Note on the sums of powers of consecutive $q$-integers
书香飘逸四方的英语作文
The fragrance of books is a metaphor for the influence and allure of literature and knowledge.It is often said that the scent of books can travel far and wide,touching the lives of people across different cultures and societies.Here is an English composition that captures the essence of this concept:In the tranquility of a library,the air is filled with a unique scent.Its not the smell of paper or ink,but rather the ethereal fragrance of knowledge and wisdom that has been distilled through the ages.This is the scent of books,a fragrance that has the power to travel beyond the confines of walls and borders,reaching out to the hearts and minds of people everywhere.The allure of books is not limited to the physical possession of them.It is the ideas and stories they contain that truly captivate us.A wellwritten novel can transport us to a different time and place,allowing us to experience the lives of characters who may be vastly different from ourselves.A collection of poems can stir our emotions,making us feel a range of sentiments from joy to sorrow.A scientific textbook can open our eyes to the wonders of the universe,sparking a lifelong passion for learning.The fragrance of books is not just a sensory experience it is a journey of the soul.It is the journey of discovery,where each page turn reveals new insights and perspectives.It is the journey of growth,where we learn from the experiences of others and apply those lessons to our own lives.It is the journey of connection,where we find common ground with people from all walks of life through the shared experience of reading.In todays digital age,the traditional book may seem to be losing its relevance.However, the essence of what a book represents the transmission of knowledge and the power of storytelling remains as vital as ever.Ebooks and online articles may lack the physical presence of a printed page,but they carry the same potential to inspire,educate,and transform.The scent of books is not confined to the pages of a single volume.It permeates the halls of academia,the quiet corners of coffee shops,and the bustling markets of city streets.It is in the conversations that books inspire,the debates they provoke,and the dreams they nurture.It is in the very fabric of society,influencing the way we think,feel,and interact with the world around us.As we continue to explore the vast expanse of human knowledge,let us not forget the power of the written word.The fragrance of books is a testament to the enduring impactof literature on our lives.It is a reminder that,no matter how far we travel or how much time passes,the essence of a good book will always remain with us,guiding us,inspiring us,and enriching our existence.In conclusion,the fragrance of books is a universal phenomenon that transcends cultural and geographical boundaries.It is a reminder of the timeless value of literature and the profound influence it has on our lives.As we continue to read,learn,and grow,let us carry the scent of books with us,spreading its influence to every corner of the world.。
希尔伯特的23个数学问题
BULLETIN(New Series)OF THEAMERICAN MATHEMATICAL SOCIETYVolume37,Number4,Pages407–436S0273-0979(00)00881-8Article electronically published on June26,2000MATHEMATICAL PROBLEMSDAVID HILBERTLecture delivered before the International Congress of Mathematicians at Paris in1900.Who of us would not be glad to lift the veil behind which the future lies hidden;to cast a glance at the next advances of our science and at the secrets of its development during future centuries?What particular goals will there be toward which the leading mathematical spirits of coming generations will strive?What new methods and new facts in the wide and richfield of mathematical thought will the new centuries disclose?History teaches the continuity of the development of science.We know that every age has its own problems,which the following age either solves or casts aside as profitless and replaces by new ones.If we would obtain an idea of the probable development of mathematical knowledge in the immediate future,we must let the unsettled questions pass before our minds and look over the problems which the science of to-day sets and whose solution we expect from the future.To such a review of problems the present day,lying at the meeting of the centuries,seems to me well adapted.For the close of a great epoch not only invites us to look back into the past but also directs our thoughts to the unknown future.The deep significance of certain problems for the advance of mathematical science in general and the important rˆo le which they play in the work of the individual investigator are not to be denied.As long as a branch of science offers an abundance of problems,so long is it alive;a lack of problems foreshadows extinction or the cessation of independent development.Just as every human undertaking pursues certain objects,so also mathematical research requires its problems.It is by the solution of problems that the investigator tests the temper of his steel;hefinds new methods and new outlooks,and gains a wider and freer horizon.It is difficult and often impossible to judge the value of a problem correctly in advance;for thefinal award depends upon the grain which science obtains from the problem.Nevertheless we can ask whether there are general criteria which mark a good mathematical problem.An old French mathematician said:“A mathematical theory is not to be considered complete until you have made it so clear that you can explain it to thefirst man whom you meet on the street.”This clearness and ease of comprehension,here insisted on for a mathematical theory,I should still more demand for a mathematical problem if it is to be perfect;for what is clear and easily comprehended attracts,the complicated repels us.Moreover a mathematical problem should be difficult in order to entice us,yet not completely inaccessible,lest it mock at our efforts.It should be to us a guide408DA VID HILBERTpost on the mazy paths to hidden truths,and ultimately a reminder of our pleasure in the successful solution.The mathematicians of past centuries were accustomed to devote themselves to the solution of difficult particular problems with passionate zeal.They knew the value of difficult problems.I remind you only of the“problem of the line of quickest descent,”proposed by John Bernoulli.Experience teaches,explains Bernoulli in the public announcement of this problem,that lofty minds are led to strive for the advance of science by nothing more than by laying before them difficult and at the same time useful problems,and he therefore hopes to earn the thanks of the mathematical world by following the example of men like Mersenne,Pascal, Fermat,Viviani and others and laying before the distinguished analysts of his time a problem by which,as a touchstone,they may test the value of their methods and measure their strength.The calculus of variations owes its origin to this problem of Bernoulli and to similar problems.Fermat had asserted,as is well known,that the diophantine equationx n+y n=z n(x,y and z integers)is unsolvable—except in certain self-evident cases.The attempt to prove this impossibility offers a striking example of the inspiring effect which such a very special and apparently unimportant problem may have upon science.For Kummer,incited by Fermat’s problem,was led to the introduction of ideal numbers and to the discovery of the law of the unique decomposition of the numbers of a circularfield into ideal prime factors—a law which to-day in its generalization to any algebraicfield by Dedekind and Kronecker,stands at the center of the modern theory of numbers and whose significance extends far beyond the boundaries of number theory into the realm of algebra and the theory of functions.To speak of a very different region of research,I remind you of the problem of three bodies.The fruitful methods and the far-reaching principles which Poincar´e has brought into celestial mechanics and which are to-day recognized and applied in practical astronomy are due to the circumstance that he undertook to treat anew that difficult problem and to approach nearer a solution.The two last mentioned problems—that of Fermat and the problem of the three bodies—seem to us almost like opposite poles—the former a free invention of pure reason,belonging to the region of abstract number theory,the latter forced upon us by astronomy and necessary to an understanding of the simplest fundamental phenomena of nature.But it often happens also that the same special problemfinds application in the most unlike branches of mathematical knowledge.So,for example,the problem of the shortest line plays a chief and historically important part in the foundations of geometry,in the theory of curved lines and surfaces,in mechanics and in the calculus of variations.And how convincingly has F.Klein,in his work on the icosahedron,pictured the significance which attaches to the problem of the regular polyhedra in elementary geometry,in group theory,in the theory of equations and in that of linear differential equations.In order to throw light on the importance of certain problems,I may also refer to Weierstrass,who spoke of it as his happy fortune that he found at the outset of his scientific career a problem so important as Jacobi’s problem of inversion on which to work.MATHEMATICAL PROBLEMS409 Having now recalled to mind the general importance of problems in mathematics, let us turn to the question from what sources this science derives its problems. Surely thefirst and oldest problems in every branch of mathematics spring from experience and are suggested by the world of external phenomena.Even the rules of calculation with integers must have been discovered in this fashion in a lower stage of human civilization,just as the child of to-day learns the application of these laws by empirical methods.The same is true of thefirst problems of geometry, the problems bequeathed us by antiquity,such as the duplication of the cube, the squaring of the circle;also the oldest problems in the theory of the solution of numerical equations,in the theory of curves and the differential and integral calculus,in the calculus of variations,the theory of Fourier series and the theory of potential—to say noting of the further abundance of problems properly belonging to mechanics,astronomy and physics.But,in the further development of a branch of mathematics,the human mind, encouraged by the success of its solutions,becomes conscious of its independence. It evolves from itself alone,often without appreciable influence from without,by means of logical combination,generalization,specialization,by separating and col-lecting ideas in fortunate ways,new and fruitful problems,and appears then itself as the real questioner.Thus arose the problem of prime numbers and the other problems of number theory,Galois’s theory of equations,the theory of algebraic invariants,the theory of abelian and automorphic functions;indeed almost all the nicer