第一篇：機(jī)械學(xué)院本科生畢業(yè)設(shè)計(jì)答辯程序
附件2
機(jī)械與動(dòng)力工程學(xué)院
本科生畢業(yè)設(shè)計(jì)(論文)答辯程序和實(shí)施辦法
（暫行）
一、答辯程序
1．答辯資格審查
凡本科生畢業(yè)設(shè)計(jì)(論文)按計(jì)劃完成者，其論文經(jīng)院(系)形式審查通過，方獲得參加答辯資格。
2.畢業(yè)設(shè)計(jì)(論文)答辯
畢業(yè)設(shè)計(jì)(論文)形式審查通過后，由專業(yè)答辯小組主持答辯并以公開方式進(jìn)行。答辯前，答辯小組每個(gè)成員都必須詳細(xì)審閱每位學(xué)生畢業(yè)設(shè)計(jì)(論文)報(bào)告，了解設(shè)計(jì)(論文)的質(zhì)量和水平，并準(zhǔn)備答辯時(shí)應(yīng)向?qū)W生提出的問題，為答辯作好準(zhǔn)備。答辯中，學(xué)生須報(bào)告自己畢業(yè)設(shè)計(jì)(論文)的主要內(nèi)容(約15分鐘，但不少于10分鐘)，并回答答辯小組成員的提問。每個(gè)學(xué)生答辯時(shí)間不少于30分鐘。
答辯過程中，應(yīng)做好記錄供評(píng)定成績時(shí)參考。
3.成績?cè)u(píng)定
①答辯前每個(gè)學(xué)生都要將自己的畢業(yè)設(shè)計(jì)(論文)在指定的時(shí)間內(nèi)交給指導(dǎo)教師，由指導(dǎo)教師審閱，寫出評(píng)語并預(yù)評(píng)分。
②答辯工作結(jié)束后，答辯小組應(yīng)舉行專門會(huì)議按學(xué)校和學(xué)院統(tǒng)一的評(píng)分標(biāo)準(zhǔn)和評(píng)分辦法，在參考指導(dǎo)教師預(yù)評(píng)結(jié)果的基礎(chǔ)上，評(píng)定每個(gè)學(xué)生的成績。系（部）對(duì)專業(yè)答辯小組提出的優(yōu)秀和不及格的畢業(yè)設(shè)計(jì)(論文)，要組織系（部）級(jí)答辯，最終確定成績，并向?qū)W生公布。
二、實(shí)施辦法
1．各系（部、教研室）畢業(yè)設(shè)計(jì)(論文)答辯工作，在主管院長統(tǒng)一領(lǐng)導(dǎo)下進(jìn)行。
2．學(xué)院實(shí)行優(yōu)秀申報(bào)制度，申報(bào)優(yōu)秀畢業(yè)設(shè)計(jì)的學(xué)生必須參加大組答辯；其他學(xué)生可根據(jù)學(xué)生人數(shù)的多少，按專業(yè)成立若干個(gè)答辯小組。每一答辯小組，可設(shè)秘書1人(負(fù)責(zé)答辯時(shí)記錄)，成員5～7人。答辯小組名單在答辯前5天報(bào)送教學(xué)秘書備案，由教學(xué)院長統(tǒng)一協(xié)調(diào)。
3．答辯小組的職責(zé)是：安排答辯程序，主持答辯過程，按照畢業(yè)設(shè)計(jì)評(píng)分標(biāo)準(zhǔn)評(píng)定學(xué)生成績并寫出評(píng)語。
4．答辯工作結(jié)束后，答辯小組應(yīng)向教學(xué)院長作出書面報(bào)告。
第二篇：本科生畢業(yè)設(shè)計(jì)(論文)任務(wù)書和答辯申請(qǐng)書
答辯申請(qǐng)書
To whom it may concern，Upon the graduation, I have finished all the required credits and my dissertation for Bachelor Degree of Arts.This dissertation will focus on the common topic “American dream”, employ Benjamin Franklin’s life experiences and achievements as supporting materials and attain some meaningful enlightenment through analyzing the realization of Benjamin Franklin’s “American dream”.The conclusion of the whole dissertation will be, to some degree, a kind of guidance not only to the individual life but also to Chinese nation who is also on the way of realizing the so-called “Chinese dream”.Dated from Jan.2010, I have worked assiduously on my dissertation and finished all the required research according to the writing schedule.I promise the authenticity of my paper.I hereupon apply for the presentation and defense of my dissertation at the final oral examination in June, 2010.Sincerely，申請(qǐng)人簽名：劉鋒
2010-6-9
本科生畢業(yè)設(shè)計(jì)(論文)任務(wù)書
學(xué)生姓名：劉鋒 專業(yè)班級(jí)： 英語 0603 班 指導(dǎo)教師：劉茹斐 工作單位： 外國語學(xué)院 設(shè)計(jì)(論文)題目: 本杰明·富蘭克林 “美國夢(mèng)”的實(shí)現(xiàn)和啟示 The Realization and Enlightenment of Benjamin Franklin’s “American Dream”
設(shè)計(jì)（論文）主要內(nèi)容：
