From Tom Thumb to the Dockers Some Experiments with Foraging Robots
新人教版八年级英语(下册)第三单元知识点总结归纳
新人教版八年级英语(下册)第三单元知识点总结归纳Unit 3: Could you please clean your room?One: "Peter。
could you please take out the rubbish?" - "Sure。
Mom."Could you please do something?" is used to make a request in a polite and indirect manner。
hoping for a positive response。
"Could" is not the past tense of "can," but a more polite way of speaking。
The answer should use "can."Common affirmative responses: "Sure," "Of course," "Certainly," "No problem." Negative responses: "Sorry。
I can't."Two: "Take out" means to remove something (v+adv)。
When using a pronoun as the object。
it goes in the middle。
Witha noun。
it can go in the middle or at the end.Phrases using "take":Take out" means to bring something out or remove it.Please take out a piece of paper."Please take it out."Take。
高中英语冀教版必修第三册Unit3TheStoryofSuccess课后练习、课时练习
一、根据首字母填写单词(单词拼写)1. F__________ in 1945, the United Nations aims to promote peace and cooperation between the countries for the common good of human beings. (根据首字母单词拼写)2. T________ in the building with fire totally out of control, people hung on the windows, signing for help. (根据首字母单词拼写)3. C________ with difficulty, we need to keep calm first and then take effective measures to deal with it. (根据首字母单词拼写)二、根据汉语意思填写单词(单词拼写)4. __________ (装饰) with colorful lights and stripes, the pine tree in the corner is very beautiful. (根据汉语提示单词拼写)5. ________(给……留下深刻印象)by the beautiful scenery, I forgot to go back home in time. (根据汉语提示单词拼写)6. ________(咬) by the fierce dog, the postman refused to enter the village again. (根据汉语提示单词拼写)三、根据中英文提示填写单词(单词拼写)7. F________________(害怕) by smoke and noise, the child hides under a bed and is later found dead. (根据中英文提示单词拼写)8. E________ (配备) with air conditioning, the classroom is cool to stay in in summer. (根据中英文提示填空)四、完成句子9. 这座城市位于河畔,以风景闻名并吸引了许多游客。
大学英语B1
大学英语B1一、交际英语1. - Tom told me that you collect stamps.- _________A. What do you mean?B. I don't think so.C. Why did he tell you?D. Yes, I do. Do you?答案:D解析:---汤姆告诉我你集邮。
---是的,我集邮。
你也集邮吗?2. - Come and see me if you have time.- _________A. I can't.B. I'll think it over.C. Thank you.D. I will.答案:D解析:---如果有时间就来看看我。
---我会的。
3. - Why did Mrs. Green go to the travel agency?- _________A. By car.B. Yesterday afternoon.C. In New York.D. For some information about travel.答案:D解析:---为什么格林夫人去旅行社?---想咨询一些关于旅游的信息。
4. - How much is this necklace?- _________A. It's very nice.B. It's a birthday present from my parents.C. It costs fifty pounds.D. It's a bargain.答案:C解析:---这条项链多少钱?---50英镑。
5. - I didn't mean to do that. Please forgive me.- _________A. Not too bad.B. That's all right.C. It's a pleasure.D. Thank you.答案:B解析:------我不是故意的,请原谅我。
高三英语信息技术单选题50题
高三英语信息技术单选题50题6.She often _____ documents in the office software.A.editsB.makesC.createsD.designs答案:A。
本题考查动词在信息技术语境中的运用。
“edit”有“编辑”之意,在办公室软件中经常是编辑文档,符合语境。
“makes”通常指制作,范围比较宽泛,不如“edits”具体;“creates”强调创造新的东西,编辑文档不是创造新文档;“designs”主要是设计,与编辑文档的语境不符。
7.He _____ a new folder to store his files.A.buildsB.makesC.createsD.forms答案:C。
“create”有创建之意,创建新文件夹用“creates”比较合适。
“builds”通常用于建造较大的实体物体;“makes”制作的对象比较宽泛,不如“creates”准确;“forms”主要指形成某种形状或结构,不太适合创建文件夹的语境。
8.She _____ a file by mistake and had to restore it.A.deletedB.removedC.lostD.discarded答案:A。
“delete”表示删除,不小心删除了文件符合语境。
“removed”通常指移除某个物体,不一定是删除文件;“lost”是丢失,不一定是主动删除导致的;“discarded”侧重于丢弃不要的东西,不如“deleted”准确。
