01Chapter 1_intro
CHAPTER 1英文
CHAPTER 1INTO THE PRIMITIVEOld longings nomadic leap,Chafing at custom's chain;Again from its brumal sleepWakens the ferine strain.Buck did not read the newspapers, or he would have known that trouble was brewing, not alone for himself, but for every tidewater dog, strong of muscle and with warm, long hair, from Puget Sound to San Diego. Because men, groping in the Arctic darkness, had found a yellow metal, and because steamship and transportation companies were booming the find, thousands of men were rushing into the Northland. These men wanted dogs, and the dogs they wanted were heavy dogs, with strong muscles by which to toil, and furry coats to protect them from the frost.Buck lived at a big house in the sun-kissed Santa Clara Valley. Judge Miller's place, it was called. It stood back from the road, half-hidden among the trees, through which glimpses could be caught of the wide cool veranda that ran around its four sides. The house was approached by graveled driveways which wound about through wide-spreading lawns and under the interlacing boughs of tall poplars. At the rear things were on even a more spacious scale than at the front. There were great stables, where a dozen grooms and boys held forth, rows of vine-clad servants' cottages, an endless and orderly array of outhouses, long grape arbors, green pastures, orchards, and berry patches. Then there was the pumping plant for the artesian well, and the big cement tank where Judge Miler's boys took their morning plunge and kept cool in the hot afternoon. And over this great demesne Buck ruled. Here he was born, and here he had lived the four years of his life. It was true, there were other dogs. There could not but be other dogs on so vast a place, but they did not count. They came and went, resided in the populous kennels, or lived obscurely in the recesses of the house after the fashion of Toots, the Japanese pug, or Ysabel, the Mexican hairless, strange creatures that rarely put nose out of doors or set foot to ground. On the other hand, there were the fox terriers, a score of them at least, who yelped fearful promises at Toots and Ysabel looking out of the windows at them and protected by a legion of housemaids armed with brooms and mops.But Buck was neither house dog nor kennel dog. The whole realm was his. He plunged into the swimming tank or went hunting with the Judge's sons; he escorted Mollie and Alice, the Judge's daughters, on long twilight or early morning rambles; on wintry nights he lay at the Judge's feet before the roaring library fire; he carried the Judge's grandsons on his back, or rolled them in the grass, and guarded their footsteps through wild adventures down to the fountain in the stable yard, and even beyond, where the paddocks were, and the berry patches. Among the terriers he stalked imperiously, and Toots and Ysabel he utterly ignored, for he was king--king over all creeping, crawling, flying things of Judge Miller's place, humans included.His father, Elmo, a huge St. Bernard, had been the Judge's inseparable companion, and Buck bid fair to follow in the way of his father. He was not so large--he weighed only one hundred and forty pounds--for his mother, She, had been a Scotch shepherd dog. Nevertheless, one hundred and forty pounds, to which was added the dignity that comes of good living and universal respect, enabled him to carry himself in right royal fashion. During the four years since his puppyhood hehad lived the life of a sated aristocrat; he had a fine pride in himself, was even a trifle egotistical, as country gentlemen sometimes become because of their insular situation. But he had saved himself by not becoming a mere pampered house dog. Hunting and kindred outdoor delights had kept down the fat and hardened his muscles; and to him, as to the cold-tubbing races, the love of water had been a tonic and a health preserver.And this was the manner of dog Buck was in the fall of 1897, when the Klondike strike dragged men from all the world into the frozen North. But Buck did not read the newspapers, and he did not know that Manuel, one of the gardener's helpers, was an undesirable acquaintance. Manuel had one besetting sin. He loved to play Chinese lottery. Also, in his gambling, he had one besetting weakness--faith in a system; and this made his damnation certain. For to play a system requires money, while the wages of a gardener's helper do not lap over the needs of a wife and numerous progeny.The Judge was at a meeting of the Raisin Growers' Association, and the boys were busy organizing an athletic club, on the memorable night of Manuel's treachery. No one saw him and Buck go off through the orchard on what Buck imagined was merely a stroll. And with the exception of a solitary man, no one saw them arrive at the little flag station known as College Park. This man talked with Manuel, and money chinked between them."You might wrap up the goods before you deliver them," the stranger said gruffly, and Manuel doubled a piece of stout rope around Buck's neck under the collar."Twist it, and you'll choke him plenty," said Manuel, and the stranger grunted a ready affirmative. Buck had accepted the rope with quiet dignity. To be sure, it was an unwonted performance but he had learned to trust in men he knew, and to give them credit for a wisdom that outreached his own. But when the ends of the rope were placed in the stranger's hands, he growled menacingly. He had merely intimated his displeasure, in his pride believing that to intimate was to command. But to his surprise the rope tightened around his neck, shutting off his breath. In a quick rage he sprang at the man, who met him halfway, grappled him close by the throat, and with a deft twist threw him over on his back. Then the rope tightened mercilessly, while Buck struggled in a fury, his tongue lolling out of his mouth and his great chest panting futilely. Never in all his life had he been so vilely treated, and never in all his life had he been so angry. But his strength ebbed, his eyes glazed, and he knew nothing when the train was flagged and the two men threw him into the baggage car.The next he knew, he was dimly aware that his tongue was hurting and that \he was being jolted along in some kind of a conveyance. The hoarse shriek of a locomotive whistling a crossing told him where he was. He had traveled too often with the Judge not to know the sensation of riding in a baggage car. He opened his eyes, and into them came the unbridled anger of a kidnaped king. The man sprang for his throat, but Buck was too quick for him. His jaws closed on the hand, nor did they relax till his senses were choked out of him once more."Yep, has fits," the man said, hiding his mangled hand from the baggage man, who had been attracted by the sounds of struggle. "I'm taking him up for the boss to 'Frisco. A crack dog doctor there thinks that he can cure him."Concerning that night's ride, the man spoke most eloquently for himself, in a little shed back of a saloon on the San Francisco water front."All I get is fifty for it," he grumbled, "and I wouldn't do it over for a thousand, cold cash."His hand was wrapped in a bloody handkerchief, and the right trouser leg was ripped from kneeto ankle."How much did the other mug get?" the saloon-keeper demanded."A hundred," was the reply. "Wouldn't take a sou less, so help me.""That makes a hundred and fifty," the saloon-keeper calculated, "and he's worth it, or I'm a squarehead."The kidnaper undid the bloody wrappings and looked at his lacerated hand. "If I don't get hydrophobia--""It'll be because you was born to hang," laughed the saloon-keeper. "Here, lend me a hand before you pull your freight," he added.Dazed, suffering intolerable pain from throat and tongue, with the life half throttled out of him, Buck attempted to face his tormentors. But he was thrown down and choked repeatedly, till they succeeded in filing the heavy brass collar from off his neck. Then the rope was removed, and he was flung into a cage-like crate.There he lay for the remainder of the weary night, nursing his wrath and wounded pride. He could not understand what it all meant. What did they want with him, these strange men? Why were they keeping him pent up in this narrow crate? He did not know why, but he felt oppressed by the vague sense of impending calamity. Several times during the night he sprang to his feet when the shed door rattled open, expecting to see the Judge, or the boys at least. But each time it was the bulging face of the saloon-keeper that peered in at him by the sickly light of a tallow candle. And each time the joyful bark that trembled in Buck's throat was twisted into a savage growl.But the saloon-keeper let him alone, and in the morning four men entered and picked up the crate. More tormentors, Buck decided, for they were evil-looking creatures, ragged and unkempt; and he stormed and raged at them through the bars. They only laughed and poked sticks at him, which he promptly assailed with his teeth till he realized that was what they wanted. Whereupon he lay down sullenly and allowed the crate to be lifted into a wagon. Then he, and the crate in which he was imprisoned, began a passage through many hands. Clerks in the express office took charge of him; he was carted about in another wagon; a truck carried him, with an assortment of boxes and parcels, upon a ferry steamer; he was trucked off the steamer into a great railway depot, and finally he was deposited in an express car.For two days and nights this express car was dragged along at the tail of shrieking locomotives; and for two days and nights Buck neither ate nor drank. In his anger he had met the first advances of the express messengers with growls, and they had retaliated by teasing him. When he flung himself against the bars, quivering and frothing, they laughed at him and taunted him. They growled and barked like detestable dogs, mewed, and flapped their arms and crowed. It was all very silly, he knew; but therefore the more outrage to his dignity, and his anger waxed and waxed. He did not mind the hunger so much, but the lack of water caused him severe suffering and fanned his wrath to fever-pitch. For that matter, high-strung and finely sensitive, the ill treatment had flung him into a fever, which was fed by the inflammation of his parched and swollen throat and tongue.He was glad for one thing: the rope was off his neck. That had given them an unfair advantage; but now that it was off, he would show them. They would never get another rope around his neck. Upon that he was resolved. For two days and nights he neither ate nor drank, and during those two days and nights of torment, he accumulated a fund of wrath that boded ill for whoeverfirst fell foul of him. His eyes turned bloodshot, and he was metamorphosed into a raging fiend. So changed was he that the Judge himself would not have recognized him; and the express messengers breathed with relief when they bundled him off the train at Seattle.Four men gingerly carried the crate from the wagon into a small, high-walled back yard. A stout man, with a red sweater that sagged generously at the neck, came out and signed the book for the driver. That was the man, Buck divined, the next tormentor, and he hurled himself savagely against the bars. The man smiled grimly, and brought a hatchet and a club."You ain't going to take him out now?" the driver asked."Sure," the man replied, driving the hatchet into the crate for a pry.There was an instantaneous scattering of the four men who had carried it in, and from safe perches on top the wall they prepared to watch the performance.Buck