Benjamin Franklin is the creator of America.American dream is deeply rooted in American culture.Benjamin Franklin is the first person who realized his “American dream” through self-discipline and self-improvement.To some extent, his whole life course is the vivid description of realization of American dream.So one could not have a good command of American spirit regardless of the great citizen Benjamin Franklin and one could hardly have a deep understanding of American culture without learning about the so-called “American Dream”.This dissertation should focus on the common topic “American Dream”, employs Benjamin Franklin’s life experiences and achievements as supporting materials and attains some very important and meaningful enlightenment through analysing the realization of Benjamin Franklin’s “American Dream”.The conclusion of this dissertation will be, to some degree, a kind of guidance not only to the individual life but also to the whole Chinese nation who is also on the way of realizing the so-called “Chinese Dream”.要求完成的主要任務(wù): 1.Search various resources to identify the topic for the dissertation.2.Collect data and materials for the dissertation and write the paper on schedule.3.The paper should give an elaborate and exhaustive research on the given topic with independent work.4.The paper should be no less than 4500 English words in accordance with the required format.必讀參考資料：
[1] 吳定柏.Appreciating American Literature: Shanghai Foreign Language and Education press.2006.[2] 吳偉仁.History and Antology of American Literature: Foreign Language Teaching and Research press.2003.[3] 常耀信.A Survey of American Literature: Nankai University press.2006.[4] 本杰明·富蘭克林.富蘭克林自傳.上海：東方出版中心，1999.[5] 錢滿素.美國文明.北京:中國社會(huì)科學(xué)出版社，2001.指導(dǎo)教師簽名： 系主任簽名：
院長簽名(章)
第三篇：畢業(yè)設(shè)計(jì)(論文)答辯程序及其實(shí)施辦法
附件4：
畢業(yè)設(shè)計(jì)（論文）答辯程序及其實(shí)施辦法
為使畢業(yè)設(shè)計(jì)（論文）的答辯工作順利進(jìn)行，保證答辯工作的質(zhì)量，特制定本辦法。.凡畢業(yè)設(shè)計(jì)（論文）按計(jì)劃完成，畢業(yè)設(shè)計(jì)（論文）資料齊全，符合規(guī)范化要求，經(jīng)教學(xué)院（部）形式審查通過者均可獲得答辯資格。
一、畢業(yè)設(shè)計(jì)（論文）答辯程序
1、畢業(yè)設(shè)計(jì)（論文）形式審查通過后，由各專業(yè)答辯小組主持答辯并以公開方式進(jìn)行。
2、答辯前，答辯小組每個(gè)成員必須審閱每位學(xué)生畢業(yè)設(shè)計(jì)（論文）資料，了解畢業(yè)設(shè)計(jì)（論文）的質(zhì)量和水平，并準(zhǔn)備答辯時(shí)應(yīng)向?qū)W生提出的問題（問題視同考試試卷，應(yīng)予保密），為答辯作好準(zhǔn)備。
3、答辯開始時(shí)，學(xué)生首先報(bào)告自己畢業(yè)設(shè)計(jì)（論文）的主要內(nèi)容（約二十分鐘，不得少于十五分鐘；采用英文報(bào)告的答辯時(shí)間不得少于五分鐘）。
4、學(xué)生報(bào)告自己畢業(yè)設(shè)計(jì)（論文）后，隨即進(jìn)行答辯小組成員的提問，每提出一個(gè)問題學(xué)生應(yīng)及時(shí)答辯，便于了解學(xué)生所學(xué)知識(shí)的掌握情況和所做課題的真實(shí)性。
5、答辯小組成員對(duì)每位學(xué)生的提問題目數(shù)量不得少于五個(gè)（不要集中在一個(gè)答辯小組成員，采用英文報(bào)告的提問題目數(shù)量不得少于三個(gè)）。提問內(nèi)容應(yīng)較好的結(jié)合課題及學(xué)生所學(xué)專業(yè)，有一定的深度和廣度。
6、答辯過程中應(yīng)做好詳細(xì)的答辯記錄，供評(píng)定成績時(shí)參考。
7、答辯工作結(jié)束后，答辯小組按學(xué)院統(tǒng)一評(píng)分辦法評(píng)定每個(gè)學(xué)生的成績。評(píng)定學(xué)生成績時(shí)，該學(xué)生的指導(dǎo)教師應(yīng)回避。
二、組織與管理
1、教學(xué)院（部）答辯前應(yīng)向教務(wù)處提供答辯委員會(huì)成員名單、答辯小組成員名單。答辯委員會(huì)（小組）答辯前應(yīng)向各教學(xué)院（部）及教務(wù)處提供畢業(yè)設(shè)計(jì)（論文）答辯具體安排計(jì)劃，并嚴(yán)格按答辯計(jì)劃進(jìn)行。
2、教學(xué)院（部）的畢業(yè)設(shè)計(jì)（論文）答辯工作，須在答辯委員會(huì)主席的領(lǐng)導(dǎo)下組織實(shí)施。
3、教學(xué)院（部）可根據(jù)學(xué)生人數(shù)的多少，按專業(yè)成立若干個(gè)答辯小組。每一答辯小組成員不少于5人，另設(shè)秘書一人（負(fù)責(zé)答辯時(shí)記錄）。
4、原則上要求各教學(xué)院（部）答辯委員會(huì)（小組）評(píng)定的優(yōu)秀比例不超過20%。
5、答辯工作結(jié)束后，各答辯小組就答辯情況向答辯委員會(huì)作出書面報(bào)告，答辯委員會(huì)根據(jù)答辯小組的報(bào)告做出答辯工作總結(jié)。
三、本辦法自頒布之日起執(zhí)行，由教務(wù)處負(fù)責(zé)解釋。
第四篇：本科生畢業(yè)設(shè)計(jì)
一、原始依據(jù)和參考文獻(xiàn)
