英文论文写作之Results句型

对于英文论文写作，想必留学生们都在想方设法去提升自己的英文写作水平，以期取得更高的分数。在英文论文写作中，Results部分是比较难写的，所以大家不妨收集一些Results常用的句型，用起来就非常方便了。

1.提及目标与方法Reference to aim or method

原文一共给出了13个与重新提及目标与方法相关的句型。以下是这些基本句型：

Changes in X and Y were compared using ….

Simple statistical analysis was used to ….

To assess X, the Y questionnaire was used.

To distinguish between these two possibilities, ….

T-tests were used to analyse the relationship between ….

In order to assess Z, repeated-measures ANOVAs were used.

Regression analysis was used to predict the….

The average scores of X and Y were compared in order to ….

Nine items on the questionnaire measured the extent to which ….

The correlation between X and Y was tested.

The first set of analyses examined the impact of ….

To compare the scores three weeks after initial screening, a global ANOVA F-test was used.

A scatter diagram and a Pearson’s product moment correlation were used to determine the relationship between ….

2.提及引用图表Referring to data in a table or chart

原文一共给出了四类与引用图表引用相关的句型。

1 Table 1 or Figure 1 shows (compares, presents, provides)

an overview of ….

the experimental data on X.

the summary statistics for ….

the breakdown of X according to ….

the results obtained from the preliminary analysis of X.

the inter correlations among the nine measures of X.

2 The table below illustrates or The pie chart above shows

some of the main characteristics of the ….

the breakdown of ….

3 As shown in Figure 1 ( As can be seen from Table 1, It can be seen from the data in Table 1 that, From the graph above we can see that), the X group reported significantly more Y than the other two groups.

4 The results obtained from the preliminary analysis of X (The results of the correlational analysis, The themes identified in these responses)

are shown

can be compared

are presented

are set out

are summarised

in Table 1 (in Figure 1).

3.突出说明图表中的重要数据Highlighting significant data in a table or chart

原文一共给出了10个与突出图表中的重要数据相关的句型。以下是这些基本句型：

It is apparent from this table that very few ….

This table is quite revealing in several ways. First, unlike the other tables …..

What is interesting in this data is that ….

In Fig.10 there is a clear trend of decreasing ….

As Table III shows, there is a significant difference (t = -2.15, p = 0.03) between the two groups.

The differences between X and Y are highlighted in Table 4

From the chart, it can be seen that by far the greatest demand is for ….

From the data in Figure 9, it is apparent that the length of time left between ….

From this data, we can see that Study 2 resulted in the lowest value of ….

Data from this table can be compared with the data in Table 4.6 which shows ….

4.对正面结果的陈述Statements of positive result

原文一共给出了13个与正面定结果的陈述相关的句型。以下是这些基本句型：

Strong evidence of X was found when ….

This result is significant at the p = 0.05level.

There was a significant positive correlation between ….

There was a significant difference between the two conditions ….

On average, Xs were shown to have ….

The mean score for X was ….

Interestingly, for those subjects with X,….

A positive correlation was found between Xand Y.

The results, as shown in Table 1, indicate that ….

A two-way ANOVA revealed that ….

Post hoc analysis revealed that during ….

Further analysis showed that ….

Further statistical tests revealed ….

5.对负面结果的陈述Statements of negative result

原文一共给出了11个与负面结果的陈述相关的句型。以下是这些基本句型：

There was no increase of X associated with…..

There were no significant differences between ….

No significant differences were found between ….

No increase in X was detected.

No difference greater than X was observed.

No significant reduction in X was found compared with placebo.

None of these differences were statistically significant.

Overall, X did not affect males and females differently in these measures.

The Chi-square test did not show any significant differences between ….

A clear benefit of X in the prevention of Y could not be identified in this analysis.

Only trace amounts of X were detected in ….

6.突出显著的结果Highlighting significant, interesting or surprising results

原文一共给出了8个与突出显著结果相关的句型。以下是这些基本句型：

Interestingly, the X was observed to ….

Interestingly, this correlation is related to ….

The more surprising correlation is with the….

The most surprising aspect of the data isin the ….

The most striking result to emerge from the data is that ….

The correlation between X and Y is interesting because ….

Interestingly, there were also differences in the ratios of ….

The single most striking observation to emerge from the data comparison was ….

7.报道一个反应Reporting a reaction

原文一共给出了4个与反应相关的句型。以下是这些基本句型：

When X cells were stimulated with Y, no significant difference in the number of Z was detected.

However, stimulation of X cells with Y did not increase the ….

