Theory of the evolutionary minority game

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《马克思主义的三个来源和三个组成...

《马克思主义的三个来源和三个组成...

《马克思主义的三个来源和三个组成部分》(Three sources and three components of Marx doctrine)Two, Lenin: the three sources and three components of Marx doctrine(1) the first part of the article points out the three characteristics of Marx doctrine:(1) Marx's theory is a critical and revolutionary theoryThe theory organically combines strict science with high revolutionary. This theory criticizes the old world and creates a new world, thus causing hatred and hatred of all bourgeois science.(2) Marx's theory is the theory of developmentThis theory is not a closed, rigid theory that has emerged from the path of world civilization. This theory did not abandon the bourgeois era's most valuable achievements, but the absorption and transformation of all the valuable things of human thought and culture in the development of human advanced thoughts and answers various questions have been proposed.(3) Marx's theory is rigorous scientific theoryMarx inherited and further developed the outstanding achievements of philosophers, economists and historians in the early nineteenth Century, the latest achievements in science. Marx's philosophy and political economics constitutes athorough materialist world outlook.(two) the article concisely describes the three sources and three components of Marx doctrine.1, in terms of philosophy, (1.1 - 6)(1), Marx philosophy of dialectical materialism (1.1 - 3)Marx and Engels both inherited and further developed in the late eighteenth Century with the medieval monks and forces in the fight against the French materialism, and inherited and further developed the achievements of German classical philosophy in the early nineteenth Century, especially Hagel's philosophy and Felba's philosophy of materialism Kazakhstan achievements, thus creating dialectical materialism. Lenin believes that these achievements are the main dialectics, that is the most complete, the most profound and without one sidedness of the theory of development". Marx's dialectical materialism is the basis of Marx's theory.(2), historical materialism is the greatest achievement in scientific thought (1.4 - 1.5)Lenin believed that Marx applied dialectical materialism to the understanding of human society and its history, and founded historical materialism. This is the greatest achievement in scientific thought, and a great discovery by Marx. Marx's scientific theory shows that the key to understanding the development of human history lies in the study of the material conditions and material activities of human society.Productivity is the most important factor in social life. Marx proved that the system depends on the social relationship to the level of development of productive forces, social relations and changes with the development of material productivity, so as to reveal the regularity of the development of society and a social economic structure to the necessity of another social economic structure more change.Lenin also pointed out that the proof of Marx's theory of philosophy, it is social existence determines the consciousness of the people, people's social consciousness reflects the social and economic system, system, organization and institution of law and politics is the economic foundation of the superstructure, the various political forms of capitalist countries are to consolidate bourgeois political service.(3), Marx's philosophy is a great tool for understanding (section 1.6)Lenin pointed out that in 1886 Engels wrote "Ludwig?" the end of Feuerbach and German classical philosophy 1877-1878 years to write "anti Dulin theory" the most clear the most detailed description of Marx's philosophy. Engels affirmed the positive role of Hagel dialectics and Feuerbach materialism in these two works, critique of Hagel's idealism and Feuerbach's idealism, the basic problem of philosophy as a classic summary of materialism and idealism limits standard, discusses the basic rules and category of dialectics, the determine the objective laws of historical development and the economic basis of the superstructure. Lenin believed that Engels's two books werebooks for awakening workers.Lenin finally wrote: "Marx's philosophy is a complete philosophical materialism, it gives great tools of knowledge to mankind, especially to the working class."."2, in terms of Economics (2.1 - 2.10)(1), the research object of Marx's Political Economics (Section2.1)Marx's political economy takes capitalist productive relations as the direct object of study.The superstructure of capitalist society is built on the basis of capitalist economy. If we want to change the superstructure of capitalism, we must first study the superstructure of capitalist society. To study the superstructure of capitalism, we must study the economic foundation that it relies on. The economic base of capitalism is the production relations dominated by capitalist society, that is, private ownership of capitalism. Capitalist private ownership is the basic economic system of capitalist society.Marx's representative work of political economy, Das Kapital, takes the capitalist economic system and production relations as the object of study.(2), the relationship between Marx's Political Economics and its direct theory source (Section 2.2)Marx took advantage of the classical economics of the bourgeois economy of Britain, the most developed capitalist country from the early eighteenth Century to the early nineteenth Century. The representatives of this school, Adam Smith and David Ricardo, developed the theory of labor value, and demonstrated that labor is the only source of value. But they can not explain the contradictions of capitalism and the essence of capitalist relations of production. Marx studied the capitalist economic system in his major works of "Das Kapital" specifically, reveals the capitalist society of the emergence and development of capitalist society, proves that it is necessary to perish.(3), the basic viewpoints of Marx Political Economics (2.3 - 2.8)Marx saw the relation between man and man when he saw the relation between things and commodities (commodity exchange goods). He set out from the analysis of bourgeois economic cell commodity, expounds on the market commodity exchange relations reflect people's social relations, analyzes the duality of commodity, the use value and exchange value contradiction, found: duality of productive labor and labor creating value in commodities labor, reveals the workers sold to capitalist labor during its use can create more than the value of its own, this part is the value of surplus value. Thus Marx revealed the secret of capitalist exploitation.The theory of surplus value created by Marx is the footstone of Marx's economic theory and the second great discoveries after historical materialism.Marx explained that the capitalist mode of production and its bearers of the bourgeoisie, by depriving the small producers of the scattered production of data gathered, resulting in monopoly status of big capitalists alliance. In this way, production has become social production, and the product is no longer a product of other people, but a common product of many workers. But the products that work together are privately owned by the capitalists. The capitalist system made workers increasingly dependent on capital, making production more socialized, and creating great forces for joint labor.The analysis made by Marx of the capitalist mode of production science, reveals the economic movement of the laws of capitalist society to expose the experience causes the capitalists exploit the workers and the secrets of the proletariat and the bourgeoisie opposing. According to his analysis of capitalist production social and private ownership of the means of production of the basic contradiction and the resulting production of anarchy, fierce competition, the cyclical economic crisis and so on scientific proof, the capitalist relations of production must be replaced by the socialist production relations.3, in the aspect of the theory of socialism (3.1 - 3.8)(1), utopian socialism of the historical conditions and fundamental limitations (3.1 ~ 3.2)Marx and Engels critically inherited the teachings of the three utopian socialists, France's Saint Simon (1760--1825), Fu Liye (1772~1837), and Erwin of England (1771~1858). In the earlynineteenth Century, the British Industrial Revolution and the French bourgeois revolution promoted the great development of capitalist politics and economy, and the contradictions between the proletariat and the bourgeoisie were becoming increasingly apparent. These three great utopian socialists in the conflict caused by the capitalist social system began to form, you will see that the capitalist society is a social system following the serf system after the oppression and exploitation of workers. They have mercilessly exposed and criticized capitalism, made a detailed vision of the future social system, and promoted it from outside to society through propaganda, demonstration and experimentation. Correct ideas despite their works contains many specific characteristics about the contradictions of capitalism and the future of the socialist society, but they can not scientifically clarify the essence of capitalist society, do not understand the law and the social development to create new social forces. They denied class struggle and promoted the peaceful transformation of society.(2), the basic theories of scientific socialism (3.3 - 3.6)Marx and Engels analyzed the connection and the fundamental difference between scientific socialism and utopian socialism, and made great difference between the two great discoveries of historical materialism and the theory of surplus value, which transformed socialism from fantasy to science. In this way, they reveal the class struggle is divided into basic and power against the class of social development, clearly pointed out that only the proletariat is the creation of new social forces of society, demonstrates the historical inevitability of thecollapse of capitalism and the victory of communism.Lenin summed up: "only Marx's philosophical materialism gave the proletariat a way out of the spiritual slavery.". Only Marx's economic theory,It illustrates the true position of the proletariat in the whole capitalist system."Three, Mao Zedong: "the transformation of our study."。

我最喜欢的书疯狂动物城英语作文简单

我最喜欢的书疯狂动物城英语作文简单

我最喜欢的书疯狂动物城英语作文简单全文共3篇示例,供读者参考篇1My Favorite Book: ZootopiaOne of my all-time favorite books is Zootopia, the novelization of the wildly popular Disney animated film. I first saw the movie when it came out in 2016 and instantly fell in love with the clever story, lovable characters, and inspiring message. When I found out there was a book version, I knew I had to read it.For those unfamiliar with the story, Zootopia is set in a world where animals, not humans, are the civilized species. The city of Zootopia is a vibrant metropolis where animals of all kinds live together, with sections designed to mimic the variousclimate-based habitats that different species require. Despite their differences, the city promotes the values of equality, diversity, and following your dreams.The book follows the stories of two central characters - Judy Hopps, an ambitious bunny from the rural countryside who dreams of becoming the first rabbit officer on the Zootopiapolice force, and Nick Wilde, a clever con-artist fox trying to get by on the streets of the big city. Their paths cross when Judy is assigned to solve her first major case - a series of mysterious predator disappearances that threatens to disrupt the fragile peace between predators and prey in Zootopia.What I love most about Zootopia is how well the themes and social commentary are woven into such an entertaining and heartwarming story. On the surface, it's a classic buddy cop tale filled with action, humor, and likable characters that you can't help but root for. But it also serves as a clever allegory about racism, stereotyping, and the consequences of fear-mongering and divisive rhetoric.The movie and book do an excellent job of personifying different human races, cultures, and societal prejudices through the various animal species and their relations with one another. Judy faces discrimination and doubters who think a bunny could never be a real cop. Nick uses his conman skills to take advantage of the negative stereotypes about foxes being sly tricksters. There's an undercurrent of distrust and tension between the predator and prey populations of Zootopia. These dynamics parallel very real issues that humans still struggle withregarding racial profiling, discrimination, and the marginalization of certain minority groups.Yet the story never gets too preachy or heavy-handed with its social commentary. The intelligent allegorical storytelling is perfectly balanced with genuinely funny moments, heartfelt characters you grow to love, and a fun overarchingmystery/adventure plot that keeps you engaged from start to finish. Judy and Nick's evolving relationship is a true buddy story for the ages as they go from distrustful adversaries to the best of friends who ultimately save the city together.One of the most powerful aspects of Zootopia is its optimistic and inspiring message about overcoming bias and prejudice through understanding, acceptance, and cooperation. The scenes where Judy has an epiphany about beingreverse-stereotyped against predators like Nick, leading to a powerful apology and realization that they're on the same side, is incredibly moving and relevant. The solution to curing the prey's fear of predators comes down to studying the biology of their ancestors, emphasizing that fear is primitive and irrational when you look at facts rather than assumptions.The famous quote from the movie - "When we try to make the world a better place, we have to start with ourselves" -perfectly encapsulates the central theme. Too often, stories about racism and prejudice focus only on calling out the wrongs and placing blame on others. But Zootopia encourages the audience to look inwards, challenge their own preconceived notions, and be part of the solution through empathy,open-mindedness, and seeing others as individuals rather than stereotypes. It's a message of hope that if we can learn from our ancestors' evolutionary missteps and be brave enough to walk a mile in one another's shoes, we can create a society of mutual understanding and acceptance.Of course, being a Disney story, there's also the empowering message of following your dreams and being who you want to be, no matter what others think or expect of you. Judy's tenacious spirit and determination to make the world a better place is an inspiration to young readers. Her struggles are something that anyone who has felt like an underdog can relate to. And the fact that she achieves her goals through courage, perseverance, and an unshakable moral compass (with a little help from her new friend Nick) makes her a wonderful role model for kids.On a more surface level, I also love how creative andfully-realized the world of Zootopia is in both the movie and thebook. The various climate-based regions of the city like Tundratown, Sahara Square, the Rainforest District, and more are so vividly described and imagined. All of the little anthropomorphic details too - like rabbits having trouble going up and down with their metabolic rate, or tigers being terrifying when they yawn - make you almost believe this world of civilized animals could be real. The authors clearly put so much thought into worldbuilding to make it an immersive and believable setting while also having fun with all the animal puns and references.In many ways, Zootopia was ahead of its time when it first came out by tackling such heavy societal themes in a way that was still palatable family entertainment. But in an era of increasing racial and political divides, its central message of overcoming fear and uniting as a society feels more relevant than ever before. The book does an amazing job of expanding on that thought-provoking narrative while also being a truly delightful and fun read filled with adventure, humor, drama, and characters you can't help but love.Whether you've seen the movie or not, the novelization of Zootopia is a must-read, especially for young readers. It's a story that will capture your imagination with its rich worldbuilding andkeep you entertained with its sharp wit and lovable characters all while imparting an inspiring message about acceptance, tolerance, and making the world a better place that we could all benefit from hearing. In my mind, it's a true animated classic and novel for the ages.篇2My Favorite Book: ZootopiaIf you ask me what my favorite book is, I would say without hesitation that it's Zootopia by Nico Bunnybury. This delightful children's novel transports readers to an imaginative world where animals live just like humans, with their own societies, cities, and professions. The story follows the intertwining lives of Judy Hopps, an ambitious bunny who dreams of becoming a police officer, and Nick Wilde, a sly fox con artist. Their unlikely friendship and quest to unravel a mysterious case in the animal metropolis of Zootopia make for an entertaining andthought-provoking read.One of the things I love most about this book is its rich, vibrant world-building. Zootopia is not just any animal city; it's a meticulously crafted urban landscape where different animal species coexist and thrive in their respective neighborhoods,each tailored to their unique needs and lifestyles. From the lush rainforests of the Rainforest District to the sun-baked deserts of the Sahara Square, every corner of Zootopia is brimming with imaginative details that bring this anthropomorphic world to life.Judy Hopps, the book's protagonist, is a character I deeply admire and relate to. As a bunny from a small rural town, she faces countless obstacles and prejudices in her pursuit of becoming a police officer in the big city. However, her unwavering determination, intelligence, and courage inspire me to never give up on my dreams, no matter how daunting the challenges may seem. Judy's journey teaches us valuable lessons about perseverance, overcoming stereotypes, and the importance of believing in oneself.On the other hand, Nick Wilde, the sly and cynical fox con artist, provides a contrasting perspective. Initially, he appears to be the antithesis of Judy's idealism and moral fortitude. Yet, as their story unfolds, we witness Nick's gradual transformation from a disillusioned trickster to a loyal friend and valuable ally. His character arc is a powerful reminder that change is possible, and that even those who have lost their way can find redemption through the power of friendship and self-discovery.Beyond the compelling characters and imaginative world, Zootopia tackles important themes that resonate with readers of all ages. The book explores issues of prejudice, discrimination, and the dangers of making assumptions based on stereotypes. Through the lens of the animal world, Bunnybury skillfully addresses these complex topics in an accessible andthought-provoking manner, encouraging readers to question their own biases and embrace diversity and acceptance.One of the most memorable scenes in the book is when Judy and Nick uncover a shocking truth about the "savage" predators who have been going on rampages in Zootopia. This twist not only keeps the reader on the edge of their seat but also serves as a powerful metaphor for the dangers of fear-mongering and scapegoating in society. The book's message about understanding and embracing our differences resonates deeply with me, and I believe it's a lesson that holds tremendous value in our increasingly diverse world.Another aspect of Zootopia that I appreciate is its humor and wit. From the clever wordplay and puns to the hilarious cultural references and slapstick comedy, the book is a delightful read that keeps me laughing from start to finish. Bunnybury'swriting style is both intelligent and accessible, making the book enjoyable for readers of all ages.Furthermore, the book's illustrations are simply breathtaking. The vivid depictions of Zootopia's various districts, the expressive character designs, and the dynamic action sequences all come together to create a visually stunning experience. The illustrations not only enhance the storytelling but also provide a rich tapestry of details that invite repeated viewings and discoveries.In conclusion, Zootopia is a masterpiece of children's literature that has captured my heart and imagination. Its captivating characters, imaginative world-building, and profound themes make it a book that I can return to time and again, finding new layers of meaning and enjoyment with each reading. Whether you're a child or an adult, this book has something to offer everyone – a thrilling adventure, a heartwarming tale of friendship, and a poignant commentary on the importance of acceptance and understanding. Zootopia is not just a book; it's a celebration of diversity, imagination, and the power of storytelling to inspire and enlighten us all.篇3My Favorite Book: ZootopiaOne of my all-time favorite books is the novelization of the hit Disney animated movie Zootopia. I just love the world of anthropomorphic animals that the story takes place in. It's such a creative and fun concept! The book, written by Joe Dunn, does an excellent job of capturing the spirit and major plot points of the movie while adding extra scenes and backstory to flesh out the narrative.For those not familiar with the story, Zootopia is set in a modern world entirely populated by anthropomorphic mammals, where predators and prey live together in peace and harmony (mostly). The story follows Judy Hopps, a determined and optimistic young rabbit from the rural town of Bunnyburrow. Despite being told that "there's never been a bunny cop," Judy's lifelong dream is to become the first rabbit officer on the Zootopia Police Department.After passing the difficult training at the Police Academy, Judy finds that her new colleagues are less than thrilled to have a doe on the force. Her boss, Chief Bogo, starts her off on parking duty as a meter maid. But when Judy has the chance to help crack a big case involving missing mammals, she jumps at the opportunity. This leads her to reluctantly team up with a sly,wisecracking fox named Nick Wilde to investigate the disappearances.As a huge fan of the Disney Renaissance films growing up, I absolutely loved the mystery and adventure aspect of the Zootopia story. Judy and Nick make for a classic buddy cop duo in the vein of Roger Rabbit and Eddie Valiant, Jake and Lowery, Princess Anna and Kristoff, and other famous Disney pairings. Their completely opposite personalities and world views bounce off each other so perfectly.Judy is such an inspiring character to me - an underdog who never gives up on her dreams no matter how many obstacles are thrown her way. Her perseverance and belief in herself are so admirable. I loved watching her go from an idealistic young cop to a more worldly investigator while never losing her moral compass. And sarcastic, streetwise Nick is the perfect foil for her wide-eyed earnestness. Watching their initial distrust and annoyance with each other gradually turn into a true friendship and partnership was so heartwarming and satisfying.But the thing I really love most about Zootopia is its timely and smart commentary on prejudice, stereotyping, and breach of trust between different groups. The prey animals' ingrained fear of predators and the systemic disadvantages faced by foxes andother predators is clearly meant to parallel real-world issues of racism, sexism, and other forms of discrimination. Yet the allegory is integrated so seamlessly into an exciting world of animals that it feels more thought-provoking than preachy.The book did an excellent job fleshing out details that were only hinted at in the movie. For example, we get backstories on Judy's loving parents who had reservations about her dangerous career path and Nick's tragic childhood that turned him cynical towards the world. Little world-building bits were expanded too, like how the decrepit abandoned area once belonged to prey who went "underground" after prey-predator tensions flared up.My favorite added scene was where Nick's shady friend Finnick recounts how theydeveloped their elephant mouse-suit hustle to swindle others after being constantly discriminated against as foxes. It showed how cycles of prejudice create vicious cycles that are so hard to break out of. I know I'll never look at elephant shrew mice the same way again after reading that!Overall, the novelization really enriched my appreciation for the wonderful world and rich characters of Zootopia. The smart social commentary mixed with a buddy cop adventure tale made for an engrossing read that never gets old for me. I've read the book multiple times already and I know I'll revisit the story ofJudy Hopps, Nick Wilde, and the metropolis where anyone can be anything for many years to come. It's just such a wildly creative and heartwarming tale that never fails to leave me grinning from ear to ear.。

