On the generalization of theorems from Riemannian to Finsler Geometry I Metric Theorems

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专业英语

专业英语

questions
How
do you distinguish steel from cast iron? How do you distinguish low alloy steel from high alloy steel?
1.1.1 Iron and Steel
The earth contains a large number of metals which are useful to man. One of the most important of these is iron. Modern industry needs considerable quantities of this metal, either in the form of iron or in the form of steel.
Mechanical Engineering materials
Organic polymer materials Inorganic non-metallic materials
plastic rubber Synthetic Fibers Traditional ceramics Special Ceramics Metal Matrix Composites
1.1.1 Iron and Steel
The ore becomes molten, and its oxides combine with carbon from the coke. The non-metallic constituents of the ore combine with the limestone to form a liquid slag. This floats on top of the molten iron, and passed out of the furnace through a tap. The metal which remains is pig iron.

美国文学史期末论文终极版

美国文学史期末论文终极版

Contents摘要 (1)Abstract (1)Chapter 1 American Romanticism(1810--1865) (2)1.Background reasons (2)1.1 Politically this period was ripe (2)1.2 Economically American had never been wealthier (2)1.3 Culturally American own value emerged (2)2.Basic features and styles (2)2.1 Expressiveness (2)2.2 Imagination (2)2.3 Worship of nature (2)2.4 Simplicity (3)2.5 Cultural nationalism (3)2.6 Liberty,freedom,democracy and individualism (3)3.Influence (3)Chapter 2 American Realism(1865--1914) (3)1. Background changes (3)1.1 Politics (4)1.2 Economics (4)1.3 Cultural and social changes (4)2. Basic features and styles (4)2.1 Truthful description of the actualities of the real life andmaterial (4)2.2 Focus on ordinariness (4)3. Three dominant figures (4)4. Influence (5)Chapter 3 American Naturalism(1890--1914) (5)1. Background information (5)1.1 Cultural and Social Background (5)1.2 Religion and theoretical basis (5)2. Major ideas and features of Naturalism (5)2.1 Determinism (5)2.2 World: godless, indifferent, hostile (6)2.3 Style: scientific objectivity (6)2.4 Subjects and themes (6)3. A representative work that show the ideas and features above (6)3. Influence (6)Chapter 4 American Modernism(1914--1945) (6)1. Background information (6)1.1 Politics (6)1.2 Economy (7)1.3 Cultural and social background (7)2. Characteristics and features of Modernism (7)3. Major genres and a representative of each one (7)3.1 Modern poetry——Ezra Pound (7)3.2 Modern fiction——Ernest Hemingway (7)4. Influence (8)Chapter 5 American Postmodernism(1914--1945) (8)1. Background information (8)1.1 Politics (8)1.2 Economics (8)1.3 Social and international background (8)2. Characteristics and major features (8)2.1 Experimental writing techniques (8)2.3 Irony, playfulness and black humor (9)3.Influence (9)Bibliographies (9)摘要具有自身特点的新文学的出现,是一个国家真正形成的标志。

新世纪英语专业本科生综合教程unit3 教师上课用 课文详解 词汇解释

新世纪英语专业本科生综合教程unit3 教师上课用 课文详解 词汇解释

about taking the entire social experience of college and putting it online. Eduardo: I can’t feel my legs. Mark: I know. I’m totally psyched about this, too. But, Wardo? Eduardo: Yeah? Eduardo: (recalling): “It would be exclusive.” Mark: You would have to know the people on the site to get past your own page, like getting punched. Now, that’s good. Mark: Wardo, it’s like a final club, except we’re the president.
Eduardo: Yeah. Mark: But it wasn’t because they saw pictures of hot
girls. You can go anywhere on the Internet and see pictures of hot girls. Eduardo: Yeah. Mark: That’s because they saw pictures of girls they knew. People want to go on the Internet and check out their friends, so why not build a website that offers that? Friends, pictures, profiles, whatever you can visit, browse around. Maybe it’s someone you just met at a party. But I’m not talking about a dating site. I’m talking

归纳、演绎、类比等逻辑思维方法

归纳、演绎、类比等逻辑思维方法

归纳、演绎、类比等逻辑思维方法Inductive, deductive, and analogical reasoning are three important methods of logical thinking. These methods play a crucial role in various fields such as science, mathematics, philosophy, and everyday problem-solving. Each method has its unique characteristics and applications, contributing to the development of human knowledge and understanding. In this essay, we will explore these three methods from multiple perspectives, highlighting their definitions, processes, and real-world examples.Inductive reasoning is a form of logical thinking that involves drawing general conclusions based on specific observations or patterns. It starts with specific instances and then generalizes them into broader principles or theories. This method is often used in scientific research, where scientists collect data, analyze patterns, and make generalizations about the natural world. For example, after observing several instances of objects falling to the ground when released, Isaac Newton formulated the law ofuniversal gravitation, which states that every object in the universe attracts every other object with a force proportional to their masses and inversely proportional to the square of the distance between them.On the other hand, deductive reasoning is a logical thinking process that starts with general principles or theories and applies them to specific situations to draw specific conclusions. It involves reasoning from the general to the particular. Deductive reasoning is commonly used in mathematics and formal logic, where a set of axioms or premises are used to derive new statements or theorems. For instance, in geometry, the Pythagorean theorem is deduced from the axioms of Euclidean geometry. The theorem states that in a right-angled triangle, the square of the hypotenuse is equal to the sum of the squares of the other two sides.Analogical reasoning is a method of logical thinking that involves drawing conclusions by finding similarities between different situations or objects. It relies on the assumption that if two or more things are similar in somerespects, they are likely to be similar in other respects as well. Analogical reasoning is often used in problem-solving, decision-making, and creative thinking. For example, when faced with a new problem, one might try to find similarities with previously encountered problems and apply similar solutions. This method is also used in legal reasoning, where judges may consider previous cases as precedents to guide their decisions in similar cases.In addition to their definitions and applications, it is important to understand the processes involved in these methods of logical thinking. Inductive reasoning typically involves several steps, including observation, pattern recognition, hypothesis formation, and conclusion drawing. It requires careful data collection, analysis, and evaluation to ensure the validity of the generalization. Deductive reasoning, on the other hand, follows a more structured process. It starts with a set of premises or axioms, applies logical rules or principles, and derives specific conclusions. This process is often represented in the form of syllogisms or logical arguments. Analogical reasoning involves identifying similarities betweendifferent situations or objects, extracting relevant information, and applying it to the current problem or situation.To illustrate the practical relevance of these logical thinking methods, let's consider some real-world examples. In the field of medicine, doctors often use inductive reasoning to diagnose patients. They collect specific symptoms and observations, analyze patterns, and make generalizations about the underlying medical conditions. Deductive reasoning is employed in computer programming, where programmers use predefined rules or algorithms to solve specific problems. They start with general programming principles and apply them to write code for specific tasks. Analogical reasoning is commonly used in marketing and advertising. Marketers often draw on successful campaigns from the past and apply similar strategies to promote new products or services.In conclusion, inductive, deductive, and analogical reasoning are three important methods of logical thinking that have diverse applications in various fields. Inductivereasoning involves generalizing from specific observations, deductive reasoning applies general principles to specific situations, and analogical reasoning draws conclusions by finding similarities between different situations. Understanding the processes and examples of these methods can enhance problem-solving, decision-making, and creative thinking abilities. These methods are essential tools for advancing human knowledge and understanding the complexities of the world we live in.。

普通学术英语教程阅读写作与思考Unit 2核心课文译稿

普通学术英语教程阅读写作与思考Unit 2核心课文译稿

第二单元成功的未知因素核心阅读1史蒂夫•乔布斯:矛盾中的天才1当史学家回顾乔布斯的一生,他们的记录中所展现的是一个一生中充满矛盾的天才。

但是对于喜爱苹果产品的万千粉丝来说,这只是属于乔布斯的个人传记。

2乔布斯所领导的苹果公司是世界上最有价值的企业之一,毋庸置疑,它也是最受顾客喜爱的企业。

因为它总是能创造出既创新而又富有美感的产品,而这些产品又为人们的生活带来价值与快乐。

这也解释了为什么当乔布斯去世的时候,人们会表露出真切的悲痛。

3在各种意义上,乔布斯的事业都是惊人的。

他创造了苹果公司,第一个真正意义上的个人电脑公司。

他被自己所招募的经理驱逐,但没有他的苹果公司几乎毫无建树。

他带领皮克斯成为了世界上最有创造性的电影制片厂,因为它彻底改变了动画。

接着,他创造了一个“失败”,NeXT,而它正是现代Mac操作系统的基础。

那段被驱逐的时光给与了他知识与技能,让他能够领导苹果公司走向最辉煌的时代。

4但让他的同事们最望尘莫及的是他对于产品设计敏锐的感觉以及他能够凭直觉知道人们想要什么,想使用什么。

加上他卓越的领导才能和推销技术,使他成为近代最令人敬畏的CEO。

5我也是苹果产品的爱好者和追随者,尤其是当微软帝国还是同行之最的时候,至今为止苹果是其最好的替代者。

我在上世纪70年代购买了我的第一个苹果产品。

6但在过去的五年中,当苹果公司日益强大的时候,我发现自己不像之前那样被这个公司所吸引,这个我曾经用语言和成千上万美元所支持的公司。

乔布斯是一个自由战士,他成为了他的帝国的皇帝,创造了由秘密、操纵和捉摸不定的管理所组成的政权,以此来保障稳步甚至是加速的创新。

7抛开我对乔布斯的天才创意的崇拜不谈,我最终仍然不能跟随他进入围墙内的花园,尽管那花园如此舒适。

我所信仰的与他所坚持的充满矛盾。

我再也不是他的顾客。

现在,他的目标是那些更倾向于生活在苹果产品所带来的温暖,而不是强制的信奉中的人,而他也成功了。

8行业中竞争的其他产品还未能与苹果产品所匹敌,因为苹果所使用的硬件与软件的紧密结合使其产品优雅,便于使用而又充满乐趣。

the_most_well-known_being_the_general_theory_概述说明

the_most_well-known_being_the_general_theory_概述说明

the most well-known being the general theory 概述说明1. 引言1.1 概述在这篇长文中, 我们将详细探讨“the most well-known being the general theory”。

这个引人瞩目的理论是指泛化理论,是一个被广泛接受和使用的理论框架。

通过本文,我们将深入剖析该理论的实质并探讨其影响力。

1.2 文章结构本文分为五个主要部分:引言、正文一、正文二、正文三以及结论。

引言部分将提供对文章整体内容的概述,并简要介绍各个部分的目标与内容。

随后的三个正文部分将详细探讨该理论的不同层面和观点。

最后,结论部分将总结讨论结果,并提出关于该研究课题可进一步研究方向的建议。

1.3 目的本文旨在介绍和分析“the most well-known being the general theory”这一著名理论的核心思想以及它对相关领域产生的影响。

