采取行动英语 采取行动英语短语take

前行的英文

Phase two of CAPS includes forming two or three person teams, learning about the projects, and selecting a client (Exhibit 3). The course is organized around the student consulting project which culminates in a written report. Students are given a detailed syllabus that includes a tentative calendar outlining phases in the project, examples of the final report, weekly work plans and reports on project activities. Class time is spent talking about the consulting process which includes business problem solving/opportunity investigation and building client relations.

前行的英文是：move ahead 、forward 。

采取行动英语 采取行动英语短语take

采取行动英语 采取行动英语短语take

21. anything but 除…以外任何事(物)

face forward 面朝前方。

move forward 向前走。

forward opinions 激进的意见。

forward letter 转寄信件。

forward in English 擅长英语。

forward to 送到。

forward by 由…托运。

forward through 由…转运。

move on (或 move someone on) (要求…)走开，(要求…)不要停留。

move along向前走，继续前进。

move in搬进：开始占据一个住宅地或商业场所。

get a move on (非正式)快些，赶紧。

get moving (非正式)赶快；快些开始。

make a move采取行动。

make a move on(或 put the moves on) (非正式)向(某人)提出想法(尤指性要求)。

move with the times与时俱进。

双语例句：

1、The car passed over the body tw, once backward and then forward.

那辆车把那人来回轧了两次，先是倒着轧的，再是往前开着轧的。

2、She walked forward and embraced him and stroked his tousled white hair.

3、The one thing Ilook forward to is going punting in Cambridge.

我期盼的一件事就是在剑桥乘坐平底船畅游。

4、Sarah came forward with a tight and angry face.

5、He urged Congress to move ahead with the bill.

他敦促国会推进该法案。

6、Before we move ahead with this question let's first define provisioning.

在我们提出这个问题之前，让我们先定义配置。

7、We will also move ahead with plans for our scheduled 2010 convention in Washington.

我们还将继续向前迈进，对我们定于2010年在公约的。

8、One of the first actions is to move ahead with the Elnth General Programme of Work.

9、They feel a push to move ahead with overseas deals, which are aantaged at the moment by the high value of the yen, among other factors.

他们觉得有什么推动着他们通过境外交易来前进。这在目前是有好处的，原因之一是日元的高汇率。

10、The legislation, which Obama signed in October, instructs NASA to move ahead with a new spacecraft that could land on an asteroid by 2025.

10月签署的这个法案，指导美国宇航局继续开发可能在2025年前能在小行星上着陆的新型航天器。

“更进一步地说” 用英文如何表达？

你可以说，What's more或者To be more important、As for a further comment.诸如此类的。希望对你有帮助。。

moreover/further more/what's more均为正确表达。

furthermore 或者moreover

(注意furthermore是一个词)

further more,然后引出下文

what's 5. feel amused at 以…自娱，逗…笑more

或者

at last but not least

farthermore

Further said

主动做某事用英语怎么说

主动做某事用英语可以说“take the initiative to do soming”。

主动做某事可以用"take the initiative to do soming"来表达。主动性是一个重要的品质，可以帮助人们取得成功并建立良好的合作关系。培养和展示主动性需要积极的心态和自信心，以及参与团队活动、主动提出建议和解决问题的能力。

Obtaining Appropriate Resources in CAPS

在职场中，主动性可以提升个人的职业形象和职业发展，并展示积极的态度和职业守。因此，无论是在学习、工作还是生活中，我们都应该积极培养和展示主动性。

1、表达方式

除了"take the initiative to do soming"，还可以使用其他表达方式，如“be proactive in doing soming”、“volunteer to do soming”、"initiate soming"等。这些表达方式都可以表示主动行动和主动参与。

2、意义和重要性

主动做某事意味着积极主动地采取行动，而不是被动地等待别人的指示或安排。这种行为表明一个人具有自我驱动的能力和心，能够自发地解决问题和承担。主动性是在学习、工作和生活中非常重要的品质，它可以帮助个人取得成功并与他人建立良好的合作关系。

要培养和展示主动性，首先需要培养积极的心态和自信心。人们可以通过设定目标、制定和行动来激发主动性。此外，主动参与团队活动、主动提出建议和解决问题，也是培养主动性的好方法。

4、主动性在职场中的价值

在职场中，主动性是一个非常重要的素质。具备主动性的员工能够主动承担、解决问题并提供创新的解决方案。他们能够及时应对变化，适应新的工作环境和要求。主动性还可以展示一个人的积极态度和职业守，提升个人职业形象和职业发展。无论是在求职过程中还是在职场中，展示主动性都是非常重要的。

就我看来采取这个行动只有两个原因用英语怎么说？

相关短语：

The way I see it, the action taken can be attributed to two reasons.

