to the action, where expertise and information are often available.c. Specialization and Expertise: Hierarchies allow individuals to specialize in specific tasks or functions, leading to the development of expertise. Each level of the hierarchy can focus on its designated area, allowing for greater efficiency and innovation.d. Training and Development: Hierarchies provide opportunities for professional growth and development. As employees move up the hierarchical ladder, they receive training, mentoring, and opportunities to enhance their skills and knowledge.e. Clear Communication Channels: Hierarchical structures facilitate clear and efficient communication within and between levels. Each level reports to the level directly above it, enabling effective coordination and exchange of information.4. Potential Drawbacks of Hierarchical StructuresWhile hierarchical structures offer numerous benefits, they also present potential drawbacks:a. Slow Decision-Making: As decisions flow from top to bottom, the decision-making process can sometimes be slow, especially when information needs to be passed through multiple levels of management. This delay can hinder organizations in fast-paced environments where agility is crucial.b. Reduced Flexibility: Hierarchies often have a defined chain of command, limiting the flexibility and adaptability of organizations in response to dynamic market conditions. Agility and innovation can be stifled when decisions must pass through multiple layers before being implemented.c. Lack of Collaboration: Hierarchies can create silos within departments, hindering collaboration and impeding the flow of information and ideas between teams. This can lead to reduced creativity and limited cross-functional learning opportunities.d. Resistance to Change: Hierarchies can breed resistance to change, particularly when it challenges existing power structures or established ways of doing things. Organizations with rigid hierarchies may struggle to adapt to evolving markets andtechnologies.e. Risk of Micromanagement: Hierarchical structures can sometimes breed excessive micromanagement, as leaders at each level may feel the need to closely monitor the activities of subordinates. This can impair employee autonomy, motivation, and overall performance.5. ConclusionIn conclusion, hierarchical structures play a critical role in organizations by facilitating clear division of labor, effective communication, and decision-making. They provide a framework for accountability, specialization, and professional growth. However, organizations must also be mindful of potential drawbacks such as slow decision-making, reduced flexibility, lack of collaboration, resistance to change, and micromanagement. By striking a balance between structure and flexibility, organizations can harness the advantages of hierarchical structures while continuously adapting to the evolving demands of the businessenvironment.。