Following the addition of X, a significant increase (P<0.05) in the Y was recorded.

With successive increases in intensity of the X, the Y moved further to ….

8.写出调查问卷和访谈的结果Reporting results from questionnaires and interviews

原文一共给出了30个与之相关的句型。以下是这些基本句型：

The response rate was 60% at six months and 56% at 12 months.

Of the study population, 90 subjects completed and returned the questionnaire.

Thirty-two individuals returned the questionnaires.

By the end of the survey period, data had been collected from 64 individuals, 23 of whom were ….

This section of the questionnaire required respondents to give information on ….

Respondents were asked to indicate whether….

Respondents were asked to suggest other reasons for ….

There were 53 responses to the question:‘….?’

The total number of responses for this question was ….

The overall response to this question was poor.

In response to the question: ‘….?’, a range of responses was elicited.

In response to Question 1, most of those surveyed indicated that ….

The overall response to this question was very positive.

When the participants were asked ……, the majority commented that ….

Other responses to this question included….

The majority of those who responded to this item felt that ….

70% of those who were interviewed indicated that …..

Almost two-thirds of the participants (64%)said that …..

Just over half of those who answered this question reported that ….

Over half of those surveyed reported that….

Approximately half of those surveyed did not comment on …..

Of the 62 participants who responded to this question, 30 reported an increase in ….

Of the 148 patients who completed the questionnaire, just over half indicated that ….

A small number of those interviewed suggested that …..

Only a small number of respondents indicated that ….

Some participants expressed the belief that…..

One individual stated that ‘….’ And another commented ‘….’

A minority of participants (17%) indicated that ….

One participant commented: ‘ ….’

Another interviewee alluded to the notion of ….

9.定性数据观察Observations about qualitative data

原文一共给出了22个与定性数据观察相关的句型。以下是这些基本句型：

The themes of X and Y recurred throughout the dataset.

Five broad themes emerged from the analysis.

Two discrete reasons emerged from this. First …. Second .…

A number of issues were identified .…

This theme came up for example in discussions of .…

A recurrent theme in the interviews was as ense amongst interviewees that …

These views surfaced mainly in what respects .…

There was a sense of X amongst interviewees.…

A variety of perspectives were expressed .…

A common view amongst interviewees was that.…

Issues related to X were not particularly prominent in the interview data.

In their accounts of the events surrounding….

As one interviewee said: ….

As one interviewee put it: ….

For example, one interviewee said: ….

Talking about this issue an interviewee said: ….

Another interviewee, when asked …, said: ….

The extract/comment below shows ….

Some interviewees argued that .… while others .…

Some felt that .… while others considered that .…

Two divergent and often conflicting discourses emerged .…

Whilst a minority mentioned that… all agreed that…

10.过渡陈述Transition statements

原文一共给出了6个与之相关的句型。以下是这些基本句型：

If we now turn to ….

A comparison of the two results reveals ….

Turning now to the experimental evidence on….

Comparing the two results, it can be seen that ….

The next section of the survey was concerned with ….

In the final part of the survey, respondents were asked ….

11.总结和过渡Summary and transition

原文一共给出了6个与之相关的句型。以下是这些基本句型：

These results suggest that ….

Overall, these results indicate that ….

Together these results provide important insights into ….

Taken together, these results suggest that there is an association between ….

In summary, these results show that ….

The results in this Chapter indicate that…. The next Chapter, therefore, moves on to discuss the ….

以上就是关于Results常用的句型分享，以后同学们在写作Results部分的时候，可以尝试用这些句型去表达，效果应该挺不错的。

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Paper代写：Discontinuous music education

下面为大家整理一篇优秀的paper代写范文- Discontinuous music education，供大家参考学习，这篇论文讨论了非连续性音乐教育。音乐审美教育的维度是多方面的，是在尊重人的个体复杂性的基础上提高整体音乐素养，塑造更健全的人格。灵活的非连续性音乐教育对音乐审美教育及素养培育来说具有独特的现实意义。作为传统教育的补充，它通过偶然、随机的方式为人们认识音乐、体验音乐、感受音乐、欣赏音乐提供多重选择，使人们在自由选择中提升音乐素养及审美能力，捕捉优秀思想。可以说，非连续性音乐教育是审美教育的一种特殊教学途径，同时，音乐审美是非连续性音乐教育的一项重要延伸。

Influenced by existentialism after the World War I, the German educational philosopher O.F. bornov realized the lack of human crisis coping ability and the limitations of traditional education, and put forward the proposition of human education focusing on the development of human personality and the freedom of survival, and introduced the discontinuous form into traditional education.

