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簡(jiǎn)介：畢業(yè)設(shè)計(jì)（論計(jì)（論文）文）英文翻譯學(xué)院院信息技術(shù)學(xué)院專(zhuān)業(yè)業(yè)計(jì)算機(jī)科學(xué)與技術(shù)學(xué)生姓名王佩學(xué)號(hào)0506120502題目基于WEB的網(wǎng)絡(luò)商品銷(xiāo)售系統(tǒng)指導(dǎo)教師張漪日期2009年2月27日MICROSOFTINTERNETINFORMATIONSERVERVERSION30/40ONWINDOWSNTSERVERMICROSOFTPEERWEBSERVICESVERSION30ONWINDOWSNTWORKSTATIONMICROSOFTPERSONALWEBSERVERONWINDOWS95/98正如前文所述，與一般的程序不同，ASP程序無(wú)須編譯，ASP程序的控制部份，是使用VBSCRIPT、JSCRIPT等腳本語(yǔ)言來(lái)設(shè)計(jì)的，當(dāng)執(zhí)行ASP程序時(shí)，腳本程序?qū)⒁徽酌畎l(fā)送給腳本解釋器即腳本引擎，由腳本解釋器進(jìn)行翻譯并將其轉(zhuǎn)換成服務(wù)器所能執(zhí)行的命令。當(dāng)然，同其他編程語(yǔ)言一樣，ASP程序的編寫(xiě)也遵循一定的規(guī)則，如果你想使用你所喜愛(ài)的腳本語(yǔ)言編寫(xiě)ASP程序，那么你的服務(wù)器上必須要有能解釋這種腳本語(yǔ)言的腳本解釋器。當(dāng)你安裝ASP時(shí)，系統(tǒng)提供了兩種腳本語(yǔ)言VBSRCIPT和JSCRIPT，而VBSCRIPT則被作為系統(tǒng)默認(rèn)的腳本語(yǔ)言。你也可以根據(jù)自己的喜好改變系統(tǒng)默認(rèn)的腳本語(yǔ)言。ASP本身并不是一種腳本語(yǔ)言，它只是提供了一種使鑲嵌在HTML頁(yè)面中的腳本程序得以運(yùn)行的環(huán)境。但是，要學(xué)好ASP又必須掌握它的語(yǔ)法和規(guī)則?，F(xiàn)在就讓我們開(kāi)始一步一步地認(rèn)識(shí)并學(xué)習(xí)ACTIVESERVERPAGES。ASP程序其實(shí)是以擴(kuò)展名為ASP的純文本形式存在于WEB服務(wù)器上的，你可以用任何文本編輯器打開(kāi)它，ASP程序中可以包含純文本、HTML標(biāo)記以及腳本命令。你只需將ASP程序放在WEB服務(wù)器的虛擬目錄下（該目錄必須要有可執(zhí)行權(quán)限），就可以通過(guò)WWW的方式訪問(wèn)ASP程序了。要學(xué)好ASP程序的設(shè)計(jì)，必須掌握腳本的編寫(xiě)，那么究竟什么是腳本呢其實(shí)腳本是由一系列的腳本命令所組成的，如同一般的程序，腳本可以將一個(gè)值賦給一個(gè)變量，可以命令WEB服務(wù)器發(fā)送一個(gè)值到客戶(hù)瀏覽器，還可以將一系列命令定義成一個(gè)過(guò)程。要編寫(xiě)腳本，你必須要熟悉至少一門(mén)腳本語(yǔ)言，如VBSCRIPT。腳本語(yǔ)言是一種介乎于HTML和諸如JAVA、VISUALBASIC、C等編程語(yǔ)言之間的一種特殊的語(yǔ)言，盡管它更接近后者，但它卻不具有編程語(yǔ)言復(fù)雜、嚴(yán)謹(jǐn)?shù)恼Z(yǔ)法和規(guī)則。如前所述ASP所提供的腳本運(yùn)行環(huán)境可支持多種腳本語(yǔ)言，譬如JSCRIPT、REXX、PERL等等，這無(wú)疑給ASP程序設(shè)計(jì)者提供了廣泛的發(fā)揮余地。ASP的出現(xiàn)使得廣大WEB設(shè)計(jì)者不必在為客戶(hù)瀏覽器是否支持而擔(dān)心，實(shí)際上就算你在同一個(gè)ASP文件中使用不同的腳本語(yǔ)言，你都無(wú)須為此擔(dān)憂，因?yàn)樗械囊磺卸紝⒃诜?wù)器端進(jìn)行，客戶(hù)瀏覽器得到的只是一個(gè)程序執(zhí)行的結(jié)果，而你也只需在ASP中聲明使用不同的腳本語(yǔ)言即可。下面是一個(gè)典型的在同一ASP文件中使用兩種腳本語(yǔ)言的例子

簡(jiǎn)介：1外文原文ANINTRODUCTIONTOJAVAPROGRAMMINGWHATISJAVAJAVAISANOBJECTORIENTEDPROGRAMMINGLANGUAGEDEVELOPEDBYSUNMICROSYSTEMS,ACOMPANYBESTKNOWNFORITSHIGHENDUNIXWORKSTATIONSMODELEDAFTERC,THEJAVALANGUAGEWASDESIGNEDTOBESMALL,SIMPLE,ANDPORTABLEACROSSPLATFORMSANDOPERATINGSYSTEMS,BOTHATTHESOURCEANDATTHEBINARYLEVELMOREABOUTTHISLATERJAVAISOFTENMENTIONEDINTHESAMEBREATHASHOTJAVA,AWORLDWIDEWEBBROWSERFROMSUNLIKENETSCAPEORMOSAICSEEFIGURE11WHATMAKESHOTJAVADIFFERENTFROMMOSTOTHERBROWSERSISTHAT,INADDITIONTOALLITSBASICWEBFEATURES,ITCANALSODOWNLOADANDPLAYAPPLETSONTHEREADER’SSYSTEMAPPLETSAPPEARINAWEBPAGEMUCHINTHESAMEWAYASIMAGESDO,BUTUNLIKEIMAGES,APPLETSAREDYNAMICANDINTERACTIVEAPPLETSCANBEUSEDTOCREATEANIMATIONS,FIGURES,ORAREASTHATCANRESPONDTOINPUTFROMTHEREADER,GAMES,OROTHERINTERACTIVEEFFECTSONTHESAMEWEBPAGESAMONGTHETEXTANDGRAPHICSALTHOUGHHOTJAVAWASTHEFIRSTWORLDWIDEWEBBROWSERTOBEABLETOPLAYJAVAAPPLETS,JAVASUPPORTISRAPIDLYBECOMINGAVAILABLEINOTHERBROWSERSNETSCAPE20PROVIDESSUPPORTFORJAVAAPPLETS,ANDOTHERBROWSERDEVELOPERSHAVEALSOANNOUNCEDSUPPORTFORJAVAINFORTHCOMINGPRODUCTSJAVA’SPAST,PRESENT,ANDFUTURETHEJAVALANGUAGEWASDEVELOPEDATSUNMICROSYSTEMSIN1991ASPARTOFARESEARCHPROJECTTODEVELOPSOFTWAREFORCONSUMERELECTRONICSDEVICESTELEVISIONSETS,VCRS,TOASTERS,ANDTHEOTHERSORTSOFMACHINESYOUCANBUYATANYDEPARTMENTSTOREJAVA’SGOALSATTHATTIMEWERETOBESMALL,FAST,EFFICIENT,ANDEASILYPORTABLETOAWIDERANGEOFHARDWAREDEVICESITISTHOSESAMEGOALSTHATMADEJAVAANIDEALLANGUAGEFORDISTRIBUTINGEXECUTABLEPROGRAMSVIATHEWORLDWIDEWEB,ANDALSOAGENERALPURPOSEPROGRAMMINGLANGUAGEFORDEVELOPINGPROGRAMSTHATAREEASILYUSABLEANDPORTABLEACROSSDIFFERENTPLATFORMSTHEJAVALANGUAGEWASUSEDINSEVERALPROJECTSWITHINSUN,BUTDIDNOTGETVERYMUCHCOMMERCIALATTENTIONUNTILITWASPAIREDWITHHOTJAVAHOTJAVAWASWRITTENIN1994INAMATTEROFMONTHS,BOTHASAVEHICLEFORDOWNLOADINGANDRUNNINGAPPLETSANDALSOASANEXAMPLEOFTHESORTOFCOMPLEXAPPLICATIONTHATCANBEWRITTENINJAVAATTHETIMETHISBOOKISBEINGWRITTEN,SUNHASRELEASEDTHEBETAVERSIONOFTHEJAVA3PLATFORMINDEPENDENCEISONEOFTHEMOSTSIGNIFICANTADVANTAGESTHATJAVAHASOVEROTHERPROGRAMMINGLANGUAGES,PARTICULARLYFORSYSTEMSTHATNEEDTOWORKONMANYDIFFERENTPLATFORMSJAVAISPLATFORMINDEPENDENTATBOTHTHESOURCEANDTHEBINARYLEVELNEWTERMPLATFORMINDEPENDENCEISAPROGRAM’SCAPABILITYOFMOVINGEASILYFROMONECOMPUTERSYSTEMTOANOTHERATTHESOURCELEVEL,JAVA’SPRIMITIVEDATATYPESHAVECONSISTENTSIZESACROSSALLDEVELOPMENTPLATFORMSJAVA’SFOUNDATIONCLASSLIBRARIESMAKEITEASYTOWRITECODETHATCANBEMOVEDFROMPLATFORMTOPLATFORMWITHOUTTHENEEDTOREWRITEITTOWORKWITHTHATPLATFORMPLATFORMINDEPENDENCEDOESN’TSTOPATTHESOURCELEVEL,HOWEVERJAVABINARYFILESAREALSOPLATFORMINDEPENDENTANDCANRUNONMULTIPLEPROBLEMSWITHOUTTHENEEDTORECOMPILETHESOURCEHOWDOESTHISWORKJAVABINARYFILESAREACTUALLYINAFORMCALLEDBYTECODESNEWTERMBYTECODESAREASETOFINSTRUCTIONSTHATLOOKSALOTLIKESOMEMACHINECODES,BUTTHATISNOTSPECIFICTOANYONEPROCESSORNORMALLY,WHENYOUCOMPILEAPROGRAMWRITTENINCORINMOSTOTHERLANGUAGES,THECOMPILERTRANSLATESYOURPROGRAMINTOMACHINECODESORPROCESSORINSTRUCTIONSTHOSEINSTRUCTIONSARESPECIFICTOTHEPROCESSORYOURCOMPUTERISRUNNINGSO,FOREXAMPLE,IFYOUCOMPILEYOURCODEONAPENTIUMSYSTEM,THERESULTINGPROGRAMWILLRUNONLYONOTHERPENTIUMSYSTEMSIFYOUWANTTOUSETHESAMEPROGRAMONANOTHERSYSTEM,YOUHAVETOGOBACKTOYOURORIGINALSOURCE,GETACOMPILERFORTHATSYSTEM,ANDRECOMPILEYOURCODEFIGURE12SHOWSTHERESULTOFTHISSYSTEMMULTIPLEEXECUTABLEPROGRAMSFORMULTIPLESYSTEMSTHINGSAREDIFFERENTWHENYOUWRITECODEINJAVATHEJAVADEVELOPMENTENVIRONMENTHASTWOPARTSAJAVACOMPILERANDAJAVAINTERPRETERTHEJAVACOMPILERTAKESYOURJAVAPROGRAMANDINSTEADOFGENERATINGMACHINECODESFROMYOURSOURCEFILES,ITGENERATESBYTECODESJAVAISOBJECTORIENTEDTOSOME,OBJECTORIENTEDPROGRAMMINGOOPTECHNIQUEISMERELYAWAYOFORGANIZINGPROGRAMS,ANDITCANBEACCOMPLISHEDUSINGANYLANGUAGEWORKINGWITHAREALOBJECTORIENTEDLANGUAGEANDPROGRAMMINGENVIRONMENT,HOWEVER,ENABLESYOUTOTAKEFULLADVANTAGEOFOBJECTORIENTEDMETHODOLOGYANDITSCAPABILITIESOFCREATINGFLEXIBLE,MODULARPROGRAMSANDREUSINGCODEMANYOFJAVA’SOBJECTORIENTEDCONCEPTSAREINHERITEDFROMC,THELANGUAGEONWHICHITISBASED,BUTITBORROWSMANYCONCEPTSFROMOTHEROBJECTORIENTEDLANGUAGESASWELLLIKEMOSTOBJECTORIENTEDPROGRAMMINGLANGUAGES,JAVAINCLUDESASETOFCLASSLIBRARIESTHATPROVIDEBASICDATATYPES,SYSTEMINPUTANDOUTPUTCAPABILITIES,ANDOTHERUTILITYFUNCTIONSTHESEBASICCLASSESAREPARTOFTHEJAVADEVELOPMENTKIT,WHICHALSOHASCLASSESTOSUPPORTNETWORKING,COMMONINTERNETPROTOCOLS,ANDUSERINTERFACETOOLKITFUNCTIONSBECAUSETHESECLASSLIBRARIESAREWRITTENIN

簡(jiǎn)介：第1頁(yè)共8頁(yè)中文2670字基于ST語(yǔ)言（結(jié)構(gòu)化文本語(yǔ)言）可編程控制器組態(tài)控制和編程經(jīng)驗(yàn)作者GKARMAKAR,ASHUTOSHKABRA,JOSEJOSEPH,BBBISWAS,RKPATIL反應(yīng)器控制部分巴哈馬原子能研究中心摘要摘要本文的主要內(nèi)容為在可編程控制器的配置過(guò)程中，根據(jù)運(yùn)行過(guò)程中的配置情況進(jìn)行程序代碼編寫(xiě)，并且將實(shí)時(shí)操作系統(tǒng)抽象的嵌入PLC硬件之中，從而實(shí)現(xiàn)一個(gè)典型的控制邏輯應(yīng)用，在此過(guò)程中我們使用的是IEC611313標(biāo)準(zhǔn)ST語(yǔ)言。關(guān)鍵詞關(guān)鍵詞PLC，ST語(yǔ)言，POU（程序組織單元），配置，資源，程序，功能11引言引言可編程控制器是大多數(shù)控制項(xiàng)目的骨干，例如發(fā)電，鋼鐵生產(chǎn)，化工，石油化工，核電站等各行業(yè)。一個(gè)可編程控制器（PLC）是一種工業(yè)計(jì)算機(jī)控制系統(tǒng)，它能連續(xù)監(jiān)測(cè)設(shè)備的輸入狀態(tài)，并且根據(jù)某種程序來(lái)控制輸出設(shè)備的狀態(tài)。