questions of modern arithmetic and function theory arise in this way.In the meantime,while the creative power of pure reason is at work,the outer world again comes into play,forces upon us new questions from actual experience, opens up new branches of mathematics,and while we seek to conquer these new fields of knowledge for the realm of pure thought,we oftenfind the answers to old unsolved problems and thus at the same time advance most successfully the old theories.And it seems to me that the numerous and surprising analogies and that apparently prearranged harmony which the mathematician so often perceives in the questions,methods and ideas of the various branches of his science,have their origin in this ever-recurring interplay between thought and experience.It remains to discuss briefly what general requirements may be justly laid down for the solution of a mathematical problem.I should sayfirst of all,this:that it shall be possible to establish the correctness of the solution by means of afinite number of steps based upon afinite number of hypotheses which are implied in the statement of the problem and which must always be exactly formulated.This requirement of logical deduction by means of afinite number of processes is sim-ply the requirement of rigor in reasoning.Indeed the requirement of rigor,which has become proverbial in mathematics,corresponds to a universal philosophical necessity of our understanding;and,on the other hand,only by satisfying this requirement do the thought content and the suggestiveness of the problem attain their full effect.A new problem,especially when it comes from the world of outer experience,is like a young twig,which thrives and bears fruit only when it is grafted carefully and in accordance with strict horticultural rules upon the old stem,the established achievements of our mathematical science.Besides it is an error to believe that rigor in the proof is the enemy of simplic-ity.On the contrary wefind it confirmed by numerous examples that the rigorous method is at the same time the simpler and the more easily comprehended.The410DA VID HILBERTvery effort for rigor forces us tofind out simpler methods of proof.It also fre-quently leads the way to methods which are more capable of development than the old methods of less rigor.Thus the theory of algebraic curves experienced a considerable simplification and attained greater unity by means of the more rigor-ous function-theoretical methods and the consistent introduction of transcendental devices.Further,the proof that the power series permits the application of the four elementary arithmetical operations a well as the term by term differentiation and integration,and the recognition of the utility of the power series depending upon this proof contributed materially to the simplification of all analysis,particularly of the theory of elimination and the theory of differential equations,and also of the existence proofs demanded in those theories.But the most striking example for my statement is the calculus of variations.The treatment of thefirst and second variations of definite integrals required in part extremely complicated calculations, and the processes applied by the old mathematicians had not the needful rigor. Weierstrass showed us the way to a new and sure foundation of the calculus of variations.By the examples of the simple and double integral I will show briefly,at the close of my lecture,how this way leads at once to a surprising simplification of the calculus of variations.For in the demonstration of the necessary and sufficient criteria for the occurrence of a maximum and minimum,the calculation of the sec-ond variation and in part,indeed,the wearisome reasoning connected with thefirst variation may be completely dispensed with—to say nothing of the advance which is involved in the removal of the restriction to variations for which the differential coefficients of the function vary but slightly.While insisting on rigor in the proof as a requirement for a perfect solution of a problem,I should like,on the other hand,to oppose the opinion that only the concepts of analysis,or even those of arithmetic alone,are susceptible of a fully rigorous treatment.This opinion,occasionally advocated by eminent men,I con-sider entirely erroneous.Such a one-sided interpretation of the requirement of rigor would soon lead to the ignoring of all concepts arising from geometry,mechanics and physics,to a stoppage of theflow of new material from the outside world,and finally,indeed,as a last consequence,to the rejection of the ideas of the continuum and of the irrational number.But what an important nerve,vital to mathematical science,would be cut by the extirpation of geometry and mathematical physics! On the contrary I think that wherever,from the side of the theory of knowledge or in geometry,or from the theories of natural or physical science,mathematical ideas come up,the problem arises for mathematical science to investigate the principles underlying these ideas and so to establish them upon a simple and complete system of axioms,that the exactness of the new ideas and their applicability to deduction shall be in no respect inferior to those of the old arithmetical concepts.To new concepts correspond,necessarily,new signs.These we choose in such a way that they remind us of the phenomena which were the occasion for the formation of the new concepts.So the geometricalfigures are signs or mnemonic symbols of space intuition and are used as such by all mathematicians.Who does not always use along with the double inequality a>b>c the picture of three points following one another on a straight line as the geometrical picture of the idea “between”?Who does not make use of drawings of segments and rectangles enclosed in one another,when it is required to prove with perfect rigor a difficult theorem on the continuity of functions or the existence of points of condensation?Who could dispense with thefigure of the triangle,the circle with its center,or with the crossMATHEMATICAL PROBLEMS411 of three perpendicular axes?Or who would give up the representation of the vector field,or the picture of a family of curves or surfaces with its envelope which plays so important a part in differential geometry,in the theory of differential equations, in the foundation of the calculus of variations and in other purely mathematical sciences?The arithmetical symbols are written diagrams and the geometricalfigures are graphic formulas;and no mathematician could spare these graphic formulas,any more than in calculation the insertion and removal of parentheses or the use of other analytical signs.The use of geometrical signs as a means of strict proof presupposes the exact knowledge and complete mastery of the axioms which underlie thosefigures;and in order that these geometricalfigures may be incorporated in the general treasure of mathematical signs,there is necessary a rigorous axiomatic investigation of their conceptual content.Just as in adding two numbers,one must place the digits under each other in the right order,so that only the rules of calculation,i.e.,the axioms of arithmetic,determine the correct use of the digits,so the use of geometrical signs is determined by the axioms of geometrical concepts and their combinations.The agreement between geometrical and arithmetical thought is shown also in that we do not habitually follow the chain of reasoning back to the axioms in arithmetical,any more than in geometrical discussions.On the contrary we ap-ply,especially infirst attacking a problem,a rapid,unconscious,not absolutely sure combination,trusting to a certain arithmetical feeling for the behavior of the arithmetical symbols,which we could dispense with as little in arithmetic as with the geometrical imagination in geometry.As an example of an arithmetical theory operating rigorously with geometrical ideas and signs,I may mention Minkowski’s work,Die Geometrie der Zahlen.1Some remarks upon the difficulties which mathematical problems may offer,and the means of surmounting them,may be in place here.If we do not succeed in solving a mathematical problem,the reason frequently consists in our failure to recognize the more general standpoint from which the problem before us appears only as a single link in a chain of related problems. Afterfinding this standpoint,not only is this problem frequently more accessible to our investigation,but at the same time we come into possession of a method which is applicable also to related problems.The introduction of complex paths of integration by Cauchy and of the notion of the ideals in number theory by Kummer may serve as examples.This way forfinding general methods is certainly the most practicable and the most certain;for he who seeks for methods without having a definite problem in mind seeks for the most part in vain.In dealing with mathematical problems,specialization plays,as I believe,a still more important part than generalization.Perhaps in most cases where we seek in vain the answer to a question,the cause of the failure lies in the fact that problems simpler and easier than the one in hand have been either not at all or incompletely solved.All depends,then,onfinding out these easier problems,and on solving them by means of devices as perfect as possible and of concepts capable of generalization. This rule is one of the most important leers for overcoming mathematical difficulties and it seems to me that it is used almost always,though perhaps unconsciously.412DA VID HILBERTOccasionally it happens that we seek the solution under insufficient hypotheses or in an incorrect sense,and for this reason do not succeed.The problem then arises:to show the impossibility of the solution under the given hypotheses,or in the sense contemplated.Such proofs of impossibility were effected by the ancients, for instance when they showed that the ratio of the hypotenuse to the side of an isosceles right triangle is irrational.In later mathematics,the question as to the impossibility of certain solutions plays a pre¨e minent part,and we perceive in this way that old and difficult problems,such as the proof of the axiom of parallels,the squaring of the circle,or the solution of equations of thefifth degree by radicals havefinally found fully satisfactory and rigorous solutions,although in another sense than that originally intended.It is probably this important fact along with other philosophical reasons that gives rise to the conviction(which every mathematician shares,but which no one has as yet supported by a proof) that every definite mathematical problem must necessarily be susceptible of an exact settlement,either in the form of an actual answer to the question asked, or by the proof of the impossibility of its solution and therewith the necessary failure of all attempts.Take any definite unsolved problem,such as the question as to the irrationality of the Euler-Mascheroni constant C,or the existence of an infinite number of prime numbers of the form2n+1.However unapproachable these problems may seem to us