我们将重点关注该理论在实践中所起到的作用,并提取其中主要观点进行详细解析。

通过深入研究该理论,我们期望读者能够更好地了解其重要性,并认识到它对学术和实践的贡献。

此外,本文还将指出该理论可能存在的局限性,并探讨未来研究可能的拓展方向。

以上就是文章“1. 引言”部分的详细内容。

希望对您的长文撰写有所帮助!2. 正文一:2.1 主要观点一:One of the main points regarding the general theory is its application in the field of physics. The general theory, proposed by Albert Einstein, revolutionized our understanding of gravity and the structure of the universe. It introduced the concept of spacetime curvature caused by massive objects, explaining the force of gravity as a geometric effect rather than a conventional force.Additionally, the general theory also predicted the existence of black holes, which are incredibly dense objects with gravitational fields so strong that nothing can escape them, not even light. This prediction was later confirmed through various astronomical observations and experiments.2.2 主要观点二:Another important aspect to highlight is the impact of the general theory on cosmology - the study of the origin and evolution of the universe. According to this theory, the universe is not static but expanding. This insight led to groundbreaking discoveries such as the Big Bang theory, which suggests that our universe originated from an extremely hot and dense state billions of years ago.The general theory also provided a framework for understanding the distribution of matter in space and how it shapes cosmic structures like galaxies and galaxy clusters. Through its mathematical equations, scientists have been able to model and simulate these large-scale structures, further advancing our knowledge about the universe's composition and evolution.2.3 主要观点三:A third significant point pertains to technological applications stemming from the general theory. One notable example is GPS (Global Positioning System) technology. The accuracy of GPS relies on precise timing measurements using satellite signals traveling at high speeds relative to Earth's surface. However, without accounting for relativisticeffects predicted by Einstein's general theory, GPS calculations would yield errors exceeding several kilometers within just a day.By incorporating corrections based on relativistic principles into GPS algorithms, accurate positioning can be achieved. Therefore, it is evident that the general theory has real-world applications beyond scientific research, impacting everyday life and facilitating modern technologies.Overall, the general theory, with its profound implications in physics, cosmology, and technology, stands as one of the most well-known and influential concepts in scientific history. Its impact continues to shape our understanding of the universe and has broad applications that extend far beyond theoretical realms.3. 正文二3.1 主要观点一:在本部分中,我们将讨论关于"the most well-known being the general theory(最著名的是广义相对论)"的一些主要观点。

欧洲文化入门考试内容归纳中文版

欧洲文化入门考试内容归纳中文版

《欧洲文化入门》本作者绪论《欧洲文化入门》由于其内容庞杂,琐碎,因而是一门学习起来比较困难的课程。

其实大家大可不必担心,只要我们潜下心去,找出里面的规律和线索,这门课并不难攻克。

我们要牢记文化的五分法:一、社会历史(包括政治、经济、宗教、历史) 二、哲学三、文学四、科学五、艺术(包括绘画、雕塑、建筑和音乐),以记忆每个时代的各要点为主,理解纵向的变迁为辅,后者主要的作用时帮助我们更好的记住前者。

《欧洲文化入门》的考试大致包括以下几种题型:四选一,填空,判断,简答题,名词解释,论述题。

选择题:这种题型可考查考生的记忆、理解、判断、推理分析,综合比较,鉴别评价等多种能力,评分客观,故常被应用。

在答题时,如果能瞬时准确地把正确答案找出来最好,假如没有把握,就应采用排除法,即应从排除最明显的错误开始,把接近正确答案的备选项留下,再分析比较强以逐一否定最终选定正确答案。

填空题:这种题型常用于考核考生准确记忆的“再现”能力,在答题时,无论有几个空,回答都应明确、肯定,不能含糊其辞,填空题看似容易实则难,最好的应对办法是对英语语言知识中最基本的知识、概念、原理等要牢记。

名词解释:这种题型一般针对英语专业自考本科段课程中的基本概念、专业名词进行命题,主要考核考生的识记、理解能力。

在答题时,答案要简明、概括、准确,如分值较大,可简要扩展。

简答题:这种题型一般围绕基本概论、原理及其联系进行命题,着重考核考生对概念、史实、原理的掌握、辨别和理解能力。

在答题时,既不能像名词解释那样简单,也不能像论述题那样长篇大论,答案要有层次性,列出要点,并加以简要扩展就可以。

论述题:这种题型一般从试卷编制的全局出发,能从体现考试大纲中的重点内容和基本问题的角度来命题,着重考核考生分析、解决实际问题的能力,考核考生综合应用能力和创见性。

在答题时,要仔细审题,列出答案要点,然后对要点逐一展开叙述,此时考生应发挥自己的真知灼见,要在深度,广度上下功。

中央财经大学

中央财经大学

10
Children born to serve the country (cont.d)
• Maintained the birth rate to maintain military power
Until 30 years old all men lived in one house and were not full-fledged citizens free to live with their wives, to make clandestine marriage instill an early burning love Physical training of bare boys and girls together in a place to draw and allure young men to marry while men who would not marry walked bare outside. Fathers of 3 exempt from military service The state would find another younger mate for a childless wife. • No jealousy • Children were not private to any men but common to the common
中国经济与管理研究院

March 28 & April 6 & 13, 2008 2008年3月28日和4月6和13日
1
Socrates (苏格拉底)
Taught, but not for money like the Sophists. Like the Sophists’, his pupils were from aristocratic party. Taught and sought knowledge by the method of dialectic (question & answer, first practiced by Zeno 芝诺) in dialogues

伯特兰罗素《弗兰西斯培根》(中英文互译)

伯特兰罗素《弗兰西斯培根》(中英文互译)

伯特兰·罗素《弗兰西斯·培根》(中英文互译)伯特兰·阿瑟·威廉·罗素(Bertrand Arthur William Russell,1872—1970),英国哲学家、数学家、逻辑学家、历史学家、文学家,分析哲学的主要创始人,世界和平运动的倡导者和组织者,主要作品有《西方哲学史》《哲学问题》《心的分析》《物的分析》等。

罗素不仅在哲学、逻辑和数学上成就显著,在教育学、社会学、政治学和文学等许多领域也都颇有建树。

Francis Bacon弗兰西斯·培根FRANCIS BACON (1561-1626), although his philosophy is in many ways unsatisfactory, has permanent importance as the founder of modern inductive method and the pioneer in the attempt at logical systematization of scientic procedure. ...弗兰西斯·培根(1561—1626)是近代归纳法的创始人,又是给科学研究程序进行逻辑组织化的先驱,所以尽管他的哲学有许多地方欠圆满,他仍旧占有永久不倒的重要地位。

……Bacon's most important book, The Advancement of Learning, is in many ways remarkably modern. He is commonly regarded as the originator ofthe saying "Knowledge is power," and though he may have had predecessors who said the same thing, he said it with new emphasis. The whole basis of his philosophy was practical: to give mankind mastery over the forces of nature by means of scientific discoveries and inventions. He held that philosophy should be kept separate from theology, not intimately blended with it as in scholasticism. He accepted orthodox religion; he was not the man to quarrel with the government on such a matter. But while he thought that reason could show the existence of God, he regarded everything else in theology as known only by revelation. Indeed he held that the triumph of faith is greatest when to the unaided reason a dogma appears most absurd. Philosophy, however, should depend only upon reason. He was thus an advocate of the doctrine of "double truth," that of reason and that of revelation. This doctrine had been preached by certain Averroists in the thirteenth century, but had been condemned by the Church. The "triumph of faith" was, for the orthodox, a dangerous device. Bayle, in the late seventeenth century, made ironical use of it, setting forth at great length all that reason could say against some orthodox belief, and then concluding "so much the greater is the triumph of faith in nevertheless believing." How far Bacon's orthodoxy was sincere it is impossible to know.培根的最重要的著作《崇学论》在许多点上带显著的近代色彩。