The discontinuity education proposed by boroff is a new education mode of relative continuity education. He believes that education should no longer be regarded as an independent phenomenon similar to school education, but should be regarded as an indispensable condition that plays a decisive role in people's whole understanding, so that people's essence can be understood as a whole and their taste and value can be improved through education. Under the guidance of this concept, music educators began to ponder how to perfect the personality shaping through discontinuous music education. The author believes that the discontinuity and absurdity of non-continuous music education is an opportunity for music aesthetic education to develop multiple education methods, and it is also an important concept for participants to break the solidified aesthetic thinking and improve music literacy.

Continuous education has created a long-term stable environment for human growth and basic personality, and laid the foundation for family, school and social education. The cultivation of sound personality and noble accomplishment should be combined with setbacks, contradictions, accidents, crises, failures and other situations so as to overcome the emotional and will weaknesses of the educatees and arouse the deep moral character of the people. The crisis and experience of students in the process of development may make their moral development higher or lower at the original level, or change the direction of students' development. Therefore, discontinuous education accompanied by "experience" is very important. For example, some family and social situations lead to the phenomenon of left-behind children for a long time in rural China. "left-behind" breaks the emotional sustenance for children to live a normal life with their parents. Under such circumstances, left-behind children continue to receive traditional continuous education is likely to backfire, lose themselves and deviate from the original intention of receiving education. Therefore, it is necessary for discontinuous educators to train children to be self-sufficient, resolve difficulties, and be strong and positive. As bornov says: "the transition to a new phase of life can only be achieved through a crisis. No one can attain inner independence except by steadfastly going through the crises that beset him. Only in a crisis or through a crisis can we grow up."

It can be seen that only by accepting the intermittent "encounters" of emotional loss, plan failure, unexpected misfortune and other powerful influences on life and carrying out good discontinuous education can we stimulate the inner moral consciousness, arouse the positive thinking of the educatees on life and highlight the quality and value of people.

Similarly, the author believes that the discontinuity and absurdity of non-continuous music education is an opportunity for music aesthetic education to develop multiple education methods and perfect personality shaping, as well as an important concept for participants to break the solidified aesthetic thinking and improve music literacy.

Listening is an art. Different from watching, it is an abstract experience accompanied by thinking and cognition. It is also the primary way for the educated to contact music. According to Finn of Greece, in the initial stage, the listener must identify and summarize according to the rhythm, linking short music units to form long music units, including melodic, rhythmic, music and textual patterns. This proposition is completely in line with the teaching goal of continuous music education, and advocates to make use of the continuous and normative advantages of continuous education to lay a basic listening accomplishment in training and shaping. Then, can discontinuous music education promote the cultivation of listening literacy? What does "encounter" music mean to music aesthetic education?

The author believes that, according to boroff's point of view, discontinuous music education mainly occurs in the process of sudden emotional impact or mood change of music on people, which is beyond the expectation of continuous music education and brings discomfort and crisis to the recipients. For example, when John cage played "4:33" on music, the audience's understanding of traditional concert was broken, and they expressed confusion, anger and dissatisfaction to the occasional music played by cage, believing that such "music" completely deviated from their expectation of listening. When people hear the traditional noise on the Internet by collage, amplification, processing noise music, once feel sick, uncomfortable and irritable. Because "encountering" these "accidental music" receivers' listening habits still remain on the consciousness of taking melodious, classic and beautiful as the aesthetic standards of music, their listening quality is generally established in the continuous music education of textbook style. However, the change and thinking brought by non-continuous music education make the educated form a more professional and inclusive listening quality. The so-called more professional and inclusive listening quality refers to the ability to actively face the music that is different from the previous aesthetic habits, enrich perceptual feelings and acquire more music exploration ability. Facts have proved that although the occasional appearance of music and experimental music has been greatly criticized, discontinuous contact and education have gradually made them gain supporters and played an active role in promoting the creation of music.

Music is one of the living ways of human beings, and understanding music is an important bridge reflecting people's psychological activities, emotional state and social environment. Therefore, the cultivation of understanding literacy should not be ignored in the process of music education. There are two main ways of understanding literacy, one is organized, the other is spontaneous. In general, organized understanding mainly depends on the continuous music education in school, and the level of music understanding of the public also depends on it. The second kind of random and spontaneous understanding is the dialogue that really shows the value between people and music, that is, the proposition of discontinuous music education.