9.He _____ the file to another location.A.movedB.shiftedC.transferredD.carried答案:C。
“transfer”有转移、传送之意,把文件转移到另一个位置用“transferred”比较恰当。
“moved”和“shifted”比较笼统,没有“transfer”在信息技术语境中那么准确;“carried”通常指携带,不太适合文件转移的语境。
哈利波特与魔法石第3章中英文对照学习版
中英文对照学习版Harry Potter and Philosopher’s Stone 哈利波特与魔法石CHAPTER ThreeThe Letters from No One第三章猫头鹰传书T he escape of the Brazilian boa constrictor earned Harry his l ongest-ever punishment. By the time he was allowed out of his cupboard again, the summer holidays had started and Dudl ey had already broken his new cine-camera, crashed his remote-control aeroplane and, first time on his racing bike, knocked d own ol d Mrs Figg as she crossed Privet Drive on her crutches.巴西巨蟒的脱逃使哈利受到了平生为期最长的一次惩罚。
当他获准走出储物间时,暑假已经开始了。
达力已经打坏了他的新摄像机,摔毁了遥控飞机,他的赛车也在他第一次骑着上街时,把拄着拐杖过女贞路的费格太太撞倒了。
Harry was glad school was over, but there was no escaping Dudl ey's gang, who visited the house every singl e day. Piers, Dennis, Malcolm and Gord on were all big and stupid, but as Dudl ey was the biggest and stupid est of the lot, he was the l ead er. The rest of them were all quite happy to join in Dudl ey's favourite sport: Harry-hunting.学期结束了,哈利很开心,但他无法回避达力一伙人,他们每天都要到达力家来。
no such container翻译
no such container翻译"no such container"的中文翻译是“没有这样的容器”。
这个短语在计算机编程领域中常用,表示没有找到指定的容器。
以下是九个双语例句:1.当我运行程序时,出现了错误消息“no such container”。
When I ran the program, an error message stating "no such container" appeared.2.开发人员在代码中找不到所需的容器,并返回了“no such container”的异常。
The developer couldn't find the required container in the code and returned an exception saying "no such container".3.如果你使用了不存在的容器名称,系统会提示“no such container”错误。
If you use a non-existent container name, the system will display an error saying "no such container".4.我尝试访问一个不存在的容器,但只收到了消息“no such container”。
I tried accessing a nonexistent container but received only the message "no such container".5.在命令行中输入错误的容器名称会导致程序打印出“no such con tainer”。
Entering an incorrect container name in the command line will cause the program to print "no such container".6.当我在容器列表中搜索特定的容器时,我得到了一个空的结果和一个通知:no such container。
B3U3知识清单reading
B3U3知识清单Reading1.The first email was sent(send)in 1971 by Ray Tomlinson. It was a test message to himself. He chose the “@” sign to separate the username from the name of his machine.separate vt.使分开adj.独立的,分开的separate A from B 把A从B分离出来be separated from... 从...分离2.The first w ebcam was created by computer scientists at the University of Cambridge in 1991. What did it film? A coffee p ot outside the office. These scientists used the webcam to see from their desks whether the pot was empty to avoid wasted(waste) trips for coffee.webcam n. 网络摄像头[C]pot n. 壶,瓶,罐;锅[C]a coffee pot咖啡壶a pot of coffee 一壶咖啡pots and pans锅碗瓢盆a pot of jam一罐果酱3.Emojis, small digital images used(use)to express(express) ideas or feelings in electronic communication, were created(create) in 1999 in Japan.emoji n. 表情符号[C]4.The creator(create) was inspired(inspire) by Japanese c omics, street signs and Chinese characters.comic n. 连环漫画;喜剧演员[C] adj. 滑稽的;喜剧的→comedian n.喜剧演员→comedy n. 喜剧→反tragic adj.悲剧的→tragedy n.悲剧a comic actor喜剧演员comic strips四格漫画Chinese characters 汉字5.Soon emojis took off (突然大受欢迎,迅速流行) throughout the world. Oxford Dictionaries selected ..,the"Face with Tears of Joy" emoji, as the Word of the Year 2015.take off 突然大受欢迎,迅速流行The magazine took off after the interview. 那次采访之后这本杂志很快大受欢迎。