帮助外来学生学习中文的相关英语作文全文共3篇示例，供读者参考篇1Helping Foreign Students Learn ChineseLearning Chinese as a second language can be a challenging task for many foreign students. With its complex characters, tones, and grammar rules, Chinese may seem overwhelming at first. However, with the right guidance and support, foreign students can overcome these difficulties and become proficient in the language.There are several ways in which educators and language instructors can help foreign students learn Chinese more effectively. One of the most important strategies is to create a supportive and inclusive learning environment. This includes providing students with ample opportunities to practice their language skills, encouraging them to speak and write in Chinese, and fostering a sense of community among learners.In addition to a supportive learning environment, incorporating technology into the classroom can also enhance foreign students' learning experience. Online resources,multimedia tools, and interactive language apps can all help students improve their Chinese language skills and make learning more engaging and enjoyable.Moreover, language instructors can employ a variety of teaching techniques to cater to the diverse needs of foreign students. These may include using visual aids, incorporating games and activities into the lessons, and providing individualized feedback and support to help students overcome their specific language challenges.Furthermore, introducing cultural elements into the curriculum can also help foreign students better understand the context in which the Chinese language is used. This may involve teaching students about Chinese customs, traditions, and history, as well as incorporating Chinese music, films, and literature into the lessons.Overall, by creating a supportive learning environment, incorporating technology into the classroom, using a variety of teaching techniques, and introducing cultural elements into the curriculum, educators and language instructors can help foreign students learn Chinese more effectively. With dedication, hard work, and the right guidance, foreign students can becomeproficient in the Chinese language and gain a deeper understanding of Chinese culture.篇2Helping international students learn ChineseIntroductionWith the rapid development of globalisation and the increasing importance of China in the world economy, learning Chinese has become more and more popular among international students. However, due to the complexity of the Chinese language, many students find it challenging to grasp the language effectively. In this article, we will discuss some effective ways to help international students learn Chinese more efficiently.Creating a conducive learning environmentOne of the key factors in helping international students learn Chinese is to create a conducive learning environment. This includes providing them with the necessary resources such as textbooks, dictionaries, and language learning software. In addition, it is essential to immerse students in aChinese-speaking environment to help them practice the language in real-life situations. This can be achieved byorganising language exchange programmes, cultural events, and language immersion programmes.Utilising technology for language learningTechnology has revolutionised the way we learn languages. There are numerous language learning apps, websites, and software available that can help international students learn Chinese more effectively. These tools can provide interactive lessons, pronunciation practice, vocabulary building exercises, and even real-time language practice with native speakers. By incorporating technology into the language learning process, students can enhance their learning experience and make rapid progress in acquiring Chinese language skills.Providing individualised supportEach student has their learning style and pace, so it is crucial to provide individualised support to help international students learn Chinese effectively. This can be achieved by offering personalised tutoring sessions, conducting regular assessments to track progress, and identifying areas of weakness that need improvement. By tailoring the learning experience to meet the needs of each student, they can receive the necessary support and guidance to succeed in learning Chinese.Encouraging active engagement in language learningTo help international students learn Chinese more efficiently, it is essential to encourage them to actively engage in the language learning process. This can be achieved by organising interactive language learning activities, such as group discussions, role-plays, language games, and cultural immersion experiences. By creating a dynamic and engaging learning environment, students can develop their language skills more effectively and build confidence in using Chinese in real-life situations.Promoting cultural understandingLearning a language is not just about mastering vocabulary and grammar; it is also about understanding the culture and customs of the country where the language is spoken. Therefore, it is essential to promote cultural understanding among international students to help them learn Chinese more effectively. This can be achieved by organising cultural events, field trips, language exchange programmes, and promoting cross-cultural communication. By fostering cultural awareness, students can gain a deeper understanding of the Chinese language and develop a stronger connection with the country and its people.ConclusionIn conclusion, helping international students learn Chinese is a rewarding and challenging task that requires dedication, patience, and innovative approaches. By creating a conducive learning environment, utilising technology for language learning, providing individualised support, encouraging active engagement in language learning, and promoting cultural understanding, we can help international students learn Chinese more efficiently and develop a strong foundation in the language. With the right support and guidance, international students can achieve their language learning goals and unlock exciting opportunities to engage with the Chinese language and culture.篇3Title: Helping Foreign Students Learn ChineseIntroductionLearning a new language can be a challenging and rewarding experience. For many foreign students, studying Chinese may seem particularly daunting due to its complex writing system and tonal pronunciation. As educators and language enthusiasts, it is essential to offer assistance andsupport to these students to help them succeed in mastering the Chinese language. In this article, we will discuss various strategies and resources that can be utilized to aid foreign students in their Chinese language studies.Cultural ImmersionOne of the most effective ways to help foreign students learn Chinese is through cultural immersion. By immersing students in the Chinese language and culture, they can develop a deeper understanding and appreciation for the language. Encouraging students to participate in cultural activities, such as Chinese New Year celebrations, traditional music and dance performances, and cooking classes can enhance their language learning experience and provide valuable insights into Chinese customs and traditions.Language Exchange ProgramsLanguage exchange programs are another valuable resource for foreign students learning Chinese. These programs connect students with native Chinese speakers who are interested in learning their native language. By engaging in language exchange sessions, students can practice their Chinese skills in a conversational setting and receive feedback from native speakers. This interactive approach to language learning canhelp students improve their pronunciation, vocabulary, and grammar while also fostering cultural exchange and mutual understanding.Online ResourcesThe internet offers a wealth of resources for foreign students learning Chinese. Online platforms such as Duolingo, Rosetta Stone, and HelloChinese provide interactive lessons, quizzes, and exercises to help students improve their Chinese language skills. Additionally, websites like and offer free online dictionaries, language learning games, and cultural resources to support students in their language studies. Utilizing these online resources can supplement classroom instruction and allow students to practice Chinese at their own pace.Tutoring and Language PartnersAnother effective strategy for helping foreign students learn Chinese is to provide tutoring and language partners. Many universities and language institutes offer tutoring services where students can receive one-on-one instruction from experienced Chinese language tutors. Additionally, pairing students with Chinese-speaking language partners can provide them with personalized support and guidance in their language studies.These individualized learning opportunities can help students overcome language barriers and develop confidence in their Chinese language skills.Cultural Competency TrainingIn addition to language skills, foreign students learning Chinese also need to develop cultural competency in order to effectively communicate and interact with Chinese speakers. Cultural competency training can help students understand the social norms, customs, and values that shape communication in China. By learning about topics such as hierarchical relationships, gift-giving etiquette, and dining customs, students can navigate social situations with cultural sensitivity and respect. Incorporating cultural competency training into Chinese language courses can enhance students' language skills and deepen their cultural understanding.ConclusionIn conclusion, helping foreign students learn Chinese requires a multifaceted approach that combines cultural immersion, language exchange programs, online resources, tutoring, language partners, and cultural competency training. By providing students with a supportive and engaging learning environment, educators can empower them to succeed inmastering the Chinese language and connecting with Chinese-speaking communities. With dedication, practice, and the right support, foreign students can achieve fluency in Chinese and embrace the rich cultural heritage of this vibrant language. Let us continue to support and inspire foreign students on their journey to language proficiency and cultural competence in Chinese.。

