Comparison between Theory and Some Recent Experiments on Quantum Dephasing

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The Comparison between E and C and the countermeasures in the translation from English to Chinese

The Comparison between E and C and the countermeasures in the translation from English to Chinese

The Comparison between English and Chinese and thecountermeasures in the translation from English to Chinese English and Chinese belong to two different language families: English, the Indo-European family and Chinese, the Sin-Tibetan family. The two languages also have different cultural backgrounds: Western and Chinese. So I would like to list ten aspects which comparison between English and Chinese.1. Synthetic vs. AnalyticEnglish is a synthetic language which characterized by frequent and systematic use of inflected forms to express grammatical relationships. The three grammatical devices in building English sentences are inflection, word order and the use of function words.Chinese is an analytic language which marked by a relatively frequent use of function words, auxiliary verbs, and changes in word order to express syntactic relations rather than of inflected form.2. Inflectional vs. Non-inflectionalIn English, nouns, pronouns, and verbs are inflected. Such grammatical meanings as parts of number, person, tense, voice can be especially expressed by the use of inflected form with or without the help of function words and word order.In Chinese, the above grammatical meanings are mostly implied in contexts or between the lines, though often with the help of word order and function words. E.g.(1).Function words:Thus encouraged, they made a still bolder plan for the next year.(由于)受到了这样的鼓励,他们为第二年制定了一个更大胆的计划。

两种观念做比较的英语作文

两种观念做比较的英语作文

两种观念做比较的英语作文English Answer:The world is constantly evolving, and with it, so do our perspectives and beliefs. Throughout history, there have been countless debates and comparisons between different ideologies, each shaping the course of societies and civilizations. In this essay, we delve into a comparative analysis of two prominent concepts that have profoundly influenced human thought and action.The first concept is individualism, which emphasizes the primacy of the individual over the collective. It holds that individuals possess inherent rights and liberties, and their self-interests and aspirations should be paramount. Individualism encourages personal responsibility, autonomy, and self-reliance. It promotes free markets, private property, and limited government intervention.The second concept is collectivism, which prioritizesthe interests of the group over those of the individual. It believes that society is an organic whole, and individuals are subservient to the needs of the collective. Collectivism advocates for strong social bonds, communal ownership, and centralized authority. It often emphasizes equality, solidarity, and the common good.Both individualism and collectivism have their strengths and weaknesses. Individualism fosters innovation, creativity, and economic growth by encouraging individuals to pursue their own interests and ambitions. It promotes freedom of expression, choice, and self-determination. However, individualism can also lead to selfishness, social isolation, and a lack of concern for the well-being of others.Collectivism, on the other hand, promotes social cohesion, cooperation, and a sense of belonging. It fosters mutual support, shared values, and a commitment to the community. However, collectivism can stifle individual expression, innovation, and economic prosperity by suppressing individual initiative and autonomy. It can alsolead to authoritarianism and oppression when the interests of the collective are used to justify the suppression of individual rights.Ultimately, there is no one-size-fits-all solution when it comes to the choice between individualism and collectivism. The optimal balance between the two concepts varies depending on the specific context and societal values. Some societies may prioritize individual freedom and autonomy, while others may place greater emphasis on social solidarity and the common good.中文回答:概念一,个人主义。

国际贸易英语第三章讲义

国际贸易英语第三章讲义

International Trade TheoriesChapter 3 Modern Trade Theories (2)This chapter examines four more modern trade theories: the H-O theory of factor endowments, Leontief paradox, the product life-cycle theory and the “Gravity” of trade model.The Heckscher-Ohlin Theory (of Factor Endowment)(1) The meaning of the Heckscher-Ohlin theoryAlthough sometimes this theory is also referred to as the Heckscher-Ohlin model or the factor endowment model, more often that not it is called the Heckscher-Ohlin theory or simply the H-O theory. H-O theory is one of the most influential theories in modern international economics according to which international trade is largely driven by differences in countries’ resources (land, labor and capital). This theory is called this way, because it is developed by the two well-known Swedish economists, Eli Heckscher and his student, Bertil Ohlin (He received the Nobel prize in economics in 1977).(2) Major points of view in the H-O theoryThe following is a brief introduction to the chief points of view made by Heckscher and Ohlin.● Different nati ons have different factor endowments and different factor endowments explain differences in factor costs.● Differences in relative factor endowments and factor price constitute the most im portant explanation of the basis for (international) trade.● A nation will export the commodity in the production of which a relative large amount of its relatively abundant and cheap resources is used. Conversely it will imports commodities in the production of which a relatively large amount of its relatively scarce and expensive resources is used.● With trade the relative differences in resources prices between nations tend to be eliminated or to be equalized as result of continuous specialization in the production of the commodity of a nation’s comparative advantage.● H-O theory also emphasizes the interplay between the proportions in which different factors of production are available in different countries and proportions in which they are used in producing different goods or commodities. That is why the Heckscher-Ohlin theory is sometimes also referred to as the factor-proportions theory.(3) Comparison between the H-O theory and Ricardo’s theory of comparative advantage● Main similarity Like Ric ardo’s theory H-O theory also argues that free trade is beneficial to trading nations.● Chief dissimilarity The biggest difference between Ricardo’s trade theory and H-O theory is that, when explaining the basis for trade Ricardo places primary reliance on factor productivity while the H-O theory sheds more light on other important trade issues such as the influence of resource supplies or factor endowment supplies on international specialization and the influence of trade on the distribution of income. To put it in a simple way, unlike Ricardian trade theory which takes factor productivity difference as the main basis for trade, the H-O theory, in explaining the main reason for trade, delegates primary importance to the factor endowments nations enjoy.(4) IllustrationsSome examples can be easily given to show how H-O theory works.● The United States has long been a substantial exporter of agricultural goods, reflecting in part its unusual abundance of large tracts of arable land.● South Korea and Chin a have excelled in the export of goods produced in labor-intensive manufacturing industries as textiles, clothing and footwear. This fact reflects South Korea’s and China’s relative abundanc e of low-cost labor. In contrast, the United States, which lacks abundant low-cost labor, has been a primary importer of these goods.● Brazil exports a lot coffee because it has an abundance of the soil and favorable climate conditions required for coffee’s production.(5) Comment on H-O theoryUndoubtedly the H-O theory has been one of the most influential and popular trade theories in international economics. Most economists prefer this theory to Ricardo’s because it makes fewer simplifying assumptions. However, the H-O theory is not perfect. It fails to:● Explain why U.S. exports were less capital intensive (the U.S. is relatively ab undant in capital.) than U.S. imports. The U.S. exports goods that use skilled labor and innovative entrepreneurship while importing manufactures that use large amount of capital.● Turn enough attention to the increasing importance of the roles played by science and technology in the international division of labor and international trade.● Touch on the maximization of profit-seeking as one of the most fundamental reasons for capitalist countries to trade with other countries.The Leontief ParadoxLeontief is an economist who won the Nobel prize in international economics in 1973. His full name is Wassily Leontief. His famous work on economics includes Domestic Production and Foreign Trade and The American Capital Position Reexamined.As you may recall: One of the most important arguments of the H-O theory is that a nation will export the commodity in the production of which a relative large amount of its relatively abundant and cheap resources is used. So naturally one would expect that the United State would be an exporter of capital-intensive goods (It has a lot of capital). Surprisingly, this was not the case in the 25 years after the Second World War. In a famous study published in 1953, Wassily Leontief found that U.S. exports were less capital-intensive than U.S. imports. Economists call this result the Leontief paradox. “Paradox” in English language means “a statement that seems contradictory, unbelievable or absurd but that may actually be true in fact.”The Product Lifecycle TheoryOne of the influential theories attempting to explain Leontief paradox is the product life-cycle theory worked out by American economist Raymond Vernor and further developed by L.T. Wells.The product life-cycle theory is primarily concerned with the role of technological innovation as key determinant of trade patterns in manufactured products.According to the product life-cycle concept, many manufactured goods such as electronic products and office machinery undergo a trade cycle —the course of a product’s sales and profitability over its lifetime. During this course, the home country initially is an exporter then loses its competitive advantage vis-à-vis its trading partners of the commodity. The stages that many manufactured goods go through include the following 5 phases:● Introduction stage: A manufactured good is introduced to home market as a result of a technological break-through in the production of it. The sales are low and so are profits.● Growth stage: Domestic industry shows export growth and strength. Both sa les and profits are on the rise.● Maturity stage: Supply and demand are well matched. Sales and profits continue to go up. The innovating firm establishes branches abroad.● Decline stage: Foreign production begins. Sales and profits fall.● Losing to f oreign competitors: Import competition starts: the innovative technology becomes fairly common-place and foreign producers begin to imitate the production process and gradually the domestic industry loses its export markets, becoming an importer of themanufactured goods from an exporter due to big drop in sales and profits and losing its technological compositeness.Xerox, the American copying-machine producer, underwent the above 5 phases which are illustrated graphically below:Other New Trade TheoriesOther New Trade TheoriesNew trade theories suggest that a country may predominate in the export of a good simply because it was lucky enough to have one or more firms among the first to produce those goods, enjoying big support from the government.1. First-mover advantageAs one of today’s new trade theories, the theory of first-mover advantage argues that countries may export certain products very successfully simply because they have a firm or two that were an early entrant into an industry, and that these countries’governments heavily and actively support them due to such firms’ substantial economies of scale.Based on this theory the new trade theorists argue that the U.S. leads in exports of commercial jet aircraft (Boeing) not because it is better endowed with the factors of production required to manufacture it, but because two of the first-movers in the industry, Boeing and McDonnel Douglas, were U.S. firms.2. The Gravity model of tradeThis model was worked out a few years ago by Andrew Rose, an economist at the University of California, Berkeley. In his research, published in 2000, he extended the “Gravity”model of trade. The idea, by analogy with Newton’s theory of the gravitational pull of planets, is that trade between two countries increases with their economic size, but decreases with the distance between them (and therefore transport costs). Mr Rose’s innovation was to add membership of a currency union as a possible influence on trade. Remarkably, he found that members of such unions trade three as much with one another as do countries outside unions.New Words1. to constitute 构成2. abundant 丰富的,充裕的(n. abundance)3. resources 资源(such as land, labor, capital, etc)4. conversely 反之,相反5. scarce 不足的,稀少的6. to equalize 使均等,均等化7. arable 适于耕作的,可耕的(suitable for plowing and hence for producing crops)8. labor-intensive 劳动密集型的9. contradictory 矛盾的10. absurd 荒谬的11. determinant 决定因素12. initially 开始,最初13. common-place 平凡的,平常的14. graphically 用图表示,图示地15. entrant 进入者16. theorist 理论家17. to imitate 模仿18. vis-à-vis 与……相比19. to predominate 居统治地位20. innovative 创新的21. interplay 相互影响,相互作用Useful Phrases and Idiomatic Expressions1. to receive (win) a prize in 获得……方面的奖,得奖2. more often than not 多半地,往往3. to tend to be eliminated 有被消灭的趋势4. to shed more light on sth 将更多目光投注于,使……更加显示出来5. to delegate primary importance to sth. 强调某事的第一重要性6. to be endowed with 被赋予,使具有7. to place reliance on sth. 依赖8. in part 部分地(= partly or partially)9. to be well matched 很相配10. by analogy with 用……与相比较ExercisesI. Answer the following questions:1. What is the H-O theory? Its main arguments?2. What are the similarity and dissimilarity between the H-O theory of factor endowment andRicardo’s theory of comparative advantage?3. Give an example of the operation of the H-O theory.4. What is Leontief paradox?5. What is the product life-cycle theory primarily concerned with? What are the 5 stages manymanufactured goods undergo?6. What is meant by the first-mover advantage?7. Can you say something about the “Gravity” model of trade?II. Translate the following into English:1.产品周期论,又称产品生命周期论由美国经济学家绅农提出,并由威尔士等人加以发展根据该理论新产品的生命周期主要经历四个阶段:(1)引进阶段,(2)增长阶段,(3)成熟阶段和(4)衰落阶段。

Computational Machine Learning in Theory

Computational Machine Learning in Theory

Turing machines, but also the functions computed by nite automata. We want
to infer a particular function f. To do so, we are presented with a sequence of
1 Introduction
In the past three decades, the art of machine learning has evolved from two opposed ends: from the pure theoretical approach there have emerged theories ? The rst author was supported in part by NSERC operating grant OGP-046506,
It is the purpose of this article to examine part of this situation. On the one hand we follow the thread of inductive inference and pac learning; from the other end we examine an approach related to statistics, Bayesian reasoning, and MDL. It appears to us that the future of computational machine learning will involve combinations of these approaches coupled with guaranties with respect to used time and memory resources. It is clear that computational learning theory will move closer to practice and the application of principles such as MDL require further justi cation. In this paper, we justify certain applications of MDL via the Bayesian approach.