rushed at the splintering wood, sinking his teeth into it, surging and wrestling with it. Wherever the hatchet fell on the outside, he was there on the inside, snarling and growling, as furiously anxious to get out as the man in the red sweater was calmly intent on getting him out. "Now, you red-eyed devil," he said, when he had made an opening sufficient for the passage of Buck's body. At the same time he dropped the hatchet and shifted the club to his right hand. And Buck was truly a red-eyed devil, as he drew himself together for the spring, hair bristling, mouth foaming, a mad glitter in his bloodshot eyes. Straight at the man he launched his one hundred and forty pounds of fury, surcharged with the pent passion of two days and nights. In mid-air, just as his jaws were about to close on the man, he received a shock that checked his body and brought his teeth together with an agonizing clip. He whirled over, fetching the ground on his back and side. He had never been struck by a club in his life, and did not understand. With a snarl that was part bark and more scream he was again on his feet and launched into the air. And again the shock came and he was brought crushingly to the ground. This time he was aware that it was the club, but His madness knew no caution. A dozen times he charged, and as often the club broke the charge and smashed him down.After a particularly fierce blow he crawled to his feet, too dazed to rush. He staggered limply about, the blood flowing from nose and mouth and ears, his beautiful coat sprayed and flecked with bloody slaver. Then the man advanced and deliberately dealt him a frightful blow on the nose. All the pain he had endured was nothing compared with the exquisite agony of this. With a roar that was almost lion-like in its ferocity, he again hurled himself at the man. But the man, shifting the club from right to left, cooly caught him by the under jaw, at the same time wrenching downward and backward. Buck described a complete circle in the air, and half of another, then crashed to the ground on his head and chest.For the last time he rushed. The man struck the shrewd blow he had purposely withheld for so long, and Buck crumpled up and went down, knocked utterly senseless."He's no slouch at dog-breaking, that's what I say," one of the men on the wall cried with enthusiasm."Druther break cayuses any day, and twice on Sundays," was the reply of the driver, as he climbed on the wagon and started the horses.Buck's senses came back to him, but not his strength. He lay where he had fallen, and from there he watched the man in the red sweater." `Answers to the name of Buck,' " the man soliloquized, quoting from the saloon-keeper's letter which had announced the consignment of the crate and contents. "Well, Buck, my boy," he wenton in a genial voice, "we've had our little ruction, and the best thing we can do is to let it go at that. You've learned your place, and I know mine. Be a good dog and all will go well and the goose hang high. Be a bad dog, and I'll whale the stuffing outa you. Understand?"As he spoke he fearlessly patted the head he had so mercilessly pounded, and though Buck's hair involuntarily bristled at touch of the hand, he endured it without protest. When the man brought him water, he drank eagerly, and later bolted a generous meal of raw meat, chuck by chunk, from the man's hand.He was beaten (he knew that); but he was not broken. He saw, once for all, that he stood no chance against a man with a club. He had learned the lesson, and in all his afterlife he never forgot it. That club was a revelation. It was his introduction to the reign of primitive law, and he met the introduction halfway. The facts of life took on a fiercer aspect; and while he faced that aspect uncowed, he faced it with all the latent cunning of his nature aroused. As the days went by, other dogs came, in crates and at the ends of ropes, some docilely, and some raging and roaring as he had come; and, one and all, he watched them pass under the dominion of the man in the red sweater. Again and again, as he looked at each brutal performance, the lesson was driven home to Buck: a man with a club was a lawgiver, a master to be obeyed, though not necessarily conciliated. Of this last Buck was never guilty, though he did see beaten dogs that fawned upon the man, and wagged their tails, and licked his hand. Also he saw one dog, that would neither conciliate nor obey, finally killed in the struggle for mastery.Now and again men came, strangers, who talked excitedly, wheedlingly, and in all kinds of fashions to the man in the red sweater. And at such times that money passed between them the strangers took one or more of the dogs away with them. Buck wondered where they went, for they never came back; but the fear of the future was strong upon him, and he was glad each time when he was not selected.Yet his time came, in the end, in the form of a little weazened man who spat broken English and many strange and uncouth exclamations which Buck could not understand."Sacredam!" he cried, when his eyes lit upon Buck. "Dat one dam bully dog! Eh? How much?" "Three hundred, and a present at that," was the prompt reply of the man in the red sweater. "And seeing it's government money, you ain't got no kick coming, eh, Perrault?"Perrault grinned. Considering that the price of dogs had been boomed skyward by the unwonted demand, it was not an unfair sum for so fine an animal. The Canadian Government would be no loser, nor would its dispatches travel the slower. Perrault knew dogs, when he looked at Buck he knew that he was one in a thousand--"One in ten thousand," he commented mentally.Buck saw money pass between them, and was not surprised when Curly, a good-natured Newfoundland, and he were led away by the little weazened man. That was the last he saw of the man in the red sweater, and as Curly and he looked at receding Seattle from the deck of the Narwhal, it was the last he saw of the warm Southland. Curly and he were taken below by Perrault and turned over to a black-faced giant called Francois. Perrault was a French Canadian, and swarthy; but Francois was a French Canadian half-breed, and twice as swarthy. They were a new kind of men to Buck (of which he was destined to see many more), and while he developed no affection for them, he none the less grew honestly to respect them. He speedily learned that Perrault and Francois were fair men, calm and impartial in administering justice, and too wise in the way of dogs to be fooled by dogs.In the 'tween-decks of the Narwhal, Buck and Curly joined two other dogs. One of them was a big,snow-white fellow from Spitzbergen who had been brought away by a whaling captain, and who had later accompanied a Geological Survey into the Barrens.He was friendly, in a treacherous sort of way, smiling into one's face the while he meditated some underhand trick, as, for instance, when he stole from Buck's food at the first meal. As Buck sprang to punish him, the lash of Francois's whip sang through the air, reaching the culprit first; and nothing remained to Buck but to recover the bone. That was fair of Francois, he decided, and the half-breed began his rise in Buck's estimation.The other dog made no advances, nor received any; also, he did not attempt to steal from the newcomers. He was a gloomy, morose fellow, ant he showed Curly plainly that all he desired was to be left alone, and further, that there would be trouble if he were not left alone. "Dave" he was called, and he ate and slept, or yawned between times, and took interest in nothing, not even when the Narwhal crossed Queen Charlotte Sound and rolled and pitched and bucked like a thing possessed. When Buck and Curly grew excited, half-wild with fear, he raised his head as though annoyed, favored them with an incurious glance, yawned, and went to sleep again.Day and night the ship throbbed to the tireless pulse of the propeller, and though one day was very like another, it was apparent to Buck that the weather was steadily growing colder. At last, one morning, the propeller was quiet, and the Narwhal was pervaded with an atmosphere of excitement. He felt it, as did the other dogs, and knew that a change was at hand. Francois leashed them and brought them on deck. At the first step upon the cold surface, Buck's feet sank into a white mushy something very like mud. He sprang back with a snort. More of this white stuff was falling through the air. He shook himself, but more of it fell upon him. He sniffed it curiously, then licked some up on his tongue. It bit like fire, and the next instant was gone. This puzzled him. He tried it again, with the same results. The onlookers laughed uproariously, and he felt ashamed, he knew not why, for it was his first snow.IndexNextThis Free Ebook is ProducedBy "Eshu Space".Need More Free Ebooks, Pls Go To/。
Chap.01_Introduction
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As early as 1816, the vitalistic theory received a heavy blow when Michel Chevreul (米切尔· 欧仁· 谢弗勒) found that soap, prepared by the reaction of alkali with animal fat, could be separated into several pure organic compounds. Without the intervention of an outside vital force.
NH4CN
O NH2 C NH2
By the mid-nineteenth century, the weight of evidence was clearly against the vitalistic theory. H. Kolbe (柯尔柏), 1844，Acetic acid.
M. Berthelort (柏赛罗), 1854, Oil and Fat
Caudate nucleus 尾状核
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Ian Robertson is of Psychology at Trinity College, Dublin “Power and success work through the same circuit as sex and cocaine; it’s a basic, primitive reward system.”
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History: In Zhou Dynasty, there were some people named “染人”, “醯人” in charge of staining, making wine and making vinegar. But the foundations of organic chemistry date from the mid-eighteenth century, when chemistry was evolving from an alchemist’s art into modern science. At that time, unexplainable differences were noted between substances obtained from living sources and those obtained from minerals.
estatic fear 《A Sombre Dance》歌词
Lost in a dream I beheld a maiden dance
And when she sat down by a sliver stream
Plunging her feet in the shallow waves
A mist descended, kissed her and fled
I closed my eyes in ecstasy
7. Chapter VI
Unveil yours eyes, see the special moon gone
Leaving not a single ray of joy to rest upon
Feast on those that crave thy kiss with a ghastly wail
Praise this rage and the only eyes will see
Thy love abandoned mirrors image, thy only company
8. Chapter VII
As the stars like ludicrous fauns,
Join the grim reapers dionystic glance
And all that's before been just and fair
Shattered in a rain of crystal shards
Each of them a cry, a dream, a tear
Nunquam submergiove aut diffugo
Ira inflammata mea vita ad salutem nominarit
Chapter 1 Introduction
Topography
• China is a country of varied topographical features with highlands in the west and plains in the east. Mountainous land and very rough terrains make up about 67% of Chinese territory, basins and plains 33%.
Hale Waihona Puke • It was during the Xia Dynasty that the institution of slavery began. There are many legends describing the life of the people in this period, especially of the three sage kings after Emperor Huang and Emperor Yan---Yao, Shun and Yu. Yao made great contributions to the lunar calender. His successor, Shun, was physically and intellectually gifted and was a man with great virtues.
the May 4th Movement in 1919 and the birth of New China under the people’s democratic dictatorship led by the working class on the basis of the worker-peasant alliance.