进化心理学_心理科学的未来发展_英文_

进化心理学_心理科学的未来发展_英文_

心 理 学 报 2007,39(3):381~382 Acta Psychologica Sinica381The Future of Psychology: Evolutionary Approach to Scientific PsychologyLei ChangDepartment of Educational Psychlogy, The Chinese University of Hong KongDavid C. GearyUniversity of Missouri at Columbia, USA“Evolutionary psychology is an approach to psychology, in which knowledge and principles from evolutionary biology are put to use in research on the structure of the human mind” (Cosmides & Tooby, 2001, p.1). The approach can be used to study and to provide broad theoretical framing of nearly all of the issues and topics within the traditionally defined fields of psychology. The 19 papers included in this special issue on evolutionary psychology are written by leading scholars in the field and address topics that can be organized by the familiar divisions of cognitive, developmental, and social psychology.Evolutionary cognitive psychology . The author of The origin of mind (Geary, 2005), David Geary leads the discussion on evolutionary cognitive psychology. His paper lays out the foundations and principles for understanding the brain and its cognitive and behavioral systems. Differing from the all-purpose general cognitive model, an evolutionary account of human cognition, as the paper asserts, emphasizes individual and specialized cognitive processing modules that have been naturally selected for solving recurring environmental and social problems. Geary provides detailed accounts of some of the familiar modules known in mainstream psychology as folk physics, folk biology, and folk psychology, and outlines how domain-general systems (e.g., working memory) may have evolved. Four other papers presented under this section are from Gary Brase,Wang Xiao-tian, Michael Corballis, and Steven Pinker. Gary Brase investigated the rather classical cognitive topic of Bayesian reasoning. Consistent with evolutionary theorizing, his empirical findings suggest that recurrence of the format and context in which a problem is presented improves human statistical reasoning. Wang’s empirical paper shows that risk taking behavior and decision making carry evolutionary footprints that can be inferred by investigating such variables as genders of parents and children and relative versus absolute family wealth. Michael Corballis and Steven Pinker are leadingReceived 2006-12-16Correspondence should be addressed to Lei Chang, Department of Educational Psychology, Chinese University of Hong Kong, Shatin, New Territories, Hong Kong; e-mail: leichang@.hk.authorities on language evolution. Emphasizing different issues (e.g., language instinct, to use the name of the author’s classic book (Pinker, 1994) and, for Corballis, language modality evolution or the transition “from hands to mouth” to borrow from his book title (Corballis, 2002), these two papers together provide a state of the art account of language evolution.Evolutionary developmental psychology . As the author of the first evolutionary developmental psychology text (Bjorklund & Pellegrini, 2002), David Bjorklund co-authored with Jason Grotuss, and Adriana Csinady to discuss life history tradeoffs concerning child and adolescent development. Why do humans have one of the longest childhoods in the natural world, and how does child development make use of cognitive plasticity within the beneficial adaptive constraints described by articles in the first section? As shown in this lead paper of the section, some of the answers are beyond simple combinations of evolutionary life history theories and those of mainstream developmental psychology. One of the answers has been provided by the next article by Jay Belsky, who is known for his seminal work on how early childhood experience may prompt the onset of biological clock by stimulating different reproductive strategies (Belsky, Steinberg, & Draper, 1991). In his current contribution, Belsky re-examines his theory by presenting existing empirical studies testing and extending his original work. The next three empirical studies (Byrd-Craven, Geary, Vigil, & Hoard; Brumbach, Walsh, & Figueredo; Frederick & Gallup, Jr.) provide additional evidence for these evolutionary developmental principles. Byrd-Graven et al. investigated the relation between developmental experience and later relationship preferences. Brumbach et al. examined adolescents’ sexual attitudes and behaviors in a large sample of 13,000 participants. Examining dental fluctuating asymmetry among 296 individuals of 10 species, Frederick and Gallup, Jr. concluded that the tradeoff between brain and motor development may have lessened selection pressure for developmental symmetry in humans relative to other primates. To conclude this section, Li and Chang made the distinction between parent-child382心 理 学 报 39卷resemblance belief and actual parent-child resemblance and found that parental belief about father-child resemblance affected paternal investment by moderating the associations between paternal parenting behavior and paternal versus child characteristics.Evolutionary social psychology examines mating and sexual relationships as a major research topic. Six articles are devoted to this topic, with the lead article by David Buss delineating and testing his Sexual Strategy Theory (SST, also see Buss, 1994). One of the pioneering theories of evolutionary psychology, SST has since spawned a large number of empirical studies across diverse cultural contexts. All the articles in this section are related to this theory in one way or another. Surbey and Brice examined the effectof self perceived mate value (SPMV), which was experimentally manipulated, on mating strategy differences between men and women. Consistent with SST, their results showed that, with enhanced SPMV, men preferred short term mating strategies, whereas the same effect was not found among women. The empirical findings of Starratt, Shackelford, Goetz, and McKibbin demonstrate how infidelity signals could change men’s long term mate retention behavior. Norman Li investigated mating strategies of both men and women. Extending SST, Li’s theory and findings suggest that people behave in ways consistent with microeconomic principles when the costs and benefitsin making mate choices are weighed. The empirical work by Graver-Apga, Gangestad, and Thornhill is about the effect of menstrual cycle on mating preferences, suggesting that women in the most fertile phase of their cycle were more vigilant about sexual coercion.In addition to these articles, the special issue also includes three conceptual papers bearing on broader issues of evolutionary psychology. They are Why evolutionary psychology? by Irwin Silverman; Reconciling evolutionary psychology and ecological psychology by Geoffrey Miller; and, Some of the whats, whos, and whens related to evolutionary psychology by Chang Lei. The former editor of the North American journal, Evolutionary Psychology, Irwin Silverman presents a succinct introduction to evolutionary psychology in which he explains how psychologists may overcome the conceptual weaknesses of the standard social science model by addressing the “why” questions of causation. Geofferey Miller takes a different approach by drawing comparisons between evolutionary psychology and ecological psychology. Incidentally, this paper by the author of the Mating mind (2002) also shows that evolutionary psychology is not all about sex. The final article introduces concepts and theories related to evolution and evolutionary psychology. Extended treatment of these and other topics are contained in an upcoming book in Chinese (Chang, 2007).To conclude this brief introduction of the special issue on evolutionary psychology, we want to use the following quotation to express our hope that the special issue makes a timely contribution to the rapid development of Chinese psychology. “Of all the factsof life, the most important is evolution. If psychologyis to take its legitimate place among the family of life sciences, it must eventually integrate its basic theories and facts with those of evolution.” (Rosenthal, 1970, p.1).ReferencesBelsky, J., Steinberg, L., & Draper, P. (1991). Childhood experience, interpersonal development, and reproductive strategy. Child Development, 62, 647-670.Bjorklund, D. F., & Pellegrini, A. D. (2002). The origins of human nature: Evolutionary developmental psychology. Washington, DC: American Psychological Association.Buss, D. M. (1994). The evolution of desire: Strategies of human mating. New York: Basic Books.Chang, L. (2007). Evolutionary psychology. Guangdong Higher Education Press. (in Chinese)Corballis, M. C. (2002). From hand to mouth: The gestural origins of language. Princeton, NJ: Princeton University Press.Cosmides, L., & Tooby, J. (2001). Evolutionary psychology: A primer. Center for Evolutionary Psychology Online Reading: /research/cep/primer.html.Geary, D. C. (2005). The origin of mind: Evolution of brain, cognition, and general intelligence. Washington, DC: American Psychological Association.Miller, G. F. (2000). The mating mind: How sexual choice shaped the evolution of human nature. New York: Doubleday.Pinker, S. (1994). The language instinct. New York: Harper-Collins. Rosenthal, D. (1970). Genetic theory and abnormal behavior. New York: McGraw-Hill.。

The Selfish Gene (Excerpt)

The Selfish Gene (Excerpt)

The Selfish Gene (Excerpt)By Richard DawkinsEvolution works by natural selection, and natural selection means the differential survival of the “fittest”. But are we talking about the fittest individuals, the fittest races, the fittest species, or what? For some purposes this does not greatly matter, but when we are talking about altruism it is obviously crucial. If it is species that are competing in what Darwin called the struggle for existence, the individual seems best regarded as a pawn in the game, to be sacrificed when the greater interest of the species as a whole requires it. To put it in a slightly more respectable way, a group, such as a species or a population within a species, whose individual members are prepared to sacrifice themselves for the welfare of the group, maybe less likely to go extinct than a rival group whose individual members place their own selfish interests first. Therefore the world becomes populated mainly by groups consisting of self-sacrificing individuals. This is the the ory of “group selection”, long assumed to be true by biologists not familiar with the details of evolutionary theory. The orthodox alternative is normally called “individual selection”, although I personally prefer to speak of gene selection….Even in the group of altruists, there will almost certainly be a dissenting minority who refuse to make any sacrifice. If there is just one selfish rebel, prepared to exploit the altruism of the rest, then he, by definition, is more likely than they are to survive and have children. Each of these children will tend to inherit his selfish traits. After several generations of this natural selection, the “altruistic group” will be over-run by selfish individuals, and will be indistinguishable from the selfish group. Even if we grant the improbable chance existence initially of pure altruistic groups without any rebels, it is very difficult to see what is to stop selfish individuals migrating in from neighbouring selfish groups, and, by inter-marriage, contaminating the purity of the altruistic groups.Perhaps one reason for the great appeal of the group-selection theory is that it is thoroughly in tune with the moral and political ideals that most of us share. We may frequently behave selfishly as individuals, but in our more idealistic moments we honour and admire those who put the welfare of others first. We get a bit muddled over how widely we want to interpret the word “others”, though. Often altruism within a group goes with selfishness between groups. This is a basis of trade unionism. At another level the nation is a major beneficiary of our altruistic self-sacrifice, and young men are expected to die as individuals for the greater glory of their country as a whole. Moreover, they are encouraged to kill other individuals about whom nothing is known except that they belong to a different nation….Recently there has been a reaction against racialism and patriotism, and a tendency to substitute the whole human species as the object of our fellow feeling. This humanist broadening of the target of our altruism has an interesting corollary, which again seems to buttress the “good of the species” idea in evolution. The politically liberal, who are normally the most convinced spokesmen of the species ethic, now often have the greatest scorn for those who have gone a little further in widening their altruism, so that it includes other species. If I say that I am more interested in preventing the slaughter of large whales than I am in improving housing conditions for people, I am l ikely to shock some of my friends. The feeling that members of one’s own species deserve special moral consideration as compared with members of other species is old and deep. Killing people outside war is the most seriously regarded crime ordinarily committed. The only thing more strongly forbidden by our culture is eating people (even if they are already dead). We enjoy eatingmembers of other species, however. Many of us shrink from judicial execution of even the most horrible human criminals, while we cheerfully countenance the shooting without trial of fairly animal pests. Indeed we kill members of other harmless species as a means of recreation and amusement.The muddle in human ethics over the level at which altruism is desirable—family, nation, race, species, or all living things—is mirrored by a parallel muddle in biology over the level at which altruism is to be expected according to the theory of evolution. Even the group-selectionist would not be surprised to find members of rival groups being nasty to each other: in this way, like trade unionists or soldiers, they are favouring their own group in the struggle for limited resources. But then it is worth asking how the group selectionist decides which level is the important one. If selection goes on between groups within a species, and between species, why should it not also go on between larger groupings? Species are grouped together into genera, genera into orders, and orders into classes. Lions and antelopes are both members of the class Mammalia, as are we.we then not expect lions to refrain from killing antelopes, “for the good of the mammals”? Surely they should hunt birds or reptiles instead, in order to prevent the extinction of the class. But then, what of the need to perpetuate the whole phylum of vertebrates?So I must argue for my belief that the best way to look at evolution is in terms of selection occurring at the lowest level of all. I shall argue that the fundamental unit of selection, and therefore of self-interest, is not the species, nor the group, nor even, strictly, the individual. It is the gene, the unit of heredity. To some biologists this may sound at first like an extreme view. I hope when they see in what sense I mean it they will agree that it is, in substance, orthodox, even if it is expressed in an unfamiliar way.。

企业异质性_高管过度自信与企业创新绩效_易靖韬

企业异质性_高管过度自信与企业创新绩效_易靖韬
与企业创新绩效*
○ 易靖韬 张修平 王化成
摘要 本文选用科技部数据库中全 部 A 股上市公司作
研 究 发 现 , 有关高 管 过 度自信 的 大多 数 研 究 往 往 认
为研究样本,探讨高管过度自信对企业创新绩效的影响。 为过 度自信这一心理偏差会导致不利于股 东价 值( 企业
为了融合各种不同的解释本文根据lee等的研究选取企业规模和企业负债这两种异质性视角来考察当企业规模和企业负债不同时高管过度自信与企业创新绩效关系的变化认为企业规模和企业负债共同塑造过度自信的高管进行投资决策时的企业情境二者可能确立了高管过度自信与企业创新绩效之间关系变动的边界即高管决策的企业情境的不同会导致过度自信对创新结果的不同影响
始 研 究 过 度自 信这一 特 征在 企 业 管 理 者中的 表 现 。 一 些
关 于文 献中的 不同 研 究 结 论, 本 文 认 为高 管 过 度自
研究表明,过度自信的管理者会选择更高的负债水平和 信与企业创新绩效的关系有可能条件依赖于企业异质性
更多的股权融资,[7] 进行更多的投资。[8]
的情境。当高管决策的企业情境不同时,高管进行创新
本文的研究贡献主要体现在两个方面 :其一,与已 有 对 高 管 过 度自 信与 企 业 创 新 绩 效 关 系 的 研 究不同 ,[18 ,19 ] 本 文 通 过导入 企 业 异质 性 分 析 框 架 拓 展了过 去 的 传 统 分 析 范 式( 线 性 思 维), 补充 和丰富了决 策行为的 情 境 约 束 这一 新 的 研 究 视 角 , 突 破 了 现 有 研 究 基 于 企 业同 质 性 假 设 的 局 限 性 , 通 过 企 业 异质 的 情 境 约 束 可以 融 合不同 的研究解释。该研究从企业规模与企业负债两个异质维 度 进 行 拓 展 , 阐 明了在 不同 企 业 环 境 下, 过 度自 信 的 高 管对于创新绩效的影响具有差异性的表现。其二,由于 中国企业的专利数据较难获取,国内尚且没有利用专利 数据作为创新产出变量来研究二者的关系的文献,本文

中英文对照适用社会学

中英文对照适用社会学

专业英语SociologicalTerminologies中英文术语对照第一部分 Part OneI-欧洲古典社会学家Auguste Comte 奥古斯特 ?孔德Karl Marx 卡尔 ?马克思Herbert Spencer 赫伯特 ?斯宾塞 Vilfredo Pareto 维尔弗雷多 ?帕累托 Ferdinand Toennies 费迪南德 ?滕尼斯 Emile Durkheim 埃米尔 ?涂尔干 Georg Simmel 格奥尔格 ?齐美尔Gaetano Mosca 加耶塔诺 ?莫斯卡 Max Weber 马克斯 ?韦伯Leonard T. Hobhouse 莱奥纳多。

T。

霍布豪斯Robert Michels 罗伯特 ?米歇尔斯II- 北美古典社会学家William Graham Sumner 威廉姆 ?格拉汉姆 ?萨姆纳Lester Ward 莱斯特 ?沃德Albion Small 阿比奥 ?斯莫尔Franklin Giddings 弗兰克林 ?吉丁斯Thorstein Veblen 索斯坦 ?凡勃伦George Herbert Mead 乔治 ?赫伯特 ?米德W. I. Thomas W。

I。

托马斯Charles Horton Cooley 查尔斯 ?霍顿 ?库利Robert E. Park 罗伯特。

E。

帕克E. A. Ross E。

A 。

罗斯III- 现代早期Pitirim Sorokin 皮特里姆 ?索罗金Elton Mayo 埃尔顿 ?梅约Georg Lukacs 格奥尔格 ?卢卡奇William F. Ogburn 威廉姆。

F。

奥格本Karl Mannheim 卡尔 ?曼海姆Alfred Schutz 阿尔弗雷德 ?舒茨Herbert Blumer 赫伯特 ?布鲁默Paul Lazarsfeld 保罗 ?拉扎斯菲尔德George Gallup 乔治 ?盖洛普Tarcott Parsons 塔尔科特 ?帕森斯George Homans 乔治 ?霍曼斯IV- 现代晚期David Riesman 大卫 ?里斯曼Robert King Merton 罗伯特 ?金 ?默顿Barrington Moore 巴林顿 ?摩尔Lewis Coser 刘易斯 ?科塞Reinhard Bendix 莱因哈特 ?本尼迪克斯C. W. Mills C 。

Universities in Evolutionary Systems(系统变革中的大学)

Universities in Evolutionary Systems(系统变革中的大学)