A Generalization of the Theory of Normal Forms

A Generalization of the Theory of Normal Forms

a r X i v :c h a o -d y n /9510014v 1 23 O c t 1995A Generalization of the Theory of Normal FormsW.H.Warner,P.R.SethnaAerospace Engineering and MechanicsUniversity of MinnesotaandJames P.SethnaPhysicsCornell Universitychao-dyn/9510014Normal form theory is a technique for transforming the ordinary differential equations describing nonlinear dynamical systems into certain standard ing a particular class of coordinate transformations,one can remove the inessential part of higher-order nonlinearities.Unlike the closely-related method of averaging,the standard development of normal form theory involves several technical assumptions about the allowed classes of coordinate transformations (often restricted to homogeneous polynomials).In a recent paper [1],the second author considered the equivalence of the methods of averaging and of normal forms.The references given there,particularly Chow and Hale [2],should be consulted for a full treatment of Lie Transforms.In this paper,we relax the restrictions on the transformations allowed.We start with the Duffing equation,and show that a singular coordinate transformation can remove the nonlinearity associated with the usual normal form.We give two interpretations of this coordinate transformation,one with a branch cut reminiscent of a Poincar´e section.We then show,when the generating problem is linear and autonomous with diagonal Jordan form,that we can remove all nonlinearities order by order using singular coordinate trans-formations generated by the solution to the first-order linear partial differential equation produced by the Lie Transform method of normal form theory.A companion paper [4]discusses these methods in a more general context and treats a specific example with a nondiagonal Jordan form for the generating matrix.1.Duffing’s Equation:Removing the NonlinearitiesThe second-order problems modeled by Duffing’s equation or van der Pol’s equation under near-resonance forcing are examples of the behavior that concerns us here.We use the notation of the Duffing example in[1],Eqn.(37):¨x+ω2x+ε˜c˙x+ε˜hx3=ε˜R cos(Ωt)(1) whereΩ≈ω,εis a small parameter,and the other constants are positive.If we manipulate the variables and parameters in a standard way(see[1])by choosing˜R=Ω2R,˜h=Ω2h,˜c=Ωc,ω2=Ω2(1+εσ),τ=Ωt,y=dx/dτ=x′and changing to complex state variablesp(τ)=12(x−iy),then Eqn.(1)becomesp′=−ip+iε −12(σ+ic)¯p−h4(e iτ+e−iτ) (2) and its conjugate.In[1],standard methods are used to show that the coordinate transformationp=z+εW(z,¯z,τ),...¯p=¯z+ε¯W(z,¯z,τ)(3) withW=−18e iτ+h2 (4)can transform the p-equation into the normal formz′=−iz+εf1(z,¯z,τ)+O ε2 (5)wheref1=K1z+K2z2¯z+K3e−iτ,K1=−i2,K3=iRIt is the z2¯z term that standard normal form theory considers as essential to keep at the cubic order for equations of this type.Now consider the coordinate transformation from(p,¯p)to(u,¯u)given byp=u+εV(u,¯u,τ)=u+ε W(u,¯u,τ)+i¯u (7) and its conjugate.Explicit computation shows that u(τ)satisfies a differential equation of the formu′=−iu+O ε2 .(8) By using a coordinate transformation with a logarithmic singularity at u=0,we have removed thefirst-order term inε,including the u2¯u term which normal form theory tells us is essential and irremovable.A special case of Equation(5)occurs when f1=z−z2¯z(note that this does not correspond to a Duffing equation with real coefficients).For this special case,the exact solution z(τ)=r(τ)exp(iθ(τ))to the nonlinear equation through orderεterms can be written down for initial conditions r(0)=r0=1,θ(0)=θ0:r(τ)=r0r20+(1−r20)exp[−2ετ],θ(τ)=+θ0−τ.Our transformation Equation(7)generates the approximate solutionr(1)(τ)=r0+r0(1−r20)(ετ),θ(1)=θ(τ)=θ0−τGraphs of both types of functions starting from the same initial conditions z(0)=(1+i)/2 are shown in Figures1and2.−101Re(z)−11I m (z )Duffing EquationExact SolutionFigure 1shows the trajectory corresponding to the exact solution r (τ)for ε=0.05.−101Re(z)−11I m (z )Duffing to First OrderFigure 2shows the corresponding graph of the approximate solution r (1)(τ).It is clear that the approximate solution spirals outward,crossing the limit cycle after a finite time τ0of order 1/ε.One can verify that our approximate solution is the first term in the power series expansion of the exact solution in the parameter ε.Notice that the approximation is good to first order in ε,but not uniformly accurate in time.−101Re(z)−11I m (z )Duffing, ApproximationOn a Riemann SheetFigure 3shows trajectories for various initial conditions generated by our coordinate transformation V .Here we have restricted V to a single Riemann sheet of the logarithm:hence the discontinuity at the branch cut along Re [z ]<0,Im [z ]=0.This branch cut is what allows the logarithm to “unwrap”the singularity of the Duffing equation.Thus it is natural not to continue increasing θwith time,but to restart the approximate solution every time one crosses the negative real axis.This may at first seem strange,as we are making a jump in the nonphysical variable u (τ).On the other hand,we are forced into this to make the coordinate transformation V (u,¯u ,τ)a single-valued function:the discontinuity in u is needed to make the dynamics of p =u +ǫV continuous.Our O (ε)solution now systematically approximates a Poincar´efirst-return map T along the negative real axis:T(1)(r)=r+r(1−r2)(2πε)giving a systematic approximation for the next intersection T(r)of a curve which crosses Im[z]=0at r=Re(z)<0.This interpretation of the dynamics preserves the qualita-tive behavior of the original dynamical system,although admittedly does not produce an explicit analytical solution for the dynamics.2.Solving the Lie Differential EquationWhy does normal form theory miss this useful transformation?(Alternatively,how does normal form theory avoid this nasty singular transformation?)We must look more closely at how the transformation of state variables is found by solving the partial differ-ential equation produced by the Lie transform process.For the case when the state equations have linear generating terms in diagonal Jordan form(A=diag(λα)with noλα=0,α=1,2,...,N),the state equation governing the component xαof x will bedxα2f(2)α(f,x)+...The equation for the corresponding component W(1)α≡Wα(t,y)in the transformation x=y+εW(1)+(ε2/2)W(2)+...is the Lie equationL(Wα)≡∂Wα∂yβ−λαWα=f(1)α(t,y).For autonomous f(1),the∂/∂t term on the left is dropped from L.In that case,by restricting the class of coordinate transformations to homogeneous polynomials,normal form theory cannot remove any nonlinearities in f(1)that lie in the null space of the Lie operator.These nonlinear terms therefore comprise the“normal form”:all other termsare removed by the coordinate transformation.But why should the null space of L(the set of functions satisfying L(W)=0)have anything to do withfinding a particular solution to the equation L(W)=f?To understand this,consider a different linear operator,corresponding to solutions of the forced harmonic oscillator:H(x)≡¨x+x=f(t)There is something special about solutions x(t)for forcing functions in the null space of H.If we force at resonance f(t)=sin(t),then f is in the null space of H:H(f)=0, and we see that the particular solution x(t)=t sin(t)is qualitatively different from the solution for f(t)=sin(ωt)for other frequenciesω.If we restrict the class of perturbations and solutions tofinite sums of harmonic waves,then there would be no solution to H(f)= sin(t).Normal form theory makes precisely this kind of restriction:by restricting the perturbations and solutions to be homogeneous polynomials or in the Hamiltonian case to canonical transformations,they have defined away the possibly singular coordinate transformations that we study here.We now demonstrate,for perturbations of the form f(1)α(t,y)above,that we canfind solutions W to the Lie operator partial differential equationL(Wα)≡∂Wα∂yβ−λαWα=f(1)α(t,y).in complete generality by reducing it to an ordinary ing the method of character-istics,one discovers(see Courant-Hilbert[3],p.11,for a related transformation)that the coordinate transformation from(y,t)to(ξ,τ)given byξ1=y1;ξβ=(y1/λββ)/(y1/λ11),β=2,3,...,N;τ=y1exp(−λ1t)will reduce the partial differential equation to the ordinary differential equationλ1ξ1∂Vαyαf(1)α(t,y).where the Vα=Wα/yαare now to be considered as functions of(ξ,τ)and the G’s are equal to the functions on the far right evaluated in the new variables.Our solution(7)removing the O(ε)term in the Duffing equation,was generated using precisely this method.3.Concluding RemarksWe have studied the Duffing equation using a new approach to the calculation of an approximate solution.What about our methods in general?Our use of the method of characteristics is perfectly general:the same coordinate transformations used in the theory of normal forms can be shown[4]to remove all non-linearities if the space of allowed functions is not restricted.Important questions remain about the nature of the higher order terms inε,and about the estimates of thefinite time for which the approximate solution is valid.(Here wefind results valid to times of order 1/ε,but for the example of[4]times of order1/ε(1/4)are found.)Our simple interpretation of the resulting logarithmic transformation as a Poincar´e return map gave us a correct qualitative picture of the global dynamics for the Duffing equation.We do not have a general formula for analyzing other systems in this way,but wefind intriguing the implied link between the singularities of the coordinate transfor-mations introduced by the method of characteristics and the qualitative structure of the corresponding dynamics.References1.P.R.Sethna,On Averaged and Normal Form Equations,Nonlinear Dynamics,7,1-10(1995).2.S.N.Chow and J.R.Hale,Methods of Bifurcation Theory,Springer-Verlag,New York(1982).3.R.Courant and D.Hilbert,Methods of Mathematical Physics,Vol.II:Partial Differ-ential Equations,Wiley:Interscience Publishers,New York(1962).4.W.H.Warner,An Extension of Normal Form Methods for Calculating ApproximateSolutions,submitted for publication(1995).。

罗尔定理的推广

罗尔定理的推广

Science &Technology Vision 科技视界0前言罗尔定理(Rolle theorem)是数学分析[1]中的重要内容,它的应用非常广泛。

而柯西中值定理(Cauchy theorem)和洛必达法则(L’Hospital rules)是罗尔定理最重要的两个应用,其在求函数极限中发挥着重要作用。

但是在数学分析中,只给出了在有限区间上的罗尔定理、柯西中值定理,以及x →+∞时的洛必达法则,并没有讨论无限区间上的罗尔定理、柯西中值定理以及x →+∞时洛必达法则。

所以本文讨论了无限区间上的罗尔定理、柯西中值定理以及x →+∞时洛必达法则。

考虑到数学分析中洛必达法则是由柯西中值定理推广得到,而柯西中值定理是由罗尔定理推广得到,所以本文先将罗尔定理的应用范围从有限区间推广到无限区间,继而将柯西中值定理的应用范围推广到无限区间,最后给出x →+∞时的洛必达法则。

1主要结果以下先给出三个引理,其给出了函数f (x )在无穷区间上能取到最值的条件:引理1.f (x )在[a ,+∞)上连续,lim x →+∞f (x )存在,则f (x )在[a ,+∞)有界。

证:记lim x →+∞f (x )=c ,则对ε=1,N>0,当x >N 时,有:f (x )-c <ε=1,即:c -1<f (x )<c +1,由f (x )在[a ,N ]上连续知f (x )在[a ,N ]有最大值和最小值,分别记为B 1,B 2。

即在[a ,N ]上,有:B 1≤f (x )≤B 2,取A =min ﹛c -1,B 2﹜,B =max ﹛c +1,B 1﹜,则有:A ≤f (x )≤B ,x ∈[a ,+∞]所以f (x )在[a ,+∞)上有界。

引理2.f (x )在[a ,+∞)上连续,lim x →+∞f (x )=f (a ),则f (x )在[a ,+∞)有最大值和最小值。

高中英语哲学思想单选题50题

高中英语哲学思想单选题50题

高中英语哲学思想单选题50题1. Which of the following statements best represents the idea of Plato's Theory of Forms?A. The physical world is the ultimate reality.B. Ideas are more real than the physical objects.C. Sensory experiences are the only source of knowledge.D. Everything is constantly changing and unpredictable.答案:B。

柏拉图的理念论认为理念(形式)比具体的物质世界更真实,A 选项说物质世界是终极现实,与柏拉图的观点相悖;C 选项感官经验是唯一知识来源并非柏拉图的观点;D 选项一切都在不断变化且不可预测不符合柏拉图的理念论。

2. In Aristotelian philosophy, the concept of "entelechy" refers to:A. The potentiality of a thing to become something else.B. The final cause that guides the development of a thing.C. The randomness in the evolution of all beings.D. The complete absence of purpose in nature.答案:B。

亚里士多德哲学中的“隐德来希”指的是引导事物发展的最终原因,A 选项指的是事物成为其他东西的可能性;C 选项说的是所有生物进化的随机性不符合;D 选项自然界完全没有目的也不正确。

3. According to Stoicism, which of the following is most important for a person to achieve inner peace?A. Pursuing pleasure and material wealth.B. Controlling one's emotions and accepting fate.C. Always striving to change the external world.D. Focusing on personal achievements and recognition.答案:B。

罗尔定理的推广-最新文档资料

罗尔定理的推广-最新文档资料

罗尔定理的推广Promotion of Rolle TheoremXIE Chen-long YANG Chuan-sheng(School of Mathematics, Zhejiang Ocean University,Zhoushan Zhejiang 316022, China)【】Rolle theorem is one of important basic theorems in mathematical analysis. In the paper it generalizes the application range of Rolle theorem from the finite to the infinite. Then using the generalization of Rolle theorem,we generalize the application range of cauchy theorem to the infinite. Finally we get the L’Hospital rules in the cases x→+∞.0 前言罗尔定理(Rolle theorem)是数学分析[1]中的重要内容,它的应用非常广泛。

而柯西中值定理(Cauchy theorem)和洛必达法则(L’Hospital rules)是罗尔定理最重要的两个应用,其在求函数极限中发挥着重要作用。

但是在数学分析中,只给出了在有限区间上的罗尔定理、柯西中值定理,以及x→+∞时的洛必达法则,并没有讨论无限区间上的罗尔定理、柯西中值定理以及x→+∞时洛必达法则。

所以本文讨论了无限区间上的罗尔定理、柯西中值定理以及x→+∞时洛必达法则。

考虑到数学分析中洛必达法则是由柯西中值定理推广得到,而柯西中值定理是由罗尔定理推广得到,所以本文先将罗尔定理的应用范围从有限区间推广到无限区间,继而将柯西中值定理的应用范围推广到无限区间,最后给出x→+∞时的洛必达法则。

Gallager博士论文LDPC(可编辑)

Gallager博士论文LDPC(可编辑)