高三英语计算机语言单选题40题
高三英语计算机语言单选题40题1. When you are programming, you often need to use a(n) ______ to store data.A. algorithmB. variableC. functionD. loop答案:B。
本题考查计算机语言中的常见词汇。
选项A“algorithm”意为“算法”;选项B“variable”指“变量”,在编程中用于存储数据,符合题意;选项C“function”是“函数”;选项D“loop”是“循环”。
2. In computer programming, a(n) ______ is a set of instructions that tells the computer what to do.A. codeB. scriptC. commandD. syntax答案:A。
选项A“code”指“代码”,是一组指令;选项B“script”通常指“脚本”;选项C“command”意为“命令”;选项D“syntax”表示“语法”。
本题强调的是一组指令,所以选A。
3. Which of the following is NOT a type of programming language?A. PythonB. ExcelC. JavaD. C++答案:B。
选项A“Python”、选项C“Java”和选项D“C++”都是常见的编程语言;选项B“Excel”是电子表格软件,不是编程语言。
4. The process of finding and fixing errors in a program is called ______.A. debuggingB. compilingC. optimizingD. documenting答案:A。
“debugging”意为“调试”,即查找和修复程序中的错误;“compiling”是“编译”;“optimizing”指“优化”;“documenting”表示“文档化”。
人教版高中英语必修二Unit3TheInternet知识汇总笔记(带答案)
人教版高中英语必修二Unit3TheInternet知识汇总笔记单选题1、The city plans to make 50,000 bicycles ________ for rent to reduce pollution and ease traffic jams. A.convenientB.suitableC.availableD.accurate答案:C考查形容词词义辨析。
句意:该市计划提供5万辆自行车供出租,以减少污染和缓解交通堵塞。
A.convenient 方便的;B.suitable合适的,适当的;C.available可获得的,可用的;D.accurate精确的。
根据下文“to reduce pollution and ease traffic jams”可知,该市需要提供5万辆自行车进行出租,以此来减少污染和缓解交通堵塞。
所以设空处应用available,短语available for rent意为“可供出租的”。
故选C项。
2、Children’s over-dependence on cellphones has become one of the top ________ of modern parents. A.benefitsB.concernsC.responsesD.functions答案:B考查名词词义辨析。
句意:孩子对手机的过度依赖已经成为现代父母最担心的问题之一。
A. benefits好处;B. concerns担心的事;C. responses反应;D. functions功能。
根据上文“Children’s over-dependence on cellphones has become one of the top”可知指孩子对手机的过度依赖已经成为现代父母最担心的问题之一,应用concern。
故选B。
3、Music should be taught on a regular basis in schools because of the ______ it can bring to the development of c hildren’s brains.A.systemsB.prioritiesC.barriersD.benefits答案:D考查名词词义辨析。
翻译——精选推荐
翻译1---dhdq.cpp:1.不是管理员⾝份,请以管理员⾝份重新登陆Not administrator identity, please as an administrator to landing2. 找不到⽂件RCMicroDogSetup.dll 。
Can't find file RCMicroDogSetup.dll3.加载RCMicroDogSetup.dll 错误Loading RCMicroDogSetup.dll errors4.加载RCMicroDogSetup.dll 错误Loading RCMicroDogSetup.dll errors5.加载RCMicroDogSetup.dll 错误Loading RCMicroDogSetup.dll errors6. 打开驱动服务失败Open the driver service failure7. 启动驱动服务失败Launch driver service failure8. 拷贝⽂件失败Copies files failure9. 操作注册表失败Operating the registry failure10. 不⽀持的操作系统Without the support of the operating system11. 停⽌驱动失败Stop drive failure12. 驱动卸载失败,没有过安装此类型驱动Driverunload failure, not install this type drive13.不是管理员⾝份,请以管理员⾝份重新登陆Not administrator identity, please as an administrator to landing14. ⽆效的服务类型Invalid service type15. 映射系统库函数错误Mapping system library error function16. 加载系统库错误Error loading system library17. 没有发现USB狗设备Found no USB dog equipment18. 更新usb狗驱动失败Updated usb dog drive failure19. 删除⽂件失败Delete file fail20. 另外⼀个驱动安装进程正在运⾏Another driver installation process is running21. 另外⼀个驱动安装进程正在运⾏Another driver installation process is running22. 该程序已经运⾏This program has run23. 标记系统Markers system2----JZKL.CPP1.不是管理员⾝份,请以管理员⾝份重新登陆Not administrator identity, please as an administrator to landing2. 找不到⽂件RCMicroDogSetup.dll 。
高中英语(新人教版)必修第三册课后习题:UNIT 4 Section A(课后习题)【含答案及解析】
