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1)  semantic negotiation
语义协商
1.
A sort of multi-layer semantic communication model is put forward;the communication language used for multidisciplinary semantic negotiation is developed based on XML;the open action original language set and the open message type template library are set;the shared ontology is built based on OWL to promote the consistent understan.
针对多学科协同设计中的语义失配问题,以及设计者间的语义通讯进行了研究,提出了一种多层结构的语义通讯模型,基于XML设计开发了多学科语义协商的通讯语言,设置了开放的行为原语集和消息类型模板库,基于OWL构建了多学科设计者的共享本体,以促进多学科设计者对共同概念的理解达成一致,并给出了实例分析。
2.
This paper mainly describes the research on graphic collaboration and semantic negotiation in the system of multi-discipline collaborative product design, which helps multi-discipline designer exchange, coordinate and cooperate effectively in different place, and promote innovation of products, shorten development period of products, improve product quality, reduce products cost.
本文主要对产品多学科协同设计系统中的图形协同和语义协商等问题进行了研究,以帮助异地分布的多学科设计人员有效地进行交流、协调及合作,促进产品创新,缩短产品开发周期,改进产品质量,降低产品成本。
3.
For a tourist information service prototype system , the paper constructs the tourist field Ontology, and adopts the knowledge representation and inference based on Ontology, on this basis of consultations to introduce semantic negotiation study and confidence model.
本文首先回顾Agent与MAS的产生发展及主要研究内容,介绍Ontology与DFL的基础知识,针对一个旅游消息服务原型系统,构建旅游领域Ontology,并采用基于Ontology的知识表示与推理,在此基础上介绍语义协商学习和信任模型。
2)  Parsimonious Semantic Trust Negotiation
吝啬语义信任协商
3)  Negotiation of meaning
意义协商
1.
It is believed that“the negotiation of meaning”may play a key role in social interaction.
学者们认为“意义协商”在“社交互动”中可起重要的作用,同时也能促进对语言的习得。
2.
In recent years, studies of classroom interaction and negotiation of meaning has been gradually developed in China.
在最近国外Focus-on-Form的质化研究中,Pica(2002)区分了这一教学形式中产生的意义协商的不同成分,进一步划分了引发或提示语(trigger和signal),以及形式聚焦干预“form-focused intervention”和形式聚焦教学“form-focused instruction”的概念。
4)  meaning negotiation
意义协商
1.
The Impact of Task Varieties on College Learner-learner s Meaning Negotiation in a Chinese EFL Context;
任务类型对中国大学英语学习者之间意义协商的影响
2.
This paper examines how task types give effects on meaning negotiation.
通过实验探讨了四种任务类型对非英语专业学生意义协商质量的影响。
3.
This paper is intended to examine how task characteristics-task complexity and task difficulty affect the quality and quantity of meaning negotiation.
本研究旨在探索任务特性——任务复杂度及任务难度对意义协商的质与量的影响。
5)  discourse negotiation
话语协商
1.
During the process, interlanguage and discourse negotiation play significant role.
Ellis的可变语言能力习得模式认为,二语习得是个U型吸收加工过程,是学习者原有的语言能力对输入材料的建构过程以及自身的调整过程,强调中介语和话语协商在语篇的建构以及语言的规范中的意义,从而说明教师语言和学生过渡语在语言输入中的特有作用。
6)  semantic collaboration
语义协同
补充资料:《政府间海事协商组织公约》
      见国际海事组织。
  

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