Gallager博士论文LDPCON THE THEORY OF GENERAL PARTIAL DIFFERENTIALOPERATORSBYLARS HORMANDERin LuridCONTENTSPagePREFACE 162CHAPTER I. Differential operators from an abstract point of view1.0. Introduction1631.1. Definitions and results from the abstract theory of operators 1641.2. The definition of differential operators1671.3Cauchy data and boundary problems 171CHAPTERII. Minimal differential operators with constant coefficients2.0. Introduction1742.1. Notations and formal properties of differential operators withconstant coef-ficients. 1762.2Estimates by Laplace transforms1772.3. The differential operators weaker than a given one1782.4. The algebra of energy integrals1802.5Analytical properties of energy integrals. 1822.6. ]~stimates by energy integrals 1832.7. Some special cases of Theorem 2.2. 1852.8The structure of the minimal domain 1892.9. Some theorems on complete continuity2012.10. On some sets of polynomials. 2072.11Remarks on the case of non-bounded domains. 208CHAPTER III. imal differential operators with constant cofficients3.0. Introduction2103.1. Comparison of the domains of imal differential operators 2113.2. The existence of null solutions 2163.3. Differential operators of local type. 2183.4. Construction of a fundamental solution of a complete operator of local type2223.5. Proof of Theorem 3.3. 22911- 553810. Acta Mathematica. 94. Imprim~t le 26 septembre 1955. 162 LARS HORMANDER3.6. The differentiability of the solutions of a complete operator of local type. 2303.7. Spectral theory of complete self-adjoint operators of local type2333.8. Examples of operators of local type3.9. An approximation theoremCHAPTERIV. Differential operators with variable coefficients4.0. Introduction2424.1. Preliminaries2424.2. Estimates of the minimal operator. 244REFERENCES. 247PREFACE0.1. The main interest in the theory of partial differential equations has always beenconcentrated on elliptic and normally hyperbolic equations. During the last few yearsthe theory of these equations has attained a very satisfactory form, at least where Dirich-let's and Cauchy's problems are concerned. There is also a vivid interest in other differentialequations of physical importance, particularly in the mixed elliptic-hyperbolic equationsof the second order. Very little, however, has been written concerning differential equationsof a general type. Petrowsky [25], p. 7, pp. 38-39 stated in 1946 that "it is unknown, evenfor most of the very simplest non-analytical equations, whether even one solution exists",and "there is, in addition, a sizable class of equations for which we do not know any correctlyposed boundary problems. The so-called ultra-hyperbolic equation U ~2 U U U+ ' + - + "'" +with p ~ 2 appears, for example, to be one of these." Some important papers have appearedsince then. In particular, we wish to mention the proof by Malgrange [19] that any differen-tial equation with constant coefficients has a fundamental solution. Explicit constructionsof distinguished fundamental solutions have been performed for the ultra-hyperbolicequations by de Rham [27] and others. Apart from this result, however, no efforts toexplore the properties of general differential operators seem to havebeen made. Theprincipal aim of this paper is to make an approach to such a study. The general point ofview may perhaps illuminate the theory of elliptic and hyperbolic equations also0.2. A pervading characteristic of the modern theory of differential equations is the useof the abstract theory of operators in Hilbert space. Our point of view here is also purelyoperator theoretical. To facilitate the reading of this paper we have included an exposition~2 ~2 ~2241238 GENERAL PARTIAL DIFFERENTIAL OPERATORS 163of the necessary abstract theory in the first chapter, where we introduce our main problems3Using the abstract methods we prove that the answer to our questions depends on theexistence of so-called a priori inequalities. The later, chapters are to a great extent devotedto the proof of such inequalities. In Chapters II and IV the proofs are based on the energyintegral method in a general form, i.e. on the study of the integralsof certain quadraticforms in the derivatives of a function. For the wave equation, where it has a physicalinterpretation as the conservation of energy, this method was introduced by Friedrichs andLewy [6]. Recently Leray [19] has found a generalization which applies to normally hyper-bolic equations of higher order. In Chapter II we study systematically the algebraic aspectsof the energy integral method. This chapter deals only with equations with constant coef-ficients. The extension to a rather wide class of equations with variable coefficients isdiscussed in Chapter IVIn Chapter III we chiefly study a class of differential operators with constant coefficients,which in several respects appears to be the natural class for the study of problems usuallytreated only for elliptic operators. For example, Weyl's lemma holds true in this class, i.eall weak solutions are infinitely differentiable. Our main arguments use a fundamentalsolution which is constructed there. The results do not seem to be accessible by energyintegral arguments in the general case, although many important examples can be treatedby a method due to Friedrichs [5]0.3. A detailed exposition of the results would not be possible without the use of theconcepts introduced in Chapter I. However, this chapter, combined with the introductions ofeach of the following ones, gives a summary of the contents of the whole paper0.4. It is a pleasure for me to acknowledge the invaluable help which professor B. Lvan der Waerden has given me in connection with the problems of section 3.1. I also wantto thank professor A. Seidenberg, who called my attention to one of his papers, which isvery useful in section 3.4CHAPTER IDifferential Operators from an Abstract Point of View1.0. IntroductionIn the preface we have pointed out that the present chapter has the character of anintroduction to the whole paper. Accordingly we do not sum up the contents here, but1 Chapter I, particularly section 1.3, overlaps on several points witha part of an important paperby VIw [34] on general boundary problems for elliptic equations ofthe second order. 164 LARS HORMANDERmerely present the general plan. First, in section 1.1, we recall some well-known theoremsand definitions from functional analysis. Then in section 1.2 we define differential operatorsin Hilbert space and specialize the theorems of section 1.1 to the case of differential opera-tors. A discussion of the meaning of boundary data and boundary problems is given insection 1.3. This study has many ideas in common with Vi~ik [34]. It is not logically in-dispensable for the rest of the paper but it serves as a general background1.1. Definitions and results from the abstract theory of operatorsLet B o and Bj be two complex Banach spaces, i.e. two normed and complete complexvector spaces. A linear transformation operator T from B 0 to B 1 is a function defined ina linear set Dr in B 0 with values in B 1 such that1.1.1 Tocx +fly ocTx + fl Tyfor x, y E OT and complex x, ft. It follows from 1.1.1 that the range of values ~T is a linearset in B1;The set B 0B I of all pairs x [Xo, Xl] with x, E B, i 0, 1, where we introducethe natural vector operations and the norm 11.1.2 Ixl ix01 +is also a Banach space, called the direct sum of B 0 and B r If T is a linear transformationfrom B o to B1, the set in B 0B 1 defined by1.1.3 Gr [x Txo], XOfiOTis linear and contains no element of the form [0, xl] with x 1 # 0. The set GT is called thegraph of T. A linear set G in B oB1, containing no element of the form [0, xl] with x I # 0,is the graph of one and only one linear transformation TA linear transformation T is said to be closed, if the graph Gr is closed. We shah alsosay that a linear transformation T is pre-closed, if the closure Gr of the graph Gr is a graph,i.e. does not contain any element of the form [0, x~] with xl # 0. The transformation withthe graph Gr is then called the closure of T. Thus T is pre-closed if and only if, wheneverx n-+ 0 in B 0 and Tx n-+ y in B1, we have y 0. We also note that any hnear restriction ofa linear pre-closed operator is pre-closedThe following theorem gives a useful form of the theorem on the closed graph, whichstates that a closed transformation from B 0 to B 1 must be continuous, if O r B CfBourbaki, Espaces vectoriels topologiques, Chap. I, w 3 Paris 1953.i Any equivalent norm in B oB x can be used, but this choice has the advantage of giving a Hilbertnorm, if B 0 and B 1 have Hilbert normsoo, GENERAL pARTIAL DIFFERENTIAL OPERATORS165THEORE~ 1.1. Let i 0, 1, 2 Banach spaces and i 1, 2 linear trans/ormations /tom B o to Then, i/T 1 is closed, Tz pre-closed and ~T, ~T,, there exists aconstant C such that1.1.4 I C[ TlUl2 lull, ueO~,PROOF. The graph of T x is by assumption closed. Hence the mapping1.1.5 ~ [u, Tlu]~ T2uE B~is defined in a Banach space. We shall prove that the mapping is closed. Thus supposethat [un, Tlun] converges in and that T~u n converges in B~. SinceT 1 is closed, thereis an element nEtT, such that un-+u and virtue of the assumptions, u is in ~0T, and, since T~ is pre-closed, the existing limit of T~un can only be T2u. Hencethe mapping 1.1.5 is closed and defined in the whole of a Banach space, so that it iscontinuous in virtue of the theorem on the closed graph. This proves the theoremTheorem 1.1 is the only result we need for other spaces than Hilbert spaces; it will alsobe used when some of the spaces are spaces of continuous functions with uniform normIn the rest of this section we shall only consider transformations from a Hilbert space Hto itself. In that case the graph is situated in HH, which is also a Hilbert space, the innerproduct of x [x0, xl] and y [Y0, Yl] being given byx,yxo, yo+xl,ylFor the definition of adjoints, products of operators and so on, we refer thereader to Nagy[23], p. 27 ff.L E M M A 1.1. The range ~ r o/a closed densely de/ined linear operator T is equal to H i/and only i/ T *-1 exists and is continuous, and consequently is de/ined in a closed subspacePROOF. We first establish the necessity of the condition. Thus suppose that ~T HSince T* u 0 implies that Tv, u v,T* u 0 for every v E Dr, it follows that T* u 0only if u 0. Hence T *-1 is defined. Now for any element v in H we can find an elementw such that Tw v. Hence we have, if near.,u,v u, Tw T* u,w,so that for fixed vIu,vlLet u, be a sequence of elements in such that T* u nil is bounded. Since Iun, v[ isthen bounded for every fixed v, it follows from Banach-Steinhaus' theorem cf, Nagy [23],II lOT*CHT*uH,B~:In TlU. Tlun-GT~GT,GT,A- T~ulz-_B~be T~ be B~ 166 LARS HSRMANDERp. 9 that Ilun[[ must be bounded. Hence T *-1 is continuous, and since it is obviouslyclosed, we conclude that T*-I is defined in a closed subspaceThe sufficiency of the condition is easily proved directly but follows also as a corollaryof the next lemmaL ~ M M A 1.2. The densely de/ined closed operator T has a bounded right inverse S i/andonly i/ T *-1 exists and is continuous. 1PR O O F. Since TS I implies that ~T H, it follows from the part of Lemma 1.1,which we have proved, that a bounded right inverse can only exist if T *-1 is continuousThe remaining part of Lcmma 1.1 will also follow when we have constructed the rightinverse in Lemma 1.2In virtue of a well-known theorem of von Neumann [24], the operator TT* is self-adjoint and positive. Under the conditions of the lemma we have TT* u, u T'u, T'u C2u, u,where C is a positive constant. Hence TT* ~ C2I. Let A be the positive square root ofTT*. Since A2~ C ~ I, it follows from the spectral theorem that 0 A-l C-1I. Theoperator A -1 is bounded and self-adjoint, IIA-1]IC -1. Furthermore, the operatorT*A -1 is isometric according to von Neumann's theorem. Now we define1.1.6 S T*TT* -1 T*A-1A -1Since S is the product of an isometric operator and A -1, it must be bounded, and wehave S C-I- Finally, it is obvious that TS IL ~ M, 1.3. The densely de/ined closed operator T has a completely continuous right in- verse S i/ and only i/ T *-1 exists and is completely continuousP R o O F. We first note that the operator S given by 1.1.6 is completely continuousif T *-1 and consequently A -1 is completely continuous. This proves one half of the lemmaNow suppose that there exists a completely continuous right inverse S. If UE~T., wehave for any v E Hu, v u, TS v S* T* u, v,and therefore u S* T*u. Hence, if v E ~r., we have T*-I v S* v, which proves thatT *-1 is completely continuous, since it is a restriction of a completely continuous operator1 This means that S is continuous and defined in the whole of H, and satisfies the equality TS I, where I is the identity operator]~II IIUE~TT*, GENERAL PARTIAL DIFFERENTIAL OPERATORS 1671.2. The definition of differential operatorsLet be a v-dimensional infinitely differentiable manifold. We shalldenote byC ~ ~ the set of infinitely differentiable functions defined in ~, and by C~ ~ the set ofthose functions in C ~ ~ which vanish outside a compact set in ~. When no confusionseems to be possible, we also write simply C ~ and C~A transformation to from C a t:l to itself is called a differential operator, if, in localcoordinate systems x., x~, it has the form1.2.1 tou~a. kx 1 0 1i ~ x ~' i ~ x u,where the sum contains only a finite number of terms 40, and the coefficients a s~are infinitely differentiable functions of x which do not change if we permute the indices~j.1 We shall denote the sequence ~k of indices between 1 and v by ~ and its lengthk by l a[. Furthermore, we set1D~ i ~x" D~D~D~ kFormula 1.2.1 then takes a simplified form, which will be used throughout:1.2.2 to u ~ a ~ x D~ uHere the summation shall be performed overall sequences ~We shall say that we have a differential operator with constant coefficients, if ~ is adomain in the v-dimensional real vector space R and the coefficients in 1.2.2 are constant,when the coordinates are linearLet Q be a fixed density in i.e. e x is a positive function, defined in every local coor-dinate system, such that ~ xdxl dx ~ is an invariant measure, which will be denoted dxWe require that ~ x shall be infinitely differentiable, and, in cases where has constantcoefficients, we always take Q x constantThe differential operators shall be studied in the ttilbert space L 2 of all equivalence classes of square integrable functions with respect to the measure dx, the scalar productin this space being1.2.3 u, v f u x v x dxWith respect to this scalar product we define the algebraic adjoint p of as follows1 We restrict ourselves to the infinitely differentiable case for simplicity in statements; most argu- ments and results are, however, more general and will later, in Chapter IV, be used under the weakercondition of a sufficient degree of differentiabilitytOtOg2,~,~1~k1,r~2 168 LARS HORMANDERLet vEC and let u be any function in C~. Integrating pu, v by parts, we find thatthere is a unique differential operator ~ such that1.2.4 p u, ~ u, ~ ~In fact, we obtainWhen the coefficients are constant we thus obtain ]0 by conjugating the coefficients,which motivates our notationL]~MMA 1.4. The operator p, de/ined /or those/unctions u in C ~ /or which u and Duare square integrable, is pre-closed in LP R O O F. Let u n be a sequence of functions in this domain such that u n ~ 0 and ]: un ~ vwith L2-convergence. Then we have for any /EC~v, / lim Pun,/ lim Un, p/ 0Hence v 0, which proves the lemmaRE~ARK. It follows from the trivial proof that Lemma 1.4 would also hold if, forexample, we consider ]0 as an operator from L ~ to C, the space ofcontinuous functionswith the uniform normLemma 1.4 justifies the following important definitionD F I N I T I 0 ~ 1.1. The closure Po o/the operator in L ~ with domain C~, defined by p,is called the minimal operator de/ined by p. The adjoint P o/ the minimal operator Po, definedby ~, is called the imal operator de/ined by ]:The definition of the imal operator means that u is in O~ and Pu / if and only if u and / are in L and for any v E C~ r we have/, v u, p vOperators defined in this way are often called weak extensions. In terms of the more generalconcept of distributions see Schwartz [28], we might also say that the domain consistsof those functions u in L 2 for which pu in the sense of the theory of distributions is afunction in LIf u E C and u and ]: u are square integrable, it follows from 1.2.4 that Pu exists andequals u. This is of course the idea underlying the definition. Since P is an adjoint operator,it is closed and therefore an extension of P0~D~~~,]~~yD~qa~v. ]gvq-lr162 GENERAL PARTIAL DIFFERENTIAL OPERATORS 169It is unknown to the author whether in general P is the closure ofits restriction toN C ~. For elliptic second order equations in domains with a smoothboundary thisfollows from the results of Birman [1]. If p is a homogeneous operatorwith constantcoefficients and ~ is starshaped with respect to every point in anopen set, it is also easilyproved by regularization. In section 3.9 we shall prove an affirmativeresult for a classof differential operators with constant coefficients, when ~ is anydomainWe now illustrate Definition 1.1 by an elementary example. Let ~be the finite intervala, b of the real axis, and let p be the differential operator d~/dxIt is immediately veri-fied that the domain of P consists of those n-。