UNIT4SPACE EXPLORATIONSection A Listening and Speaking必备知识基础练Ⅰ.单句填空1.It is very important for astronauts to learn to use space (equip).2.That young man with right weight is fit for this job height.3.This job is offered to those with a (relate) college degree.4.It is said that exercise is good to (mentally) development.5.The little boy looked at the astronaut with (curious).6.Susan is a woman high intelligence who knows her own mind.Ⅱ.短语填空(注意动词的适当形式)1.Now everything is very expensive.You’d better things to buy before you go shopping.2.She everything when she was on her first journey.3.Anyone must be suitable and in weight before he or she becomes an astronaut.4.To their delight,their son has this famous university.5.Reading English aloud in the morning helps practise your oral English helps strengthen your memory.6.I have stayed longer,but I had to leave.7.If you want to be a professional footballer,you must football as required.8.,you’d better know clearly what you want to be before you choose your major.Ⅲ.完成句子1.对我来说这道数学题不容易计算出来。
高三英语互联网技术单选题50题
高三英语互联网技术单选题50题1. When you enter a website address in your browser, the part that comes after "www." is often the _______.A. IP addressB. domain nameC. protocolD. server name答案:B。
解析:本题考查互联网技术中的域名概念。
A选项IP 地址是互联网协议地址,是设备在网络中的标识,与网址中“www.”后的部分概念不同。
B选项域名是网站的标识,通常位于“www.”之后,符合题意。
C选项协议是网络通信的规则,与网址的这部分内容无关。
D选项服务器名称主要指服务器的标识,并非网址中“www.”后的部分内容。
2. The _______ is a set of rules that govern how data is transmitted over the Internet.A. domainB. URLC. protocolD. cache答案:C。
解析:本题考查网络协议的概念。
A选项域名是网站的标识,不是管理数据传输的规则。
B选项统一资源定位符(URL)是用来定位网页的地址,不是数据传输规则。
C选项协议是管理网络上数据传输的一套规则,符合题意。
D选项缓存是存储临时数据的地方,与数据传输规则无关。
3. Which of the following is an example of a top - level domain?A. comB. wwwC. httpD. server答案:A。
解析:本题考查顶级域名的概念。
A选项“com”是一种常见的顶级域名,用于商业网站等。
B选项“www”是万维网的标识,不是顶级域名。
C选项“http”是超文本传输协议,不是顶级域名。
D选项“server”是服务器的意思,不是顶级域名相关概念。
The-History-of-Tom-Thumb
“The History of Tom Thumb” (1621) is considered to be the first printed English language fairy tale. Read this story and prepare responses to the following questions.1)Based on this story and your knowledge of fairy tales in general, what are the differencesbetween fairy tales and fables?2)King Arthur is a major character in this story. What specifically would you do to preparestudents with knowledge about King Arthur’s importance in British culture?3)Would you use this story in one or more than one lesson with Chinese ESL students? Why orwhy not?4)What potential problems would there be in using this story with children?5)What benefits would there be in using this story with children?The History of Tom ThumbIt is said that in the days of the famed Prince Arthur, who was king of Britain, in the year 516, there lived a great magician, called Merlin, the most learned and skilful enchanter in the world at that time.This great magician, who could assume any form he pleased, was travelling in the disguise of a poor beggar, and being very much fatigued, he stopped at the cottage of an honest ploughman to rest himself, and asked for some refreshment.The countryman gave him a hearty welcome, and his wife, who was a very good-hearted, hospital woman, soon brought him some milk in a wooden bowl, an some coarse brown bread on a platter. Merlin was much pleased with this homely repast and the kindness of the ploughman and his wife; but he could not help seeing that though everything was neat and comfortable in the cottage, they seemed both be sad and much cast down. He therefore questioned them on