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J.-L. Hainaut V. Englebert J. Henrard J.-M. Hick D. Roland 《Applied Categorical Structures》1996,3(1-2):9-45
This paper analyzes the requirements that CASE tools should meet for effective database reverse engineering (DBRE), and proposes
a general architecture for data-centered applications reverse engineering CASE environments. First, the paper describes a
generic DBMS-independent DBRE methodology, then it analyzes the main characteristics of DBRE activities in order to collect
a set of desirable requirements. Finally, it describes DB-MAIN, an operational CASE tool developed according to these requirements.
The main features of this tool that are described in this paper are its unique generic specification model, its repository,
its transformation toolkit, its user interface, the text processors, the assistants, the methodological control and its functional
extensibility. Finally, the paper describes five real-world projects in which the methodology and the CASE tool were applied.
This is a heavily revised and extended version of “Requirements for Information System Reverse Engineering Support” by J.-L.
Hainaut, V. Englebert, J. Henrard, J.-M. Hick, D. Roland, which first appeared in the Proceedings of the Second Working Conference
on Reverse Engineering, IEEE Computer Society Press, pp. 136–145, July 1995. This paper presents some results of the DB-MAIN
project. This project is partially supported by the Région Wallonne, the European Union, and by a consortium comprising ACEC-OSI (Be), ARIANE-II (Be), Banque UCL (Lux), BBL (Be), Centre de recherche public H.
Tudor (Lux), CGER (Be), Cockerill-Sambre (Be), CONCIS (Fr), D'Ieteren (Be), DIGITAL, EDF (Fr), EPFL (CH), Groupe S (Be), IBM,
OBLOG Software (Port), ORIGIN (Be), Ville de Namur (Be), Winterthur (Be), 3 Suisses (Be). The DB-Process subproject is supported
by the Communauté Fran?aise de Belgique. 相似文献
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为在教学中切实落实化学学科核心素养,本研究从“学科”角度切入,针对教学内容探究教师如何进行学科理解。以乙醛课题为载体通过扎根理论分析专家团队基于学科理解的教学内容研讨过程,发现学科理解的对象主要是化学概念,在不同层级的概念理解中融汇化学学科思想方法。以核心概念羰基的理解过程为例,经历以下4个步骤:(1)比较烃类,确定乙醛的特殊性在于羰基;(2)基于乙醛特质挖掘本原性问题:如何基于结构认识羰基的性质;(3)运用比较分类逻辑方法抽提羰基的认识视角:极性多重键;(4)利用原子的杂化方式、电负性认识羰基结构特征,宏微结合发展认识思路。 相似文献
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以波义耳研究燃烧的史实为背景,创新设计燃烧条件的探究实验,并提出“条件叠加式”燃烧条件探究新思路。以“燃灭控”为主线,一以贯之地显性化“条件是认识化学反应的一种基本视角”,落实“在一定条件下通过化学反应可以实现物质转化”的化学观念。基于调控化学反应思想创新设计“燃旺弱灭”反应控制视域,统整开展“情境”“活动”与“任务”三位一体的学习活动。重置教材实验的教学价值取向,结合燃烧的形式美、汉语言文字解读,将化学学科知识与美育、汉语言文化领域跨领域融合。 相似文献
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Carl A. Batt Anna M. Waldron Natalie Broadwater 《Journal of nanoparticle research》2008,10(7):1141-1148
Nanotechnology will be an increasing part of the everyday lives of most people in the world. There is a general recognition
that few people understand the implications of the technology, the technology itself or even the definition of the word. This
lack of understanding stems from a lack of knowledge about science in general but more specifically difficulty in grasping
the size scale and symbolism of nanotechnology. A potential key to informing the general public is establishing the ability
to comprehend the scale of nanotechnology. Transitioning from the macro to the nanoscale seems to require an ability to comprehend
scales of one-billion. Scaling is a skill not common in most individuals and tests of their ability to extrapolate size based
upon scaling a common object demonstrates that most individuals cannot scale to the extent needed to make the transition to
nanoscale. Symbolism is another important vehicle to providing the general public with a basis to understand the concepts
of nanotechnology. With increasing age, individuals are able to draw representations of atomic scale objects, but these tend
to be iconic and the different representations not easily translated. Ball and stick models are most recognized by the public,
which provides an opportunity to present not only useful symbolism but also a reference point for the atomic scale. 相似文献
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Differing perspectives have been offered about student use of recursive and explicit rules. These include: (a) promoting the use of explicit rules over the use of recursive rules, and (b) encouraging student use of both recursive and explicit rules. This study sought to explore students’ use of recursive and explicit rules by examining the reasoning of 25 sixth-grade students, including a focus on four target students, as they approached tasks in which they were required to develop generalizations while using computer spreadsheets as an instructional tool. The results demonstrate the difficulty that students had moving from the successful use of recursive rules toward explicit rules. In particular, two students abandoned general reasoning, instead focusing on particular values in an attempt to construct explicit rules. It is recommended that students be encouraged to connect recursive and explicit rules as a potential means for constructing successful generalizations. 相似文献