教学论 chapter 1 Language, Learning and Teaching

教学论 chapter 1 Language, Learning and Teaching

3. Language is a system of arbitrary vocal symbols used for human communication. 4. Language is any means, vocal or other, of expressing or communicating feeling or thought… a system of conventionalized signs, especially words, or gestures having fixed meanings.
A second language, because it is used within the country, is usually learnt with much more environmental support than a foreign language whose speech community may be thousands of miles away.
nguage is a systematic means of communicating ideas or feelings by the use of conventioanlized signs, sounds, gestures, or marks having understood meanings. 6. Language is the subject of linguistic study and language teaching as well.
Three different theories of language
ቤተ መጻሕፍቲ ባይዱ
1)The structural approach -Language is a system of structurally related

英文原版读物PDF-Some Advice on How to Write an Essay

英文原版读物PDF-Some Advice on How to Write an Essay

Some Advice on How to Write an Essay These notes were originally developed to help MSc students in the Industrial Relations Department, especially those from overseas who had no experience of the “British Essay”. The notes have been adapted a little for wider consumption. However, it is always worth checking with your class teacher or whoever is going to mark the essay to find out whether they have their own little preferences and tastes. I can’t guarantee that local departmental customs and indeed any advice you get from other academics will be in absolute agreement with my suggestions.In our department, the essay word limit is 2000. The recommendations below are based on this limit. We find that the constraint a good test of judgement, purpose and precision. Knowing what to leave out is a real skill. However, other departments may allow longer essays, where the skills are slightly different. You should seek specific advice from your tutor if that is the case. Similarly, while there are common virtues involved in writing a good essay and writing a good dissertation (of, say, 10,000 words), there are important differences in approach and technique that are not discussed here.Bear in mind that this is Work in Progress. It has developed over several years, so that now, ironically, it is over 4000 words, twice as long as the essay it claims to describe. Nevertheless, there are still gaps and students are constantly raising new issues, so it will probably continue to grow.Writing EssaysTEN RECOMMENDATIONS1.Answer the Question: this is paramount2.Make a Plan: decide what to leave out3.Keep the Introduction Short: edit it last and don’tget too obsessed by the need to definee Evidence and Softening Words: never use theword “prove”5.Be Argumentative For & Against: engage in adebate with yourself6.Avoid Historical Narrative7.Make Connections: don’t compartmentalise yourarguments8.Develop your Paragraphs: this is the key9.Don’t Just Stop: leave some words for a conclusion;avoid new material and offer your judgement oropinion on the discussion you’ve just had10.Derive your Concluding Opinion from the Evidenceyou Present or from the Logic of your Argument:not from prejudice or some sudden brainwaveElaboration on the Ten RecommendationsAccording to the dictionary, the word “essay” has several meanings: “a short literary composition”, “an attempt or effort”, or “a test or trial”. It has an etymology from Latin and Old French (e.g. essai – an attempt, exagium – a weighing, and exigere – to investigate).That just about sums up what we regard as an essay. It is short, it attempts to answer a question, it investigates the issue, it tries to weigh up the evidence, and it is a test of your intellect. Many people have produced guidelines about how to write an essay. Some of the advice may be contradictory. Nobody has yet succeeded in describing the secret of writing a distinction level essay. You may follow my recommendations and get 80% or you may get 40%. When you present your essay it is your ability, not my advice, that is on trial. I hope, however, that if you pay attention to some of the following points, you may avoid the most severe disasters and maximise your potential.One further caveat. These points are for guidance. People have got distinction marks in the past despite breaking half of the “recommendations”. So don’t feel you have to adhere to them slavishly or worry that you might not have followed them to the letter. Writing an essay is an act of creation, not “painting by numbers”.1. ANSWER THE QUESTIONThis is the most crucial thing of all. The test of an essay involves answering the question set. Don’t write all you know about the topic. Don’t change the question. Don’t offer a shorter, sexier title. If the question is “Life is just a bowl of cherries.” Discuss with reference to the EU Common Agricultural Policy, type that at the top of page one, not “Life: ain’t it just the pits!” or some such. It will only distract you and your marker from the job in hand.Questions take a variety of forms. The commonest offers you a proposition to test. “Life is just a bowl of cherries.” Discuss.This is virtually the same question as:To what extent is life just a bowl of cherries?Or:How far is life just a bowl of cherries?Or the direct:Is life just a bowl of cherries?External examiners tend not to like the latter (direct) style of question because they say that it could be answered in one word “yes” or “no”. This seems to me to be a rather silly criticism. It certainly could be answered “yes” or “no”, but it would be avery bad answer, given that an essay is partly defined as an investigation. My point is that, if you get these variations of wording, your job is to explore the arguments for and against the substantive proposition - and probably the various nuances in between.You may also get questions that ask you to explain something:Why is life just a bowl of cherries?Presumably, there is plenty of evidence to suggest that life is just a bowl of cherries. You are required to provide this in the essay (briefly), but the main task is to explore the various theories or pieces of research explaining why this state of affairs exists. You might also expect these theories to be competing with each and therefore you have to make a judgement about which, if any, is most convincing. The big problem with this type of essay occurs if you think the core statement is not true (i.e. you think life is not just a bowl of cherries) in which case it is hard for you to provide the “why”. It would, however, be perfectly reasonable and a perfectly good answer, to create an essay explaining why the question is based on a false premise and therefore unanswerable. Fortunately, you will rarely be faced with such a dilemma.Some questions look deceptively simple. For example:In what ways, if any, does life resemble a bowl of cherries?This may suggest that you just have to list a number of ways, but you can be pretty sure that, if this type of question is asked, there is some kind of controversy or debate at its root.In many ways the trickiest type of question is presented in these forms:How do we know if life is just a bowl of cherries?How can we tell if life is just a…Why do researchers find it hard to measure life in terms of cherries?Warning bells should ring. These are methodological questions. You are expected to know something about the research methods used to produce the empirical data involved and their strengths and weaknesses. In other words, it is not enough just to report the findings (as in a “to what extent…” question). For example, an economist might seek quantitative data (that would proxy for life and cherries) by which to test the proposition and find correlations – but cause and effect may be less clear. A sociologist may prefer qualitative evidence (say, interviews) but generalisation may be a problem. Such questions are particularly tricky in a multi-disciplinary subject like Employment Relations where many methodologies and concepts are used in explaining the same phenomenon.Next, there is the question that asks you to read the future.To what extent is life becoming more like a bowl cherries?“In ten years time, the comparison between life and cherries will be meaningless.” Discuss.This doesn’t ask you to make wild guesses or read tea leaves. Science normally forecasts the future by looking for patterns in the past (i.e. we extrapolate that, if certain conditions prevail or if certain variables change, then a particular pattern will either continue or be altered). It is helpful if the question puts a time limit on your prediction because the more immediate the time scale, the more likely a current pattern is to continue. Beware of the following:“Life will never resemble a bowl of cherries.” Discuss.Never is a long time and nobody will be around to say that in the final split-second of time cherries and life became identical. To take an ER example, if you were asked this:“Trade unions are in terminal decline.” Discuss.The short answer is that we cannot answer this question, because trade unions could decline for decades or indeed thousands of years and then suddenly revive. Similarly:“Continued trade unions decline is inevitable.” Discuss.Inevitable is a strong word – it means there are no other possibilities, it is absolutely certain. But, as the man said, “nothing is certain except death and taxes.”The best way to deal with these two types of question is to suggest that, based on recent evidence, continued trade union decline seems probable, but, certain changes in key variables, like, say, inflation, could bring a revival. The key variables may, of course, differ depending on your theory of union growth and decline. To emphasise the point, our understanding of the future depends on our ability to explain the past. The greater the number of plausible, but competing, theories explaining the past, the harder it is to forecast the future.Finally, there are those questions that seem to ask you to make a moral or normative judgement, although sometimes this may be ambiguous.To what extent would the government be justified in banning strikes in essential services?Should strikes in essential services be outlawed?“Strikes in essential services ought to be banned?” Discuss.On one level this does call for a moral judgement – why should fire fighters be allowed to put people at risk by refusing to work? Why should the state deprive people of the fundamental right to strike? But such discussions can become simple assertion (pub talk, newspaper editorials). On another level, justification requires some assessment of the politics, economics and practical issues involved. What is anessential service? How many die as a result of strikes? How might you determine which strikes should be banned? What are the alternatives to striking? What economic consequences would there be? So, justification may require some calculation involving both moral and practical issues. Moral absolutes, for example, are rarely found in employment relations. There’s always a cost/benefit analysis hanging about.2. MAKE A PLANI don’t have that much to say about planning, except that, if you only have two thousand words to play with, your overwhelming concern should be to find the balance of the essay. How many words are you going to be able expend on each point? The importance of planning is therefore to avoid producing a front-heavy essay where words are wasted early on, and everything is chopped back at the end. In 2000 words you are likely to be able to make six to eight substantial points, maybe less. This means that the tough thing about making a plan is deciding what to leave out. This is why a 2000 word essay is a better test of judgement and grasp of the subject than a 5000 word essay, which gives you the space to ramble on.The other thing about planning is that it may help force you to focus on the precise meaning of the essay question. Have you really read it properly? Have you missed any small nuance that might be important? Thus:“Life is just a bowl of cherries.” Discuss.What precisely does that little word “just” mean? Have I left enough space in my essay to deal with it?3. THE INTRODUCTIONYou have 2000 words only, so, as David Metcalf would say, “just get on with it!”Many essays begin with two or three sentences (or even a whole paragraph) that say nothing. It’s the equivalent of clearing your throat before speaking. You aren’t quite ready to get started, so you write a few sentences hoping to work your way into the topic or to be struck by sudden inspiration. Or else, you have found a beautiful quotation that you simply must use, to catch the eye of the marker. But it doesn’t quite fit what the essay is about, so you need four or five sentences to get back on track. These things tend to waste words.Nobody wants to stifle creativity and imagination and deathless prose, but there’s something to be said for the functional introduction that:Conveys that you have understood the questionConveys that you have thought of a way of answering itDescribes the structure of the essayDoes some basic work on definitions (don’t get bogged down in this.)While the artists among us regret the necessity (it’s like giving away the plot of a novel or film in the first paragraph or scene - where’s the suspense?), from your point of view it’s a good idea if you indicate to the marker that you are in control, you have a structure and will guide him/her through the ensuing argument to a reasoned conclusion.For that reason it’s a good idea to re-edit your introduction last of all, so that it fits with the final version of the essay and particularly anticipates its final structure and conclusions.4. SOURCES & EVIDENCEIf you make any kind of a statement in your essay that isn’t self-evident (few are), you need to quote your source or supporting evidence. If, for example, you say, “People like to know where they stand”, the marker will write, “How do you know this?” in red pen. If you say, “research shows that people like to know where they stand”, the marker will write “What research? Be specific!” So you need to demonstrate how you know this idea or information. Sometimes it’s sufficient to add an appropriate name or two in brackets after the statement, e.g. (Ashwin & Coyle-Shapiro 1999). It might be even better to offer a fragment of the evidence: “According to Ashwin and Coyle-Shapiro, 97% of people admitted that they like to know where they stand (1999: 203)”.This way of referencing is known as the Harvard Method and is how you should do it. In the text you use brackets at the end of a sentence or paragraph, e.g.:(Delbridge 1995: 805) – put in a page number or numbers if a direct quote or a precise piece of evidence precedes the reference, or refer to a chapter if that is appropriate. If you have already mentioned Delbridge in the text (“Delbridge shows…” etc,) there’s no need to repeat his name in the brackets.At the end you must provide an alphabetical list:ReferencesDelbridge, R. (1995) ‘Surviving JIT: Control and resistance in a Japanese transplant’, Journal of Management Studies, 32 (6), pp. 803 - 817.Noon, M. & Blyton, P. (1997) The Realities of Work, London: Macmillan.Etc., etc.Include in the list of references only and all those works that you cite in the essay – not everything you’ve ever read or heard of. The list of references is not meant to impress the marker on the extent of your reading. Rather it is a tool to make it easier for the reader to check or follow up your evidence.IMPORTANT: While it is vital to use supporting evidence and quotations in your essay, it is imperative not to turn it into a “scissors and paste” mosaic ofother people’s words and evidence. Especially, you should not quote other people’s precise words without attribution (this is plagiarism and viewed very seriously). Nor should you quote verbatim at length, even if you acknowledge the original author. In a 2000-word essay no quotation should be longer than a sentence or two. An essay should therefore be almost entirely your own words. How much evidence you quote or how often you bracket a relevant author is a matter of judgement. Obviously you don’t want to have a name in brackets after every sentence, but nor do you want to produce an entire paragraph without references, except possibly the introduction and conclusion.One of the skills of essay writing is judging how to weigh the evidence. Generally, like much empirical work, social scientific evidence is about tendencies rather than certainties. Thus, research doesn’t prove things once and for all; rather it shows that certain patterns or relationships appear to exist, awaiting further confirmation or else challenge or refinement. A fact is merely something you can be reasonably certain of within the limits of your research instrument. Therefore it is important to use softening words that respect the strength or weakness of the evidence.“Noon suggests…”“Blyton indicates…”“The balance of Metcalf’s evidence might lead us to conclude that…”“According to Freeman and Medoff, unions tend to lower profits…”“Interpreted in this way, Guest’s evidence would tend to suggest that HRM may be the greatest thing since sliced bread…”Don’t use the word “prove”.Of course you can overdo this cautious approach so that all you say seems ultra-defensive and rather indecisive. So it is a matter for your judgement how solid you think the evidence is or how much importance you want to attribute to it in comparison with other research. Sometimes you have to take a risk.5. BE ARGUMENTATIVEMost essay questions require you to examine a debateable proposition or decide among different explanations of a particular phenomenon. Ideally you should put the various arguments as forcefully as you can, even if you disagree with them, because knocking down a feebly-made case (“a straw horse”) is not particularly impressive. Also, competing strongly-made arguments encourage you to engage in detailed analysis and grapple with conflicting evidence, rather than just making lists of contradictory points and forcing the reader sort it out for herself.Precisely how you structure this debate with yourself depends on the precise question. Some essay questions fall into a PRO and ANTI structure, where the temptation is to divide the essay in half. However, this may also tempt you to avoid debate, instead merely making two contradictory statements (which is NOT a debate). The important thing that you need to do is cross-examine the evidence and probe for its weaknesses, in order to strengthen your favoured view. Usually this means that a more complicated structure of argument is required. Consider how complex the procedure in an adversarial-style law court is: opening statements, prosecution witnesses, cross-examination, rebuttal (multiplied by n), defence witnesses, cross-examination, rebuttal (multiplied by n), closing statements, judge’s summing up, jury discussion, verdict. Other essay questions may favour an examining magistrate type approach where you deal with each piece of evidence in turn and try to determine how robust it is. For example, if there are five theories of union decline, they may be partly complementary and partly at odds. Just to summarise each of them and say they are all partially valid is not sufficient because the contradictions are unresolved. You have to weight them off against each other.NB: By argumentative, I don’t mean be abusive or emotional. I mean engage in a rational debate with yourself.6. AVOID HISTORICAL NARRATIVEThere is no universally applicable correct structure for an essay. But there are some wrong ones. Historical narrative (a chronology of events) is usually the wrong way to approach a question. First, it tends to use up words rapidly and you get trapped in the past trying desperately to reach the present day. Your essay, therefore, is likely to be front-heavy (e.g. you’ve used up 1500 words and you haven’t yet got past the Jurassic Period). Second, the history becomes “potted” – a simple one-dimensional story. Third, in writing your narrative, you are likely to get sucked into the “inevitability” of certain outcomes (we’ve already discussed why “inevitability” is a problem). You become the prisoner of your narrative. So, essays should be structured by issues, ideas and concepts rather than by time.7. MAKE CONNECTIONSThis reinforces points 5 and 6 above. An essay should not be a series of discrete points nor a single all consuming narrative. The skill is in making connections between theories, ideas and evidence. If for example you are asked to answer a question by comparing two countries, it is vital that you don’t merely write two historical narratives, one about Sweden, say, and the other about Italy. That is not a comparative essay. It is far more effective (and ambitious) to structure the essay by issues and try to explain why the two countries deal with certain issues differently (or indeed similarly).8. PARAGRAPHSParagraphs are the key to any successful piece of writing. It is difficult to tell how good an essay is going to be from the plan. The plan may appear to cover the key points, but the quality is determined by how those points are developed in a series of coherent, logically constructed and well-polished paragraphs.NB: One sentence is NOT a paragraph, nor is two. An essay that consists of a series of short paragraphs appears bitty and under-developed and almost certainly means that the author is skating over the surface of the question. Paragraphs can be too long as well, so that their focus becomes diffuse or they just ramble. Normally a paragraph in a 2000 word essay should not exceed 250 words, nor be shorter than perhaps 120. But this is not a rigid rule. Paragraphs become less effective when they are trying to pack too many points together. They then tend to be reduced to a series of unsubstantiated statements, sometimes lacking any logical connections. A paragraph should present a clear and substantial point, develop it in a few sentences, perhaps offering some supporting evidence and or some modifying and clarifying remarks. It may also contain a counterpoint (if that is the way your essay is designed). If you are skilled, it may also be possible towards the end of the paragraph to begin moving seamlessly on to the next. Clearly words and sentences at the start and finish of paragraphs that make links with what went before and what is coming next are one of the crucial elements in a smoothly and clearly structured essay. This is a technique that requires practice because if it is applied crudely it can become mechanical and turgid. Nevertheless, as well as an introduction that tells the marker how the essay is structured, it is important to provide signposts that lead the reader through the essay from paragraph to paragraph. Side-headings are allowed in Social Science essays, so I believe, but don’t overuse them (WARNING! some academics don’t like them at all - so check). They shouldn’t be a substitute for structured arguments. The essay should be exactly the same with or without side headings.9. THE CONCLUSIONDo one! Don’t just stop. It needn’t be long (maybe 200 words), but it should pull together the strands of your argument and underline your predominant theme or line of reasoning. Avoid introducing new ideas or evidence. If the idea is important, it should have been dealt with earlier in the essay. If not, why are you including it? New ideas etc. only serve to remind the marker of what you have left out.End with a strong sentence. Don’t let the essay dribble away into weak statements about how complex the world is and how we need more research and if academics don’t know the answer, how can you, a mere student, be expected to. That doesn’t mean that you have to force yourself into a falsely bold statement that is at odds with the evidence. But, even if, ultimately, your conclusion is that both sides of the argument have some validity, say this with confidence and authority.10. OPINIONStudents always ask, “Am I allowed to put in my own opinion?” The glib answer is that the essay should be your opinion. Of course, that isn’t very helpful to you. To be more specific, your conclusion should contain your opinion of the evidence as you have examined it and the ideas involved as you have explored them. You are the jury. You decide. You are not required to agree with what your teachers say, nor what the most distinguished researcher in the world thinks. You need to be intellectually honest and satisfy yourself as to what is the most robust answer to the question. So, opinion here is informed opinion, not a viewpoint plucked out of the air in the pub after a few pints of Guinness. But it is yours. It belongs to you.One last issue. There is an academic tradition of avoiding the word “I” at all costs, as if using it jeopardises academic detachment. The royal “we” is apparently acceptable, even though there is only one of you writing the essay. Often, however, authors resort to the most convoluted, passive form of English to avoid saying “I” (e.g. “In this essay it is to be argued that…”). My view is that you should just use “I” when necessary (e.g. “In this essay I will argue that…”), provided you don’t keep repeating “I think this… I think that…”. Not all my colleagues might agree with me, so you should mention it to your class teacher. The valid objection to using the “I” form is that it may tempt you away from careful argument into blind prejudice and wild assertion. So be very sparing if you do use it – mainly do so to avoid cumbersome English rather than to make speculative statements.11。