TPO听力27-30

TPO听力27-30

TPO-27Conversation 11. Why does the woman go to the information desk?●She does not know where the library computers are located.●She does not know how to use a computer to locate the information she needs.●She does not have time to wait until a library computer becomes available.●The book she is looking for was missing from the library shelf.2. Why does the man assume that the woman is in Professor Simpson’s class?●The man recently saw the woman talking with Professor Simpson.●The woman mentioned Profe ssor Simpson’s name.●The woman is carrying the textbook used in Professor Simpson’s class.●The woman is researching a subject that Professor Simpson specialized in.3. What can be inferred about the geology course the woman is taking?●It has led the woman to choose geology as her major course of study.●It is difficult to follow without a background in chemistry and physics.●The woman thinks it is easier than other science courses.●The woman thinks the course is boring.4. What topic does the woman need information on?●The recent activity of a volcano in New Zealand●Various types of volcanoes found in New Zealand●All volcanoes in New Zealand that are still active●How people in New Zealand have prepared for volcanic eruptions5. What does the man imply about the article when he says this:●It may not contain enough background material.●It is part of a series of articles.●It might be too old to be useful.●It is the most recent article published on the subject.Lecture 16. What is the lecture mainly about?●The transplantation of young coral to new reef sites●Efforts to improve the chances of survival of coral reefs●The effects of water temperature change on coral reefs●Confirming the reasons behind the decline of coral reefs7. According to the professor, how might researchers predict the onset of coral bleaching in the future?●By monitoring populations of coral predators●By monitoring bleach-resistant coral species●By monitoring sea surface temperatures●By monitoring degraded reefs that have recovered8. Wh at is the professor’s opinion about coral transplantation?●It is cost-effective.●It is a long-term solution.●It is producing encouraging results.●It does not solve the underlying problems.9. Why does the professor discuss refugia? [Choose two answers]●To explain that the location of coral within a reef affects the coral’s ability to survive●To point out why some coral species are more susceptible to bleaching than others●To suggest that bleaching is not as detrimental to coral health as first thought●To illustrate the importance of studying coral that has a low vulnerability to bleaching10. What does the professor imply about the impact of mangrove forests on coral-reef ecosystems?●Mangrove forests provide habitat for wildlife that feed on coral predators.●Mangrove forests improve the water quality of nearby reefs.●Mangrove forests can produce sediments that pollute coral habitats.●Mangrove forests compete with nearby coral reefs for certain nutrients.11. According to the professor, what effect do lobsters and sea urchins have on a coral reef?●They protect a reef by feeding on destructive organisms.●They hard a reef by taking away important nutrients.●They filter pollutants from water around a reef.●They prevent a reef from growing by preying on young corals.Lecture 212. What does the professor mainly discuss?●Some special techniques used by the makers of vintage Cremonese violins●How the acoustical quality of the violin was improved over time●Factors that may be responsible for the beautiful tone of Cremonese violins●Some criteria that professional violinists use when selecting their instruments13. What does the professor imply about the best modern violin makers?●They are unable to recreate the high quality varnish used by Cremonese violin makers.●Their craftsmanship is comparable to that of the Cremonese violin makers.●They use wood from the same trees that were used to make the Cremonese violins.●Many of them also compose music for the violin.14. Why does the professor discuss the growth cycle of trees?●To clarify how modern violin makers select wood●To highlight a similarity between vintage and modern violins●To explain why tropical wood cannot be used to make violins●To explain what causes variations in density in a piece of wood15. What factor accounts for the particular density differential of the wood used in the Cremonese violins?●The trees that produced the wood were harvested in the spring●The trees that produced the wood grew in an unusually cool climate●The wood was allowed to partially decay before being made into violins●.The wood was coated with a local varnish before it was crafted into violins16. The professor describes and experiment in which wood was exposed to a fungus before being made into a violin. What point does the professor make about the fungus?●It decomposes only certain parts of the wood.●It is found only in the forests of northern Italy.●It was recently discovered in a vintage Cremonese violin.●It decomposes only certain species of trees.17. Why does the professor say this:●To find out how much exposure students have had to live classical music●To use student experiences to support his point about audience members●To indicate that instruments are harder to master than audience members realize●To make a point about the beauty of violin musicConversation 21. Why has the student come to see the professor?●To find out her reaction to a paper he recently submitted●To point out a factual error in an article the class was assigned to read●To ask about the suitability of a topic he wants to write about●To ask about the difference between chinampas and hydroponics2. What does the professor imply about hydroponics?●It was probably invented by the Aztecs.●It is a relatively modern development in agriculture.●It requires soil that is rich in nutrients.●It is most successful when extremely pure water is used.3. Why does the professor describe how chinampas were made?●To emphasize that the topic selected for a paper needs to be more specific●To encourage the student to do more research●To point out how much labor was required to build chinampas●To explain why crops grown on chinampas should not be considered hydroponic4. What does the professor think about the article the student mentions?●She is convinced that it is not completely accurate.●She believes it was written for readers with scientific backgrounds.●She thinks it is probably too short to be useful to the student.●She has no opinion about it, because she has not read it.5. What additional information does the professor suggest that the student include in his paper?● A comparison of traditional and modern farming technologies●Changes in the designs of chinampas over time●Differences in how various historians have described chinampas●Reasons why chinampas are often overlooked in history booksLecture 36. What does the professor mainly discuss?●Comparisons between land animals and ocean-going animals of the Mesozoic era●Comparisons between sauropods and modern animals●Possible reasons why sauropods became extinct●New theories about the climate of the Mesozoic era7. What point does the professor make when she compares blue whales to large land animals?●Like large land animals, blue whales have many offspring.●Like large land animals, blue whales have proportionally small stomachs.●The land environment provides a wider variety of food sources than the ocean.●The ocean environment reduces some of the problems faced by large animals.8. According to the professor, what recent finding about the Mesozoic era challenges an earlier belief?●Sauropod populations in the Mesozoic era were smaller than previously believed.●Oxygen levels in the Mesozoic era were higher than previously believed.●Ocean levels in the Mesozoic era fluctuated more than previously believed.●Plant life in the Mesozoic era was less abundant than previously believed.9. Compared to small animals, what disadvantages do large animals typically have? [Choose two answers]●Large animals require more food.●Large animals have fewer offspring.●Large animals use relatively more energy in digesting their food.●Large animals have greater difficulty staying warm.10. Why does the professor discuss gastroliths that have been found with sauropod fossils?●To show that much research about extinct animals has relied on flawed methods●To show that even an incorrect guess can lead to useful research●To give an example of how fossil discoveries have cast doubt on beliefs about modern animals ●To give an example of a discovery made possible by recent advances in technology11. What did researchers conclude from their study of sauropods and gastroliths?●That gastroliths probably helped sauropods to store large quantities of plant material in theirstomachs●That sauropods probably used gastroliths to conserve energy●That sauropods may not have used gastroliths to aid in their digestion●That sauropods probably did not ingest any stonesLecture 412. What is the lecture mainly about?●Various ways color theory is used in different fields●Various ways artists can use primary colors●Aspects of color theory that are the subject of current research●The development of the first theory of primary colors13. What does the professor imply about the usefulness of the theory of primary colors?●It is not very useful to artists.●It has been very useful to scientists.●It is more useful to artists than to psychologists.●It is more useful to modern-day artists than to artists in the past.14. Why does the professor mention Isaac Newton?●To show the similarities between early ideas in art and early ideas in science●To explain why mixing primary colors does not produce satisfactory secondary colors●To provide background information for the theory of primary colors●To point out the first person to propose a theory of primary colors15. According to the pro fessor, what were the results of Goethe’s experiments with color? [Choose two answers]●The experiments failed to find a connection between colors and emotions.●The experiments showed useful connections between color and light.●The experiments provided valuable information about the relationships between colors.●The experiments were not useful until modern psychologists reinterpreted them.16. According to the professor, why did Runge choose the colors red, yellow and blue as the three primary colors?●He felt they represented natural light at different times of the day.●He noticed that they were the favorite colors of Romantic painters.●He performed several scientific experiments that suggested those colors.●He read a book by Goethe and agreed with Goethe’s choices of colors.17. What does the professor imply when he says this?●Many people have proposed theories about primary colors.●Goethe discovered the primary colors by accident.●Goethe probably developed the primary color theory before reading Runge’s le tter.●Goethe may have been influenced by Runge’s ideas about primary colors.TPO-28Conversation 11. What is the conversation mainly about?●Criticisms of Dewey’s political philosophy●Methods for leading a discussion group●Recent changes made to a reference document●Problems with the organization of a paper2. Why is the student late for his meeting?●Seeing the doctor took longer than expected.●No nearby parking spaces were available.●His soccer practice lasted longer than usual.●He had problems printing his paper.3. What revisions does the student need to make to his paper? [Choose three answers]●Describe the influences on Dewey in more detail●Expand the introductory biographical sketch●Remove unnecessary content throughout the paper●Use consistent references throughout the paper●Add an explanation of Dewey’s view on individuality4. Why does the professor mention the political science club?●To encourage the student to run for club president●To point out that John Dewey was a member of a similar club●To suggest an activity that might interest the student●To indicate where the student can get help with his paper5. Why does the professor say this:●To find out how many drafts the student wrote●To encourage the student to review his own work●To emphasize the need for the student to follow the guidelines●To propose a different solution to the problemLecture 16. What is the lecture mainly about?●The importance of Locke’s views to modern philosophical thought●How Descartes’ view of knowledge influenced tre nds in Western philosophy●How two philosophers viewed foundational knowledge claims●The difference between foundationalism and methodological doubt7. Why does the professor mention a house?●To explain an idea about the organization of human knowledge●To illustrate the unreliability of our perception of physical objects●To clarify the difference between two points of view about the basis of human knowledge●To remind students of a point he made about Descartes in a previous lecture8. What did Locke believe to the most basic type of human knowledge?●Knowledge of one’s own existence●Knowledge acquired through the senses●Knowledge humans are born with●Knowledge passed down from previous generations9. According to the professor, what was Descartes’ purpose f or using methodological doubt?●To discover what can be considered foundational knowledge claims●To challenge the philosophical concept of foundationalism●To show that one’s existence cannot be proven●To demonstrate that Locke’s views were essentially corre ct10. For Descartes what was the significance of dreaming?●He believed that his best ideas came to him in dreams●He regarded dreaming as the strongest proof that humans exist.●Dreaming supports his contention that reality has many aspects.●Dreaming illustrates why human experience of reality cannot always be trusted.11. According to Descartes, what type of belief should serve as a foundation for all other knowledge claims?