萨拉走上前来，紧绷着脸，怒气冲冲。

Personally, there are two reasons accounting for taking this action.

就我看来采取这个行动只有两个原因。

用英语表达：

In my opinion, there are only two reasons for this action.

注：完全没有问题，希望帮助到您。请及时点击采纳。

专业英语翻译求助，急！！愿赏100分

首要行动之一是推行第十一个工作总规划。

小企业或其他类型客户项目 第五个维度经验学会演讲一个小企业客户或其他类型的选择客户(即, 非盈利性组织或大事务) 。这个问题未被对待在文学在营销教育。对一个小企业客户的用途详细被开发在本文的盖帽部分。在这个部分主要考虑被谈论关于类型客户。 类型客户可能被划分成企业、其它组织作为客户, 和小或大组织作为客户。主要标准为企业或nonbusiness 客户将匹配类型客户对目标为路线。一个非盈利代办处会是相当适当的为一条路线在行销为非盈利性组织。另一方面, 银行作为客户会适合项目路线在银行行销。 组织大小的问题重要履行两个教育宗旨和提供温顺在项目。一个大笔生意或其它大组织暴露学生于"political" 的更加复杂的问题; 技能是还必要完成项目。一个大组织的主要不利是困难在工作与一定数量的在当局的多个水平。这项任务要求广泛的时间, 和技术技能, 和也许去在许多学生的能力之外。 一个小组织, 事务或nonbusiness, 有作为它的主要objective/aantage 温顺, 用相对地简单的问题要求较少需求为技能。要求在学生和辅导员时间是合理的。但是, 一个小组织也许有作为它的主要不利在是里太简单或狭窄的为富有的学习经验。 总之, 五个维度经验学会被提出了(展览1), 每个有另外教育objectives/aantages 和不利。我们希望这次讨论有作用对于营销教育家在考虑怎么不同的经验的学习的选择将适合他们的目标和资源。 盖帽; 一个经验的无特定结构的队学习的项目与一个小企业客户 经验学会包括二步。首先, 辅导员必须选择在选择之间在每个五个维度之内依照被谈论以上。其次, 冲击的考虑, 套选上的选择可能有必须被估计。在包括整个套学习的选择的这个部分我们提出盖帽(即, 项目, 队项目, 无特定结构学会, 客户针对的工作, 和小企业客户) 。它是我们的信仰, 盖帽有一个协同作用的作用, 因为总套经验的学习的选择,与他们对应的objectives/aantages 被结合, 共同努力互相加强。 盖帽的贡献根据经验的学习的维度 首先, 盖帽是项目围绕在解决problems/evaluating 机会。解决问题对任一活动是根本的由营销或研究员参与。盖帽介入包括一定数量不同的解决问题活动, 仅交关步。这些包括证明作决策者宗旨, 发现选择, 评估的和选择选择, 和测量结果(参见展览2) 。其次,盖帽介入队活动。队活动提供和创造引起鼓励和支持的环境。环境以这些特征帮助表达主要关心商业有在教的学生是"team players." 的; 另外, 我们相信盖帽不一定有其它非常重要维度当前在每个教的技术。例如, 盖帽代表高度无特定结构的学习经验, 因为辅导员不指定问题或机会被调查, 数据源或分析模型被使用。学生必须工作以客户到达在对problem/opportunity 的一相互理解和检查以辅导员确定如果有一可能的符合资源可利用。资源包括时间、学生背景、和信息源可利用, 等。潜在的数据源与使用一起那些来源方法必须由学生辨认。一旦来源被辨认了, 怎么获得数据必须是坚定的。数据必须被收集和被变换成决定信息。终于, 信息必须帮助客户做出选择。要点是, 每个在先的步介入是结构的创作在初地是高度无特定结构的任务。学生获取能力创造结构和开发重要技能譬如能力到达在一相互理解与客户(参见展览2) 。 典型地加盖项目被构造根据五个主要阶段: (1) 定义可行的选择的问题, (2) 证明, (3) 找到信息和选择的标准评估选择, (4) 评估, 和(5) 采取行动。重要人的关系技能的承购发生在每个这些步。 首先, 定义问题要求获取客户的信任和信心, 以便信息分享发生。