TOEFL托福阅读理解真题

TOEFL托福阅读理解真题

TOEFL托福阅读理解真题为了让大家更好的预备托福考试,我给大家整理一些托福阅读真题,下面我就和大家共享,来观赏一下吧。

托福阅读真题1It is estimated that over 99 percent of all species that ever existed have become extinct. What causes extinction? When a species is no longer adapted to a changed environment, it may perish. The exact causes of a species death vary from situation to situation. Rapid ecological change may render an environment hostile to a species. For example, temperatures may change and a species may not be able to adapt. Food resources may be affected by environmental changes, which will then cause problems for a species requiring these resources. Other species may become better adapted to an environment, resulting in competition and, ultimately, in the death of a species.The fossil record reveals that extinction has occurred throughout the history of Earth. Recent analyses have also revealed that on some occasions many species became extinct at the same time — a mass extinction. One of the best-known examples of mass extinction occurred 65 million years ago with the demise of dinosaurs and many other forms of life. Perhaps the largest mass extinction was the one that occurred 225 million years ago, when approximately 95 percent of all species died,mass extinctions can be caused by a relatively rapid change in the environment and can be worsened by the close interrelationship of many species. If, for example, something were to happen to destroy much of the plankton in the oceans, then the oxygen content of Earth would drop, affection even organisms not living in the oceans. Such a change would probably lead to a mass extinction.One interesting, and controversial, finding is that extinctions during the past 250 million years have tended to be more intense every 26 million years. This periodic extinction might be due to intersection of the Earths orbit with a cloud of comets, but this theory is purely speculative. Some researchers have also speculated that extinction may often be random. That is, certain species may be eliminated and others may survive for no particular reason. A species survival may have nothing to do with its ability or inability to adapt. If so, some of evolutionary history may reflect a sequence of essentially random events.1. The word it in line 3 refers to(A) environment(B) species(C) extinction(D) 99 percent2. The word ultimately in line 8 is closest in meaning to(A) exceptionally(B) dramatically(C) eventually(D) unfortunately3. What does the author say in paragraph 1 regarding most species in Earths history(A) They have remained basically unchanged from their original forms.(B) They have been able to adapt to ecological changes.(C) They have caused rapid change in the environment.(D) They are no longer in existence.4. Which of the following is NOT mentioned in paragraph 1 as resulting from rapid ecologicalchange?(A) Temperature changes(B) Availability of food resources(C) Introduction of new species(D) Competition among species5. The word demise in line 12 is closest in meaning to(A) change(B) recovery(C) help(D) death6. Why is plankton mentioned in line 17?(A) To demonstrate the interdependence of different species.(B) To emphasize the importance of food resources in preventing mass extinction.(C) To illustrate a comparison between organisms that live on the land and those that live in theocean.(D) To point out that certain species could never become extinct.7. According to paragraph 2, evidence from fossils suggests that(A) Extinction of species has occurred from time to time throughout Earths history.(B) Extinctions on Earth have generally been massive(C) There has been only one mass extinction in Earths history.(D) Dinosaurs became extinct much earlier than scientists originally believed.8. The word finding in line 20 is closest in meaning to(A) published information(B) research method(C) ongoing experiment(D) scientific discovery9. Which of the following can be inferred about the theory mentioned in Line 21-23?(A) Many scientists could be expected to disagree with it.(B) Evidence to support the theory has recently been found.(C) The theory is no longer seriously considered.(D) Most scientists believe the theory to be accurate.10. In paragraph 3, the author makes which of the following statements about a species survival?(A) It reflects the interrelationship of many species.(B) It may depend on chance events.(C) It does not vary greatly from species to species(D) It is associated with astronomical conditions.11. According to the passage , it is believed that the largest extinction of a species occurred(A) 26 million years ago(B) 65 million years ago(C) 225 million years ago(D) 250 million years agoPASSAGE 77 BCDCD AADAB C托福阅读真题2Archaeological discoveries have led some scholars to believe that the first Mesopotamian inventors of writing may have been a people the later Babylonians called Subarians. According to tradition, they came from the north and moved into Uruk in the south. By about 3100 B.C.,they were apparently subjugated in southern Mesopotamia by the Sumerians, whose name became synonymous with the region immediately north of the Persian Gulf, in the fertile lower valleys of the Tigris and Euphrates. Here the Sumerians were already well established by the year 3000 B.C. They had invented bronze, an alloy that could be cast in molds, out of which they made tools and weapons. They lived in cities, and they had begun to acquire and use capital. Perhaps most important, the Sumerians adapted writing (probably from the Subarians) into a flexible tool of communication.Archaeologists have known about the Sumerians for over 150 years. Archaeologists working at Nineveh in northern Mesopotamia in the mid-nineteenth century found many inscribed clay tablets. Some they could decipher because the language was a Semitic one (Akkadian), on which scholars had already been working for a generation. But other tablets were inscribed in another language that was not Semitic and previously unknown. Because these inscriptions made reference to the king of Sumer and Akkad, a scholar suggested that the new language be called Sumerian.But it was not until the 1890s that archaeologists excavating in city-states well to the south of Nineveh found many thousands of tablets inscribed in Sumerian only. Because the Akkadians thought of Sumerian as a classical language (as ancient Greek and Latin are considered today),they taught it to educated persons and they inscribed vocabulary, translation exercises, and other study aids on tablets. Working from known Akkadian to previously unknown Sumerian, scholars since the 1890s have learned how to read the Sumerian language moderately well. Vast quantities of tablets in Sumerian have been unearthed during the intervening years from numerous sites.1. According to the passage , the inventors of written language in Mesopotamia were probablythe(A) Babylonians(B) Subarians(C) Akkadians(D) Sumerians2. The word subjugated in line 4 is closest in meaning to(A) distinguished(B) segregated(C) concentrated(D) conquered3. The phrase synonymous with in line 5 is closest in meaning to(A) equivalent to(B) important for(C) respected in(D) familiar with4. According to the passage , by the year 3000 B.C. the Sumerians had already done all of thefollowing EXCEPT:(A) They had abandoned the area north of the Persian Gulf.(B) They had established themselves in cities.(C) They had started to communicate through(D) They had created bronze tools and weapons.5. The word some in line 14 refers to(A) Archaeologists(B) Sumerians(C) years(D) clay tablets6. Which of the following can be inferred from the passage concerning the Sumerians?(A) They were descendants of the Persians.(B) They were the first people to cultivate the valley of the Tigris.(C) They were accomplished musicians.(D) They had the beginnings of an economy.7. According to the passage , when did archaeologists begin to be able to understand tabletsinscribed in Sumerian?(A) in the early nineteenth century(B) more than 150 years ago(C) after the 1890s(D) in the mid-eighteenth century8. According to the passage , in what way did the Sumerian language resemble ancient Greek andLatin?(A) It was invented in Mesopotamia.(B) It became well established around 3000 B.C.(C) It became a classical language.(D) It was used exclusively for business transactions.9. The word excavating in line 19 is closest in meaning to(A) living(B) digging(C) assembling(D) building10. According to the passage , how did archaeologists learn to read the Sumerian language?(A) by translating the work of the Subarians(B) by using their knowledge of spoken Semitic languages(C) by comparing Sumerian to other classical languages(D) by using their knowledge of AkkadianPASSAGE 78 BDAAD DCCBD托福阅读真题3Some animal behaviorists argue that certain animals can remember past events, anticipate future ones, make plans and choices, and coordinate activities within a group. These scientists, however, are cautious about the extent to which animals can be credited with conscious processing.Explanations of animal behavior that leave out any sort of consciousness at all and ascribe actions entirely to instinct leave many questions unanswered. One example of such unexplained behavior: honeybees communicate the sources of nectar to one another by doing a dance in a figure-eight pattern. The orientation of the dance conveys the position of the food relative to the suns position in the sky, and the speed of the dance tells how far the food source is from the hive. Most researchers assume that the ability to perform and encode the dance is innate and shows no special intelligence. But in one study, when experimenters kept changing the site of the food source, each time moving the food 25 percent farther from the previous site, foraging honeybees began to anticipate where the food source would appear next. When the researchers arrived at the new location, they would find the bees circling the spot, waiting for their food. No one has yet explained how bees, whose brains weigh four ten-thousandths of anounce, could have inferred the location of the new site.Other behaviors that may indicate some cognition include tool use. Many animals, like the otter who uses a stone to crack mussel shells, are capable of using objects in the natural environment as rudimentary tools. One researcher has found that mother chimpanzees occasionally show their young how to use tools to open hard nuts. In one study, chimpanzees compared two pairs of food wells containing chocolate chips. One pair might contain, say, five chips and three chips, the other four chips and three chips. Allowed to choose which pair they wanted, the chimpanzees almost always chose the one with the higher total, showing some sort of summing ability. Other chimpanzees have learned to use numerals to label quantities of items and do simple sums.1. What does the passage mainly discuss?(A) The role of instinct in animal behavior(B) Observations that suggest consciousness in animal behavior(C) The use of food in studies of animal behavior(D) Differences between the behavior of animals in their natural environments and in laboratoryexperiments.2. Which of the following is NOT discussed as an ability animals are thought to have?(A) Selecting among choices(B) Anticipating events to come(C) Remembering past experiences(D) Communicating emotions3. What is the purpose of the honeybee dance?(A) To determine the quantity of food at a site(B) To communicate the location of food(C) To increase the speed of travel to food sources(D) To identify the type of nectar that is available4. The word yet in line 15 is closest in meaning to(A) however(B) since(C) generally(D) so far5. What did researchers discover in the study of honeybees discussed in paragraph 2?(A) Bees are able to travel at greater speeds than scientists thought.(B) The bees could travel 25% farther than scientists expected.(C) The bees were able to determine in advance where scientists would place their food.(D) Changing the location of food caused bees to decrease their dance activity.6. It can be inferred from the passage that brain size is assumed to(A) be an indicator of cognitive ability(B) vary among individuals within a species(C) be related to food consumption(D) correspond to levels of activity7. Why are otters and mussel shells included in the discussion in paragraph 3?(A) To provide an example of tool use among animals(B) To prove that certain species demonstrate greater ability in tool use than other species(C) To illustrate how otters are using objects as tools(D) To demonstrate why mother chimpanzees show their young how to use tools8. The word rudimentary in line 20 is closest in meaning to(A) superior(B) original(C) basic(D) technical9. It can be inferred from the statement about mother chimpanzees and their young (lines 20-22)that young chimpanzees have difficulty(A) communicating with their mothers(B) adding quantities(C) making choices(D) opening hard nuts10. The phrase the one in line 24-25 refers to the(A) study(B) pair(C) chimpanzee(D) ability11. Scientists concluded from the experiment with chimpanzees and chocolate chips thatchimpanzees(A) lack abilities that other primates have(B) prefer to work in pairs or groups(C) exhibit behavior that indicates certain mathematical abilities(D) have difficulty selecting when given choicesPASSAGE 79 BDBDC AACDB C。