[1] Allan, Keith.Euphemism and Dysphemism.
[2] Channell, Joanna.Vague Language.Shanghai: Shanghai Foreign Language Edu.
press.2000.
[3] Fauconnier, G.Mental Spaces: Aspects of Meaning Construction in Natural
Language.
[4] Fauconnier, G.Mappings in Thought and Language.
[5] Fauconnier, G.and M.Turner.Conceptual Integration Network.Cognitive
Linguistics, 22(2), 133-187, 1998.
[6] Fauconnier, G.and E.Sweetser.Spaces, Worlds, and Grammar.
[7] Fauconnier, G.and M.Turner.The Way We Think: Conceptual Blending and the
Mind: Hidden Complexities.
[8] G.Radden and K.panther(Eds).Cognitive Domains: Metonymies and Image
Schemas.
[9] Grady, J.Cognitive mechanism of conceptual integration.Cognitive Linguistics
11, 335-345, 2000.
[10] Leech, G.N.principles of pragmatics.
[11] 從萊庭.英語委婉語詳解詞典.武漢:湖北教育出版社,2001.
[12] 胡曙中.現(xiàn)代英語修辭.上海:上海外語教育出版社,2004.
[13] 劉純豹.英語委婉語詞典.北京:商務(wù)印書館,2002.
[14] 邵軍航,樊葳葳.委婉機(jī)制的認(rèn)知語言學(xué)詮釋.外語研究,2004,(4).
[15] 文 軍.英語修辭格詞典.重慶:重慶大學(xué)出版社,1992.
[16] 謝祖鈞.英語修辭.北京:機(jī)械工業(yè)出版社,1988.
二、研究內(nèi)容和要求
Contents of the studies:
The word euphemism comes from Greek meaning “fair speech”.Euphemism is defined in the New Edition of the Oxford Concise Dictionary(1976)as “substitution of mild or vague or roundabout expression for harsh or direct one;expression thus substituted.” The study of euphemism can be divided mainly into two phases.The study before 21st century was mainly based on the traditional syntax and pragmatics.In 1960s when sociolinguistic theories were introduced to
The conceptual blending theory is a new and developing branch of cognitive linguistics that rose just in recent years.It provides a new point for the study of euphemism’s mechanics.The “many-space” or “conceptual integration networks” theory of Fauconnier and Turner(1994, 1998)is an elaboration of the two-space model of metaphor that has been the cornerstone of the metaphor field since Aristotle(1954), and which has underpinned a string of conceptual theories from Richards(1936), through Black(1962)and Koestler(1964)to Lakof and Johnson(1980).The theory of conceptual integration, in contrast, posits as many of these input spaces as are needed, as well as a generic space-a conceptual space that provides the ground for the integration-and a blended space-the space in which the conceptual product is constructed.In blending, structure from input mental spaces is projected to a separate, “blended” mental space.The projection is selective.Through composition, completion and elaboration, the blend develops structure not provided by the inputs.Inferences, arguments, and ideas developed in the blend can have effect in cognition, leading us to modify the initial inputs and to change our view of the corresponding situations.This paper will take the Conceptual Blending Theory as a starting point to investigate the on-line cognitive mechanisms involved in euphemism interpretation.Meanwhile, it attempts to examine the Conceptual Blending Theory to see if there is something that can be benefited from and that needs to be enriched in the present research.