其次, 当辨认选择, 它是必要获得客户被输入关于可能的选择的可行性。学生必须说服客户花费时间谈论可能的选择哪些由student's 能力和恳切的兴趣促进在client's 宗旨上。第三, 选择可能被评估根据client's 和作。能严密涉及客户的学生享受更多成功在获得适当的信息。 第四, 评估选择经常介入更多比使用client's 初的标准。例如, 它是我们的经验, 它不是现实的盼望客户给所有标准"up front." 经常当他们服务与学生在问题, 客户认为另外的因素考虑。学生必须学会有一些容忍为二义性和接受转移的客户景色当更加深刻的洞察涌现。 终于, 采取行动清楚地是client's 特权。与学生的好联系可能产生在客户的可能上的重要变化行动在项目的研究结果。好联系由提供建立客户以反馈在各步, 谈判什么是可行的, 并且展示增加成就往完成项目(参见展览2) 。 小企业客户的贡献在盖帽里 除有之外objectives/aantages 流动从一个无特定结构的客户项目, 盖帽项目对经验的学习经验贡献由涉及一个小企业客户。小企业客户经验实现至少二个主要教育宗旨: (1) 学生和(2) 师范好处。首先, 有有一个小客户对学生介入贡献在有之外任一个客户的一定数量的方式。它是我们的经验, 小企业所有者是热心对他们的事务和相当对也许帮助他们的企业的项目感兴趣。他们的热情和独特的个性倾向于加强学生。小企业归属和企业精神, 以及工作和努力, 学生看见所有者投资, 高度被重视在我们的。学生倾向于敬佩企业家和希望帮助前进"good cause." 经常客户是某人没有正规教育在事务和告诉学生, 他们是所有者依靠的专家。学生典型地未扮演在专家的角色在他们的大学教育期间和不发现经验非常奖励。学生经常设法做得好在这些项目为了不负owner's 期望。终于, 学生知道, 小企业所有者是自由行动在从项目涌现的学生。看他们的想法的可能性在行动是一强的motivator 。 其次, 一个小企业客户有师范好处。他们包括有可能被完成在一个十星期四分之一的无特定结构的活案件, 除好处之外在教育内容。在我们的情况, 盖帽被教在十个星期处所并且小企业和它的问题的朴素对一个活案件项目的温顺贡献为学生和老师。经常一个小企业在更大的企业中涉及几重大人, 没有当局层数被发现。这简化任务被项目被开动, 做它和结束它。另外, 反应从所有者对学生努力在项目通常是快的, 帮助移动项目。小企业问题的相对朴素是好处根据有一个项目秋天在是前辈在事务和行销盖帽学生之内的能力。 一个小企业客户并且提供好处在教育内容为小企业管理和企业精神。上一条小企业管理路线的学生在我们的学校开发一个经营和报告, 盖帽补全那条路线。第二个内容区域象进入是企业精神, 不仅被定义事务为自己, 但根据创新、冒险, 和proactiveness (Morris 和小山1992) 。创新介入寻求创造性的解决对问题; 风险采取承诺资源给有失败的一次合理的机会的机会; 并且proactiveness 采取行动做发生。盖帽项目需要寻求创新解决对b

我就这点能耐了,大意是没问题的,但是语句上可能有点生硬

(我是上面提问题的人)这就是要翻译的专业英语部分：

Small Business or Another Type of Project

The fifth dimension of experiential learning addresses the cho of a all business client or another type of client (i.e., nonprofit organization or large business). This issue has not been treated in the literature on marketing education. Use of a all business client is dloped in detail in the CAPS section of this . In this section major considerations are discussed concerning the type of client.

