Chapter of the Assocation for Computational Linguistics, Madrid, Spain,

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计算机英语教程第六版

计算机英语教程第六版

计算机英语教程第六版Computer English Tutorial, 6th EditionComputer English Tutorial, 6th Edition, provides a comprehensive guide to learning English in the context of computers and technology. This edition covers the fundamentals of computer terminology, programming, networking, and cybersecurity, making it suitable for both beginners and intermediate learners. With a practical approach and engaging exercises, this tutorial is designed to enhance the English language skills of computer enthusiasts and professionals alike.The tutorial begins with an introduction to basic computer terminology. It covers essential terms such as hardware, software, operating systems, peripherals, and input/output devices. Each term is explained in clear and concise language, accompanied by relevant examples, making it easier for learners to grasp the concepts. The tutorial also includes exercises to reinforce understanding and aid in memorization.Moving on, the tutorial delves into the world of programming. It provides a step-by-step guide to understanding programming concepts, including variables, data types, conditionals, loops, and functions. Learners are introduced to popular programming languages such as Python and Java, and are encouraged to practice writing their own code. The tutorial also includes coding exercises and quizzes to assess the learners' progress.The networking section of the tutorial is dedicated to familiarizing learners with the basics of computer networks. Topics coveredinclude local area networks (LANs), wide area networks (WANs), routers, switches, and protocols. Learners will also gain an understanding of IP addresses, subnetting, and network troubleshooting. Real-world examples and case studies are used to illustrate networking concepts and enhance comprehension.In today's digital age, cybersecurity is of paramount importance. The tutorial covers essential cybersecurity principles, including threat identification, risk assessment, and vulnerability management. Learners will gain knowledge in areas such as encryption, authentication, firewalls, and intrusion detection systems. The tutorial also provides guidance on security best practices and emphasizes the importance of ethical hacking and responsible online behavior.At the end of each chapter, the tutorial offers a comprehensive review to reinforce the learned material. These reviews include multiple-choice questions, fill-in-the-blanks exercises, and practical scenarios, allowing learners to assess their progress and identify areas for improvement.In addition to the main content, the tutorial includes a glossary of computer terms and a list of recommended resources for further learning. Learners can refer to the glossary for quick reference and use the recommended resources to deepen their understanding of specific topics.Computer English Tutorial, 6th Edition, is an invaluable resource for anyone seeking to enhance their English language skills in the domain of computers and technology. Whether you are a student, aprofessional, or simply an enthusiast, this tutorial provides a solid foundation in both English language and computer concepts. With its practical approach and comprehensive coverage, it is an essential guide for mastering computer English.。

unit4 计算机专业英语

unit4 计算机专业英语

Notes
[5]Routing tables are the means by which a router selects the fastest or nearest path to the next “hop” on the way to a data packet’s final destination. 本句中, by which a router selects the fastest or nearest path to the next “hop” on the way to a data packet’s final destination 是一个介词前置的定语从句,修饰和限定the means。on the way to“在……途中”。
学生课下活动设计
阅读Unit4的Reading。完成作业
作业: 我的梦想是成为一家电脑公司的销售经理。 老师告诉同学们别触摸电脑屏幕。 他停下来喝了杯茶。 他努力学习为了通过期末考试。 学校是孩子们学习的好地方。 这些学生经常帮助老师打扫实验室。 昨天我忘了邮信了。 他足够大了可以自己做决定。
教学参考资料推荐
Notes
[3] The MAU does actively regenerate signals as it transmits data around the ring. 本句中,does起强调作用。 [4]Routers contain internal tables of information called routing tables that keep track of all known network addresses and possible paths throughout the internetwork,along with cost of reaching each network. 本句中,called routing tables是过去分词短语,做定语,修饰 和限定internal tables of information。that keep track of all known network addresses and possible paths throughout the internetwork,along with cost of reaching each network是一 个定语从句,修饰和限定routing tables。keep track of是“ 跟踪”。