Chapter 1 Brief introduction to the country(英美国家概况)
Chapter 1 Brief introduction to the country (position, area, geographical features, climate)General viewThe United States of America is a federal republic, one of the frequently-mentionedcountries in the world, has established a highly developed national economy within a matter of about two hundred years, counting from the time of its independence. One indisputable factor, perhaps, stems from the generosity of nature. It provides Americans with a large piece of fertile land sandwiched in between two large oceans. The richnatural resources and the variety of climatic conditions all contribute to economic as well as cultural development. Some Americans described their country as a “land of o pportunities” and claimed that “Heaven and earth never agreed better to frame a place for man’s habitation.”(Lai, 214) Position and areaThe full name of the countryis the United States of America, abbreviated to the United States (U.S.) or America. Mainland America is situated in the south of North America, mainly within the northern temperate zone. America has two land neighbors: Canada to the north and Mexico to the south. The boundary between America and Canada is open and undefended. On the west,the United States borders on the Pacific Ocean which provides convenient sea routes for America’s foreign trade with the Far East. To the east of America lies the large Atlantic Ocean which witnessed numerous European immigrants sailing to their dreamland in the New World.The US consists of 50 states with a total area of about 9.4 million square kilometerswhich makes it the fourth largest country in the world. Two states are separated from the continental United States: Alaska which faces Russia across the Bering Strait, is separated from mainland America by Canada; Hawaii lies about 3200 kilometres away to the west and in the Pacific Ocean. Besides the 50 states, the United States also includes a number ofoverseas territories. The main ones are Guam, Puerto Rico, and the Virgin Islands (in Latin America). Mainland America extends about 5000 kilometres from east to west, and some 2500 kilometers from south to north. Its coastline is about 20 000 kilometres. America’s position on the globe and its relative position in relation to other countries both provideadvantage for the country in its development.(Lai, 217) Canada has been America’s most important trading partner and the trade between America and Mexico is also climbing. The three nations have reached an agreement on establishing the North America Free Trade Agreement(NAFTA).Geographical features （图示）Mainland America can be generally divided into three basic geographical areas or surface regions: the Atlantic Seacoast and the Appalachian Mountains in the east; the great Mississippi River Basin in the middle; and the Rockies west to the Pacific Ocean. (or roughlydivided into : the eastern part, the western part, and the great central plain in between.) (Lai, 217—224) The eastern part is made up of the highlands formed by the Appalachian Range. It holds 1/6 of the national territory. Three components make up this upland belt, the Piedmont Plateau in the east, the Appalachian Plateau in the west and theAppalachian Valley in the middle. The Appalachians are old mountains with rounded tops and densely-wooded hills, usually not exceeding an elevation of 800 metres.In the east of the upland belt lies the Atlantic Coastal Plain (also called the Atlantic Seacoast). It is a wide strip of fairly level country between the Atlantic and the Appalachians. It isthe country (land) of the first European immigrants and the original 13 states. The western part consists of high plateaus and mountains formed by the Great Cordillera Range(科迪勒拉山系). From west to east, this mountain system is composed of the Coast Range,（海岸山岭）the Cascades （喀斯喀特山脉），the Sierra Nevada Mountains（内华达山脉）and the Rocky Mountains, “the backbone of the continent”. These high mountains, sharp and rugged, stretch all the way from Mexico to the Arctic, with their tops of bare rock often capped with snow. The whole area of this part holds 1/3 of the country’s territory on the continent. The striking and varied scenery of the Rockies has led to theestablishment of a number of national parks here, 38 in all. One of the most famous is the Yellow Stone National Park. In the park there are deep canyons, towering water falls, great caves far beneath the earth, hot springs and dense virgin forests. The National Grand Canyon Park is also world-famous.Between the Sierra Nevada Mountains and the RockyMountains there is a large desert of 170,000 square kilometers. Close to the western edge of this region, there is a particularly lonely stretch of desert known as Death Valley(死谷) with an area of 6700 square kilometers. It is the lowest place with 85 meters below the sea level and the highest temperature in America. Along the Pacific Coast arethe lower and gentler Coast Ranges which include many forested hills and lowlands. Between the Coast Ranges and the Sierra Nevada Mountains and the Cascade Mountains are two great valleys: the Great Central Valley in the south and Willamette Valley in the north. The Silicon Valley (硅谷), center of the electronic industry in America, is situated here.Between the Rocky Mountains and the Appalachians lies the central plain (also the Great Mississippi River Basin)which occupies 1/2 of America’s landmass on the continent. Rivers rising in both mountain chains flow toward each other down the sloping sides of this vast bowl, emptying into the mighty Mississippi River, the“Father of Waters”. The northeastern part of the Mississippi Basin is also known as the Middle West, or Midwest (also called the central lowlands), which is the most important agricultural area in the US. The western part of the central plain is also called the Great Plains. The Great Plains run north and south through the entire country, covering adistance of about 640 kilometres in width. With a sparse population and featureless level ground, they display best America’s largeness. Now many large tracts of land in this area have been turned into agricultural fields. This area is still important for beef production.The US has many rivers and lakes. The longest riveris the Mississippi, 2 348 miles (3 779km) long. Next is the Missouri, 2 115 miles (3 725) from its most distant headwater to its mouth in the Mississippi. The combinedMissouri-Mississippi is the third longest river in the world. The most important lakes in America are the Great Lakes including Lake Superior, Lake Michigan, Lake Huron,Lake Erie, and Lake Ontario, covering an area of about 240 000 square kilometres. Only Lake Michigan belongs to America completely while the other four are shared with Canada. These five lakes are the largest lake group in the world and contain about half of the world’s fresh water. Climate(Luo, 5)The climate in the US variesfrom coast to coast. Temperatures change from 20 degrees centigrade below in winter to nearly 25 centigrade above zero in summer. Taking the country as a whole, the climate belongs to the continental or the mild subtropical climate. The southwest and California have warmer climates with moist air. In the western plateau including Nevada, Arizona,Utah and parts of Idaho and Colorado, days are hot and nights cool. The weather is dry and there is little rain. In the northeast and the areas around the Great Lakes, the weather is hot in summer and cold in winter. There is much rain and snow. The Gulf Plain and the southeastern part enjoy warm weather and moist air. In the central plain the weather is hot in summerand cold in winter during which there is much snow. Almost through the middle of the country, north and south runs a well-known 50 centimeter Rainfall Line, in the east of which there is comparatively more rain so agriculture is easy ; but in the west of which there is much less rain with the exception of the coastal areas along the Pacific.1)A humid continentalclimate(湿润的大陆性气候) is found in the north-eastern part of the country.2)In the south-eastern United States you can find a humid subtropical climate.(湿润的亚热带气候－－-东南部)3)The Pacific northwest is favored with a maritime climate海洋性气候－－太平洋西北岸)4)The southern part of thePacific coast in California （加州太平洋沿岸南部）has a Mediterranean climate (地中海式气候)with warm, dry summers and moist winters.Many factors besides latitude influence the climate in the United States. Perhaps the most important forces are the Atlantic and Pacific oceans, the Gulf of Mexico ,and the GreatLakes.影响美国气候的最主要的因素为：太平洋，和大西洋，墨西哥湾，五大湖。
1Chapter 1_intro胡壮麟语言学教程第一章
Writing is derivative of speech.
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2. What is Language?
Language “is not to be confused with human speech, of which it is only a definite part, though certainly an essential one. It is both a social product of the faculty of speech and a collection of necessary conventions that have been adopted by a social body to permit individuals to exercise that faculty”.
--R. H. Robins (1921-2000):
General Linguistics (1989)
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“Language is a form of human communication by means of a system of symbols principally transmitted by vocal sounds.”
It is social and conventional in that language is a social semiotic and communication can only take place effectively if all the users share a broad understanding of human interaction including such associated factors as nonverbal cues, motivation, and sociocultural roles.
数值分析与matlab——01_intro
1.1. The Golden Ratio
3
The positive root is the golden ratio. If you have forgotten the quadratic formula, you can ask Matlab to find the roots of the polynomial. Matlab represents a polynomial by the vector of its coefficients, in descending order. So the vector p = [1 -1 -1] represents the polynomial p(x) = x2 − x − 1 The roots are computed by the roots function. r = roots(p) produces r = -0.61803398874989 1.61803398874989 These two numbers are the only numbers whose reciprocal can be computed by subtracting one. You can use the Symbolic Toolbox, which connects Matlab to Maple, to solve the aspect ratio equation without converting it to a polynomial. The equation is represented by a character string. The solve function finds two solutions. r = solve(’1/x = x-1’) produces r = [ 1/2*5^(1/2)+1/2] [ 1/2-1/2*5^(1/2)] The pretty function displays the results in a way that resembles typeset mathematics. pretty(r) produces [ 1/2 ] [1/2 5 + 1/2] [ ] [ 1/2] [1/2 - 1/ a vector with two components, the symbolic forms of the two solutions. You can pick off the first component with phi = r(1)
新编简明英语语言学教程第二版课后参考答案
新编简明英语语言学教程第二版课后参考答案-CAL-FENGHAI.-(YICAI)-Company One1《新编简明英语语言学教程》第二版练习题参考答案Chapter 1 Introduction1. How do you interpret the following definition of linguistics: Linguistics is the scientific study of language.答： Linguistics is based on the systematic investigation of linguistic data, conducted with reference to some general theory of language structure. In order to discover the nature and rules of the underlying language system, the linguists has to collect and observe language facts first, which are found to display some similarities, and generalizations are made about them; then he formulates some hypotheses about the language structure. The hypotheses thus formed have to be checked repeatedly against the observed facts to fully prove their validity. In linguistics, as in any other discipline, data and theory stand in a dialectical complementation, that is, a theory without the support of data can hardly claim validity, and data without being explained by some theory remain a muddled mass of things.2. What are the major branches of linguistics What does each of them study答： The major branches of linguistics are:(1) phonetics: it studies the sounds used in linguistic communication;(2) phonology: it studies how sounds are put together and used to convey meaning in communication;(3) morphology: it studies the way in which linguistic symbols representing sounds are arranged and combined to form words;(4) syntax: it studies the rules which govern how words are combined to form grammatically permissible sentences in languages;(5) semantics: it studies meaning conveyed by language;(6) pragmatics: it studies the meaning in the context of language use.3. In what basic ways does modern linguistics differ from traditional grammar?答： The general approach thus traditionally formed to the study of language over the years is roughly referred to as “traditional grammar.” Modern linguistics differs from traditional grammar in several basic ways.Firstly, linguistics is descriptive while traditional grammar is prescriptive. Second, modem linguistics regards the spoken language as primary, not the written. Traditional grammarians, on the other hand, tended to emphasize, maybe over-emphasize, the importance of the written word, partly because of its permanence. Then, modem linguistics differs from traditional grammar also in that it does not force languages into a Latin-based framework.4. Is modern linguistics mainly synchronic or diachronic Why答： In modem linguistics, a synchronic approach seems to enjoy priority over a diachronic one. Because people believed that unless the various states of a language in different historical periods are successfully studied, it would be difficult to describe the changes that have taken place in its historical development.5. For what reasons does modern linguistics give priority to speech rather than to writing?答： Speech and writing are the two major media of linguistic communication. Modem linguistics regards the spoken language as the natural or the primary medium of human language for some obvious reasons. From the point of view of linguistic evolution, speech is prior to writing. The writing system of any language is always “invented” by its users to record speech when the need arises. Even in today's world there are still many languages that can only be spoken but not written. Then in everyday communication, speech plays a greater role than writing in terms of the amount of information conveyed. And also, speech is always the way in which every native speaker acquires his mother tongue, and writing is learned and taught later when he goes to school. For modern linguists, spoken language reveals many true features of human speech while written language is only the “revised” record of speech. Thus their data for investigation and analysis are mostly drawn from everyday speech, which they regard as authentic.6. How is Saussure's distinction between langue and parole similar to Chomsky's distinction between competence and performance?