In the school music education as an example, the ideal education should focus on the students' self development, cultural consciousness and the cultivation of moral character, but the status quo of education in China can be seen, from kindergarten to the senior year, music as a set of teaching essential courses, education function too, this pattern is likely to make long-term of educatees to form a single music understanding thinking. On the other hand, bornov's non-continuous music education concept provides a solution for school music education -- making use of non-continuous situation simulation to enable students to independently feel music and emotional resonance, and to choose the appropriate way of understanding music in the situation to improve their comprehension ability.

The cultivation of understanding ability is open, with levels and stages. If continuous music education is regarded as the first level of music understanding, non-continuous music education is the second level of comprehension improvement. Discontinuous teaching method can guide students to encounter with characters in the textbook, guide students to encounter with abrupt voices in life, and lead students to encounter with all kinds of different music, generating strong spiritual shock. This mode makes education focus on the sublimation of students' experience and comprehension ability of life instead of only imparting knowledge. Students' sensitivity to music is also gradually improved in the intermittent experience, and they realize many truths beyond the textbooks, so as to better cope with the discontinuous events in life.

Just as composers need to know how performers understand and listen to their work, performers need to be professional and ethical performers, who are not only playing musical notes, but also conveying beliefs and awareness. The sublimity of transmission behavior completely depends on their performance quality, which is not the basic skills of reading, playing and singing music in continuous music education, but the extra embodiment in the process of non-continuous music education. The author believes that non-continuous music education can improve performance literacy in the following two aspects.

Music performance, like any other human behavior, consists of a variety of psychological components, including happiness, stimulation, embarrassment, tension, anxiety and so on. Music performance is the art of improvisation, very susceptible to interference and interrupt, so in the process of performance to overcome disturbance stress ability can reflect the highest performance level instead, help the performers in the inevitable interference or spiritual reality, to overcome obstacles, coherence to continue to present the music works is the value of the continuous education. By guiding the performers to accept the "encounter", affirms the positive significance of "encounter" to individual development, and solves the temporary crisis in the performance, only in this way can they develop the professional quality to guarantee the integrity of the work in any state and deduce the music full of true feelings.

Good discontinuous music education is reflected not only in the stress behavior under "encounter", but also in the sense of responsibility shown by music. According to Maurice grossman, acting involves a major tension between constraint and freedom, "double duty." Qualified performers do not simply copy a sheet music. They also determine the content and quality of a piece of work. For example, when a performer is suddenly asked to give an emotional performance of requiem in a church, the solemn and eulogized performance style is generally more indicative of music's moral quality than the passionate and rock and roll performance style. The impact of discontinuous education makes performers understand that although they have the right to interpret music flexibly, they also undertake the mission of conveying positive beliefs to the recipients, and different groups of performers need to assume different music responsibilities. "Encounter" refining literacy, which is the discontinuity of music education is different from ordinary music education.

The dimensions of music aesthetic education are various, although "interest is not controversial", but the goal is still to respect the individual complexity of people on the basis of improving the overall music literacy, shaping a more sound personality. Flexible discontinuous music education has unique practical significance for music aesthetic education and cultivation of literacy. As a supplement to traditional education, it provides multiple choices for people to know music, experience music, feel music and appreciate music in an accidental and random way, so that people can improve their music quality and aesthetic ability and capture excellent ideas in free choice. It can be said that discontinuous music education is a special teaching way of aesthetic education, and at the same time, music aesthetic discontinuous music education is an important extension.

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英文论文写作的中心句讲解

在一篇英文论文中，中心句是最能体现论文中心思想的，而中心思想作为论文的关键点，是非常重要的。所以留学生们对于中心句把握不好的话，那么是非常影响论文质量的，下面就给大家详细讲解一下英文论文的中心句。

中心句不仅是对文章主论点的支撑，也是调整并连接句子和段落的顺序结构的桥梁。因此在浏览文章的时候，读者都习惯扫描段落的前几句话，迅速掌握中心思想。

中心句是从文章主论点衍生而来，但切忌反复重复主论点内容，否则中心句和所引出的下文都是冗赘。

并不是每一段都有中心句，但绝大部分情况如此。如果第二段是为了更加详细解释前一段的内容，则只需过渡，无需设立新的中心句。

中心句的形式有许多，比如复杂句加连接词，由主句和从句组成。

例如：Although Young Woman with a Water Pitcher depicts an unknown, middle-class woman at an ordinary task, the image is more than “realistic”; the painter [Vermeer] has imposed his own order upon it to strengthen it. 由“although”所引出的从句呼应前文，而主句则是引出下文。

中心句不是说大口号，比如“Today I’m going to discuss the benefits of gardening.”