Types of clients can be divided into businesses, other organizations as clients, and all or large organizations as the client. The major criteria for business or nonbusiness clients are to match the type of client to goals for the course. A nonprofit agency would be quite appropriate for a course in marketing for non-profit organizations. On the other hand, banks as clients would fit project courses in bank marketing.

The issue of organizational size is important to fulfill both educational objectives and provide tractability in the project. A big business or other large organization exes students to more complex problems where "political" skills are also necessary to complete a project. The major disaantage of a large organization is the difficulty in working with a number of people at multiple lls of authority. This task requires extensive time, both political and technical skills, and may go beyond the abilities of many students.

A all organization, business or nonbusiness, has as its major objective/aantage tractability, with relatively problems requiring less demand for political skills. The demands on both student and instructor time are reasonable. Howr, a all organization may he as its major disaantage in being too or narrow for a rich learning experience.

In summary, five dimensions of experiential learning he been presented (Exhibit 1), each hing different educational objectives/aantages and disaantages. We hope this discussion is of value to marketing educators in considering how different experiential learning alternatives will fit their goals and resources.

CAPS; An Experiential Unstructured Team Learning Project with a Small Business

The planning of experiential learning consists of two steps. First, the instructor must choose between the alternatives within each of the five dimensions as discussed above. Second, consideration of the impact that the set of chosen alternatives is likely to he must be assessed. In this section we present CAPS which includes the entire set of learning alternatives (i.e., project, team project, unstructured learning, client oriented work, and all business clients). It is our belief that CAPS has a synergistic effect, as the total set of experiential learning alternatives, combined with their corresponding objectives/aantages, work toger to rerce each other.

Contributions of CAPS in Terms of Experiential Learning Dimensions

First, CAPS is a project centered on solving problems/evaluating opportunities. Problem solving is fundamental to any activity engaged by marketing mars or researchers. CAPS involves problem solving activities that include a number of diverse, but interrelated steps. These include identification of a decision makers objectives, finding alternatives, evaluating and choosing alternatives, and measuring results (see Exhibit 2). Second, CAPS involves team activity. Team activities provide motivation and create an environment that generates encouragement and support. Environments with these characteristics to address major concerns business leaders he in teaching students to be "team players."

In addition, we beli CAPS has other very important dimensions not necessarily present in ry teaching technique. For example, CAPS represents a highly unstructured learning experience, as the instructor does not specify the problem or opportunity to be investigated, data sources or ytical models to be used. Students must work with a client to arrive at a mutual understanding of the problem/opportunity and check with the instructor to determine if there is a likely fit with resources ailable. Resources include time, student backgrounds, and rmation sources ailable, etc. Potential data sources along with mods of using those sources must be identified by students. Once sources he been identified, how to obtain the data must be determined. The data must be collected and transformed into decisional rmation. Finally, the rmation must clients make chos. The main point is that each of the preceding steps involves is the creation of structure in an assignment that was initially highly unstructured. Students gain the ability to create structure and dlop important skills such as the ability to arrive at a mutual understanding with the client (see Exhibit 2).

Typically CAPS projects are structured in terms of five major stages: (1) defining the problem, (2) identification of feasible alternatives, (3) finding rmation and criteria to evaluate the alternatives, (4) evaluation of alternatives, and (5) taking action. The acquisition of important human relationship skills takes place in each of these steps.

First, defining the problem requires gaining the trust and confidence of the client, so that rmation sharing takes place. Second, when identifying alternatives, it is necessary to obtain client input concerning the feasibility of sible alternatives. The students must convince the client to spend time discussing sible alternatives which is facilitated by the student's competence and a sincere interest in the client's objectives. Third, alternatives can best be evaluated in light of the client's plans and operations. Students who he been able to closely involve the client enjoy more success in obtaining appropriate rmation.

Fourth, evaluating the alternatives often involves more than just using the client's initial criteria. For example, it is our experience that it is not realistic to expect clients to give all criteria "up front." Often as they work with students on a problem, clients think of additional factors to consider. Students must learn to he some tolerance for ambiguity and to accept shifting client views as deeper insights emerge.