答： Saussure's distinction and Chomsky's are very similar, they differ at least in that Saussure took a sociological view of language and his notion of langue is a matter of social conventions, and Chomsky looks at language from a psychological point of view and to him competence is a property of the mind of each individual. 7. What characteristics of language do you think should be included in a good, comprehensive definition of language?答： First of all, language is a system, i.e., elements of language are combined according to rules.Second, language is arbitrary in the sense that there is no intrinsic connection between a linguistic symbol and what the symbol stands for.Third, language is vocal because the primary medium for all languages is sound. Fourth, language is human-specific, i. e., it is very different from the communication systems other forms of life possess.8. What are the main features of human language that have been specified by C. Hockett to show that it is essentially different from animal communication system?答：The main features of human language are termed design features. They include: 1) ArbitrarinessLanguage is arbitrary. This means that there is no logical connection between meanings and sounds. A good example is the fact that different sounds are used to refer to the same object in different languages.2) ProductivityLanguage is productive or creative in that it makes possible the construction and interpretation of new signals by its users. This is why they can produce and understand an infinitely large number of sentences, including sentences they have never heard before.3) DualityLanguage consists of two sets of structures, or two levels. At the lower or the basic level there is a structure of sounds, which are meaningless by themselves. Butthe sounds of language can be grouped and regrouped into a large number of units of meaning, which are found at the higher level of the system.4) DisplacementLanguage can be used to refer to things which are present or not present, real or imagined matters in the past, present, or future, or in far-away places. In other words, language can be used to refer to contexts removed from the immediate situations of the speaker. This is what “displacement” means.5) Cultural transmissionWhile human capacity for language has a genetic basis, i.e., we were all born with the ability to acquire language, the details of any language system are not genetically transmitted, but instead have to be taught and learned.9. What are the major functions of language Think of your own examples for illustration.答： Three main functions are often recognized of language: the descriptive function, the expressive function, and the social function.The descriptive function is the function to convey factual information, which can be asserted or denied, and in some cases even verified. For example: “China is a large country with a long history.”The expressive function supplies information about the user’s feelings, preferences, prejudices, and values. Fo r example: “I will never go window-shopping with her.” The social function serves to establish and maintain social relations between people. . For example: “We are your firm supporters.”Chapter 2 Speech Sounds1. What are the two major media of linguistic communication Of the two, which one is primary and why答： Speech and writing are the two major media of linguistic communication.Of the two media of language, speech is more primary than writing, for reasons, please refer to the answer to the fifth problem in the last chapter.2. What is voicing and how is it caused?答： Voicing is a quality of speech sounds and a feature of all vowels and some consonants in English. It is caused by the vibration of the vocal cords.3. Explain with examples how broad transcription and narrow transcription differ?答： The transcription with letter-symbols only is called broad transcription. This is the transcription normally used in dictionaries and teaching textbooks for general purposes. The latter, i.e. the transcription with letter-symbols together with the diacritics is called narrow transcription. This is the transcription needed and used by the phoneticians in their study of speech sounds. With the help of the diacritics they can faithfully represent as much of the fine details as it is necessary for their purpose. In broad transcription, the symbol [l] is used for the sounds [l] in the four words leaf [li:f], feel [fi:l], build [bild], and health [helθ]. As a matter of fact, the sound [l] in all these four sound combinations differs slightly. The [l] in [li:f], occurring before a vowel, is called a dear [l], and no diacritic is needed to indicate it; the [1] in [fi:l] and[bild], occurring at the end of a word or before another consonant, is pronounceddi fferently from the clear [1] as in “leaf”. It is called dark [] and in narrow transcription the diacritic [] is used to indicate it. Then in the sound combination [helθ], the sound [l] is followed by the English dental sound [θ], its pronunciation is somewhat affected by the dental sound that follows it. It is thus called a dental [l], and in narrow transcription the diacritic [、] is used to indicate it. It is transcribed as [helθ].Another example is the consonant [p]. We all know that [p] is pronounced differently in the two words pit and spit. In the word pit, the sound [p] is pronounced with a strong puff of air, but in spit the puff of air is withheld to some extent. In the case of pit, the [p] sound is said to be aspirated and in the case of spit, the [p] sound is unaspirated. This difference is not shown in broad transcription, but in narrow transcription, a small raised “h” is used to show aspiration, thus pit is transcribed as [pht] and spit is transcribed as [spt].4. How are the English consonants classified答： English consonants can be classified in two ways: one is in terms of manner of articulation and the other is in terms of place of articulation. In terms of manner of articulation the English consonants can be classified into the following types: stops, fricatives, affricates, liquids, nasals and glides. In terms of place of articulation, it can be classified into following types: bilabial, labiodental, dental, alveolar, palatal, velar and glottal.5. What criteria are used to classify the English vowels?答： Vowels may be distinguished as front, central, and back according to which part of the tongue is held highest. To further distinguish members of each group, we need to apply another criterion, i.e. the openness of the mouth. Accordingly, we classify the vowels into four groups: close vowels, semi-close vowels, semi-open vowels, and open vowels. A third criterion that is often used in the classification of vowels is the shape of the lips. In English, all the front vowels and the central vowels are unfounded vowels, i. e., without rounding the lips, and all the back vowels, with the exception of [a:], are rounded. It should be noted that some front vowels can be pronounced with rounded lips.6. A. Give the phonetic symbol for each of the following sound descriptions:1) voiced palatal affricate2) voiceless labiodental fricative3) voiced alveolar stop4) front, close, short5) back, semi-open, long6) voiceless bilabial stopB. Give the phonetic features of each of the following sounds:1) [ t ] 2) [ l ] 3) [] 4) [w] 5) [] 6) []答：A. (1) [] (2) [ f ] (3) [d ] (4) [ ] (5) [ :] (6) [p]B. (1) voiceless alveolar stop (2) voiced alveolar liquid(3) voiceless palatal affricate (4) voiced bilabial glide(5) back, close, short (6) front, open7. How do phonetics and phonology differ in their focus of study Who do you think will be more interested in the difference between, say, [l] and [], [ph] and [p], a phonetician or a phonologist Why答： (1) Both phonology and phonetics are concerned with the same aspect of language –– the speech sounds. But while both are related to the study of sounds,, they differ in their approach and focus. Phonetics is of a general nature; it is interested in all the speech sounds used in all human languages: how they are produced, how they differ from each other, what phonetic features they possess, how they can be classified, etc. Phonology, on the other hand, aims to discover how speech sounds in a language form patterns and how these sounds are used to convey meaning in linguistic communication.(2) A phonologist will be more interested in it. Because one of the tasks of the phonologists is to find out rule that governs the distribution of [l] and [], [ph] and [p].8. What is a phone How is it different from a phoneme How are allophones relatedto a phoneme答： A phone is a phonetic unit or segment. The speech sounds we hear and produce during linguistic communication are all phones. A phoneme is not any particular sound, but rather it is represented or realized by a certain phone in a certain phonetic context. The different phones which can represent a phoneme in different phonetic environments are called the allophones of that phoneme. For example, the phoneme /l/ in English can be realized as dark [], clear [l], etc. which are allophones of the phoneme /l/.9. Explain with examples the sequential rule, the assimilation rule, and the deletion rule.答： Rules that govern the combination of sounds in a particular language are called sequential rules.There are many such sequential rules in English. For example, if a word begins with a [l] or a [r], then the next sound must be a vowel. That is why [lbik] [lkbi] are impossible combinations in English. They have violated the restrictions on the sequencing of phonemes.The assimilation rule assimilates one sound to another by “copying” a feature of a sequential phoneme, thus making the two phones similar. Assimilation of neighbouring sounds is, for the most part, caused by articulatory or physiological processes. When we speak, we tend to increase the ease of articulation. This “sloppy” tendency may become regularized as rules of language.We all know that nasalization is not a phonological feature in English, i.e., it does not distinguish meaning. But this does not mean that vowels in English are never nasalized in actual pronunciation; in fact they are nasalized in certain phonetic contexts. For example, the [i:] sound is nasalized in words like bean, green, team, and scream. This is because in all these sound combinations the [i:] sound is followed by a nasal [n] or [m].The assimilation rule also accounts for the varying pronunciation of the alveolar nasal [n] in some sound combinations. The rule is that within a word, the nasal [n] assumes the same place of articulation as the consonant that follows it. We know that in English the prefix in- can be added to ma adjective to make the meaning of the word negative, e.g. discreet – indiscreet, correct – incorrect. But the [n] sound in the prefix in- is not always pronounced as an alveolar nasal. It is so in the word indiscreet because the consonant that follows it, i.e. [d], is an alveolar stop, but the [n] sound in the word incorrect is actually pronounced as a velar nasal, i.e. []; this is because the consonant that follows it is [k], which is a velar stop. So we can see that while pronouncing the sound [n], we are “copying” a feature of the consonant that follows it.Deletion rule tells us when a sound is to be deleted although it is orthographically represented. We have noticed that in the pronunciation of such words as sign, design, and paradigm, there is no [g] sound although it is represented in spelling by the letter g. But in their corresponding forms signature, designation, and paradigmatic, the [g] represented by the letter g is pronounced. The rule can be stated as: Delete a [g] when it occurs before a final nasal consonant. Given the rule, the phonemic representation of the stems in sign – signature, resign – resignation, phlegm – phlegmatic, paradigm – paradigmatic will include the phoneme /g/, which will be deleted according to the regular rule if no suffix is added.10. What are suprasegmental features How do the major suprasegmental features of English function in conveying meaning答： The phonemic features that occur above the level of the segments are called suprasegmental features. The main suprasegmental features include stress, intonation, and tone. The location of stress in English distinguishes meaning. There are two kinds of stress: word stress and sentence stress. For example, a shift of stress may change the part of speech of a word from a noun, to a verb although its spelling remains unchanged. Tones are pitch variations which can distinguish meaning just like phonemes.Intonation plays an important role in the conveyance of meaning in almost every language, especially in a language like English. When spoken in different tones, the same sequence of words may have different meanings.Chapter 3 Morphology1. Divide the following words into their separate morphemes by placing a “+” between each morpheme and the next:a. microfile e. telecommunicationb. bedraggled f. forefatherc. announcement g. psychophysicsd. predigestion h. mechanist答：a. micro + file b. be + draggle + edc. announce + mentd. pre + digest + ione. tele + communicate + ionf. fore + fatherg. psycho + physics h. mechan + ist2. Think of three morpheme suffixes, give their meaning, and specify the types ofstem they may be suffixed to. Give at least two examples of each.Model: -orsuffix: -ormeaning: the person or thing performing the actionstem type: added to verbsexamples: actor, “one who acts in stage plays, motion pictures, etc.” translator,“one who translates”答：(1) suffix: -ablemeaning: something can be done or is possiblestem type: added to verbsexamples: acceptable, “can be accepted”respectable, “can be respected”(2) suffix: -lymeaning: functionalstem type: added to adjectivesexamples: freely. “adverbial form of ‘free’ ”quickly, “adverbial form of 'quick' ”.(3) suffix: -eemeaning: the person receiving the actionstem type: added to verbsexamples: employee, “one who works in a company”interviewee, “one who is interviewed”3. Think of three morpheme prefixes, give their meaning, and specify the types ofstem they may be prefixed to. Give at least two examples of each.Model: a-prefix: a-meaning: “without; not”stem type: added to adjectivesexamples: asymmetric, “lacking symmetry” asexual, “without sex or sex organs”答：(1) prefix: dis-meaning: showing an oppositestem type: added to verbs or nounsexamples : disapprov e, “do not approve”dishonesty, “lack of honesty”.