Universities in Evolutionary Systems of InnovationMarianne van der Steen and Jurgen EndersThis paper criticizes the current narrow view on the role of universities in knowledge-based economies.We propose to extend the current policy framework of universities in national innovation systems(NIS)to a more dynamic one,based on evolutionary economic principles. The main reason is that this dynamic viewfits better with the practice of innovation processes. We contribute on ontological and methodological levels to the literature and policy discussions on the effectiveness of university-industry knowledge transfer and the third mission of uni-versities.We conclude with a discussion of the policy implications for the main stakeholders.1.IntroductionU niversities have always played a major role in the economic and cultural devel-opment of countries.However,their role and expected contribution has changed sub-stantially over the years.Whereas,since1945, universities in Europe were expected to con-tribute to‘basic’research,which could be freely used by society,in recent decades they are expected to contribute more substantially and directly to the competitiveness offirms and societies(Jaffe,2008).Examples are the Bayh–Dole Act(1982)in the United States and in Europe the Lisbon Agenda(2000–2010) which marked an era of a changing and more substantial role for universities.However,it seems that this‘new’role of universities is a sort of universal given one(ex post),instead of an ex ante changing one in a dynamic institutional environment.Many uni-versities are expected nowadays to stimulate a limited number of knowledge transfer activi-ties such as university spin-offs and university patenting and licensing to demonstrate that they are actively engaged in knowledge trans-fer.It is questioned in the literature if this one-size-fits-all approach improves the usefulness and the applicability of university knowledge in industry and society as a whole(e.g.,Litan et al.,2007).Moreover,the various national or regional economic systems have idiosyncratic charac-teristics that in principle pose different(chang-ing)demands towards universities.Instead of assuming that there is only one‘optimal’gov-ernance mode for universities,there may bemultiple ways of organizing the role of univer-sities in innovation processes.In addition,we assume that this can change over time.Recently,more attention in the literature hasfocused on diversity across technologies(e.g.,King,2004;Malerba,2005;Dosi et al.,2006;V an der Steen et al.,2008)and diversity offormal and informal knowledge interactionsbetween universities and industry(e.g.,Cohenet al.,1998).So far,there has been less atten-tion paid to the dynamics of the changing roleof universities in economic systems:how dothe roles of universities vary over time andwhy?Therefore,this article focuses on the onto-logical premises of the functioning of univer-sities in innovation systems from a dynamic,evolutionary perspective.In order to do so,we analyse the role of universities from theperspective of an evolutionary system ofinnovation to understand the embeddednessof universities in a dynamic(national)systemof science and innovation.The article is structured as follows.InSection2we describe the changing role ofuniversities from the static perspective of anational innovation system(NIS),whereasSection3analyses the dynamic perspective ofuniversities based on evolutionary principles.Based on this evolutionary perspective,Section4introduces the characteristics of a LearningUniversity in a dynamic innovation system,summarizing an alternative perception to thestatic view of universities in dynamic economicsystems in Section5.Finally,the concludingVolume17Number42008doi:10.1111/j.1467-8691.2008.00496.x©2008The AuthorsJournal compilation©2008Blackwell Publishingsection discusses policy recommendations for more effective policy instruments from our dynamic perspective.2.Static View of Universities in NIS 2.1The Emergence of the Role of Universities in NISFirst we start with a discussion of the literature and policy reports on national innovation system(NIS).The literature on national inno-vation systems(NIS)is a relatively new and rapidly growingfield of research and widely used by policy-makers worldwide(Fagerberg, 2003;Balzat&Hanusch,2004;Sharif,2006). The NIS approach was initiated in the late 1980s by Freeman(1987),Dosi et al.(1988)and Lundvall(1992)and followed by Nelson (1993),Edquist(1997),and many others.Balzat and Hanusch(2004,p.196)describe a NIS as‘a historically grown subsystem of the national economy in which various organizations and institutions interact with and influence one another in the carrying out of innovative activity’.It is about a systemic approach to innovation,in which the interaction between technology,institutions and organizations is central.With the introduction of the notion of a national innovation system,universities were formally on the agenda of many innovation policymakers worldwide.Clearly,the NIS demonstrated that universities and their interactions with industry matter for innova-tion processes in economic systems.Indeed, since a decade most governments acknowl-edge that interactions between university and industry add to better utilization of scienti-fic knowledge and herewith increase the innovation performance of nations.One of the central notions of the innovation system approach is that universities play an impor-tant role in the development of commercial useful knowledge(Edquist,1997;Sharif, 2006).This contrasts with the linear model innovation that dominated the thinking of science and industry policy makers during the last century.The linear innovation model perceives innovation as an industry activity that‘only’utilizes fundamental scientific knowledge of universities as an input factor for their innovative activities.The emergence of the non-linear approach led to a renewed vision on the role–and expectations–of universities in society. Some authors have referred to a new social contract between science and society(e.g., Neave,2000).The Triple Helix(e.g.,Etzkowitz &Leydesdorff,1997)and the innovation system approach(e.g.,Lundvall,1988)and more recently,the model of Open Innovation (Chesbrough,2003)demonstrated that innova-tion in a knowledge-based economy is an inter-active process involving many different innovation actors that interact in a system of overlapping organizationalfields(science, technology,government)with many interfaces.2.2Static Policy View of Universities in NIS Since the late1990s,the new role of universi-ties in NIS thinking emerged in a growing number of policy studies(e.g.,OECD,1999, 2002;European Commission,2000).The con-tributions of the NIS literature had a large impact on policy makers’perception of the role of universities in the national innovation performance(e.g.,European Commission, 2006).The NIS approach gradually replaced linear thinking about innovation by a more holistic system perspective on innovations, focusing on the interdependencies among the various agents,organizations and institutions. NIS thinking led to a structurally different view of how governments can stimulate the innovation performance of a country.The OECD report of the national innovation system (OECD,1999)clearly incorporated these new economic principles of innovation system theory.This report emphasized this new role and interfaces of universities in knowledge-based economies.This created a new policy rationale and new awareness for technology transfer policy in many countries.The NIS report(1999)was followed by more attention for the diversity of technology transfer mecha-nisms employed in university-industry rela-tions(OECD,2002)and the(need for new) emerging governance structures for the‘third mission’of universities in society,i.e.,patent-ing,licensing and spin-offs,of public research organizations(OECD,2003).The various policy studies have in common that they try to describe and compare the most important institutions,organizations, activities and interactions of public and private actors that take part in or influence the innovation performance of a country.Figure1 provides an illustration.Thefigure demon-strates the major building blocks of a NIS in a practical policy setting.It includesfirms,uni-versities and other public research organiza-tions(PROs)involved in(higher)education and training,science and technology.These organizations embody the science and tech-nology capabilities and knowledge fund of a country.The interaction is represented by the arrows which refer to interactive learn-ing and diffusion of knowledge(Lundvall,Volume17Number42008©2008The AuthorsJournal compilation©2008Blackwell Publishing1992).1The building block ‘Demand’refers to the level and quality of demand that can be a pull factor for firms to innovate.Finally,insti-tutions are represented in the building blocks ‘Framework conditions’and ‘Infrastructure’,including various laws,policies and regula-tions related to science,technology and entre-preneurship.It includes a very broad array of policy issues from intellectual property rights laws to fiscal instruments that stimulate labour mobility between universities and firms.The figure demonstrates that,in order to improve the innovation performance of a country,the NIS as a whole should be conducive for innovative activities in acountry.Since the late 1990s,the conceptual framework as represented in Figure 1serves as a dominant design for many comparative studies of national innovation systems (Polt et al.,2001;OECD,2002).The typical policy benchmark exercise is to compare a number of innovation indicators related to the role of university-industry interactions.Effective performance of universities in the NIS is judged on a number of standardized indica-tors such as the number of spin-offs,patents and licensing.Policy has especially focused on ‘getting the incentives right’to create a generic,good innovative enhancing context for firms.Moreover,policy has also influ-enced the use of specific ‘formal’transfer mechanisms,such as university patents and university spin-offs,to facilitate this collabo-ration.In this way best practice policies are identified and policy recommendations are derived:the so-called one-size-fits-all-approach.The focus is on determining the ingredients of an efficient benchmark NIS,downplaying institutional diversity and1These organizations that interact with each other sometimes co-operate and sometimes compete with each other.For instance,firms sometimes co-operate in certain pre-competitive research projects but can be competitors as well.This is often the case as well withuniversities.Figure 1.The Benchmark NIS Model Source :Bemer et al.(2001).Volume 17Number 42008©2008The AuthorsJournal compilation ©2008Blackwell Publishingvariety in the roles of universities in enhanc-ing innovation performance.The theoretical contributions to the NIS lit-erature have outlined the importance of insti-tutions and institutional change.However,a further theoretical development of the ele-ments of NIS is necessary in order to be useful for policy makers;they need better systemic NIS benchmarks,taking systematically into account the variety of‘national idiosyncrasies’. Edquist(1997)argues that most NIS contribu-tions are more focused onfirms and technol-ogy,sometimes reducing the analysis of the (national)institutions to a left-over category (Geels,2005).Following Hodgson(2000), Nelson(2002),Malerba(2005)and Groenewe-gen and V an der Steen(2006),more attention should be paid to the institutional idiosyncra-sies of the various systems and their evolution over time.This creates variety and evolving demands towards universities over time where the functioning of universities and their interactions with the other part of the NIS do evolve as well.We suggest to conceptualize the dynamics of innovation systems from an evolutionary perspective in order to develop a more subtle and dynamic vision on the role of universities in innovation systems.We emphasize our focus on‘evolutionary systems’instead of national innovation systems because for many universities,in particular some science-based disciplinaryfields such as biotechnology and nanotechnology,the national institutional environment is less relevant than the institu-tional and technical characteristics of the technological regimes,which is in fact a‘sub-system’of the national innovation system.3.Evolutionary Systems of Innovation as an Alternative Concept3.1Evolutionary Theory on Economic Change and InnovationCharles Darwin’s The Origin of Species(1859)is the foundation of modern thinking about change and evolution(Luria et al.,1981,pp. 584–7;Gould,1987).Darwin’s theory of natural selection has had the most important consequences for our perception of change. His view of evolution refers to a continuous and gradual adaptation of species to changes in the environment.The idea of‘survival of thefittest’means that the most adaptive organisms in a population will survive.This occurs through a process of‘natural selection’in which the most adaptive‘species’(organ-isms)will survive.This is a gradual process taking place in a relatively stable environment, working slowly over long periods of time necessary for the distinctive characteristics of species to show their superiority in the‘sur-vival contest’.Based on Darwin,evolutionary biology identifies three levels of aggregation.These three levels are the unit of variation,unit of selection and unit of evolution.The unit of varia-tion concerns the entity which contains the genetic information and which mutates fol-lowing specific rules,namely the genes.Genes contain the hereditary information which is preserved in the DNA.This does not alter sig-nificantly throughout the reproductive life-time of an organism.Genes are passed on from an organism to its successors.The gene pool,i.e.,the total stock of genetic structures of a species,only changes in the reproduction process as individuals die and are born.Par-ticular genes contribute to distinctive charac-teristics and behaviour of species which are more or less conducive to survival.The gene pool constitutes the mechanism to transmit the characteristics of surviving organisms from one generation to the next.The unit of selection is the expression of those genes in the entities which live and die as individual specimens,namely(individual) organisms.These organisms,in their turn,are subjected to a process of natural selection in the environment.‘Fit’organisms endowed with a relatively‘successful’gene pool,are more likely to pass them on to their progeny.As genes contain information to form and program the organisms,it can be expected that in a stable environment genes aiding survival will tend to become more prominent in succeeding genera-tions.‘Natural selection’,thus,is a gradual process selecting the‘fittest’organisms. Finally,there is the unit of evolution,or that which changes over time as the gene pool changes,namely populations.Natural selec-tion produces changes at the level of the population by‘trimming’the set of genetic structures in a population.We would like to point out two central principles of Darwinian evolution.First,its profound indeterminacy since the process of development,for instance the development of DNA,is dominated by time at which highly improbable events happen (Boulding,1991,p.12).Secondly,the process of natural selection eliminates poorly adapted variants in a compulsory manner,since indi-viduals who are‘unfit’are supposed to have no way of escaping the consequences of selection.22We acknowledge that within evolutionary think-ing,the theory of Jean Baptiste Lamarck,which acknowledges in essence that acquired characteris-tics can be transmitted(instead of hereditaryVolume17Number42008©2008The AuthorsJournal compilation©2008Blackwell PublishingThese three levels of aggregation express the differences between ‘what is changing’(genes),‘what is being selected’(organisms),and ‘what changes over time’(populations)in an evolutionary process (Luria et al.,1981,p.625).According to Nelson (see for instance Nelson,1995):‘Technical change is clearly an evolutionary process;the innovation generator keeps on producing entities superior to those earlier in existence,and adjustment forces work slowly’.Technological change and innovation processes are thus ‘evolutionary’because of its characteristics of non-optimality and of an open-ended and path-dependent process.Nelson and Winter (1982)introduced the idea of technical change as an evolutionary process in capitalist economies.Routines in firms function as the relatively durable ‘genes’.Economic competition leads to the selection of certain ‘successful’routines and these can be transferred to other firms by imitation,through buy-outs,training,labour mobility,and so on.Innovation processes involving interactions between universities and industry are central in the NIS approach.Therefore,it seems logical that evolutionary theory would be useful to grasp the role of universities in innovation pro-cesses within the NIS framework.3.2Evolutionary Underpinnings of Innovation SystemsBased on the central evolutionary notions as discussed above,we discuss in this section how the existing NIS approaches have already incor-porated notions in their NIS frameworks.Moreover,we investigate to what extent these notions can be better incorporated in an evolu-tionary innovation system to improve our understanding of universities in dynamic inno-vation processes.We focus on non-optimality,novelty,the anti-reductionist methodology,gradualism and the evolutionary metaphor.Non-optimality (and Bounded Rationality)Based on institutional diversity,the notion of optimality is absent in most NIS approaches.We cannot define an optimal system of innovation because evolutionary learning pro-cesses are important in such systems and thus are subject to continuous change.The system never achieves an equilibrium since the evolu-tionary processes are open-ended and path dependent.In Nelson’s work (e.g.,1993,1995)he has emphasized the presence of contingent out-comes of innovation processes and thus of NIS:‘At any time,there are feasible entities not present in the prevailing system that have a chance of being introduced’.This continuing existence of feasible alternative developments means that the system never reaches a state of equilibrium or finality.The process always remains dynamic and never reaches an optimum.Nelson argues further that diversity exists because technical change is an open-ended multi-path process where no best solu-tion to a technical problem can be identified ex post .As a consequence technical change can be seen as a very wasteful process in capitalist economies with many duplications and dead-ends.Institutional variety is closely linked to non-optimality.In other words,we cannot define the optimal innovation system because the evolutionary learning processes that take place in a particular system make it subject to continuous change.Therefore,comparisons between an existing system and an ideal system are not possible.Hence,in the absence of any notion of optimality,a method of comparing existing systems is necessary.According to Edquist (1997),comparisons between systems were more explicit and systematic than they had been using the NIS approaches.Novelty:Innovations CentralNovelty is already a central notion in the current NIS approaches.Learning is inter-preted in a broad way.Technological innova-tions are defined as combining existing knowledge in new ways or producing new knowledge (generation),and transforming this into economically significant products and processes (absorption).Learning is the most important process behind technological inno-vations.Learning can be formal in the form of education and searching through research and development.However,in many cases,innovations are the consequence of several kinds of learning processes involving many different kinds of economic agents.According to Lundvall (1992,p.9):‘those activities involve learning-by-doing,increasing the efficiency of production operations,learning-characteristics as in the theory of Darwin),is acknowledged to fit better with socio-economic processes of technical change and innovation (e.g.,Nelson &Winter,1982;Hodgson,2000).Therefore,our theory is based on Lamarckian evolutionary theory.However,for the purpose of this article,we will not discuss the differences between these theo-ries at greater length and limit our analysis to the fundamental evolutionary building blocks that are present in both theories.Volume 17Number 42008©2008The AuthorsJournal compilation ©2008Blackwell Publishingby-using,increasing the efficiency of the use of complex systems,and learning-by-interacting, involving users and producers in an interac-tion resulting in product innovations’.In this sense,learning is part of daily routines and activities in an economy.In his Learning Economy concept,Lundvall makes learning more explicit,emphasizing further that ‘knowledge is assumed as the most funda-mental resource and learning the most impor-tant process’(1992,p.10).Anti-reductionist Approach:Systems and Subsystems of InnovationSo far,NIS approaches are not yet clear and systematic in their analysis of the dynamics and change in innovation systems.Lundvall’s (1992)distinction between subsystem and system level based on the work of Boulding implicitly incorporates both the actor(who can undertake innovative activities)as well as the structure(institutional selection environment) in innovation processes of a nation.Moreover, most NIS approaches acknowledge that within the national system,there are different institu-tional subsystems(e.g.,sectors,regions)that all influence each other again in processes of change.However,an explicit analysis of the structured environment is still missing (Edquist,1997).In accordance with the basic principles of evolutionary theory as discussed in Section 3.1,institutional evolutionary theory has developed a very explicit systemic methodol-ogy to investigate the continuous interaction of actors and institutional structures in the evolution of economic systems.The so-called ‘methodological interactionism’can be per-ceived as a methodology that combines a structural perspective and an actor approach to understand processes of economic evolu-tion.Whereas the structural perspective emphasizes the existence of independent institutional layers and processes which deter-mine individual actions,the actor approach emphasizes the free will of individuals.The latter has been referred to as methodological individualism,as we have seen in neo-classical approaches.Methodological indi-vidualism will explain phenomena in terms of the rational individual(showingfixed prefer-ences and having one rational response to any fully specified decision problem(Hodgson, 2000)).The interactionist approach recognizes a level of analysis above the individual orfirm level.NIS approaches recognize that national differences exist in terms of national institu-tions,socio-economic factors,industries and networks,and so on.So,an explicit methodological interactionist approach,explicitly recognizing various insti-tutional layers in the system and subsystem in interaction with the learning agents,can improve our understanding of the evolution of innovation.Gradualism:Learning Processes andPath-DependencyPath-dependency in biology can be translated in an economic context in the form of(some-times very large)time lags between a technical invention,its transformation into an economic innovation,and the widespread diffusion. Clearly,in many of the empirical case studies of NIS,the historical dimension has been stressed.For instance,in the study of Denmark and Sweden,it has been shown that the natural resource base(for Denmark fertile land,and for Sweden minerals)and economic history,from the period of the Industrial Revolution onwards,has strongly influenced present specialization patterns(Edquist& Lundvall,1993,pp.269–82).Hence,history matters in processes of inno-vation as the innovation processes are influ-enced by many institutions and economic agents.In addition,they are often path-dependent as small events are reinforced and become crucially important through processes of positive feedback,in line with evolutionary processes as discussed in Section3.1.Evolutionary MetaphorFinally,most NIS approaches do not explicitly use the biological metaphor.Nevertheless, many of the approaches are based on innova-tion theories in which they do use an explicit evolutionary metaphor(e.g.,the work of Nelson).To summarize,the current(policy)NIS approaches have already implicitly incorpo-rated some evolutionary notions such as non-optimality,novelty and gradualism.However, what is missing is a more explicit analysis of the different institutional levels of the economic system and innovation subsystems (their inertia and evolution)and how they change over time in interaction with the various learning activities of economic agents. These economic agents reside at established firms,start-upfirms,universities,govern-ments,undertaking learning and innovation activities or strategic actions.The explicit use of the biological metaphor and an explicit use of the methodological interactionst approach may increase our understanding of the evolu-tion of innovation systems.Volume17Number42008©2008The AuthorsJournal compilation©2008Blackwell Publishing4.Towards a Dynamic View of Universities4.1The Logic of an Endogenous‘Learning’UniversityIf we translate the methodological interaction-ist approach to the changing role of universities in an evolutionary innovation system,it follows that universities not only respond to changes of the institutional environment(government policies,business demands or changes in scientific paradigms)but universities also influence the institutions of the selection envi-ronment by their strategic,scientific and entre-preneurial actions.Moreover,these actions influence–and are influenced by–the actions of other economic agents as well.So,instead of a one-way rational response by universities to changes(as in reductionist approach),they are intertwined in those processes of change.So, universities actually function as an endogenous source of change in the evolution of the inno-vation system.This is(on an ontological level) a fundamental different view on the role of universities in innovation systems from the existing policy NIS frameworks.In earlier empirical research,we observed that universities already effectively function endogenously in evolutionary innovation system frameworks;universities as actors (already)develop new knowledge,innovate and have their own internal capacity to change,adapt and influence the institutional development of the economic system(e.g., V an der Steen et al.,2009).Moreover,univer-sities consist of a network of various actors, i.e.,the scientists,administrators at technology transfer offices(TTO)as well as the university boards,interacting in various ways with indus-try and governments and embedded in various ways in the regional,national or inter-national environment.So,universities behave in an at least partly endogenous manner because they depend in complex and often unpredictable ways on the decision making of a substantial number of non-collusive agents.Agents at universities react in continuous interaction with the learn-ing activities offirms and governments and other universities.Furthermore,the endogenous processes of technical and institutional learning of univer-sities are entangled in the co-evolution of institutional and technical change of the evo-lutionary innovation system at large.We propose to treat the learning of universities as an inseparable endogenous variable in the inno-vation processes of the economic system.In order to structure the endogenization in the system of innovation analysis,the concept of the Learning University is introduced.In thenext subsection we discuss the main character-istics of the Learning University and Section5discusses the learning university in a dynamic,evolutionary innovation system.An evolution-ary metaphor may be helpful to make theuniversity factor more transparent in theco-evolution of technical and institutionalchange,as we try to understand how variouseconomic agents interact in learning processes.4.2Characteristics of the LearningUniversityThe evolution of the involvement of universi-ties in innovation processes is a learningprocess,because(we assume that)universitypublic agents have their‘own agenda’.V ariousincentives in the environment of universitiessuch as government regulations and technol-ogy transfer policies as well as the innovativebehaviour of economic agents,compel policymakers at universities to constantly respondby adapting and improving their strategiesand policies,whereas the university scientistsare partly steered by these strategies and partlyinfluenced by their own scientific peers andpartly by their historically grown interactionswith industry.During this process,universityboards try to be forward-looking and tobehave strategically in the knowledge thattheir actions‘influence the world’(alsoreferred to earlier as‘intentional variety’;see,for instance,Dosi et al.,1988).‘Intentional variety’presupposes that tech-nical and institutional development of univer-sities is a learning process.University agentsundertake purposeful action for change,theylearn from experience and anticipate futurestates of the selective environment.Further-more,university agents take initiatives to im-prove and develop learning paths.An exampleof these learning agents is provided in Box1.We consider technological and institutionaldevelopment of universities as a process thatinvolves many knowledge-seeking activitieswhere public and private agents’perceptionsand actions are translated into practice.3Theinstitutional changes are the result of inter-actions among economic agents defined byLundvall(1992)as interactive learning.Theseinteractions result in an evolutionary pattern3Using a theory developed in one scientific disci-pline as a metaphor in a different discipline mayresult,in a worst-case scenario,in misleading analo-gies.In the best case,however,it can be a source ofcreativity.As Hodgson(2000)pointed out,the evo-lutionary metaphor is useful for understandingprocesses of technical and institutional change,thatcan help to identify new events,characteristics andphenomena.Volume17Number42008©2008The AuthorsJournal compilation©2008Blackwell Publishing。