Quantum Computing for Computer Scientists

Quantum Computing for Computer Scientists

More informationQuantum Computing for Computer ScientistsThe multidisciplinaryfield of quantum computing strives to exploit someof the uncanny aspects of quantum mechanics to expand our computa-tional horizons.Quantum Computing for Computer Scientists takes read-ers on a tour of this fascinating area of cutting-edge research.Writtenin an accessible yet rigorous fashion,this book employs ideas and tech-niques familiar to every student of computer science.The reader is notexpected to have any advanced mathematics or physics background.Af-ter presenting the necessary prerequisites,the material is organized tolook at different aspects of quantum computing from the specific stand-point of computer science.There are chapters on computer architecture,algorithms,programming languages,theoretical computer science,cryp-tography,information theory,and hardware.The text has step-by-stepexamples,more than two hundred exercises with solutions,and program-ming drills that bring the ideas of quantum computing alive for today’scomputer science students and researchers.Noson S.Yanofsky,PhD,is an Associate Professor in the Departmentof Computer and Information Science at Brooklyn College,City Univer-sity of New York and at the PhD Program in Computer Science at TheGraduate Center of CUNY.Mirco A.Mannucci,PhD,is the founder and CEO of HoloMathics,LLC,a research and development company with a focus on innovative mathe-matical modeling.He also serves as Adjunct Professor of Computer Sci-ence at George Mason University and the University of Maryland.QUANTUM COMPUTING FORCOMPUTER SCIENTISTSNoson S.YanofskyBrooklyn College,City University of New YorkandMirco A.MannucciHoloMathics,LLCMore informationMore informationcambridge university pressCambridge,New York,Melbourne,Madrid,Cape Town,Singapore,S˜ao Paulo,DelhiCambridge University Press32Avenue of the Americas,New York,NY10013-2473,USAInformation on this title:/9780521879965C Noson S.Yanofsky and Mirco A.Mannucci2008This publication is in copyright.Subject to statutory exceptionand to the provisions of relevant collective licensing agreements,no reproduction of any part may take place withoutthe written permission of Cambridge University Press.First published2008Printed in the United States of AmericaA catalog record for this publication is available from the British Library.Library of Congress Cataloging in Publication dataYanofsky,Noson S.,1967–Quantum computing for computer scientists/Noson S.Yanofsky andMirco A.Mannucci.p.cm.Includes bibliographical references and index.ISBN978-0-521-87996-5(hardback)1.Quantum computers.I.Mannucci,Mirco A.,1960–II.Title.QA76.889.Y352008004.1–dc222008020507ISBN978-0-521-879965hardbackCambridge University Press has no responsibility forthe persistence or accuracy of URLs for external orthird-party Internet Web sites referred to in this publicationand does not guarantee that any content on suchWeb sites is,or will remain,accurate or appropriate.More informationDedicated toMoishe and Sharon Yanofskyandto the memory ofLuigi and Antonietta MannucciWisdom is one thing:to know the tho u ght by which all things are directed thro u gh allthings.˜Heraclitu s of Ephe s u s(535–475B C E)a s quoted in Dio g ene s Laertiu s’sLives and Opinions of Eminent PhilosophersBook IX,1. More informationMore informationContentsPreface xi1Complex Numbers71.1Basic Definitions81.2The Algebra of Complex Numbers101.3The Geometry of Complex Numbers152Complex Vector Spaces292.1C n as the Primary Example302.2Definitions,Properties,and Examples342.3Basis and Dimension452.4Inner Products and Hilbert Spaces532.5Eigenvalues and Eigenvectors602.6Hermitian and Unitary Matrices622.7Tensor Product of Vector Spaces663The Leap from Classical to Quantum743.1Classical Deterministic Systems743.2Probabilistic Systems793.3Quantum Systems883.4Assembling Systems974Basic Quantum Theory1034.1Quantum States1034.2Observables1154.3Measuring1264.4Dynamics1294.5Assembling Quantum Systems1325Architecture1385.1Bits and Qubits138viiMore informationviii Contents5.2Classical Gates1445.3Reversible Gates1515.4Quantum Gates1586Algorithms1706.1Deutsch’s Algorithm1716.2The Deutsch–Jozsa Algorithm1796.3Simon’s Periodicity Algorithm1876.4Grover’s Search Algorithm1956.5Shor’s Factoring Algorithm2047Programming Languages2207.1Programming in a Quantum World2207.2Quantum Assembly Programming2217.3Toward Higher-Level Quantum Programming2307.4Quantum Computation Before Quantum Computers2378Theoretical Computer Science2398.1Deterministic and Nondeterministic Computations2398.2Probabilistic Computations2468.3Quantum Computations2519Cryptography2629.1Classical Cryptography2629.2Quantum Key Exchange I:The BB84Protocol2689.3Quantum Key Exchange II:The B92Protocol2739.4Quantum Key Exchange III:The EPR Protocol2759.5Quantum Teleportation27710Information Theory28410.1Classical Information and Shannon Entropy28410.2Quantum Information and von Neumann Entropy28810.3Classical and Quantum Data Compression29510.4Error-Correcting Codes30211Hardware30511.1Quantum Hardware:Goals and Challenges30611.2Implementing a Quantum Computer I:Ion Traps31111.3Implementing a Quantum Computer II:Linear Optics31311.4Implementing a Quantum Computer III:NMRand Superconductors31511.5Future of Quantum Ware316Appendix A Historical Bibliography of Quantum Computing319 by Jill CirasellaA.1Reading Scientific Articles319A.2Models of Computation320More informationContents ixA.3Quantum Gates321A.4Quantum Algorithms and Implementations321A.5Quantum Cryptography323A.6Quantum Information323A.7More Milestones?324Appendix B Answers to Selected Exercises325Appendix C Quantum Computing Experiments with MATLAB351C.1Playing with Matlab351C.2Complex Numbers and Matrices351C.3Quantum Computations354Appendix D Keeping Abreast of Quantum News:QuantumComputing on the Web and in the Literature357by Jill CirasellaD.1Keeping Abreast of Popular News357D.2Keeping Abreast of Scientific Literature358D.3The Best Way to Stay Abreast?359Appendix E Selected Topics for Student Presentations360E.1Complex Numbers361E.2Complex Vector Spaces362E.3The Leap from Classical to Quantum363E.4Basic Quantum Theory364E.5Architecture365E.6Algorithms366E.7Programming Languages368E.8Theoretical Computer Science369E.9Cryptography370E.10Information Theory370E.11Hardware371Bibliography373Index381More informationPrefaceQuantum computing is a fascinating newfield at the intersection of computer sci-ence,mathematics,and physics,which strives to harness some of the uncanny as-pects of quantum mechanics to broaden our computational horizons.This bookpresents some of the most exciting and interesting topics in quantum computing.Along the way,there will be some amazing facts about the universe in which we liveand about the very notions of information and computation.The text you hold in your hands has a distinctflavor from most of the other cur-rently available books on quantum computing.First and foremost,we do not assumethat our reader has much of a mathematics or physics background.This book shouldbe readable by anyone who is in or beyond their second year in a computer scienceprogram.We have written this book specifically with computer scientists in mind,and tailored it accordingly:we assume a bare minimum of mathematical sophistica-tion,afirst course in discrete structures,and