(2) prefix: anti-meaning: against, opposed tostem type: added to nouns or adjectivesexamples : antinuclear, “opposing the use of atomic weapons and power”antisocial, “opposed or harmful to the laws and customs of an organizedcommunity. ”(3) prefix: counter-meaning: the opposite ofstem type: added to nouns or adjectives.examples: counterproductive, “producing results opposite to those intended”counteract, “act against and reduce the force or effect of (sth.) ”4. The italicized part in each of the following sentences is an inflectional morpheme. Study each inflectional morpheme carefully and point out its grammatical meaning. Sue moves in high-society circles in London.A traffic warden asked John to move his car.The club has moved to Friday, February 22nd.The branches of the trees are moving back and forth.答：(1) the third person singular(2) the past tense(3) the present perfect(4) the present progressive5. Determine whether the words in each of the following groups are related to one another by processes of inflection or derivation.a) go, goes, going, goneb) discover, discovery, discoverer, discoverable, discoverabilityc) inventor, inventor’s, inventors, inventors’d) democracy, democrat, democratic, democratize答：(略)6. The following sentences contain both derivational and inflectional affixes. Underline all of the derivational affixes and circle the inflectional affixes.a) The farmer’s cows escaped.b) It was raining.c) Those socks are inexpensive.d) Jim needs the newer copy.e) The strongest rower continued.f) She quickly closed the book.g) The alphabetization went well.答：(略)Chapter 4 Syntax1. What is syntax?Syntax is a branch of linguistics that studies how words are combined to form sentences and the rules that govern the formation of sentences.2. What is phrase structure rule?The grammatical mechanism that regulates the arrangement of elements (i.e. specifiers, heads, and complements) that make up a phrase is called a phrase structure rule.The phrase structural rule for NP, VP, AP, and PP can be written as follows:NP → (Det) N (PP) ...VP → (Qual) V (NP) ...AP → (Deg) A (PP) ...PP → (Deg) P (NP) ...We can formulate a single general phrasal structural rule in which X stands for3. What is category How to determine a word's category?Category refers to a group of linguistic items which fulfill the same or similar functions in a particular language such as a sentence, a noun phrase or a verb.To determine a word's category, three criteria are usually employed, namely meaning, inflection and distribution.若详细回答，则要加上：Word categories often bear some relationship with its meaning. The meanings associated with nouns and verbs can be elaborated in various ways. The property or attribute of the entities denoted by nouns can be elaborated by adjectives. For example, when we say that pretty lady, we are attributing the property ‘pretty’ to the lady designated by the noun. Similarly, the properties and attributes of the actions, sensations and states designated by verbs can typically be denoted by adverbs. For example, in Jenny left quietly the adverb quietly indicates the manner of Jenny's leaving.The second criterion to determine a word's category is inflection. Words of different categories take different inflections. Such nouns as boy and desk take the plural affix -s. Verbs such as work and help take past tense affix -ed and progressive affix -ing. And adjectives like quiet and clever take comparative affix -er and superlative affix -est. Although inflection is very helpful in determining a word's category, it does not always suffice. Some words do not take inflections. For example, nouns like moisture, fog, do not usually take plural suffix -s and adjectives like frequent, intelligent do not take comparative and superlative affixes -er and -est.The last and more reliable criterion of determining a word's category is its distribution. That is what type of elements can co-occur with a certain word. For example, nouns can typically appear with a determiner like the girl and a card, verbs with an auxiliary such as should stay and will go, and adjectives with a degree word such as very cool and too bright.A word's distributional facts together with information about its meaning and inflectional capabilities help identify its syntactic category.4. What is coordinate structure and what properties does it have?The structure formed by joining two or more elements of the same type with the help of a conjunction is called coordinate structures.It has (或写Conjunction exhibits) four important properties:1) There is no limit on the number of coordinated categories that can appear priorto the conjunction.2) A category at any level (a head or an entire XP) can be coordinated.3) Coordinated categories must be of the same type.4) The category type of the coordinate phrase is identical to the category type ofthe elements being conjoined.5. What elements does a phrase contain and what role does each element play?A phrase usually contains the following elements: head, specifier and complement. Sometimes it also contains another kind of element termed modifier. The role each element can play:Head:Head is the word around which a phrase is formed.Specifier:Specifier has both special semantic and syntactic roles. Semantically, it helpsto make more precise the meaning of the head. Syntactically, it typicallymarks a phrase boundary.Complement:Complements are themselves phrases and provide information about entities and locations whose existence is implied by the meaning of the head.Modifier:Modifiers specify optionally expressible properties of the heads.6. What is deep structure and what is surface structure?There are two levels of syntactic structure. The first, formed by the XP rule in accordance with the head's subcategorization properties, is called deep structure (or D-structure). The second, corresponding to the final syntactic form of the sentence which results from appropriate transformations, is called surface structure (or S-structure).（以下几题只作初步的的成分划分，未画树形图, 仅供参考）7. Indicate the category of each word in the following sentences.a) The old lady got off the bus carefully.Det A N V P Det N Advb) The car suddenly crashed onto the river bank.Det N Adv V P Det Nc) The blinding snowstorm might delay the opening of the schools.Det A N Aux V Det N P Det Nd) This cloth feels quite soft.Det N V Deg A8. The following phrases include a head, a complement, and a specifier. Draw the appropriate tree structure for each.a) rich in mineralsXP(AP) → head (rich) A + complement (in minerals) PPb) often read detective storiesXP(VP) →specifier (often) Qual + head (read) V + complement (detective stories) NPc) the argument against the proposalsXP(NP) →specifier (the) Det + head (argument) N + complement (against the proposals) PPd) already above the windowXP(VP) →specifier (already) Deg + head (above) P + complement (the window)NP d) The apple might hit the man.S →NP (The apple) + Infl (might) + VP (hit the man)e) He often reads detective stories.S →NP (He) + VP (often reads detective stories)9. The following sentences contain modifiers of various types. For each sentence, first identify the modifier(s), then draw the tree structures.（斜体的为名词的修饰语，划底线的为动词的修饰语）a) A crippled passenger landed the airplane with extreme caution.b) A huge moon hung in the black sky.c) The man examined his car carefully yesterday.d) A wooden hut near the lake collapsed in the storm.10. The following sentences all contain conjoined categories. Draw a tree structure for each of the sentences.（划底线的为并列的范畴）a) Jim has washed the dirty shirts and pants.b) Helen put on her clothes and went out.c) Mary is fond of literature but tired of statistics.11. The following sentences all contain embedded clauses that function as complements of a verb, an adjective, a preposition or a noun. Draw a tree structure for each sentence.a) You know that I hate war.b) Gerry believes the fact that Anna flunked the English exam.c) Chris was happy that his father bought him a Rolls-Royce.d) The children argued over whether bats had wings.12. Each of the following sentences contains a relative clause. Draw the deep structure and the surface structure trees for each of these sentences.a) The essay that he wrote was excellent.b) Herbert bought a house that she lovedc) The girl whom he adores majors in linguistics.13. The derivations of the following sentences involve the inversion transformation. Give the deep structure and the surface structure of each of these sentences.（斜体的为深层结构，普通字体的为表层结构）a) Would you come tomorrow?you would come tomorrowb) What did Helen bring to the party?Helen brought what to the partyc) Who broke the window?。
《哈利波特与火焰杯》第1章《里德尔府》中英文对照学习版
中英文对照学习版Harry Potter and the Goblet of Fire《哈利˙波特与火焰杯》Chapter OneThe Riddle House第1章里德尔府The villagers of Little Hangl eton still call ed it ‘the Rid dl e House’, even though it had been many years since the Rid dl e family had lived there. It stood on a hill overl ooking the village, some of its wind ows board ed, tiles missing from its roof, and ivy spreading unchecked over its face. Once a fine-l ooking manor, and easily the largest and grand est buil ding for mil es around, the Rid dl e House was now damp, d erelict and unoccupied.小汉格顿的村民们仍然把这座房子称为“里德尔府”，尽管里德尔一家已经多年没在这里居住了。
房子坐落在一道山坡上，从这里可以看见整个村子。
房子的几扇窗户被封死了，房顶上的瓦残缺不全，爬山虎张牙舞爪地爬满了整座房子。
里德尔府原先是一幢很漂亮的大宅子，还是方圆几英里之内最宽敞、最气派的建筑，如今却变得潮湿、荒凉，常年无人居住。
The Little Hangl etons all agreed that the ol d house was ‘creepy’. Half a century ago, something strange and horribl e had happened there, something that the ol d er inhabitants of the village still liked to discuss when topics for gossip were scarce. The story had been picked over so many times, and had been embroid ered in so many places, that nobody was quite sure what the truth was any more. Every version of the tale, however, started in the same place: fifty years before, at daybreak on a fine summer's morning, when the Rid dl e House had still been well kept and impressive, and a maid had entered the drawing room to find all three Rid dl es d ead.小汉格顿的村民们一致认为，这幢老房子“怪吓人的”。
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夏洛蒂˙勃朗特《简爱》第1章英文版
《简爱》英文版Jane EyreChapter OneThere was no possibility of taking a walk that day. We had been wandering, ind eed, in the l eafl ess shrubbery an hour in the morning; but since dinner (Mrs. Reed, when there was no company, dined early) the col d winter wind had brought with it cl ouds so sombre, and a rain so penetrating, that further out-door exercise was now out of the question.I was glad of it: I never liked l ong walks, especially on chilly afternoons: dreadful to me was the coming home in the raw twilight, with nipped fingers and toes, and a heart sad d ened by the chidings of Bessie, the nurse, and humbled by the consciousness of my physical inferiority to Eliza, John, and Georgiana Reed.The said Eliza, John, and Georgiana were now clustered round their mama in the drawing room: she lay reclined on a sofa by the firesid e, and with her darlings about her (for the time neither quarrelling nor crying) l ooked perfectly happy. Me, she had dispensed from joining the group; saying, ‘She regretted to be und er the necessity of keeping me at a distance; but that until she heard from Bessie, and coul d discover by her own observation, that I was end eavouring in good earnest to acquire a more sociabl e and childlike disposition, a more attractive and sprightly manner - something lighter, franker, more natural as it were - she really must exclud e me from privileges intend ed only for contented, happy, littl e chil dren.’‘What d oes Bessie say I have d one?’ I asked.‘Jane,I d on't like cavillers or questioners; besid es, there is something truly forbid ding in a child taking up her eld ers in that manner. Be seated somewhere; and until you can speak pl easantly, remain silent.’A small breakfast room adjoined the drawing room, I slipped in there. It contained a bookcase: l soon possessed myself of a volume, taking care that it shoul d be one stored with pictures. I mounted into the wind ow-seat: gathering up my feet, I sat cross-l egged, like a Turk; and, having drawn the red moreen curtain nearly cl ose, I was shrined in d oubl e retirement.Fol ds of scarl et drapery shut in my view to the right hand; to the l eft were the cl ear panes of glass, protecting, but not separating me from the drear November day. At intervals, whil e turning over the l eaves of my book, I studied the aspect of that winter afternoon. Afar, it offered a pale blank of mist and cl oud; near a sceneof wet lawn and storm-beat shrub, with ceasel ess rain sweeping away wil dly before a l ong and lamentabl e blast.I returned to my book - Bewick's History of British Birds: the l etter-press thereof I cared little for, generally speaking; and yet there were certain introductory pages that, child as I was, I coul d not pass quite as a blank. They were those which treat of the haunts of sea-fowl; of ‘the solitary rocks and promontories’ by them only inhabited; of the coast of Norway, studd ed with isles from its southern extremity, the Lind eness, or Naze, to the North Cape - Where the Northern Ocean, in vast whirls boils round the naked, melancholy isles of farthest Thule; and the Atlantic surge pours in among the stormy Hebrides.Nor could I pass unnoticed the suggestion of the bl eak shores of Lapland, Siberia, Spitzbergen, Nova Zembla, Iceland, Greenland, with ‘the vast sweep of the Arctic Zone, and those forl orn regions of dreary space, - that reservoir of frost and snow, where firm fields of ice, the accumulation of centuries of winters, glazed in Alpine heights above heights, surround the pol e, and concentre the multiplied rigours of extreme col d.’ Of these d eath-white realms I formed an id ea of my own: shad owy, like all the half-comprehend ed notions that fl oat dim through children's brains, but strangely impressive. The words in these introductory pages connected themselves with the succeeding vignettes, and gave significance to the rock standing up al one in a sea of billow and spray; to the broken boat strand ed on a d esolate coast; to the col d and ghastly moon glancing through bars of cl oud at a wreck just sinking.I cannot tell what sentiment haunted the quite solitary churchyard, with its inscribed headstone; its gate, its two trees, its l ow horizon, girdl ed by a broken wall, and its newly-risen crescent, attesting the hour of eventid e.The two ships becalmed on a torpid sea, I believed to be marine phantoms.The fiend pinning d own the thief's pack behind him, I passed over quickly: it was an object of terror.So was the black horned thing seated aloof on a rock, surveying a distant crowd surrounding a gall ows.Each picture tol d a story; mysterious often to my und eveloped und erstanding and imperfect feelings, yet ever profoundly interesting: as interesting as the tales Bessie sometimes narrated on winter evenings, when she chanced to be in good humour; and when, having brought her ironing-tabl e to the nursery hearth, sheallowed us to sit about it, and whil e she got up Mrs. Reed's lace frills, and crimped her nightcap bord ers, fed our eager attention with passages of l ove and adventure taken from ol d fairy tales and other ballads; or (as at a later period I discovered) from the pages of Pamela, and Henry, Earl of Moreland.With Bewick on my knee, I was then happy: happy at l east in my way. I feared nothing but interruption, and that came too soon. The breakfast room d oor opened.