【英语学习方法总结】 15篇文章贯通大学英语四级CET4词汇第10篇

【英语学习方法总结】  15篇文章贯通大学英语四级CET4词汇第10篇

15篇文章贯通大学英语四级CET4词汇第10篇Canada Becomes a NationBefore Canada became a nation in 1867, the area of North America that now composes Canada was a large expanse of widely scattered communities of British and French origins. It was an area with diverse landscapes that physically divided them from the north of the United States. There was little connection among communities politically or economically. These colonies of British North America traditionally traded with Britain and with the United States, very little among themselves. These colonies even had customs duties that, to some extent, restricted such trade. In the mid 1800s, important events and changes took place.Britain repealed(废除,撤销) the Corn Laws and Navigations Acts, which had been economically beneficial to the colonies at the same rate it applied to all other trading countries, a situation to which the colonies had never been accustomed.From 1861to 1864, Americans were involved in a major civil war. Britain had traditional economic ties with the southern part of the United States that provided cotton to British markets. In the meantime, since the war was essentially between the North and the South, the North resented Britain’s connection with the South. In addition, during the last year (1864) of the American Civil War, the American Government of the dominant and ultimately victorious North, refused to renew a ten-year free trade agreement with United Canada, the large British colony in the central part of British North America. These arbitrary events brought concern and even fear to these colonies. With the loss of traditional trading arrangements and the end of the civil war, the North being victorious, the colonists feared that the Americans might turn on the British colonies in retaliation(报复,报仇) for Britain’s moral support for the South.The need for new markets, and a solid defense system from potential invasion by the United States, brought an acute awareness to these diverse colonies that they should look to each other for resolutions to these problems. They felt uneasy trying to cope against these adversities(逆境,苦难) on their own. Sir John A. Macdonald from United Canada, the dominant personality at this time, also saw the acceleration of American settlers moving north and spreading throughout the flat prairie (大草原) lands to the west. This would potentially(潜在的) put a wall between the colonies in the East and the lonely western British colony in what is today part of British Columbia on the west coast of North America. Macdonald felt that the situation was urgent.In the summer of 1864, the maritime colonies of Nova Scotia, Prince Edward Island, and New found land scheduled a meeting to discuss the possibility of a customs union or free trade area to compensate for the latest setbacks(挫折,失败) in trade relations with Britain and the United States. Macdonald managed to get permission for some delegates from United Canada to attend as observers. For a number of years, United Canada was experiencing problems of political deadlock (僵局). Canada West was predominantly(主要地) English-speaking Canada East was predominantly French-speaking. A central government, set up in 1841, required a majority from both Canada West and Canada East for all legislation to become law. It was very difficult to pass significant legislation when two opposing views were constantly being debated and legislative bills were constantly being defeated. The Canadians saw a new, wider union, a potential new national institution or central government, as a possible solution for breaking out of this constant political disorder.The Canadian delegates sailed on board a cruise ship down the St. Lawrence River, into theGulf of St. Lawrence, to Charlottetown on Prince Edward Island. This convention expanded to discussions of the possibility of all the British colonies uniting into one nation.After much complicated debate at another convention in Quebec City that same year, the delegate submitted a draft of an agreement for the formation of the dominion of Canada. The bulk of the work had been done by a group of men of seemingly high virtue, who became know in history as “the Fathers of Confederation(联邦)”. United Canada was divided into the provinces of Ontario and Quebec. Some allowances were given to Quebec because it was a predominantly French-speaking Catholic province and had special needs, unlike other provinces. The colony of Nova Scotia was divided into Nova Scotia and New Brunswick. These four provinces formed the original new nation. A flexible approach, in later years, persuaded other colonies to join.A federal system, with powers distributed between the central and provincial governments, was created. The provinces were assigned powers to have their own governments to deal with more local or provincial issues, the federal system would promote harmony among provinces, with different perspectives on nationhood. This was a compromise, so that the bigger provinces of Ontario and Quebec wouldn’t complet ely dominate the smaller provinces. The country was to be called the Dominion of Canada, but would still remain loyal to Britain as a member of the British Empire.The new legislation that created Canada was a British act of Parliament called “The British North America Acts of 1867”. Canada officially became a nation on July 1st, 1867. This would be the anniversary occasion each year, for joyous celebration of a national holiday commemoration(纪念,庆祝) the birth of Canada.The development of the country, as we know it today, was an evolutionary(进化的,演变的) process over more than eight decades. Manitoba became a province after some controversial events involving the federal government and the Metis, French-speaking descendants of French fur traders who married American Indian girls. This ethnic(人种的,种族的) group settled near Fort Gary, the city of Winnipeg, Manitoba what is called today.John A. Macdonald, the new and first Prime Minister of the new nation, made a deal with the western-most colony in Vancouver guaranteeing on the building of a railroad from the east to the west if that colony would join Canadian Confederation. The property of the Metis, to which the letter felt legally entitled, was in the path of the new railway. The federal government essentially took the land. The Metis were compelled to move further west, but not without a fight. (The Metis and the federal government were on an inevitable(无法避免的) collision course. Twice, Metis revolts rested the might(权力,威力) of the federal government and relationship between French-and English-speaking in Canada). The federal government was able to defeat the Metis in both clashes. Louis Riel, the leader of the Metis was hanged for treason(叛国,谋反) in 1885 for his leading role in resisting the federal government. He became a martyr to French-Canadians. His death only added fuel to the growing discontent(不满意) between French and English Canada.Throughout this whole period, 1869 to 1885, the federal (or central) government ignored the appeals of the Metis. It appeared that, according to Macdonald and his followers, the creation of the new nation was more important than relieving the plight(困境) of a relatively small minority group. The Metis probably deserved much better of the federal government. Different versions of these events are still debated in Canadian classrooms today.Macdonald was also criticized for concealing the fact that he took some money illegally to complete the railway. In 1873 as “The Pacific Scandal”became known, the construction of the railway suspended temporarily. The determined Macdonald and his government, obsessed(担心,困扰) by the possibility of the Americans moving in and taking over the west, boldly pushed railway construction to completion.Manitoba became a province in 1870, British Columbia in 1871, Prince Edward Island in 1873, Alberta and Saskatchewan in 1905. The admission of Newfoundland into Confederation in 1948 completed the Canadian Confederation of ten provinces from sea to sea, as they exist today. The railway, the Canadian Pacific Railway (CPR) was completed before the agreed deadline.Canada’s becoming a nation was not an easy road. Canada’s remaining a nation has perhaps been an even harder road. There were many challenges facing it over the first one hundred or more years. The most serious challenge has been, and still is, staying together as a country. Relations between French-speaking and English-speaking Canada have been difficult to improve. This persistent(持续存在的) theme in Canadian history began with the defeat of New France by Britain during the Seven Years War from 1756to 1763 (or the French-Indian War, as it was known in North America). In the last twenty years, referenda(普通投票) held in Quebec for possible separation from Canada, were narrowly defeated. This challenge still lies ahead.So far, the country has remained strong, and has traditionally played a significant role in international affairs. Canada has much promise for the 21st century. It will need to find creative diplomatic strategies to keep the internal rumblings(摩擦声,隆隆声) beneath the surface from exploding into self-destruction. It will need to find a way to fulfill the dreams of “the Fathers of Confederation” of so many years ago. A good guess is that the odds are in favor of Canada achieving those dreams and truly becoming the nation that was originally intended.15篇文章贯通大学英语四级CET4词汇第9篇A Preface to MurderSometimes truth is stranger than fiction. Sometimes life deals a bad hand. Sometimes it is hard to go on. Sometimes evil triumphs over good.Nancy sighed heavily as she pulled her daughter’s diary from the drawer. She leaned forward to examine the familiar writing. A postcard with a colored sketch fell onto the floor from the book the drawing was a picture of a long curved sandy beach on a tropical island; of course it would be Montserrat. She felt clumsy as she knelt to retrieve(取回,收回) the picture. Under no circumstances could she forgive or forget the criminals who tortured her beautiful Megan. It was difficult not to feel bitter about the events of the preceding year. She had shed so many tears in the past year since her daughter’s murder. Nancy recognized that she was suffering from psychological problems and had really become indifferent to the events in her daily life. She began to shake and then to weep. When would there be an answer to this damn nightmare?Megan had attended secondary school at a private girls’school five hundred kilometers from home. In junior school she had been a straight A student. Now in high school she continued to study hard, play sports, join the school orchestra, plus a variety of school clubs. As a joke, her friends labeled her a genius, often just to make her angry. As well as being a highacademic achiever she had a great capacity for fun. She thrived on an active social life. Slender, pretty and vivacious(活泼开朗的), she was the a pple of her parents’ eye.Every year in accordance with school policy, a student candidate was chosen to travel and live in another commonwealth(联邦) country for six months. As Megan had an interest in a diplomatic career after completing university, she figure she would be considered a prime applicant if she applied for the position. A detailed essay was necessary to provide the committee with a clear idea of her intention. The selection committee would spend a fortnight reviewing the applications in an attempt to identify the ideal student. Megan also needed to undergo a rigorous personal interview, which would validate(验证) her academic background and evaluate her general behavior.The interview preceded well, Megan taking the initiative to underline her strengths. After school some of her friends gathered for coffee in the cafénear the school. They confessed to Megan that they were rather envious of the opportunity she might have to live in another country. They enquired about the details of the interview. Two weeks later Megan received a phone call notifying her of the successful results of the interview.Her parents were slightly nervous experiencing some negative feelings about Megan leaving the safety of home to live in another country. They knew the experience would broaden her horizons however, her destination, Montserrat, within the past year had a huge volcano erupt(喷发), disrupting(使中断,扰乱) people’s lives. Unstable conditions, loss of homes and fear of more eruptions all tended to breed trouble among the poor of the island. Her parents’concerns were for Megan’s safety.Departure day dawned clear and bright. Farewells were made to family and friends and she was off for the adventure of a lifetime.Megan’s arrival on Montserrat was both welcoming and initially uneventful(平静无事的). The island family where she was to live for the next six months, made her feels right at home. As the pace of life on the island was more relaxed that at home, she was very happy. Her new schoolmates included her in their lives and she adapted quickly. Swimming in the warm ocean water, and sitting underneath waving palm trees in a mild climate, was a pleasant change from the cold northern winters.One Saturday evening a gang of kids piled into a taxi, heading off for a barbecue(户外烤肉餐) on the beach. Some of the girls decided to walk along the beach. Megan joined them, lagging slightly behind. She knew she ought to hurry to catch up but the moist sand felt good under her feet. Water lapped at her toes; the tide was coming in. the violet light of dusk began to darken the sky.In the growing darkness a van pulled alongside her, stopping with a squeal(尖锐的声音) of brakes. Before she knew what was happening two masked men leapt out of the car and began to chase her, grabbing her and finally throwing her to the ground. The gross attack that followed was brutal and unexplainable. Initially Megan tried to fight off her attackers by clawing at their faces with her nails. Using a coil of rope to bind her hands, the men were free to proceed. First a fist broke her upper jaw leaving her unconscious. Then the hoodlums(无赖,流氓) used a metal rod to crush Megan’s skull(头颅) and finally a knife blade penetrated her neck piercing an artery(动脉). After the crude act was completed her body was bundled into the back of a cab and discarded in a ditch in an isolated district far from the beach.Realizing that Megan had disappeared, her friends dialed an emergency number,notifying the authorities of the situation. Once Megan’s body was discovered, a warrant(通缉令) was issued for the immediate arrest of the two wanted men. Megan’s parents were notified by the embassy. They in turn retained legal counsel and an intense inquiry began into the case. Those officials with an intimate knowledge of the island felt that the mugging was a case of mistaken identification and a complete misunderstanding(误解), a misguided outlet for mounting frustrations on the island.Megan’s parents, Nancy and Don, cancelled all their immediate plans and flew to the island. Rather than wait for the small island ship to transport them to the island they were flown in by helicopter. After hiring a lawyer as an advocate for their cause(案件程序), they began to work with the local police tracking down any angle of the case that would bring these creeps first to court and then to trial before a jury, who in turn would convict them to lengthy jail sentences. As the days slipped by without any answers, they experienced severe emotional fatigue and life became a living hell.The investigation seemed to lag at first, but they were reluctant to interfere. The initial reports from this mess were inconclusive; many of the details not being addressed. As paying clients they lodged a complaint with the Governor of the island. After several months passed, the authorities had a frank discussion with Megan’s parents stating that as each day passed they were less and less liable to solve the murder. They cited other examples of unsolved cases and encouraged Nancy and Don to return home. Feeling both annoyed and frustrated, they decided they had done all they could here for the moment.Once at home again, Nancy withdrew from community life choosing to spend her time alone. These days, if you went looking, you could often find Don in a local pub having a pint or two of beer. He, too, is unable to come to terms with the sequence of events that tore his family apart this year. Just thinking about Megan brings a lump to his throat and makes his head spin.As time passed, it was becoming more and more evident that the stack of paperwork pertaining(与…有关系的) to his daughter’s case was not going to provide any answers immediately, if ever. Tips provided by the public proved to lead nowhere. The records will remain open until the case is solved, however for the moment the natural rhythm of life has been destroyed. Can a family withstand such a tragedy? Only time will tell.谋杀端倪有时,事实比小说还离奇。

加德纳的多元智力理论与光谱方案

加德纳的多元智力理论与光谱方案

加德纳的多元智力理论与光谱方案学习目的与要求了解加德纳及其多元智力理论产生、发展的时代背景和主要依据,理解多元智力理论基本结构和主要涵义,掌握光谱方案及其课程计划,明确加德纳及其多元智力理论对当代幼儿教育改革和发展的主要启示。

第一节多元智力理论的产生背景与主要依据美国哈佛大学教授、发展心理学家加德纳(Howard Gardner)的多元智力理论(The Theory of Multiple Intelligences)在当前美国教育教学改革中产生了广泛的积极影响,并且已经成为许多西方国家90年代以来教育教学改革的重要指导思想。

据称,美国已有上百所学校自称为多元智力学校,还有数不胜数的教师以多元智力理论为指导思想进行教育教学改革并取得了显著的成绩(Kornhaber & Krechevsky,1995; Krechevsky, M.1998)。

在我国幼儿教育改革不断深化、素质教育全面推进的新形势下,研究作为幼儿教育改革新理论、新观点和新思路的多元智力理论,探讨多元智力理论对我们的启示有着非常重要的现实意义。

产生背景任何一种思想的产生都不会是无本之木、无源之水,多元智力理论也不例外。

多元智力理论的缘起,离不开轰轰烈烈的社会大背景,更离不开学术界理论家们卓越的研究。

下面就多元智力理论产生的背景做一个简要的评述。

(一)美国追求优质教育的改革氛围是多元智力理论的产生的社会大背景二战之后的美国教育,一直处于不断的变革之中。

由于长期受进步主义教育运动和杜威的实用主义教育理论的影响,美国的教育实践很重视让学生动手做而不重视系统的学科知识的教学,因此教育质量普遍反映下降。

从因为受到苏联第一颗人造地球卫星的发射的刺激而颁布《国防教育法》起,美国的教育改革就一直以提高教育质量为中心,如60年代的以科南特(James B. Connant)为首的新传统派运动和以布鲁纳(Jerome Bruner)为代表的结构主义运动乃至70年代“回到基础”运动,都是在作加强学术、重视智力训练以提高教育质量的努力。

William_jennings_bryan全文

William_jennings_bryan全文

The second time(1900) :approved anti-imperialism(反帝国主义) McKinley won the electoral college with a count of 292 votes compared to Bryan's 155.
The third time (1913):He lost the electoral college 321 to 162, his worst defeat yet.
Fundamentalism :a religious movement of conservative Protestants in the U.S.A. in the early 1920s;
Its purpose : to maintain the traditional Christian view of the Bible and to assert the literal interpretation of the Biblical narrative
Three times of Presidential election
In1896,at the age of 36, Bryan became (and still remains) the youngest presidential nominee of a major party in American history.
politician—democrat, the 41st United States Secretary of State
one of the best known orators
a Presbyterian(长老教会员)t(禁酒主义者)

Opinion Dynamics

Opinion Dynamics

Opinion Dynamics林颖婷 2011.12.23•内容提纲• (一)意见动力学 概要 • (二)几个经典模型 • (三)其他模型和扩展Statistical physics of social dynamics, C. Castellano, S. Fortunato, V. Loreto, Rev. Mod. Phys. 81 (2009) 591. Adaptive coevolutionary networks: a review, Thilo Gross and Bernd Blasius, Journal of the Royal Society 5(2008)259. S. Boccaletti et al, Complex networks: Structure and dynamics , Physics Reports 424(2006)175(一) Opinion Dynamics• 研究意义: 舆情研究是社会学中很早就开始关注的问题。

每个人 都有自己的倾向。

人类也具有社会性,很多情况下都必须 通过达成共识,发挥集体力量,才能得到更好的发展。

• 研究手段:相互作用的个体=》agent-based modeling,interaction network 通过从个体的微观动力学入手,来寻找影响宏观现象形成 的关键因素 • 选取的动力学机制和相互作用网络会对结果产生极大的影 响 • 统计物理和非线性动力学一些概念• Opinion:倾向、种类;离散、连续;二元、多 元 • 状态的描述: comsensus:一致 Ploarization : 两种意见对抗 Fragmentation、diversity:多种意见共存 相变:Phase Transition一般关注的焦点形成一致、极化、共存的条件 达到一致的收敛时间 共存相的斑图:随机分布,形成团簇 集团的大小分布 个体意见改变的一些人类行为动力学特征,如时间间隔分 布 • 标度律 • • • • •(二)Ising Model• A binary variable modelH =− 1 σ iσ j ∑ 2 <i , j >p = exp(−ΔE / k BT )m=1 N∑σii• Potts model – nonbinary variable model复杂网络上的Ising相变和临界现象A. D. Sánchez, J. M. López, and M. A. Rodríguez, Nonequilibrium Phase Transitions in Directed Small-World Networks, Phys. Rev. Lett. 88, 048701 (2002) A. Barrat and M. Weigt, On the properties of small-world network models ,Eur. Phys. J. B 13, 547 (2000) C. P. Herrero, Ising model in small-world networks, Phys. Rev. E 65, 066110 (2002) B. Bianconi ,Mean field solution of the Ising model on a Barabasi-Albert network,Phys. Lett. A 303, 166(2002) S. N. Dorogovtsev, A. V. Goltsev, and J. F. F. Mendes, Critical phenomena in complex networks, Rev. Mod. Phys. 80, 1275–1335 (2008)(三) 几个基本模型• Voter Model • Majority rule model • Sznajd model • Social impact theory • Bounded confidence models (Continuous opinions)3.1 Voter Modelat each time step one site is selected at random and made equal to one of its nearest neighbors.Incomplete ordering of the voter model on small-world networks, C. Castellano, D. Vilone, A. Vespignani, Euprophysics Letters 63(2003)1533.2 Majority ModelThe agent will adopt the local/global majority state certainly or priority.P. L. Krapivsky and S. Redner, Dynamics of Majority Rule in TwoState Interacting Spin Systems ,Phys. Rev. Lett. 90, 238701 (2003) M. Mobilia and S. Redner, Majority versus minority dynamics: Phase transition in an interacting two-state spin system, Phys. Rev. E 68, 046106 (2003) P Chen and S Redner,Consensus formation in multi-state majority and plurality models, J. Phys. A 38 (2005) 72393.3 Sznajd modelin the Sznajd model one has an outward flow of influence.On a chain, this set is a bond with two people at its ends.K. Sznajd-Weron, J. Sznajd, Opinion evolution in closed community , IJMPC 11, 1157(2000) Election results and the Sznajd model on Barabasi network, A.T. Bernardes, D. Stauffer and J. Kertész, EPJB 25,123(2002)K. Sznajd-Weron, J. Sznajd, Opinion evolution in closed community , IJMPC 11, 1157(2000The case of 2D3.4 Social impact theory• pi : persuasiveness • dij: distancesi : supportiveness α: parameterA. Nowak et al, Simulating the coordination of individual economic decisions, Physica A 287, 613(2000)3.5 Bounded confidence models• Deffuant modelμis convergence parameter [0,-1/2]G. Deffuant, D. Neau, F. Amblard, G. Weisbuch, Adv. Complex Syst. 3 (2000) 87;• Hegselmann-Krause model (HK model)Agent takes the average opinion of his neighbours.(四) 其他模型举例以及扩展• (1)人际关系网 (a)不同关系网络 SW、BA、有向网、 层次网、社团结构 (b)随着动力学演化的网络拓扑 • (2)接受机制 从众、权威效应、记忆效应、固执等 • (3)人类行为4.1 the coevolution of networks and opinions <1>On each step we pick a vertex i at random. If ki isn’t zero, then (1) With probabilityφ, choose random one of his edges, move the other end to a vertex chosen randomly from the set of all vertices having the same opinion with him; (2) With probability 1-φ , we set his opinion equal to random one’s of his neighbours.Community sizes, Time to reach consensusthe coevolution of networks and opinions <2> At each time step,i) the spins are updated random sequentially based on a simple majority rule: their state will be changed to the majority in the next time step; in the case of a tie, the spin remains unchanged. ii) the links are updated as follows: two nodes carrying equal (unequal) spins are connected with probability p (q). In this letter, we focus on the special case q =1−pI. J. Benczik, Lack of consensus in social systems, EPL 82, 48006(2008) F. Schweitzer and L. Behera,Nonlinear voter models: the transition from invasion to coexistence,EPJB 67, 301(2009) M.Mobilia, Fixation and polarization in a three-species opinion dynamics model, EPL 95 , (2011)4.2 接受机制(1)Effects of social diversityYang, H.-X. et al, Effects of social diversity on the emergence of global consensus in opinion dynamics, Phys. Rev. E 80, 046108(2009) Yang, H.-X. et al, Effects of social diversity on the evolutionary game and opinion dynamics, Physics Procedia 3, 1859(2010)• At each step: (1)At first, randomly select an agent i, and one of his neighbors j. The probability i changes his value to that of j is nj/N (2)Then, With probabilityα another random agent k is assigned a new random integer which does not appear anywhere else in the system.谢谢大家!。