a healthy level of curiosity.Because thistext was written specifically for computer people,in addition to the many exercisesthroughout the text,we added many programming drills.These are a hands-on,funway of learning the material presented and getting a real feel for the subject.The calculus-phobic reader will be happy to learn that derivatives and integrals are virtually absent from our text.Quite simply,we avoid differentiation,integra-tion,and all higher mathematics by carefully selecting only those topics that arecritical to a basic introduction to quantum computing.Because we are focusing onthe fundamentals of quantum computing,we can restrict ourselves to thefinite-dimensional mathematics that is required.This turns out to be not much more thanmanipulating vectors and matrices with complex entries.Surprisingly enough,thelion’s share of quantum computing can be done without the intricacies of advancedmathematics.Nevertheless,we hasten to stress that this is a technical textbook.We are not writing a popular science book,nor do we substitute hand waving for rigor or math-ematical precision.Most other texts in thefield present a primer on quantum mechanics in all its glory.Many assume some knowledge of classical mechanics.We do not make theseassumptions.We only discuss what is needed for a basic understanding of quantumxiMore informationxii Prefacecomputing as afield of research in its own right,although we cite sources for learningmore about advanced topics.There are some who consider quantum computing to be solely within the do-main of physics.Others think of the subject as purely mathematical.We stress thecomputer science aspect of quantum computing.It is not our intention for this book to be the definitive treatment of quantum computing.There are a few topics that we do not even touch,and there are severalothers that we approach briefly,not exhaustively.As of this writing,the bible ofquantum computing is Nielsen and Chuang’s magnificent Quantum Computing andQuantum Information(2000).Their book contains almost everything known aboutquantum computing at the time of its publication.We would like to think of ourbook as a usefulfirst step that can prepare the reader for that text.FEATURESThis book is almost entirely self-contained.We do not demand that the reader comearmed with a large toolbox of skills.Even the subject of complex numbers,which istaught in high school,is given a fairly comprehensive review.The book contains many solved problems and easy-to-understand descriptions.We do not merely present the theory;rather,we explain it and go through severalexamples.The book also contains many exercises,which we strongly recommendthe serious reader should attempt to solve.There is no substitute for rolling up one’ssleeves and doing some work!We have also incorporated plenty of programming drills throughout our text.These are hands-on exercises that can be carried out on your laptop to gain a betterunderstanding of the concepts presented here(they are also a great way of hav-ing fun).We hasten to point out that we are entirely language-agnostic.The stu-dent should write the programs in the language that feels most comfortable.Weare also paradigm-agnostic.If declarative programming is your favorite method,gofor it.If object-oriented programming is your game,use that.The programmingdrills build on one another.Functions created in one programming drill will be usedand modified in later drills.Furthermore,in Appendix C,we show how to makelittle quantum computing emulators with MATLAB or how to use a ready-madeone.(Our choice of MATLAB was dictated by the fact that it makes very easy-to-build,quick-and-dirty prototypes,thanks to its vast amount of built-in mathematicaltools.)This text appears to be thefirst to handle quantum programming languages in a significant way.Until now,there have been only research papers and a few surveyson the topic.Chapter7describes the basics of this expandingfield:perhaps some ofour readers will be inspired to contribute to quantum programming!This book also contains several appendices that are important for further study:Appendix A takes readers on a tour of major papers in quantum computing.This bibliographical essay was written by Jill Cirasella,Computational SciencesSpecialist at the Brooklyn College Library.In addition to having a master’s de-gree in library and information science,Jill has a master’s degree in logic,forwhich she wrote a thesis on classical and quantum graph algorithms.This dualbackground uniquely qualifies her to suggest and describe further readings.More informationPreface xiii Appendix B contains the answers to some of the exercises in the text.Othersolutions will also be found on the book’s Web page.We strongly urge studentsto do the exercises on their own and then check their answers against ours.Appendix C uses MATLAB,the popular mathematical environment and an es-tablished industry standard,to show how to carry out most of the mathematicaloperations described in this book.MATLAB has scores of routines for manip-ulating complex matrices:we briefly review the most useful ones and show howthe reader can quickly perform a few quantum computing experiments with al-most no effort,using the freely available MATLAB quantum emulator Quack.Appendix D,also by Jill Cirasella,describes how to use online resources to keepup with developments in quantum computing.Quantum computing is a fast-movingfield,and this appendix offers guidelines and tips forfinding relevantarticles and announcements.Appendix E is a list of possible topics for student presentations.We give briefdescriptions of different topics that a student might present before a class of hispeers.We also provide some hints about where to start looking for materials topresent.ORGANIZATIONThe book begins with two chapters of mathematical preliminaries.Chapter1con-tains the basics of complex numbers,and Chapter2deals with complex vectorspaces.Although much of Chapter1is currently taught in high school,we feel thata review is in order.Much of Chapter2will be known by students who have had acourse in linear algebra.We deliberately did not relegate these chapters to an ap-pendix at the end of the book because the mathematics is necessary to understandwhat is really going on.A reader who knows the material can safely skip thefirsttwo chapters.She might want to skim over these chapters and then return to themas a reference,using the index and the table of contents tofind specific topics.Chapter3is a gentle introduction to some of the ideas that will be encountered throughout the rest of the ing simple models and simple matrix multipli-cation,we demonstrate some of the fundamental concepts of quantum mechanics,which are then formally developed in Chapter4.From there,Chapter5presentssome of the basic architecture of quantum computing.Here one willfind the notionsof a qubit(a quantum generalization of a bit)and the quantum analog of logic gates.Once Chapter5is understood,readers can safely proceed to their choice of Chapters6through11.Each chapter takes its title from a typical course offered in acomputer science department.The chapters look at that subfield of quantum com-puting from the perspective of the given course.These chapters are almost totallyindependent of one another.We urge the readers to study the particular chapterthat corresponds to their favorite course.Learn topics that you likefirst.From thereproceed to other chapters.Figure0.1summarizes the dependencies of the chapters.One of the hardest topics tackled in this text is that of considering two quan-tum systems and combining them,or“entangled”quantum systems.This is donemathematically in Section2.7.It is further motivated in Section3.4and formallypresented in Section4.5.The reader might want to look at these sections together.xivPrefaceFigure 0.1.Chapter dependencies.There are many ways this book can be used as a text for a course.We urge instructors to find their own way.May we humbly suggest the following three plans of action:(1)A class that provides some depth might involve the following:Go through Chapters 1,2,3,4,and 5.Armed with that background,study the entirety of Chapter 6(“Algorithms”)in depth.One can spend at least a third of a semester on that chapter.After wrestling a bit with quantum algorithms,the student will get a good feel for the entire enterprise.