and however helpless we stand before them,we have,nevertheless,thefirm conviction that their solution must follow by afinite number of purely logical processes.Is this axiom of the solvability of every problem a peculiarity characteristic of mathematical thought alone,or is it possibly a general law inherent in the nature of the mind,that all questions which it asks must be answerable?For in other sciences also one meets old problems which have been settled in a manner most satisfactory and most useful to science by the proof of their impossibility.I instance the problem of perpetual motion.After seeking in vain for the construction of a perpetual motion machine,the relations were investigated which must subsist between the forces of nature if such a machine is to be impossible;2and this inverted question led to the discovery of the law of the conservation of energy,which,again,explained the impossibility of perpetual motion in the sense originally intended.This conviction of the solvability of every mathematical problem is a powerful incentive to the worker.We hear within us the perpetual call:There is the problem. Seek its solution.You canfind it by pure reason,for in mathematics there is no ignorabimus.The supply of problems in mathematics is inexhaustible,and as soon as one problem is solved numerous others come forth in its place.Permit me in the fol-lowing,tentatively as it were,to mention particular definite problems,drawn from various branches of mathematics,from the discussion of which an advancement of science may be expected.Let us look at the principles of analysis and geometry.The most suggestive and notable achievements of the last century in thisfield are,as it seems to me,the arithmetical formulation of the concept of the continuum in the works of Cauchy, Bolzano and Cantor,and the discovery of non-euclidean geometry by Gauss,Bolyai,MATHEMATICAL PROBLEMS413 and Lobachevsky.I thereforefirst direct your attention to some problems belonging to thesefields.1.Cantor’s problem of the cardinal number of the continuumTwo systems,i.e.,two assemblages of ordinary real numbers or points,are said to be(according to Cantor)equivalent or of equal cardinal number,if they can be brought into a relation to one another such that to every number of the one assemblage corresponds one and only one definite number of the other.The inves-tigations of Cantor on such assemblages of points suggest a very plausible theorem, which nevertheless,in spite of the most strenuous efforts,no one has succeeded in proving.This is the theorem:Every system of infinitely many real numbers,i.e.,every assemblage of numbers (or points),is either equivalent to the assemblage of natural integers,1,2,3,...or to the assemblage of all real numbers and therefore to the continuum,that is,to the points of a line;as regards equivalence there are,therefore,only two assemblages of numbers,the countable assemblage and the continuum.From this theorem it would follow at once that the continuum has the next cardinal number beyond that of the countable assemblage;the proof of this theorem would,therefore,form a new bridge between the countable assemblage and the continuum.Let me mention another very remarkable statement of Cantor’s which stands in the closest connection with the theorem mentioned and which,perhaps,offers the key to its proof.Any system of real numbers is said to be ordered,if for every two numbers of the system it is determined which one is the earlier and which the later, and if at the same time this determination is of such a kind that,if a is before b and b is before c,then a always comes before c.The natural arrangement of numbers of a system is defined to be that in which the smaller precedes the larger.But there are,as is easily seen,infinitely many other ways in which the numbers of a system may be arranged.If we think of a definite arrangement of numbers and select from them a particular system of these numbers,a so-called partial system or assemblage,this partial system will also prove to be ordered.Now Cantor considers a particular kind of ordered assemblage which he designates as a well ordered assemblage and which is characterized in this way,that not only in the assemblage itself but also in every partial assemblage there exists afirst number.The system of integers1,2,3,...in their natural order is evidently a well ordered assemblage.On the other hand the system of all real numbers,i.e.,the continuum in its natural order,is evidently not well ordered.For,if we think of the points of a segment of a straight line,with its initial point excluded,as our partial assemblage,it will have nofirst element.The question now arises whether the totality of all numbers may not be arranged in another manner so that every partial assemblage may have afirst element,i.e., whether the continuum cannot be considered as a well ordered assemblage—a ques-tion which Cantor thinks must be answered in the affirmative.It appears to me most desirable to obtain a direct proof of this remarkable statement of Cantor’s, perhaps by actually giving an arrangement of numbers such that in every partial system afirst number can be pointed out.414DA VID HILBERT2.The compatibility of the arithmetical axiomsWhen we are engaged in investigating the foundations of a science,we must set up a system of axioms which contains an exact and complete description of the relations subsisting between the elementary ideas of that science.The axioms so set up are at the same time the definitions of those elementary ideas;and no statement within the realm of the science whose foundation we are testing is held to be correct unless it can be derived from those axioms by means of afinite number of logical steps.Upon closer consideration the question arises:Whether,in any way,certain statements of single axioms depend upon one another,and whether the axioms may not therefore contain certain parts in common,which must be isolated if one wishes to arrive at a system of axioms that shall be altogether independent of one another.But above all I wish to designate the following as the most important among the numerous questions which can be asked with regard to the axioms:To prove that they are not contradictory,that is,that afinite number of logical steps based upon them can never lead to contradictory results.In geometry,the proof of the compatibility of the axioms can be effected by constructing a suitablefield of numbers,such that analogous relations between the numbers of thisfield correspond to the geometrical axioms.Any contradiction in the deductions from the geometrical axioms must thereupon be recognizable in the arithmetic of thisfield of numbers.In this way the desired proof for the compatibility of the geometrical axioms is made to depend upon the theorem of the compatibility of the arithmetical axioms.On the other hand a direct method is needed for the proof of the compatibility of the arithmetical axioms.The axioms of arithmetic are essentially nothing else than the known rules of calculation,with the addition of the axiom of continuity.I recently collected them3and in so doing replaced the axiom of continuity by two simpler axioms,namely,the well-known axiom of Archimedes,and a new axiom essentially as follows:that numbers form a system of things which is capable of no further extension,as long as all the other axioms hold(axiom of completeness).I am convinced that it must be possible tofind a direct proof for the compatibility of the arithmetical axioms,by means of a careful study and suitable modification of the known methods of reasoning in the theory of irrational numbers.To show the significance of the problem from another point of view,I add the following observation:If contradictory attributes be assigned to a concept,I say, that mathematically the concept does not exist.So,for example,a real number whose square is−1does not exist mathematically.But if it can be proved that the attributes assigned to the concept can never lead to a contradiction by the application of afinite number of logical processes,I say that the mathematical existence of the concept(for example,of a number or a function which satisfies certain conditions)is thereby proved.In the case before us,where we are concerned with the axioms of real numbers in arithmetic,the proof of the compatibility of the axioms is at the same time the proof of the mathematical existence of the complete system of real numbers or of the continuum.Indeed,when the proof for the compatibility of the axioms shall be fully accomplished,the doubts which have been expressed occasionally as to the existence of the complete system of real numbers will become totally groundless.The totality of real numbers,i.e., the continuum according to the point of view just indicated,is not the totality of。
(完整word版)剑桥雅思8阅读理解解析含翻译
剑桥雅思8-第三套试题-阅读部分-PASSAGE 1-阅读真题原文部分:READING PASSAGE 1You should spend about 20 minutes on Questions 1-13 which are based on Reading Passage 1 below.Striking Back at Lightning With LasersSeldom is the weather more dramatic than when thunderstorms strike. Their electrical fury inflicts death or serious injury on around 500 people each year in the United States alone. As the clouds roll in, a leisurely round of golf can become a terrifying dice with death - out in the open, a lone golfer may be a lightning bolt's most inviting target. And there is damage to property too. Lightning damage costs American power companies more than $100 million a year.But researchers in the United States and Japan are planning to hit back. Already in laboratory trials they have tested strategies for neutralising the power of thunderstorms, and this winter they will brave real storms, equipped with an armoury of lasers that they will be pointing towards the heavens to discharge thunderclouds before lightning can strike.The idea of forcing storm clouds to discharge their lightning on command is not new. In the early 1960s, researchers tried firing rockets trailing wires into thunderclouds to set up an easy discharge path for the huge electric charges that these clouds generate. The technique survives to this day at a test site in Florida run by the University of Florida, with support from the Electrical Power Research Institute (EPRI), based in California. EPRI, which is funded by power companies, is looking at ways to protect the United States' power grid from lightning strikes. 'We can cause the lightning to strike where we want it to using rockets, ' says Ralph Bernstein, manager of lightning projects at EPRI. The rocket site is providing precise measurements of lightning voltages and allowing engineers to check how electrical equipment bears up.Bad behaviourBut while rockets are fine for research, they cannot provide the protection from lightning strikes that everyone is looking for. The rockets cost around $1, 200 each, can only be fired at a limited frequency and their failure rate is about 40 per cent. And even when they do trigger lightning, things still do not always go according to plan. 'Lightning is not perfectly well behaved, 'says Bernstein. 