針對(duì)生產(chǎn)過(guò)程中的輸入條件是一段時(shí)間，要求可編程控制器的輸出結(jié)果應(yīng)該為一個(gè)實(shí)時(shí)的系統(tǒng)。在過(guò)去，許多PLC生產(chǎn)廠商使用自己的編程語(yǔ)言，這些語(yǔ)言與他人是不兼容的。為了提高不同產(chǎn)品之間重用組件的兼容性和互操作性，國(guó)際電工委員會(huì)61131標(biāo)準(zhǔn)針對(duì)主要不同引入統(tǒng)一的做法。IEC61131標(biāo)準(zhǔn)的第三部分規(guī)定了統(tǒng)一的基于可編程控制器的編程語(yǔ)言套件的語(yǔ)法和語(yǔ)義。在本文中，我們描述了一個(gè)運(yùn)用PLC的典型控制邏輯應(yīng)用，包括實(shí)時(shí)的程序?qū)懭耄瑢?shí)時(shí)的代碼生成配置，和PLC硬件部分的實(shí)時(shí)操作系統(tǒng)嵌入，在此過(guò)程中我們運(yùn)用的是ST編程語(yǔ)言。22研究范例研究范例21案例定義一個(gè)簡(jiǎn)單的應(yīng)用案例,控制一個(gè)水泵P1和排放閥V1并且根據(jù)要求向指定設(shè)備（例如一個(gè)SCADA站）發(fā)送信息。使用要求使用要求1讀取以下內(nèi)容的輸入情況。A）P1的啟動(dòng)按鈕的狀態(tài)（離散輸入）B）P1的停止按鈕的狀態(tài)（離散輸入）第3頁(yè)共8頁(yè)所示。圖41基于IEC611313標(biāo)準(zhǔn)的軟件體系結(jié)構(gòu)41組態(tài)，資源，任務(wù)在最高的等級(jí)中，針對(duì)一個(gè)特定問(wèn)題的控制軟件是包含在一個(gè)組態(tài)系統(tǒng)中，他把PLC系統(tǒng)所利用的所有資源組織在一起，并提供他們之間交換數(shù)據(jù)的協(xié)議。資源就是其中的處理設(shè)施，能夠執(zhí)行IEC方案，它的定義為，向PLC系統(tǒng)的物理資源進(jìn)行任務(wù)分配。一個(gè)組態(tài)中可以有一個(gè)或多個(gè)資源。組態(tài)和資源不會(huì)像程序組織單元那樣包含相互指示，但僅僅定義它們的元素之間的關(guān)系。任務(wù)是定義為一個(gè)能夠援引的執(zhí)行控制單元，他可能發(fā)生在一個(gè)定期時(shí)間段，或者時(shí)間段之后，或者某個(gè)變量的上升沿。執(zhí)行某個(gè)組織單位的方案，其中包括程序集和功能模塊。像其他PLC應(yīng)用方案一樣，我們需要定義復(fù)合要求的I/O硬件設(shè)備和他的類(lèi)型，對(duì)于我們研究的案例，包括一個(gè)數(shù)字輸入卡，一個(gè)數(shù)字輸出卡和一個(gè)模擬輸入卡。配置ST程序如下組態(tài)過(guò)程控制程序組態(tài)元素組態(tài)資源任務(wù)/運(yùn)行時(shí)程序程序功能模塊功能模塊功能模塊功能功能

簡(jiǎn)介：中文中文4300字畢業(yè)設(shè)計(jì)（論文）譯文題目基于C語(yǔ)言的MIS程序庫(kù)設(shè)計(jì)學(xué)生姓名學(xué)號(hào)專(zhuān)業(yè)物聯(lián)網(wǎng)班級(jí)指導(dǎo)教師評(píng)閱教師完成日期2014年12月20日第2頁(yè)共10頁(yè)統(tǒng)、DBMS和大多數(shù)的系統(tǒng)軟件，都是用C語(yǔ)言設(shè)計(jì)的。通過(guò)C語(yǔ)言設(shè)計(jì)的應(yīng)用軟件，有著大量的成功案例。這證明C語(yǔ)言對(duì)于開(kāi)發(fā)像MIS這樣的應(yīng)用系統(tǒng)，也是一種合適而且強(qiáng)大的程序語(yǔ)言。事實(shí)上，通過(guò)精心選擇常用功能，以及編程使他們形成一個(gè)庫(kù)，用C語(yǔ)言設(shè)計(jì)一個(gè)MIS的有效性也能得到顯著提高。本文提到的WEB編程庫(kù)是一個(gè)很好的例子，該庫(kù)的優(yōu)點(diǎn)如下。●網(wǎng)頁(yè)編程功能。設(shè)計(jì)一個(gè)基于MIS的網(wǎng)頁(yè)，網(wǎng)頁(yè)編程是一項(xiàng)基本的要求。因此這類(lèi)功能將無(wú)疑使程序員設(shè)計(jì)起來(lái)更為方便。這部分是庫(kù)的主要組成部分，它包括設(shè)置頁(yè)面風(fēng)格，顯示頁(yè)面標(biāo)題，顯示頁(yè)頭，顯示頁(yè)尾等?！癜踩卿浌δ堋?duì)于現(xiàn)今的MIS系統(tǒng)，登錄系統(tǒng)是必不可少的部分，而且系統(tǒng)的安全性必須得到保證。該功能組將提供一些有用的功能，例如CAPTCHA功能，登錄功能，COOKIE處理功能，郵件功能，密碼修改功能，和密碼獲取功能等，從而簡(jiǎn)化了安全登錄系統(tǒng)的設(shè)計(jì)?！駥?shí)用功能。能夠提供一些常用的工具，如計(jì)數(shù)器、迷你日歷、加密和編碼功能等。這將給程序員在開(kāi)發(fā)中帶來(lái)一些幫助?！馛語(yǔ)言中的所有設(shè)計(jì)。通過(guò)使用C語(yǔ)言作為開(kāi)發(fā)語(yǔ)言，在運(yùn)行MIS的時(shí)候，只需要二進(jìn)制對(duì)象代碼即可。這無(wú)疑增加了安全性、可靠性、可擴(kuò)展性和運(yùn)行效率。本文介紹了基于C語(yǔ)言的MIS程序庫(kù)，在設(shè)計(jì)和實(shí)施過(guò)程中的一些技術(shù)細(xì)節(jié)。包括網(wǎng)頁(yè)編程功能，安全登錄功能和實(shí)用功能，并提供了一個(gè)詳細(xì)的演示，來(lái)展現(xiàn)庫(kù)的使用和效果。IIII網(wǎng)頁(yè)創(chuàng)作功能網(wǎng)頁(yè)創(chuàng)作功能在WEB服務(wù)器和CGI程序之間的核心業(yè)務(wù)，是通過(guò)標(biāo)準(zhǔn)輸入和輸出對(duì)數(shù)據(jù)進(jìn)行翻譯。通過(guò)CGI程序形成一個(gè)網(wǎng)頁(yè)，發(fā)送網(wǎng)頁(yè)內(nèi)容到服務(wù)器的標(biāo)準(zhǔn)輸出是一個(gè)必要的工作。由于這個(gè)頁(yè)面實(shí)際上是一個(gè)HTML文檔，標(biāo)準(zhǔn)的格式化輸出功能PRINTF就可以完成這個(gè)任務(wù)。根據(jù)CGL說(shuō)明5中，通過(guò)CGL形成的頁(yè)面，必須由兩部分組成，頁(yè)頭和主體，其中頁(yè)頭用于發(fā)送屬性信息，而主體則是通過(guò)服務(wù)器提供給客戶(hù)端實(shí)體。這兩個(gè)部分通過(guò)一個(gè)空行分開(kāi)。