‘Boh!Madam Mope!’ cried the voice of John Reed; then he paused: he found the room apparently empty.‘Where the dickens is she!’he continued. ‘Lizzy!Georgy!’(calling to his sisters) ‘Joan is not here: tell mama she is run out into the rain - bad animal!’‘It is well I drew the curtain,’ thought I; and I wished fervently he might not discover my hiding-place; nor would John Reed have found it out himself; he was not quick either of vision or conception; but Eliza just put her head in at the d oor, and said at once -‘She is in the wind ow-seat, to be sure, Jack.’And I came out immediately, for I trembled at the id ea of being dragged forth by the said Jack.‘What d o you want?’ I asked, with awkward diffid ence.‘Say, "What d o you want, Master Reed,"’ was the answer. ‘I want you to come here;’ and seating himself in an armchair, he intimated by a gesture that I was to approach and stand before him.John Reed was a schoolboy of fourteen years old; four years ol d er than I, for I was but ten; large and stout for his age, with a dingy and unwhol esome skin; thick lineaments in a spacious visage, heavy limbs and large extremities. He gorged himself habitually at tabl e, which mad e him bilious, and gave him a dim and bl eared eye and flabby cheeks. He ought now to have been at school; but his mama had taken him home for a month or two, ‘on account of his d elicate health.’Mr. Miles, the master, affirmed that he would do very well if he had fewer cakes and sweetmeats sent him from home; but the mother's heart turned from an opinion so harsh, and inclined rather to the more refined id ea that John's sallowness was owing to over-application and, perhaps, to pining after home.John had not much affection for his mother and sisters, and an antipathy to me. He bullied and punished me; not two or three times in the week, nor once ortwice in the day, but continually: every nerve I had feared him, and every morsel of fl esh on my bones shrank when he came near. There were moments when l was bewil d ered by the terror he inspired, because I had no appeal whatever against either his menaces or his inflictions; the servants did not like to offend their young master by taking my part against him, and Mrs. Reed was blind and d eaf on the subject: she never saw him strike or heard him abuse me, though he did both now and then in her very presence, more frequently, however, behind her back.Habitually obedient to John, I came up to his chair: he spent some three minutes in thrusting out his tongue at me as far as he could without damaging the roots; I knew he would soon strike, and whil e dreading the bl ow, I mused on the disgusting and ugly appearance of him who woul d presently d eal it. I wond er if he read that notion in my face; for, all at once, without speaking, he struck sud d enly and strongly. I tottered, and on regaining my equilibrium retired back a step or two from his chair.‘That is for your impudence in answering mama awhil e since,’ said he, ‘and for your sneaking way of getting behind curtains, and for the l ook you had in your eyes two minutes since, you rat!’Accustomed to John Reed's abuse, l never had an id ea of replying to it; my care was how to endure the bl ow which woul d certainly foll ow the insult.‘What were you d oing behind the curtain?’ he asked.‘I was reading.’‘Show the book.’I returned to the wind ow and fetched it thence。
Chapter1_Lecture 1_Main issues
CHIN 5012Lecture 1: Main issues of translation studiesIntro1.1 The concept of translationIDEA: Discuss the literal meaning of “translation” and the Chinese “翻译”. Ask students to think of English words that contain the prefix trans- and the element –lat- (think of words like relation, collation, correlation) What implications do they have for the act of translation? Are there any critical differences between English and Chinese implied by these terms?翻 = turn upside down or inside out, turn over, reverse; change, turn [花样翻新]译 = translate, interpret, decodeACTIVITY: Present the students with 10 sentences that use the word “translation”. Ask them to identify the specific meaning(s) that the term possesses.The term “translation” has several different meanings, depending on the context in which it is used. It can refer to a general field of study (a subject field), a product, and the actual process of translating.The theorist Roman Jakobson has described three basic categories of translation: intralingual translation or “rewording”; interlingual translation, which refers to translation between different languages; and intersemiotic translation. Intersemiotic translation involves the translation of linguistic signs into some form of non-linguistic sign system.[Provide some examples of these different scenarios]ACTIVITY: Present students with a series of scenarios. Ask them to categorize them in terms of Jakobson’s 3 categories. Also get them to create some scenarios of their own. Discuss these as a class.1.2 What is translation studies?Although people have been engaged in the act of translation for centuries, there has been little systematic reflection on the act and what it means. In the West, formal study of the act of translation dates back to the second half of the twentieth century. In 1972, the American scholar James Holmes gave a paper in 1972 which tried to define the discipline of translation studies as being concerned with “the complex of problems clustered around the phenomenon of translati ng and translations”.[How can I suggest the excitement of translation studies?]The emergence of translation studies after the 1980s can be seen in terms of two main features. The first of these is the proliferation of courses dealing with translator training and translation studies. (It is important to remember that translation is no longer merely a linguistic endeavour; in addition to language proficiency, a translator needs to have some awareness of issues in translation studies).ACTIVITY: Look at some descriptions of translation courses offered at various institutions. Perhaps a selection of these could be distributed to students who could discuss them in groups and offer comments on course contents, structure etc.There are also courses available that focus on literary translation. Of course, the task of translating literary texts overlaps in many respects, but it also faces problems not central to general translation. For example style in literature is very important; sometimes, it is more impor tant that the “message” of the text. In addition, literature makes a wider use of the resources of language than general texts.The rise of translation studies can also be gauged through the growing number of books, journals and conferences devoted to translation studies.Magazines: Babel, Meta, TargetI suggest that you familiarize yourself with these publications and try and takea look at them when you have time.[IDEA: Bring a selection of these into the classroom for students.]1.3 A brief history of the disciplinePeople engaged in translation in the West have made statements on the act from time to time. Such figures include Cicero, Horace (both first century BCE) and St Jerome (fourth century CE). In the West, the translation of the Bible has been a focus for the discussion of translation in its practical and theoretical aspects. We will return to the issue of Bible translation when we discuss the ideas of Eugene Nida later in the semester. As you can imagine, the translation of the Bible would attract serious attention from many people. (ASK students about the languages of the Bible; show them my Bendigo translation from the 1800s).[IDEA: Contrast this situation with statements of translation made by the Chinese. Refer to Eva Hung’s book. Perhaps a parallel can be drawn with Xuanzang and his translation of Buddhist scriptures. ]Before the middle of the 20th century, translation was generally encountered as an important element in language learning. Even today, translation exercises seem to play some part in foreign-language textbooks. Instruction focussed on the learning of vocabulary and on grammatical rules; translation was then used as a way of practising and demonstrating mastery of such material. In recent times, foreign-language instruction has emphasizedcommunication in practical situations rather than “abstract” grammatical knowledge. For this reason, when students are asked to translate material these days, they tend to adopt a very literal approach.[IDEA: Provide the students with a page of Chinese sentences culled from various older textbooks. Ask students to comment on the appropriateness of the language and the usefulness of the material.]Since translation was viewed largely as a means for acquiring a foreign language, it was not accorded much importance. The marginality of translation continues down to the present-day. Even at this university, where MA courses in translation and interpreting are offered for Japanese and Chinese, published translation work done by lecturers is not given the same importance as other forms of academic writing, even though the translation of a book may require a great deal of research.In the 1960s, translation began to be taught using a workshop format, especially literary translation. This is perhaps because literary translation is considered, by some at least, to be a form of creative writing. (ASK students about the creativity required to translate.) In such workshops participants could all translate the same text and discuss different solutions to various problems. Although there is nothing very rigorous about this approach, it does allow for an exchange of ideas about significant translation issues.Contrastive analysis was another development in translation studies that contributed to the rise of the discipline. As the name implies, contrastive analysis deals with source texts and their translations. The purpose of such analyses is to see how the translation modifies the source text in order to produce an acceptable rendition. Such comparison can also shed light on fundamental differences in vocabulary and grammar between different languages. Because of its linguistic origins, contrastive analysis can be very dry; it can also become heavily reliant on statistics, a factor that also repels many people with a genuine interest in translation.It is in the 1960s, under the influence of linguistics, that translation studies attempts to present itself as a science. Eugene Nida called his 1964 book Towards a Science of Translating. Although this led to greater precision and method in the discussion of translation issues, translation studies has always managed to remain more than a science: it is too complex and intricate to be schematized in a perfectly satisfying way.1.4 The Holmes/Toury mapHolmes paper was a founding statement for translation studies. He outlined the major features or areas of study that go to make up “translation studies”. The two main branches of translation studies are the “pure” and the “applied”.The first branch, “p ure”here refers to research. In pure translation studies, research is divided into descriptive and theoretical. Descriptive translation studies are divided into 3 types:Product-oriented DTS. This involves the description or analysis of a single ST-TT pair or of several TTs of the same ST. Such studies could be built up into a larger body of translation analysis that examines a specific period, language or translation type.Function-oriented DTS. This treats translation from a sociocultural perspective and investigates issues connected with the type of texts translated and their influence on society.Process-oriented DTS. This is concerned with the psychology of translation: what goes on in a translator’s mind.Such descriptive activities may lead to insights that can be presented in a more systematic fashion. By describing a particular translation phenomenon, it is possible that enough information and insight will be gathered in order to allow a general principle to be established. The theoretical models made bytheory can be further discussed in terms of general theories and partial theories. Can they be applied to the practice of translation as a whole, or do they refer only to a specific aspect of the process?The second branch refers to “applied” areas. The t hree main areas of applied translation studies are:Translator trainingTranslation aidsTranslation criticismTranslation policyNeedless to say, this map is in essence artificial, but it provides a clear picture of the field of translation studies. Nor does it take into account interpreting.1.5 Developments since the 1970sinvestigation of translation and gender (Sherry Simon), postcolonial translation theory (Tejaswini Niranjana and Gayatri Spivak), cultural studies and translation studies (Lawrence Venuti)[IDEA: peruse some recent issues of leading journals for article titles and themes that reflect recent developments.]ACTIVITY: Give students a selection of abstracts and ask them to relate these to specific sectors of the Holmes/Toury map.MAJOR ACTIVITY: Conduct a small translation workshop. Ask the students to translate a brief poem or prose passage and get them to share ideas about how to handle challenging aspects of the original.Another possibility is to ask the two compare 2 passages from Lu Xun or Cao Xueqin translated by different translators.ReferencesGeorges MOUNIN: Les problemes theoriques de la traduction. (SS&H - P306 .M66 1963)Eva Hung and Judy Wakabayashi (eds): Asian translation traditions. P306.8.A78 A84 2005 (borrowed)Eva HUNG: Teaching translation and interpreting 4: building bridges, edited by Eva Hung P306.5 .L36 1998。
chapter_1_简介和翻译标准
大家被淋得浑身透湿，他们头天晚上还是聚到了 一起。
• 2） 具有丰富的文化知识，熟悉以英语为母 语的国家的诸如历史、宗教、政治、地理、 军事、外交、经济、文艺、科学、风土人 情、民俗习惯等方面的社会文化。这有助 于正确理解原文，完美地表达原作所要传 达的思想内容。 • 3） 熟悉翻译理论和常用技巧，善于灵活运 用各种翻译技巧。 • 4） 熟悉各种工具书。
翻译的规律难以译出原文的言外之意。 翻译的规律难以译出原文的言外之意。许多句子的真正 意义在言外。言外之意是语言的内涵, 意义在言外。言外之意是语言的内涵,译者能译出语言内涵 的翻译技能就是其翻译的艺术性。 的翻译技能就是其翻译的艺术性。 • Are you an associate professor now ?