如何成为高中英语作文高手：学霸的学习策略分享Title: Mastering High School English Essays: A学霸's Learning Strategy GuideIn the realm of high school English essays, becoming a master requires more than just a love for words; it demands a systematic approach to learning and practice. This article will delve into the strategies employed by top students to excel in crafting compelling essays. Let's begin with the English side:1. Reading extensively: To write well, one must read widely. Engage with a diverse range of texts, from classic literature to modern articles, to develop a rich vocabulary and understanding of sentence structures. Reading helps you absorb grammar patterns, tone, and style.2. Grammar mastery: Strong command of grammar is crucial. Regularly review and practice grammar rules, using resources like textbooks, online courses, or apps. Grammarly can be a useful tool for self-correction.3. Structural awareness: Understand the structure of an essay- introduction, body paragraphs, and conclusion. Learn how to organize ideas coherently and logically, using topic sentences and transitions to connect thoughts.4. Thesis statement: Develop a clear and concise thesis statement that outlines the main argument of your essay. It acts as a roadmap for your readers and you.5. Practice writing: Regular practice is key. Set aside time daily to write essays on various topics, and don't shy away from seeking feedback from teachers or peers.6. Editing and proofreading: Writing is not just about putting words on paper; it's also about refining them. Learn to edit for clarity, coherence, and error-free content. Use editing tools or ask someone else to review your work.Now, let's translate these points into Chinese:大量阅读：要想写出优秀的英语作文，首先要广泛阅读。