'Occasionally, it will take a branch and go someplace it wasn't supposed to go. ' And anyway, who would want to fire streams of rockets in a populated area? 'What goes up must come down, ' points out Jean-Claude Diels of the University of New Mexico. Diels is leading a project, which is backed by EPRI, to try to use lasers to discharge lightning safely - and safety is a basic requirement since no one wants to put themselves or their expensive equipment at risk. With around $500, 000 invested so far, a promising system is just emerging from the laboratory.The idea began some 20 years ago, when high-powered lasers were revealing their ability to extract electrons out of atoms and create ions. If a laser could generate a line of ionisation in the air all the way up to a storm cloud, this conducting path could be used to guide lightning to Earth, before the electric field becomes strong enough to break down the air in an uncontrollable surge. To stop the laser itself being struck, it would not be pointed straight at the clouds. Instead it would be directed at a mirror, and from there into the sky. The mirror would be protected by placing lightning conductors close by. Ideally, the cloud-zapper (gun)would be cheap enough to be installed around all key power installations, and portable enough to be taken to international sporting events to beam up at brewing storm clouds.A stumbling blockHowever, there is still a big stumbling block. The laser is no nifty portable: it's a monster that takes up a whole room. Diels is trying to cut down the size and says that a laser around the size of a small table is in the offing. He plans to test this more manageable system on live thunderclouds next summer.Bernstein says that Diels's system is attracting lots of interest from the power companies. But they have not yet come up with the $5 million that EPRI says will be needed to develop a commercial system, by making the lasers yet smaller and cheaper. 'I cannot say I have money yet, but I'm working on it, ' says Bernstein. He reckons that the forthcoming field tests will be the turning point - and he's hoping for good news. Bernstein predicts 'an avalanche of interest and support' if all goes well. He expects to see cloud-zappers eventually costing 100, 000 each.Other scientists could also benefit. With a lightning 'switch' at their fingertips, materials scientists could find out what happens when mighty currents meet matter. Diels also hopes to see the birth of 'interactive meteorology' - not just forecasting the weather but controlling it. 'If we could discharge clouds, we might affect the weather, ' he says.And perhaps, says Diels, we'll be able to confront some other meteorological menaces. 'We think we could prevent hail by inducing lightning, ' he says. Thunder, the shock wave that comes from a lightning flash, is thought to be the trigger for the torrential rain that is typical of storms. A laser thunder factory could shake the moisture out of clouds, perhaps preventing the formation of the giant hailstones that threaten crops. With luck, as the storm clouds gather this winter, laser-toting researchers could, for the first time, strike back.Questions 1-3Choose the correct letter, A, B, C or D.Write the correct letter in boxes 1-3 on your answer sheet.1 The main topic discussed in the text isA the damage caused to US golf courses and golf players by lightning strikes.B the effect of lightning on power supplies in the US and in Japan.C a variety of methods used in trying to control lightning strikes.D a laser technique used in trying to control lightning strikes.2 According to the text, every year lightningA does considerable damage to buildings during thunderstorms.B kills or injures mainly golfers in the United States.C kills or injures around 500 people throughout the world.D damages more than 100 American power companies.3 Researchers at the University of Florida and at the University of New MexicoA receive funds from the same source.B are using the same techniques.C are employed by commercial companies.D are in opposition to each other.Questions 4-6Complete the sentences below.Choose NO MORE THAN TWO WORDS from the passage for each answer.Write your answers in boxes 4-6 on your answer sheet.4 EPRI receives financial support from………………………….5 The advantage of the technique being developed by Diels is that it can be used……………….6 The main difficulty associated with using the laser equipment is related to its……………….Questions 7-10Complete the summary using the list of words, A-I, below.Write the correct letter, A-I, in boxes 7-10 on your answer sheet.In this method, a laser is used to create a line of ionisation by removing electrons from 7 …………………………. This laser is then directed at 8 …………………………in order to control electrical charges, a method which is less dangerous than using 9 …………………………. As a protection for the lasers, the beams are aimed firstly at 10………………………….A cloud-zappersB atomsC storm cloudsD mirrorsE techniqueF ionsG rockets H conductors I thunderQuestions 11-13Do the following statements agree with the information given in Reading Passage 1?In boxes 11-13 on your answer sheet writeYES if the statement agrees with the claims of the writerNO if the statement contradicts the claims of the writerNOT GIVEN if it is impossible to say what the writer thinks about this11 Power companies have given Diels enough money to develop his laser.12 Obtaining money to improve the lasers will depend on tests in real storms.13 Weather forecasters are intensely interested in Diels's system.READING PASSAGE 1篇章结构体裁说明文主题用激光回击闪电结构第1段:闪电带来的危害第2段:科研人员正在研究回击闪电的方法第3段:先前的闪电回击术介绍第4段:火箭回击术的缺陷第5段:更安全的激光回击术第6段:激光回击术的技术原理第7段:激光回击术的缺陷第8段:通过实地实验改进激光回击术第9段:激光回击术对其他学科也有益处第10段:激光回击术的其他用途解题地图难度系数:★★★解题顺序:按题目顺序解答即可友情提示:烤鸭们注意:本文中的SUMMARY题目顺序有改变,解题要小心;MULTIPLE CHOICE的第三题是个亮点,爱浮想联翩的烤鸭们可能会糊掉。
专业英语2第六单元B翻译
Separation of Powers in the American Public Law美国公法中的三权分立It has already been intimated that Montesquieu’s theory(指孟德斯鸠的三权分立理论)of the separation of powers was made the basis of the system of government adopted in the United States at the end of the eighteenth century.A perusal of the writings of those men who influenced most profoundly the political thought of the time will reveal a practically unanimous 1acceptance of the theory.我们都知道,孟德斯鸠的三权分立学说是美国在18世纪末组建政府体系的理论基础,一些熟读相关政治理论作品且在政治领域有很大影响力的学者认为,时间会证明,总有一天绝大多数的人都会接受这一理论。
The theory was accepted not ,however ,as a scientific theory but as a legal rule. Many of the state constitutions, which either were adopted soon after the American revolution or have been put into force since , contain clauses known as “distributing clauses,” of which that contained in the constitution of Massachusetts(马萨诸塞州)may be taken as a most forcible example. Article 30 of the first constitution of Massachusetts provides that “in the government of this common-wealth the legislative department shall never exercise the executive or judiciary powers or either of them;the executive shall never exercise the legislative or judicial powers or either of them;the judiciary shall never exercise the legislative or executive powers or either of them,to the end that it may be a government of laws and not of men.” Other constitutions, of which the constitution of the United States is one , provide that the legislative power shall be vested in a legislature, that the executive power shall be vested in a President or governor , and that the judicial power shall be vested in certain courts.Such provisions,however ,are held to have practically the same legal effect as the distributing clause in the Massachusetts constitution, on the theory th at “affirmative(肯定的)words are often , in their operation , negative of other objects than those affirmed.”这个理论并没有被全面接受,更多的时候它只是一个科学的理论而不是法律规章。
唯愿世界和平英语作文
Peace is a universal aspiration, a dream that resonates with every soul. In our world today, where conflicts and strife are all too common, the desire for peace is more relevant than ever. Here is an essay on the importance of world peace and the role each of us can play in fostering it.In the vast tapestry of human history, the pursuit of peace has been a constant thread. Yet, despite our best efforts, the world continues to witness acts of violence, war, and discord. It is a stark reminder that the quest for peace is an ongoing journey, one that requires the collective efforts of every individual. This essay aims to explore the significance of world peace and the steps we can take to contribute to it.The Importance of World PeaceWorld peace is not merely the absence of war it is a state of harmony, understanding, and cooperation among nations and people. It is a world where diplomacy triumphs over aggression, where dialogue replaces bullets, and where compassion is the currency of human interaction. The benefits of a peaceful world are manifold:1. Economic Prosperity: Peace allows for the free flow of trade and resources, fostering economic growth and reducing poverty.2. Cultural Exchange: It promotes the exchange of ideas, art, and traditions, enriching the global community.3. Environmental Sustainability: A peaceful world is more likely to prioritize the preservation of our planet, working together to combat climate change and protect biodiversity.4. Human Development: Peace provides a stable environment for education, healthcare, and social development, improving the quality of life for all.Individual Actions for World PeaceWhile the concept of world peace may seem daunting, there are tangible actions each of us can take to contribute to this noble cause:1. Educate Ourselves: Understanding the root causes of conflicts and the values of different cultures is the first step towards empathy and respect.2. Promote Dialogue: Engage in conversations that bridge divides, whether they are political, religious, or social.3. Support Peaceful Initiatives: Donate to or volunteer with organizations that worktowards conflict resolution and peacebuilding.4. Practice Tolerance: In our daily lives, we can choose to be tolerant and understanding, even in the face of disagreement.5. Advocate for Peace: Use our voices to advocate for policies and leaders that prioritize peace and diplomacy.ConclusionThe dream of a peaceful world is not unattainable it is a goal that can be achieved through persistent and collective effort. As individuals, we hold the power to influence our communities and, by extension, the world. By embracing the values of peace, we can work towards a future where harmony and cooperation are the norm, not the exception. In conclusion, world peace is a vision that deserves our unwavering commitment. It is a testament to our humanity and our potential to create a better world for all. Let us take up the mantle of peace, not just as a hope, but as a mission that we are all dutybound to fulfill.。
高级英语Book5学习资料lesson1
LessonOne Salvation1. 课文译文救赎兰斯顿.休斯在我快13岁那年,我的灵魂得到了拯救,然而并不是真正意义上的救赎。
事情是这样的。
那时我的阿姨里德所在的教堂正在举行一场盛大的宗教复兴晚会。
数个星期以来每个夜晚,人们在那里讲道,唱诵,祈祷。
连一些罪孽深重的人都获得了耶稣的救赎,教堂的成员一下子增多了。
就在复兴晚会结束之前,他们为孩子们举行了一次特殊的集会——把小羊羔带回羊圈。
里德阿姨数日之前就开始和我提这件事。