中心句不能讲的太露骨，如果底牌被摸透，读者很容易失去兴趣。因此中心句要做到不赤裸挑明，却能使读者心照不宣。

举个例子。“In the story, Amelia did many good things such as help out her friends, talk to her parents, and support her team at school.”描述一目了然，但过于详细的解说使读者读起来乏味。

反之“As a result of the many activities Amelia participated in, she was recognised for her positive influence on the community.”不仅预示读者所要看到的内容，又留给读者一个小小的期待，想看Amelia到底做了什么，给大家带来了怎样的正面影响。

中心句的范围，切忌过宽亦过窄。过窄导致没有扩展继续写作的空间，比如“Increased funding for public roads in Jackson County has decreased traffic by 20%.”这是一条强有力的数据，但不适用于中心句。

中心句的写法应该是“In addition, increasing funding for public roads in Jackson County will improve local residents’ quality of life.”

再比如：“The United States suffered a lot during the Civil War.” 范围过广，可以修改为“Sherman’s destruction in the South during the Civil War also caused incredible suffering.”

中心句和introduction有很多相似之处，比如吸引读者注意力。有时可以尝试使用问题，引发读者深思，比如“Does the promise of stability justify this unchanging hierarchy?”

中心句的表达方式直截了当，不应该让读者猜测内容，或者强迫读者到下文找关键信息点，来揣测这段的内容。

所谓的“合理”，完全在于作者是否有充分的论据来支撑中心句。鼓励支持同学们提出新论点新想法，但一定要有文献或者数据等可信度高的论据做支撑，如果整段内容都是自己凭空捏造的，虽然全部为原创，但没有任何学术意义。这也从侧面凸显了文献引用的重要性。

另外中心句的内容避免单纯地列举客观事实，可以将事实与自己的观点相关联。比如与其说“All dogs need food”不如说“All dogs need regular care, including healthy food, and children are the best ones to do it.” 不仅增加趣味性，也增加了自己的观点。

有的人习惯将过渡句和中心句分开，有的人喜欢将两者结合，因人而异。比如“Although gardening has many health benefits, people still need to exercise caution when outside.” 不仅总结了园艺带来的身体健康好处，也引出了新一段的内容，即锻炼时的注意事项。

根据中心句在段落中所出现的位置，举两个例子。

首句为中心句

The tragic hero is typically on top of the wheel of fortune, half-way between human society on the ground and the something greater in the sky. Prometheus, Adam, and Christ hang between heaven and earth, between a world of paradisal freedom and a world of bondage. Tragic heroes are so much the highest points in their human landscape that they seem the inevitable conductors of the power about them, great trees more likely to be struck by lightning than a clump of grass. Conductors may of course be instruments as well as victims of the divine lightning: Milton’s Samson destroys the Philistine temple with himself, and Hamlet nearly exterminates the Danish court in his own fall.

过渡句加中心句

We found in comedy that the term bomolochos or buffoon need not be restricted to farce, but could be extended to cover comic characters who are primarily entertainers, with the function of increasing or focusing the comic mood. The corresponding contrasting type is the suppliant, the character, often female, who presents a picture of unmitigated helplessness and destitution. Such a figure is pathetic, and pathos, though it seems a gentler and more relaxed mood than tragedy, is even more terrifying. Its basis is the exclusion of an individual from the group; hence it attacks the deepest fear in ourselves that we possess—a fear much deeper than the relatively cosy and sociable bogey of hell. In the suppliant pity and terror are brought to the highest possible pitch of intensity, and the awful consequences of rejecting the suppliant for all concerned is a central theme of Greek tragedy.

以上就是关于英文论文的中心句讲解，现在大家总该知道中心句要怎么写了吧。

想要了解更多英国论文写作技巧或者需要英国代写，请关注51Due英国论文代写平台，51Due是一家专业的论文代写机构，专业辅导海外留学生的英文论文写作，主要业务有英国代写、essay代写、assignment代写、paper代写。亲们可以进入主页了解和获取更多关于英国代写以及英国留学资讯，我们将为广大留学生提升写作水平，帮助他们达成学业目标。如果您有英国代写需求，可以咨询我们的客服QQ：800020041。

Paper代写：Regional education data center

本篇paper代写- Regional education data center讨论了区域教育数据中心。区域教育数据中心建设是教育信息化发展的项目之一。通过构建区域教育数据中心，实现区域内教育数据的统一管理，改善现有的教育模式，提升教育信息化的规模和水平，实现教育事业的进一步发展。本篇paper代写由51due代写平台整理，供大家参考阅读。

In the economic and social development of the country, people's awareness and attention to education is also on the rise. For a country, the development of education is the key to the improvement of its soft power, such as culture and art, as well as the core of the development of its hard power, such as technology and science. Therefore, increasing the investment in national education and research is the key step to realize the task of national rejuvenation. The construction of regional education data center is one of the projects of educational information development. Through the construction of regional education data center, the unified management of regional education data can be realized, the existing education model can be improved, the scale and level of education informatization can be improved, and the further development of education can be realized.