(2)If breadth is preferred,pick and choose one or two sections from each of the advanced chapters.Such a course might look like this:(1),2,3,4.1,4.4,5,6.1,7.1,9.1,10.1,10.2,and 11.This will permit the student to see the broad outline of quantum computing and then pursue his or her own path.(3)For a more advanced class (a class in which linear algebra and some mathe-matical sophistication is assumed),we recommend that students be told to read Chapters 1,2,and 3on their own.A nice course can then commence with Chapter 4and plow through most of the remainder of the book.If this is being used as a text in a classroom setting,we strongly recommend that the students make presentations.There are selected topics mentioned in Appendix E.There is no substitute for student participation!Although we have tried to include many topics in this text,inevitably some oth-ers had to be left out.Here are a few that we omitted because of space considera-tions:many of the more complicated proofs in Chapter 8,results about oracle computation,the details of the (quantum)Fourier transforms,and the latest hardware implementations.We give references for further study on these,as well as other subjects,throughout the text.More informationMore informationPreface xvANCILLARIESWe are going to maintain a Web page for the text at/∼noson/qctext.html/The Web page will containperiodic updates to the book,links to interesting books and articles on quantum computing,some answers to certain exercises not solved in Appendix B,anderrata.The reader is encouraged to send any and all corrections tonoson@Help us make this textbook better!ACKNOLWEDGMENTSBoth of us had the great privilege of writing our doctoral theses under the gentleguidance of the recently deceased Alex Heller.Professor Heller wrote the follow-ing1about his teacher Samuel“Sammy”Eilenberg and Sammy’s mathematics:As I perceived it,then,Sammy considered that the highest value in mathematicswas to be found,not in specious depth nor in the overcoming of overwhelmingdifficulty,but rather in providing the definitive clarity that would illuminate itsunderlying order.This never-ending struggle to bring out the underlying order of mathematical structures was always Professor Heller’s everlasting goal,and he did his best to passit on to his students.We have gained greatly from his clarity of vision and his viewof mathematics,but we also saw,embodied in a man,the classical and sober ideal ofcontemplative life at its very best.We both remain eternally grateful to him.While at the City University of New York,we also had the privilege of inter-acting with one of the world’s foremost logicians,Professor Rohit Parikh,a manwhose seminal contributions to thefield are only matched by his enduring com-mitment to promote younger researchers’work.Besides opening fascinating vis-tas to us,Professor Parikh encouraged us more than once to follow new directionsof thought.His continued professional and personal guidance are greatly appre-ciated.We both received our Ph.D.’s from the Department of Mathematics in The Graduate Center of the City University of New York.We thank them for providingus with a warm and friendly environment in which to study and learn real mathemat-ics.Thefirst author also thanks the entire Brooklyn College family and,in partic-ular,the Computer and Information Science Department for being supportive andvery helpful in this endeavor.1See page1349of Bass et al.(1998).More informationxvi PrefaceSeveral faculty members of Brooklyn College and The Graduate Center were kind enough to read and comment on parts of this book:Michael Anshel,DavidArnow,Jill Cirasella,Dayton Clark,Eva Cogan,Jim Cox,Scott Dexter,EdgarFeldman,Fred Gardiner,Murray Gross,Chaya Gurwitz,Keith Harrow,JunHu,Yedidyah Langsam,Peter Lesser,Philipp Rothmaler,Chris Steinsvold,AlexSverdlov,Aaron Tenenbaum,Micha Tomkiewicz,Al Vasquez,Gerald Weiss,andPaula Whitlock.Their comments have made this a better text.Thank you all!We were fortunate to have had many students of Brooklyn College and The Graduate Center read and comment on earlier drafts:Shira Abraham,RachelAdler,Ali Assarpour,Aleksander Barkan,Sayeef Bazli,Cheuk Man Chan,WeiChen,Evgenia Dandurova,Phillip Dreizen,C.S.Fahie,Miriam Gutherc,RaveHarpaz,David Herzog,Alex Hoffnung,Matthew P.Johnson,Joel Kammet,SerdarKara,Karen Kletter,Janusz Kusyk,Tiziana Ligorio,Matt Meyer,James Ng,SeverinNgnosse,Eric Pacuit,Jason Schanker,Roman Shenderovsky,Aleksandr Shnayder-man,Rose B.Sigler,Shai Silver,Justin Stallard,Justin Tojeira,John Ma Sang Tsang,Sadia Zahoor,Mark Zelcer,and Xiaowen Zhang.We are indebted to them.Many other people looked over parts or all of the text:Scott Aaronson,Ste-fano Bettelli,Adam Brandenburger,Juan B.Climent,Anita Colvard,Leon Ehren-preis,Michael Greenebaum,Miriam Klein,Eli Kravits,Raphael Magarik,JohnMaiorana,Domenico Napoletani,Vaughan Pratt,Suri Raber,Peter Selinger,EvanSiegel,Thomas Tradler,and Jennifer Whitehead.Their criticism and helpful ideasare deeply appreciated.Thanks to Peter Rohde for creating and making available to everyone his MAT-LAB q-emulator Quack and also for letting us use it in our appendix.We had a gooddeal of fun playing with it,and we hope our readers will too.Besides writing two wonderful appendices,our friendly neighborhood librar-ian,Jill Cirasella,was always just an e-mail away with helpful advice and support.Thanks,Jill!A very special thanks goes to our editor at Cambridge University Press,HeatherBergman,for believing in our project right from the start,for guiding us through thisbook,and for providing endless support in all matters.This book would not existwithout her.Thanks,Heather!We had the good fortune to have a truly stellar editor check much of the text many times.Karen Kletter is a great friend and did a magnificent job.We also ap-preciate that she refrained from killing us every time we handed her altered draftsthat she had previously edited.But,of course,all errors are our own!This book could not have been written without the help of my daughter,Hadas-sah.She added meaning,purpose,and joy.N.S.Y.My dear wife,Rose,and our two wondrous and tireless cats,Ursula and Buster, contributed in no small measure to melting my stress away during the long andpainful hours of writing and editing:to them my gratitude and love.(Ursula is ascientist cat and will read this book.Buster will just shred it with his powerful claws.)M.A.M.。