Finally, taking action is clearly the client's prerogative. Good relations with the students can make an important difference in the likelihood of the client acting on the findings of the project. Good relations are built by providing the client with feedback at each step, negotiating what is feasible, and demonstrating incremental accomplishments towards completing the project (see Exhibit 2).

Contributions of The Small Business in CAPS

In addition to hing objectives/aantages flowing from an unstructured client project, the CAPS project contributes to the experiential learning experience by involving a all business client. The all business client experience accomplishes at least two major educational objectives: (1) student motivation and (2) pedagogical aantages. First, there are a number of ways that hing a all client contributes to student involvement beyond the motivation of hing just any client. It is our experience that all business owners are enthusiastic about their business and quite interested in a project that might their firm. Their enthusia and unique personalities tend to energize students. Small business ownership and entrepreneurship, as well as the work and effort that students see the owner investing, are highly valued in our society. Students tend to ade the entrepreneur and hope to aance the "good cause."

Often the client is someone with no formal education in business and lets the students know that they are the experts whom the owner is relying upon. Students typically he not been cast in the expert role during their university education and find the experience to be very rewarding. Students often try to do a good job on these projects in order to meet the owner's expectations. Finally, students know that the all business owner is free to act on student recommendations that emerge from the project. The sibility of seeing their ideas in action is a strong motivator.

Second, a all business client has pedagogical aantages. They include hing an unstructured live case that can be completed in a ten week quarter, in addition to aantages in educational content. In our situation, CAPS is taught over a ten week quarter and the simplicity of the all business and its problems contribute to the tractability of a live case project for both student and teacher. Often a all business involves only a few significant people, without the layers of authority found in larger firms. This simplifies the task of getting the project started, doing it and concluding it. In addition, reactions from the owner to student efforts on the project are usually quick, ing to move the project along. The relative simplicity of the all business problem is an aantage in terms of hing a project fall within the capabilities of the CAPS students who are seniors in business and marketing.

A all business client also offers aantages in educational content for all business mament and entrepreneurship. Students in our school that take a all business mament course dlop a business plan and report that CAPS complements that course. A second content area is entrepreneurship, not just defined as going into business for oneself, but in terms of innovativeness, risk-taking, and proactiveness (Morris and Hills 1992). Innovativeness involves seeking creative solutions to problems; risk taking is committing resources to opportunities that he a reasonable chance of failure; and proactiveness is taking action to make nts happen. The CAPS project entails seeking innovative solutions to business problems. It speaks to proactiveness because the owner wants to improve the business. The project itself involves risk-taking as students invest time in seeking rmation that may not be productive.

(我还是上面提问题的人)这就是要翻译的专业英语第二部分：

Implementation of CAPS Major Phases in the Implementation of CAPS

Explaining how CAPS has been implemented in the class room can be best accomplished by noting its major teaching phases (see Exhibit 3). The first phase in CAPS consists of the selection and screening of all business clients for team projects. We obtain prospective clients from the Small Business Dlopment Center on our campus which is affiliated with the Small Business Administration (Goodell and Kraft 19).

In the third phase, the objectives of CAPS are to understand the client's problem/opportunity and business situation in order to dlop a statement of pure for the project (Exhibit 3). This phase involves the students and instructor visiting with the client to learn of client problem(s) and concerns and to gather rmation about the business. After the initial meeting, students work in and out of class, to "shape" the problem to fit their skills and time ailable. Closure is reached on the pure of the project in a second student meeting with the client.

The fourth phase of CAPS consists of sral interdependent actions: (1) refining the problem, (2) collecting data, (3) formulation of alternative solutions to the client's problem, and (4) recommendations (Exhibit 3). Potential data sources are identified and accessed byforward in one's work 工作有进展。 the students with its utility judged. Next, the data is collected and used to refine the problem, as well as to identify and evaluate alternatives. Alternatives that are judged to provide solutions to the problem form the basis for written recommendations to the client. The first recommendation is made as soon as an attractive alternative has been identified.

The final phase of CAPS involves a written report presented to the client (Exhibit 3). The report is based on activities over the quarter and much of the content of the report can be taken from the various interim reports.

