| 1. | This can be considered to be a stacttop location for a fictitious block surrounding the procedure body .
可以认为有一个假想分程序包围该过程体，并把这个单元看成是假想分程序的STACTTOP单元。 |
| 2. | Statements , it concludes with an end sub
语句，它将在过程体的最后一个语句的后面以 |
| 3. | Statement to define the name , parameters , and code that form the body of a
过程体的名称、参数和代码。 |
| 4. | Statements mentioned above , the following statements are possible inside the body of an operation
语句之外，下面的语句也可以在过程体中使用： |
| 5. | Explicit error - handling code in the body of the procedure is then used to do the error processing
然后，使用过程体中的显式错误处理代码进行错误处理。 |
| 6. | This can be considered to be a stacttop location for a fictitious block surrounding the procedure body
可以认为有一个假想分程序包围该过程体，并把这个单元看成是假想分程序的stacttop单元。 |
| 7. | The key point to note here is that the procedure creates successfully even though the temporary table was not declared within the procedure body
这里要注意的关键是，即使在过程体中没有声明临时表，该过程也被成功创建。 |
| 8. | Note that the tuned procedure does not fail if the precondition is not checked outside , since the check is repeated in the body of the procedure
注意，已调优的过程就不会因为没有在外部检查先决条件而失败，因为过程体中会重复这个检查。 |
| 9. | To avoid this , the main condition for executing the body of the procedure can be pulled out to the caller , or to preserve encapsulation and ensure integrity of the logic , it can simply be repeated
为了避免这一点，可以将执行过程体的条件撤出，交给调用者，或者为了维护封装和确保该逻辑的完整性，可以简单地重复它。 |
| 10. | However , the researches on motivation theories in instructional design are not enough and few can provide effective direction . this thesis tries to introduce some influential motivational theories from psychology field into instructional design so as to provide practical design process with practical guidance
但是，当前教学设计领域中对动机理论的研究并不充足，且很少能为教师提供切实可行的指导，因此本研究论文试图将心理学中出现的具有影响力的动机理论引入教学设计中，为具体的设计过程体提供指导。 |