英汉翻译的标准: 英汉翻译的标准 Pp8-10
• • • • • •
唐朝,玄奘 清末,严复 鲁迅 傅雷 梁实秋 钱钟书
• 1 faithfulness, expressiveness, elegance • 2 rather faithful than smooth • 3 spiritual conformity • 4 rather smooth than faithful • 5 sublimed adaptation • 6 faithfulness and readability (求真 喻俗)
Connotation of Translation
• Is translation an art, a science, or a craft? • ...translation is first a science, which entails the knowledge and verification of the facts and the language that describes them-here, what is wrong, mistakes of truth, can be identified; secondly, it is a skill, which calls for appropriate language and acceptable usage; thirdly, an art, which distinguishes good from undistinguished writing and is the creative, the intuitive, sometimes the inspired, level of the translation; … （Peter Newmark）
genesis chapter 1 中英文
genesis chapter 1 中英文
《创世纪》第一章
中文版：
天地万物，起初以来，都是上帝所创造。
在起初的日子里，上帝用水造出了天和地。
之后他又用地上的尘土造出了大地，将生气吹进尘土中，尘土就变成了活物。
上帝又用六日的时间造出了太阳、月亮和星辰，为天空铺上了光辉。
他又创造了植物和各种树木，使大地充满生机。
最后，上帝创造了男人和女人，让他们管理大地上的万物。
这就是人类的起源，也是我们今天所生活的世界。
英文版：
In the beginning God created the heaven and the earth. In the first days, God made water and earth. Then He made the land with dust and breathed life into it, turning it into living creatures. He spent six days creating the sun, moon, and stars, and He placed them in the sky. He also created plants and trees, making the earth full of life. Finally, God created man and woman, who were to rule over all the creatures on earth. This is where humanity began and it is the world we live in today.。
adams car帮助文件实例教程1_intro
Getting Started Using Adams/Car •Introducing Adams/Car•Introducing the Driving Machine•Using the Event Builder•Suspension Analysis Tutorial•Flexible Bodies Tutorial•Template Builder Tutorial•Full-Vehicle Analysis TutorialGetting Started Using Adams/Car92Introducing Adams/CarIntroducing Adams/Car93Overview OverviewThis chapter introduces you to Adams/Car. It contains the following sections:•Starting Adams/Car Standard Interface•Starting Adams/Car Template Builder•Switching Between Interface Modes•Familiarizing Yourself with Adams/Car•Plotting ResultsGetting Started Using Adams/Car94Starting Adams/Car Standard InterfaceStarting Adams/Car Standard InterfaceIn this section, you learn how to start Adams/Car Standard Interface in the Windows and the UNIXenvironments.In the Windows environment, you start Adams/Car from the Start button. In the UNIX environment, youstart Adams/Car from the Adams Toolbar. For more information, see the online help for Running andConfiguring Adams.To start Adams/Car on Windows:1.From the Start menu, point to Programs, point to MSC.Software, point to Adams 2013, pointto ACar, and then select Adams - Car.The Welcome dialog box appears on top of the Adams/Car main window.2.Do one of the following:•If the Welcome dialog box contains the options Standard Interface and Template Builder, select Standard Interface, and then select OK.•If the Welcome dialog box does not contain any options, then Adams/Car is alreadyconfigured to run in standard mode. Select OK.Introducing Adams/Car95Starting Adams/Car Standard InterfaceThe Adams/Car Standard Interface window appears as shown below. Familiarize yourself withthe Adams/Car window and read the tips in Familiarizing Yourself with Adams/Car.Menu barFigure1 Adams/Car Standard InterfaceTo start Adams/Car on UNIX:1.At the command prompt, enter the command to start the Adams Toolbar, and then press Enter.The standard command that MSC Software provides is adamsx, where x is the version number, for example adams2013.The Adams Toolbar appears.Getting Started Using Adams/Car96Starting Adams/Car Standard Interface2.Click the Adams/Car iconThe Welcome dialog box appears on top of the Adams/Car main window.3.Do one of the following:•If the Welcome dialog box contains the options Standard Interface and Template Builder, select Standard Interface, and then select OK.•If the Welcome dialog box does not contain any options, then Adams/Car is alreadyconfigured to run in standard mode. Select OK.The Adams/Car Standard Interface window appears as shown above. Familiarize yourself withthe Adams/Car window and read the tips in Familiarizing Yourself with Adams/Car.Introducing Adams/Car97Starting Adams/Car Template Builder Starting Adams/Car Template BuilderBefore you start Adams/Car Template Builder, make sure that your private configuration file,.acar.cfg, shows that you can work in expert-user mode. Your private configuration file is located in your home directory.To check the user mode:1.In a text editor, such as jot or notepad, open .acar.cfg.2.Verify that the following line appears as shown:ENVIRONMENT MDI_ACAR_USERMODE expertThis line sets the user mode for the Adams/Car session.To start Adams/Car Template Builder on Windows:1.From the Start menu, point to Programs, point to MSC.Software, point to Adams 2013, pointto ACar, and then select Adams - Car.The Welcome dialog box appears on top of the Adams/Car main window.2.Select Template Builder.3.Select OK.Getting Started Using Adams/CarStarting Adams/Car Template Builder98The Adams/Car Template Builder window appears as shown in the figure below. Familiarize yourself with the Adams/Car window and read the tips in Familiarizing Yourself with Adams/Car .Figure 2 Adams/Car Template BuilderTo start Adams/Car Template Builder on UNIX:1.At the command prompt, enter the command to start the Adams Toolbar, and then press Enter . The standard command that MSC Software provides is adamsx , where x is the version number, for example adams2013.Main shortcut menuMenu barMenus grayed out because you don’t have a template yetIntroducing Adams/Car99Starting Adams/Car Template BuilderThe Adams Toolbar appears.2.Click the Adams/Car icon .The Welcome dialog box appears on top of the Adams/Car main window.3.Select Template Builder.4.Select OK.The Adams/Car Template Builder window appears as shown in the figure above. Familiarize yourself with the Adams/Car window and read the tips in Familiarizing Yourself with Adams/Car.Getting Started Using Adams/Car100Switching Between Interface ModesSwitching Between Interface ModesOnce you have started Adams/Car in the Standard Interface or Template Builder modes, you can easilyswitch between them.To switch between modes:•In Standard Interface: From the Tools menu, select Adams/Car Template Builder.•In Template Builder: From the Tools menu, select Adams/Car Standard Interface.Introducing Adams/Car101Familiarizing Yourself with Adams/Car Familiarizing Yourself with Adams/CarTake a few minutes to familiarize yourself with the Adams/Car main window.The following tips help you quickly become familiar with Adams/Car:•You use the menus along the top of the window to execute commands and display dialog boxes.Notice that some menus are shaded in grey. This indicates that you cannot execute thesecommands because you do not have a subsystem open. When you open a subsystem, thesemenus change to black indicating that you can execute the commands.•You can use the main shortcut menu to execute simple commands, such as rotating views, zooming, and fitting assemblies in the main window. To display the main shortcut menu, right-click in the main window, away from any entities.•Instead of manually entering text in boxes that require database objects, you can have Adams/Car automatically do this task for you. To do this, right-click the text box of interest, andthen select an option. For example, if you were modifying a hardpoint, Adams/Car wouldpresent you with the following options:•Point to Hardpoint (or the entity of interest) and then select Pick. On the main window, place the cursor on top of the hardpoint. When the name of the hardpoint appears, you can click theleft mouse button to select that hardpoint.•Point to Hardpoint, and then select Guesses. From the pop-up menu that appears, select the entity name you want to use.•Point to Hardpoint, and then select Browse. Adams/Car displays the Database Navigator, which contains a list of entities, hardpoints in this case. Double-click the entity name you wantto use.Getting Started Using Adams/Car102Plotting ResultsPlotting ResultsWhen you’re ready to review the results of your analyses, you can display the post-processing tool andview the results of the simulations you performed.To plot results:1.While in Adams/Car Standard Interface, from the Review menu, select Postprocessing Windowor press F8.Adams/Car launches Adams/PostProcessor, a post-processing tool that lets you view the resultsof simulations you performed. For more information about Adams/PostProcessor, see theAdams/PostProcessor online help.2.To return to Adams/Car, select the Return to Modeling Environment tool or press F8.。
远大前程1.1 第一部分第1章
brief introduction about the book
Always hope and friends around the competition, this is a major weakness of human. If they have money, we also want the money. If they are very poor, so we don't care about the same poor. We will not because of his stupid and ashamed, because we will only be around friends more than you feel ashamed. This is the "than" probபைடு நூலகம்em.
Nancy intervenes but is murdered viciously by Sikes after she has showed some redeeming qualities and has discovered Monk sinister intention. The story closes happily and with justice for Bumble and the cruel Monks who has hidden the truth of Oliver parentage out of malice. Accusations were made that the book glamorised crime (like the ewgate Group of the period) but Dickens wisely disassociated himself from criminal romances. His achievement was in fact in presenting the underworld and problems of poverty to the well-off in a way rarely attempted previously.