With the development of information technology, its impact on people's life is more and more extensive and in-depth. The integration of information and education is one of the important directions to promote the development of modern education. In the process of education informationization, the application system and functions are gradually improved, and can provide good services and accumulate relevant data. However, the current regional education data center still has some difficulties. The construction and application of regional education data center are affected by the lack of development impetus, the low efficiency of regional education data management, and the lack of innovation and development ability.

Regional education data center construction should include data center platform construction, unified identity authentication and management system construction.

The construction of data center platform is the basis of centralized management, circulation and storage of data. The construction of data center platform is to build educational informatization. In the process of construction, it is not only the integration of hardware devices, but also the communication of data information. Data center construction needs to meet different equipment requirements, including data sharing between various business systems, identity authentication in the database, and so on. Taking the platform construction of regional education data center in Shanghai as an example, it obtains relevant data resources through the application system and puts them into the database for data analysis and data mining. After that, more objective educational information was obtained and the presentation of information was completed without providing theoretical and technical support for educational decision-making and analysis.

The key of regional education data center platform construction is the hierarchical design of data warehouse system and the classification of main body. The establishment of data warehouse system is to meet the needs of different business systems. Through the stratification of the data system, the effectiveness of management can be improved and the perfection of the education data center can be promoted. The classification of data warehouse topics is primarily the base warehouse and the business warehouse. Different standards are used for data extraction between the base warehouse and the business warehouse to ensure the security and validity of the data.

In the construction of education data center in Shanghai, there are still some problems in multi-system parallelism. There will be some contradictions among various systems in regional education informatization. For example, regional education data center, the use and maintenance of each system have some inconvenience. In addition, different ways of login and authentication between different systems will bring trouble and security risks to users. In the education data center, the communication and sharing of data between some systems cannot be realized, which brings great obstacles to data sharing and data analysis.

In the identity authentication function design of education data center, the principle of "one center" can be adhered to. Through the establishment of a unified identity authentication system, each education system will be linked by mail, to achieve data sharing and analysis, promote the improvement of the data center platform.

The construction of regional education data center should not only attach importance to the development and perfection of each system, but also ensure the construction of management system. The construction of management system is the key to the effective operation of education data center. In the process of mechanism construction, top-level design and planning should be done first. Then, the rules and regulations in the system are improved according to the top-level design to promote the effective operation of the data center.

After the completion of data center construction, the management system faces more complex tasks. Workers need to understand the relationship between the various systems and the data center and get their work done. In order to improve the efficiency and quality of data center management, it is necessary to formulate and improve relevant rules and regulations. Staff should work in strict accordance with the work regulations to avoid mistakes. For example, in the construction of data center in Shanghai, two sets of management systems are implemented to promote the effective management of data center. Among them, two sets of management system are standard management system and mechanism management system respectively. Different management systems have different technical standards and work systems to achieve the efficiency of data center management.

The construction of regional education data center realizes its function through various applications. In regional education, teachers, students and schools enjoy the services of education data center through a series of applications. The regional education book data center also obtains educational data and information through the application. In the application exploration of education data center, we should focus on the application of valuable data and make contributions to the development of education.

In the application exploration of regional education data center, the technical route of data application is the key content. The technical route of application implementation includes establishing data warehouse, determining data control access, perfecting build management, and data aggregation analysis and visualization.

In regional education data center, one-stop information service is one of the contents of data application. In the construction of education data center, it can provide one-stop information service function, including student archives, teacher archives, as well as one school and one table. One-stop information service for the school education management provides greater convenience. For example, in the students' archives, students' learning information and growth information are stored. Make use of the information resources in the database to evaluate the students 'files scientifically and reasonably. Moreover, under the condition of information technology, the means of student evaluation are more comprehensive, so as to better understand the growth of students and realize the educational concept of "people-oriented". In addition, the establishment of professional archives of teachers, to the teacher's personal ability professional evaluation. The construction of data center also provides effective data support for the development of teachers, which is conducive to the development of teachers' professional ability and career planning.