The Instructors Role in CAPS

We he found that an effective role for the instructor over the quarter is that of promoting class discussion and being a resource to the teams, rather than a lecturer and/or evaluator. During the first two weeks of class teams report on their initial meetings with the client and ryone in the class is encouraged to in the formulation of problem statements. About the third week of class and with most teams hing identified a problem statement, the class discussion and team reports shift to identification and use of data sources, sible alternatives and their evaluation. Everyone in the class is asked to contribute ideas to each team, promoting "organizational citizenship," defined as members of each team aiding other teams.

Key Issues in Course Mament Addressed By CAPS

The CAPS combination of experiential attributes offers some unique challenges to the educator such as managing teams and clients, lack of structure and relying upon a project. In this section we address those difficult issues in course mament.

Team Relations

Issues in team mament that must be addressed include poor relations between team members, team size and comition, free loading, and team evaluation. We beli poor team relations, team size, and team comition are all related. For example, adjusting team comition and size can reduce poor relations and free loading. In CAPS we he used larger teams in the past, but he found that two or three person teams seem to reduce conflict and free loading. In addition, allowing students to self select team members permits them to choose people they like to work with. CAPS is restricted to seniors, so students often know their colleagues when the class starts and teams are formed rapidly.

Freeloading

Second, conflict and free loading are reduced in CAPS by outlining team protocol in the syllabus and if someone feels that the team effort is not working, the student(s) can withdraw from the team. The person(s) according to class attendance and weekly work reports who he done the most work for the client remain on the primary team.

In addition, the instructor must attempt to provide an equivalent opportunity to someone who lost a client due to team restructuring. The prospect of being individually responsible for a project reduces the attractiveness of freeloading. If a student complains that the other student is not doing his/her fair share of the work, especially late in the quarter, we review the record of weekly team activities and typically find that the complainer has been much more active than the alleged freeloader. The complainer is then given the cho to finish the project individually or to remain on the team. Also the division of labor is reviewed and the freeloader is given specific responsibilities. In CAPS we instruct the freeloader that these are your individual responsibilities and no excuses are acceptable for not completing these tasks. Using this remedy, the complainer is not dependent upon the freeloader for completing the assignment, thus oiding the problem of dividing up the work already done between complainer and freeloader.

Team evaluation

Unstructured Project

Since CAPS is an unstructured project, it can be difficult for students. The weekly work plans, along with the phases in the project, are major tools that provide structure that encourages students to work consistently. The reports provide feedback to the instructor, so needed assistance can be provided. In addition, the lack of structure carries the er of students selecting unsuitable problems to focus upon, resulting in student confusion. To reduce these ers, CAPS gives the students experience in learning to cope with unstructured assignments. We let the students try to resolve the various problems first, counseling them at each phase of the project. Class discussion of the projects, along with the instructor meeting with the teams, s reduce student confusion. Poor student decisions are controlled by instructor review of student recommendations, before they are convmunicated to the all business client.

Other Project Issues in CAPS

Using a project such as CAPS, rather than some other task, raises course mament issues including client screening, coping with uncooperative clients, gaining resources and controlling the instructor's workload. The major objectives in screening are to obtain clients with a suitable problem and who will cooperate with the student consultants. To evaluate the client's problem, the instructor phones the potential client, explains that senior business students he ten weeks to work on a project, provides examples of past projects and responds to the client's proal. Usually the problem is likely to be within the technical and human relations skills of the students. In discussing the CAPS project, the instructor explains the role the client plays, asking for a time commitment of one hour per week. s who lack a suitable problem or are unwilling to commit to the project are screened out.

Uncooperative clients he not been a frequent problem in CAPS, yet a contingency plan is needed. Our general procedure for dealing with an uncooperative client depends on when the problem occurs during the quarter. s causing problems early in the quarter are dropped and students are assigned a second client. We attempt to he a all set of firms that were good clients in the past ailable if needed. problems later in the quarter direct the instructor to negotiate better cooperation from the client, finding out why the client is not collaborative. If the reason involves some misunderstanding of the student's role, the instructors should attempt to broker a new client-student understanding. If that fails, the students finish the project by drawing on sources of rmation other than the client, and write a report as if the client cooperated. Another solution would be for these students to work on another successful project in which the student team originally assigned to the project did not he time to cover an of interest to the client.