Requirements:
As an indispensable part of undergraduate education, the writing of thesis plays an important role in developing the students’ ability of comprehensively applying learnt knowledge and skills to practical use.According to Document No.38 of
1.The thesis must be based on the student’s own ideas.plagiarizing is not allowed.
2.The thesis should strictly conform to the format set by the university.
3.The length of the thesis is 6000-8000 words.
4.Under the guidance of the supervisor, students should finish the thesis within the period from November 15th, 2005 to May 15th, 2006.
指導(dǎo)教師（簽字）
年 月 日
審題小組組長（簽字）
年 月 日
天津大學(xué)本科生畢業(yè)設(shè)計(jì)（論文）開題報(bào)告
課題名稱
Towards the On-line Cognitive Mechanisms Involved in Euphemism Interpretation
學(xué)院名稱
社會(huì)科學(xué)與外國語學(xué)院
專業(yè)名稱
英語
學(xué)生姓名
張雪
指導(dǎo)教師
姜明
I.Source:
The topic is self-selected.
II.purpose:
The study of euphemisms has been pursued by cognitive linguists.However, it has been mainly focused on the general principles of generation.The conceptual blending theory provides a new point for the study of euphemism’s mechanics.
III.Objectives:
1.To describe the cognition of euphemism by the conceptual blending theory;
2.To examine the Conceptual Blending Theory to see if there is something that can be benefited from and that needs to be enriched in the present research
IV.Contents:
The conceptual blending theory(CBT)is a new and developing branch of cognitive linguistics that rose just in recent years.In my paper, I will analyze the interpretation of euphemisms with CBT.There are four parts in the paper:
part I.An Introduction to the Study of Euphemism
part II.Theoretical Framework of Conceptual Blending Theory
part III.The On-line Cognitive Mechanisms Involved in Euphemism Interpretation
part IV.Conclusion
V.Methods:
1.Collection of euphemisms: mainly in the book named The Dictionary of Euphemism, written by Liu Chunbao and from www.tmdps.cn;
2.Classification of euphemisms;
3.Data analysis of different types of euphemisms.
VI.Time Schedule:
Nov.15~Dec.4— Topic selection
Dec.5~Dec.18— Filling in the task form
Dec.19~Jan.15— Material collection
Feb.20~Mar.5— Opening report
Mar.6~Apr.5— First draft
Apr.6~May.15— Final thesis
Early June— Oral defense
VII.Main References:
[1] Allan, Keith.Euphemism and Dysphemism.
[2] Channell, Joanna.Vague Language.Shanghai: Shanghai Foreign Language Edu.
press.2000.
[3] Fauconnier, G.Mental Spaces: Aspects of Meaning Construction in Natural
Language.
[4] Fauconnier, G.Mappings in Thought and Language.
[5] Fauconnier, G.and M.Turner.Conceptual Integration Network.Cognitive
Linguistics, 22(2), 133-187, 1998.
[6] 束定芳,徐金元.委婉語研究、回顧與前瞻.外國語,1995,(5).
[7] 王文斌.概念合成理論研究與應(yīng)用的回顧與思考.外語研究,2004,(1).