科技英语翻译

科技英语翻译



3. The actuator is very small and light. It can be used for incorporation in the space of the safety device. The small size and light weight of the actuator makes it suitable for incorporation in the space available in the safety device.
(3) The abundant use of Non-finite verb 科技文章要求行文简练,结构紧凑,为此,往往使用分词短 语代替定语从句或状语从句;使用分词独立结构代替状语从句 或并列分句;使用不定式短语代替各种从句;介词十动名词短 语代替定语从句或状语从句。这样可缩短句子,又比较醒目。
2) lexical features of EST and the techniques of translation
3) sentence features of EST and the techniques of translation
4) discourse features of EST and the techniques of translation 课程的重点是科技英语文体的词汇和语篇特征。难点是科技 英语的翻译技巧。
A Practical Course on EST Translation
Questions: 1. What are the features of EST?
2. How to deal with the conflict between fidelity and fluency in EST translation? 3. What are the techniques of EST translation?

学术英语综合-Unit-5

学术英语综合-Unit-5

2. Reading
•Summarize the main idea of a text and grasp the two sides of an argument
•Understand difficult sentences (e.g. sentences with abstract meaning or ambiguous reference)
.
Unit 5
Philosophy
Text A Supplementary information
2. Behaviorist
Behaviorists are people who believe in behaviorism. Behaviorism is a philosophical theory which believes that mental states can be analyzed in terms of publicly observable actions; in other words, behavior can be described and explained without reference to mental events or psychological processes. This school of thought tends to emphasize the external sources of behavior and dismiss the internal sources (the mind). The mind hence has no independent significance.
Discuss these questions with each other. Then read Text A to see how the writer might answer these questions.

关于“飘”英文文献综述范文

关于“飘”英文文献综述范文

The Integrity of Human and Nature———An Analysis of Gone with the Wind from thePerspective of Eco-feminismIt’s generally accepted that Gone with the Wind is a popular novel except a few people thought it is not worth reading. Due to some controversial problems had been discussed in the book so the novel was neglected for a long time by critics, such as its descriptions of the black, of the reconstruction after the war and of ku klux klan and so on. However, Donald W. Miller praised the book as a great epic which influences a number of people of different generations and nations. Recently people come to realize there is something significant behind the big work so that more and more people are addressing themselves to study it from many perspectives.Firstly, there are some essays about the relationship between Margaret Mitchell and Scarlett. Carolyn Gage, described a true-life Mitchell who suffered great grief after her fiancé’s death and then got flash marriage to a bootlegger which took her little happiness, later, even though she enjoyed a fast pace of life she could not escape the stigma of her gender, so when Mitchell reinvested herself in the novel she rewrote life the way she thought it should have been, therefore, she created a right man instead of the dashing and sexually charismatic alcoholic. In this way, Gage concluded that Mitchell’s writing purpose was to reveal thedelusion of female life and escape from her shadowy preceding life, so Gage appealed that females should not live in dream under the patriarchal society, but take Scarlett for example, to live in present and pursue what they need.Secondly, female consciousness of tomorrow catches people’s attention. Luo Minyu considered Scarlett’s consciousness of tomorrow as a kind of expectation: expecting the equality between men and women, a peaceful world and happy homeland and a true love.Thirdly, another popular topic is the comparison between Scarlett and some females in other works, such as Jane Eyre or Wang Xifeng. Zhai Xu compared Scarlett and Wang Xifeng and thought that they were a typical paragon of feminism who possessed the awareness of Women’s Awakening; both were brave, strong-minded, independent and rebellious against the restrictions which set against the females by the society of their own time. Fourth, the Tara Theme is also noticeable, and Vicki L. Eaklor pointed out that “Tara Theme” was the story’s musical leitmotif as Tara was repeated frequently in the novel and it was Scarlette’s spiritual pillar. The war destroys Scarlett’s family as well as her happy life, but it did not defeat Scarlett as she had Tara beside her which gave her strength, every time she got into trouble she turned to Tara for comfort and encouragement, while Tara had trouble,Scarlett safeguarded it by all means.Besides, a majority of professors analyzed the novel from the perspective of feminism. Both Gu Shaoyang and Wang Yanli acclaimed the novel was a great one, not only because it reflected female’s self-awareness, especially after the war broken out and women had to go out to realize their economic independence, but also because it confirmed women’s contribution to the society, praised their fraternity, selflessness and rebellious spirit, and revealed the belief that women should be liberated from families. Wu Shijuan and Xie Jingzhi also thought that Scarlett was a heroic female since she dared to break the traditional prejudice that “females are inferior to males”. She was brave enough to walk out of the house and entered into the “patriarchy’s world”and competed against the men for her economic independence. In Liu Xiaoyong’s essay, he pointed out that Scarlett was increasingly maturing and in the end became a Southern new woman with strong feminist leanings along with the advance of war and industrialization. When it comes to Zhou Yaming, he deeply analyzed Scarlett’s struggle, success and failure and her psychical conflict in her pursuit of material and love, and then he put forward that Rhett, one of the representatives of male, his leaving possibly meant the male’s loss to conquer female; meanwhile, Scarlett suffered great loss: she lost her true love and happy life. And in the game no one won. Therefore, Zhou concluded that this complex bisexual relationship reflected Mitchell’s desire, rebel, conquer andregression toward male, and her wish of a harmony bisexual relationship.In addition, some critics tried to analyze the novel from the perspective of eco-feminism, which studies the close relationship between female and nature. This is a most novel and interesting way to analyze the book. Zhen Jigen generalized that Tara and the lumber mill were the resources for Scarlett’s eco-feminism, in which it was not the male who conquered and oppressed the land as well as conquered the female, but a young lady who called Scarlett conquered the land and men’s will, as Scarlett unexpectedly disobeyed her second husband’s will to operate the lumber mill and proved rather successfully; when she came back to Tara during the war she could manage the plantation without the help of man and finally possessed the supreme dominion. So Zhen concluded that these behaviors were a good match with the ecofeminist’s opinion, that female and nature were linked together in the term of creating and maintaining life, and natural process abode by female principles of motile creativity, diversity, integrity, sustainability and sanctity of life. When it came to Cao Peihong, she focused on the three kinds of links between nature and women. First link was a symbolic one which stated women’s “naturalized”and nature’s “feminized”; second one was the experiential link about the hardships and humiliation suffered by women and nature in patriarchal societies; third one was about females and nature’status link which embodied in females’folly and nature’identification as the field and background of human activities. Then she discussed in detail about their mutual dependence ——females were caretakers of nature while nature was the haven for females. Take house (which was an important part of nature according to eco-feminist) for example, Cao acclaimed women playing a great role in managing the house and plantation before, during and after the war; and the reasons why women were willing to commit any kind of sacrifice lied in houses’illustration of women’s beauty and traits, as houses were the place for women to convey their feeling through the order and decorations and furniture; but the most important thing was women had a deep love for those dwellings, in a word, houses as well as nature were haven for women in hard time.To sum up, the above critical reviews on Gone with the Wind may represent the major achievements of the studies of this novel in the recent decades. These studies have effectively advanced the exploration of the novel, broadened readers’vision as well as deepened readers’comprehension of it. The eco-feminism theory sums up early scholars’two separate topic of feminism and Tara Theme, and then analyzes the novel from a new way which links nature and female together. However, the essays of eco-feminism only use the theory to analyze Scarlett’s eco-feminism thoughts and her relative manifestations, in the novel it appears as Scarlett’s deep attachment to Tara and her every endeavor toprotect it from being destroyed, in turn, Tara is her spiritual pillar which will help her come through every difficulty. But the purpose and significance of the eco-feminism have not been further exposited. On the one hand, the reason why Scarlett tried her best to strive for more rights and final say was not only to satisfy her vanity but to be as free as men and to be treated equally as men. On the other hand, the purpose of eco-feminism is not to establish a society where female are at last over or conquer male, but pursue the balance between female and male, human and nonhuman nature, especially nowadays, due to many reasons, women haven’t fully displayed their talents to better the world which suffers the crises of ecological environment and threat of wars, which shows the relationship between nature and human beings is not so harmonious.Therefore, in this thesis, the eco-feministic point of view will be used to figure out the close relationship between female and nature in the novel to encourage the society especially the patriarchy-centered society to treat feminism seriously and respect them; to encourage the feminists to care for the ecology, and to do more by their strength to be against wars in the world since wars destroy the lands and kill people which both belong to the nature;to encourage the society to build a new environment where female and male, human and nonhuman nature are equal and harmonious.Bibliography:[1]Cao Peihong. A Study of Eco-feminism in Gone with the wind[D].Northeast Normal University, 2007.[2]Gage, Carolyn.Tara and Other Lies-Margaret and the real RhettButler[J]. On the Issues, V ol. 6, No. 2; Pg. 34; 1997.[3]Liu Xiaoyong.Scarlett O Hara: An Increasingly Maturing SouthernNew Woman [D]. Hunan Normal University, 2003.[4]Madsen, L. Debirag. Feminist Theory and Literary Practice[M]. PlutoPress, 2006.[5]Miller, W. Donald. “Gone With the Wind: An American Epic.”/miller/miller22.html.2007-04/2008-05-23.[6]Vicki L. Eaklor. Striking Chords and Touching Nerves: Myth andGender in Gone with the wind./2002/features/gwtw/[7]Zhou Xianghua.The Fate Concerto of Nature and Women [D].Nanchang Univeristy, 2007.[8]顾韶阳,王丽艳. 《飘》与妇女觉醒——《飘》中女性价值观浅析[J]. 西安外国语学院报, 2003(09): 67-69.[9]罗闵钰. 解读《飘》的“明天意识”[J]. 昆明大学学报,2005(1):38-42.[10]吴世娟. 漫谈《飘》中的女性主义思想[J]. 焦作大学学报,2006(10): 28-29.[11]谢景芝. 《飘》中郝思嘉形象魅力解读[J]. 河南大学学报,2005(2):85-88.[12]翟旭.《红楼梦》中的王熙凤与《飘》中的郝思嘉[J]. 沈阳师范大学学报, 2007(5):113-115.[13]张京晨.《飘》中的战争与女性[J]. 北京市计划劳动管理干部学院学报,2006(1): 61-63.[14]郑际根. 种植园土壤上的女权主义之花——《飘》中女主人公郝思嘉[J]. 湘潭师范学院学报,2007(06): 118-119.[15]周亚明. 郝思嘉女性意识的深度审视[J]. 洛阳师范大学学院学报,2006(06): 66-68.。

《考试说明》词汇测试5-(有答案)

《考试说明》词汇测试5-(有答案)