那天晚上,我和其他还没有得到主宽恕的小忏悔者们被送去坐在教堂前排,那是为祷告的人安排的座椅。
我的阿姨告诉我说:“当你看到耶稣的时候,你看见一道光,然后感觉心里似乎有什么发生。
从此以后耶稣就进入了你的生命,他将与你同在。
你能够看见、听到、感受到他和你的灵魂融为一体。
”我相信里德阿姨说的,许多老人都这么说,似乎她们都应该知道。
尽管教堂里面拥挤而闷热,我依然静静地坐在那里,等待耶稣的到来。
布道师祷告,富有节奏,非常精彩。
呻吟、喊叫、寂寞的呼喊,还有地狱中令人恐怖的画面。
然后他唱了一首赞美诗。
诗中描述了99只羊都安逸的待在圈里,唯有一只被冷落在外。
唱完后他说道:“难道你不来吗?不来到耶稣身旁吗?小羊羔们,难道你们不来吗?”他向坐在祷告席上的小忏悔者们打开了双臂,小女孩们开始哭了,她们中有一些很快跳了起来,跑了过去。
我们大多数仍然坐在那里。
许多长辈过来跪在我们的身边开始祷告。
老妇人的脸像煤炭一样黑,头上扎着辫子,老爷爷的手因长年的劳作而粗糙皲裂。
他们吟唱着“点燃微弱的灯,让可怜的灵魂得到救赎”的诗歌。
整个教堂里到处都是祈祷者的歌声。
最后其他所有小忏悔者们都去了圣坛上,得到了救赎,除了一个男孩和依然静静地坐着等侯的我。
那个男孩是一个守夜人的儿子,名字叫威斯特里。
在我们的周围尽是祈祷的修女、执事。
教堂里异常闷热,天色也越来越暗了。
最后威斯特里小声对我说:“去他妈的上帝。
我再也坐不住了,我们站起来吧,就可以得到救赎了。
21世纪大学英语读写教程第三册单词及课后翻译-Unit6
Unit 6 Text ANew Wordsfuneraln. 葬礼beern. 啤酒* cocktailn. 鸡尾酒painfula. 令人痛苦的;疼痛的administrationn. 1. 管理;行政;经营2.管理部门;行政机关longtimea.(已持续)长时期的,为时甚久的rodn. 杆;棒条* thighn. 大腿zonen. 地带,地区injurevt. 伤害,损害injuryn. (对生物的)伤害;(对身体或名誉的)伤害,损害drunkn. 酗酒者,醉汉a. 醉酒的;(喻)陶醉的* revengen. (for, on) 复仇;报复vt. 报…之仇;为…报仇involuntarilyad. 非自愿地;非出于本意地accomplishmentn. 完成;实现;成绩;造诣;技能maidn. 1. 女仆,保姆2. 少女,年轻女子newborna.新生的,刚生的niecen. 侄女;甥女bride-to-bea.未来的新娘vown. 誓言vt. 立誓fragmentvi. 破碎;碎裂n. 碎片guidancen. 引导;指导vacanta. 1. 空的;未被占用的2. 空缺的intimacyn. 亲密;密切intimatea. 1. 亲密的;密切的12. 个人的;私人的despairn. 绝望vi. (of) 绝望;失去希望* shattervt. 粉碎;砸碎confinesn. (fml) (正式)界限;边界;范围leakv. 1. (使)渗漏2. (使)泄露出去n. 漏隙;漏出物explodev. 1. (使某物)爆炸2.(指感情)爆发,突发,迸发;(指人)冲动,激动* defyvt. 违抗;蔑视* defiancen. 违抗;蔑视* soothevt. 抚慰;使平静nightmaren. 恶梦irreversibilityn. 不可挽回;不可逆转blurv. (是某物)变得模糊不清fadevi. 1. (away) 逐渐消失2. 衰颓;褪色;凋谢nothingnessn. 不存在的;无,虚无unbearablea.难以忍受的;不能容忍的;难以承受的Phrases and Expressionsgo out of controlbe no longerunder control 失去控制smash intohit forcefully against 猛地撞在…head onwith the head or front parts meeting violently 迎面地,正面地by chanceby accident; unintentionally 偶然地;意外地comment onmake a remarkor give an opinion on 评论;就…发表意见make a difference有影响;起作用take back one's wordsadmit that one was wrong in what one has said 收回说过的话maid of honor首席女傧相[n.]-to-be未来的…fade intogradually disappear and become(sth. of no importance) 逐渐消失而变成(无足轻重的2东西)pull up [to/at/in front of a place] (of vehicles) drive up to and stop at (车辆)到达,驶入Every 23 minutes 每23分钟。
大学英语精读4课后翻译
unit21.比尔已是个成熟的小伙子,不再依赖父母替他作主。
Bill is a mature young man who is no longer dependent on his parents for decisions.2.这个地区有大量肉类供应,但新鲜果蔬奇缺。
There are abundant supplies of meat in this region, but fresh fruit and vegetables are scarce.3.工程师们依靠工人们的智慧,发明了一种新的生产方法,使生产率得以提高。
Drawing on the wisdom of the workers, the engineers invented a new production method that ledto increased productivity.4.他花了许多时间准备数学考试,因此当他获知自己只得了个B时感到有点失望。
He spent a lot of time preparing for his math exam. Hence he was somewhat disappointed to learn that he got only a B.5.我们有充裕的时间从从容容吃顿午饭。
We have ample time for a leisurely lunch.6.地方政府不得不动用储备粮并采取其他紧急措施,以便渡过粮食危机。
The local government had to draw on its grain reserves and take other emergency measures so as to pull through the food crisis.unit51.我确信这项所谓明智的决定,与期望相反,会带来极其严重的后果。
I am convinced that, contrary to expectations, the so-called informed decision will bring very grave consequences.2. 诚然,他曾欺骗你,但他已经承认自己做错了,并道了歉。
假如你要为一个偏远小学捐钱英语作文
假如你要为一个偏远小学捐钱英语作文全文共3篇示例,供读者参考篇1Sure, here is a 2000 word essay written from a student's perspective on "If you had to raise money for a remote rural school":If I Had to Raise Money for a Remote Rural SchoolAs a student living in a major city, I've been incredibly fortunate to have access to great educational resources and well-equipped schools. From modern computer labs toup-to-date textbooks and passionate teachers, I've had many advantages that have allowed me to pursue my academic interests and achieve my full potential. However, I'm acutely aware that this is not the reality for many children around the world, especially those living in impoverished rural areas.Recently, our school organized a fundraising drive to support a small primary school located in a remote village in a developing country. When I learned about the challenges this school was facing, it really struck a chord with me and made medetermined to do whatever I could to help improve their situation.According to the information provided, this tiny rural school has only a handful of teachers catering to over 200 students from the village and surrounding areas. The school building itself is in desperate need of repairs, with a leaky roof, cracked walls, and barely any desks or chairs for the children to use during lessons. What's more, they lack even the most basic educational resources like textbooks, notebooks, pencils, and other crucial learning materials.Imagining trying to study in such difficult conditions was heartbreaking for me. How can any child be expected to focus on their education when they don't even have a proper classroom, let alone books or writing supplies? It's a situation that would be unthinkable in our community, yet it's the harsh reality for millions of underprivileged children around the globe.Upon learning about this school's plight, I knew I had to take action. Education is a fundamental human right, and every child deserves the opportunity to learn, grow, and achieve their dreams, regardless of their circumstances. That's why I decided to go above and beyond in our fundraising efforts, determinedto raise as much money as possible to help improve the conditions at this struggling rural school.My first step was to spread awareness about the issue among my classmates, teachers, and the wider school community. I created informative posters and flyers highlighting the challenges faced by the rural school, and shared heartbreaking photos and statistics about the lack of educational resources in impoverished regions. I also leveraged social media platforms to amplify the message and reach a broader audience.Next, I organized a series of creative fundraising events and initiatives. We held bake sales, car washes, and even a talent show, where students could showcase their skills and talents in exchange for donations. I also reached out to local businesses and community organizations, seeking their support through sponsorships or in-kind contributions.The response from our community was overwhelming. People were deeply moved by the plight of these underprivileged students and eager to lend a helping hand. Within a few weeks, we had raised a substantial sum of money, far exceeding our initial goals.With the funds raised, we were able to make a significant impact on the rural school. We purchased much-neededclassroom supplies, including textbooks, notebooks, pencils, and other essential learning materials. Additionally, we donated funds to support the renovation and repair of the school building, ensuring a safer and more conducive learning environment for the students.But our efforts didn't stop there. Recognizing the importance of ongoing support, we established a long-term partnership with the rural school. We committed to regular fundraising initiatives and the exchange of educational resources, aiming to provide sustained assistance and foster a lasting connection between our two communities.Through this experience, I've learned invaluable lessons about the power of compassion, perseverance, and collective action. I realized that even as a student, I have the ability to create positive change and make a meaningful difference in the lives of others, no matter how distant or challenging their circumstances may seem.Moreover, this endeavor has instilled in me a deep appreciation for the gift of education and the privileges I've been granted. It has motivated me to continue advocating for equal access to quality education for all children, regardless of their socioeconomic status or geographic location.As I look towards the future, I am inspired to continue exploring ways to support underprivileged communities and promote educational equity on a global scale. Whether through volunteering, fundraising, or raising awareness, I am committed to using my voice and resources to empower those who lack access to basic educational opportunities.Ultimately, this experience has taught me that every child deserves the chance to learn, to dream, and to unlock their full potential. By working together, we can break down barriers and create a world where education is not a privilege, but a fundamental right accessible to all.篇2If You Had to Donate Money to a Remote Elementary SchoolAs I shuffled into Mrs. Robinson's English class, I could feel the tension in the air. She had mentioned we would be starting a new writing assignment, but gave no other details. The classroom buzzed with speculation as we took our seats."Alright class, settle down," Mrs. Robinson announced in her firm but warm teacher voice. "Today we're going to begin working on a very special assignment." She paused, letting the anticipation build."I want each of you to write a persuasive essay about why people should donate money to Elderville Elementary, a small rural school in a disadvantaged area of our state."A murmur of surprise spread through the class. Persuasive essays were always challenging, requiring us to construct a strong argument backed by facts and emotional appeals. But this particular topic seemed exceptionally meaningful.Mrs. Robinson continued, "Elderville Elementary is facing severe budget cuts that threaten to force it to close its doors permanently. The students there have no other schools for miles - if it shuts down, they'll have no access to education." Her eyes turned somber. "I want you all to put yourselves in their shoes for this assignment."As she passed out backgrounders on the school's plight, I felt a surge of motivation. Ensuring all children have access to quality education is one of the most important causes there is. If my words could help make a difference, I knew I had to give this assignment my full effort.That evening, I retreated to my bedroom and spread the materials out before me. The situation at Elderville Elementary seemed truly dire based on the facts:Funding cuts from the state had forced them to eliminate art, music, libraries, and after-school programs.Teachers were having to buy classroom supplies out of their own pockets, with shrinking personal budgets each year.The school building itself was growing outdated andrun-down, with a leaky roof, outdated books and technology, and rodent problems in some areas.Many students came from low-income families who couldn't afford to provide supplies, tutors, or enrichment activities to make up for the school's shortfalls.As I read through first-hand accounts from students, parents, and teachers, my heart broke a little more with each story. These were just kids trying to get a basic education against incredible odds. How could any caring person turn a blind eye to their struggle?I opened a fresh document and began writing my first draft, letting the words pour out of me. I would structure my essay by:Capturing the stark reality and human impact using vivid details from the provided accounts. No dry statistics - I needed to strike an emotional chord with readers.Emphasizing how important education is as a fundamental human right and