選題是否合適： 是□ 否□；
課題能否實(shí)現(xiàn)： 能□不能□
指導(dǎo)教師（簽字）
年 月 日
選題是否合適： 是□ 否□；
課題能否實(shí)現(xiàn)： 能□不能□
審題小組組長（簽字）
年 月 日
第五篇：畢業(yè)設(shè)計(jì)答辯材料
答辯材料：企業(yè)招聘網(wǎng)站的設(shè)計(jì)與實(shí)現(xiàn)
尊敬的各位老師您們好
我叫。來自，我本次畢設(shè)題目是企業(yè)招聘網(wǎng)站的設(shè)計(jì)與實(shí)現(xiàn)，我的設(shè)計(jì)是在婁國煥老師的指導(dǎo)下完成的，老師給了我很多寶貴的意見，并對(duì)我論文中出現(xiàn)的錯(cuò)誤進(jìn)行指正，同時(shí)也要感謝在座的各位老師抽出寶貴的時(shí)間對(duì)我的論文進(jìn)行評(píng)審。下面我就我的設(shè)計(jì)思路像各位老師進(jìn)行陳述。
題目來源
今年我國本科畢業(yè)生人數(shù)達(dá)到680萬人，在現(xiàn)場招聘中,其中出現(xiàn)了大量的問題，例如：很多學(xué)生事前不知道有哪些企業(yè)到現(xiàn)場后很盲目，再加之人數(shù)太多，沒有機(jī)會(huì)詳細(xì)了解企業(yè)狀況，甚至有些自己需要的工作被忽略掉?，F(xiàn)場招聘會(huì)需要場地，所有這些都要有大量的人力物力來完成而本次設(shè)計(jì)的企業(yè)招聘網(wǎng)站就是針對(duì)這個(gè)問題，普通用戶可以登錄本網(wǎng)站瀏覽招聘信息，并進(jìn)行回復(fù)，而企業(yè)用戶則可發(fā)表招聘信息，并通過普通用戶的博客、資料等內(nèi)容來了解用戶
據(jù)我了解，現(xiàn)在很多企業(yè)招聘人才時(shí)都要求其有博客就是為了了解一個(gè)人的思想和性格，而本網(wǎng)站也可以滿足這個(gè)要求。
隨著網(wǎng)絡(luò)技術(shù)的日漸成熟，互聯(lián)網(wǎng)已成為日常生活工作中必不可少的工具。本次設(shè)計(jì)的企業(yè)招聘網(wǎng)站改變傳統(tǒng)的招聘方式，突破了傳統(tǒng)招聘的枷鎖，實(shí)現(xiàn)個(gè)人信息、企業(yè)信息網(wǎng)絡(luò)化，使傳統(tǒng)繁瑣的過程簡單化、大眾化。
設(shè)計(jì)方法
采用Visual studio2010和SQL server 2008進(jìn)行開發(fā)，其開發(fā)主要包括后臺(tái)數(shù)據(jù)庫的建立、后臺(tái)管理以及前臺(tái)頁面的設(shè)計(jì)。
數(shù)據(jù)庫
會(huì)員：會(huì)員ID（主鍵）、人才ID、管理員ID、會(huì)員名稱、會(huì)員帳號(hào)、會(huì)員密碼、會(huì)員性別、會(huì)員QQ號(hào)、會(huì)員聯(lián)系方式、會(huì)員文章個(gè)數(shù)、會(huì)員愛好、會(huì)員積分、會(huì)員等級(jí)、會(huì)員評(píng)論條數(shù)、昵稱、出生年月、組員、說明、郵箱
文章：文章ID（主鍵）、會(huì)員ID（外鍵）、文章類型ID（外鍵）、文章內(nèi)容、文章題目、文章閱讀次數(shù)、文章評(píng)論次數(shù)、文章發(fā)表時(shí)間、文章發(fā)表人
用例圖
主要模塊功能
不足的地方
由于時(shí)間倉促，本網(wǎng)站系統(tǒng)的功能實(shí)現(xiàn)還不是盡善盡美，例如：普通用戶在招聘信息下發(fā)送的簡歷怎么才能只有該企業(yè)才能看見。當(dāng)用戶回復(fù)招聘信息時(shí)不能直接點(diǎn)擊進(jìn)入回復(fù)者的主頁等，希望在今后可以繼續(xù)完善本系統(tǒng)設(shè)計(jì)。辭謝
再次感謝我的指導(dǎo)老師婁國 教授，他對(duì)我的畢業(yè)設(shè)計(jì)給予很多幫助，最初的選題，和初期報(bào)告老師都給了很多的建議，中期報(bào)告由于自己操作上的失誤，使報(bào)告不能上傳，老師幫我了很大的忙，一直到最后的論文的撰寫，老師也一直幫我指導(dǎo)，內(nèi)容和格式都給我提了很大的建議。再次感謝婁老師，同時(shí)也感謝在座的各位老師，百忙之中抽出時(shí)間對(duì)我的設(shè)計(jì)進(jìn)行審查。
點(diǎn)擊咨詢 