An Expert System in Education

The computer provides one means of facilitating educational diagnosis within the regular school environment. An expert system could be developed to guide the classroom teacher and/or resource person through the various stages of diagnosing learning disabilities from the initial screening to a prescription. At each step the expert system would analyze the available data and suggest an appropriate next step. It could request information regarding the child’s developmental history or academic skills. The administration of a particular standardized test may be advised, or it might recommend further assessment of a skill or ability not within its domain of expertise. This might include consultation with a specialist or a reference to an outside agency.

The teacher or diagnostician would perform the required task, such as obtaining the requested data, or administering the appropriate test, and would supply this information to the system. After this new data had been assimilated and analysed, the system would propose the next step, and so on. Eventually, the system would provide a summary of its diagnostic findings along wit a prescription, including appropriate remedial activities and instructional techniques.

Grammar Review

I. Give Russian equivalents:

1. What is done cannot be undone. 2. I would here refer to what I have already said about these substances. 3. This article will review what has been achieved in this field since 1951. 4. From what has been said one concludes that the results obtained depend principally on the technique employed. 5. What we want to stress is indivisibility and complexity of the environment. 6. In what may seem too precise a form, the answer is as follows. 7. What follows is extremely significant in its bearing on the problem of the relationship of physics with other sciences. 8. Much of what we do in space, much of what is expected of us strains our technology to the breaking point. 9. In this article Dyson states what may be considered three rules of managing a research laboratory. 10. What goes into a system must eventually come out.

II. Give English equivalents:

1. Мне трудно об этом спорить.

2. Им важно подкрепить теорию дополнительными данными.

3. Физикам важно поддерживать контакт с биологами.

4. Ребенку необходимо учиться на собственном опыте.

5. Нам часто трудно угадать, каким будет будущее.

6. Естественно, что на такой анализ затрачивается около года.

7. Необходима, чтобы реакция была ускорена.

8. Чтобы две молекулы вступили в реакцию, они должны столкнуться.

III. Translate the sentences:

1. A fool may ask more questions than a wise man can answer.

2. He that cannot obey cannot command.

3. However complex the work we must do it on time.

4. You cannot fool all people all the time.

5. You may take a horse to water, but you cannot make it drink.

6. A man without a smiling face must not open a shop.

Phrasal Verbs

BREAK

Break away вырваться, оторвать. убежать

Break back внезапно повернуть назад

Break down сломаться, сорваться, разбить (по пунктам)

Break forth вырваться, пробить себе путь

Break in (to) вломиться, вмешаться

Break off вломиться, прервать, расторгнуть

Break out вырваться, разразиться, вспыхнуть

Break through пробиться, сделать открытие

Break up прерваться, разогнать, разбить, разойтись

Break with порвать с

Think about the sentences of your own using the verbs.

Unit 5

Read and translate the text:

Text