应运而生英语学习计划The purpose of this English learning plan is to provide a comprehensive and structured approach to improving English language skills. It will cover all aspects of language learning, including reading, writing, speaking, and listening. The plan will be tailored to the individual's current level of English proficiency, as well as their specific learning goals and needs. A variety of resources and strategies will be used to maximize the effectiveness of the plan, including textbooks, online resources, language exchange programs, and more.The plan will be divided into several key sections, each focusing on a different aspect of language learning. These sections will include:1. Assessing Current ProficiencyBefore beginning any language learning plan, it's important to first assess the individual's current level of proficiency. This will help tailor the plan to the individual's specific needs and goals, as well as provide a baseline for measuring progress. Common assessment tools include standardized tests such as the TOEFL or IELTS, as well as self-assessment quizzes and language proficiency rubrics.2. Setting GoalsOnce the current level of proficiency has been established, the next step is to set clear, achievable goals for improvement. These goals should be specific, measurable, achievable, relevant, and time-bound (SMART), and should be based on the individual's needs and motivations for learning English. Goals can include things like achieving a certain score on an English proficiency test, improving speaking and listening skills for professional reasons, or simply becoming more confident in using English in everyday life.3. Building VocabularyA strong vocabulary is essential for effective communication in any language. This section of the plan will focus on expanding the individual's English vocabulary through a variety of strategies, including reading, writing, and using vocabulary building tools and resources.4. Developing Reading SkillsReading is an excellent way to improve vocabulary, comprehension, and overall language proficiency. This section of the plan will focus on developing the individual's reading skills through a combination of graded readers, authentic materials, and other reading resources. Strategies for improving reading comprehension and speed will also be included.5. Improving Writing SkillsWriting is an important skill for academic, professional, and personal communication. This section of the plan will focus on improving the individual's writing skills through acombination of writing exercises, feedback, and practice. The focus will be on developing the ability to write clearly, coherently, and effectively in English.6. Enhancing Speaking and Listening SkillsSpeaking and listening are crucial for effective communication in English. This section of the plan will focus on improving the individual's speaking and listening skills through a variety of strategies, including language exchange programs, conversation practice, and listening to authentic materials such as podcasts and news broadcasts.7. Using Technology and Online ResourcesIn today's digital age, there are numerous online resources and tools available for language learning. This section of the plan will focus on utilizing technology and online resources to enhance the individual's English language skills, including language learning apps, websites, and social media communities for language exchange.8. Language Exchange and ImmersionLanguage exchange programs and immersion experiences are excellent ways to practice speaking and listening skills in a real-world context. This section of the plan will focus on finding and participating in language exchange programs, as well as seeking out opportunities for immersion in an English-speaking environment.9. Monitoring Progress and Adjusting the PlanFinally, it's important to regularly monitor progress and make adjustments to the plan as needed. This can include regular self-assessment, seeking feedback from teachers or language partners, and making changes to the plan based on the individual's evolving needs and goals.Overall, this English learning plan is designed to provide a structured and comprehensive approach to improving English language skills. By focusing on all aspects of language learning and utilizing a variety of resources and strategies, the plan aims to help individuals improve their English proficiency in a systematic and effective way. With dedication and consistent effort, the plan can help individuals achieve their language learning goals and meet the demands of the modern world.。

2020年11月DANGDAIJIAOYANLUNCONG麵与教学045小学语文作文教学中层递式教学模式的应用杨苗玲(甘肃省庄浪县岳堡镇崔家小学甘肃平凉744600)【摘要】作文是语文教学的重点，实际教学过程中，很多老师往往缺乏有效的教学方式，导致小学生作文水平提高缓慢。

层递式教学模式，主要针对小学生年龄的特点，在实际写作的过程中用兴趣来激发学习的创作力，从而提高写作能力。

鉴于此，本文立足当前小学语文写作现状，探讨层递式教学模式应用策略。

【关键词】小学语文;作文;层递式教学；写作能力；提高【中图分类号】G623.2 【文献标识码】A 【文章编号】2〇95-6517(2〇2〇)11-〇〇45-01The Application of Middle Level Teaching Mode in Primary School Chinese Composition TeachingYA N G Miaoling(Yuebao Cuijia Primary School,Zhuanglang County,Pingliang744600,China)[Abstract]Composition is the focus of Chinese teaching.In the actual teaching process,many teachers often lack of effective teaching methods,leading to the slow improvement of pupils'writing level.According to the characteristics o f primary school students* age,the hierarchical teaching mode can stimulate the creativity of l earning with interest in the actual writing process,so as to improve the writing ability.In view of this,based on the current situation o f primary school Chinese writing,this paper discusses the application strategy of hierarchical teaching mode.【Keywords】Primary school Chinese;Composition;Hierarchical teaching;Writing ability;Improve写作是一个厚积薄发的过程,没有长年累月的阅读、积累和训练 是不可能写出一篇好文章来的。

