By Deyu Zhang, Wenbo Zhang (auth.), Song Lin, Xiong Huang (eds.)

This 5-volume set (CCIS 214-CCIS 218) constitutes the refereed complaints of the overseas convention on laptop technology, setting, Ecoinformatics, and schooling, CSEE 2011, held in Wuhan, China, in July 2011. The 525 revised complete papers awarded within the 5 volumes have been rigorously reviewed and chosen from a number of submissions. The papers are prepared in topical sections on details safeguard, clever details, neural networks, electronic library, algorithms, automation, synthetic intelligence, bioinformatics, desktop networks, computational method, laptop imaginative and prescient, machine modelling and simulation, regulate, databases, facts mining, e-learning, e-commerce, e-business, snapshot processing, info platforms, wisdom administration and information researching, mulitimedia and its apllication, administration and data process, moblie computing, ordinary computing and computational intelligence, open and leading edge schooling, development reputation, parallel and computing, robotics, instant community, internet program, different issues connecting with machine, setting and ecoinformatics, modeling and simulation, surroundings recovery, atmosphere and effort, details and its impression on surroundings, desktop and ecoinformatics, biotechnology and biofuel, in addition to biosensors and bioreactor.

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Additional resources for Advances in Computer Science, Environment, Ecoinformatics, and Education: International Conference, CSEE 2011, Wuhan, China, August 21-22, 2011. Proceedings, Part V

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If this process is delayed, it results in immature personality [8]. General technology curriculum emphasizes on promoting students' personality development, its essence is to exploit students’ inner potential, promote the formation of mature personality. But it is discovered that in multimedia design teachers have not promoted students' personality development effectively. Then, how to fulfill personalized education successfully? 1 Persistent in the “Personalized” Educational Ideas In the process of multimedia design, teachers ought to take curriculum features into concern, make the personalized education reinforced, and in the practicalconduction, teachers should provide colorful, rich-in-content, unique teaching situations in the multimedia design based on the personslized approach.

For one thing, life is a live teaching material. Therefore, curriculum must be endowed with characteristics of the age. Only if it is mixed with real life, General Technology curriculum would be powerful and effective and, realize the curriculum value. For another, practical life catalyzes students’ technology study. The aim of technology education is colorizing students’ future and laying foundations for the tomorrow. Only if multimedia design is life-stylized, and is adjoined to the practical situation, can enhance students’ enthusiasm and independence and achieve the goal of New Curriculum.

The second meaning is that it is the process by which such joining takes place, using as coordination and subordination. ” For another example: “Unless it rains, we’ll play tennis at 4” (2005: 137). In Halliday and Hasan’s view, conjunctions are on the borderline of the two: mainly grammatical, but with a lexical component. In the book Cohesion in English, Halliday and Hasan (1976) categorized conjunctions into four types: additive, adversative, causal and temporal. In conclusion, Halliday and Hasan’s (1976) concept of conjunction cohesion and the well-developed taxonomy of cohesive devices should be adopted as the framework, which may provide the objectivity and reliability of the future relevant studies.

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