《计算机专业英语》第三章 英文原文

《计算机专业英语》第三章 英文原文

Chapter threeSection A the media is the massageDuring the 1960s, a Canadian literary scholar, Marshall McLuhan, gained worldwide prominence as someone who had a profound understanding of electronic media and their impact on both culture and society.In a series of books so densely written as to be almost unreadable ( the ironically titled Understanding Media [1964] is a good example ), McLuhan outlined his vision of the changes that were taking place as result of the spread of radio and television. He proclaimed that the medium is the message. In other words, new forms of media (message) transform our experience of ourselves and our society, and this influence is ultimately more important than the content that is transmitted in its specific messages.McLuhan coined several phrases and terms that have become part of the common vocabulary we use to talk about media and society. He suggested the terms global village to refer to the new form of social organization that would inevitably emerge as instantaneous, electric media tied the entire world into one great social, political, and cultural system. McLuhan didn’t bother to concern himself withquestions about control over this village or whether village members would be exploited. To McLuhan, these questions didn’t matter. He was more concerned with microscopic issues, with the impact of media on our senses.McLuhan proclaimed media to be the extensions of man hand argued that media quite literally extend sight, heating, and touch through time and space. Electric media would open up new vistas for average people and enable us to be everywhere, instantaneously. But was this an egalitarian and democratic vision? What would ordinary people do when their senses were extended in this way? Would they succumb to information overload? Would they be stimulated to greater participation in politics? Would they flee into the virtual worlds that were opened up to them by their extended senses? In a series of book, occasionally, his ideas were profound and prophetic. More often, they were arcane, mundane, or just confusing. McLuhan‘s observations concerning the global village and the role of electronic media in it continue to be prophetic. At a time when satellite communication was just being developed, he seemed to foretell the rise of the Cable News Network with its ability to seemingly make us eyewitness to history as it’s made on the battlefield or at the barricade. At a time when mainframe computersfilled entire floors of office buildings, he seemed to envision a time when personal computers would be everywhere and the Internet would give everyone instant access to immense stores of information. But as one media critic noted, to be everywhere is to be nowhere-to have no sense of place. To have access to information is not the same thing as being able to select and use information effectively. The global village isn’t situated in space or time. Is it possible to adjust to living in such an amorphous, ambiguous social structure? Or will the global village merely be a façade used by cynical elites to exploit people? These questions go far beyond the paeans to electronic media that can be found throughout Understanding Media. McLuhan’s idea achieved enormous public popularity. He became one of the first pop culture gurus of the 1960s. His pronouncement on Nixon and Kennedy propelled him to national prominence. His ideas received serious attention.Section B Media ResearchMedia refers to a class of instructional resources and representing all the mediation of instruction through the agency of reproducible events. It includes the materials themselves, the instruments used to deliver the materials to learners and the techniques or methods employed.Media can be defined by its technology, symbol systems and processing capabilities. The most obvious characteristic of a medium are its technology: the mechanical and electronic aspects that determine its function and, to some extent, its shape and other physical features.There are three major objectives of media research:1.Obtain knowledge about the educational or instructionaleffectiveness of a chosen medium;2.Increase understanding of how media and technology functionand what psychology effects they have on a learner;3.Improve the practice of education through the provision andevaluation of better materials, media, procedures andtechnologies.Schramm, as cited by Salomon, stated that while all media can teach very effectively, “learning seems to be affected more bywhat is delivered then by the delivered system. This has become the basis of disagreement among experts.Section C The great media debateClark lays out his basic position in Reconsidering on Learning from Media (1983). After reviewing research studies from 1912 to the early 1980s, he concludes that instructional designers gain nolearning benefits from employing a specific medium to deliver instruction. Any performance or time saving gains that researchers observe, he says, are the result of uncontrolled instructional method or novelty.Clark uses an analogy of a delivery truck to explain his position. Instructional media, he says, “… are mere vehicles that deliver instruction but t do not influence student achievement any more than the truck that delivers our groceries and courses changes in our nutrition”What then influence learning? In Clark’s view, media, and the systems of symbols used with them provide “operational vehicle for methods that reflect the cognitive processes necessary to perform a given learning task”. To achieve success, the designer must find a way to translate cognitive process feature into a symbol system the learner can understand, for example. The moves necessary to play chess then deliver this information through a media delivery “vehicle”. If the designer does a good job of this cognitive translation, the student will learn, regardless of the symbol system or medium used. The benefits of so –called “attribute of media” (television’s ability Robert “zoom in “ forexample) can easily be replicated in a different way I anothermedium, with the same beneficial effects.Clark dismisses studies that show the media can have an influence on student learning. Firstly, he questions their design: were they comparing apple? Clark maintains that when examining the effects media, only the media can differ. “All other aspects,including subject matter content and method of instruction must be identical”.Secondly, Clark believes that teacher’s and student’s efforts play an import role in improved results. Teachers, presented with a novel technology, spend increased time on instructional design and so develop more effective presentations that take less time to complete. In turn, students make greater efforts and spend more time with these novel media. With everyone more interested and working harder, results naturally get better.Clark concludes that take further media comparison research, noting that the evidence of increased learning is simply not there.In 1991, Robert Kozma responded to Clark in his article Learning with Media.Kozma believes that Clark’s view of media as “delivery trucks” creates an “unnecessary schism between medium and method.” He proposes an alternate theory of learning; the “learnerstrategically manages the available cognitive resources by extracting information from the environment and integrating it with information already stored in memory.”From Kozma’s perspective, media have an important role in learning. Different technologies can process or operate on the available symbol systems. For example, students can search for information in a different way with a videodisk than they can with broadcast video. Media can provide certain representations or model cognitive operations that are salient to a learning task, often the ones that learners cannot or do not perform for themselves.Media, than, are an integral part of the instructional design process. Kozma compares text, audio and video media and outlines their strengths and weaknesses as learning tools. Some students will learn a task regardless of the delivery device. For others, though, Kozma believes that a careful use of media will enable learners to take advantage of its strengths to construct knowledge. In contrast to Clark, he calls for continued media comparison studies.Section DPerhaps the most quoted and misunderstood body of research on distance education has been the work of Russell, who reviewed 355 studies on distance education produced from 1928 to 1998. Some ofthe early studies examined correspondence courses, but most studies compared instruction over videotape, interactive video, or satellite with on-campus, in-person courses. Students were compared on test scores, grades, or performance measures unique to the study, and also on student satisfaction. Consistently, based on statistically test, ”on significant difference ” between the comparison groups was found. However, only 40 of the 355 studies specifically include computer-based instruction, and compilation was completed prior to the blossoming of courses using the Web.It is important to understand the ramifications of Russell’s work. Despite the technology used, the results are the same: no difference in student achievement. Russull concludes, “There is nothing inherent in the technology that elicits improvements in learning”, although “the process of redesigning a course to adept the content to the technology” can improve the course and improve the outcomes. In other words, learning is not coursed by the technology, but by the instructional method “embedded in the media”. Technology, then, is “merely a means of delivering instruction, ” a delivery truck, so to speak, that does not influence achievement. Russell concludes, “no matter how it is produced, how it is delivered, whether or not it is interactive, low-tech or high-tech, students learn equally well”.Russell expressed his frustration that, after so many studies, people continue to believe that technology impacts learing.。

USACO原题

USACO原题

USACO原题USACO TrainingThe USA Computing Olympiad (USACO) is the premier pre-college computing organization in the USA.Chapter1Section 1.1Your Ride Is Here你的飞碟在这⼉!问题描述科学家们在研究彗星后惊讶地发现,在每⼀个彗星后⾯都有⼀个不明飞⾏物UFO。

这些不明飞⾏物时常来带⾛来⾃地球上的⼀些⽀持者。

不幸地,他们的空间在每次旅⾏只能带上⼀群⽀持者。

他们要做的是⽤⼀种聪明的⽅案让某个⽀持彗星UFO的团体都被彗星带⾛。

他们为每个彗星起了⼀个名字,通过这些名字来决定⼀个团体是不是特定的彗星带⾛。

那个相配⽅案的细节是这样的:所有团体的名字和彗星的名字都以下列各项⽅式转换成⼀个数字: 这个最后的数字代表名字中所有字母的信息,"A" 是 1 和"Z"是26。

举例来说,团体"USACO" 会是21*19*1*3*15=17955 。

如果团体的数字mod 47 等于慧星的数字mod 47,那么你要告诉这个团体:准备好⾏李,⾛吧 !现在,你要写⼀个程序来通过团体的名字和彗星的名字来决定⼀个组是否应该与在那⼀颗彗星后⾯的不明飞⾏物搭配。