● A belief that is consistent with what one sees and hears● A belief that most other people share● A belief that one has held since childhood● A belief that cannot be falseLecture 212. What is the main purpose of the lecture?●To show that some birds have cognitive skills similar to those of primates●To explain how the brains of certain primates and birds evolved●To compare different tests that measure the cognitive abilities of animals●To describe a study of the relationship between brain size and cognitive abilities13. When giving magpies the mirror mark test, why did researchers place the mark on magpies’ throats?●Throat markings trigger aggressive behavior in other magpies.●Throat markings are extremely rare in magpies.●Magpies cannot see their own throats without looking in a mirror.●Magpies cannot easily remove a mark from their throats.14. According to the professor, some corvettes are known to hide their food. What possible reasonsdoes she provide for this behavior? [Choose two answers]●They are ensuring that they will have food to eat at a later point in time.●They want to keep their food in a single location that they can easily defend.●They have been conditioned to exhibit this type of behavior.●They may be projecting their own behavioral tendencies onto other corvids.15. What is the professor’s attitude toward the study on p igeons and mirror self-recognition?●She is surprised that the studies have not been replicated.●She believes the study’s findings are not very meaningful.●She expects that further studies will show similar results.●She thinks that it confirms what is known about magpies and jays.16. What does the professor imply about animals that exhibit mirror self-recognition?●They acquired this ability through recent evolutionary changes.●They are not necessarily more intelligent than other animals.●Their brains all have an identical structure that governs this ability.●They may be able to understand another animal’s perspective.17. According to the professor, what conclusion can be drawn from what is now known about corvettes’ brains?●The area in corvids’ brains tha t governs cognitive functions governs other functions as well.●Corvids’ brains have evolved in the same way as other birds’ brains, only more rapidly.●Corvids’ and primates’ brains have evolved differently but have some similar cognitive abilities.●The cognitive abilities of different types of corvids vary greatly.Conversation 21. Why does the man go to see the professor?●To learn more about his student teaching assignment●To discuss the best time to complete his senior thesis●To discuss the possibility of changing the topic of his senior thesis●To find out whether the professor will be his advisor for his senior thesis2. What is the man’s concern about the second half of the academic year?●He will not have time to do the necessary research for his senior thesis.●He will not be allowed to write his senior thesis on his topic choice.●His senior thesis advisor will not be on campus.●His student teaching requirement will not be complete before the thesis is due.3. What does the man imply about Professor Johnson?●His sabbatical may last longer than expected.●His research is highly respected throughout the world.●He is the English department’s specialist on Chaucer.●He is probably familiar with the literature of the Renaissance.4. Why does the man want to write his senior thesis on The Canterbury Tales? [Choose two answers]●He studied it during his favorite course in high school.●He has already received approval for the paper from his professor.●He thinks that the knowledge might help him in graduate school.●He has great admiration for Chaucer.5. Why does the professor say this:●She is uncertain whether the man will be able to finish his paper before the end of the summer.●She thinks the man will need to do a lot of preparation to write on a new topic.●She wants to encourage the man to choose a new advisor for his paper.●She wants the man to select a new topic for his paper during the summer.Lecture 36. What is the lecture mainly about?●The differences in how humans and plants sense light●An explanation of an experiment on color and wavelength●How plants sense and respond to different wavelengths of light●The process by which photoreceptors distinguish wavelengths of light7. According to the professor, what is one way that a plant reacts to changes in the number of hours of sunlight?●The plant absorbs different wavelengths of light.●The plant begins to flower or stops flowering.●The number of photoreceptors in the plant increases.●The plant’s rate of photosynthesis increases.8. Why does the professor think that it is inappropriate for certain wavelength of light to be named “far-red”?●Far-red wavelengths appear identical to red wavelengths to the human eye.●Far-red wavelengths have the same effects on plants as red wavelengths do.●Far-red wavelengths travel shorter distances than red wavelengths do.●Far-red wavelengths are not perceived as red by the human eye.9. What point does the professor make when she discusses the red light and far-red light that reaches plants?●All of the far-red light that reaches plants is used for photosynthesis.●Plants flower more rapidly in response to far-red light than to red light.●Plants absorb more of the red light that reaches them than of the far-red light.●Red light is absorbed more slowly by plants than far-red light is.10. According to the professor, how does a plant typically react when it senses a high ratio of far-red light to red light?●It slows down its growth.●It begins photosynthesis.●It produces more photoreceptors.●It starts to release its seeds.11. In the Pampas experiment, what was the function of the LEDs?●To stimulate photosynthesis●To simulate red light●To add to the intensity of the sunlight●To provide additional far-red lightLecture 412. What does the professor mainly discuss?●Evidence of an ancient civilization in central Asia●Archaeological techniques used to uncover ancient settlements●The controversy concerning an archaeological find in central Asia●Methods used to preserve archaeological sites in arid areas13. What point does the professor make about mound sites?●They are easier to excavate than other types of archaeological sites.●They often provide information about several generations of people.●They often contain evidence of trade.●Most have been found in what are now desert areas.14. Why does the professor compare Gonur-depe to ancient Egypt?●To point out that Gonur-depe existed earlier than other ancient civilizations●To emphasize that the findings at Gonur-depe are evidence of an advanced civilization●To demonstrate that the findings at these locations have little in common●To suggest that the discovery of Gonur-depe will lead to more research in Egypt15. What does the professor imply about the people of Gonur-depe?●They avoided contact with people from other areas.●They inhabited Gonur-depe before resettling in Egypt.●They were skilled in jewelry making.●They modeled their city after cities in China.16. Settlements existed at the Gonur-depe site for only a few hundred years. What does the professor say might explain this fact? [Choose two answers]●Wars with neighboring settlements●Destruction caused by an earthquake●Changes in the course of the Murgab River●Frequent flooding of the Murgab River17. What is the professor’s opinion about the future of the Gonur-depe site?●She believes it would be a mistake to alter its original form.●She doubts the ruins will deteriorate further.●She thinks other sites are more deserving of researchers’ attention.●She is not convinced it will be restored.TPO-29Conversation 11. What is the conversation mainly about?●What the deadline to register for a Japanese class is●Why a class the woman chose may not be suitable for her●How the woman can fix an unexpected problem with her class schedule●How first-year students can get permission to take an extra class2. Why does the man tell the woman that Japanese classes are popular?●To imply that a Japanese class is unlikely to be canceled●To explain why the woman should have registered for the class sooner●To encourage the woman to consider taking Japanese●To convince the woman to wait until next semester to take a Japanese class3. Why does the man ask the woman if she registered for classes online?●To explain that she should have registered at the registrar’s office●To find out if there is a record of her registration in the computer●To suggest a more efficient way to register for classes●To determine if she received confirmation of her registration4. What does the man suggest the woman do? [Choose two answers]●Put her name on a waiting list●Get the professor to sign a form granting her permission to take the class●Identify a course she could take instead of Japanese●Speak to the head of the Japanese department5. What does the man imply when he points out that the woman is a first-year student?●The woman has registered for too many classes.●The woman should not be concerned if she cannot get into the Japanese class●The woman should not register for advanced-level Japanese classes yet●The woman should only take required courses at this timeLecture 16. What does the professor mainly discuss?●Causes of soil diversity in old-growth forests●The results of a recent research study in a Michigan forest●The impact of pedodiversity on forest growth●How forest management affects soil diversity7. According to the professor, in what way is the soil in forested areas generally different from soil in other areas?●In forested areas, the soil tends to be warmer and moister.●In forested areas, the chemistry of the soil changes more rapidly.●In forested areas, there is usually more variability in soil types.●In forested areas, there is generally more acid in the soil.8. What does the professor suggest are the three main causes of pedodiversity in the old-growth hardwood forests she discusses? [Choose three answers]●The uprooting of trees●The existence of gaps●Current forest-management practices●Diversity of tree species●Changes in climatic conditions9. Why does the professor mention radiation from the Sun?●To point out why pits and mounds have soil with unusual properties●To indicate the reason some tree species thrive in Michigan while others do not●To give an example of a factor that cannot be reproduced in forest management●To help explain the effects of forest gaps on soil10. Why does the professor consider pedodiversity an important field of research?●It has challenged fundamental ideas about plant ecology.●It has led to significant discoveries in other fields.●It has implications for forest management.●It is an area of study that is often misunderstood.11. Why does the professor give the students an article to read?●To help them understand the relationship between forest dynamics and pedodiversity●To help them understand how to approach an assignment●To provide them with more information on pits and mounds●To provide them with more exposure to a controversial aspect of pedodiversityLecture 212. What is the main purpose of the lecture?●To explain how musicians can perform successfully in theaters and concert halls with pooracoustics●To explain how the design of theaters and concert halls has changed over time●To discuss design factors that affect sound in a room●To discuss a method to measure the reverberation time of a room13. According to the lecture, what were Sabine’s contr ibutions to architectural acoustics? [Choose two answers]●He founded the field of architectural acoustics.●He developed an important formula for measuring a room’s reverberation time.●He renewed architects’ interest in ancient theaters.●He provided support for using established architectural principles in the design of concert halls.14. According to the professor, what is likely to happen if a room has a very long reverberation time?●Performers will have to make an effort to be louder.●Sound will not be scattered in all directions.●Older sounds will interfere with the perception of new sounds.●Only people in the center of the room will be able to hear clearly.15. Why does the professor mention a piano recital? [Choose two answers]●To illustrate that different kinds of performances require rooms with different reverberationtimes●To demonstrate that the size of the instrument can affect its acoustic properties●To cite a type of performance suitable for a rectangular concert hall●To exemplify that the reverberation time of a room is related to its size16. According to the professor, what purpose do wall decorations in older concert halls serve?●They make sound in the hall reverberate longer.●They distribute the sound more evenly in the hall.●They make large halls look smaller and more intimate.●They disguise structural changes made to improve sound quality.17. Why does the professor say this:●To find out if students have understood his point●To indicate that he will conclude the lecture soon●To introduce a factor contradicting his previous statement●To add emphasis to his previous statementConversation 21. Why does the student go to see the professor?●To explain why he may need to hand in an assignment late●To get instruction on how to complete an assignment●To discuss a type of music his class is studying●To ask if he can choose the music to write about in a listening journal2. What does the student describe as challenging?●Comparing contemporary music to earlier musical forms●Understanding the meaning of songs that are not written in English●Finding the time to listen to music outside of class●Writing critically about musical works3. Why does the student mention hip-hop music?●To contrast the ways he responds to familiar and unfamiliar music。