《考试说明》词汇测试(5)一. 根据句子意思或中文提示补充句子(七级词汇)。

1. __To his credit__(值得赞扬的是), he solved the problem in spite of all difficulties.2. The _dangerous__(危险的) man __daren’t_(不敢) go out of the room because he knew he was _in danger_(处于险境). He wou ldn’t risk losing his life.3. Colored eggs _date back to__(追溯到) the fourth century when it was forbidden to eat eggs during Easter.4. The government plans to __create__ more jobs for young people.5. Your _daughter__(女儿) is growing up __day by day__(一天天), so she may _date with__ (约会) boys.6. I’ve __decided_(决定) to be a famous teacher in two __decades__(十年). Having made that _decision_, I worked harder than ever before.7. She has an electric __cooker_(厨具) but would prefer a gas one.8. Don’t _count on_(指望) me, for I don’t have the _courage_(勇气) to speak in public.9. __To my delight__(令我高兴的是), those lovely _deer__(鹿) are protected from being harmed __without delay_(立即)..10. China officially __declared war on__(向……宣战) the Japanese in 1937.11. Our football team was _defeated_ many times, but __to some degree__(从某种程度上),we didn’t lose heart.12. ---Will you see the _dentist_(牙医)? ---__It depends_(要看情况而定)13. Many cars and buses got stuck at _crossroads_(十字路口) for so long that almost every driver was angry with such bad traffic.14. Let’s sit in the shade and keep _cool_.15. I usually _cycle_(骑自行车) home through the park.16. I’m _delighted_(因……高兴) at the _delightful__(令人高兴的) news and it is sure to _delight__(使……高兴) many people.17. He has seen many changes _in the course of _ (在…期间)his long life.18. Let's pack up and spend a week in the __countryside__. (乡村)19. The __corrupt__(受贿的) official, who promised to fight against police __corruption__(腐败), was removed from office. He was __corrupted__(使堕落) by power and ambition.20. People have always been __curious about__(对……好奇) the different _cultures__(文化) of the Black in Africa.21. I liked to visit the __department store_(百货商场) when I was a student in __the English department__(英语系).22. ---What do you think of the food?---It is so _delicious_(可口的) that it’s _beyond description_(难以形容).23. Mingshashan (鸣沙山) _desert__(沙漠) in Dunhuang (敦煌)City, Gansu Province with Yueya Spring (月牙泉)in the middle and with a carefully _design_(设计) temple are worthvisiting. I __am dying_(渴望) to have this chance.24. Can I have some fruit instead of the __dessert__?(甜点)25. The building was completely __destroyed__ by fire.26. The _detectives_(侦探们) were __determined__(决心) to find the _deserted__(被遗弃的) girl in the _deep and dark_(又深又暗) mountains.27. She has _developed the habit_(养成习惯) of _devoting_(致力于) herself to her job. 28. 28.Therefore, her __devotion_ to the job left her with very little free time.28. Society does not know how to deal with hardened __criminals__(罪犯).29. With the _development_ of economy, China is quite __different from__ (与……不同) whatit used to be.30. I’m sorry you _have dialed_ the wrong number.31. Every day she _keeps a diary_(写日记) and looks up new words in the _dictionary__.(字典)32. I _have difficulty_(有困难) in _going on a diet_(节食).33. I _differ__(不同) a lot from him. He does things __differently_(不同地).34. You’ll need to __dig deep into__(深究;搜集) the records to find the figures you want.35. People have formed the _custom__ of giving presents at Christmas, so there are many __customers_(顾客) in supermarkets.36. He qualifies for help on the grounds of _disability_. (残疾)37. He started as an office junior and worked his way up through the company to become a __director__. (经理;负责人)38. Please tell the __court__ (法院) what happened.39. He began to stop smoking __directly__(一…就) he saw the film about lung cancer.40. He had __directed_(指路) me to his office, so I knew the __direction__(方向) and went__directly__(直接地) to it.41. His house is just __around the corner__. (在附近)42. ---Is there any _discount_(打折) on this T-shirt?---Yes, I’ll offer a __10% discount__(以九折) on it.43. I have to clear away the _dirty_(脏的) oily _dishes_(餐具).44. ---What’s your favorite _dish_? ---A _dish_(碟) of ham and a fried egg.45. It was also a treasure _decorated__with gold and jewels, which took the country’s bestartists about ten years to make.46. The number of new students __decreased__ from 210 to 160 this year.47. What shall we have for __dinner__ tonight?48. You __deserve__ a rest after all that hard work.49. If we agree, it’s __disadvantage to_ (对……不利) us, but if we show our _disagreement_(不同意), they will be _disappointed in__(对……失望) us.50. He had the questions read to him and used _dictation_(口述) to give his answers into specialmachine.51. The man was __described__(描述) as tall and dark, and aged about 20.52. This sport __demands__(需要) both speed and strength.53. The book sold 20,000 __copies__ within two weeks.54. Chinese doctors are __discussing_(正在讨论) with American doctors about the __cure__(疗法) of dangerous H9N1 Flu. They have been working hard to __discover__(发现) it.55. Heads from Asia and Europe attended the conference and President Hu __delivered__ aspeech on the first day.56. I have to say in her __defense__(保卫) that she knew nothing about it beforehand.57. I spent all evening __correcting__(改正) essays.58. I felt warm and __cosy__ sitting by the fire.59. I have no __desire__(欲望,渴望) to discuss the matter further.60. Roads and roofs are _covered__ by thick snow, really hard to go on.61. No, I _disagree_. I don’t think it would be the right thing to do. The comparison showsconsiderable __disagreement__(不一致) between theory and practice.62. She works harder, but still can't __deal with__(处理) _a great deal of_(大量的) work.63. The lights shone like _diamonds_(钻石).64. As the saying goes--- it’s no use __crying over spilt milk__. (覆水难收)65. We were poor but we never got into __debt__.66. The film ends with the __death__ of the heroine.67. Her nervousness quickly _disappeared_ once she was on stage.68. Stores spend more and more on __crime__(犯罪活动) prevention every year.69. This special strain of rice makes it possible to produce one-third more of the __crop_(产量)in the same fields.70. We _had a discussion_(讨论了) with them about the _differences__ between Britain and theUS.71. It’s not known what cause the __disease__. (疾病)72. I am only able to look at nature through dirty __curtains__ hanging before very __dusty__(布满灰尘的) windows.73. __Daily__(日常的) actions must be measured to benefit the environment.74. Two children were burnt to __death__ in the fire.75. I wonder if it’s because I haven’t been able to be outdoors for so long that I’ve grown so __crazy about _ everything to do with nature.76. Researchers in this field have made some important new __discoveries__. (发现)77. We took out a loan for the car because we didn’t want to _dip into__(动用) our savings.78. The cottage was cold and __damp_.79. The President told waiting reporters there had been a constructive _dialogue_(对话).80. Several vehicles were __damaged__ in the crash.81. I can’t stand people who are __cruel_(残忍) to animals.82. After the __disaster__ there were many who wanted food and shelter.83. Her decision to cancel the concert is bound to __disappoint__ her fans.84. He used to be a pilot but new he has a ___desk job__.(办公室工作)85. Though we know his advice is useful, most people turn a __deaf__ ear to him.86. This _data_(数据) was collected from 69 countries.87. The sun shone on the sea and the waves _danced__ and sparkled.88. Thousands of people __crowded__ the narrow street.二. 根据意思写出或选出划线单词的意思(八级词汇)。

新公共管理外文翻译文献中英文

新公共管理外文翻译文献中英文

(含:英文原文及中文译文)文献出处:Public Personnel Management, 12(2):159-166.英文原文New Public Management and the Quality of Government: Coping withthe New Political Governance in CanadaPeter AucoinA tension between New Public Management (NPM) and good governance, including good public administration, has long been assumed by those who regard the structures and practices advocated and brought about by NPM as departing from the principles and norms of good governance that underpinned traditional public administration (Savoie 1994). The concern has not abated (Savoie 2008).As this dynamic has played out over the past three decades, however, there emerged an even more significant challenge not only to the traditional structures, practices and values of the professional, non-partisan public service but also to those reforms introduced by NPM that have gained wide, if not universal, acceptance as positive development in public administration. This challenge is what I call New Political Governance (NPG). It is NPG, and not NPM, I argue, that constitutes the principal threat to good governance, including good public administration, and thus the Quality of Government (QoG) as defined by Rothstein and Teorell (2008). It is a threat to the extent that partisans in government, sometimes overtly, mostly covertly, seek to use and overridethe public service –an impartial institution of government –to better secure their partisan advantage (Campbell 2007; MacDermott 2008 a, 2008b). In so doing, these governors engage in a politicization of the public service and its administration of public business that constitutes a form of political corruption that cannot but undermine good governance. NPM is not a cause of this politicization, I argue, but it is an intervening factor insofar as NPM reforms, among other reforms of the last three decades, have had the effect of publicly exposing the public service in ways that have made it more vulnerable to political pressures on the part of the political executive.I examine this phenomenon by looking primarily at the case of Canada, but with a number of comparative Westminster references. I consider the phenomenon to be an international one, affecting most, if not all, Western democracies. The pressures outlined below are virtually the same everywhere. The responses vary somewhat because of political leadership and the institutional differences between systems, even in the Westminster systems. The phenomenon must also be viewed in the context of time, given both the emergence of the pressures that led to NPM in the first instance, as a new management-focused approach to public administration, and the emergence of the different pressures that now contribute to NPG, as a politicized approach to governance with important implications for public administration, and especially forimpartiality, performance and accountability.New Public Management in the Canadian ContextSince the early 1980s, NPM has taken several different forms in various jurisdictions. Adopting private-sector management practices was seen by some as a part, even if a minor part, of the broader neo-conservative/neo-liberal political economy movement that demanded wholesale privatization of government enterprises and public services, extensive deregulation of private enterprises, and significant reductions in public spending –‘rolling back the state’, as it was put a at the outset (Hood 1991). By some accounts, almost everything that changed over the past quarter of a century is attributed to NPM. In virtually every jurisdiction, nonetheless, NPM, as public management reform, was at least originally about achieving greater economy and efficiency in the management of public resources in government operations and in the delivery of public services (Pollitt 1990). The focus, in short, was on ‘management’. Achieving greater economy in the use of public resources was at the forefront of concerns, given the fiscal and budgetary situations facing all governments in the 1970s, and managerial efficiency was not far behind, given assumptions about the impoverished quality of management in public services everywhere.By the turn of the century, moreover, NPM, as improved public management in this limited sense, was well embedded in almost allgovernments, at least as the norm (although it was not always or everywhere referred to as NPM). This meant increased managerial authority, discretion and flexibility:• for managing public resources (financial and human);• for managing public-service delivery systems; and,• for collaborating with othe r public-sector agencies as well as with privatesector agencies in tackling horizontal – multi-organizational and/or multisectoral – issues.This increased managerial authority, flexibility and discretion was, in some jurisdictions, notably the Britain and New Zealand, coupled with increased organizational differentiation, as evidenced by a proliferation of departments and agencies with narrowed mandates, many with a single purpose. “Agencification’, however, was not a major focus reform in all jurisdictions, including Canada and Australia where such change, if not on the margins, was clearly secondary to enhanced managerial authority and responsibility (Pollitt and Talbot 2004).The major NPM innovations quickly led to concerns, especially in those jurisdictions where these developments were most advanced, about a loss of public service coherence and corporate capacity, on the one hand, and a diminished sense of and commitment to public-service ethos, ethics and values, on the other. Reactions to these concerns produced some retreat, reversals, and re-balancing of the systems in questions (Halligan2006). Nowhere, however, was there a wholesale rejection of NPM, in theory or practice, and a return to traditional public administration, even if there necessarily emerged some tension between rhetoric and action (Gregory 2006). The improvements in public management brought about by at least some aspects of NPM were simply too obvious, even if these improvements were modest in comparison to the original claims of NPM proponents.At the same time that NPM became a major force for change in public administration, however, it was accompanied by a companion force that saw political executives seeking to assert greater political control over the administration and apparatus of the state, not only in the formulation of public policies but also in the administration of public services. Accordingly, from the start, at least in the Anglo-American systems, there was a fundamental paradox as political executives, on both the left and the right sides of the partisan-political divide, sought to (re)assert dominance over their public-service bureaucracies while simultaneously devolving greater management authority to them (Aucoin 1990).The impetus for this dynamic lay in the dissatisfaction of many political executives with the ‘responsiveness’ of public servants to the political authority and policy agendas of these elected officials. Public choice and principal-agency theories provided the ideologicaljustifications for taking action against what were perceived as self-serving bureaucrats (Boston 1996). Beyond theory and ideology, however, the practice of public administration by professional public servants in some jurisdictions, notably Australia, Britain and New Zealand, offered more than sufficient evidence to political leaders of a public-service culture that gave only grudging acceptance, at best, to the capacity of elected politicians to determine what constituted the ‘public interest’ in public policy and administration.The Canadian case is of interest, I suggest, for several reasons. In comparative perspective, Canada did not approach public management reform with much of an ideological perspective. When the Conservatives defeated the centrist Liberals in 1984, neither the new prime minister, Brian Mulroney, nor his leading ministers were hardcore neo-conservatives in the Ronald Reagan or Margaret Thatcher mold. At that time, and until the end of the Conservative government in 1993, the party was essentially a centrist party in the Canadian ‘brokerage’ party tradition. While important aspects of neoliberalism unfolded, especially under the umbrella of economic deregulation that came with a free-trade agreement with the United States, there were no major administrative reforms that were politically driven. Pragmatism prevailed (Gow 2004). As a result, the reforms initiated during this period were essentially undertakings of the professional public-service leadership that sought tostay abreast with developments elsewhere. The scope and depth of these reforms were affected, however, by the extent to which ministers wanted to maintain an active involvement in administration (Aucoin 1995).By comparison to developments elsewhere, Canadian ministers were less inclined to worry about the professional public service being unresponsive to their political direction. Nonetheless, the Mulroney regime saw an expansion in the number, roles and influence of ‘political staff’ appointed to ministers’ offices, most notably in the Prime Minister’s Office (PMO). These staff, who have grown continuously in number over the past four decades, are not public servants, although they are employed on the public payroll. Unlike public servants, who are appointed independently of ministers, political staff are appointed and dismissed at the discretion of ministers and, of course, they have no tenure beyond their ministers. And, in official constitutional doctrine, they have no separate authority to direct the public service. In the Canadian tradition, moreover, they are appointed almost exclusively from partisan-political circles and appointees rarely possess any public service experience.For all these reasons, the Canadian government did not go as far down the NPM road as its three major Westminster counterparts (Australia, Britain and New Zealand) in terms of such matters as ‘agencification,’ devolution, term contracts for executives, external recruitment, or contracting-out. And, the reforms that did occur did notfundamentally transform the traditional administrative architecture. Throughout, there was retained, and even further developed:• an integrated public service, with the most senior levels drawn from the career public service and managed and deployed as a corporate executive resource;• departmental organizations, structured hierarchically with the minister as political executive and combining public policy and operational/service delivery responsibilities; and,• public administrative structures for addressing both corporate or governmentwide concerns and horizontal policy and service delivery issues.These features were seen as strengths of the Canadian approach (Bourgon 1998; Lindquist 2006; Dunn 2002).At the same time, reforms were initiated to improve public management that followed the principal NPM script: some measure of devolution of management authority from central management agencies to the senior public-service executives of line departments for (a) achieving greater economy and efficiency in the use of public resources, (b) improving service delivery, and (c) enhancing collaboration across departments to address those wicked ‘horizontal’ problems that defy government’s organizational boundaries (Bakvis and Juillet 2004).Further, in addressing one major challenge that was critical in thefirst years of NPM, namely, the fiscal crisis of the state in the latter part of the 20th century, the record of Canada was at first dismal and then dramatically successful. While the Conservative government, in power from 1984-93, was unable to wrestle annual deficits to the ground, a major program-budget review initiated following the Liberal Party victory in 1993 resulted, in surprisingly short order, in annual multi-billion dollar budget surpluses for over a decade – the best record in the G-8 nations (a group that does not include Australia which has had a similar experience with very large budget surpluses). On this front, political will and discipline, but not ideology, was a decisive force.By the first decade of the 21st century, moreover, Canada also came to be ranked first both in E-Government and in Service Delivery on one major international scorecard. On this front, the fact that the public service has been able to operate essentially on its own has helped spur progress. The Canadian emphasis on citizen-centred service drew inspiration from the NPM focus on ‘customers’ but, at the same time, paid serious attention to the priorities of citizens as defined by citizens –the outside-in perspective that enabled a significant advance in integrated service delivery structures and processes using multiple channels of service (Flumian, Coe and Kernaghan 2007). The Canadian methodology for this performance-based approach to service-delivery measurement and improvement is being adopted elsewhere in the Westminster systems.Finally, and clearly on a much less positive note, a good deal of attention has been required in Canada over the past decade to codes of ethics, public service values, transparency, comptrollership, and public accountability –thanks in large part to a series of alleged and real political-administrative scandals! Not surprisingly, this is where NPG and its effects on the quality of government can be witnessed in spades.中文译文新公共管理与政府素质:加拿大的新政府治理Peter Aucoin新公共管理(NPM)与善治之间的紧张关系,包括良好的公共管理,早已被那些认为公共产品管理倡导和带来的结构和做法背离了支持传统公众的善治原则和规范的人所认可管理(萨瓦1994)。