写⼀个程序读⼊彗星的名字和团体的名字,如果搭配打印"GO"否者打印"STAY"团体的名字和彗星的名字将会是没有空格或标点的⼀串⼤写字母(不超过6个字母)。

样例样例1:输⼊:COMETQHVNGAT输出:GO样例2:输⼊:ABSTARUSACO输出:STAY格式⽂件名:ride(.pas/.c/.cpp)输⼊格式:(输⼊⽂件名ride.in)第1 ⾏:彗星的名字(⼀个长度为1到6的字符串)第2 ⾏:团体的名字(⼀个长度为1到6的字符串)输出格式: (输出⽂件名ride.out)只有⼀⾏----"STAY"或"GO".Greedy Gift Givers贪婪的送礼者描述对于⼀群要互送礼物的朋友,你要确定每个⼈收到的礼物⽐送出的多多少,反之亦然对于那些⽤贪婪的眼光来看礼物的⼈(by John)。

高中英语:unit3 the computers相关素材 图灵 新人教必修2

高中英语:unit3 the computers相关素材 图灵 新人教必修2

图灵世界上第一台电子计算机ENIAC,1946年2月诞生于美国宾夕法尼亚大学莫尔学院。

但学术界公认,电子计算机的理论和模型是由英国数学家图灵在此前10年即1936年发表的一篇论文“论可计算数及其在判定问题中的应用〞(On putable Numbers With an Application to the Entscheidungs Problem)中奠定了基础的。

因此,当美国计算机协会ACM在1966年纪念电子计算机诞生20周年,也就是图灵的有历史意义的论文发表30周年的时候,决定设立计算机界的第一个奖项(在此之前,作出杰出贡献的计算机科学家只能获得数学方面或电气工程方面的奖项),并且很自然地把它命名为“图灵奖〞以纪念这位计算机科学理论的奠基人。

被称为“计算机界的诺贝尔奖〞的这个奖设立至今,已经颁发了34届,共有40名计算机科学家获此殊荣。

阿伦•图灵(Alan Mathison Turing)1912年6月23日生于伦敦近郊的自治镇帕丁顿(Paddington,现归属伦敦Westminster区,英国议会大厦和世界闻名的威斯敏斯特大教堂就在这里)。

图灵的父亲是英国在印度的行政机构的一名官员,母亲平常也在印度陪伴其丈夫。

1926年图灵的父亲退休以后,因为退休金不高,为了节省,他们夫妇又选择在生活费用较低的法国居住,没有回英国定居,因此图灵和他的一个叫约翰的哥哥很少见到父母亲,他们是由从军队中退休的沃德(Ward)夫妇带大的。

童年时缺乏父爱和母爱,也许正是图灵自幼起性格和行为就比较怪僻,并最终酿成悲剧结局的一个重要原因。

图灵13岁进入寄宿的谢博恩中学(SherboumeSch001),学习成绩并不特别好,只有数学例外,演算能力特别强。

此外,就是擅长赛跑,我们现在还能看到图灵在运动会上参加赛跑中冲过终点时留下的照片。

1931年中学毕业以后,图灵想进剑桥大学最负盛名的“三圣学院〞(Trinity College),但两次未被录取,只好进了剑桥的另外一所学院——“国王学院〞(King’s College)攻读数学。

新视野大学英语(第三版)读写教程Book2-unit8-textA课文翻译

新视野大学英语(第三版)读写教程Book2-unit8-textA课文翻译

Unit 8 Section A Animals or children?—A scientist's choice动物还是孩子?——一位科学家的选择1 I am the enemy! I am one of those cursed, cruel physician scientists involved in animal research. These rumors sting, for I have never thought of myself as an evil person. I became a children's doctor because of my love for children and my supreme desire to keep them healthy. During medical school and residency, I saw many children die of cancer and bloodshed from injury —circumstances against which medicine has made great progress but still has a long way to go. More importantly, I also saw children healthy thanks to advances in medical science such as infant breathing support, powerful new medicines and surgical techniques and the entire field of organ transplantation. My desire to tip the scales in favor of healthy, happy children drew me to medical research.1 我就是那个敌人!我就是那些被人诅咒的、残忍的、搞动物实验的医生科学家之一。

Chapter Two

Chapter Two

Paradigms & Theories
Kuhn on Paradigms Paradigms > Theories The Paradox of Paradigms Revolution versus accumulation
Paradigm shift as “Revolution”
Normal Science “Revolution” Crisis Anomalies
What is Theory?
Naïve or “lay” theories… There is no single “correct” definition of theory Definitions depend on assumptions and needs/goals of theorist But all agree that theory if fundamentally an abstraction
Actual practice
Deductive
Inductive
Inductive
Deductive
How can I tell if a theory is good?
Metts Utility
scientific & practical
Miller (Ch. 3; p. 44)
Accuracy (entails
Dialectical nature Strategic and Consequential
Perceptual consequences Behavioral consequences Relational consequences
What happens on a first date that will lead people to go on a second date?

Chapter1 the development of computer

Chapter1  the development of computer

Chapter1 the development of computer(计算机的发展)以课件及音频为主。

附带音频的提问。

关于音频提问:1、2、3、4Chapter 1Computer Hardware FundamentalsIn this chapter, several topics on computer hardware fundamentals are discussed. Different hardware components of a computer are introduced in three sections: Central Processing Unit, RAM and ROM, and Input/Output systems.1 The Central Processing Unit:Learn about the central processing unit —one of the most important components of a computer’s hardware, which comprises the co ntrol unit and the arithmetic/logic unit (ALU)参考文章内容软件开发与应用专业“计算机专业英语”课程网上教学师资培训研讨会记录资料2004-12-23[电大在线]的录入员17 : 42说:大家好![四川电大]的张华8 : 38说:穆老师好啊![四川电大]的张华8 : 38说:会还没有开始吧?[四川电大]的张华8 : 39说:我先提个问题吧[四川电大]的张华8 : 40说:计算机相关专业的教学计划中,既有―计算机英语‖课程,[四川电大]的张华8 : 41说:又有一门―计算机英语‖课程,请问两门课程有什么不同?[四川电大]的张华8 : 41说:可不可以用同样的教材?[四川电大]的张华8 : 42说:请问两门课有什么区别?可否用一样的教材?[哈尔滨广播电视大学]的汪晓红8 : 47说:大家好!我是哈尔滨电大的汪晓红。