大学生怎样高效学习人工智能英语作文How College Students Can Efficiently Learn Artificial IntelligenceArtificial Intelligence (AI) has become one of the most sought-after fields of study in the 21st century. As a college student, learning AI can open up a world of opportunities and career prospects. However, mastering AI requires dedication, passion, and effective learning strategies. In this article, we will explore how college students can efficiently learn AI.1. Understand the Basics: Before delving into the complexities of AI, it is essential to have a strong grasp of the basics. This includes understanding concepts such as machine learning, neural networks, and data mining. Utilize online resources, textbooks, and courses to build a solid foundation in AI.2. Hands-On Experience: Theory is important, but hands-on experience is crucial in AI. Take advantage of platforms like Kaggle, TensorFlow, and Azure Machine Learning to work on real-life projects. This will not only enhance your understanding of AI concepts but also add valuable experience to your resume.3. Stay Updated: The field of AI is constantly evolving with new algorithms, technologies, and trends emerging regularly. Subscribe to AI newsletters, follow industry experts on social media, and attend conferences to stay updated on the latest developments in the field.4. Collaborate with Peers: Learning AI can be challenging, but collaborating with peers can make the process easier and more enjoyable. Join AI study groups, participate in hackathons, and engage in online forums to discuss ideas, solve problems, and learn from each other.5. Time Management: As a college student, balancing academics, extracurricular activities, and personal life can be overwhelming. Effective time management is crucial in mastering AI. Create a study schedule, set goals, and prioritize tasks to ensure efficient learning.6. Seek Mentorship: Find a mentor who is experienced in AI and can provide guidance, advice, and support throughout your learning journey. A mentor can offer valuable insights, help you navigate challenges, and accelerate your learning process.7. Practice Regularly: The key to mastering AI is consistent practice. Dedicate time each day to work on AI projects, practice coding, and experiment with different algorithms. The more youpractice, the more confident and proficient you will become in AI.8. Embrace Failure: Learning AI involves trial and error, experimentation, and failure. Don't be discouraged by setbacks or challenges. Instead, view them as opportunities to learn, improve, and grow as a student of AI.9. Stay Motivated: Learning AI can be demanding, but staying motivated is essential to achieving success. Setshort-term and long-term goals, celebrate achievements, and remember your passion for AI to stay inspired and motivated.10. Network: Building a strong professional network is critical in the field of AI. Attend networking events, connect with industry professionals, and seek internship opportunities to expand your network and enhance your career prospects.In conclusion, mastering AI as a college student requires dedication, passion, and effective learning strategies. By understanding the basics, gaining hands-on experience, staying updated, collaborating with peers, managing time efficiently, seeking mentorship, practicing regularly, embracing failure, staying motivated, and networking, college students can efficiently learn AI and pave the way for a successful career in this dynamic field.。

优秀学习者的策略英语作文英文回答：As a diligent student, I have developed a multifaceted arsenal of learning strategies that empower me toeffectively absorb and retain knowledge. These strategies encompass a combination of active learning techniques, cognitive frameworks, and metacognitive practices.Active Learning:Spaced Repetition: I schedule regular intervals to review previously learned material, thereby strengthening neural pathways and enhancing long-term retention.Elaboration: I connect new knowledge to existing schemas by actively explaining concepts to myself or others, fostering deeper understanding.Retrieval Practice: I periodically test myunderstanding through self-quizzes, flashcards, or summary writing, which encourages active consolidation.Cognitive Frameworks:Mnemonics: I utilize techniques such as acronyms, rhyme, or imagery to facilitate memorization and recall.Chunking: I break down complex information into smaller, manageable units for easier comprehension and retention.Mind Mapping: I create visual representations of concepts, connecting ideas and fostering a holistic understanding.Metacognitive Practices:Goal Setting: I establish clear and specific learning objectives to guide my study sessions and track my progress.Self-Monitoring: I regularly evaluate my understandingand identify areas where I require additional support.Reflection: After completing learning tasks, I take time to ponder what I have learned, how I learned it, and how I can improve my learning process.These strategies have proven invaluable in my academic journey. By actively engaging with the material, employing cognitive frameworks, and engaging in metacognitive practices, I have cultivated a deep understanding of complex concepts and developed a lifelong love of learning.中文回答：作为一名勤奋好学的学生，我制定了一系列多方面的学习策略来让自己有效地吸收和保留知识。