簡(jiǎn)介：PLCCONFIGURATIONANDPROGRAMMINGEXPERIENCEUSINGSTLANGUAGEGKARMAKAR1,ASHUTOSHKABRA,JOSEJOSEPH2,BBBISWAS,RKPATILREACTORCONTROLDIVISIONBHABHAATOMICRESEARCHCENTREMUMBAI–4000851GKARMA,2JJOSEPH}BARCGOVINABSTRACTTHISPAPERATTEMPTSAJOURNEYRIGHTFROMCONFIGURINGAPLC,WRITINGAPPLICATIONPROGRAMTOCODEGENERATIONALONGWITHRUNTIMECONFIGURATIONSANDRTOSABSTRACTIONFOREMBEDDINGITINTOPLCHARDWAREUSINGATYPICALCONTROLLOGICAPPLICATIONTHEIEC611313STLANGUAGEHASBEENUSEDASVEHICLEFORTHISTOURKEYWORDSPLC,ST,POU,CONFIGURATION,RESOURCE,PROGRAM,FB,FUNCTIONIINTRODUCTIONPROGRAMMABLECONTROLLERSPLCARETHEBACKBONEOFMOSTAUTOMATIONPROJECTSPLCSAREUSEDFORCONTROLLINGPURPOSESINVARIOUSINDUSTRIESLIKEPOWERGENERATION,STEELPRODUCTION,CHEMICAL,PETROCHEMICAL,NUCLEARPOWERPLANTSETCAPROGRAMMABLECONTROLLERPLCISANINDUSTRIALCOMPUTERCONTROLSYSTEMTHATCONTINUOUSLYMONITORSTHESTATEOFINPUTDEVICESANDMAKESDECISIONSBASEDUPONAPROGRAMTOCONTROLTHESTATEOFOUTPUTDEVICESPLCISANEXAMPLEOFAREALTIMESYSTEMSINCEOUTPUTRESULTSMUSTBEPRODUCEDINRESPONSETOINPUTCONDITIONSWITHINABOUNDEDTIMEINTHEPASTMANYVENDORSFORPLCSYSTEMSUSEDTHEIROWNPROGRAMMINGLANGUAGESWHICHWEREINCOMPATIBLEWITHOTHERSTOENHANCEREUSINGOFCOMPONENTS,COMPATIBILITYANDINTEROPERABILITYAMONGDIFFERENTPRODUCT,THEIEC61131STANDARDWASINTRODUCEDTOUNIFYTHEMAINDIFFERENTAPPROACHESTHIRDPARTOFIEC61131STANDARDSPECIFIESTHESYNTAXANDSEMANTICSOFAUNIFIEDSUITEOFPROGRAMMINGLANGUAGESFORPROGRAMMABLECONTROLLERSPCSINTHISPAPER,WEDESCRIBEATYPICALCONTROLLOGICAPPLICATIONFORDEMONSTRATIONOFCONFIGURINGAPLC,WRITINGAPPLICATIONPROGRAMANDCODEGENERATIONALONGWITHRUNTIMECONFIGURATIONSANDRTOSABSTRACTIONFOREMBEDDINGITINTOPLCHARDWARETHEPROGRAMMINGLANGUAGESTSTRUCTUREDTEXTHASBEENUSEDTHROUGHOUTTHEPAPERIITHESTUDYEXAMPLEAPROBLEMDEFINITIONASIMPLEEXAMPLEOFCONTROLLINGAPUMPP1ANDITSDISCHARGEVALVEV1ANDSENDINGINFORMATIONTOANYDEVICESAYASCADASTATIONONDEMANDUSECASESUSECASE1READINPUTSREADTHEFOLLOWINGFIELDINPUTSAP1STARTPUSHBUTTONPBSTATUSDISCRETEINPUTBP1STOPPUSHBUTTONPBSTATUSDISCRETEINPUTCV1OPENPUSHBUTTONPBSTATUSDISCRETEINPUTDV1CLOSEPUSHBUTTONPBSTATUSDISCRETEINPUTEP1ON/OFFSTATUSDISCRETEINPUTFREADP1DISCHARGEPRESSUREANALOGINPUTITISATIMEDRIVENTASKREADEVERY10MSUSECASE2CONTROLINTERLOCKSATHEPUMPP11WILLSTARTIFSTARTPBISACTUATEDONCESTARTEDP1WILLCONTINUERUNNINGTILLSTOPPBISACTUATED2WILLSTOPEITHERIFTHESTOPPBISACTUATEDORIFTHEP1DISCHARGEPRESSUREISHIGHBTHEVALVEV11WILLOPENEITHERIFTHEV1OPENISACTUATEDORIFTHEPUMPISSTARTEDAND3SECONDHASBEENELAPSED2WILLCLOSEIFTHEV1CLOSEISACTUATEDPROVIDEDTHEPUMPP1ISNOTRUNNINGUSECASE3COMMUNICATIONSLAVE/SERVERONQUERYFROMANYEXTERNALDEVICEITWILLSENDRESPONSEDATATHEPROTOCOLDETAILSARENOTPARTOFTHISHIGHLEVELPROGRAMMINGIIITHEDOMAINMODELOFPLCTHEDOMAINMODELOFAPLCISDEPICTEDINFIGURE1BELOWFIGURE1PLCDOMAINMODELIVSOFTWAREMODELANDBUILDINGBLOCKSOFIEC611313CONFIGURATIONAPPLICATIONPROGRAMCODEGENERATORFRAMEWORKANDRTOSABSTRACTIONBUILDANDDOWNLOADUTILITYBSTRUCTUREOFTHEBUILDINGBLOCKSPOUSFUNCTION,FUNCTIONBLOCKANDPROGRAMARETHETHREEPROGRAMORGANIZATIONUNITSPOUSDEFINEDBYTHEIEC611313APOUCONTAINSADECLARATIONPARTANDBODY1DECLARATIONOFVARIABLESIEC611313STANDARDUSESVARIABLESTOSTOREANDPROCESSINFORMATIONVARIABLESCANBEASSIGNEDTOACERTAINI/OADDRESSUSINGTHEKEYWORD“AT”ANDCANBEBATTERYBACKEDAGAINSTPOWERFAILUREEACHDECLARATIONOFAPROGRAMORGANIZATIONUNITCONTAINATITSBEGINNINGATLEASTONEDECLARATIONPARTWHICHSPECIFIESTHETYPESANDTHEPHYSICALORLOGICALLOCATIONIFNEEDEDOFTHEVARIABLESUSEDINTHEORGANIZATIONUNIT2BODYOFPOUTHEALGORITHMICBEHAVIOROFPOUISDEFINEDINONEOFTHEFIVELANGUAGESDEFINEDBYTHESTANDARDFBDFUNCTIONBLOCKDIAGRAM,LDLADDERDIAGRAM,STSTRUCTUREDTEXT,ILINSTRUCTIONLISTANDSFCSEQUENTIALFUNCTIONCHARTTHESTLANGUAGEHASACOMPREHENSIVERANGEOFCONSTRUCTSFORASSIGNINGVALUESTOVARIABLES,CALLINGFUNCTIONSANDFUNCTIONBLOCKS,CREATINGEXPRESSIONS,FORCONDITIONALEVALUATIONOFSELECTEDSTATEMENTSANDFORITERATIONCPROGRAMSAPROGRAMISANETWORKOFFUNCTIONSANDFUNCTIONBLOCKSTHATAREABLETOEXCHANGEDATATHROUGHSOFTWARECONNECTIONSAPROGRAMCANBEWRITTENINANYOFTHEDEFINEDPROGRAMMINGLANGUAGESAPROGRAMCANALSOREADANDWRITETOINPUT/OUTPUTVARIABLESANDCOMMUNICATEWITHOTHERPROGRAMSTHEEXECUTIONOFDIFFERENTPARTSOFAPROGRAM,FOREXAMPLESELECTEDFUNCTIONBLOCKS,MAYBECONTROLLEDUSINGTASKSFOROURSTUDYEXAMPLE,WEHAVEFOLLOWINGPROGRAMS1PUMPP1CONTROL2VALVEV1CONTROLTHESTPROGRAMOFVALVECONTROLISGIVENHEREASITUSESONDELAYTIMERTONINADDITIONTOOTHERSTPROGRAMMINGFEATURESPROGRAMVALVEV1CONTROLVAR_INPUTV1OPENCBOOLV1CLOSECBOOLP1STARTCBOOLP1STATUSBOOLEND_VARVARVTIMERTONEND_VARVAR_TEMPTBOOLEND_VARVAR_OUTPUTV1OPENBOOLV1MOVTOOPENV1CLOSEBOOLV1MOVTOCLOSEEND_VARVTIMERINP1STARTC,PTT3ST1VTIMERQIFV1OPENCORT1THENV1OPENTRUEV1CLOSEFALSEEND_IFIFV1CLOSECTRUEANDP1STATUSFALSETHENV1OPENFALSEV1CLOSETRUEEND_IFEND_PROGRAM3SCANINPUTDFUNCTIONANDFUNCTIONBLOCKSTHESEARETHEBASICBUILDINGBLOCKS,CONTAININGADATASTRUCTUREANDANALGORITHMFOROURSTUDYEXAMPLE,1THEREQUIREDFUNCTIONBLOCKSAREREADANALOGININANYPLC,READINGINPUTSFROMPHYSICALI/OCARDSISUNAVOIDABLEFUNCTION_BLOCKREADANALOGINVAR_EXTERNALCONSTANTNUM_ALOGIN_CARDUINTEND_VARVAR_OUTPUTALOGIN1ARRAY1NUM_ALOGIN_CARDOFANALOG_16_DATAEND_VARALOGIN1READALOGINNUM_ALOGIN_CARDEND_FUNCTION_BLOCKREADDIGITALINTON2THEREQUIREDFUNCTIONS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簡(jiǎn)介：此文檔是畢業(yè)設(shè)計(jì)外文翻譯成品（含英文原文中文翻譯），無(wú)需調(diào)整復(fù)雜的格式下載之后直接可用，方便快捷本文價(jià)格不貴,也就幾十塊錢(qián)一輩子也就一次的事外文標(biāo)題INTRODUCINGTOPHP外文作者DAVIDRBROOKS文獻(xiàn)出處PROGRAMMINGINHTMLANDPHPCODINGFORSCIENTISTSANDENGINEERS,2018如覺(jué)得年份太老，可改為近2年，畢竟很多畢業(yè)生都這樣做英文4605單詞，27056字符字符就是印刷符，中文7376漢字。（如果字?jǐn)?shù)多了，可自行刪減，大多數(shù)學(xué)校都是要求選取外文的一部分內(nèi)容進(jìn)行翻譯的。）INTRODUCTIONTOPHPTHISCHAPTERINTRODUCESSYNTAXANDSOMECAPABILITIESOFTHEPHPLANGUAGE51WHATSHOULDAPROGRAMMINGLANGUAGEDOPHPISASTRUCTUREDPROGRAMMINGLANGUAGE,WHICHMEANSTHATITPROVIDESAWAYTOSOLVECOMPUTATIONALPROBLEMSBYBREAKINGTHEMINTODISCRETESTEPSTHATCANBECARRIEDOUTINA“TOPTOBOTTOM”FASHION,ONESTEPATATIMEALLSTRUCTUREDLANGUAGESSHARECERTAINESSENTIALFEATURES1MANAGEINPUTANDOUTPUTTOBEUSEFUL,ANYLANGUAGEMUSTPROVIDEANINPUT/OUTPUTI/OINTERFACEWITHAUSERWHENACOMPUTERPROGRAMISEXECUTEDORASCRIPTISINTERPRETED,THEUSERMAYBEASKED5MAKEDECISIONSBASEDONCOMPARINGVALUESCOMPUTERSCAN’TMAKEDECISIONSBY“THINKING”ABOUTMULTIPLEPOSSIBILITIESINAHUMANLIKEWAYHOWEVER,THEYCANCOMPAREVALUESANDACTONTHERESULTSOFTHOSECOMPARISONSTYPICALLY,APROGRAMWILLCOMPAREVALUESANDTHENEXECUTEINSTRUCTIONSBASEDONTHERESULTSOFTHOSECOMPARISONSINPARTICULAR,SUCHDECISIONSAREOFTENEMBEDDEDINBRANCHINGSTRUCTURESTHATEXECUTEONESETOFINSTRUCTIONSTOTHEEXCLUSIONOFOTHERS,BASEDONACOMPARISONOFVALUES6PERFORMREPETITIVECALCULATIONSLOOPSTRUCTURESALLOWCOMPUTERSTOPERFORMREPETITIVECALCULATIONSTHESECALCULATIONSMAYBETERMINATEDAFTERTHEYHAVEBEENEXECUTEDASPECIFIEDNUMBEROFTIMES,ORTHEYMAYBEEXECUTEDONLYUNTILORWHILESOMESETOFCONDITIONSISSATISFIED52SOMEESSENTIALTERMINOLOGYITISESSENTIALTOAGREEUPONTHEMEANINGANDUSEOFPROGRAMMINGLANGUAGETERMINOLOGYINORDERTODISCUSSPROGRAMMINGCONCEPTS,ESPECIALLYBECAUSETHEPROGRAMMINGSPECIFICMEANINGOFSOMETERMSMUSTBEDISTINGUISHEDFROMTHEIREVERYDAYCONVERSATIONALUSETABLE51GIVESSOMEESSENTIALTERMSANDTHEIRDEFINITIONS