演化与博弈论

演化与博弈论

天津大学管理与经济学部
基础模型——鹰鸽博弈
动态演化
天津大学管理与经济学部
基础模型——鹰鸽博弈
天津大学管理与经济学部
基础模型——鹰鸽博弈
天津大学管理与经济学部
基础模型——鹰鸽博弈
演化稳定策略ESS的概念:
• ESS定义:对于非常小的正数ε,所有的σ≠σ*,满足:
u( , (1 ) ) u( , (1 ) )
学习能力——20世纪上半叶人类经历两次 大战后,吸取教训,建立磋商、合作、谈 判机制,维护了世界整体和平与稳定。 理性预期能力——核武器的出现,使得 人类第一次具有毁灭自己的能力,反而 维持了恐怖的核平衡。
沈阳918事变博物馆
《火与冰——核冬天》 作者:迈克尔· 罗文—罗宾森
天津大学管理与经济学部
演化博弈论的发展历程
1982年与Price一起提出了“演化稳定策略ESS”均衡概念, 为演化博弈理论的一个基本概念。他发起设立了许多奖 项,包括欧洲演化生物学会(European Society for Evolutionary Biology)建立 的John Maynard Smith Prize, 面向演化生物学界杰出的年轻学者。 成
天津大学管理与经济学部
基础模型——鹰鸽博弈
模型假设
设p为整个种群中选择H策略的频率; W(H)和W(D)分别表示H策略和D策略所带来的适应度 E(H,D)表示个体选择H策略而对手选择D策略所带来的回报 若每一个个体都只参与一个竞争
假想有一个无限的种群, 每一个成员都采取H策略或 D策略,且策略的选择是随 机的,在开始竞争之前, 所有的个体都有同样的适 应值
者,可以分为同类群体和不同类群体, k1 。每个群体都有自己

[中英文双语字幕电影]怎样给英文字幕电影配中文字幕

[中英文双语字幕电影]怎样给英文字幕电影配中文字幕

[中英文双语字幕电影]怎样给英文字幕电影配中文字幕篇一: 怎样给英文字幕电影配中文字幕[英文字幕电影]怎样给英文字幕电影配中文字幕——简介很多人喜欢看美国大片,但苦于找不到中文字幕的,影响电影剧情的理解,那么怎么才能给英文字幕电影配中文字幕呢?[英文字幕电影]怎样给英文字幕电影配中文字幕——知识点电影视频播放器[英文字幕电影]怎样给英文字幕电影配中文字幕——详细知识[英文字幕电影]怎样给英文字幕电影配中文字幕一我们下载好电影以后,进入射手网,可以在那里搜索电影的名字。

[英文字幕电影]怎样给英文字幕电影配中文字幕二搜索以后,根据自己的需要下载自己想要的中文字幕或者其他语言字幕。

[英文字幕电影]怎样给英文字幕电影配中文字幕三下载以后,把下载好的字幕和电影放在同一个文件夹中,并且把他们的名字改为一样的。

[英文字幕电影]怎样给英文字幕电影配中文字幕四然后我们就可以观看电影了,右键鼠标,可以看见有字幕选择,然后有字幕设置,我们选择上下载好的字幕就行了。

[英文字幕电影]怎样给英文字幕电影配中文字幕五如果还想调试的话,点击高级选项,那里有更多的选项,我们可以进行调试,获得更好的视频体验。

[英文字幕电影]怎样给英文字幕电影配中文字幕——注意事项中文字幕配英文字幕也是一样的道理篇二: 影片surrogates中英文字幕100:00:29,950 --> 00:00:32,542看看你们Look at yourselves.200:00:33,781 --> 00:00:37,253离开你的椅子站起来照下镜子Unplug from your chairs, get up and look in the mirror.300:00:38,014 --> 00:00:41,046你看到的是神给予你的模样What you see is how God made you.400:00:42,173 --> 00:00:45,769我们不应该通过机器来体验世界We’re not meant to experience the world through a machine.500:00:45,757 --> 00:00:50,756未来战警600:00:53,921 --> 00:00:57,24514年前14 years ago.700:00:58,472 --> 00:01:01,560你是说猴子完全通过它的思维What you’re telling me is a monkey is operating this arm800:01:01,675 --> 00:01:03,374来控制这只机械手臂?with nothing but his thoughts?900:01:03,489 --> 00:01:04,739当然Absolutely.1000:01:07,833 --> 00:01:09,705一共有100个感应器There are 100 sensors,1100:01:09,820 --> 00:01:12,613每个用于感应不同的大脑细胞或神经细胞Each listening to a different brain cell or neuron.1200:01:15,758 --> 00:01:21,211残疾人有可能控制完全人工合成的身体Physicaly disabed people will be able to operate fully synthetic bodies.1300:01:21,327 --> 00:01:23,883这给未来带来了巨大的希望It provides a tremendous amount of hope for the future.1400:01:24,024 --> 00:01:26,05811年前11 years ago.1500:01:28,313 --> 00:01:31,269因为我们拥有这技术在战争年代Because of the technology that we have, at a time of war1600:01:31,269 --> 00:01:32,793我们会更常见到这种替身We’re going to start seeing this more and more.1700:01:32,908 --> 00:01:36,760随着生产力水平在军事和工业用品上的提高As manufacturing capacity expanded for military/industrial use1800:01:37,064 --> 00:01:39,487普通大众也能买得起替身了Surrogates became affordable to the general public1900:01:39,602 --> 00:01:41,888给我们的生活方式带来了翻天覆地的革命Causing a revolution in how we live.2000:01:42,763 --> 00:01:46,042人们不用担心离开家会生病或受伤The ability to leave your home without risk of disease or injury2100:01:46,516 --> 00:01:49,706不用为了漂亮而去健身房或做整容手术To have perfect looks without trips to the gym or plastic surgery2200:01:49,965 --> 00:01:52,861当然从某角度来说他们和其他人一样的There is no question that at some point they will be persons like anyone else2300:01:52,977 --> 00:01:55,837他们不是人类却是社会的一份子They will not be human, but that they will be part of our community?2400:01:56,101 --> 00:01:57,544对此我毫无疑义There is no question in my mind.2500:01:57,814 --> 00:02:00,069高级法院以5票对4票The decision came down 5 to 42600:02:00,418 --> 00:02:03,810通过了在日常生活中使用替身的提案That the Supreme Court ruled in favor of the use of surrogates in daily life.2700:02:08,365 --> 00:02:11,013现在我们正在见证一场Right now, we are witnessing an event2800:02:11,128 --> 00:02:13,200革命性变革That is of an evolutionary significance2900:02:13,315 --> 00:02:15,2297年前7 years ago.3000:02:15,995 --> 00:02:19,039根据最大的替身制造商唯斯爱的调查According to VSI, the industries leading manufacturer,3100:02:19,281 --> 00:02:21,636世界上超过98%的人Over 98% of world population3200:02:21,751 --> 00:02:24,917在生活的各方面都使用替身Uses a surrogate in all facets of their daily life3300:02:28,027 --> 00:02:30,643我们正处于一场深刻的变革中We’re in the midst of profound changes that are things3400:02:30,643 --> 00:02:32,643原本难以想象的事情成了日常所见That were once unimaginable have become inevitable3500:02:33,103 --> 00:02:35,303由于全球使用替身Since the global embrace of surrogacy3600:02:35,492 --> 00:02:37,575犯罪率也降到历史最低点Crime rates have dropped to record lows3700:02:37,955 --> 00:02:40,677我们看到暴力犯罪传染病歧视We have witnessed an incredible reduction in violent crime 3800:02:41,047 --> 00:02:43,310都急剧下降Communicable disease and discrimination.3900:02:43,426 --> 00:02:46,016折磨了人类社会几个世纪的问题Problems that have plagued societies for centuries4000:02:46,333 --> 00:02:47,903一夜间解决了solved almost overnight.4100:02:48,018 --> 00:02:49,445我们是创造者We are the creators.4200:02:49,679 --> 00:02:51,755我们可以他们让他们替我们做任何事We will be making them do everything for us.4300:02:51,756 --> 00:02:53,430一切只需一台机器All in one machine.4400:02:53,691 --> 00:02:55,5313年前3 years ago.4500:02:56,530 --> 00:02:59,316可有少部分人极力反对使用替身But there is a minority who actively oppose Surrogates4600:02:59,431 --> 00:03:01,309并且积极采取行动去限制替身的使用And are moving to limit their use.4700:03:03,431 --> 00:03:05,522很多人认为Many people will see this4800:03:05,638 --> 00:03:08,994这是非人类的侵犯As the invasion of the inhuman.4900:03:10,060 --> 00:03:12,919他们在全国许多城市They’v e established reservations or surrogacy free zones5000:03:13,034 --> 00:03:15,101建立了保护区或无替身区域In major cities around the country.5100:03:19,402 --> 00:03:20,944他们的领导人是扎尔·鲍尔They are led by Zaire Powell5200:03:21,059 --> 00:03:22,964他的追随者称他为...Or as he is better known to his followers5300:03:23,079 --> 00:03:23,974先知The Prophet.5400:03:24,089 --> 00:03:26,394这些到处走动的替身Those machines walking around out there5500:03:26,509 --> 00:03:27,909他们是个谎言They’re a lie.5600:03:31,615 --> 00:03:34,230你们买到的不过是假象Y ou have been sold a lie.5700:03:34,455 --> 00:03:36,195现在Present day.5800:03:44,688 --> 00:03:46,680你会爱上托斯卡Y ou’re going to love Tosca5900:03:46,796 --> 00:03:49,647-好吧别告诉我它的结局-结局都是一样的- Alright, but don’t tell me how it ends. - The way they all end.6000:03:49,762 --> 00:03:51,676每个人都会死去Everyone dies.6100:03:53,427 --> 00:03:56,312我很高兴你能回到西部看看I’m so glad you could come back east for a visit.6200:03:56,565 --> 00:03:58,936算是考试后的休息吧Well... anything for a break from exams.6300:03:59,685 --> 00:04:00,920我们要到了We’re almost there.6400:04:01,328 --> 00:04:03,329谢谢你把它借给我Listen... thanks for lending it to me.6500:04:03,781 --> 00:04:05,187玩得愉快Have a wonderful time.6600:04:06,070 --> 00:04:07,207我爱你I love you.6700:04:07,459 --> 00:04:09,046我也爱你爸爸I love you too Dad.6800:04:17,271 --> 00:04:18,912知道吗阿曼多Y ou know Armando6900:04:19,102 --> 00:04:20,716我真没心情看歌剧I’m not really in the mood for opera7000:04:22,048 --> 00:04:23,130去四点吗Four Point?7100:04:24,338 --> 00:04:25,708你能是我肚里的蛔虫Y ou read my mind.7200:06:10,047 --> 00:06:11,543走开混球Get lost meat bag7300:06:55,711 --> 00:06:57,009我是特工彼得斯I’m agent Peters.7400:06:57,695 --> 00:06:59,994我是特工格里尔联办调查局的This is Agent Greer... FBI.7500:07:00,499 --> 00:07:03,971一个骑着摩托的混蛋毁了好几个替身Y eah... some jackass on a motorcycle wiped out a bunch of units7600:07:04,086 --> 00:07:05,488你要我们做什么So what do you need us for?7700:07:05,803 --> 00:07:08,329我原打算按故意毁坏公物罪处理Well I was going to file just a vandalism report7800:07:08,444 --> 00:07:10,484结果发现这个替身没有注册But it turns out this unit’s unregistered.7900:07:17,393 --> 00:07:19,322他似乎需要新的眼睛了Looks like it’s going to need new optics8000:07:19,908 --> 00:07:21,017当然No shit8100:07:33,585 --> 00:07:35,605记忆芯片被彻底烧毁了The memory chip is completely fried.8200:07:36,446 --> 00:07:37,583有关于这女孩的资料吗Whatya got on the girl?8300:07:37,698 --> 00:07:39,855她属于一个叫卡梅伦·麦卡利斯特的人Registered to a Cameron McAllister.8400:07:40,892 --> 00:07:42,145他有报警吗He file a report?8500:07:42,379 --> 00:07:44,976没有问题就在这儿没有电话什么都没No, that’s just it, no calls, no nothin’8600:07:58,791 --> 00:08:00,008走吧Come on.8700:08:00,477 --> 00:08:02,398 和她的操作员谈谈Let’s go talk to our operator.8800:08:13,356 --> 00:08:14,285 卡梅Cam?8900:08:16,074 --> 00:08:17,598 也许不在家Maybe nobody’s home.9000:08:22,386 --> 00:08:23,991 我的替身被送去升级了My Surries in for an upgrade9100:08:24,106 --> 00:08:25,299他们就给了我这个破破烂烂的玩意And they gave me this crappy loaner.9200:08:25,414 --> 00:08:26,416能不能帮个忙Could you?9300:08:26,983 --> 00:08:27,632当然可以Certainly.9400:08:36,344 --> 00:08:37,327卡梅Cam?9500:08:39,464 --> 00:08:41,026卡梅是个好租客Cam’s a good tenant you know,9600:08:41,026 --> 00:08:43,026总是按时交房租从来不离开公寓Pays the rent on time, never leaves the apartment.9700:08:58,509 --> 00:08:59,861卡梅Cam?9800:09:01,430 --> 00:09:03,018卡梅Cam?9900:09:04,668 --> 00:09:05,984天呐Oh my God!00:09:08,496 --> 00:09:10,012什么都别碰Don’t touch any thing, please.10100:09:18,232 --> 00:09:19,755我叫人来I’ll call it in.10200:09:21,135 --> 00:09:23,705-你确定这是卡梅伦·麦卡利斯特-是的- Y ou’re sure this is Cameron McAllister? - Y es!10300:09:30,208 --> 00:09:33,184我是特工彼得斯我们找到了操作员This is Agent Peters, we tracked down the operator.10400:09:35,494 --> 00:09:36,162Y eah10500:09:37,929 --> 00:09:39,200最好派个验尸官来Better send a coroner10600:09:43,684 --> 00:09:45,280连接中断Connection interrupted.10700:09:47,183 --> 00:09:49,071你以前见过这样的事吗Have you ever seen anything like this?10800:12:38,050 --> 00:12:39,096早上好Morning10900:12:40,432 --> 00:12:41,207 你的...在哪Where’s your....11000:12:41,739 --> 00:12:43,084 在充电室In the... charge room.11100:12:55,552 --> 00:12:57,094 你又通宵了Y ou pull another all nighter?11200:12:58,086 --> 00:12:58,889 是的Y es I did11300:13:01,828 --> 00:13:03,388你想不想休个假Why don’t you think about taking a break?11400:13:04,361 --> 00:13:05,453休假A break?11500:13:06,356 --> 00:13:08,078我攒了点假期I got some vacation time saved up11600:13:08,556 --> 00:13:09,674去夏威夷怎样How about Hawaii?11700:13:10,306 --> 00:13:11,900丽莎说她在那过得很开心Lisa said she got an amazing deal11800:13:11,974 --> 00:13:12,963夏威夷不错Hawaii would be great11900:13:12,963 --> 00:13:14,677她让浅黄色的替身去毛伊岛She had this totally buff Surrie in Maui,12000:13:14,677 --> 00:13:17,077她去冲浪玩帆船还去深海潜水She took it surfing, parasailing, deep sea diving.12100:13:17,703 --> 00:13:19,706知道博伊尔斯顿的出租店吗Y ou know that rental place on Boilston?12200:13:19,807 --> 00:13:23,007我说的是我们我和你一起去I was thinking about US. Y ou and me going away some place together.12300:13:23,437 --> 00:13:25,321把我们的替身放家里吗你开玩笑吧And leave our units at home? Are you kidding?12400:13:28,403 --> 00:13:30,635我们可以开车去好望角很久没这样了We could take a drive out to the Cape? We haven’t done that for a while...12500:13:30,635 --> 00:13:32,535改天再谈这个吧Could talk about this another time?12600:13:32,885 --> 00:13:35,156我得去工作了店里很忙Y ou now I should get to work, the shops been really busy,12700:13:35,156 --> 00:13:36,356每个人都需要我到处看看Everyone wants me to look for somewhere and...12800:13:39,644 --> 00:13:41,619我只是想Y eah... I was just thinking that...12900:13:43,666 --> 00:13:45,063好像我们It just feels like we...13000:13:46,692 --> 00:13:50,482-我们很久没有在一起了-我们天天在一起- Haven’t really spent much time together lately. - We’re together every day.13100:13:52,815 --> 00:13:54,807替身那不一样Surrogates... not the same...13200:13:57,634 --> 00:13:58,850替身更好It’s better.13300:14:10,001 --> 00:14:13,860西圣地亚哥大学West San Diego College13400:14:14,914 --> 00:14:16,475尤·坎特Y o Canter?13500:14:16,771 --> 00:14:18,042 他整个周末在里面He’s been in there all weekend.13600:14:18,583 --> 00:14:20,462 他要错过心理学期末考了He’s gonna miss the Psych final.13700:14:24,854 --> 00:14:25,927 天啊Jesus!13800:14:26,324 --> 00:14:27,704 快点报警Someone call the cops!13900:14:29,038 --> 00:14:31,545我们遇到了突发状况We are confronted by an unprecedented situation.14000:14:33,242 --> 00:14:36,293有两个人在坐上传感器椅子时死了Two people have died while connected to their stim chairs.14100:14:37,128 --> 00:14:41,397病理学家说他们的大脑在头骨里液化了According to the pathologist, their brains were liquefied in their skulls.14200:14:42,165 --> 00:14:44,530发生在他们替身上的事杀了他们What ever happened to their surrogates, killed them.14300:14:46,741 --> 00:14:47,780长官14400:14:48,031 --> 00:14:50,438-这怎么可能-不知道- How’s it even possible? - We don’t know.14500:14:51,808 --> 00:14:53,720这消息要完全对媒体封锁I’m imposing a total media blackout.14600:14:53,993 --> 00:14:56,259如果造成全国性恐慌No one in this office is going to be responsible for14700:14:56,259 --> 00:14:58,259这儿没人能负责Setting off a nationwide panic.00:14:59,230 --> 00:15:01,419不能让公众认为使用替身The public cannot be allowed to get the idea that14900:15:01,419 --> 00:15:02,819会有致命危险Using a surrogate can be fatal.15000:15:03,881 --> 00:15:06,078圣地亚哥警局资料15100:15:07,618 --> 00:15:10,016燕尾服男孩的最后时刻Tuxedo boys last moments.15200:15:12,262 --> 00:15:13,741走开混球Get lost meat bag.15300:15:16,953 --> 00:15:19,586似乎我们有证人了Looks like we got ourselves a witness.15400:15:26,220 --> 00:15:27,311等等Hang on...15500:15:31,783 --> 00:15:33,885-那是什么-没错...- What is that? - Exactly...15600:15:37,167 --> 00:15:39,394-某种武器-有什么发现吗- Some kind of weapon. - Anything yet?15700:15:40,052 --> 00:15:43,596我想这应该是起蓄意杀人案Hang on to yourself, I think we may actually have a homicide here.15800:15:44,458 --> 00:15:46,298过来看看这Come here and look at this.15900:15:46,413 --> 00:15:47,831-真的吗-不我们也不确定- Are you serious? - No we don’t know that for sure.16000:15:48,137 --> 00:15:51,681但如果真是杀人案呢最后一起在什么时候Y eah but what if it is a homicide? When was the last one?16100:15:52,691 --> 00:15:53,962这消息会引起轰动的This could be huge.16200:15:57,999 --> 00:16:00,154-你好李说吧-我们找到他的亲属了- Y eah, Lee go. - We got your next of kin.16300:16:00,380 --> 00:16:01,849坐稳了I hope you’re sitting down.16400:16:02,204 --> 00:16:04,394那些孩子的父亲是莱昂内尔·坎特The kids father is Lionel Canter.16500:16:04,692 --> 00:16:07,163就是替身的发明人莱昂内尔·坎特As in the inventor of surrogates, Lionel Canter.16600:16:09,915 --> 00:16:13,152杰瑞德·坎特莱昂内尔·坎特博士的儿子Jarid Canter, son of Dr. Lionel Canter was found dead16700:16:13,267 --> 00:16:15,713今早被发现死于南加利福尼亚的宿舍里In his Southern California dormitory this morning16800:16:15,829 --> 00:16:17,788其死因不明Cause of death remains unknown.16900:16:17,903 --> 00:16:20,150杰瑞德是大学二年级学生A college sophmore, Jarid was the only son17000:16:20,265 --> 00:16:23,280是举世闻名的替身人之父的唯一儿子of the man known around the world as the father of surrogacy.17100:16:23,994 --> 00:16:25,589唯斯爱的前任主席The Former Chairman of VSI17200:16:25,704 --> 00:16:28,880他将唯斯爱打造成了世界上最大的公司之一Shaped it into one of the largest corporations in the world.17300:16:28,995 --> 00:16:31,873可是坎特和其他公司合作者之间However, a split between Canter and his VSI partners17400:16:31,989 --> 00:16:33,777对于公司的发展方向有分歧Over the direction of the company17500:16:33,892 --> 00:16:36,121这导致了坎特于7年前被炒了鱿鱼Led to Canters firing seven years ago.17600:16:36,734 --> 00:16:40,413由于被当众羞辱并被赶出他努力建立的公司Publicly humiliated and forced out of the company he helped to build17700:16:40,413 --> 00:16:43,199坎特自那以后就在公众的视线里消失了Canter has since remained absent from the public eye.17800:16:45,165 --> 00:16:46,706坎特博士正在等你们Dr. Canter’s expecting you.17900:16:47,220 --> 00:16:48,618他真的住这儿?He actually lives here?18000:16:48,734 --> 00:16:49,656我没那么说I didn’t say that.18100:16:50,158 --> 00:16:52,043你要见的是他的一个替身Y ou’ll be speaking with one of his surrogates.18200:16:55,252 --> 00:16:56,930我替坎特博士工作I work for Dr. Canter.18300:16:58,066 --> 00:16:59,691他的私人电梯在这边His private elevator is this way.18400:17:14,894 --> 00:17:16,986请在这儿稍等下Please, wait in here.18500:17:20,641 --> 00:17:21,949这地方真棒What a nice place.18600:17:22,688 --> 00:17:23,887这很正常It should be.18700:17:25,023 --> 00:17:27,323不过是卖替身捞的钱的一小部分It’s a piece of every surrogate they sell.18800:17:35,056 --> 00:17:35,958 坎特博士Dr. Canter?18900:17:36,400 --> 00:17:37,220 是的That’s right.19000:17:37,635 --> 00:17:38,897 你们是联邦调查局的Y ou’re with the FBI?19100:17:39,691 --> 00:17:40,592 是的Y es we are.19200:17:41,274 --> 00:17:42,114这边走This way.19300:17:43,105 --> 00:17:45,413我发现你的替身和...I can’t help but notice the similarities between19400:17:45,528 --> 00:17:48,416你儿子杰瑞德用的很类似Y our surrogate... and the one your son Jared was using.19500:17:49,277 --> 00:17:51,819杰瑞德小时候我不在他身边I never really knew Jarid as a child.19600:17:53,212 --> 00:17:54,925他跟他妈妈在加利福尼亚长大He grew up with his mother in California19700:17:54,925 --> 00:17:56,500他妈妈不让我见他Who kept him from me.19800:17:56,900 --> 00:17:58,491他上大学后我就鼓励他When he went to college I encourage him19900:17:58,491 --> 00:18:00,300有需要时就找我借替身to borrow my surrogates whenever he wanted.20000:18:00,307 --> 00:18:01,796你怎么做到的?How did you manage to do that?20100:18:02,079 --> 00:18:04,288替身需要你的神经特征作为编码A Surrie has to be coded to your neural signature.20200:18:04,666 --> 00:18:07,002我并不是唯斯爱的普通消费者I am not exactly your average VSI consumer.20300:18:11,540 --> 00:18:13,984这是让我和我儿子待在一起的方式This was just a way for me to spend time with my son.20400:18:14,100 --> 00:18:17,928将替身注册到另一个操作员名下是犯罪It’s a felony to inhab it a surrogate registered to another operator.20500:18:18,023 --> 00:18:21,189恕我冒昧坎特博士我们只想找出真相No offense Dr. Canter. We’re just trying to straighten out our facts.20600:18:21,869 --> 00:18:22,906这算什么What is this?20700:18:23,735 --> 00:18:25,782-一个扮红脸一个扮黑脸吗-不是先生- Some kind of Good Cop, Bad Cop routine? - No sir.20800:18:25,897 --> 00:18:27,135-你想找我的把柄吗-不是先生- Y ou tryin’ to handle me? - No sir.20900:18:27,324 --> 00:18:28,776我是不会给你们机会的Because I’m not goi ng to be handled.21000:18:29,037 --> 00:18:30,065坎特博士Dr Canter...21100:18:30,579 --> 00:18:32,698-我明白你的感受-真的吗- I know how you must feel. - Do you?21200:18:33,473 --> 00:18:34,528是的先生Y es, sir.21300:18:35,592 --> 00:18:37,224我儿子也死了I lost a son myself.214。