societal foundation. An educated population underpins democracy, economic growth, scientific innovation - virtually every aspect of a thriving society.Arguing that we all have a moral imperative to support equal access to quality education, regardless of geography or socioeconomic status. The inherent potential of these students matters more than their current circumstances.Rallying readers to donate by reminding them that even small contributions add up to transformative change. A little can go a long way at an underfunded school like this.Closing with an inspirational vision of what their futures could be if we give them this opportunity. Education is the closest thing to magic when it comes to breaking cycles of poverty.Over the next couple of weeks, I furiously researched, wrote, and revised my essay with Mrs. Robinson's guidance. It became a labor of love and an exercise in empathy as I imagined myself at that tiny, resource-starved school.How soul-crushing it would feel to be a brilliant student full of potential and vast curiosity, but lack the basic tools to feedyour mind. Or to be a caring, overworked teacher forced to literally ration out pencils and paper, praying the textbooks don't completely disintegrate before replacements arrive. These kids and educators deserved so much better.When it finally came time to present our essays to the class, I was nervous but confident in the urgency of my message. I had poured my heart and beliefs into every paragraph, hoping my passion would radiate through.As I walked to the front of the room, I imagined myself as a motivational speaker rallying a crowd to this underdog cause. I pictured the faces of Elderville's students, their eyes shining with hope and unlimited possibility despite their humble surroundings. These were not just random data points, but precious human beings with boundless potential just waiting to be unleashed through education.With each reading, my courage and conviction grew. By the time I delivered the rousing call-to-action at the end, imploring listeners to donate generously to save this school, I heard hushed sniffles of emotion throughout the classroom. Even Mrs. Robinson seemed to dab a tear from her eye.In that moment, I felt powerful. Not with a sense of ego or self-importance, but with the empowering knowledge thatwords can spark real change in the world. If my essay could motivate even a handful of people to open their hearts and wallets to these disadvantaged students, it would be an extraordinary achievement.When the final bell rang, Mrs. Robinson approached me with a warm smile. "That was a truly exceptional piece of writing," she praised. "You should be very proud - I could feel the impact behind your words. Who knows, maybe your essay will help raise enough awareness and funds to save Elderville Elementary."As I walked home, I gazed up at the clouds, dreaming of the incredible futures those kids could build with the foundation of a solid education. Scientist who cures diseases, innovator who transforms technology, leader who protects human rights - thanks to that simple act of charitable giving, rewriting their life trajectories.In that uplifting moment, I realized that even students have power to change the world, simply by tapping into our passion and using our voices for good. A legacy of positive change can start right here, right now, with something as modest as a persuasive essay. And that thrilling possibility is why the written word is one of humanity's most powerful forces.篇3If You Had to Donate Money to a Remote Rural SchoolIt was just another day at Oakwood High when our English teacher, Mrs. Roberts, made an announcement that would change my perspective forever. She told us about a remote rural school in the mountains of Nepal that was in desperate need of funds to keep its doors open. Many of the students there were orphans or from impoverished families, and the school was their only chance at an education and a better life.At first, I'll admit, I didn't think too much about it. Sure, it was a sad situation, but there's poverty and need all over the world. What could a teenager like me really do to help? But then Mrs. Roberts showed us some pictures of the school and the kids, and I was struck by how bright and eager their smiling faces looked, despite the bare concrete classrooms and tattered textbooks. These were kids just like me, dreaming of a good education and all the opportunities it could bring.That's when it really hit me – I was one of the luckiest teenagers on the planet. My parents made good money, I lived in a nice house, I got decent grades, and I had so many options ahead of me that I took for granted every single day. Meanwhile,those kids in Nepal were struggling just to get the most basic education and have a shot at rising out of poverty. It just didn't seem fair.So I decided then and there that I needed to do something to help, no matter how small. I started asking around to see if anyone else was interested in raising money for the Nepali school. To my surprise, a bunch of my classmates were really into the idea once they heard the details from Mrs. Roberts. We formed a little committee and started planning some fundraising initiatives.Our first idea was to hold a bake sale at school with homemade cookies, cupcakes, brownies, you name it. We spent a few weekends baking up a storm at each other's houses, whipping up dozens and dozens of delicious treats. The bake sale was a huge success, with kids lining up around the block to get their hands on the goodies. We raised over 500 in just one day!Buoyed by that success, we decided to get even more ambitious. We organized a talent show at the school auditorium, with students singing, dancing, playing instruments, even doing comedy routines and magic acts. The talent on display was really impressive. We charged 5 for admission and sold snacks anddrinks. To our amazement, we packed the auditorium and raised another 1,200 for the Nepali school fund.But we weren't done yet. Keeping up the momentum, we planned a readathon where students collected pledges for every book they read over a two-week period. Kids were reading everywhere – at home, at recess, even a few chapters in between classes. When we tallied up all the pledges at the end, we'd raised nearly 2,000 more!As the money kept rolling in, I couldn't believe how enthusiastic and committed everyone had become to this cause. What started as a little spark of inspiration was turning into a major fundraising campaign. Part of me thought we should just send the money to Nepal, but my friends convinced me that we could do even more with a little creativity and perseverance.That's how we ended up organizing Oakwood High's first ever International Festival. We reached out to cultural groups and small businesses in the community to set up booths showcasing their clothing, food, music, arts and crafts from around the world. The gym was transformed into a vibrant bazaar, with colors and aromas from every corner of the globe.Tickets for the festival sold like hotcakes. People came from all over to experience the sights, sounds and flavors. We hadIraqi falafel, Turkish kebabs, Indian curries, you name it. There were traditional dances, calligraphy demonstrations, even a few carnival games thrown in for fun. By the end of that amazing day, our fundraising total was over 8,000!After months of hard work and dedication from me and my friends, we had raised an incredible sum. None of us could have imagined that our little passion project would snowball into such a massive success. I'll never forget the looks of pride and accomplishment on everyone's faces when we did the final money count.Last month, a few of us got to visit the rural school in Nepal to hand-deliver the funds we had raised and see it go directly towards their operating costs, school supplies, extra teachers' salaries and more. The principal broke down in tears of gratitude, saying that our donation was going to allow them to keep their doors open for another couple of years at least.But even more impactful than the money was visiting the classrooms and meeting the students themselves. Despite the remoteness of their village and the humbleness of their school, those kids were some of the brightest, most engaging young people I've ever met. They were overflowing with optimism, curiosity and a thirst for knowledge. Their warm smiles andaffectionate hugs conveyed a simple message: "Thank you for giving us the opportunity to learn and chase our dreams."On the long journey back home, I had a lot of time to reflect on this whole experience and how it had opened my eyes to the power of passionate people joining together for a worthy cause. It made me realize how lucky I was, but also how much of a difference I could make just by channeling my energy and creativity in a positive direction.I feel like I'll never look at my education the same way again. Instead of taking it for granted, I now see it as an incredible gift and privilege that has put me on the path to a successful future. And I know that no matter where life takes me, I'll always try to pay forward that gift by supporting education opportunities for those who weren't born into the same fortunate circumstances.Trying to help those in need, especially kids and their futures, has given me more feelings of gratification and perspective than I could have imagined. This experience has shown me the profound impact a group of passionate teenagers can create through perseverance, teamwork and believing in something bigger than themselves. I feel like we've all grown so much as people throughout this journey, and I know it's just the start of bigger things to come.。
英语四六级考试译文笔记 第11篇
英语作文写作及翻译老师笔记(四六级考试)1.有充分文献证实,过大的压力会引起焦虑以及抑郁。
因此,对自己期望过高或经常担心成绩的学生患上这些心理症状的风险很高。
It is well documented that(1.有充分文献证实)intense pressure can lead to(2.导致)both anxiety and depression. Consequently, students who place excessively high expectations on (3.对……期望过高)themselves or are constantly worried about their grades will be at high risk of(4.……的风险很高)developing these emotional symptoms. 1- It is well documented thatbe well documented可以直译为“被详细记录”,that引导主语从句,it为形式主语。
词典释义:documentverb transitive UK [ˈdɒk.jʊ.mənt/to record the details of an event, a process, etc. 记录,记载•His interest in cricket has been well-documented(= recorded and written about) by the media.他对板球的兴趣在媒体的报道中都有详细的记载。
外刊例句:It is well documented that loneliness and social isolation among older people in the UK is increasing, resulting in challenges such as increased costs of caring for older people in hospital as this article suggests.有充分文献证实,英国老年人群中的孤独和社交隔离给政府带来了各种挑战,比如本文所述的正不断增加的老年人医疗花费。
sunwei的公考笔记
sunwei的公考笔记Sunwei's public examination notes have been an ongoing issue. Since it is such an important aspect of his academic and professional future, it is crucial that he has a comprehensive and effective set of notes to study from. His notes should be reflective of the diverse and complex nature of the public examination material.Sunwei的公考笔记一直是一个持续的问题。
由于这对他的学术和职业未来非常重要,因此他必须有一套全面有效的笔记来学习。