Obtaining appropriate resources to support a CAPS project is also an important issue in course mament. Aside from student/instructor time and library holdings, our resources are limited. We he solved this issue by either selecting projects requiring few out of pocket expenses, or by hing the client agree to supply the necessary resources. As an example, clients he covered the cost of long distance phone calls to survey customers.

Instructor Workload in CAPS

The final issue linked to a CAPS project is the instructor's work load. Projects do involve some activities beyond those needed for other types of learning, such as recruiting and interacting with clients. Howr, other course mament procedures reduce the workload. We do not use exams and while all weekly reports are read by the instructor and feedback in terms of suggestions for the evolving project are given, they are not graded. The first draft of the final project report, along with at least two revisions, are closely read. The final report is then graded. Since the final project report, along with other reports for each team and not each student, is submitted, the number of reports are reduced. On balance, the workload can be mad so that it is equivalent to other senior ll courses. Howr, we do feel that the number of projects should be held to about a dozen for a maable work load. If three person teams are used, a class of 36 students can be accommodated.

Summary and Conclusions

This has examined experiential team learning by introducing a conceptual framework reviewing five dimensions through which learning takes place. One major pure is to present different learning objectives that are sible for each type of learning experience. This should marketing educators select an effective set of experiential learning elements to meet their educational goals. A second major pure is to explain how CAPS ( Adaptive Problem Solving) incorporates a set of specific experiential learning elements that he a number of pedological aantages. Major aantages include student motivation, tractability for both student and instructor, and learning essential problem solving skills. Finally, we outline key steps in implementing CAPS and discuss how we handle difficult course mament issues.

It is our belief that CAPS realizes two important mandates (Lunsford 1995). First, CAPS speaks to concerns for relevancy. That is, society's insistence that material we teach can be used by students in their marketing careers. CAPS provides senior students with a real world experience in which they learn how to use their conceptual knowledge of marketing gained in other courses. Second, CAPS addresses the accountability issue, which refers to marketing educators assuming responsibility for student competency. Both competency find accountability is demonstrated to the business community on each occasion that a student team produces a ful report for the business client. Guided by CAPS, almost all of our students he been able to accomplish that goal.

本文介绍头套(自适应客户解决问题) ,作为体验学习方法,为市场营销的学生. 经验性学习讨论,从五个方面: ( 1 )学习经验 项目或其他类型的经验,如类演习; ( 2 )团队或个人的工作; ( 3 )结构化或非结构化转让; ( 4 )客户或其他受助学生努力,如导师; ( 5 )类型的客户,小型企业或其他企业,如大型企业. 教育目标/利弊每个维列. 头套有助于学习过程的基础上,根据具体情况结合体验的学习内容. 主要优点包括头套学生的学习动机,温顺,为学生和教员,团队精神和基本解题技巧.

大学英语必备短语

further

大学中必备的英语短语，各位同学拿好了。下面是我给大家整理的大学英语必备短语，供大家参阅!

3、主动性的培养

大学常用英语短语

1. admit to 承认

2. be on the aance (物价)在上涨中

3. in aance 在前面;预先

4. in aance of 在…的前面;超过

5. take aantage of 趁…之机，利用

6. aertise for 登广告征求(寻找)某物

7. affect to 装

8. afford to (买)得起(某物)

9. for ages 长期

10. agree on 同意，

11. agree to 同意，商定

12. agree with 同意，与…取得一致

13. ahead of 在…前面，先于;胜过

14. get ahead 进步，获得成功

15. go ahead 前进;干吧

16. aim for 力争…，针对

17. by air 通过航空途径

18. in the air 在空中;未定

19. be alike to 与…相同，与…相似

20. after all 毕竟，终究;虽然这样

21. all along 始终，一直，一贯

22. all but 几乎，一点

23. all in all 总的说来;头等重要的

24. all out 竭尽全力

25. all over 到处，遍及;全部结束

26. all right 行，可以;顺利;确实

27. at all 完全，根本;到底

28. in all 总共，共计

29. not at all 根本不;一点也不

30. allow for 考虑到，估计到;体谅

大学必背英语短语

1. allow of 容许(有…)，容得

2. lee alone 听其自然，不要去管

3. along with 同…一道(一起)