CURRENTS AND THEIR COUPLINGS IN THE WEAK SECTOR OF THE STANDARD MODEL

CURRENTS AND THEIR COUPLINGS IN THE WEAK SECTOR OF THE STANDARD MODEL

(4)
which is effective four-fermion interaction with the Fermi constant given √the familiar 2 2 h ℓ by GF / 2 = g /(8mW ). Here Jµ and Jµ are known as the hadron and lepton currents, where
(2)
1 where t3L (i) is the weak isospin of fermion i ( + 1 2 for ui and νi ; − 2 for di and ℓi ) and qi is the charge of ψi in units of e. The three terms in the interaction Lagrangian of Eq. 1 represent the chargedcurrent weak interaction, the electromagnetic interaction and the neutral-current weak interaction respectively. Note that the Lorentz structure involves only vectors and axial vectors; there is no compelling experimental evidence for scalars, pseudoscalars or tensor constructions. The minimal Standard Model as described by Eq. 1 successfully3 explains W and Z decays, neutrino-hadron scattering, neutrino-electron scattering and parity-violating electron-hadron neutral-current experiments, providing that radiative corrections to order α, the fine-structure constant, are applied. In this chapter we will focus our discussion on the charged-current weak interaction in semi-leptonic decays involving quarks and leptons from the first family. As an example, consider the decay d → ue− ν e , for which the T -matrix is2

计算机专业英语 -第11章

计算机专业英语 -第11章

P315P315-3
On the other hand, some naïve persons naï are actually quite familiar with computers but underestimate the difficulty of changing computer systems or of generating certain information. 另一方面,一些新手其实熟悉电脑,但低估了计 算机系统变化或获取某些情报的困难。
database administrator (DBA) (322)A person who uses database management software to determine the most efficient ways to organize and access data desktop publisher (322)A person who creates and formats publication-ready publicationmaterial frustrated (315)A person who feels it is an imposition to have to learn something new or is too impatient to try to understand the manuals.
Page 432
Competencies (Page 2 of 2)
Discuss four ways people react to new technology Describe how you can stay current with your career Describe different careers in information technology

DDCA_Ch1

DDCA_Ch1

George Boole, 1815-1864
• Born to working class parents • Taught himself mathematics and
joined the faculty of Queen’s College in Ireland. • Wrote An Investigation of the Laws of Thought (1854) • Introduced binary variables • Introduced the three fundamental logic operations: AND, OR, and NOT.
Chapter 1 <22>
1's column 10's column 100's column
1000's column
Number Systems
• Decimal numbers
Base-10 number system uses 10 notations for the digits(0~9) weight:10i
537410 =
1's column 10's column 100's column
1000's column
537410 = 5 × 103 + 3 × 102 + 7 × 101 + 4 × 100
five
three
seven
four
thousands
hundreds
tens
ones
Chapter 1 <23>
• i.e., digital cameras, digital television, cell phones, CDs

Jump time and passage time the duration of a quantum transition

Jump time and passage time the duration of a quantum transition
Jump time and passage time: the duration of a qun
arXiv:quant-ph/0103151v1 27 Mar 2001
Physics Department, Clarkson University, Potsdam, NY 13699-5820, USA
Eq. (1) uses standard notation. Γ is the transition rate from an initial (unstable) state |i to a final state |f . The transition occurs by means of a Hamiltonian H . The density of (final) states is ρ, evaluated at the (common) energy of the states |i and |f . In terms of Γ , the lifetime is τL = 1/Γ . The lifetime τL is not a property of any one atom (or whatever), but rather of an ensemble of like atoms. For much of the twentieth century this was sufficient. One was taught not to inquire too closely about the time evolution of an individual member of an ensemble. An exception to this informed neglect arose as technology allowed experimentalists to focus on transitions in individual atoms [1]. Although one can recast these phenomena in ensemble terms, the ensemble is typically conditioned on the fact of the ultimate decay of the system studied. But a similar extension of naive ensemble interpretations was already present in studies of tunneling time. The barrier penetration phenomenon of quantum mechanics was sufficiently provocative in its denial of classical notions that one sought places where conventional ideas could be applied, for example, trying to assign a time of passage through the barrier. This subject has a long history and a collection of recent views can be found in Ref. [2]. Again, in principle, for barrier penetration one deals with ensembles, but if one measures passage time there would need to be conditioning on the fact of the transition, observations of individual transits and a time interval measured for each. Our notation for tunneling time (without distinguishing among the many definitions) is τT . The tunneling time concept allowed further probes of the Copenhagen view of quantum mechanics. A decaying particle, for example a nucleus in the Gamow

Online Association Rule Mining

Online Association Rule Mining

Abstract
1 Introduction
Mining for association rules is a form of data mining introduced in AIS93 . The prototypical example is based on a list of purchases in a store. An association rule for this list is a rule such as 85 of all customers who buy product A and B also buy product C and D". Discovering such customer buying patterns is useful for customer segmentation, cross-marketing, catalog design and product placement.
OHale Waihona Puke line Association Rule Mining
Christian Hidber
International Computer Science Institute, Berkeley hidber@
May 20, 1998
We present a novel algorithm to compute large itemsets online. It needs at most two scans of the transaction sequence. Any time during the rst scan, the user is free to change the support threshold. The algorithm maintains a superset of all large itemsets and a deterministic lower and upper bound on the support of each itemset. We continously display the resulting association rules along with an interval on the rule's support and con dence. The algorithm can compute association rules for a transaction sequence which is read from a network and is too large to be stored locally for a rescan. During the second scan we determine the precise support for each large itemset and prune all small itemsets using a new forward-pruning technique.