Pragmatics—关联论几个概念对比

Pragmatics—关联论几个概念对比

2
(Sperber, D & Wilson, D. Relevance: Communication and Cognition. 1986:63)
2.4 Ostensive-inferential communication
结合语码模式和推理模式,Sperber和Wilson 提出了明示推理交际(Ostensive-inferential communication)的概念。
然而,语码模式和推理模式都有其自身的不足,虽然 人类的交际很少有不涉及语码的运用,但通过语码而 表达的思想一般来说是比较简单的,复杂思想内容的 交际语码模式就不能解释,而且在言语交际中也存在 着纯推理交际;从另一方面来说,大部分的交际都涉 及语码的运用,这也是毋庸置疑的,所以推理模式也 只部分地解释了交际。(何兆熊2002:185)
Levinson 的会话含义三原则
Sperber & Wilson 的会话关联理论
1.2 Code Model & Inferential Model
From Aristotle through to modern semiotics, all theories of communication were based on a single model, which we will call the code model. According to the code model, communication is achieved by encoding and decoding messages. Recently, several philosophers, notably Paul Grice and David lewis, have proposed a quite different model, which we will call the inferential model. According to the inferential model, communication is achieved by producing and interpreting evidence.

国际会议演讲要点

国际会议演讲要点
阐释背景:
1、The motivation of this work is like this. 2、XXX has found its wide application in various fields of science and technology. 3、I think it would be best to start out by making some general comments on previous work in this area. 4、I would like to preface my remarks with a brief description of advances in… 5、To begin with, we have to consider the recent progress in this field. 6、I want to make some comments on the topic. First, briefly review some basic concepts. Second, describe the state-of -the-art development of the subject. The last comment relates to the open problems in this area.
感谢主席或自我介绍: 1、Thank you very much, professor A, for your kind introduction. 2、Thank you, Mr. Chairman, for your gracious introduction. 3、My name is B, from C. The title of my presentation is D. 4、I am B from C. The topic of my paper is (about) D.

对比论点的英文作文

对比论点的英文作文

对比论点的英文作文英文:When it comes to comparing arguments, there are two sides to every story. On one hand, some people argue that technology has brought about significant improvements in our lives. They point to the convenience of smartphones, the efficiency of online shopping, and the speed of communication as evidence of the benefits of technology. On the other hand, there are those who argue that technology has actually made our lives worse. They point to the negative effects of social media on mental health, the loss of privacy in the digital age, and the potential for technology to replace human jobs as evidence of the downsides of technology.Personally, I believe that both arguments have merit. While technology has undoubtedly made many aspects of our lives easier and more convenient, it has also brought about some negative consequences. For example, while I appreciatethe ability to stay connected with friends and family through social media, I also recognize that it can be addictive and damaging to mental health. Similarly, while I enjoy the convenience of online shopping, I worry about the impact it has on small businesses and local economies.Ultimately, I think the key is to strike a balance between the benefits and drawbacks of technology. We should embrace the positive aspects of technology while also being mindful of its potential downsides. For example, we can use social media to stay connected with loved ones, but we should also take breaks from it and limit our use. We can enjoy the convenience of online shopping, but we should also make an effort to support small businesses and shop locally when possible.中文:当谈到对比论点时,每个故事都有两面。

Power series everywhere convergent on R and all Q_p

Power series everywhere convergent on R and all Q_p

a r X i v :m a t h -p h /0402037v 1 14 F eb 2004Power series everywhere convergent on R and all Q pBranko G.DragovichInstitute of Physics,P.O.Box 57,11001Belgrade,Yugoslavia Abstract.Power series are introduced that are simultaneously convergent for all real and p -adic numbers.Our expansions are in some aspects similar to those of exponential,trigonometric,and hyperbolic functions.Starting from these series and using their factorial structure new and summable series with rational sums are obtained.For arguments x ∈Q adeles of series are constructed.Possible applications at the Planck scale are also considered.1.INTRODUCTION The field of rational numbers is of central importance in physics and mathematics.It is well known that all results of measurements belong to Q ,i.e.that the irrational numbers cannot be measured.From a mathematical point of view Q is the simplest infinite number fipletion of Q with respect to the absolute value gives the field of real numbers R .Algebraic closure of R leads to the field of complex numbers C .Although experimental results are given in Q ,theoretical models are usually constructed over R or C .Comparison between theory and experimental results performs within Q .However,it is interesting that in addition to the standard absolute value there exist p -adic norms (valuations)on Q .Completions of Q with respect to p -adic norms give usthe fields of p -adic numbers Q p (p =a prime number).There is also a p -adic analog of the complex numbers.According to this similarity between p -adic and real numbers,it is natural to expect that p -adic numbers should also play a significant role in theoretical and mathematical physics.Since 1987,p -adic numbers have been successfully considered in string theory[1],quantum mechanics [2],quantum field theory [3],and in some other branches of theoretical [4,5]and mathematical [6]physics.Such new theoretical constructions are p -adic analogs of some models on real (or complex)numbers.There has been also a research on various p -adic aspects of the perturbation series[7].It is shown that the usual perturbation series,which are divergent in the real case,are p -adic convergent.Summability of a given series in all but a finite number of Q p may be used for summation of a divergent counterpart at the rational points.In order to make a direct connection of p -adic models with the real one it seems to be necessary to have convergence in R and all Q p within the common domain of rational numbers.However,the standard power series of theoretical physics do not satisfy thisproperty.For example,expansions of functions exp x,sin x,cos x,sinh x,and cosh x are convergent in the p-adic case for|x|p<1if p=2and|x|2<1(µn+ν)!(2) contains the following functions:exp x(ǫ=1,µ=1,ν=0),cos x(ǫ=−1,µ=2,ν= 0),sin x(ǫ=1,µ=2,ν=1),cosh x(ǫ=1,µ=2,ν=0),and sinh x(ǫ=1,µ= 2,ν=1).It is well known from classical analysis that series(2)is everywhere convergent on R.Theorem1:Power seriesΦǫ,qµ,ν(x)=∞n=0ǫn I(q)µn+νxµn+νq+((µn+ν)!)µn+ν(4) converges for all x∈R and all x∈Q p for every p.Proof:In a real case the above theorem follows from the fact that for large enough n parameter q can be neglected in comparison to the factorial term and I(q)µn+νmay be approximated by1.Hence series(3)asymptotically behaves like(2)which is convergentat all real x.Recall[8]that,in p-adic case,a necessary and sufficient condition for a convergence of(1)is|A n x n|p→0,as n→∞.(5) As a consequence of(5)it is enough to consider the p-adic norm of the general term in (3),i.e.,ǫn I(q)µn+νxµn+ν|q+((µn+ν)!)µn+ν|p|x|µn+νp.(6) Since the p-adic norm satisfies the strong triangle inequality,one has|q+((µn+ν)!)µn+ν|p=|q|p(7) for large enough n.Note that|n!|p=p−(n−n′)/(p−1),(8) where n′is the sum of digits in the canonical expansion of n over p.According to(8), one has,for the numerator of(6),|(µn+ν)!|µn+ν−1p |x|µn+νp=(p−{[µn+ν−(µn+ν)′]/(p−1)}[(µn+ν−1)/(µn+ν)]|x|p)µn+νn→∞→0,(9)which is valid for any p and all x∈Q p.On the basis of(7)and(9)it follows everywhere convergence on Q p for any p.Thus Theorem1is proved.Among all possible examples of analytic functions contained in power series(3)we want to point out the following ones:exp q x=∞n=0(n!)n n!(10a)cos q x=∞n=0(−1)n((2n)!)2n(2n)!(10b)sin q x=∞n=0(−1)n((2n+1)!)2n+1(2n+1)!(10c)cosh q x=∞n=0((2n)!)2n(2n)!(10d)sinh q x=∞n=0((2n+1)!)2n+1(2n+1)!(10e)Inverse functions of(10a)-(10e)can be defined in the usual way,where coefficients in the power expansions are appropriately modified.For example,y=ln q x=∞n=1(−1)n+1a(q)n(x−I(q)0)n3.ADELIC ASPECTSRecall[10]that an adele is an infinite sequencea=(a∞,a2,···,a p,···),(10)where a∞∈Q∞=R,a p∈Q p with the restriction that all but afinite number of a p∈Z p={x∈Q p||x|p≤1}.The set of adeles A is a ring under componentwise addition and componentwise multiplication.It is an additive group A+with respect to addition.The subset of A withλ∞=0,λp=0for all p,and|λp|p=1for all but afinite number of p is a multiplicative group of ideles A∗.One has a principal adele(idele)ifr=(r,r,···,r,···),(11)where r∈Q(r∈Q∗=Q\{0}).One can define a product of norms on ideles|λ|=|λ∞|∞ p|λp|p,(12) where|·|∞denotes the usual absolute value.For a principal idele it yields|r|=|r|∞ p|r|p=1.(13) Equation(13)is a well-known product formula for nonzero rational numbers.An additive character on A+isχb(a)=exp2πi(−a∞b∞+a2b2+···+a p b p+···)=exp(−2πi a∞b∞) p exp2πi{a p b p}p,(14) where a,b∈A+,and{x p}p denotes a fractional part of x p.On an idele,λ=(λ∞,λ2,···,λp,···),(15)there exists multiplicative characterπ(λ)=π∞(λ∞)π2(λ2)···πp(λp)···=|λ∞|c∞∞ p|λp|c p p,(16) where c∞and c p are complex numbers.Note that in(14)and(16)onlyfinitely many factors are different from unity.It may be of physical interest to construct adeles from series(3)while their arguments x belong to the principal adeles(11).Theorem2:Let us have a sequence,Φǫµ,ν(x)=(ϕǫµ,ν(x),Φǫ,1/2µ,ν(x),···,Φǫ,1/pµ,ν(x),···),(17)whereϕǫµ,ν(x)is a real series defined by(2),andΦǫ,1/pµ,ν(x)is a p-adic series defined by (3)If x=r∈Q then(17)is an adele.Proof:There is no problem with real functionϕǫµ,ν(x)for any x∈Q.The general term of the p-adic series(3)for q=1/p isǫn ((µn+ν)!)µn+ν−11+p((µn+ν)!)µn+νxµn+ν.(18)It is obvious that|1+p((µn+ν)!)µn+ν|p=1.Hence the p-adic norm of(18)is1q+1,ν=0.(20)We shall show that starting from series(3)one can obtain a sum of the corresponding functional series.Theorem3:The summation formula,∞n=0((µn+ν)!)µn+ν−1xµn [(µ(n+1)+ν)!]µ(µn+ν+1)µn+ν−1µq+((µn+ν)!)µn+ν =−(ν!)ν−1q+(ν!)νxν+((µ+ν)!)µ+ν−1xµ+ν ((2µ+ν)!)µ(µ+ν+1)µ+ν−1µq+((µ+ν)!)µ+ν +···,(22)−Φ−1,qµ,ν(x)=(ν!)ν−1xν ((µ+ν)!)µ(ν+1)ν−1µq+(ν!)ν +((2µ+ν)!)2µ+ν−1×x2µ+ν ((3µ+ν)!)µ(2µ+ν+1)2µ+ν−1µq+((2µ+ν)!)2µ+ν + (23)Addition of(22)and(23)with division by xνfor x=0leads to formula(21).In the particular case(µ=1,ν=0,x=−1,q=1),we have∞n=0(−1)n((n+1)!)n[1+(2+n)(n!)n]+(n!)n−12,(24) which is the result valid in R and all Q P.5.DISCUSSION AND CONCLUDING REMARKSThefirst question that we want to discuss is related to the possible applications of the power series(3).Recall that the interest in p-adic models is mainly motivated by some indications[1]that space-time at the Planck scale should be analyzed using p-adic mathematics.According to this point of view,let us consider classical cosmological solutions of the Einstein gravitational equations.These equations for the scale factor R(t)of the homogeneous and isotropic universe are¨R(t), ˙R R2=κρ6κ dd2κΛ/3.An analogous situation is for k=1with R(t)=H−1cosh q Ht and k=−1with R(t)=H−1sinh q Ht.Ifκ∈Q all theses models may be treated either real or p-adic.By decreasing parameter q,expansion of the universe given by(26)can be done arbitrary close to the de Sitter ly,when q→0:ρq→Λ/κ,p q→−Λ/κ, and R q(t)→R(t)= Λ/3t,whereΛis the cosmological constant.It would be interesting tofind a scalar-field model that leads toρq(t)and p q(t).A classical cosmological solution for k=+1and R q(t)= Λ/3t can be further used in p-adic quantum cosmology[5],which is a generalization of the Hartle-Hawking approach to the wave function of the universe.Let us suppose that the parameter q is a quotient(q=l P l/l)of the Planck length (l P l∼10−33cm)and a length that characterizes the given scale.For example,the unification length in the electroweak theory is about10−17cm and for the GUT one gets l∼10−29cm.In such a way only at the Planck scale parameter q(q=1)cannot be neglected.So,q=1in the real case and q=1/p in the p-adic case should be natural values in the high-energy limit(E∼1019GeV).TakingΦǫ,1µ,ν(x)instead ofϕǫµ,ν(x)in (17),one has a unification at the Planck scale of real and p-adic functions(3)in the form of adeles.Parameter q regularizes(2)to enlarge the region of convergence from|x|p<1,p=2 (and|x|2<1[1]I.V.Volovich,Class.Quantum Grav.4L83(1987);B.Grossman,Phys.Lett.B197,101(1987):P.G.O.Freund and M.Olson,Phys.Lett.B199,186(1987);P.G.O.Freund and E.Witten, ibid199,191(1987);P.H.Frampton,Y.Okada,and M.R.Ubriaco,ibid213,260(1988);I.Ya Aref’eva,B.G.Dragovich and I.V.Volovich,ibid209,445(1988):212,283(1988);214339 (1988);L.O.Chekhov and A.Yu.Zinoviev,Commun.Math.Phys.130,623(1990);P.G.O.Freund,J.Math.Phys.33,1148(1992).[2]C.Alacoque,P.Ruelle,E.Thiran,D.Verstegen,and J.Weyers,Phys.Lett.B211,59(1988);V.S.Vladimirov and I.V.Volovich,Commun.Math.Phys.123,659(1989);B.L.Spokoiny, Phys.Lett.B221,120(1989);Y.Meurice,Int.J.Mod.Phys.A4,5133(1989);E.I.Zelenov, J.Math.Phys.32,147(1991);A.Yu.Khrennikov,ibid32,932(1991).[3]B.D.B.Roth,Phys.Lett.B213,263(1988);E.Melzer,Int.J.Mod.Phys.A4,4877(1989);V.A.Smirnov,Mod.Phys.Lett.A6,1421(1991);M.D.Missarov,Phys.Lett.B272,36(1991). [4]B.G.Dragovich,P.H.Frampton,and B.V.Urosevic,Mod.Phys.Lett.A5,1521(1990);B.G.Dragovich,ibid6,2301(1991).[5]I.Ya.Aref’eva,B.G.Dragovich,P.H.Frampton,and I.V.Volovich,Int.J.Mod.Phys.A6,4341(1991).[6]E.I.Zelenov,J.Math.Phys.33,178(1992);A.Yu.Khrennikov,J.Math.Phys.33,1636(1992).[7]I.Ya.Aref’eva,B.G.Dragovich,and I.V.Volovich,Phys.Lett.B200,512(1988);B.G.Dragovich,Phys.Lett.B256,392(1991);On factorial perturbation series,preprint No.If-91-011.[8]W.H.Schikhof,Ultrametric Calculus(Cambridge U.P.,Cambridge,1984).[9]K.Mahler,p-Adic Numbers and Their Functions(Cambridge U.P.,Cambridge,1981).[10]I.M.Gel’fand,M.I.Graev,and I.I.Piatetskii-Shapiro,Representation Theory and AutomorphicFunctions(Nauka,Moscow,1966).。