4. amount to 总共达到;实际上是

6. and all that 诸如此类

7. and so forth 等等，如此等等

8. and that 而且

9. and what not 诸如此类，等等

10. and then 于是，然后

11. one after another 一个接一个地，依次地

12. one another 互相地

14. answer for 对…负责;符合…

15. answer up 应对迅速

16. at any rate 不管怎样，反正

18. in any case 不管怎样

19. any longer 再

20. any more 再;较多些

22. apart from 除…之外(别无)

23. appeal to 上诉

24. apply for 提出申请(或要求等)

25. apply...to 把…应用于

26. apply oneself to 致力于

27. approve of ，满意

28. arm in arm 手挽手地

29. under arms 在备战状态中

30. up in arms 起来进行武装斗争

大学必备英语短语

1. abound in 盛产，富于，充满

2. above all 首先，首要，尤其是

3. be absorbed in 专心致力于…

4. be abundant in …富于，…丰富

5. by accident 偶然

6. in accordance with 与…一致;按照，根据

7. according as 根据…而…

8. according to 根据…所说;按照

9. account for 说明(原因等);解释

10. on account of 因为，由于

11. on no account 决不

12. take into account 考虑;重视

13. accuse . of sth. 控告(某人某事)

14. be accustomed to 习惯于

15. be acquainted with 开始认识;开始了解

16. act for

17. act on 按照…而行动

18. act out 演出

19. bring into action 使行动起来

20. put out of action 使失去效用

21. take action 采取行动;提出诉讼

22. adapt to 适应

23. add up 加算，合计

24. add up to 合计达，总计是

25. in addition 另外

26. in addition to 除…之外(还有)

27. be adequate for 适合

28. adhere to 粘附在…上;坚持

29. ade to do sth. (美口)很想做某事

30. admit of 容许有，有…余地

根据所给提示将下列各句译成英语。（共5小题，每小题2分，计10分）小题1:我们应该立刻采取行动保护大熊猫

17. if any 若有的话

小题1:take action; right away / at once

13. answer . back (与某人)顶嘴，回嘴

小题2: In order to; all year round / the whole year

小题3: Because of; thousands of

小题4:On snowy; he (big) snowball fights

小题5: write down; as carefully as sible / as carefully as you can

试题分析：

小题1:take action意为“采取行动”，at once或者right away意为“立刻，马上”；故为take action; right away / at once

小题2: 表示目的且位于句首要用in order to do sth，all year round或者all year round / the whole year都可以表示“一整年”；故为In order to; all year round / the whole year

小题3: 表示原因，用because，因为后面的内容为一名词短语，所以用because of；thousands of表示“数以千计的”；故为Because of; thousands of

小题4:On snowy days为介词短语作时间状语，he snowball fights意为“打雪仗”；故为On snowy; he (big) snowball fights

小题5:写下用“write down”；尽可能地做某事用“as ...as sible”；故为 write down; as carefully as sible / as carefully as you can

英语翻译 1.确实到了我们采取行动维护农民工的权利的时候了（stand up for） 2.取笑残

Third, team evaluation in CAPS can be very difficult if the instructor attempts to make sharp distinctions between the contribution of each team member. Not all instructors agree with our philosophy, but if the peer ratings suggest that each person contributed equally, each team member receives the same project grade. Some 10% of the final grade accounts for the individual's effort and if someone contributed little according to the work reports (work reports ask each person to indicate each task they completed), peer ratings, class attendance and participation, then that person's individual effort points are reduced.

1. indeed to us to take action to safeguard the rights of migrant workers time (stand up for) 2. make fun of people with disabilities is impolite (fun) 3. He hated being teased (fun) 4. He used to get me wrong joke, it makes me very angry (fun) 5. They he a variety of patterns for our selection (variety) 6. The job is very big difference in the quality of students (variety) 7. This girl is very bre performance in the face of difficulty (behe) 8. I he not the time children show rules do (b

她走上前拥抱他并轻抚他凌乱的白发。