他的笔记应该反映出公考材料多样复杂的内容。
To begin with, Sunwei should organize his notes in a structured and logical manner, ensuring that he can easily locate specific information as needed. This could involve using headings, subheadings, and bullet points to categorize and present the material. Additionally, color-coding or highlighting important points can help draw attention to key concepts and make the notes more visually engaging and memorable.首先,Sunwei应该以结构化和逻辑的方式组织他的笔记,确保他可以在需要时轻松找到特定信息。
伍德罗·威尔逊
伍德罗·威尔逊维基百科,自由的百科全书跳转到:导航, 搜索汉漢▼▲伍德羅·威爾遜Thomas Woodrow Wilson第28任美國總統任期1913年3月4日–1921年3月4日副總統托馬斯·賴利·馬歇爾前任威廉·霍華德·塔夫脫繼任沃倫·G·哈定出生1856年12月28日維吉尼亞州斯汤顿逝世1924年2月3日(67歲)華盛頓哥倫比亞特區政黨民主党配偶埃倫·路易絲·亞克森伊蒂丝·高尔特信仰長老教會簽名托马斯·伍德罗·威尔逊(Thomas Woodrow Wilson,1856年12月28日-1924年2月3日),美国第28任总统。
作为进步主义时代的一个领袖级知识分子,他曾先后任普林斯顿大学校长,新泽西州州长等职。
1912年总统大选中,由于西奥多·罗斯福和威廉·塔夫脱的竞争分散了共和党选票,以民主党人身份当选总统。
迄今为止,他是唯一一名拥有哲学博士头衔的美国总统(法学博士衔除外),也是唯一一名任总统以前曾在新泽西州担任公职的美国总统。
在第一个任期中,威尔逊支持民主党控制的议会通过联邦储备法案(Federal Reserve Act),克莱顿反托拉斯法案(Clayton Antitrust Act),联邦农田贷款法案(Federal Farm Loan Act),还通过新的收入法在联邦一级开征收入税,以及建立联邦贸易委员会。
但他也同时因为支持在联邦资助的机构中实施种族隔离,导致大批黑人员工被解职,而遭到当时民权运动团体以及后人的批评。
于1916年大选中勉强胜出后,威尔逊第二个任期的中心议题是第一次世界大战。
尽管他在竞选时打出了“他让我们远离了战争”(he kept us out of the war)的口号,美国的中立政策却未能持久。
德国经外交秘书阿瑟·齐默尔曼发送给墨西哥、保证其若两国结盟德国将帮助墨重新获得被美国占领之北方数州的电报,以及发动无限制潜艇战促使威尔逊多次对德国给予警告,并最终于1917年4月要求国会宣战。
全国职场英语试题及答案
全国职场英语试题及答案一、听力理解(共20分)1. 根据所听对话,选择正确答案。
A. 会议将在下午举行。
B. 会议将在上午举行。
C. 会议被取消了。
录音内容:...The meeting will be held in the morning...答案:B2. 根据所听短文,回答问题。
Q: What is the main topic of the passage?A. The importance of teamwork.B. The benefits of technology.C. The challenges of globalization.录音内容:...The passage mainly discusses how teamwork can improve productivity in the workplace...答案:A二、阅读理解(共30分)1. 阅读以下短文,选择最佳答案。
In the business world, effective communication is key to success. It is essential for building relationships, resolving conflicts, and making decisions. Which of the following is NOT a benefit of effective communication?A. Enhancing trust among team members.B. Improving the efficiency of meetings.C. Reducing the need for meetings.D. Facilitating problem-solving.答案:C2. 阅读以下短文,回答问题。
The text discusses the role of technology in modern workplaces. What does the author suggest is the impact of technology on employees?A. It increases job security.B. It reduces the need for human interaction.C. It improves productivity and efficiency.D. It creates more job opportunities.答案:C三、完形填空(共20分)Reading is a skill that can be developed and improved with practice. Here are some tips to enhance your reading skills: 1. Read regularly to improve your vocabulary and comprehension.2. Skim through the text to get a general idea before reading in detail.3. Take notes to remember important points.4. Use context clues to understand unfamiliar words.5. Practice reading different genres to broaden your perspective.答案:1. regularly2. Skim3. notes4. clues5. genres四、翻译(共20分)1. 将以下句子从英文翻译成中文。
英语四级作文笔记
英语四级作文笔记题目:The Power of Note-T akingNote-taking is a simple yet powerful tool that transforms passive learners into active knowledge seekers. By recording information, insights, and questions during lectures, readings, or discussions, individuals engage in a process that enhances retention, comprehension, and future application of the material.Firstly, note-taking promotes active listening and concentration. It forces the mind to filter, summarize, and organize incoming information, ensuring a deeper engagement with the content being presented. This mental processing not only aids in immediate understanding but also strengthens memory formation, as the act of writing itself reinforces neural pathways associated with the learned material.Secondly, notes serve as a personalized study resource. They condense complex ideas into concise summaries, highlight key concepts, and provide a visual representation of the subject matter. This structured reference material simplifies review, facilitates connections between topics, and accelerates the learning process. Furthermore, revisiting notesperiodically helps reinforce memory and solidify understanding, making them invaluable for exam preparation or project work.note-taking fosters critical thinking and creativity. As individuals record information, they naturally evaluate its relevance, question assumptions, and generate their own insights. This process encourages intellectual curiosity, stimulates innovative thinking, and equips learners with the skills needed to analyze, synthesize, and apply knowledge in novel situations.。
国外商业银行监管研究及启示
•国外商业银行监管研究及启示•摘要:我国加入世贸组织已跨入第四个年头,我国商业银行监管机构在引导我国商业银行完善风险管理机制,防范和化解金融风险,促进商业银行业增加国际竞争力的工作中,有必要继续借鉴国际上商业银行监管的先进经验,推动我国商业银行监管制度和监管机制的进一步创新。
一、商业银行为什么要受到监管一般人认为,商业银行应该受到监管是为了保护存款人或投资者的利益,但是,监管商业银行更重要的意义在于保持和促进国民经济的健康发展。
这是因为,国民经济的健康发展既依赖于商业银行的稳定和高效率的运转,中央政府在运用灵活有效的经济政策或货币政策时,也高度依赖于稳健的商业银行系统推动国民经济迈向既定的宏观经济目标。
商业银行所属的金融业的外部性具有正、负双重效应。
从宏观层面看,金融业既是经济运转中社会多余资金向资金短缺而又急需的地方流动的媒体与渠道,又因其自有资本相对较少,是一个运营风险度高、自身经营风险波及面广的行业。
它们的经营风险一旦发生,可能引发社会信用链条的中断和社会支付清算系统的瘫痪,危及整个社会经济的正常运行。
同时,由于人们难以获知商业银行的具体经营状况,无法及时得知银行的问题所在,存款人和投资人与商业银行之间的信息不对称。
因而把中央宏观经济管理机构对商业银行的监管分为了直接监管和间接监管。
中央宏观经济管理机构运用自身的监管权力,直接干预商业银行的经营行为来保障它们的安全和稳固,称为直接监管;而间接监管则是要求各类商业银行充分披露其经营信息,以便存款人和投资者了解和监督商业银行的经营状况,提高金融市场的透明度,缓解市场主体之间的信息不对称,遏制逆向选择和道德风险的发生,保障金融市场的安全。
二、商业银行监管的国际经验(一)美国的商业银行监管1.监管机构的设置。
(1)根据《国民银行法》于1863年建立的美国财政部货币监管总署,其主要职责是审查国民银行的注册及其分支行的设置、银行之间的合并,制订商业银行监管相应的管理条例和法规,并贯彻执行。
新视野大学英语(第三版)Unit 7_单词解释+例句
Unit 7TEXT ANew wordsfraudn.[C, U] the crime of deceiving people in order to gain sth. such as money or goods 欺诈;诈骗They said that it was the temptation of money that led them to commit the fraud. 他们说正是受到金钱的诱惑他们才去行骗的。
He has been charged with tax fraud/credit card fraud. 他被控逃税/信用卡诈骗。
corruptionn.[U] dishonest, illegal, or immoral behavior, esp. from sb. with power (尤指有权势者的)贪污,贿赂,受贿,腐败We think all governments should serve their people and seek to end corruption. 我们认为所有的政府都应该服务于人民,并且力求消除腐败。
expelvt.officially force sb. to leave a place or organization because of their bad behavior 强迫(某人)离开;驱逐;开除Two senior students have been expelled for cheating on the final exam. 两名大四学生因为在期末考试时作弊而被学校开除。
Eight Olympic athletes were expelled for drug-taking. 八名奥运会运动员因服用禁药被取消了比赛资格。
purchasen.[C, U] (fml.) sth. you buy, or the act of buying it 购买(的东西)Advertisers need to learn what will motivate people to make a purchase. 广告商需要了解什么会刺激人们买东西。
The Power of Effective Note-Taking
The Power of Effective Note-TakingNote-taking is an essential skill that every student should possess. It is the process of recording important information from lectures, textbooks, and other sources. Effectivenote-taking is a powerful tool that can help students to understand the material better, retain information, and perform well in exams. In this article, we will explore the power of effective note-taking from multiple perspectives.From a student's perspective, effective note-taking is crucial for academic success. Students who take good notes are more likely to understand the material, retain information, and perform well in exams. Good notes help students to organize their thoughts and ideas, and to identify the most important information. This, in turn, helps them to study more efficiently and effectively. However, note-taking is not just about writing down everything that the teacher says. It is about listening actively, identifying key points, and summarizing information in a way that makes sense to the student.From a teacher's perspective, effective note-taking is also important. Teachers want their students to learn and succeed, and they can facilitate this by providing clear and concise lectures, as well as encouraging good note-taking habits. Teachers can help students to take effective notes by providing outlines, highlighting key points, and giving examples. They can also encourage students to ask questions and to participate in class discussions, which can help to clarify information and reinforce learning.From a cognitive perspective, effective note-taking can improve memory and learning. When we take notes, we are actively engaging with the material, which helps to encode the information in our memory. Additionally, note-taking helps us to organize and structure information in a way that makes sense to us, which can aid in recall and retrieval. Studies have shown that students who take notes by hand, rather than on a laptop, tend to retain more information and perform better on exams.From a professional perspective, effective note-taking is a valuable skill in many careers. In fields such as law, medicine, and engineering, taking accurate and detailed notes isessential for success. Good note-taking skills can also help professionals to stay organized, manage their time effectively, and communicate information clearly to others.From a personal perspective, effective note-taking can be a source of empowerment and confidence. When we take good notes, we feel more in control of our learning and more confident in our ability to understand and retain information. Additionally, good note-taking skills can help us to be more productive and efficient in our daily lives, whether we are taking notes in a meeting, making a to-do list, or jotting down ideas for a project.In conclusion, effective note-taking is a powerful tool that can benefit students, teachers, professionals, and individuals in many ways. It can improve academic performance, enhance memory and learning, facilitate organization and communication, and boost confidence and productivity. By developing good note-taking habits and techniques, we can unlock the full potential of this valuable skill and achieve greater success in all areas of our lives.。
GRE阅读强化班讲义2017寒假- key
KeyChapter Two练习1:单句功能推测1. 事实/作者观点2. 引用观点(consensus among scholars)3. 引用观点(they disagree潜藏两派引用观点)4. 事实(know的作用)5. 引用观点(one might assume)6. 事实/作者观点7. 事实(note的作用)8. 事实9. 事实(autobiography received criticism整体)+ 引用观点(negative criticism表现critics对the autobiography的立场)10. 引用观点(conception) + 作者对此引用观点持负评价(misconception)11. 事实(know的作用)12. 引用观点(某些人stressed) + 作者观点对此引用观点持正评价(rightly)13. 引用观点(argue)14. 事实(observe的作用)15. 引用观点(RR alters previous approach体现两派引用观点的冲突) + 作者观点(successfully 体现了作者对RR的赞同)16. 引用观点(debate concerning XXX takes precedence over analysis of XXX体现了两派引用观点的冲突) + 作者观点(unfortunately体现作者对前者持批判态度)17. 引用观点(wrote)18. 引用观点(a perception) + 事实(an editorial encouraging women to participate in movement是对该观点有利的事实)19. 引用观点(be attributed to)20. 引用观点(be regarded by)21. 引用观点(conventional story与cynical counterstory是对立的两派引用观点)22. 引用观点(in saga)23. 作者观点(not necessary)/事实24. 作者观点(improbable)/事实25. 作者观点/事实26. 事实(exhibit attracted scholarship) + 引用观点(his work challenged scholarship潜藏两派对立观点)27. 事实28. 事实29. 事实30. 事实31. 事实32. 事实(NR was popular以及no artist showed interest本身是事实+ 引用观点(NR was popular 潜藏大众对NR的立场,no artist showed interest潜藏artist对NR的立场)33. 引用观点(dismiss)34. 引用观点(suggest)35. 引用观点(view) + 作者观点(failed体现作者对该引用观点的负评价)36. 引用观点(indicate) + 事实(the importance of eland contrasted with the importance of pigs是对该引用观点有利的事实)37. 引用观点(portray … as体现了某些sketches的引用观点,depicted体现了women writers的引用观点,这两派观点对立+ 作者观点(valuable体现了作者对Buell的正评价,ignore体现了作者对Buell的负评价,increasingly characterized actual village communities体现了作者对women writers的正评价)38. 事实/作者观点39. 事实/作者观点40. 作者观点/引用观点练习2:句群关系与功能判断1. B,引出下文讨论对象women suffragist annual parade。