上大学的缺点英语作文

上大学的缺点英语作文

The Downsides of University EducationUniversity education, often hailed as a stepping stone to success and a gateway to knowledge, is indeed a transformative experience for many. However, like any other institution or phase of life, it is not without its flaws. In this essay, I aim to delve into the downsides of university education, exploring the various challenges and limitations that students often encounter.Firstly, the cost of university education can be prohibitive, especially in countries where higher education is not subsidized by the government. Tuition fees, accommodation costs, and other associated expenses can accumulate quickly, often leaving students with significant debts even after graduation. This financial burden canlimit students' choices, preventing them from pursuingtheir true passions or even pursuing further education.Secondly, the curriculum of many universities can be outdated and inflexible, failing to keep pace with the rapidly changing world. In some instances, courses taught may not be relevant to the job market or may not prepare students for the real-world challenges they will encounter.This disconnect between theory and practice can leave students feeling unprepared and dissatisfied with their education.Thirdly, the university environment can be highly competitive and stressful. The pressure to perform academically, socially, and professionally can be immense, leading to feelings of anxiety and inadequacy. This intense competition can also foster a culture of comparison and judgment, where students are constantly evaluating themselves and their peers based on grades, social status, and other external markers of success.Moreover, the lack of diversity and inclusivity in some universities can create a hostile environment for students from different backgrounds. This can lead to feelings of isolation and exclusion, preventing students from feeling a sense of belonging and connection to their institution. A lack of representation and support for minority groups can also hinder their progress and success.Additionally, the rigid structure and schedule of university life can limit students' ability to exploretheir interests and talents outside of their学术领域.While specialization is important for career preparation,it can also lead to a narrowing of perspectives and a lack of breadth in knowledge. This can make it difficult for students to gain a comprehensive understanding of the world and the issues that affect it.In conclusion, while university education offers many benefits, it is not without its downsides. The financial burden, outdated curriculum, stressful environment, lack of diversity and inclusivity, and rigid structure can alllimit students' experiences and outcomes. It is crucial for universities to recognize these challenges and work towards addressing them in order to provide a more inclusive, relevant, and supportive educational environment.**大学教育的缺点**大学教育,通常被誉为通往成功的跳板和知识的门户,对许多人来说确实是一次转变性的经历。