复杂网络中的博弈演化和统计行为

复杂网络中的博弈演化和统计行为

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复杂网络中的博弈演化
英文摘要
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2023-2024学年江苏省镇江市高三下学期期初适应性练习英语试题

2023-2024学年江苏省镇江市高三下学期期初适应性练习英语试题

2023-2024学年江苏省镇江市高三下学期期初适应性练习英语试题Contrary to popular belief, winter is actually a good time to travel. Below, you’ll find recommendations for the best places to visit in winter in the USA.Sequoia (美洲杉) National Park, CaliforniaThis park is famous for its giant sequoia trees. And though it’s impressive to walk among 250-foot sequoias, snowshoeing or cross-country skiing through Giant Forest Grove when the towering trees are dusted with snow is pure magic.Accommodation: The centrally located Visalia Marriott is just 40 minutes from the park gate. Charleston, South CarolinaStart your weekend getaway on a historic carriage ride downtown in cold winter. Clip-clop past the city’s churches, see where they stored all the gunpowder back in the 1700s and learn about Charleston’s past.Accommodation: Located in the city's historic heart, the Charleston Place hotel features plush rooms and excellent dining.Keystone, ColoradoSki report website On the Snow rates it the top resort for families, thanks to free parking; ski-in, ski-out lodgings; a kids-ski-free program; and beginner terrain (地形).Accommodation: Keystone Lodge and Spa has cozy mountain-inspired rooms and lofts, a heated outdoor pool and hot tub.Park City, UtahLocated just 40 minutes from Salt Lake City, the largest ski resort in the United States is known for its light, dry snow, sunny skies and variety of terrain.Accommodation: Marriott’s Summit Watch is an affordable option located right in Park City, and it offers accessible rooms.1. What will travelers do in Charleston?A.Walk along giant sequoia trees. B.Ski through snow-covered forests.C.Explore the historic city. D.Swim in a heated outdoor pool.2. Which destination gives kids a chance to ski for free?A.Sequoia National Park. B.Charleston.C.Keystone. D.Park City.3. What do the four destinations have in common?A.They are located 40 minutes from the nearby city.B.They are famous national parks in the USA.C.They offer carriage rides at weekends.D.They offer a range of cold-weather fun.It’s an unusually calm morning for Jim Smith, owner of Ventura Dive Sport, and lifelong seaman. He’s in charge of the Raptor, carrying a boatload of divers and snorkeling(浮潜) enthusiasts over to the Channel Islands anchored just off the Southern Californian coast, in the remote Channel Islands National Park.On this trip, in particular, Smith is hoping to spot giant black sea bass, a huge underwater creature that grows over seven feet long and can weigh more than 700 pounds. Unsurprisingly, it’s a fish that sits atop the food chain, and the species is an important part of the marine (海洋的) ecosystem.Up until the 1970s, black sea bass were a common sighting in Southern California, but due to overfishing their population dramatically declined. As a result, fishing for giant black sea bass of any kind was banned in California in 1982. In the Channel Island region, thanks to the protected waters of the national park, there is a promising sign-a recent survey found around 50 individuals around the Catalina Island alone.Marine biolo gists’ photos-and indeed anyone else’s-now have a permanent home, on a newly-created database named Spotting Giant Sea Bass. The website, launched and run by the Aquarium of the Pacific in July, is a joint community effort to find out more about these mysterious creatures. Scientists hope to be able to answer how the population is changing over time, how far giant sea bass move, where they spawn (产卵), and how they grow in marine protected areas. With more than 1 million dives recorded annually across the Go lden State’s coastline, researchers hope a joint effort to document this species will aid with its recovery.“One of the main things people want to see when they come out with us during September and October is giant sea bass,” Smith says. “If you’re luck y enough to be on a dive and one swims past you. . . it really is the most incredible experience. ”4. Who is Jim Smith?A.A marine biologist.B.A dive boat captain.C.A founder of a website.D.A guard of a national park.5. What can we infer about black sea bass in the Channel Island region now?A.They are experiencing population growth.B.They are being overfished.C.They are living in terrible conditions.D.They are disappearing due to pollution.6. Which of the following is considered as “a permanent home” in paragraph 4?A.Southern California.B.Spotting Giant Sea Bass.C.Marine protected areas.D.The Aquarium of the Pacific.7. What will be helpful for the recovery of black sea bass according to the researchers?A.Swimming with them in the sea.B.Prohibiting deep-sea diving.C.Working together to record information.D.Discovering more islands.Emotions are like our best friend. They have always been a part of our lives and have been influencing our personalities from the very beginning. However, this begs the question-where do emotions come from?Evolutionary (进化论的) psychologists believe that emotions are adaptations that have evolved in response to the challenges faced by our ancestors. They believe that emotions are innate (先天的), meaning that we are born with them wired into our brains.Some psychologists restrict their claims to a small set of “basic” emotions, which are called the Big Six-happiness, sadness, fear, surprise, anger and disgust.Critics of evolutionary psychology argue that emotions are socially constructed. They reject the evolutionary theory of emotions being involuntary; instead, they believe that emotions are voluntary choices we trick ourselves into treating as involuntary.Defendants of this view believe that our culture influences how we should feel and what we should do in a given situation. When we feel an emotion and act on it, we engage in a behavior that is prescribed by our culture.People argue that our presumption that emotions are involuntary, such as anger, may just be a convenient illusion (幻觉). To be angry, we need to understand something as offensive (冒犯的), which is likely based on culturally informed moral judgments. In that case, how can anger be an animal reflex (本能反应)?Moreover, anger is not seen in all cultures. In Inuit culture, people rarely show any signs of anger, probably since threatening responses would be too risky in a small culture surviving in harsh conditions. The Malay language of Malaysia doesn’t even have a word meaning “anger”!The fact that culture can affect the incidence and intensity of our emotions makes them look less like biological truths and more like the product of social constructs.From my perspective, evolutionary psychologists underestimate the contributions of culture and learning, whereas social constructionists over-emphasize the same. Basically, we need an explanation that can steer between both these extremes.The next time you feel a complex emotion bubbling up (冒出), the key is to determine the underlying basic emotions so you can take action that is the most helpful in keeping you balanced and emotionally under control!8. What do evolutionary psychologists believe?A.We are born with emotions.B.Personalities influence emotions.C.Emotions are learned.D.Humans have six different emotions.9. What does the underlined word “prescribed” in paragraph 5 mean?A.Copied.B.Remembered.C.Translated.D.Required.10. What do the two examples in paragraph 7 mainly explain?A.Emotions play a major role in survival.B.People in poor circumstances have emotions.C.People solve problems with the help of emotions.D.Emotions are socially constructed.11. What is essential when facing the occurrence of a complex emotion?A.Finding out the real core emotions.B.Taking action to ignore basic emotions.C.Striking a balance between life and work.D.Making efforts to build confidence.Active noise control technology is used by noise-canceling headphones to minimize or completely block out outside noise. However, despite the many advancements in technology, people still don't have much control over which sounds their headphones block out and which they let pass.Now, deep learning algorithms (算法) have been developed by a group of academics at the University of Washington that enable users to select which noises to filter (过滤) through their headphones in real-time. The system has been named “semantic hearing” by its creators.The Al-powered headphones remove all background noise by streaming recorded audio (音频) to a smartphone that is linked to the devices. Through this process, the headphone users can choose to strengthen or cancel out 20 types of sounds, using voice commands or a smartphone app. The headphones will then only let through the sounds that have been chosen by the wearer.“The challenge is that the sounds headphone wearers hear need to syne (同步) with their visual senses. This means the neural (神经的) algorithms must process sounds in under a hundredth of a second.” said senior author Shyam Gollakota, a UW professor.Due to this time constraint, the semantic hearing system chooses a process that relies on noises communicated on a device like a linked smartphone. Furthermore, in order for humans to continue to effectively experience sounds in their environment, the system needs to maintain these delays because sounds coming from different directions enter people's ears at different times.Trials were undertaken by the researchers in a variety of settings. The semantic hearing system was able to isolate target sounds, while at the same time removing background noise. In terms of the system's audio output for the desired sounds. 22 participants gave it an average rating higher than they assigned to the original noise recordings.There were, however, a few disadvantages: the Al-powered system occasionally had trouble recognizing sounds that were too similar. The researchers said that the system could produce better results if its machine learning models were trained on more real world data.12. What can deep learning algorithms do?A.Improve users listening ability.B.Help users remove unwanted noise.C.Stop people from entering noisy areas.D.Create communication between users.13. What should the neural algorithms do according to Shyam Gollakota?A.Select headphone users.B.Process data without noticeable delay.C.Follow the way people speak.D.Improve the quality of smartphones.14. What did the researchers find about the system in the trials?A.It has improvement in sound quality.B.It helps them recognize participants' voices.C.It has more disadvantages than advantages.D.It's suitable to strengthen background noise.15. Which is the most suitable title for the text?A.The semantic hearing system still has some drawbacksB.The semantic hearing system can recognize human speechC.Al noise-canceling headphones let you choose what you hearD.AI noise-canceling headphones now have a commercial versionWinter can cause damage to your skin, and it can feel like there’s no escape. 16 . Happily, there are many ways to deal with dry skin and keep yourself comfortable.• Use a humidifier (加湿器) to increase humidity.In the cooler winter months, a humidifier in your home or office will restore moisture to the air, helping to keep your skin hydrated (含水的).Run a humidifier in your entire home or in rooms you spend the most time in, and aim to keep indoor humidity levels between 30 and 50 percent. 17 If you’re unsure of your home’s humidity levels, you can buy a humidity meter.• Keep thermos tat (恒温器) temperatures cool and comfortable.If you’re looking to escape dry, cold outdoor air, you are likely to turn on the heat as soon as you get home. 18 Try a cool yet comfortable setting to prevent your skin from drying further-the American Osteopathic College of Dermatology recommends 68 to 75 degrees F.• 19Long, steamy showers may sound like a great idea when it’s cold, but very hot water can dry out the skin. A 5-to 10-minute warm shower is less likely to worsen dry skin than a hot one.You should also avoid using excessively hot water to wash your hands. Dry skin from exposure to hot water or cool winter air can cause an eczema (湿疹). 20If you still experience dryness, discomfort, and redness after trying these healthy skin tips, experts suggest using an over-the-counter I percent hydrocortisone cream or talking with your doctor.During the final term of my theater and performance degree at the University of Leeds, we planned to _________ some interactive workshops with elderly residents to try to _________ memory and social engagement.I remember being _________, aware that we were working with old people who were almost nonverbal (不能说话的).I had decided to play music at the end of the session. We went with the song My Way _________ those elderly residents would have been listening to the hit song in their late 20s. Once I pressed play, nearly everyone in the room stood up and _________ what seemed like every word. I was so deeply _________. Many of them were communicating much better. It looked and felt like_________.Off I went to drama school, but I thought about that _________ almost daily. So when we were given the opportunity to write a script (剧本) for a _________ festival, I created a love story about __________ and dementia (痴呆), spanning 50 years of a coupl e’s life.And now, 10 years later. the show I __________ is running again in London thanks to the Music for Dementia campaign.I now know that music-based interventions (治疗) __________ the need for antipsychotic medication (抗精神病药物) in more than 60 percen t of people __________ dementia. I don’t know what my My Way would be, but I certainly think we should all try to find our __________ and do our best to stay connected to the people we __________ it with.21.A.hold B.stop C.delay D.suspend22.A.remove B.identify C.inspire D.assess23.A.thrilled B.nervous C.ashamed D.delighted24.A.until B.unless C.if D.because25.A.sang B.said C.heard D.wrote26.A.scared B.moved C.amused D.annoyed27.A.art B.magic C.hope D.mercy28.A.problem B.goal C.policy D.experience29.A.theater B.science C.flower D.sports30.A.water B.fruit C.music D.food31.A.performed B.watched C.recorded D.made32.A.repeat B.protect C.reduce D.ignore33.A.living with B.hearing of C.escaping from D.focusing on34.A.show B.time C.speech D.song35.A.take B.share C.discuss D.learn阅读下面短文,在空白处填入1个适当的单词或括号内单词的正确形式。

左哈尔多元系统论

左哈尔多元系统论

1.在国内的发展
在中国大陆,多元系统理论一直没有引起注意,直2001年第 3期《中外文学》推出多元系统研究专辑,多元系统理论才开 始受到越来越多的关注。许多中国学者高度赞赏多元系统理 论。 2002年第4期的《中国翻译》上刊印了Even—Zohar的《多 元系统论》的中译文,其译者张南峰教授认为该理论“由于 强调历史和文化因素的研究,因而提高了翻译研究在文学研 究中的地位, 同时也把译本从文学系统的边缘带到了与其它 各种文本平等的位置”,其翻译理论和研究模式使得翻译研 究取得学科地位并进入学术研究系统的中心位置。他的观点 得到 了许多学者的支持。谢天振“用丰富的例证证明了多元系统 理论在翻译研究中的有效性,最后指出多元系统理论把翻译 研究引上了文化研究的道路, 为翻译研究开拓了一个相当广 阔的研究领域”。 张柏然和辛红娟指出,多元系统理论就是从翻译和翻译文学 对目标文学和文化的影响入手,研究目标文化对外国文学的 接受能力
对译者主观能动性的完全忽视,多元系统理论对翻译文学 中的一些特例无法作出合理解释,适用范围有限。 如果将多元系统理论用于解释翻译策略的选择, 它无法解释 我国晚清的翻译实际。晚清时中国的翻译文学应该处于中 国文学多元系统的中心位置,根据多元系统理论, 译者会遵 守出发语文化的规范, 采取异化翻译策略, 但是, 事实并非 如此。晚清的文学翻译家, 他们渴望传播民族文化, 拥有文 化优越感, 在译文中大量使用了归化的翻译策略。因此多 元系统理论只考虑了制约翻译策略选择的客观文化因素, 而忽视了作为翻译主体的人的主观能动性, 这使我们对其 理论的周密性产生了疑问。对此,王东风是这样评价的: 多 元系统理论关注的是目的语文化对翻译策略的制约, 但忽 略了译者的主体地位。
二.多元系统理论的含义1.义:埃氏多元系统理论的一个核心内容就