The main body analysis of regional teaching data center mainly provides support for educational decision-making, including learner behavior analysis and digital reading analysis. Learner behavior analysis USES intelligent data to model learners' behavior and asks learners to provide relevant learning predictions and Suggestions. For example, in actual teaching activities, teachers can use learner behavior analysis to analyze and guide students' behavior, so as to continuously improve their teaching methods. Digital reading analysis can help decision makers make different reading plans according to students' reading ability. Using digital reading can improve students' reading efficiency and reflect the humanization of education.

Information education is one of the important directions of the future education industry. Through the construction of regional education data center, the management of education can be data-oriented, and the development of education can be supported by data and technology. With the development of educational informationization, it promotes the equalization of educational service and realizes the further development of educational cause.

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Essay代写：Sweden's child welfare system

下面为大家整理一篇优秀的essay代写范文- Sweden's child welfare system，供大家参考学习，这篇论文讨论了瑞典的儿童福利体系。作为社会民主主义福利体制的代表，瑞典以其完备的福利制度成为世界福利国家的“典范”。在瑞典，对儿童的经济支持主要体现在父母保险制度和儿童津贴制度上。瑞典父母保险制度的主要目标是追求儿童的幸福，女性的经济独立，以及父亲更多参与家庭生活。瑞典有各种形式的家庭经济支持，致力于创造一个良好的经济生活环境，增加家庭的自由度，促进儿童更好的成长。

As a parliamentary democracy, the Swedish government is divided into three levels of management: central government, county council and local government. Different levels assume different responsibilities with clear division of labor, but there is no obvious hierarchy. Child welfare services are also mainly managed and implemented from these three levels.

At the central government level, the Swedish parliament exercises legislative power on behalf of children. The government is responsible for implementing the decisions of the parliament and has the power to propose amendments to and create new legislation on child welfare. Among them, various government departments cooperate with each other to fulfill this responsibility. For example, Swedish public health department, disease surveillance and national health council, and national health and welfare council are responsible for the formulation and implementation of health care policies for children.

In Sweden, there are 21 counties, and each county has its own administrative committee, which exercises governmental powers on behalf of the government at the district level. In terms of child welfare, the county council mainly undertakes two responsibilities. First, it is responsible for supervising and evaluating the provision of child welfare services by the local government and promoting the local government to implement and carry out specific child services more effectively through timely communication and feedback. Second, to be responsible for organizing and carrying out children's health and medical services.

Below the prefectures are local governments, the smallest unit of government, with 290 local governments in Sweden. Each local government has an elected committee that exercises executive power at the local level, including organizing and implementing specific welfare services. In Sweden, the specific work of child welfare services is undertaken by each local government. They are mutually independent and have great autonomy and freedom to decide the investigation, evaluation, planning and other specific service details of child welfare services. This level of welfare services is funded mainly by taxes and government financial support.

In Sweden, financial support for children is mainly reflected in the parental insurance system and child allowance system. The main goals of the Swedish parental insurance system are to pursue the happiness of children, the financial independence of women and the greater involvement of fathers in family life. Sweden has a variety of forms of family economic support, committed to creating a good economic living environment, increase the freedom of the family, promote the better growth of children.

Parents' allowance, the parents of the child can receive parents' allowance, which is used to compensate the economic loss caused by the parents leaving the work after the child is born, so that the parents can have peace of mind to raise and take care of the child, and the parents who adopt the child can also enjoy the parents' allowance when adopting the child. Parents' subsidies in the mother's side are calculated from 60 days away from the expected date of delivery, and continue until the child reaches the age of 8 or the end of the first grade of primary school, can receive subsidies from relevant departments. In order to show gender equality and share responsibility with fathers, Swedish welfare law also stipulates that fathers take at least 60 days of maternity leave.

Pregnancy benefits. In the later stages of pregnancy, women, especially those in physical work, may ask their employers to change their positions due to changes in their physical condition.

Temporary parental allowance. When a child is ill and needs care, both parents have the right to leave work to take care of the sick child and receive a temporary allowance to cover the loss of being unable to work. Temporary subsidies can also be paid to both parents in other ways. Parents can claim up to 60 days of care per child per year, at 80 per cent of the standard salary, and under normal circumstances only children under the age of 12 receive temporary parental benefits. If the child is disabled due to illness, the child can receive the disabled child care allowance, but can not apply for temporary parental allowance. In addition, the father will receive a temporary parental allowance of 10 days at the birth of the child, and the adoptive parents will each receive a temporary parental allowance of 5 days at the beginning of the adoption.