双体船的优势:速度与稳定性

双体船的优势:速度与稳定性

双体船的优势:速度与稳定性o.LUMN专栏卢1双体船的优势:速度与稳定性双体船是未来大势所趋如今的赛艇,高速渡轮,委会.双体船潮流席卷世界.这一点.但她们真的十全十美々双体船是商业用船和休闹娱乐游艇市场发展最快的一大部分.但她们真的十全十美'或者说,相比单体船.她们的优势和弱势又在何处'为什么取体船总体上速度更快而人们是否真的在乘坐豫体船时更币易晕船'很少有专家对两者都充分了解并且理性客观地对此作出分析而我,既是船主.也是卖家.更是参与过两种船体设计的设计师30年来驾驶过很多款单体或职体船出航因此,榭&amp;乐意与大家分享我对遗两种船的看法.讨论—下双体船的优点与缺点.许多^都下知道职体船起源与中国有关.这能够追溯到千年以前.与古老的中国造船工艺类似的一点是,双体船也是完全用压条来固定帆的.当时远航的中国舰队为了自如地控制风向,采用了竹果结合其他编织物缝制成帆,与今天的现代双体船用帆很类似历史上深受古代中国帆船影响的恐怕也只有职体船了千百年过去了我们的社会在进技术也太大提高但仍然不能取代单要分析双体船的优劣,就需要了解她和单体船的区别.虽然两者的船体建造上大体类似但控制船体稳定性的方法却是不同的.以45英尺标准单林船与裂体巡航船比较.两者的特性各有不同.速度高速恐怕是吸j单体船船主的职体动力船可以少用几升燃料或者速度决定了你美国—名传奇的设计师LBFL=trsch~曾经说过.航行的乐趣与速度成正比.让我们诚实点吧无论何时.你若看见海面—有另一艘游艇迎着海风航行.你难道就l币想超过她'很多时候我们都在无意识地暗中较劲自动把对方当做对毛竞争是航行者永恒的乐趣.更别提在真实的比赛中堕双体船之司这种速度的较量最明显的体现就是在年度的长岛周围赛(ALIr~)上.单#舶舰队和]2只双体船一同经过纽约.总里程220英里环长岛航行通常双体船出发就要比领航船只晚上约一个小时但基本上在全程的前d0英里之内划n就能超越整个舰队,我参加过五届长岛周围赛.几乎每一年都是在逆风状沉下出发.单体船拥护者们总是说逆风航行不是职体船的长项.但在这第一回台的天气之争下我们还是能够超越到队伍的前列速度是一艘船的关键.对于稳定性也有很大影响.而我个人认为速度这一性eB上的优良.对于一艘艇在恶劣天气—阿驶的能力也有所影响.一艘平均速度11节的职体船就比速度为8节的单体船更能有嫂地避开恶劣天气凭借她更快抵达安全的避风港.尽管如今天气预报的机制已经十分成熟但遣种优良性能依旧能够使你更从客安全地计划航行路线,殛时采取决策以及争取时间.稳定性单体船依靠压也物来帮助实现稳定.但这样就增添了船身不必要的重量.龙骨的重量龙骨结构的支撑物等都在重量方面占据很大比重.造成一个恶性循环.而且.220年前阿基米德就曾指出过单体船的倾斜会产生拖水现象和更宽的单体宽度i样会导致速度受限而双体船的宽度通常是长度的一半.比如说一艘45英尺的双体船其宽度就太约在22英尺这不仅使得空司更加宽敞也使得船体更加稳固.哑斜时的稳定性也更强去除了压仓物的问题职体船船身实际上要更轻.也有助于提升速度.大多数单体船船主转用双体舱的另太因素是单体船的固定轴问题.单体船的转轴稳定系统对控制偏航效果下显着.抛锚时问题就更氩职体船就不存在遗个司题.鉴于单体船压仓物增重以及船身设计导致的低效职体船在遮方面柏戎为了更为成熟的选择.吏快的速度更带来更多乐趣.也能为你节省燃料.在环保意识如此重要的今天这样高妓的航行才是在蓝色疆域驰骋的至上追求.(预告:下期《双体船的优势l1》中{I}fn将介绍敢体船的安全性浅吃水和空间问题,井总结其优势及劣势)CO【lIMNMI7ITIH1『IIAD,,ANLGESCatam3mnsamtJ1eFuture111sisastatementbycurrentheadsofAmerica'sCup.Butarethey theperfectcraftordotheyhavedisadvantagesovertheirmonohullbm~em?Fewexpertskno w bothtypesintimatelywellandhaveneverrationalizedtheirdifferencesobjectively.1wouldli ke tosharewithyouacriticallookatbothtypesanddiscusscatamaranadvantagesaswellas sonicdrawbackscatamaransaretheFuturelThIslsastatementbycurrenfheadsofAmerica.sCupSyndicatesaroundfheworldCatamaraflsareIleretostayandareoneoflhe fasstdevelopingsector8offhecommercialmarineand pleasureyachtingmarketButaretheythepedectcrafter dotheyhavedisadvantagesoverfheirmonohul【brother FewexpertsknowbothtypesingmateIywelIandhave neverrationalizedfheirdifferencesobiectivelyNotonly havelownedbothbutalsodesignedsailedmanyofthem Transatlanticandsoldbethcatamaransandmonohullsfer over30years1wouldlikelosharewithyouacriticajfook atbothfypesanddiscusscatamaranadvantagesasweiI assomedrawbacks LetsfirstlookbackattheoriginsManypeopledonot evenknowChina.s}mportantnfluenceonthecatama[an develoPmenlMuItlhu¨genesl8canbeIeadback 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a r X i v :c o n d -m a t/0103166v 1 [c o n d -m a t .m e s -h a l l ] 7 M a r 2001Comparison between Theory and Some Recent Experiments on Quantum DephasingDmitrii S.Golubev and Andrei D.ZaikinForschungszentrum Karlsruhe,Institut f¨u r Nanotechnologie,76021Karlsruhe,GermanyI.E.Tamm Department of Theoretical Physics,P.N.Lebedev Physics Institute,Leninskii pr.53,117924Moscow,RussiaWe report on a quantitative comparison between our theory of quantum dephasing at low temper-atures and some recent experimental results [D.Natelson et al.,Phys.Rev.Lett.86,1821(2001);A.B.Gougam et al.,J.Low Temp.Phys.118,447(2000);F.Pierre et al.cond-mat/0012038].Experiments [1]demonstrated low temperature satu-ration of the electron decoherence time τϕin mesoscopic conductors.This result attracted a lot of attention and triggered theoretical debates on a fundamental issue of quantum dephasing at zero temperature.More recently new experiments in various mesoscopic systems were per-formed by several groups.The results of these studies are still waiting for a careful analysis.In this note we will restrict our attention to the re-sults reported by two groups [2]and [3,4].Natelson et al.[2]found that their data for τϕare inconsistent with the geometry dependence predicted in a standard theory [5].For wider samples they observed saturation of τϕat low temperatures.The Saclay-Michigan collaboration detected no saturation in silver [3]and pure gold [4]sam-ples down to 45÷50mK,but observed clear saturation in copper at temperatures one order of magnitude higher.It is the purpose of this note to analyze if the results [2–4]can be explained within our theory of quantum dephasing [6].In order to do so let us briefly recollect our key results.The electron decoherence time τϕin diffusive conductors was predicted [6]to be finite at any temperature includ-ing T =0due to electron-electron interactions.In simple terms our result can be expressed as follows1τϕ0+1τϕ0∝ωd/2c ,(2)where ωc is the high-frequency cutoffand d is the effectivedimension.It is important to emphasize that ωc cannot exceed 1/τe ,where τe =l/v F is the electron elastic scat-tering time.This is because at frequencies above 1/τe the electron motion is ballistic and the system is noiseless at such scales.Therefore no contribution from ω>1/τe to the noise correlator (which determines τϕ)can occur.On the other hand,for ω≪1/τe the electron motion is diffusive and the noise correlator is finite decaying to zero as ωapproaches 1/τe .Thus we choose [7]ωc =a d /τe ,(3)where a d is some numerical factor a d ≤1.In [6]we have set a d =1.This was sufficient for the order-of-magnitude estimate for τϕ0.Note,however,that since this sharp cutoffprocedure slightly overestimates the contribution of frequencies close to ωc ,the actual value of τϕ0is ex-pected to be bigger than that of Ref.[6]by a numerical factor of order one.It is also worth mentioning that,provided the elastic mean free path l is smaller than the thickness t and the width w of the sample,l ≪w,t ,our 3d expression for the dephasing rate13π2√τe3/2(4)should be used even if the sample is quasi-1d (quasi-2d )in a standard sense,i.e.if both L ϕ=D/T exceed t and w (or t ).Here ρand D arerespectively the resistivity and the diffusion coefficient.Only if l >∼w,t (l >∼t )our 1d (2d)expressions should beapplied.The reason for that was discussed after eq.(81)of the second Ref.[6].In short,eq.(4)is relevant since τϕ0is dominated by high frequencies at which the elec-tron diffusion is always 3-dimensional provided l ≪w,t .Of course,eq.(4)crosses over to 1d (or 2d )results for l ∼w ∼t (or l ∼t ),as is seen from the following relations (presented at a d =1)τ(1d )ϕ02πl 2,τ(2d )ϕ0π√l.(5)We are now prepared to compare experimental results [2–4]with our theoretical predictions.We will addressboth the maximum values of the decoherence time τmaxϕreached in these experiments at the lowest measurement temperatures and the observed temperature dependen-cies of the dephasing time depending on the sample pa-rameters.1I.MAXIMUM DEPHASING TIMESFor all the samples reported in Refs.[2–4]the mean free path l deduced from the values D was2to5times shorter than both t and w for quasi-1d samples and t for four quasi-2d samples of Ref.[2].Therefore,even though the condition l≪w,t was not very well satisfied in these experiments,it would be more appropriate to use eq.(4) for our comparison.It is also easy to observe from eqs.(5)that,since l is not drastically smaller than w and t,our1d and2d expressions will yield the same orderof magnitude estimates forτmaxϕfor all the samples inquestion(also see below).The maximum dephasing times were reported in Ref.[2]for ten(six quasi-1d and four quasi-2d)samples fabri-cated from the same material(AuP d)with practically the same resistivity.For all ten samples the maxi-mum dephasing times were found to be nearly univer-salτmaxϕ≈(0.8÷2)×10−11sek independently of the sample geometry.At T∼80mK these values yield Tτϕ≈0.09÷0.22.Since both the material and its prop-erties were the same an important test for our theory istofit the data[2]forτmaxϕto eq.(4)which only dependson the material parameters and not on geometry.In experiments[3,4]the maximum dephasing times were found to be2to3orders of magnitude bigger ascompared to those in Ref.[2].Furthermore,τmaxϕfor thesilver sample[3]was about an order of magnitude higher than that for the copper sample[3]with similar(although not identical)parameters.Observing this difference the authors[3]suggested that the low temperature satura-tion ofτϕin disordered metal wires cannot be universal and can be material dependent.For our comparison we will use the data for8samples [2]with nominally identical resistivityρ≈24µΩcm and D≈1.5×10−3m2/sek(samples C to F and H to K),2 samples[3](Ag and Cu)and one sample(AuMSU)[4]. Since all the maximum dephasing times[2]were nearly the same,for the sake of brevity we only quote an aver-age value forτmaxϕobtained by averaging over samplesC to F and H to K.In order to estimateτϕ0for Ag and Cu samples we used the parameters given in the Table1of Ref.[3].Experimentally observed values ofτmaxϕandour theoretical predictions forτϕ0(eq.(4)with a3=1) are summarized in the following Table:sampleτϕ0(sek)1.3×10−11Ag[3]2×10−91.8×10−9AuMSU[4]4×10−9 These results demonstrate that for all the above sam-ples our formula(4)with a3=1gives correct order-of-magnitude estimates forτmaxϕeven though these timesdiffer by2to3orders of magnitude depending on the sample and experiment.Already this agreement is fairly good since in weak localization measurementsτϕis de-fined up to a numerical prefactor.Furthermore,in ac-cordance with our expectations,in all cases our theoret-ical estimates involving the cutoffparameter a3=1are smaller than the experimental values by a numerical fac-tor ranging from2to6.This implies that by choosing the cutoffparameter in the range a3≈0.3÷0.6one can exactly reproduce all the above experimental values for τmaxϕfrom the same formula(4)which only depends on the material parameters,likeρand D.One can also eliminate the ambiguity related to the cutoffparameter a d in(4)by calculating the ratio be-tween maximum dephasing times for different samples. Making use of the experimental results[2–4]and our the-oretical estimates based on eq.(4)onefinds:theory(eq.(4))1.3×10−3τAuP dϕ0/τCuϕ01×10−21.6×10−3τϕ=1R q tw2.0x104.0x106.0x101/τϕ, s-1T,KFIG.1.Dephasing rate 1/τϕmeasured in Ref.[2]for the samples A (squares),B (circles)and F (open symbols)as a function of temperature T .where R q =π/2e 2≃6453Ω.An essential difference be-tween this result and that of Ref.[5]is that in our case the temperature-independent contribution to the dephas-ing rate 1/τϕ0is not equal to zero.If one neglects this contribution,eq.(6)would immediately yield the stan-dard result [5]1/τ(1d )ϕAAK ∝T 2/3.Similarly,in quasi-2dsamples one gets [5]1/τ(2d )ϕAAK ∝T ln T .In order to test these predictions it is appropriate to present experimen-tal data for τϕ(T )on a log-log plot,exactly as it was done in Refs.[2–4].From Ref.[5]one expects (i )to ob-serve straight lines with the slope becoming steeper as one crosses over from quasi-1d to quasi-2d systems and (ii )for two quasi-1d samples with the same ρand D but with different cross-sections tw the straight lines corre-sponding to T −2/3-dependence of τϕshould be parallel .None of these two features was observed in the exper-iments [2].Just on the contrary,the opposite trend was detected:In all cases the slope of the curves decreased with increasing sample width w (see Fig.3of Ref.[2]).The curves for quasi-1d samples with different w were not parallel (actually the data points for the sample F on Fig.3of [2]clearly saturate and can hardly be fitted to a straight line at all)and,on top of that,the T -dependence of the decoherence rate for quasi-2d samples –instead of being linear in T –was very weak already at T ∼1K .Now let us see if these features can be accounted for within our theory.Since the low temperature behavior of τϕpredicted in Ref.[6]is different from a power-law one [5]it appears to be more useful to replot the same data on a linear scale.Then,according to eq.(6)at sufficiently low T one expects to observe a linear depen-dence of the decoherence rate on T shifted upwards by the value 1/τϕ0.For the same parameters ρand D (and the same τϕ0)the slope d (1/τϕ)/dT for quasi-1d samples should depend only on the cross section tw .In particu-lar,since w for the sample F was reported in [2]to be 4times larger than for the samples A to E,one expects d (1/τϕ)/dT to be 4times smaller for the sample F.The experimental data for the samples A,B and F [2]are presented in Fig. 1.We observe that (a )the de-phasing rate 1/τϕincreases linearly with T ,(b )at T →0these linear dependencies extrapolate to a nonzero (and practically the same)value 1/τϕfor all three samples and (c )the slope d (1/τϕ)/dT is indeed about 4times smaller for the sample F as compared to the samples A and B.All these features are fully consistent with eq.(6).The magnitude of the slope is several (∼4÷6)times larger than predicted by eq.(6).The origin of this difference is not clear to us at the moment,but possibly it can be due to non-uniformity of the wires.The data for quasi-2d samples I and K [2]also show the trend qualitatively consistent with our eq.(1).Also in that case the tem-perature effect seems to be more pronounced than it is predicted within our theory.We conclude that our theory [6]accounts for all the main experimental observations of Ref.[2].Now we will address the results of Refs.[3,4].In Fig 3.of [3]the authors presented their data for Au ,Ag and Cu samples with similar parameters.Both the magnitude and the temperature dependence of τϕdiffer drastically for these three samples.This observation led the authors [3]to conclude that the behavior of τϕand,in particular,its saturation at low T may be material dependent.31E-30.010.11100.010.1110"Ag""Cu"(a)~~τϕT0.00.40.81.2 1.62.00246-1"Cu""Ag"(b)~~τϕTFIG.2.Eq.(7)plotted on log-log (a)and linear (b)scales for the parameters corresponding to Cu and Ag samples of Ref.[3].For both curves τϕand T are normalized respectively to τCu ϕ0and T Cu0.Later it was demonstrated by the same group [4]that unusually low values of τϕin gold [3]were most likely due to high concentration of magnetic impurities.A pure gold sample (AuMSU )was fabricated and similar behav-ior of τϕwas observed [4]as previously for Ag sample [3]:τϕdid not saturate down to T ∼45÷50mK on a log-log plot.At the same time it was confirmed [4]that also very pure Cu samples showed saturation similarly to an earlier Cu sample [3].The material dependence of τϕcannot be ruled out in general.However,with minimum efforts one can demon-strate that no material dependence needs to be assumed in order to quantitatively explain seemingly different be-havior of Ag (no saturation down to T ∼49mK)and Cu (clear saturation already at T >∼700mK)samples [3].Let us rescale eq.(6)as1/˜τϕ=A +B ˜Tτϕ0,˜T=T ρτ3/2ϕ0√1/τϕ, n s-1T, KFIG.3.The data for τϕ(T )for several samples from Refs.[1,3,4].Dashed and solid lines are the best fits for Ag sample [3]respectively to theories [5]and [6].It is obvious from eq.(6)that by a proper choice of the sample parameters one can tune the effective tem-perature range at which saturation feature occurs on the log-log plot. E.g.thinner samples with identical other parameters will show no saturation down to lower tem-peratures.The lack of saturation for such samples even at relatively low T would,of course,not imply that the electron dephasing rate is zero at T =0.Let us replot the ”non-saturating”data [3,4]on a lin-ear scale.In Fig.3we collected the data points for different samples studied in different experiments (Au 1,Au 2,Au 6of Ref.[1],Ag of Ref.[3]and AuMSU of Ref.[4]).All these samples show essentially the same behav-ior at low temperatures.Both the slope d (1/τϕ)/dT and the values τϕ0slightly differ from sample to sample,but these differences are unimportant and can easily be ac-counted for by different values of D and tw as well as by measurement uncertainties.Much more importantly,at low temperatures 1/τϕdepends linearly on T and clearly extrapolates to a nonzero value for all the samples pre-sented in Fig.3.This is exactly what one expects from our eq.(6).Also the similarity with the results [2](our Fig.1)is quite obvious.In summary,we demonstrated that the experimental results [2–4]are in a quantitative agreement with our the-ory [6]which predicts the low temperature saturation of the electron dephasing time in diffusive conductors.No material dependence of τϕneeds to be assumed in or-der to explain the data [3,4]for the samples Ag ,Cu andAuMSU .。

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