《计算机专业英语》第三章 英文原文

《计算机专业英语》第三章 英文原文

Chapter threeSection A the media is the massageDuring the 1960s, a Canadian literary scholar, Marshall McLuhan, gained worldwide prominence as someone who had a profound understanding of electronic media and their impact on both culture and society.In a series of books so densely written as to be almost unreadable ( the ironically titled Understanding Media [1964] is a good example ), McLuhan outlined his vision of the changes that were taking place as result of the spread of radio and television. He proclaimed that the medium is the message. In other words, new forms of media (message) transform our experience of ourselves and our society, and this influence is ultimately more important than the content that is transmitted in its specific messages.McLuhan coined several phrases and terms that have become part of the common vocabulary we use to talk about media and society. He suggested the terms global village to refer to the new form of social organization that would inevitably emerge as instantaneous, electric media tied the entire world into one great social, political, and cultural system. McLuhan didn’t bother to concern himself withquestions about control over this village or whether village members would be exploited. To McLuhan, these questions didn’t matter. He was more concerned with microscopic issues, with the impact of media on our senses.McLuhan proclaimed media to be the extensions of man hand argued that media quite literally extend sight, heating, and touch through time and space. Electric media would open up new vistas for average people and enable us to be everywhere, instantaneously. But was this an egalitarian and democratic vision? What would ordinary people do when their senses were extended in this way? Would they succumb to information overload? Would they be stimulated to greater participation in politics? Would they flee into the virtual worlds that were opened up to them by their extended senses? In a series of book, occasionally, his ideas were profound and prophetic. More often, they were arcane, mundane, or just confusing. McLuhan‘s observations concerning the global village and the role of electronic media in it continue to be prophetic. At a time when satellite communication was just being developed, he seemed to foretell the rise of the Cable News Network with its ability to seemingly make us eyewitness to history as it’s made on the battlefield or at the barricade. At a time when mainframe computersfilled entire floors of office buildings, he seemed to envision a time when personal computers would be everywhere and the Internet would give everyone instant access to immense stores of information. But as one media critic noted, to be everywhere is to be nowhere-to have no sense of place. To have access to information is not the same thing as being able to select and use information effectively. The global village isn’t situated in space or time. Is it possible to adjust to living in such an amorphous, ambiguous social structure? Or will the global village merely be a façade used by cynical elites to exploit people? These questions go far beyond the paeans to electronic media that can be found throughout Understanding Media. McLuhan’s idea achieved enormous public popularity. He became one of the first pop culture gurus of the 1960s. His pronouncement on Nixon and Kennedy propelled him to national prominence. His ideas received serious attention.Section B Media ResearchMedia refers to a class of instructional resources and representing all the mediation of instruction through the agency of reproducible events. It includes the materials themselves, the instruments used to deliver the materials to learners and the techniques or methods employed.Media can be defined by its technology, symbol systems and processing capabilities. The most obvious characteristic of a medium are its technology: the mechanical and electronic aspects that determine its function and, to some extent, its shape and other physical features.There are three major objectives of media research:1.Obtain knowledge about the educational or instructionaleffectiveness of a chosen medium;2.Increase understanding of how media and technology functionand what psychology effects they have on a learner;3.Improve the practice of education through the provision andevaluation of better materials, media, procedures andtechnologies.Schramm, as cited by Salomon, stated that while all media can teach very effectively, “learning seems to be affected more bywhat is delivered then by the delivered system. This has become the basis of disagreement among experts.Section C The great media debateClark lays out his basic position in Reconsidering on Learning from Media (1983). After reviewing research studies from 1912 to the early 1980s, he concludes that instructional designers gain nolearning benefits from employing a specific medium to deliver instruction. Any performance or time saving gains that researchers observe, he says, are the result of uncontrolled instructional method or novelty.Clark uses an analogy of a delivery truck to explain his position. Instructional media, he says, “… are mere vehicles that deliver instruction but t do not influence student achievement any more than the truck that delivers our groceries and courses changes in our nutrition”What then influence learning? In Clark’s view, media, and the systems of symbols used with them provide “operational vehicle for methods that reflect the cognitive processes necessary to perform a given learning task”. To achieve success, the designer must find a way to translate cognitive process feature into a symbol system the learner can understand, for example. The moves necessary to play chess then deliver this information through a media delivery “vehicle”. If the designer does a good job of this cognitive translation, the student will learn, regardless of the symbol system or medium used. The benefits of so –called “attribute of media” (television’s ability Robert “zoom in “ forexample) can easily be replicated in a different way I anothermedium, with the same beneficial effects.Clark dismisses studies that show the media can have an influence on student learning. Firstly, he questions their design: were they comparing apple? Clark maintains that when examining the effects media, only the media can differ. “All other aspects,including subject matter content and method of instruction must be identical”.Secondly, Clark believes that teacher’s and student’s efforts play an import role in improved results. Teachers, presented with a novel technology, spend increased time on instructional design and so develop more effective presentations that take less time to complete. In turn, students make greater efforts and spend more time with these novel media. With everyone more interested and working harder, results naturally get better.Clark concludes that take further media comparison research, noting that the evidence of increased learning is simply not there.In 1991, Robert Kozma responded to Clark in his article Learning with Media.Kozma believes that Clark’s view of media as “delivery trucks” creates an “unnecessary schism between medium and method.” He proposes an alternate theory of learning; the “learnerstrategically manages the available cognitive resources by extracting information from the environment and integrating it with information already stored in memory.”From Kozma’s perspective, media have an important role in learning. Different technologies can process or operate on the available symbol systems. For example, students can search for information in a different way with a videodisk than they can with broadcast video. Media can provide certain representations or model cognitive operations that are salient to a learning task, often the ones that learners cannot or do not perform for themselves.Media, than, are an integral part of the instructional design process. Kozma compares text, audio and video media and outlines their strengths and weaknesses as learning tools. Some students will learn a task regardless of the delivery device. For others, though, Kozma believes that a careful use of media will enable learners to take advantage of its strengths to construct knowledge. In contrast to Clark, he calls for continued media comparison studies.Section DPerhaps the most quoted and misunderstood body of research on distance education has been the work of Russell, who reviewed 355 studies on distance education produced from 1928 to 1998. Some ofthe early studies examined correspondence courses, but most studies compared instruction over videotape, interactive video, or satellite with on-campus, in-person courses. Students were compared on test scores, grades, or performance measures unique to the study, and also on student satisfaction. Consistently, based on statistically test, ”on significant difference ” between the comparison groups was found. However, only 40 of the 355 studies specifically include computer-based instruction, and compilation was completed prior to the blossoming of courses using the Web.It is important to understand the ramifications of Russell’s work. Despite the technology used, the results are the same: no difference in student achievement. Russull concludes, “There is nothing inherent in the technology that elicits improvements in learning”, although “the process of redesigning a course to adept the content to the technology” can improve the course and improve the outcomes. In other words, learning is not coursed by the technology, but by the instructional method “embedded in the media”. Technology, then, is “merely a means of delivering instruction, ” a delivery truck, so to speak, that does not influence achievement. Russell concludes, “no matter how it is produced, how it is delivered, whether or not it is interactive, low-tech or high-tech, students learn equally well”.Russell expressed his frustration that, after so many studies, people continue to believe that technology impacts learing.。

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BibliographyPapers on SummarizationDragomir Radev and Erin DoumpoulakiOctober29,2003This document contains a rather incomplete bibliography of research in text summarization.The list of references was compiled using materials provided by Branimir Boguraev,Gael Dias,Hongyan Jing,Mark Kantrowitz,Inderjeet Mani,Tim Ostler,Hong Qi,Horacio Saggion,Simone Teufel,and others. 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