WhatIsLearning
Machine LearningInstructor: Rich Maclin *************.eduText: Machine Learning , Mitchell Notes based on Mitchell’s Lecture NotesCS 5751 Machine LearningChapter 1 Intro to Machine Learning2What is Learning?Learning denotes changes in the system that are adaptive in the sense that they enable the system to do the same task or tasks drawn from the same population more effectively the next time. --Simon, 1983Learning is making useful changes in our minds . --Minsky, 1985Learning is constructing or modifying representations of what is being experienced . --McCarthy, 1968Learning is improving automatically with experience . --Mitchell, 1997CS 5751 Machine LearningChapter 1 Intro to Machine Learning3Why Machine Learning?•Data, Data, DATA–Examples•World wide web•Human genome project•Business data (WalMart sales “baskets”)–Idea: sift heap of data for nuggets of knowledge•Some tasks beyond programming–Example: driving–Idea: learn by doing/watching/practicing (like humans)•Customizing software–Example: web browsing for news information –Idea: observe user tendencies and incorporateCS 5751 Machine LearningChapter 1 Intro to Machine Learning 4Typical Data Analysis TaskGiven–9714 patient records, each describing a pregnancy and a birth –Each patient record contains 215 features (some are unknown)Learn to predict:–Characteristics of patients at high risk for Emergency C-SectionPatient103Age: 23FirstPregnancy: no Anemia: no Diabetes: noPreviousPrematureBirth: no Ultrasound: ?Elective C-Section: ?Emergency C-Section: ?...Patient103Age: 23FirstPregnancy: no Anemia: no Diabetes: YESPreviousPrematureBirth: no Ultrasound: abnormal Elective C-Section: no Emergency C-Section: ?...Patient103Age: 23FirstPregnancy: no Anemia: no Diabetes: noPreviousPrematureBirth: no Ultrasound: ?Elective C-Section: noEmergency C-Section: YES ...Credit Risk AnalysisRules learned from data:IF Other-Delinquent-Accounts > 2, ANDNumber-Delinquent-Billing-Cycles > 1THEN Profitable-Customer? = No [Deny Credit Application]IF Other-Delinquent-Accounts == 0, AND((Income > $30K) OR (Years-of-Credit > 3))THEN Profitable-Customer? = Yes [Accept Application]Customer103Years of credit: 9Loan balance: $2,400Income: $52K Own House: YesOther delinquent accts: 2Max billing cycles late: 3Profitable customer: ?...time=10Customer103Years of credit: 9Loan balance: $3,250Income: ?Own House: YesOther delinquent accts: 2Max billing cycles late: 4Profitable customer: ?...time=11Customer103Years of credit: 9Loan balance: $4,500Income: ?Own House: YesOther delinquent accts: 3Max billing cycles late: 6Profitable customer: No ...time=nAnalysis/Prediction Problems•What kind of direct mail customers buy?•What products will/won’t customers buy?•What changes will cause a customer to leave a bank?•What are the characteristics of a gene?•Does a picture contain an object (does a picture of space contain a metereorite --especially one heading towards us)?•… Lots moreCS 5751 Machine LearningChapter 1 Intro to Machine Learning 7Tasks too Hard to Program ALVINN [Pomerleau] drives70 MPH on highwaysCS 5751 Machine LearningChapter 1 Intro to Machine Learning 8Software that Customizes to UserCS 5751 Machine LearningChapter 1 Intro to Machine Learning9Defining a Learning ProblemLearning = improving with experience at some task–improve over task T–with respect to performance measure P –based on experience EEx 1: Learn to play checkersT : play checkers P : % of games wonE : opportunity to play selfEx 2: Sell more CDsT : sell CDsP : # of CDs soldE : different locations/prices of CDCS 5751 Machine LearningChapter 1 Intro to Machine Learning10Key QuestionsT: play checkers, sell CDs P: % games won, # CDs soldTo generate machine learner need to know:–What experience?•Direct or indirect?•Learner controlled?•Is the experience representative?–What exactly should be learned?–How to represent the learning function?–What algorithm used to learn the learning function?Types of Training ExperienceDirect or indirect?Direct -observable, measurable–sometimes difficult to obtain•Checkers -is a move the best move for a situation?–sometimes straightforward•Sell CDs -how many CDs sold on a day? (look at receipts)Indirect -must be inferred from what is measurable–Checkers -value moves based on outcome of game –Credit assignment problemTypes of Training Experience (cont)Who controls?–Learner -what is best move at each point? (Exploitation/Exploration)–Teacher -is teacher’s move the best? (Do we want to just emulate the teachers moves??)BIG Question: is experience representative of performance goal?–If Checkers learner only plays itself will it be able to play humans?–What if results from CD seller influenced by factors not measured (holiday shopping, weather, etc.)?CS 5751 Machine LearningChapter 1 Intro to Machine Learning13Choosing Target FunctionCheckers -what does learner do -make movesChooseMove -select move based on boardChooseMove(b): from b pick move with highest value But how do we define V(b)for boards b?Possible definition:V(b)= 100 if b is a final board state of a win V(b)= -100 if b is a final board state of a loss V(b)= 0 if b is a final board state of a drawif b not final state, V(b) =V(b´)where b´is best final board reached by starting at b and playing optimally from there Correct, but not operationalℜ→→Board V Move Board ChooseMove ::CS 5751 Machine LearningChapter 1 Intro to Machine Learning14Representation of Target Function•Collection of rules?IF double jump available THEN make double jump•Neural network?•Polynomial function of problem features?)(#)(#)(#)(#)(#)(#6543210b tened blackThrea w b ned redThreate w b redKings w b blackKings w b redPieces w b s blackPiece w w ++++++CS 5751 MachineLearningChapter 1 Intro to Machine Learning 15Obtaining Training Examples))((ˆ)( :values training estimating for rule One valuetraining the :)(function learned the :)(ˆfunction target true the :)(b Successor Vb V b V b Vb V traintrain ←CS 5751 Machine LearningChapter 1 Intro to Machine Learning 16Choose Weight Tuning RuleLMS Weight update rule:learningof rate moderate to 0.1,say constant, small some is )( : weight update , feature board each For 2. )(ˆ)()( :)( Compute 1. randomat example training a Select :repeatedly Do c b error f c w w w f b Vb V b error b error b i i i i i train××+←−=Design ChoicesDetermining Type of Training ExperienceDetermining Learning AlgorithmDetermining Target FunctionDetermining Representationof Learned FunctionCompleted DesignGames against selfLinear ProgrammingGradient DescentNeural NetworkLinear function of featuresGames against expertTable of correct movesBoard Value Board MoveSome Areas of Machine Learning•Inductive Learning : inferring new knowledge from observations (not guaranteed correct)–Concept/Classification Learning -identifycharacteristics of class members (e.g., what makes a CS class fun, what makes a customer buy, etc.)–Unsupervised Learning -examine data to infer new characteristics (e.g., break chemicals into similar groups, infer new mathematical rule, etc.)–Reinforcement Learning -learn appropriate moves to achieve delayed goal (e.g., win a game of Checkers, perform a robot task, etc.)•Deductive Learning : recombine existingknowledge to more effectively solve problemsCS 5751 Machine LearningChapter 1 Intro to Machine Learning19Classification/Concept Learning •What characteristic(s) predict a smile?–Variation on Sesame Street game: why are these things a lot like the others (or not)?•ML Approach: infer model (characteristics that indicate) of why a face is/is not smilingCS 5751 Machine LearningChapter 1 Intro to Machine Learning20Unsupervised Learning•Clustering -group points into “classes”•Other ideas:–look for mathematical relationships between features –look for anomalies in data bases (data that does not fit)CS 5751 Machine LearningChapter 1 Intro to Machine Learning21Reinforcement LearningS - start G - goalPossible actions: up left down rightGSProblemPolicy•Problem: feedback (reinforcements) are delayed -how to value intermediate (no goal states)•Idea: online dynamic programming to produce policy function•Policy: action taken leads to highest future reinforcement (if policy followed)CS 5751 Machine LearningChapter 1 Intro to Machine Learning22Analytical LearningInitGoalS1S9S0S7S8S6S5S4S3S2Problem!Backtrack!•During search processes (planning, etc.) remember work involved in solving tough problems•Reuse the acquired knowledge when presented with similar problems in the future (avoid bad decisions)The Present in Machine LearningThe tip of the iceberg:•First-generation algorithms: neural nets, decision trees, regression, support vector machines, …•Composite algorithms -ensembles•Some work on assessing effectiveness, limits •Applied to simple data bases•Budding industry (especially in data mining)The Future of Machine LearningLots of areas of impact:•Learn across multiple data bases, as well as web and news feeds•Learn across multi-media data •Cumulative, lifelong learning •Agents with learning embedded•Programming languages with learning embedded?•Learning by active experimentationCS 5751 Machine LearningChapter 1 Intro to Machine Learning25 What is Data Mining?•Depends on who you ask•General idea: the analysis of large amounts of data (and therefore efficiency is an issue)•Interfaces several areas, notably machine learning and database systems•Lots of perspectives:–ML: learning where efficiency matters–DBMS: extended techniques for analysis of raw data,automatic production of knowledge•What is all the hubbub?–Companies make lots of money with it (e.g.,WalMart)CS 5751 Machine LearningChapter 1 Intro to Machine Learning26 Related Disciplines•Artificial Intelligence •Statistics•Psychology and neurobiology •Philosophy •Computational complexity theory •Control theory•Information theory •Database Systems•...CS 5751 Machine Learning Chapter 1 Intro to Machine Learning27Issues in Machine Learning •What algorithms can approximate functions well(and when)?•How does number of training examples influence accuracy?•How does complexity of hypothesis representation impact it?•How does noisy data influence accuracy?•What are the theoretical limits of learnability?•How can prior knowledge of learner help?•What clues can we get from biological learning systems?。
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1. Why Study Language?
• Language is an integral part of our life and humanity. However, how much do we really understand the nature of language and its role in our life? • Think of the following views about language.
• Terminology • Theoretical thinking • System of knowledge • Problem-solving
English is Fun!
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Chapter One: Invitations to Linguistics
• • • • • • Why Study Language? What is Language? Where does language come from? What are the functions of language? What is linguistics? Are there any branches of Linguistics?
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Language is vocal: because the primary medium is sound for all languages, no matter how well developed are their writing systems. All evidence shows that writing systems came much later than the spoken forms and they are only attempts to capture sounds and meaning on paper. The fact that children acquire spoken language first before they can read or write also indicates that language is primarily vocal.
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Helpful
• 《语言学教程》 第三版中文本 • 胡壮麟主编 • 北京大学出版社 • 2007年出版
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Website
• 《语言学教程》学习网站 • /
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Further Reading
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Why linguistics?
• A required course for the English major, one of the required specialist courses on the MOE English major course list; • A better understanding of language, from various perspectives; • A better trained mind, from doing a systematic science.
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“Language is a system of arbitrary vocal symbols used for human communication.” --Ronald Wardhaugh: Introduction to Linguistics (1977) “Language is a form of human communication by means of a system of symbols principally transmitted by vocal sounds.” --Stuart C. Poole: An Introduction to Linguistics (1999)
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2. What is Language? “Language is a tool for human communication.” “Language is a set of rules.”
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Language “is not to be confused with human speech, of which it is only a definite part, though certainly an essential one. It is both a social product of the faculty of speech and a collection of necessary conventions that have been adopted by a social body to permit individuals to exercise that faculty”. --Ferdinand de Saussure (1857-1913): Course in General Linguistics (1916)
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Assessment
• Coursework: 30%. Consists of attendance and assignments after each chapter. • Mid-term exam: 20% • End-of-term exam: 50%.
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Possible difficulties
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Scope of the course
Core of linguistics
• • • • • • Introduction: ch. 1 Speech sounds: ch. 2 Word structure: ch. 3 Grammar: ch. 4 Meaning of words and sentences: ch. 5 Meaning of utterances: ch. 8
General Linguistics
An Introduction to the Course
Textbook
• 《语言学教程》 第三版 • 胡壮麟主编 • 北京大学出版社 • 2006年出版
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Related
• 《语言学教程》 第三版练习册 （附光盘） • 胡壮麟主编 • 北京大学出版社 • 2007年出版
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“Language is a means of verbal communication.”
– It is instrumental in that communicating by speaking or writing is a purposeful act. – It is social and conventional in that language is a social semiotic and communication can only take place effectively if all the users share a broad understanding of human interaction including such associated factors as nonverbal cues, motivation, and socio-cultural roles.
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“From now on I will consider language to be a set (finite or infinite) of sentences, each finite in length and constructed out of a finite set of elements.” --Noam Chomsky (1928): Syntactic Structures (1957)
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Teaching
• Lectures • Discussion • Assignments: short essays, analysis of linguistic data.
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Learning
• Participation • Reading and understanding textbooks • Doing exercises and assignments • Developing the ability of logical thinking
• English is more difficult to learn than Chinese. • Black English is not standard and should be reformed. • Children learn their native language swiftly, efficiently and without instruction.
-- Our textbook (2006)
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Summary
Language is a system: since elements in it are arranged according to certain rules; they cannot be combined at will. If language were not systematic, it could not be used or learned consistently. Language is symbolic: words are associated with objects, actions, ideas by convention.
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Language is human-specific: that is, it is very different from the communication systems other forms of life possess (such as bird songs and animal cries). This brings us to a question of great interest: In what ways are human languages different from systems of nonhuman communication?