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簡(jiǎn)介：4300英文單詞，英文單詞，26500英文字符，中文英文字符，中文7700字文獻(xiàn)出處文獻(xiàn)出處KEDIABL,REDDYRKLANGUAGEANDCROSSBORDERACQUISITIONSANEXPLORATORYSTUDYJINTERNATIONALBUSINESSREVIEW,2016,25613211332LANGUAGEANDCROSSBORDERACQUISITIONSANEXPLORATORYSTUDYBENLKEDIA,RAMAKRISHNAREDDYABSTRACTTHEAIMOFTHISSTUDYISTOEXAMINETHEEFFECTSOFLANGUAGEONPOSTACQUISITIONPERFORMANCEOFUSBASEDCROSSBORDERACQUISITIONSINTHISSTUDYWEATTEMPTTOSHOWTHATPOSTACQUISITIONPERFORMANCEISEXPLAINEDBYTHELINGUISTICDISTANCEBETWEENTHEACQUIRERANDTARGETCOUNTRYOFTHEACQUISITIONINADDITION,THISSTUDYEXPLAINSTHEMODERATINGROLEOFACQUISITIONEXPERIENCEINTHELINGUISTICDISTANCEACQUISITIONPERFORMANCERELATIONSHIPANANALYSISOF1120USACQUISITIONSIN33TARGETCOUNTRIESOVERAPERIODOF6YEARS2007TO2012DEMONSTRATESTHATLINGUISTICDISTANCEHASEXPLANATORYVALUEINPOSTACQUISITIONPERFORMANCEOURANALYSISALSODEMONSTRATESTHATTHEACQUIRER’SCROSSBORDERACQUISITIONEXPERIENCEPLAYSASIGNIFICANTROLEASAMODERATOROFTHISLINGUISTICDISTANCEACQUISITIONPERFORMANCERELATIONSHIPINADDITION,OURANALYSISOFLINGUAFRANCAPROFICIENCYALSOLENDSSUPPORTTOOURHYPOTHESIZEDRELATIONSHIPSANDDEMONSTRATESTHEROBUSTNESSOFOURFINDINGSKEYWORDSLANGUAGELINGUISTICDISTANCEMERGERSACQUISITIONPERFORMANCE1INTRODUCTIONCROSSBORDERACQUISITIONSAREADOMINANTMODEOFFOREIGNEXPANSION,INCREASINGINOVERALLVALUEFROM99BILLIONIN1990TO555BILLIONIN2011UNCTAD,2012DESPITEASSUMPTIONSTHATACQUISITIONSRESULTINHIGHERFINANCIALPERFORMANCEANDCREATEFIRMVALUEBARNEY,1988DATTA,1991ZOLLOKING,DALTON,DAILY,LARSSONHITTETAL,2001,UNSKILLEDEXECUTIONOFTHEACQUISITIONPROCESSITSELFSCHULERLARSSONJEMISONCARTWRIGHTCHATTERJEE,LUBATKIN,SCHWEIGER,DATTA,1991MOROSINISTAHLCHAKRABARTI,MUKHARJEE,FRENKEL,2008HARZINGHENDERSON,2005RESEARCHHASSHOWNTHATDIFFERENCESINSOCIALIDENTITY,SOCIALCATEGORIZATION,POWERDISPARITYANDCULTURALDIFFERENCESBREEDSDYSFUNCTIONANDFREQUENTLYBREAKSTEAMSINTOSUBGROUPSDEFINEDBYAN‘USVSTHEM’MENTALITYCRAMTONPOLZER,CRISP,JARVENPAA,HENDERSON,2005TRUSTISESSENTIALFORCOOPERATIVEBEHAVIORAMONGINDIVIDUALSANDTEAMSMAYER,DAVIS,MCALLISTER,1995ANDTHELACKOFTRUSTAMONGTEAMSORGROUPSSEVERELYUNDERMINESCOOPERATIONMCALLISTER1995SUGGESTEDTHATINCREASEDINTERACTIONENHANCESTRUSTANDCOOPERATIONAMONGTEAMSTOIMPROVECOMMUNICATIONSANDINTERACTIONSTHEMAJORITYOFMULTINATIONALSMANDATEENGLISHASTHELINGUAFRANCAORTHECOMMONLANGUAGEOFBUSINESSBONOVEY,2005HOWEVER,EVIDENCESUGGESTSTHATEVENWHENTHEREISCORPORATEMANDATEDLINGUAFRANCA,NONNATIVESPEAKERSTENDTODISTRUSTNATIVESPEAKERS,SUSPECTINGTHATTHEYWOULDDECEIVETHEMUSINGTHEIRSUPERIORLANGUAGESKILLSNEELEY,2013IN

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簡(jiǎn)介：FULLTERMSCHILDLANGUAGETEACHER’SLANGUAGEPRESCHOOLVOCABULARYINTRODUCTIONPRESCHOOLERS’LANGUAGEDEVELOPMENTISCONSIDEREDTOBEANIMPORTANTFOUNDATIONFORLATERREADINGDEVELOPMENTBRACKEN2005DICKINSON2011DICKINSONETAL2003DICKINSONANDPORCHE2011NICHDEARLYCHILDCARERESEARCHNETWORK2005SEVERALSTUDIESHAVEFOUNDTHATYOUNGCHILDREN’SORALLANGUAGESKILLSPREDICTTHEIRREADINGCOMPREHENSIONPERFORMANCELATERINTHEELEMENTARYSCHOOLYEARSCATTSETAL1999MUTERETAL2004STORCHANDWHITEHURST2002THISFINDINGHASLEDSEVERALRESEARCHERSTOINVESTIGATEFACTORSTHATIMPACTYOUNGCHILDREN’SLANGUAGEDEVELOPMENTONEFACTOR,AMONGMANY,DISCOVEREDTOBERELATEDTOCHILDREN’SLANGUAGEDEVELOPMENTISCHILDREN’SCAREGIVERS’ORALLANGUAGEPROFICIENCYDICKINSON2011FARKASANDBERON2004HARTANDRISLEY1995HOFF2003PELLEGRINIANDGALDA1993TUDGEANDROGOFF1989CHILDREN’SLANGUAGEDEVELOPMENTISHIGHLYRELATEDTOCAREGIVERS’ORALLANGUAGEPROFICIENCY,SPECIFICALLYVOCABULARYFARKASANDBERON2004HARTANDRISLEY1995HOFF2003HUTTENLOCHERETAL2010ANDSYNTAXHOFFGINSBERG1998HUTTENLOCHERETAL2002MOSTOFTHESTUDIESABOUTTHERELATIONSHIPBETWEENCAREGIVERS’LANGUAGEINPUTANDCHILDREN’SLANGUAGEDEVELOPMENTWEREBASEDONPARENTS’ANDTHEIRCHILDREN’SLANGUAGEPRESUMABLYBECAUSETHEYWERETARGETINGCHILDRENWHOWERETHREEYEARSOLDORUNDERHOWEVER,LANGUAGEANDVOCABULARYDEVELOPMENTCONTINUETHROUGHOUTEARLYCHILDHOOD,AND635OFCHILDRENINTHEUNITEDSTATESBETWEENTHEAGESOFTHREEANDFIVEWEREENROLLEDINAPRIVATE/PUBLICNURSERYSCHOOLORKINDERGARTEN,ACCORDINGTONATIONALCENTERFOREDUCATIONSTATISTICS’2010DATASNYDERANDDILLOW2011WHEREASWITHPARENTALFACTORSCANACCOUNTFORVARIANCEINCHILDREN’SLANGUAGEDEVELOPMENT,ASTHEYSPENDMORETIMEINOUTOFHOMECHILDCARE,TEACHERFACTORSCANALSOACCOUNTFORVARIANCEINCHILDREN’SLANGUAGEDEVELOPMENTTEACHERSCANPLAYANESPECIALLYIMPORTANTROLEINTHELANGUAGEDEVELOPMENTOFCHILDRENFROMLOWSESEUROPEANEARLYCHILDHOODEDUCATIONRESEARCHJOURNAL251DOWNLOADEDBYUNSWLIBRARYAT062405MAY2016

簡(jiǎn)介：中文中文5200字，字，2700英文單詞，英文單詞，16500英文字符英文字符出處出處SOHYUNMEACHAM,CAROLVUKELICH,MYAEHAN,ETALPRESCHOOLTEACHERSLANGUAGEUSEDURINGDRAMATICPLAYJEUROPEANEARLYCHILDHOODEDUCATIONRESEARCHJOURNAL,2013,212250PRESCHOOLTEACHERS’LANGUAGEUSEDURINGDRAMATICPLAYSOHYUNMEACHAM，CAROLVUKELICH，MYAEHAN，MARTHABUELLABSTRACTTHISSTUDYSOUGHTTODESCRIBEPRESCHOOLTEACHERS’LANGUAGEUSEDURINGDRAMATICPLAYUSINGBOTHQUANTITATIVEANDQUALITATIVEANALYSESFINDINGSINDICATETHATTHETEACHERS’LANGUAGEUSEDURINGDRAMATICPLAYVARIEDAMONGTEACHERSQUANTITATIVEANALYSESREVEALEDTHEVARIABILITYOFTEACHERS’LEXICALDIVERSITY,SYNTACTICCOMPLEXITY,TALKATIVENESS,ANDCHILDRENTOTEACHERUTTERANCERATIOQUALITATIVEANALYSESREVEALEDFOURTYPESOFTEACHERPLAYINSTRUCTIONTALKPLAYEMBEDDEDINSTRUCTIONALTALK,EXPLICITINSTRUCTIONALTALK,PLAYLANGUAGECOACHING,ANDPLAYADMINISTRATIONALTALKINADDITION,THEFREQUENCYOFCHILDREN’STALKVARIEDACROSSTHECASESTHETEACHERSWHOFREQUENTLYUSEDPLAYEMBEDDEDINSTRUCTIONALTALKSCOREDRELATIVELYHIGHINTHEFREQUENCYOFCHILDREN’STALKFINDINGSSUGGESTTHATFURTHERINVESTIGATIONONTHERELATIONSHIPBETWEENTEACHERS’LANGUAGEUSEDURINGDRAMATICPLAYANDCHILDREN’SLANGUAGEPRODUCTIVITYCANBEUSEFULFORTEACHEREDUCATIONKEYWORDSDRAMATICPLAYCHILDLANGUAGETEACHER’SLANGUAGEPRESCHOOLVOCABULARYINTRODUCTIONPRESCHOOLERS’LANGUAGEDEVELOPMENTISCONSIDEREDTOBEANIMPORTANTFOUNDATIONFORLATERREADINGDEVELOPMENTBRACKEN2005DICKINSON2011DICKINSONETAL2003DICKINSONANDPORCHE2011NICHDEARLYCHILDCARERESEARCHNETWORK2005SEVERALSTUDIESHAVEFOUNDTHATYOUNGCHILDREN’SORALLANGUAGESKILLSPREDICTTHEIRREADINGCOMPREHENSIONPERFORMANCELATERINTHEELEMENTARYSCHOOLYEARSCATTSETAL1999MUTERETAL2004STORCHANDWHITEHURST2002THISFINDINGHASLEDSEVERALRESEARCHERSTOINVESTIGATEFACTORSTHATIMPACTYOUNGCHILDREN’SLANGUAGEDEVELOPMENTONEFACTOR,AMONGMANY,DISCOVEREDTOBERELATEDTOCHILDREN’SLANGUAGEDEVELOPMENTISCHILDREN’SCAREGIVERS’ORALLANGUAGEPROFICIENCYDICKINSON2011FARKASANDBERON2004HARTANDRISLEY1995HOFF2003PELLEGRINIANDGALDA1993TUDGEANDROGOFF1989CHILDREN’SLANGUAGEDEVELOPMENTISHIGHLYRELATEDTOCAREGIVERS’ORALLANGUAGEPROFICIENCY,SPECIFICALLYVOCABULARYFARKASANDBERON2004HARTANDRISLEY1995HOFF2003HUTTENLOCHERETAL2010ANDSYNTAXHOFFGINSBERG1998HUTTENLOCHERETAL2002MOSTOFTHESTUDIESABOUTTHERELATIONSHIPBETWEENCAREGIVERS’LANGUAGEINPUTANDCHILDREN’SLANGUAGEDEVELOPMENTWEREBASEDONPARENTS’ANDTHEIRCHILDREN’SLANGUAGEPRESUMABLYBECAUSETHEYWERETARGETINGCHILDRENWHOWERETHREEYEARSOLDORUNDERHOWEVER,LANGUAGEANDVOCABULARYDEVELOPMENTCONTINUETHROUGHOUTEARLYCHILDHOOD,AND635OFCHILDRENINTHEUNITEDSTATESBETWEENTHEAGESOFTHREEANDFIVEWEREENROLLEDINAPRIVATE/PUBLICNURSERYSCHOOLORKINDERGARTEN,ACCORDINGTONATIONALCENTERFOREDUCATIONSTATISTICS’2010DATASNYDERANDDILLOW2011WHEREASWITHPARENTALFACTORSCANACCOUNTFORVARIANCEINCHILDREN’SLANGUAGEDEVELOPMENT,ASTHEYSPENDMORETIMEINOUTOFHOMECHILDCARE,TEACHERFACTORSCANALSOACCOUNTFORVARIANCEINCHILDREN’SLANGUAGEDEVELOPMENTTEACHERSCANPLAYANESPECIALLYIMPORTANTROLEINTHELANGUAGEDEVELOPMENTOFCHILDRENFROMLOWSESFAMILIESWHOARECONSIDEREDATRISKFORLANGUAGEDEVELOPMENTHARTANDATTAINEDINSTORYBOOKREADINGRESEARCH,ASSTORYBOOKREADINGANDPLAYARECOMMONACTIVITIESINPRESCHOOLSETTINGSFORTHISREASON,THEIRQUALITATIVESTUDYINCLUDEDDRAMATICPLAYSUCHASKITCHEN/HOUSEPLAY,RESTAURANTPLAY,ANDLIBRARYPLAYTHELITERATUREPROVIDESTHEORETICALANDEMPIRICALRATIONALESFORTHEIMPORTANCEOFDRAMATICPLAYDURINGTHEPRESCHOOLYEARSMOSTPRESCHOOLCLASSROOMSINCLUDEADRAMATICPLAYCENTERWHERECHILDREN’SDRAMATICPLAYISENCOURAGEDASACONTEXTFORSUPPORTINGCHILDREN’SLEARNINGANDDEVELOPMENTPARTICULARLYDRAMATICPLAY,DISTINCTFROMSOLITARYPLAY,WHICHINVOLVESMORETHANONECHILD,ISKNOWNTOSUPPORTCHILDREN’SLANGUAGEDEVELOPMENTBECAUSECHILDRENCANUSEMOREADVANCEDLANGUAGEINTHEIRDRAMATICPLAYTHANINOTHERACTIVITIESVYGOTSKY1967,ANDTHEYHAVEOPPORTUNITIESTOPRACTICETHELANGUAGETHEYLEARNEDINSOCIETY,INTHEWORLDOUTSIDETHECLASSROOMPELLEGRINIANDGALDA1993ASCHILDREN’SORALLANGUAGEUSEBECOMESMORECOHESIVEINDRAMATICPLAYTHANINOTHERTYPESOFPLAYPELLEGRINIANDGALDA1993,DRAMATICPLAYHASBEENCONSIDEREDTOBEANIMPORTANTCONTEXTFORPRESCHOOLERS’LANGUAGEDEVELOPMENTCHRISTIEANDENZ1992SMILANSKY1968SUGGESTSTHEMAKEBELIEVEELEMENTOFDRAMATICPLAYRELIESHEAVILYUPONSPEECHUSINGFOURFORMSOFVERBALISATIONIDENTIFICATIONOFMAKEBELIEVEROLES,IDENTIFICATIONOFMAKEBELIEVEOBJECTS,SPEECH’SSUBSTITUTIONFORACTION,DESCRIPTIONOFSITUATIONSTHESEVERBALISATIONFORMSAREIMPORTANTTOCOMMUNICATEEACHPLAYER’SIMAGINATIONANDTOMAKETHEPLAYBEHAVIORSMOREUNDERSTANDABLEAMONGPLAYERSSMILANSKY1968ALSOSUGGESTSTHATSPEECHINCLUDINGEXPLANATIONS,DISCUSSIONS,ANDCOMMANDSFORPLAYPROGRESSIONFROMPLANNINGTODEVELOPINGANDTOMAINTAININGTHEPLAYISCRUCIALINDRAMATICPLAYTHEREFORE,DRAMATICPLAYENCOURAGESCHILDREN’SLANGUAGEPRACTICEGARVEY1974SOMEPLAYRESEARCHERSSHEDLIGHTONMETALEVELCOMMUNICATIONWITHINCHILDREN’SPLAYCONVERSATIONINGARVEY’SGARVEY1974STUDY,SHECATEGORIZEDTWOMODESOFVERBALEXCHANGESOBSERVEDINCHILDREN’SDRAMATICPLAYPRETENDCOMMUNICATIONSANDMETACOMMUNICATIONSFORPRETENDCOMMUNICATIONS,CHILDRENAREACTINGTHEROLESWITHINTHEPRETENDPLAYFRAMECHILDRENDISCUSSTHEDETAILSOFTHEPRETENDPLAYATTHEMETALEVELOFPRETENDPLAYATTHEMETACOMMUNICATIONSMODE,CHILDRENASSIGNORCHANGEPRETENDROLES,DISCUSSAPPROPRIATEACTIONS,USESPEECHFORTHEROLESORIDENTIFYTHEPRETENDPROPS,ANDPLANTHESTORYLINEINGARVEY’SGARVEY1974OBSERVATION,CHILDRENACTIVELYUSEDLANGUAGE,CONSTANTLYSWITCHINGTHEMODESOFVERBALEXCHANGEBETWEENPRETENDCOMMUNICATIONSANDMETACOMMUNICATIONSWHENTHEYPARTICIPATEINDRAMATICPLAYWILLIAMSONANDSILVERN1992ALSOEMPHASIZEDTHEIMPORTANCEOFTHEMETALEVELPLAYCOMMUNICATIONS,CALLEDMETAPLAYBYTHESEAUTHORSTHEYARGUEDTHATMETAPLAYCONVERSATIONSEFFECTLATERLISTENINGCOMPREHENSIONSKILLSINSUM,BOTHPLAYCONVERSATIONANDMETAPLAYCONVERSATIONSUPPORTCHILDREN’SORALLANGUAGEDEVELOPMENTITISASSUMEDTHATTHEREISVARIABILITYINTEACHERS’LANGUAGEUSEINTHEDRAMATICPLAYCENTER,ALTHOUGHTYPESOFTEACHERS’LANGUAGEUSEINTHEDRAMATICPLAYCENTERHAVENOTYETBEENWELLDESCRIBEDINLITERATURETHEREARETWOOPPOSINGPOINTSOFVIEWREGARDINGTEACHERS’PARTICIPATIONINCHILDREN’SDRAMATICPLAYONEISTHATTEACHERS’PARTICIPATIONWILLHINDERCHILDREN’SPLAYANDOPPORTUNITIESTOPRACTICETHEIRLEARNEDLANGUAGEKONTOS1999THEOTHERISTHATTEACHERS’PARTICIPATIONCANENHANCECHILDREN’SDRAMATICPLAYANDSUPPORTCHILDREN’SLANGUAGELEARNINGASTUTORINGPELLEGRINIANDGALDA1993SMILANSKY1968INPRACTICE,DEGREESANDTYPESOFTEACHERS’ENGAGEMENTAREVARIOUSROSKOSANDNEUMAN1993LITTLEISKNOWNABOUTEFFECTIVEDEGREESANDTYPESOFTEACHERS’PARTICIPATIONINDRAMATICPLAYFORCHILDREN’SLANGUAGELEARNINGANDDEVELOPMENT

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