使用历史或测试资料执行模拟，评估关键绩效指标(KPI)及假设情境的结果，以确实变更符合业务目标。
Ensure rule changes meet business objectives by running simulations against either historical or test data, assessing the results against key performance indicators (KPIs) and what-if scenarios.
GTD帮你把你的为了实现目标的下一个行动放入合适的情境。
GTD helps you put your goal next actions in the proper context.
阿尔伯塔商学院的研究员萨拉·摩尔与他来自杜克大学和康奈尔大学的同事称，对一种事物在特定情境下的无意识情感(直觉)会影响到人们长期目标的达成。
Alberta School of Business researcher Sarah Moore and colleagues from Duke and Cornell University say unconscious feelings about objects in the environment influence the pursuit of long-term goals.
因为那时的美国儿童文学大多还是说教式，目标受众为某个虚幻的读者——某个理想化的男孩或女孩，假定情境是他或她在看完故事后会立刻把里面的主角奉为榜样。
American children's literature in those days was mostly didactic, addressed to some imaginary reader—an ideal girl or boy, upon reading the story, would immediately adopt its heroes as role models.
由于自我效能理论能够在这一最终目标的实现中发挥重要作用，因而一经提出就被运用到教育情境中。
Due to the theory of self-efficacy in a final goal plays an important role, and it was applied to any education context.
如何才能更好的实现新课改的目标？设置问题情境是有效的方法之一。
Then, how can the goals of new course reform be achieved? One of the effective ways in geography teaching is to set a problem context.
再次强调，必须要返回到情境场景剧本中，即人物角色目标和心理模型中来检验你的解决方案对于此刻的情形是否合理。
Again, it is imperative to return to context scenarios, persona goals, and mental models to ensure that your solutions are appropriate to the situation at hand.
如果我们目标的描述对于这些应用来说是更有效的，我们就可以更好的确保不同情境和环境下的基准点。
We can better ensure alignment across contexts and environments if our objective is described in terms more suitable for such application.
思维启迪、情境体验、知情融合等教学方法的运用是行之有效的实现教育目标的手段保证。
It is a workable and effective guarantee in realizing the educational aim to use such teaching methods as the enlightenment of thought, the experience of situation and the amalgamation of knowledge.
通过探索情境场景剧本，你会找出来哪些功能需要集成在一起，从而提供给用户无缝且目标导向的体验。
By exploring context scenarios, you can get a good idea of what functions need to be integrated to provide a seamless, goal-directed experience.
当你开发了情境场景剧本，你的注意力就要集中在设计的产品中怎样能够最好地帮助你的人物角色达到目标。
As you develop context scenarios, you should be focusing on how the product you are designing can best help your personas achieve their goals.
本研究探讨的是，在不同情境中，成就目标和自尊对自我设限的影响。
What has been inquired into in this study are the effects of achievement goal-orientation and self-esteem of undergraduates on self-handicapping in different situations.
本研究构建的教学策略为：1、目标指引，创设情境；
The following are four teaching tactics formed in this study: 1. To be guided by aims and to create situation;
采用实时窗口阅读技术，探讨文本阅读中角色目标在情境模型空间维度非线索更新中的作用。
There were four experiments explored how the reader comprehend the text including spatial information and construct and update spatial situation model.
情境题在编制时要注意一个试题要构成一个相对完整的中心，选择的情境材料要以教学目标为依据以确定情境题的形式和长短。
Each exercise should have a comparatively complete center and materials-choosing should be based on teaching goals to determine the forms and amount of exercise.
在既现代又深受传统儒家思想影响的社会情境下，家长和教师就是社会的英雄，当人们的衣食住行问题解决之后，社会的目标就是要支持、帮助家长和老师做好他们所从事的工作。
In such a world – deeply modern yet deeply Confucian – teachers and parents will the heroes and the aim of society, once basic needs are met, is to help them do that they do.
在李吉林主持的小学语文情境教学实验中，教学目标定位较为混乱。
In LI Ji-lin's Situational-teaching Approach, the Chinese teaching aim is confusional.
处于自我控制两难情境中的个体，在目标激活状态下，对所要付出的短期代价普遍存在低估现象。
The short-term costs are inclined to be underestimated by subjects whose long-term goals are activated.
下文的分析将提出能够达到可再生燃料标准规定目标的一种设想情境，它以美国农业部对地区原料可用性及其它要素的分析作为依据。
The analysis presented below presents one scenario by which the RFS targets could be met. It is based on a USDA analysis of regional feedstock availability and other factors.
结果表明，在不同情境下，无论学习目标高低或时间压力大小，被试的选择题测验成绩均不存在显著差异；而作文成绩均存在显著差异；被试的临场自我调节学习活动存在显著差异；
The results showed that there were significant differences in on-line self-regulated learning activities between two kinds of learning task requirements, as well as between two kinds of time pressure.
结果表明，在不同情境下，无论学习目标高低或时间压力大小，被试的选择题测验成绩均不存在显著差异；而作文成绩均存在显著差异；被试的临场自我调节学习活动存在显著差异；
The results showed that there were significant differences in on-line self-regulated learning activities between two kinds of learning task requirements, as well as between two kinds of time pressure.
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