GJK碰撞检测算法的研究及改进的开题报告1. 选题背景和意义碰撞检测在计算机动画、游戏物理模拟、机器人导航、虚拟现实等领域都有着广泛应用。

GJK算法是一种高效的碰撞检测算法，在实际应用中具有较高的性能表现。

然而，在复杂场景下，GJK算法存在运算速度慢、算法稳定性差等问题，需要进一步研究和改进，以提高算法的精度和效率。

本研究将重点探索GJK算法在碰撞检测中的应用、原理及其存在的问题，并尝试通过改进算法的具体实现方式，提高算法的速度和稳定性，从而进一步优化碰撞检测的效果。

2. 研究内容和方法2.1 研究内容（1）GJK算法的原理及其在碰撞检测中的应用。

（2）分析现有GJK算法存在的问题，如运算速度慢、算法稳定性差、对形状表达方式有特殊要求等。

（3）针对现有问题，探索改进算法的具体实现方法。

比如采用分层次策略（hierarchical strategy）来提高效率、使用特定算法解决三角剖分（triangulation）问题等等。

（4）通过对比分析，评估改进算法的实用性和效果。

2.2 研究方法（1）阅读相关文献，深入了解GJK算法的基本原理及其在碰撞检测中的应用场景。

（2）分析现有算法的优缺点和存在问题，找出需要改进的关键点。

（3）设计和实现针对性的改进算法，从实验和对比分析的角度评估改进算法的效果和速度表现。

3. 预期研究结果本研究预期能够针对现有GJK算法的不足之处，提出一些新的算法改进方案，从而进一步提高碰撞检测算法的效率与精确度。

同时，通过数值实验和算法的对比分析，对改进算法的实用性和效果进行评估，为后续碰撞检测领域的研究提供一定的参考和思路。

武术套路动作分解过程的模式识别方法刘猛猛【摘要】In allusion to the problems that the continuous actions cannot be recognized and it lacks detail features in the tra-ditional pattern recognition of action decomposition during the decomposition process of Wushu routines,the idea of using NReJ3D technology to optimize the pattern recognition method during the action decomposition process of Wushu routines is pro-posed. NReJ3D technology is introduced to collect the detail features of human body by analyzing and recognizing structure framework. Map analysis is embedded to provide the basis for analysis of pattern matching degree. Low dimensional motion space is used to realize the pattern matching recognition and optimization of pattern recognition method. The experimental results show that the improved recognition method can recognize the continuous actions with high resolution and extract more detail features, which has certain advantages.%针对传统的武术套路分解过程中动作分解模式识别时,存在动作无法连续识别缺少细节特征的问题,提出武术套路动作分解过程中,使用NReJ3D技术对模式识别方法进行优化.通过分析识别结构框架,引入NReJ3D技术对人体细节特征进行采集,通过嵌入映射分析为模式匹配程度分析提供依据,利用低维运动空间实现模式匹配识别,实现模式识别方法的优化.通过实验结果表明,改进识别方法能对连续动作进行高清晰度识别,细节特征提取较多,具有一定优势.【期刊名称】《现代电子技术》【年(卷),期】2018(041)008【总页数】4页(P171-173,179)【关键词】武术套路;动作分解;模式识别;细节特征;特征采集;低维运动空间【作者】刘猛猛【作者单位】遵义师范学院,贵州遵义563000【正文语种】中文【中图分类】TN911-34;TP393武术套路动作分解过程中，传统动作模式识别方法使用RGB图像的形式进行识别，识别内容包含动作信息以及武术套路，但传统方法对光线的变化、视角位置、动作频率等因素很敏感[1]。