高考英语-【阅读理解】专题10-2016年高考英语全国I卷七选五素材核心词汇语境剖析与练习(解析版)
根据短文内容,从短文后的选项中选出能填入空白处的最佳选项。
选项中有两项为多余选项。
Secret codes(密码)keep messages private. Banks, companies, and government agencies use secret codes in doing business, especially when information is sent by computer.People have used secret codes for thousands of years.36Code breaking never lags(落后)far behind code making. The science of creating and reading coded messages is called cryptography.There are three main types of cryptography.37For example, the first letters of “My elephant eats too man y eels”spell out the hidden message “Meet me.”38You might represe nt each letter with a number, for example. Let’s number the letters of the alphabet, in order, from 1 to 26. If we substitute a number for each letter, the message “Meet me” would read“13 5 5 2013 5.”A code uses symbols t o replace words, phrases, or sentences. To read the message of a real code, you must have a code book.39For example, “bridge” might stand for “meet” and “out” might stand for “me”. The message “Bridge out” would actually mean “Meet me.”40 However, it is also hard to keep a code book secret for long. So codes must be changed frequently.A. It is very hard to break a code without the code book.B. In any language, some letters ar e used more than others.C. O nly people who know the keyword can read the message.D. As long as there have been codes, people have tried to break them.E. You can hide a message by having the first letters of each word spell it out.F. With a code book, you might write down words that would stand for other words.G. Another way to hide a message is to use symbols to stand for s pecific let ters of the alphabet.★语篇解读★★语言知识★【核心词汇】1.Code breaking never lags far behind code making.2.密码的破译永远不会被密码的编造甩在后面3.spell out the hi dden message拼出每个词的第一个字母去隐藏信息4.you must have a code book使用密码本5.private a. 私下的6.message n. 信息7.substitute v. 代替8.Code代码9.agency代理/机构10.as long.as=if只要11.symbol象征标志12.stand for代表13.represent代表specific 特定的具体的14.quently频繁地15. in order 按顺序more than后面跟名词,意为“不只是,不仅仅是”。
欧洲高考英语试卷
Part I: Listening Comprehension (30 points)Section A (10 points)In this section, you will hear ten short conversations. After each conversation, a question will be asked about what was said. You will hear each conversation and question only once. Choose the best answer from the four choices given.1. A. The man is looking for a job.B. The woman is offering to help the man.C. The man is discussing his studies.D. The woman is asking for advice.2. A. The library is closed on Saturdays.B. The library has a good collection of books.C. The woman is not a student.D. The man is a teacher.3. A. The man is playing tennis.B. The woman is going to the gym.C. The man is exercising at home.D. The woman is not interested in sports.4. A. The man is planning a trip.B. The woman is booking a hotel room.C. The man is looking for a travel agent.D. The woman is not going on vacation.5. A. The man is taking a test.B. The woman is helping the man study.C. The man is feeling nervous.D. The woman is not interested in the test.6. A. The man is cooking dinner.B. The woman is going to the store.C. The man is not hungry.D. The woman is not interested in cooking.7. A. The man is a doctor.B. The woman is a patient.C. The man is giving a medical report.D. The woman is not feeling well.8. A. The man is playing chess.B. The woman is playing cards.C. The man is not interested in games.D. The woman is not good at chess.9. A. The man is teaching English.B. The woman is learning English.C. The man is not a native speaker.D. The woman is not interested in learning English.10. A. The man is playing the piano.B. The woman is singing.C. The man is not musical.D. The woman is not interested in music.Section B (20 points)In this section, you will hear a passage. After hearing the passage, answer the questions that follow. You will hear the passage and the questions only once.Question 11-13 are based on the following passage:[Passage about the importance of education and the challenges faced by young people in Europe today.]11. What is the main topic of the passage?A. The benefits of education.B. The challenges of young people in Europe.C. The importance of higher education.D. The impact of technology on education.12. According to the passage, what are some of the challenges faced by young people in Europe?A. Lack of access to education.B. High unemployment rates.C. Financial difficulties.D. All of the above.13. What is the author's suggestion to overcome these challenges?A. Increase government spending on education.B. Encourage young people to be entrepreneurial.C. Provide more scholarships and financial aid.D. Both B and C.Part II: Structure and Written Expression (20 points)In this part, there are 10 sentences. Some sentences have errors intheir structure or written expression. You are to correct the errors and rewrite each sentence.14. I have never seen such beautiful scenery before in my life.15. The students were not able to finish their homework because the power was out.16. It was not until I arrived at the airport that I realized I had left my passport at home.17. She is so intelligent that she can solve any problem quickly.18. He is taller than his brother by a head.19. The more you exercise, the healthier you will feel.20. I was wondering if you could help me with my assignment.Part III: Reading Comprehension (30 points)Read the following passage and answer the questions that follow.Passage:The European Union (EU) is a political and economic union of 27 member states that are located primarily in Europe. The EU was established to foster economic integration and political cooperation among its member states. One of the main goals of the EU is to ensure peace and stability in Europe.Question 21-25:21. What is the primary purpose of the European Union?A. To promote economic growth.B. To maintain peace and stability.C. To increase trade between member states.D. To establish a single currency.22. How many member states does the EU currently have?A. 27B. 28C. 29D. 3023. What is one of the main challenges faced by the EU?A. High unemployment rates.B. Climate change.C. Political instability.D. All of the above.24. What is the EU's main goal regarding peace and stability?A. To establish a single military force.B. To promote economic integration.C. To prevent conflicts between member states.D. To create a single currency.25. According to the passage, what is one of the EU's most significant achievements?A. The establishment of the Schengen Area.B. The creation of the Euro.C. The signing of the Maastricht Treaty.D. The expansion of the EU's borders.Part IV: Writing (20 points)Write an essay on the following topic:"The Role of Technology in Education: Benefits and Challenges"Your essay should be at least 200 words. Be sure to include an introduction, body paragraphs, and a conclusion. Use a variety of sentence structures and vocabulary to demonstrate your language skills.。
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βn∗,k,q =
1
nn
n
(−1)m
mq
(n−1)(k−1) 2
+k+m−2
1−q
m=0
m
(1
−
qm−
n−1 2
−2)(1
−
qm−
n−1 2
)
.
We define generating function Fk∗,q(t; k) of the q-Bernoulli polynomials βn∗,k,q(k) ( n ≥ 0 ) as follows:
of consecutive integers.
In [6], Garrett and Hummel gave a combinatorial proof of a q-analogue of
n+1 2
2
as
follows:
n k=1
k3
=
n
qk−1
k=1
1 − qk 2 1−q
1 − qk−1 1 − q2
[k]q
2
[k
]qm−1
q(n−k)
m+1 2
.
k=1
(1.2)
Then Warnaar[23](for m = 3) and Schlosser[21] gave formulae for m = 1, 2, 3, 4, 5 as
the meaning of the q-analogues of the sums of consecutive integers, squares, cubes, quarts
Recently, the problem of q-analogues of the sums of powers have attracted the attention of several authors([8],[9],[15],[19],[21],[23]). Let
n
Sm,n(q) =
arXiv:math/0503209v1 [math.NT] 11 Mar 2005
A NOTE ON THE SUMS OF POWERS OF CONSECUTIVE q-INTEGERS
YILMAZ SIMSEK Mersin University, Faculty of Science, Department of Mathematics 33343 Mersin,
Korea tkim@kongju.ac.kr
Seog-Hoon Rim Department of Mathematics Education, Kyungpook National University, Taegu 702-701,
Korea shrim@knu.ac.kr
Abstract. In this paper we construct the q-analogue of Barnes’s Bernoulli numbers and polynomials of degree 2, for positive even integers, which is an answer to a part of Schlosser’s question. For positive odd integers, Schlosser’s question is still open. Finally, we will treat the q-analogue of the sums of powers of consecutive integers.
For any positive integers n, k(> 1), h ∈ Z, let
k−1
Sn,qh (k) = qhj[j]nq .
j=0
2
Then, he obtained the interesting formula for Sn,q(k) below:
Sn,q (k)
=
1 n+1
∞
Fk∗,q(t) = −t
qk−j [j]q2
exp(t[j]qq
k−j 2
)
j=0
(1.3)
= ∞ βn∗,k,qtn (cf. [10], [11], [12], [13], [14], [15], [16]). n=0 n!
Theorem 1. Let k, n be positive integers with n ≡ 0 (mod 2). Then
+
1 − qk+1 1 − q2
=
n+1
2
,
2q
where
n k
q
=
k j=1
1
− qn+1−j 1 − qj
denotes the q-binomial coefficient. Garrett and Hummel, in their paper, asked for a simpler q-analogue of the sum of cubes . As a response to Garrett and Hummel’s question, Warnaar gave a simple q-analogue of the sum of cubes as follows:
Turkey ysimsek@.tr
Daeyeoul Kim Dept. of Math., Chonbuk National
University, Chonju, 561-756, Korea
daeyeoul@chonbuk.ac.kr
TAEKYUN KIM Institute of Science Education, Kongju National University Kongju 314-701,
any integer k define the q-integer as
qk − 1 [k]q = q − 1 , (cf. [11],[12],[13],[16],[17]).
Note that limq→1[k]q = k. Recently, many authors studied q-analogue of the sums of powers
2000 AMS Subject Classification: 11B68, 11S40. keywords and phrases :Sums of powers, Bernoulli Numbers, q-Bernoulli Numbers, zeta function, Dirichlet series
and quints. By two families of polynomials and Vandermonde determinant, Guo and
Zeng[9] found the formulae for the q-analogues of the sums of consecutive integers (for
Sm,n(q), which is defined in (1.2), and left it as an open problem. By using Kim’s technical method to construct q-Bernoulli numbers and polynomials in
Typeset by AMS-TEX
1
1. Introduction
In 1713, J. Bernoulli first discovered the method which one can produce those formulae
for the sum
n j=1
jk,
for
any
natural
[10],[11],[12],[13],[14],[15],[16],[19], for positive even integers, we construct the q-analogue
of Barnes’ Bernoulli numbers and polynomials of degree 2, which is an answer to a part of
n m=0
n (−1)m m
mqk(m−1)
mqk(m+1)
1
−
qm−
n−1 2
−2
−
1
−
qm−
n−1 2
numbers
k
(cf.
Байду номын сангаас
[1],[3],[6],[7],[15],[22]).
The
Bernoulli
numbers are among the most interesting and important number sequences in mathemat-
ics. These numbers first appeared in the posthumous work “ Ars Conjectandi” (1713)
by Jakob Bernoulli(1654-1705) in connection with sums of powers of consecutive integers(
Bernoulli(1713) or D. E. Smith(1959) see [15]).
Let q be an indeterminate which can be considered in complex number field, and for
m = 1, 2, ..., 11) by which they recovered the formulae of Warnaar(for m = 3) and Schlosser