知识来源于理性英语作文

知识来源于理性英语作文

知识来源于理性英语作文英文回答:The question of whether knowledge is derived from reason or experience has been a central topic of debate in philosophy for centuries. Rationalists such as René Descartes and Immanuel Kant believed that knowledge is innate and derived from the workings of the mind, while empiricists such as John Locke and David Hume argued that knowledge is acquired through experience and observation.There are several arguments in favor of the rationalist position. First, rationalists argue that knowledge of certain truths, such as the laws of mathematics and logic, cannot be derived from experience. For example, we do not need to experience every triangle to know that the sum of its angles is 180 degrees. Rationalists argue that these truths are known apriori, or independently of experience.Second, rationalists argue that experience is oftenunreliable and can lead to false beliefs. Our senses can deceive us, and our memories can be faulty. Rationalists argue that reason is a more reliable source of knowledge than experience because it is not subject to these same limitations.However, there are also several arguments in favor of the empiricist position. First, empiricists argue that all knowledge begins with experience. We cannot have any ideas or concepts without first having experienced the world through our senses. Empiricists argue that the mind is a blank slate at birth and that knowledge is gradually acquired through experience.Second, empiricists argue that reason alone cannot provide us with knowledge of the world. Reason can only operate on the information that is provided by experience. Empiricists argue that we cannot use reason to prove the existence of God or to determine the nature of reality.The debate between rationalism and empiricism is a complex one, and there are strong arguments to be made onboth sides. Ultimately, the question of whether knowledgeis derived from reason or experience is a matter of philosophical inquiry.中文回答:知识究竟来源于理性还是经验,几个世纪以来一直是哲学领域争论的焦点。

UnderstandingGeneralizationsandStereotypes

UnderstandingGeneralizationsandStereotypes

Understanding Generalizations and StereotypesW e must understand what life is like for the individual or self before we can truly understand life at more macro levels of society such as groups, organizations, communities, and/or nation-states.While we tend to teach this concept in relation to research methods, it can also be connected to many different aspects of social research.How does the idea of a deep understanding of life in society connect to generalizations and stereotypes?We make generalizations about objects in order to make sense of the world. When we see something, we want to know what it is and how to react to and interact with it. Thus seeing a flat horizontal surface held up by one or more legs, we would generalize that to be a table upon which we could put our stuff, eat a meal, or play a game.How do we know how to come to these conclusions? By experiences we have had with these objects. These experiences gives us an understanding of what they are and how they are used. The more we have actually seen and used these objects, the more deeply we understand what they are and how they can be used.We generalize about more than just objects; we generalize about people so that we know how to interact with them. If we see someone in a mail carrier’s clothing, we assume they work for the post office. If we see someone who looks over 80 years old, we assume they are not in the workforce anymore. When do generalizations move into stereotypes? Stereotypes are overgeneralizations; they often involve assuming a person has certain characteristics based on unfounded assumptions..We stereotype people based on how they look in terms of sexual orientation, gender, race, and ethnicity. We look at people and may assume they have a certain sexual orientation or that their gender is either man or woman. We may assume they are white, African American, Native American, Asian American, or Latino.We may be right or we may be wrong.We also stereotype people based on what we assume about particular categories of identity and what other characteristics are associated with those categories. Some people assume that people who look “homosexual” are sexual predators; that women are nurturing and men are violent; that white people are arrogant; African Americans are loud; Native Americans are drunks; Asian Americans are smart; and that Latinos are lazy.These are not generalizations, they are stereotypes. They are assumptions based on unfounded ideas about these groups, not identifying particular characteristics of a group of people. They signify a gap or lack in understanding. We typically stereotype those whom we do not understand or about whom we have no knowledge.As we move through life, if we see one individual who seems to fit the stereotype, it reinforces those ideas, while we tend to ignore others in that same group who do not fit that stereotype, as well as others in different groups that do fit that stereotype. We assume, usually because we don’t know many peo ple like them, that they are all strangers and that they are the “them” to our “us”.In this society, we don’t really notice people who look “heterosexual” and if we did, we wouldn’t assume that they were a sexual predator. We wouldn’t think anything about seeing women who are behaving in a nurturing way, but if we saw a woman behaving in a non-nurturing way or a man acting in a nurturing way, we might draw particular assumptions about them. If we noticed a white people who appeared to be lazy, we wouldn’t assume this one person represented a characteristic for all white people. We are more likely to define them as tired after having done some huge task or job; we would assume they had a good reason for resting.These stereotypes can easily lead to prejudice and result in some forms of discrimination. While generalizing helps us navigate our lives, stereotyping puts us in a dangerous place in which societal members are limited from their true potential and face barriers to contributing their talents and assets to the societal mix.Would a better understanding of people reduce stereotyping and, subsequently, prejudice and discrimination? If so, how would we do that? If not, what would be the benefit of a deep understanding of the lives of individuals in a society?Whats is the difference between a Stereotype and a Generalization?With all the racial tension in the world I thi nk it has become a di stinction that needs to be made. There are lots of Generalities or Stereotypes that are both non-offensi ve and carry a lot of truth. Is a racial sterotype always racist? Is it still a stereotype then?Eg.Asian people are shortBlack people are great athletesMexican's love spicy foodFrench are great loversetc etcI am sure you can think of dozens without my help.Now of course none of these are always true. Look at Yao Ming. However it is MOSTLY accurate and therefore, useful in modeling your expectations of a person UNTIL you get to know them.。

高英写作1—5课翻译

高英写作1—5课翻译

高英写作1—5课翻译1 Lesson 1 The Delicate Art of the Forest森林妙招库珀的创造天分并不怎么样;但是他似乎热衷于此并沾沾自喜。

确实,他做了一些令人感到愉快的事情。

在小小的道具箱内,他为笔下的森林猎人和土人准备了七八种诡计或圈套,这些人以此诱骗对方。

利用这些幼稚的技巧达到了预期的效果,没有什么更让他高兴得了。

其中一个就是他最喜欢的,就是让一个穿着鹿皮靴的人踩着穿着鹿皮靴敌人的脚印,借以隐藏了自己行踪。

这么做使库珀磨烂不知多少桶鹿皮靴。

他常用的另一个道具是断树枝。

他认为断树枝效果最好,因此不遗余力地使用。

在他的小说中,如果哪章中没有人踩到断树枝惊着两百码外的印第安人和白人,那么这一节则非常平静/那就谢天谢地了。

每次库珀笔下的人物陷入危险,每分钟绝对安静的价格是4美元/一分静一分金,这个人肯定会踩到断树枝。

尽管附近有上百种东西可以踩,但这都不足以使库珀称心。

他会让这个人找一根干树枝;如果找不到,就去借一根。

事实上,《皮袜子故事系列丛书》应该叫做《断树枝故事集》。

很遗憾,我没有足够的篇幅,写上几十个例子,看看奈迪·班波和其他库伯专家们是怎样运用他的森林中的高招。

大概我们可以试着斗胆举它两三个例子。

库伯曾经航过海—当过海军军官。

但是他却一本正经/煞有介事地告诉我们,一条被风刮向海岸遇险的船,被船长驶向一个有离岸暗流的地点而得救。

因为暗流顶着风,把船冲了回来。

看看这森林术,这行船术,或者叫别的什么术,很高明吧?库珀在炮兵部队里待过几年,他应该注意到炮弹落到地上时,要么爆炸,要么弹起来,跳起百英尺,再弹再跳,直到跳不动了滚几下。