Child subsidies, including basic child subsidies, extended child subsidies and extended family subsidies, aim to narrow the gap in living standards between families with and without children. The subsidy period of basic child subsidy is from the month when the child is born to the last month of the quarter when the child reaches the age of 16. Currently, the government pays families 1,050 Swedish kronor per month. If the child is still receiving compulsory education or equivalent education in other schools after the age of 16, he/she can continue to receive the extended child subsidy until the month when the child completes the compulsory education, which is also kronor 1,050 per month. In addition, to encourage fertility, families can receive extended family subsidies when their second child is born, and the more children there are, the higher the subsidy will be. Family subsidies for family has two or more children, families with two children in addition to every child will receive 1050 kronor a month child allowance, a month may obtain 100 kroner, the other three children family every month on the basis of 100 kroner to obtain 354 kroner, four children in the family also may obtain 860 Swedish kronor per month, five children in the family can also get 1050 kronor.

Swedish children can enjoy all kinds of public childcare services from the age of one. Pre-school activities are available for children who are not enrolled and school-age child care is available for children who are enrolled. Public childcare services in Sweden include regular kindergartens that are open all year round, as well as municipal children's workers who provide door-to-door child care at different times, and parents and children can attend open kindergartens at the same time. Not only are most of these public services free of charge, but there are also different opening hours for parents to arrange their own work and study.

Since it is not advocated to provide for children in a welfare home for children, the foster care service for children in Sweden, whether it is compulsory foster care for children or adoption of orphaned or disabled children, mainly adopts family foster care, that is, foster care in a complete family. Another form of foster care is child foster care, which focuses on parents who are unable to perform their duties in the short term.

The protection of children's rights and interests, mainly for the poor environment, the protection of children's rights in the family and the resulting custody disputes, which is also the main content of social work in the field of child care in Sweden. In Sweden, if the parents bad habits such as alcohol, drugs or some problems such as domestic violence, the family will be considered poor family, the government will adopt compulsory raising measures for children in the family, to parents of children raised compulsory measures, the government of children's services staff for four or five times a year home visits, assess its raised to restore power.

In Sweden, children's education is divided into two stages: preschool education and compulsory education. The term education stage is the period for children over 6 years old to participate in education. This stage of education mainly stimulates each child's learning and development ability and interest, lays a foundation for continuing education, and urges parents to better integrate the relationship between parental identity and work or study. Education services are provided by local governments, in close cooperation with the central government, and more than 80 percent of the cost of teaching is borne by the public. Children in preschool education have access to a variety of recreational activities until they enter the compulsory education stage. Compulsory education is completely free for every child.

Swedish children's health care system has developed into a complete and integrated system. Both financial expenditure and delivery of health care services are carried out by the public sector. Most Swedish hospitals, local health care centers, children's and women's clinics are publicly and publicly managed. These health care centers provide a variety of services for children ages 0 to 6 and their parents, including home visits, breast-feeding, dietary counseling, physical examinations, vaccinations, hearing and visual examinations, all of which are free of charge. Because all the services are free. Free hospitalization is available for children under 16; Parents who visit children under 10 May receive at least one transportation subsidy during their stay in the hospital. In addition, in most parts of Sweden, each child has a special caregiver to whom they can turn when their parents are too busy working to take care of a sick child. Finally, the Swedish dental service is independent, and children under the age of 16 can enjoy free dental services in public health institutions.

Swedish child welfare system for every child in Sweden, especially for special children. The Swedish government regards vulnerable children as having the same rights as ordinary children, and strives to provide welfare services for vulnerable children as well as ordinary children to ensure their healthy growth. Major welfare services include:

The government of Sweden provides financial support to foster care of foreign children through authorized organizations; Social services departments will also provide parents who want to foster foreign children with research reports on their children's family conditions to better understand their living conditions.

Children who lose parents can receive a certain amount of child pension. The goal is to make up for lost parental care and support. If a child cannot get or receives a smaller pension, another form of benefit, the survival benefit, is available.

The living allowance protects the right of children to receive some support, such as a living allowance, when both parents live separately or when the parents who are required to pay for living expenses do not fulfil their obligations. Child support is paid to a parent who lives with the child or distributed directly to the child. Social services can also help separated parents when they can't agree on child support, housing, and child care.

Disabled child allowance, this allowance is mainly faced with the home to take care of disabled children or sick parents, that is to say, parents at home to take care of disabled children, can get the corresponding allowance, used to compensate for the loss of no work. To be eligible for the allowance, a child needs to receive at least six months of special supervision and care, or a disability or illness can incur significant additional costs.

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