剑桥雅思阅读4(test2)原文翻译及答案解析

剑桥雅思阅读4(test2)原文翻译及答案解析

剑桥雅思阅读4(test2)原文翻译及答案解析雅思阅读是块难啃的硬骨头,需要我们做更多的题目才能得心应手。

下面小编给大家分享一下剑桥雅思阅读4test2原文翻译及答案解析,希望可以帮助到大家。

剑桥雅思阅读4原文(test2)READING PASSAGE 1You should spend about 20 minutes on Questions 1-13 which are based on Reading Passage 1 below.Lost for wordsMany minority languages are on the danger listIn the Native American Navajo nation, which sprawls across four states in the American south-west, the native language is dying. Most of its speakers are middle-aged or elderly. Although many students take classes in Navajo, the schools are run in English. Street signs, supermarket goods and even their own newspaper are all in English. Not surprisingly, linguists doubt that any native speakers of Navajo will remain in a hundred years’time.Navajo is far from alone. Half the world’s 6,800 languages are likely to vanish within two generations —that’s one language lost every ten days. Never before has the planet’s linguistic diversity shrunk at such a pace. ‘At the moment, we are heading for about three or four languages dominating the world,’says Mark Pagel, an evolutionary biologist at the University of Reading. ‘It’s a mass extinction, and whether we will ever rebound from the loss is difficult to know.’Isolation breeds linguistic diversity: as a result, the world is peppered with languages spoken by only a few people. Only 250 languages have more than a million speakers, and at least 3,000have fewer than 2,500. It is not necessarily these small languages that are about to disappear. Navajo is considered endangered despite having 150,000 speakers. What makes a language endangered is not just the number of speakers, but how old they are. If it is spoken by children it is relatively safe. The critically endangered languages are those that are only spoken by the elderly, according to Michael Krauss, director of the Alassk Native Language Center, in Fairbanks.Why do people reject the language of their parents? It begins with a crisis of confidence, when a small community finds itself alongside a larger, wealthier society, says Nicholas Ostler, of Britain’s Foundation for Endangered Languages, in Bath. ‘People lose faith in their culture,’ he says. ‘When the next generation reaches their teens, they might not want to be induced into the old traditions.’The change is not always voluntary. Quite often, governments try to kill off a minority language by banning its use in public or discouraging its use in schools, all to promote national unity. The former US policy of running Indian reservation schools in English, for example, effectively put languages such as Navajo on the danger list. But Salikoko Mufwene, who chairs the Linguistics department at the University of Chicago, argues that the deadliest weapon is not government policy but economic globalisation. ‘Native Americans have not lost pride in their language, but they have had to adapt to socio-economic pressures,’he says. ‘They cannot refuse to speak English if most commercial activity is in English.’ But are languages worth saving? At the very least, there is a loss of data for the study of languages and their evolution, which relies on comparisons between languages, both living and dead. When an unwrittenand unrecorded language disappears, it is lost to science.Language is also intimately bound up with culture, so it may be difficult to preserve one without the other. ‘If a person shifts from Navajo to English, they lose something,’ Mufwene says. ‘Moreover, the loss of diversity may also deprive us of different ways of looking at the world,’says Pagel. There is mounting evidence that learning a language produces physiological changes in the brain. ‘Your brain and mine are different from the brain of someone who speaks French, for instance,’ Pagel says, and this could affect our thoughts and perceptions. ‘The patterns and connections we make among various concepts may be structured by the linguistic habits of our community.’So despite linguists’best efforts, many languages will disappear over the next century. But a growing interest in cultural identity may prevent the direst predictions from coming true. ‘The key to fostering diversity is for people to learn their ancestral tongue, as well as the dominant language,’ says Doug Whalen, founder and president of the Endangered Language Fund in New Haven, Connecticut. ‘Most of these languages will not survive without a large degree of bilingualism,’ he says. In New Zealand, classes for children have slowed the erosion of Maori and rekindled interest in the language. A similar approach in Hawaii has produced about 8,000 new speakers of Polynesian languages in the past few years. In California, ‘apprentice’programmes have provided life support to several indigenous languages. Volunteer ‘apprentices’ pair up with one of the last living speakers of a Native American tongue to learn a traditional skill such as basket weaving, with instruction exclusively in the endangered language. After about 300 hours of training they are generally sufficiently fluent to transmit the language to the nextgeneration. But Mufwene says that preventing a language dying out is not the same as giving it new life by using it every day. ‘Preserving a language is more like preserving fruits in a jar,’he says.However, preservation can bring a language back from the dead. There are examples of languages that have survived in written form and then been revived by later generations. But a written form is essential for this, so the mere possibility of revival has led many speakers of endangered languages to develop systems of writing where none existed before.Questions 1-4Complete the summary below.Choose NO MORE THAN TWO WORDS from the passage for each answer.Write your answers in boxes 1-4 on your answer sheet.There are currently approximately 6,800 languages in the world. This great variety of languages came about largely as a result of geographical 1…… . But in today’s world, factors such as government initiatives and 2……are contributing to a huge decrease in the number of languages. One factor which may help to ensure that some endangered languages do not die out completely is people’s increasing appreciation of their 3…… . This has been encouraged through programmes of language classes for children and through ‘apprentice’schemes, in which the endangered language is used as the medium of instruction to teach people a 4……. Some speakers of endangered languages have even produced writing systems in order to help secure the survival of their mother tongue.’Questions 5-9Look at the following statements (Questions 5-9) and the listof people in the box below. Match each statement with the correct person A-E.Write the appropriate letter A-E in boxes 5-9 on your answer sheet.NB You may use any letter more than once.5 Endangered languages cannot be saved unless people learn to speak more than one language.6 Saving languages from extinction is not in itself a satisfactory goal.7 The way we think may be determined by our language.8 Young people often reject the established way of life in their community.9 A change of language may mean a loss of traditional culture.A Michael KraussB Salikoko MufweneC Nicholas OstlerD Mark PagelE Doug WhalenQuestions 10-13Do the following statements agree with the views of the writer in Reading Passage 1?In boxes 10-13 on your answer sheet writeYES if the statement agrees with the views of the writerNO if the statement contradicts the views of the writerNOT GIVEN if it is impossible to say what the writer thinks about this10 The Navajo Language will die out because it currently has too few speakers.11 A large number of native speakers fail to guarantee thesurvival of a language.12 National governments could do more to protect endangered languages.13 The loss of linguistic diversity is inevitable.READING PASSAGE 2You should spend about 20 minutes on Questions 14-26 which are based on Reading Passage 2 below.ALTERNATIVE MEDICINE IN AUSTRALIAThe first students to study alternative medicine at university level in Australia began their four-year, full-time course at the University of Technology, Sydney, in early 1994. Their course covered, among other therapies, acupuncture. The theory they learnt is based on the traditional Chinese explanation of this ancient healing art: that it can regulate the flow of ‘Qi’or energy through pathways in the body. This course reflects how far some alternative therapies have come in their struggle for acceptance by the medical establishment.Australia has been unusual in the Western world in having a very conservative attitude to natural or alternative therapies, according to Dr Paul Laver, a lecturer in Public Health at the University of Sydney. ‘We’ve had a tradition of doctors being fairly powerful and I guess they are pretty loath to allow any pretenders to their position to come into it.’In many other industrialised countries, orthodox and alternative medicine have worked ‘hand in glove’for years. In Europe, only orthodox doctors can prescribe herbal medicine. In Germany, plant remedies account for 10% of the national turnover of pharmaceuticals. Americans made more visits to alternative therapists than to orthodox doctors in 1990, and each year they spend about $US 12 billion on therapies that have not beenscientifically tested.Disenchantment with orthodox medicine has seen the popularity of alternative therapies in Australia climb steadily during the past 20 years. In a 1983 national health survey, 1.9% of people said they had contacted a chiropractor, naturopath, osteopath, acupuncturist or herbalist in the two weeks prior to the survey. By 1990, this figure had risen to 2.6% of the population. The 550,000 consultations with alternative therapists reported in the 1990 survey represented about an eighth of the total number of consultations with medically qualified personnel covered by the survey, according to Dr Laver and colleagues writing in the Australian Journal of Public Health in 1993. ‘A better educated and less accepting public has become disillusioned with the experts in general, and increasingly sceptical about science and empirically based knowledge,’ they said. ‘The high standing of professionals, including doctors, has been eroded as a consequence.’Rather than resisting or criticising this trend, increasing numbers of Australian doctors, particularly younger ones, are forming group practices with alternative therapists or taking courses themselves, particularly in acupuncture and herbalism. Part of the incentive was financial, Dr Laver said. ‘The bottom line is that most general practitioners are business people. If they see potential clientele going elsewhere, they might want to be able to offer a similar service.’In 1993, Dr Laver and his colleagues published a survey of 289 Sydney people who attended eight alternative therapists’practices in Sydney. These practices offered a wide range of alternative therapies from 25 therapists. Those surveyed had experienced chronic illnesses, for which orthodox medicine hadbeen able to provide little relief. They commented that they liked the holistic approach of their alternative therapists and the friendly, concerned and detailed attention they had received. The cold, impersonal manner of orthodox doctors featured in the survey. An increasing exodus from their clinics, coupled with this and a number of other relevant surveys carried out in Australia, all pointing to orthodox doctors’inadequacies, have led mainstream doctors themselves to begin to admit they could learn from the personal style of alternative therapists. Dr Patrick Store, President of the Royal College of General Practitioners, concurs that orthodox doctors could learn a lot about bedside manner and advising patients on preventative health from alternative therapists.According to the Australian Journal of Public Health, 18% of patients visiting alternative therapists do so because they suffer from musculo-skeletal complaints; 12% suffer from digestive problems, which is only 1% more than those suffering from emotional problems. Those suffering from respiratory complaints represent 7% of their patients, and candida sufferers represent an equal percentage. Headache sufferers and those complaining of general ill health represent 6% and 5% of patients respectively, and a further 4% see therapists for general health maintenance.The survey suggested that complementary medicine is probably a better term than alternative medicine. Alternative medicine appears to be an adjunct, sought in times of disenchantment when conventional medicine seems not to offer the answer.Questions 14 and 15Choose the correct letter, A, B C or D.Write your answers in boxes 14 and 15 on your answer sheet.14 Traditionally, how have Australian doctors differed from doctors in many Western countries?A They have worked closely with pharmaceutical companies.B They have often worked alongside other therapists.C They have been reluctant to accept alternative therapists.D They have regularly prescribed alternative remedies.15 In 1990, AmericansA were prescribed more herbal medicines than in previous years.B consulted alternative therapists more often than doctors.C spent more on natural therapies than orthodox medicines.D made more complaints about doctors than in previous years.Questions 16-23Do the following statements agree with the views of the writer in Reading Passage 2?In boxes 16-23 on your answer sheet writeYES if the statement agrees with the views of the writerNO if the statement contradicts the views of the writerNOT GIVEN if it is impossible to say what the writer thinks about this16 Australians have been turning to alternative therapies in increasing numbers over the past 20 years.17 Between 1983 and 1990 the numbers of patients visiting alternative therapists rose to include a further 8% of the population.18 The 1990 survey related to 550,000 consultations with alternative therapists.19 In the past, Australians had a higher opinion of doctorsthan they do today.20 Some Australian doctors are retraining in alternative therapies.21 Alternative therapists earn higher salaries than doctors.22 The 1993 Sydney survey involved 289 patients who visited alternative therapists for acupuncture treatment.23 All the patients in the 1993 Sydney survey had long-term medical complaints.Questions 24-26Complete the vertical axis on the table below.Choose NO MORE THAN THREE WORDS from Reading Passage 2 for answer.Write your answers in boxes 24-26 on your answer sheet.READING PASSAGE 3You should ,spend about 20 minutes on Questions 27-40 which are based on Reading Passage 3 belowPLAY IS A SERIOUS BUSINESSDoes play help develop bigger, better brains?Bryant Furlow investigatesA Playing is a serious business. Children engrossed in a make-believe world, fox cubs play-fighting or kittens teasing a ball of string aren’t just having fun. Play may look like a carefree and exuberant way to pass the time before the hard work of adulthood comes along, but there’s much more to it than that. For a start, play can even cost animals their lives. Eighty per cent of deaths among juvenile fur seals occur because playing pups fail to spot predators approaching. It is also extremely expensive in terms of energy. Playful young animals use around two or three per cent of their energy cavorting, and in children that figure can be closer to fifteen per cent. ‘Even two or three per cent is huge,’says John Byers of Idaho University. ‘You just don’t find animals wasting energy like that,’he adds. There must be a reason.B But if play is not simply a developmental hiccup, as biologists once thought, why did it evolve? The latest idea suggests that play has evolved to build big brains. In other words, playing makes you intelligent. Playfulness, it seems, is common only among mammals, although a few of the larger-brained birds also indulge. Animals at play often use unique signs —tail-wagging in dogs, for example —to indicate that activity superficially resembling adult behaviour is not really in earnest.A popular explanation of play has been that it helps juveniles develop the skills they will need to hunt, mate and socialise as adults. Another has been that it allows young animals to get in shape for adult life by improving their respiratory endurance. Both these ideas have been questioned in recent years.C Take the exercise theory. If play evolved to build muscle or as a kind of endurance training, then you would expect to see permanent benefits. But Byers points out that the benefits of increased exercise disappear rapidly after training stops, so any improvement in endurance resulting from juvenile play would be lost by adulthood. ‘If the function of play was to get into shape,’says Byers, ‘the optimum time for playing would depend on when it was most advantageous for the young of a particular species to do so. But it doesn’t work like that.’ Across species, play tends to peak about halfway through the suckling stage and then decline.D Then there’s the skills-training hypothesis. At first glance, playing animals do appear to be practising the complex manoeuvres they will need in adulthood. But a closer inspectionreveals this interpretation as too simplistic. In one study, behavioural ecologist Tim Caro, from the University of California, looked at the predatory play of kittens and their predatory behaviour when they reached adulthood. He found that the way the cats played had no significant effect on their hunting prowess in later life.E Earlier this year, Sergio Pellis of Lethbridge University, Canada, reported that there is a strong positive link between brain size and playfulness among mammals in general. Comparing measurements for fifteen orders of mammal, he and his team found larger brains (for a given body size) are linked to greater playfulness. The converse was also found to be true. Robert Barton of Durham University believes that, because large brains are more sensitive to developmental stimuli than smaller brains, they require more play to help mould them for adulthood. ‘I concluded it’s to do with learning, and with the importance of environmental data to the brain during development,’he says.F According to Byers, the timing of the playful stage in young animals provides an important clue to what’s going on. If you plot the amount of time a juvenile devotes to play each day over the course of its development, you discover a pattern typically associated with a ‘sensitive period’—a brief development window during which the brain can actually be modified in ways that are not possible earlier or later in life. Think of the relative ease with which young children — but not infants or adults —absorb language. Other researchers have found that play in cats, rats and mice is at its most intense just as this ‘window of opportunity’ reaches its peak.G ‘People have not paid enough attention to the amountof the brain activated by play,’ says Marc Bekoff from Colorado University. Bekoff studied coyote pups at play and found that the kind of behaviour involved was markedly more variable and unpredictable than that of adults. Such behaviour activates many different parts of the brain, he reasons. Bekoff likens it to a behavioural kaleidoscope, with animals at play jumping rapidly between activities. ‘They use behaviour from a lot of different contexts —predation, aggression, reproduction,’he says. ‘Their developing brain is getting all sorts of stimulation.’H Not only is more of the brain involved in play than was suspected, but it also seems to activate higher cognitive processes. ‘There’s enormous cognitive involvement in play,’says Bekoff. He points out that play often involves complex assessments of playmates, ideas of reciprocity and the use of specialised signals and rules. He believes that play creates a brain that has greater behavioural flexibility and improved potential for learning later in life. The idea is backed up by the work of Stephen Siviy of Gettysburg College. Siviy studied how bouts of play affected the brain’s levels of a particular chemical associated with the stimulation and growth of nerve cells. He was surprised by the extent of the activation. ‘Play just lights everything up,’he says. By allowing link-ups between brain areas that might not normally communicate with each other, play may enhance creativity.I What might further experimentation suggest about the way children are raised in many societies today? We already know that rat pups denied the chance to play grow smaller brain components and fail to develop the ability to apply social rules when they interact with their peers. With schooling beginning earlier and becoming increasingly exam-orientated, play is likelyto get even less of a look-in. Who knows what the result of that will be?Questions 27-32Reading Passage 3 had nine paragraphs labeled A-I.Which paragraph contains the following information?Write the correct letter A-I in boxes 27-32 on your answer sheet.NB You may use any letter more than once.27 the way play causes unusual connections in the brain which are beneficial28 insights from recording how much time young animals spend playing29 a description of the physical hazards that can accompany play30 a description of the mental activities which are exercised and developed during play31 the possible effects that a reduction in play opportunities will have on humans32 the classes of animals for which play is importantQuestions 33-35Choose THREE letters A-F.Write your answers in boxes 33-35 on your answer sheet.The list below gives some ways of regarding play.Which THREE ways are mentioned by the writer of the text?A a rehearsal for later adult activitiesB a method animals use to prove themselves to their peer groupC an activity intended to build up strength for adulthoodD a means of communicating feelingsE a defensive strategyF an activity assisting organ growthQuestions 36-40Look at the following researchers (Questions 36-40) and the list of findings below.Match each researcher with the correct finding.Write the correct letter A-H in boxes 36-40 on your answer sheet.36 Robert Barton37 Marc Bekoff38 John Byers39 Sergio Pellis40 Stephen SiviyList of FindingsA There is a link between a specific substance in the brain and playing.B Play provides input concerning physical surroundings.C Varieties of play can be matched to different stages of evolutionary history.D There is a tendency for mammals with smaller brains to play less.E Play is not a form of fitness training for the future.F Some species of larger-brained birds engage in play.G A wide range of activities are combined during play.H Play is a method of teaching survival techniques.剑桥雅思阅读4原文参考译文(test2)Passage 1参考译文Lost for wordsMany minority languages are on the danger list语言的消失——许多少数民族语言濒临灭绝In the Native American Navajo nation, which sprawls across four states in the American south-west, the native language is dying. Most of its speakers are middle-aged or elderly. Although many students take classes in Navajo, the schools are run in English. Street signs, supermarket goods and even their own newspaper are all in English. Not surprisingly, linguists doubt that any native speakers of Navajo will remain in a hundred years’time.对于居住在美国西南部四州的那瓦霍人来讲,他们的语言正在遭遇灭顶之灾。

3月高考英语考前突破 阅读理解能力 文化教育 同性恋可能存在遗传基因

3月高考英语考前突破 阅读理解能力 文化教育 同性恋可能存在遗传基因

同性恋可能存在遗传基因In the last two decades, dozens of scientific papers have been published on the biological origins of homosexuality - another announcement was made last week. It's becoming scientific orthodoxy. But how does it fit wi th Darwin's theory of evolution?在过去的20年里,许多关于同性恋的生物学起源的科学文献相继发表——就在上周又一篇相关文章(同性恋存在遗传基因)得以发表,并成为科学正统。

但是这是如何与达尔文的进化论相符的呢?Macklemore and Ryan Lewis's hit song Same Love, which has become an unofficial anthem of the pro-gay marriage campaign in the US, reflects how many gay people feel about their sexuality.It mocks those who "think it's a decision, and you can be cured with some treatment and religion - man-made rewiring of a predisposition(倾向,素质)". A minority of gay people disagree, maintaini ng that sexuality is a social construct, and they have made a conscious, proud choiceto take same-sex partners.But scientific opinion is with Macklemore. Since the early 1990s, researchers have shown that homosexuality is more common in brothers and relatives on the same maternal line, and a genetic factor is taken to be the cause. Also relevant - although in no way proof - is research identifying physical differences in the brains of adult straight and gay people, and a dizzying array of homosexual behaviour in animals.But since gay and lesbian people have fewer children than straight people, a problem arises."This is a paradox from an evolutionary perspective," says Paul Vasey from the University of Lethbridge in Canada. "How can a trait like male homosexuality, which has a genetic component, persist over evolutionary time if the individuals that carry the genes associated with that trait are not reproducing?"Scientists don't know the answer to this Darwinian puzzle, but there are several theories. It's possible that different mechanisms may be at work in different people. Most of the theories relate to research on male homosexuality. The evolution of lesbianism is relatively understudied - it may work in a similar wa y or be completely different.1。

比较皮亚杰与维果斯基的认知发展理论

比较皮亚杰与维果斯基的认知发展理论

⽐较⽪亚杰与维果斯基的认知发展理论Synthesizing and Comparing Piaget’s and Vygotsky’s TheoriesFor decades, Piaget’s (1896-1980) theory of cognitive development has been the leading theory in the field. Whereas Piaget focuses more on the individual level effort in the cognitive development, his contemporary counterpart, Lev Vygotsky (1896-1934) held that children develop the ways of thinking and understanding through interactions with the contextual environment (Santrock, 2010, p. 226). Both theories contributed greatly to the advancements in the child education and understanding of the human’s cognitive development.Piaget and Vygotsky’s Theory of Cognitive DevelopmentThe most noteworthy part of Piaget’s work is his persistent development of the four-stage process of cognitive development. Piaget argued that human beings go through four consecutive stages toward cognitive maturation, and each stage presents new ways of understanding the world that is qualitively different than the previous stage. These stages are sensorimotor stage (from birth to about two year-old), preoperational stage (from two to seven year-old), concrete operational stage (from seven to 11 year-old), and formal operational stage (from 11 to 15 year-old). Piaget argued that it is the discrepancy between individual’s existing schemes and counterexamples that creates the disequilibrium, which in turn creates the motive for change (Santrock, 2010, p. 209). In every stage, individual tend to assimilate new information by using the existing schemes and accommodate new information by adjusting the existing schemes. Piaget also argued that there are certain cognitive milestones that represent each stage. For example, object permanence is a key manifestation of the end of sensorimotor stage and conservation should be achieved by the end of preoperational stage.Vygotsky put much emphasis on the importance of socialcultural factors in children’s cognitive development. Vygotsky did not break down children’s cognitive development into age related stages, and he held that cognitive development is a continuous process where the skilled person provides necessary direction and support that fit the child’s current development (Daniels, 2007, as cited in Santrock, 2010). Vygotsky proposed his concepts of the zone of proximal development and scaffolding. Zone of proximal development has a lower limit and an upper limit. The lower limit stands for the level of problem solving that can be achieved by the child alone while the upper limit stands for the level of additional problem solving capability that must be supported by the others, and scaffolding is the tool the skilled person utilizes to offer the necessary aid or support.Strength and Weakness of Piaget and Vygotsky’s TheoryAs previously mentioned, Piaget focused on the individual effort for achieving the cognitive maturation and he put little effort in recognizing the socialcultural context. Vygotsky believed that language and cognition are developed in parallel and the both have reciprocal effects to one another. In contrary, Piaget argued that language has minimal role, and cognition primarily directs language. In Vygotsky’s eye, education plays a central role in helping children advance the cognitive capability whereas Piaget believed education merely refines the cognitive skills. Vygotsky stressed the importance of changing the level of support in order to maximize child’s cognitive capability, and his emphasis is on the external factors. However, Piaget regarded external factors such as teacher’s intervention as facilitating elements in supporting child’s exploration and discovery, yet the child takes the leading role.With the advancement in social science and research methodologies, Piaget’s theory of cognitive development has undergone challenges. Researchers have found that the formal operational stage is far from the end of the development. Commons and Ross (2008) proposed four more postformal stages - Systematic, Metasystematic, Paradigmatic, and Cross-Paradigmatic, and they further argued that “most science, technology, and successful management require postformal thought” (p. 321). Kuhn (2008) also argued that people have greater cognitive potential during the second decade of life, andformal operational stage is just the beginning to realize this potential. Kuhn held that we need to cultivate supporting environment to maximize every individual’s full potential (p. 53). Secondly, cognitive abilities does not exactly follow the pattern what Piaget theorized. Some cognitive abilities could emerge earlier than the norm, and some could delay. Children who are exposed to object manipulation earlier have greater possibility to grasp the conservation earlier than the children who have less real life experience.Vygotsky’s theory has not undergone rigorous empirical studies (Santrock, 2010, p. 230). This is partly because Vygotsky’s theory had not been recognized by the most of the world the same as Piaget’s, and partly because Vygotsky’s theory was not specific enough. For example, Vygotsky did not theorize major milestones in children’s cognitive development path. Also, Vygotsky overemphasized the role of language in thinking (Santrock, 2010, p. 231) where he argued that children progressively internalize their egocentric external speech to form their thoughts. Vygotsky maintained that socialcultural factors exert much on the cognitive development, and guidance would help children reach the upper limit of their zone of proximal development; however, too much support would also inadvertently cause children’s dependence.ConclusionPiaget’s theory starts from nativist’s point of view, emphasizing the importance of cognitive development milestones while maintaining that education and environment can also refine the cognitive skill. Vygotsky’s theory revolves around from the social interactionist’s point of view, putting feet hard on the socialcultural factors. Both Piaget 's and Vygotsky's theory of cognitive development provide us lenses in looking into human’s most powerful capability – cognition, and their theories will continue serving as the cornerstone for education.ReferencesCommons, M. L., & Ross, S. N. (2008). What postformal thought is, and why it matters. World Futures, 64, 321–329. Kuhn, D. (2008). Formal operations from a twenty-first century perspective. Human Development, 51, 48–55.Santrock, J. W. (2010). A topical approach to life-span development (Fifth Edition). New York: McGraw-Hill.。