现在某个地方他让几个女性—他总是这么称呼女的—在一个迷雾重重的夜晚,迷失在平原附近一片树林边上—目的是让班波有机会向读者展示他在森林中的本事。

这些迷路的人正在寻找一个城堡。

他们听到一声炮响,接着一发炮弹就滚进树林,停在他们脚下。

对女性,这毫无价值。

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a rX iv:mat h /5374v3[mat h.DG ]3Apr28On the generalization of theorems from Riemannian to Finsler Geometry I:Metric Theorems April 3,2008Ricardo Gallego Torrome Department of Physics,Lancaster University,Lancaster,LA14YB &The Cockcroft Institute,UK 1Abstract A method to generalize results from Riemannian Geometry to Finsler geometry is presented.We use the method to generalize several results that involve only metric conditions.Between them we show that the topology induced by the Finsler structure is equivalent to the manifold topology,we provide a new proof of the Hopf-Rinow theorem in Finsler geometry and we prove the existence of the center of mass of a convex body when the non-symmetric distance function comes from a non-reversible Finsler function.1Introduction In reference [1]important results and methods are translated from Riemannian to Finsler geometry.However,there are several points that remain unclear:why are the proofs of analogous results similar in Riemannian and Finsler geometry?Are all the Riemannian results valid also in the Finslerian generalization?If not,which results are suitable to be generalized from Riemannian geometry to Finsler geometry?On the other hand it was introduced in ref.[2]the construction of a natural Riemannian metricin terms of the initial Finsler structure and its associated non-linear connection,in particular the one used by Chern and co-workers.The construction is an average operation performed on the fibers of some fiber bundles.This operation involves information lost and more than one Finsler structure has the same averaged Riemannian structure.The procedure that we present to generalize results from Riemannian to Finsler Geometry is based on the existence of properties and notions which are independent of the “details”of the Finsler structure,depending only on the Riemannian “skeleton”.The notation used in this note is adapted from references [1]-[3].Let (x,U )be a local coordinate system over the point x ∈M ,where x ∈U have local coordinates (x 1,...,x n ),U ⊂M is an open setand TM is the tangent bundle manifold.We use Einstein’s convention for equal repeated indices if the contrary is not stated.A tangent vector at the point x∈M is denoted by y i∂∂x i ∈T x M has local coordinates(x1,...,x n,y1,...,y n).Thesplit tangent bundle is N:=TM\{0}.Definition1.1A Finsler structure F on the manifold M is a non-negative,real functionF:TM−→[0,∞[(x,y)−→F(x,y).such that1.It is smooth in the split tangent bundle N.2.Positive homogeneity holds:F(x,λy)=λF(x,y)for everyλ>0.3.Strong convexity holds:the Hessian matrixg ij(x,y):=1∂y i∂y j(1.1)is positive definite in N.The matrix g ij(x,y)is the matrix-components of the fundamental tensor g.Definition1.2Let(M,F)be a Finsler structure and(x,y,U)a local coordinate system induced on TM from(x,U).The Cartan tensor components are defined by the set of functionsA ijk=F∂y k,i,j,k=1,...,n.(1.2)These are homogeneous functions of degree zero in y.In the Riemannian case the components A ijk are zero.Definition1.3Let(M,F)be a Finsler structure.The sub-manifoldI x:={y∈T x M|F(x,y)=1}⊂T x Mis the indicatrix over the point x∈M.The non-linear connection coefficients are defined by the formulaNµνF −Aµνργρrsy rF,µ,ν,ρ,r,s=1,...,n.The coefficientsγµνρare the formal Levi-Civita connection.Aµνρ=gµl A lνρand gµl g lν=δµν.The manifoldπ∗TM is a subset of the cartesian product TM×N.One has the pull-back bundle π∗TM→N given by the squareπ2π∗T M−→T Mπ1↓↓πN−→MπTheorem1.4(Chern’s connection,[1],pg38)Let(M,F)be a Finsler structure.The pull-back vector bundleπ∗TM→N admits a unique linear connection determined by the connection1-forms {ωi j,i,j=1,...,n}such that the following structure equations hold:1.Torsion free condition,d(dx i)−dx j∧w i j=0,i,j=1,...,n.(1.3)2.Almost g-compatibility condition,dg ij−g kj w k i−g ik w k j=2A ijkδy kvol g(I x)I xdvol g(y)f(x,y);(1.5)the volume function is defined asvol g(I x)= I x1dvol g(y).Definition1.6Let(M,F)be a Finsler structure.Let us define the matrix coefficientsh ij(x):=<g ij(x,y)>,∀x∈M.(1.6) We recall from[2]the followingProposition1.7Let(M,F)be a Finsler structure.Then the coefficients h ij(x),i,j=1,...,n are the components of a Riemannian metric defined in M such that in a local coordinate system(x,U)h(x)=h ij dx i⊗dx j.(1.7) Definition1.8(M,g t)with g t=(1−t)g+t<g>define an interpolating family of Finsler structures.A property is convex invariant iffit holds∀(M,g t),t∈[0,1].A generalization of the above construction is based on the possibility to perform the integration on a different compact sub-manifoldsΣx than I x.This obviously define different averaged procedure. The corresponding volume form are also obtained from the isometric embedding of(Σx,˜g)→(T x M,g).2Generalization of Metric Theorems from Riemannian Geometry to Finsler GeometryThere are two metric distances that we can define:1.Riemannian metric distanced h(p,q):=inf{ γg ij(γ(s),˙γ(s))˙γi˙γj ds,γa rectificable path joining p and q}.(2.2) In general the Finslerian distance metric d F is not symmetric and therefore not strictly a distance function.However,we have thatProposition2.1Let(M,F)a Finsler structure and M connected.There is a special averaged metric h such that for the relative distances functions d h and d F,the following relations hold:1.For points p and q with bounded distance d F(p,q)it holds that:d h(p,q)≤K(h,F,p,q)d F(p,q),(2.3)2.For every points p,q∈M.d F(p,q)≤¯K(F,h)d h(p,q).(2.4) Proof:Thefirst statement is proved using the identification map:Id:(M,d F)−→(M,d h)x−→x.is Lipschitz,when restricted to compact subsets in the sense of the manifold topology.To show that it is necessary to note that the average operation is continuous on the parameter t when we calculate the corresponding Finsler functions F t.Therefore,a bounded functional of F t is also bounded.In particular the distance functional d F between points p and q when the initial functional inf{ F h} is bounded.This provides thefirst inequality.The second statement is proved using a special averaged procedure.Consider a compact sub-manifoldΣp⊂T p M.We can parallel transportΣp using the Chern connection([1,chapter2]) acting on each element ofΣp.The parallel transport is done through any horizontal lift in the sense of the non-linear connection.Σp−→Σqy−→τc(y),where c is a curve joining p and q andτc is the parallel transport operator.Then,we can define the set of manifolds{Σq,q∈M}.Each of these sub-manifolds is compact.Therefore,let us estimate bounds for the distance associated with the averaged metric h using these manifolds:d h(p,q)= γ1g ij(γ(s),˙γ(s))˙γi˙γj dvol g(y)ds== γK(γ(s),χ(s))g ij(γ(s),χ(s))˙γi˙γj ds=≥K(γ(s0),χ(s0))d F(p,q)for some function K(γ(s0),χ(s0))that comes from the use of the average integral evaluation.The function(γ(s0),χ(s0))is defined by:K(γ(s0),χ(s0))=Similar notions apply for backward cauchy sequences.Forward completeness and backward com-pleteness are not equivalent.An example of forward complete that is not backward complete is given by the Finslerian Poincare disc([1,section12.6]).Definition2.4We have that1.Let∇˜T denote the covariant derivative of the Chern connection([1,chapter2]),T an unitarytangent vector along the curveγ(s)⊂M and˜T its horizontal lift in TN.This curve is a parameterized geodesic when at any point x(t)of the curveγ(s)the following equation holds,∇˜T π∗T=0,T=dγds2+Γi jk(x,dγdsdγkProof:Since also the notion of compactness is convex invariant(being topological),we can trans-late the theorem to the Riemannian setting,where it holds.2 We define the diameter of the manifold M bydiam F(M):=sup{d F(p,q)|p,q∈M}.Corollary2.8A complete Finsler structure(M,F)is compact iffdiam F(M)<∞.Proof:diam F(M)<∞is a convex invariant property,which follows again from proposition2.1 The result follows from the equivalent Riemannian result([3,chapter6].2 We prove a generalized version of the de Rham’s theorem on reducibility of Riemannian structures to Finsler Geometry.A Riemannian structure is said reducible(similar for locally reducible)when the Riemannian metric is the product of metrics:(M,h)∼(M1×M2,h1×h2)and the norm of avector is given by (y1,y2) h= y1 2h1+ y2 2h2.A similar notion can be defined in the Finsleriancategory,but the Riemannian metrics h i,i=1,2should be substituted by fundamental tensors g i,i=1,2.Then the following result holds:Corollary2.9(de Rham’s theorem on reducibility of Finsler structures)A forward complete Fins-lerian manifold which is locally reducible and simply connected is a Finslerian product.Proof:Completeness is a convex invariant property,as well as simply-connected property.We show that reducibility,global and local,are also convex invariant properties.Let us denote by g1×g2the total fundamental tensor in M1×M2and by g t=(1−t)g+t<g>the interpolating Finsler metric.<g1×g2>= I x g1×g2= ˜I1g1× ˜I2g2.The manifolds˜I1(x1)and˜I2(x2)are defined by˜I1(x1):={y∈T x1M1|F 21(x1,y1)},˜I2(x2):={y∈T x2M2|F 22(x2,y2)=1−F21(x1,y1)}.The points where F1=1is a set of zero measure in T x1M1and F2=0is also of measure zero inT x2M2.This fact and the positive scale invariance of the fundamental tensor implies<g t1×g t2>= I1|jac(˜φ1)|g t1× I2|jac(˜φ2|)g t2.(2.7)|jac(˜φ1)|and|jac(˜φ2)|2are the jacobian functions from the change of labels produce by the trans-formations˜I1(x1)−→I1and˜I2(x2)−→I2.From equation(2.7)we get for the Finslerian norm from g t that F2t is of the form˜F21t+˜F22t with fundamental tensors|jac(˜φ1)|g t1and|jac(˜φ2)|g t2 respectively.From here it follows the convex invariance of the reducibility property.The result follows from de Rham’s theorem on reducibility of Riemannian structures([3,chapter6]).2 The last notion that we are analyzing concerns the centre of mass in Finsler Geometry.Let us consider the right-center of mass of a compact,convex subset K⊂M defined as the point minimizing the function:CM r:K−→Rp−→ K d2F(p,a)da.da is a measure defined on K.A similar notion can be defined by the use of d2F(a,p),CM l:K−→Rp−→ K d2F(a,p)da.Let us call this function CM l,the left function center of mass.The same construction can be done for the interpolation metric g t.Additionally we can consider the symmetric function:p−→12(CM r+CM l)(t)=CM1+δCM,CM1(t):=t K d2h(p,a)da,δCM:=1∂x i (1∂x iCM1=0because the numberof zeroes of a smooth vectorfield is homotopic invariant.However,by the Riemannian theorem of Cartan([3])there are zeroes for the last gradientfield.Therefore,we proved the following Proposition2.10Let(M,F)be a Finsler manifold and let K⊂M a compact sub-set.Then there is a point p1minimizing locally the function12( K d2t(p,a)da+ K d2t(a,p)da).Proof:Because the above discussion,the existence of a minimum is reduced to the Riemannian case,which holds under the conditions of the proposition([3,pg234]).2 Similar ideas can be applied to the left and right components,giving m l(t)and m r(t).Consider the transformationϕt producing the evolution m r−→m r(t)and m l−→m l(t).Then p1,the Riemannian mass center,is afixed point and an attractor for m r(t)and m l(t).This construction can have some implications in models of Deterministic Quantum Mechanics([4]).3ConclusionFrom the results obtained and the method used,it is clear how to generalize Riemannian results to the Finsler results:convex invariance is the property that we have to check and one should write the statement that we try to generalize in a convex-invariant way.If this is done,the statement is true in the Finsler Category if it is true in the Riemannian Category.In subsequent work we will deal with properties and statements that involve curvature and how the convex invariance property is extended to deal with curvatures.References[1]D.Bao,S.S.Chern and Z.Shen,An Introduction to Riemann-Finsler Geometry,GraduateTexts in Mathematics200,Springer-Verlag.[2]R.Gallego Torrome,A Riemannian structure associated to a Finsler structure,math.DG/0501058.[3]M.Berger,A Panoramic View of Riemannian Geometry,Springer-Verlag,2003.[4]R.Gallego Torrome,Quantum Systems as results of Geometric Evolutions,arXiv:math-ph/0506038.。

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