中山大学管理学院企业管理专业博士研究生培养方案

中山大学管理学院企业管理专业博士研究生培养方案

中山大学管理学院企业管理专业博士研究生培养方案一、培养目标要求博士生掌握马克思主义、毛泽东思想和邓小平理论的基本原理,遵守中华人民共和国宪法和法律,具有为科学事业献身的精神、良好的品德和科学素养,在本门学科领域上掌握坚实宽广的基础理论和系统深入的管理学、经济学、行为学专门知识以及管理研究方法,掌握国际上与本门学科有关的学术动态,具有独立从事科学研究和教学工作的能力,成为积极为祖国社会主义市场经济发展服务,并在企业管理方面作出创造性成果的高级科研和教学人才。

二、研究方向1、国际企业管理2、营销管理3、战略管理4、管理思想史5、人力资源管理6、第三产业经济管理7、服务性企业管理三、学习年限按《中山大学博士研究生培养工作的暂行规定》的有关规定要求四、课程设置五、考核方式按《学位与研究生教育工作手册》的有关规定要求六、学位论文按《学位与研究生教育工作手册》的有关规定要求七、必读和选读书目1.Academy of Management Review2.European Management Journal3.Journal of Marketing4.Journal of Marketing Research5.Journal of International Business Studies6.Journal of Consumer Research7.Management International Review8.Harvard Business Review9.Sloan Management Review10.Strategic Management Journal11.Transnational Corporation12.Academy of Management Journal13.Journal of Management Studies14.Journal of Management15.中国社会科学16.经济研究17.管理世界18.管理科学学报19.Snmantra Ghoshal and D. Eleamor Westney, Organization theory and Multinational corporation, St.Martin’s Press, Inc. 199320.Oliver E. Williamson and Sidney , G. Winter, The nature of the firm: Origins, evolution and development,Oxford University Press, 199121.Christopher H. Lovelock, Managing sevices: Marketing, operations and human resources, Second Edition,Eagewood, NJ: Prentice Hall, 199222.毛蕴诗主编《公司经济学》,东北财经大学出版社,200223.毛蕴诗著:《跨国公司战略竞争与国际直接投资》,中山大学出版社,2001年6月24.毛蕴诗、施卓敏著:《公司重构与竞争优势》广东人民出版社,2000年5月25.毛蕴诗、李新家、彭清华著:《企业集团——扩展动因、模式与案例》广东人民出版社,2000年5月26.[美]克里斯托弗·A·巴特利特[英]休曼特拉·戈歇尔著,赵曙明主译:《跨国管理-教程、案例和阅读材料》(第二版),东北财经大学出版社,2000年。

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a rXiv:c ond-ma t/3379v123Mar2Theory of the evolutionary minority game T.S.Lo 1,P.M.Hui 1,and N.F.Johnson 21Department of Physics,The Chinese University of Hong Kong,Shatin,New Territories,Hong Kong.2Department of Physics,University of Oxford,Clarendon Laboratory,Oxford OX13PU,England,UK.Abstract We present a theory which describes a recently introduced model of an evolv-ing,adaptive system in which agents compete to be in the minority.The agents themselves are able to evolve their strategies over time in an attempt to improve their performance.The present theory explicitly demonstrates the self-interaction,or market impact that agents in such systems experience.PACS Nos.02.50.Le,05.64.+b,05.40.+j,64.75.+gI.INTRODUCTIONAgent-based models of complex adaptive systems(CAS)provide invaluable insight into the highly non-trivial global behaviour of a population of competing agents[1].These models typically involve agents with similar capability competing for a limited resource.The agents are given the same global information,which is in turn generated by the action of the agents themselves,and they learn from past experience.The growingfield of econophysics[2–4] represents an area in which such CAS may be applicable:every agent knows the past ups and downs in the index of a stock market and must decide how to trade based on this global information.An important step forward in agent-based models of CAS was made by Challet and Zhang[5,6]who proposed the so-called Minority Game(MG)in which an odd number N of agents successively compete to be in the minority.Each agent is randomly assigned a limited number of strategies at the beginning of the game,hence introducing some quenched disorder.As the game progresses,non-trivialfluctuations arise in the collective agents’decisions–these can be understood in terms of the dynamical formation of crowds consisting of agents using correlated strategies,and anticrowds consisting of agents using the anticorrelated strategies[7].Subsequent work by Challet and co-workers has provided a remarkable formal connection to spin glass systems[8].The basic minority game,however,does not incorporate evolution.Agents are stuck with their initial strategies and hence the system cannot avoid this in-built frustration.In the real world,one would expect that agents would be able to evolve more successful strategies, or at least stop playing disasterous strategies.This motivated us to recently propose a simpler minority model which allowed for an evolving population[9–11]-we call this the evolutionary minority game(EMG).D’Hulst and Rodgers[12]subsequently proposed an analytic theory,based on a slightly modified version of our model.However,the two models actually give different numerical results[11].Here we provide a theory for our evolutionary minority game(EMG)[9]which correctly includes the self-interaction of the agents.Results are in good agreement with numericaldata.The plan of the paper is as follows.We introduce the EMG in Sec.II and give the main features observed in numerical simulations of the model.In Sec.III,we present the formalism and derive the winning probability for an agent.Results from the present theory are compared with numerical data in Sec.IV.Section V provides a discussion of the results.II.EVOLUTIONARY MINORITY GAMEConsider an odd number N of agents repeatedly choosing to be in room0(e.g.sell)or room1(e.g.buy).After each agent has independently chosen a room,the winners are those in the minority room.A single binary digit denoting the minority room forms the outcome for each time-step.Each agent is given the information of the most recent m outcomes.Each agent also has access to a common register or“memory”containing the outcomes from the most recent occurrences of all2m possible bit strings of length m.Consider,for example, m=3and denote(xyz)w as the m=3bit string(xyz)and outcome w.An example memory would comprise(000)1,(001)0,(010)0,(011)1,(100)0,(101)1,(110)0,(111)1.Following a run of three wins for room0in the recent past,the winning room was subsequently1. Faced with a given bit string of length m,it seems reasonable for an agent to simply predict the same outcome as that registered in the memory.The agent will hence choose room1 following the next000sequence.If0turns out to be the winning room,the entry(000)1in the memory is then updated to be(000)0.Simply put,each agent looks into the most recent history for the same pattern of m bit string and predicts the outcome using the history.In effect,each agent holds one strategy and all agents hold the same strategy,with the strategy being dynamical.The strategy is hence to follow the trend.However,if all N agents act in the same way,they will all lose.A successful agent is one who can follow a trend as long as it is valid and to correctly predict when it will end.To incorporate this factor into our model, each agent is assigned a single number p,which we refer to as the“gene”-value.Following a given m-bit sequence,p is the probability that the agent will choose the same outcome as that stored in the memory,i.e.he will follow the current predictor.An agent will reject theprediction and choose the opposite action with probability1−p.To incorporate evolution into our model,we assign+1(−1)point to every agent in the minority(majority)room at each time step.If an agent’s score falls below a value d(d<0),his gene-value p is modified. The new p value is chosen randomly from a range of values centered on the old p with a width equal to R.We impose reflective boundary condition to ensure that0≤p≤1.Our conclusions do not depend on the particular choice of boundary conditions.For R=0, the agents will never change their gene values-this represents the limiting case of in-built quenched disorder determined by the initial distribution of p values.For any non-zero R value,the system is able to evolve through gene modification.For R=2,the new gene value is uncorrelated with the old one upon modification.Initially,each agent is randomly assigned a gene value in the range0≤p≤1.Choosing R=0allows the population to evolve.We focus on two quantities,P(p)and L(p),in the asymptotic limit.Here P(p)is the frequency distribution of gene values,typically taken in the long time limit over a time window and normalized to unity;L(p)is the lifespan defined as the average length of time a gene value p survives between modifications.To introduce the basic features observed in numerical simulations,Fig.1shows L(p)and P(p) (inset)as a function of p for a range of values of m.The other parameters are taken to be N=101,R=0.2and d=−4.The most interesting feature is that P(p)becomes peaked around p=0and p=1,with a similar behaviour in L(p).Both of these quantities are symmetric about p=1/2.The results are insensitive to the initial distribution of p values. Surprisingly the results indicate that agents who either always follow or never follow what happened last time,generally perform better than cautious agents using an intermediate value of p.Figure1also shows that there is no explicit dependence on m for P(p)and L(p) [9,11,13].The independence on m of the results was also discussed recently by Burgos and Ceva[13]using a random walk argument.Reference[12]proposes a theory which gives a P(p)somewhat similar to that shown in Fig.1.However,the theory was developed based on a model in which each agent is initially assigned one strategy from the strategy pool,and uses this strategy throughout the game:the corresponding P(p)is then m-dependent[11]in contrast to the EMG results shown in Fig.1.The dependences on the other parameters of the EMG such as N,d,and R are reported in Ref.[11].III.FORMALISMWe consider a game with N agents(N≫1).After a sufficiently long time,the distri-butions P(p)and L(p)reach the stationary forms as shown in Fig. 1.Consider a certain moment of the game in this steady-state regime.Let the predictor,which is simply the strategy stored in the memory for the given history bit-string,be1;i.e.go to room“1”.As long as the winning room is defined as the minority room,i.e.with a cutoffat(N−1)/2, the following arguments do not depend on the actual value of the predictor and hence also hold if the predictor says0.We define F N(n)as the probability of the attendance being n in the predicted room.It follows from the central limit theorem that F N(n)will be an approx-imately gaussian distribution with a mean N p is the mean of the gene value p given bymeaning of Eq.(1)is transparent.An attendance of n in room“1”is achieved if the atten-dance by the(N−1)agent background is n−1and the k-th agent decides to go to room “1”:this leads to thefirst term in Eq.(1).Alternatively the attendance by the(N−1)agent background is n and the k-th agent decides not to go to room“1”:this leads to the second term in Eq.(1).Letτ(p k)be the winning probability of the k-th agent.Given the probability G k N−1(n), we can writeτ(p k)=p k (N−3)/2n=0G k N−1(n)+(1−p k)N−1n=(N+1)/2G k N−1(n).(2)Equation(2)says that the k-th agent wins if(i)the attendance is below(N−3)/2in room “1”before he makes his move and he decides to go to room“1”,thereby giving thefirst term or(ii)the attendance is above(N+1)/2in room“1”before he makes his move and he decides not to go to room“1”,thereby giving the second term.Since the k-th agent is only characterized by his gene value p k,τ(p k)can also be interpreted as the success rate of an agent using gene value p k.It follows from Eq.(1)that(N−3)/2n=1F N(n)=(N−3)/2n=1p k(G k N−1(n−1)−G k N−1(n))+G k N−1(n)=(N−3)/2n=1G k N−1(n)+p k G k N−1(0)−p k G k N−1(N−32).(3)Similarly,we have from Eq.(1)N−1n=(N+1)/2F N(n)=N−1n=(N+1)/2p k(G k N−1(n−1)−G k N−1(n))+G k N−1(n) =N−1n=(N+1)/2G k N−1(n)+p k G k N−1(N−1Since F N (N )=p k G k N −1(N −1),which follows from the consideration that all the agents go to room “1”only if all the other N −1agents go to room “1”and the k -th agent goes to room “1”,we haveN −1 n =(N +1)/2G k N −1(n )=N n =(N +1)/2F N (n )−p k G k N −1(N −12)+(1−p k )N n =(N +1)/2F N (n )−(1−p k )p kG k N −1(N −12)in terms of G k N −1(N −12),we then obtainτ(p k )=p k(N −3)/2 n =0F N (n )+(1−p k )N n =(N +1)/2F N (n )+p k F N (N −12) =p k (N −1)/2 n =0F N (n )+(1−p k )N n =(N +1)/2F N (n )−2p k (1−p k )G k N −1(N −1shown in Fig.1.Note that Eq.(5)also applies to the case when the predictor says 0:hence it is independent of the dynamics of the predictor which in turn is determined by the time evolution of the outcomes.This further implies that the resulting P (p )and L (p )do not depend on the value of m in the model.For the present EMG,there is a lack of an a priori perferred room:therefore the outcomes 0and 1will occur similar numbers of times on the average.In this case,the summations in the first and second terms of Eq.(5)in the steady state yield the value 1/2and hence τ(p )becomesτ(p k )=12).(6)In order to express the right hand side of Eq.(5)entirely in terms of the function F ,weuse Eq.(1)to find G k N −1(N −11−p k )n −j =(1−p k )G k N −1(n ).(8)Similarly,if we apply Eq.(1)with increasing values of n instead of decreasing values of n ,we obtainN j =n +1(−1)j −n −1F N (j )(1−p k2and substituting the result intoEq.(5),we obtain τ(p k )entirely in terms of F N (n ),and the label k becomes irrelevant.As mentioned,τ(p k )can be regarded as the winning probability of an agent who is using a gene value p ,and henceforth we denote it by τ(p )for simplicity.IV.RESULTSIn order to obtain P(p)fromτ(p),we note that these two quantities are related.In Ref.[12],it was pointed out that the stationary distributions P(p)and L(p)are proportional to each other:P(p).1−2τ(p)From Eq.(10),we have1P(p)∝p and the standard deviation from the assumed P(p),(c)use Eq.(5)together with Eqs.(8)and(9)to obtainτ(p),(d)calculate P(p)fromτ(p)using Eq.(11)and the normalization condition,(e)check for convergence of P(p)and,if necessary,repeat the steps until convergence is obtained.Note that Eq.(5)is employed since it is valid for all forms of initial guess for P(p),including those which are non-symmetrical about p=1/2.Results for P(p)and L(p)obtained by carrying out the calculation scheme are shown in Figs.3and4together with results of numerical simulation for N=51and N=101. Note that P(p),when properly normalized,is not sensitive to N,while L(p)depends on N.Results from our theory are in good agreement with numerical data.The results for P(p)as obtained in Ref.[12]are also shown in Fig.3for comparison:note that the resultsof Ref.[12]show a plateau over a significant range of p in contrast to the present theory and the numerical simulations.The comparison indicates that the results from the present theory are in better agreement with the numerical results.To further test the validity of our theory,we compare results forτ(p)as a function of p with numerical data for N=51,101, and201in Fig.5.The numerical data are found by simply counting the number of times an agent with gene value p wins.It should be noted thatτ(p)provides a better test than P(p)for the validity of any theory,since many forms ofτ(p)can give rise to similar forms for P(p).In contrast to the numerical results and those of the present theory shown in Fig.5,the expression forτ(p)given in Ref.[12]gives a very smallτ(p)for a significant range of p around p=1/2corresponding to the plateau in P(p).Figure5suggests that the correctτ(p)in the steady state,which follows from Eq.(5)(see also Eq.(6)),has the form τ(p)∼1/2−A(N)p(1−p)where A(N)is an N-dependent constant which decreases with √N as1/EMG model is that when the cutoffpercentage deviates significantly from1/2and becomes smaller(or larger)than a critical value,the steady state P(p)takes on a form which depends on the initial distribution of p.In particular,the population distribution P(p)freezes-no further modification of gene values arises as time evolves for large(or small)enough value of the cutoff.This phenomenon is discussed in more detail in Ref.[14].Another generalization is to modify the way in which the p-value is updated[15].Future work will focus on ap-plication of the present theoretical approach to such generalizations of the simple minority game set-up.REFERENCES[1]J.H.Holland,Emergence:From chaos to order,(1998)(Addison-Wesley,Reading);Hidden Order:How adaptation builds complexity(1995)(Addison-Wesley,Reading).[2]W.B.Arthur,Amer.Econ.Rev.84,406(1994);Science284,107(1999).[3]H.E.Stanley,Computing in Science&Engineering Jan/Feb,76(1999);Physica A269,156(1999).[4]See the proceedings of the International Workshop on Econophysics and StatisticalFinance published in Physica A269,1-183(1999).[5]D.Challet and Y.C.Zhang,Physica A246,407(1997);ibid.256,514(1998);ibid.269,30(1999).[6]R.Savit,R.Manuca and R.Riolo,Phys.Rev.Lett.82,2203(1999).[7]N.F.Johnson,M.Hart and P.M.Hui,Physica A269,1(1999).[8]D.Challet and M.Marsili,Phys.Rev.E60,R6271(1999);D.Challet,M.Marsili,and R.Zecchina,Phys.Rev.Lett.84,1824(2000);D.Challet and M Marsili,cond-mat/9908480.[9]N.F.Johnson,P.M.Hui,R.Jonson and T.S.Lo,Phys.Rev.Lett.82,3360(1999).[10]N.F.Johnson,P.M.Hui and T.S.Lo,Phil.Trans.Royal Soc.London A357,2013(1999).[11]P.M.Hui,T.S.Lo,and N.F.Johnson,cond-mat/0003309.[12]R.D’Hulst and G.J.Rodgers,Physica A270,514(1999).[13]E.Burgos and H.Ceva,cond-mat/0003179.[14]N.F.Johnson,D.J.T.Leonard,P.M.Hui and T.S.Lo,cond-mat/9905039.[15]H.Ceva,cond-mat/9909424.FIGURESFIG.1.The lifespan L(p),which is the average duration between modifications for a gene value p,as a function of gene value p for m=1,2,···,8.The inset shows the distribution of gene values P(p)as a function of p for different values of m.Both L(p)and P(p)are insensitive to m.The other parameters are N=101,d=−4and R=0.2.FIG.2.The probability of the attendance in one of the two rooms in the steady state,which is identical to F N(n),obtained by numerical simulations.The parameters are N=101,m=3, d=−4and R=0.2.It is approximately a gaussian distribution as expected from the central limit theorem.FIG.3.The frequency distribution of the gene values p as a function of p for N=101and N=51(inset).The other parameters are d=−4and R=0.2.The dotted lines are the data from numerical simulation.The solid lines give the results of the present theory.The dashed lines give the results of the theory proposed in Ref.[12].FIG.4.The lifespan L(p)as a function of p for N=101and N=51(inset).The dotted lines are the data from numerical simulation.The solid lines give the results of the present theory. Other parameters are the same as those in Fig.3.FIG.5.The winning probabilityτ(p)as a function of p for different values of N.The solid lines give the results of the present theory while the dotted and dashed lines are results from numerical simulations.The three sets of lines from top to bottom at p=1/2correspond to N=201,101, and51,respectively.Other parameters are the same as those in Fig.3.00.20.40.60.81p 0200400600L (p )00.51p 048P (p )37424752576267attendance 0.000.050.100.150.20p r o b a b i l i ty0.00.20.40.60.8 1.0p 0.02.04.06.08.010.0P (p )00.515100.00.20.40.60.8 1.0p 0.0200.0400.0600.0800.0L (p )0.00.5 1.003006000.00.20.40.60.8 1.0p 0.350.400.450.50τ(p)。

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