the cause of their sadness, and learned they were miserable because they had no children.The poor woman declared, with tears in her eyes, that she should be the happiest creature in the world if she had a son; and although he was no bigger than her husband's thumb, she would be satisfied. Merlin was so much amused with the idea of a boy no bigger than a man's thumb, that he made up his mind to pay a visit to the queen of the fairies, and ask her to grant the poor woman's wish. The droll fancy of such a little person among the human race pleased the fairy queen too, greatly, and she promised Merlin that the wish should be granted. Accordingly, a short time after, the ploughman's wife had a son, who, wonderful to relate! was not bigger than his father's thumb.The fairy queen, wishing to see the little fellow thus born into the world, came in at the window while the mother was sitting up in bed admiring him. The queen kissed the child, and, giving it the name of Tom Thumb, sent for some of the fairies, who dressed her little favorite as she bade them."An oak-leaf hat he had for his crown;His shirt of web by spiders spun;With jacket wove of thistle's down;His trowsers were of feathers done.His stockings, of apple-rind they tieWith eyelash from his mother's eye:His shoes were made of mouse's skinTann'd with the downy hair within."It is remarkable that Tom never grew any larger than his father's thumb, which was only of an ordinary size; but as he got older he became very cunning and full of tricks. When he was old enough to play with the boys, and had lost all his own cherry-stones, he used to creep into the bags of his playfellows, fill his pockets, and, getting out unseen, would again join in the game.One day, however, as he was coming out of a bag of cherrystones, where he had been pilfering as usual, the boy to whom it belonged chanced to see him. "Ah, ha! my little Tommy," said the boy, "so I have caught you stealing my cherrystones at last, and you shall be rewarded for your thievish tricks." On saying this, he drew the string tight around his neck, and gave the bag such a hearty shake, that poor little Tom's legs, thighs, and body were sadly bruised. He roared out in pain, and begged to be let out, promising never to be guilty of such bad practices again.A short time afterwards his mother was making a batter-pudding, and Tom being very anxious to see how it was made, climbed up to the edge of the bowl; but unfortunately his foot slipped and he plumped over head and ears into the batter, unseen by his mother, who stirred him into the pudding-bag, and put him in the pot to boil.The batter had filled Tom's mouth, and prevented him from crying; but, on feeling the hot water, he kicked and struggled so much in the pot, that his mother thought that the pudding was bewitched, and, instantly pulling it out of the pot, she threw it to the door. A poor tinker, who was passing by, lifted up the pudding, and, putting it into his budget, he then walked off. As Tom had now got his mouth cleared of the batter, he then began to cry aloud, which so frightened the tinker that he flung down the pudding and ran away. The pudding being broke to pieces by the fall, Tom crept out covered over with the batter, and with difficulty walked home. His mother, who was very sorry to see her darling in such a woeful state, put him into a tea-cup, and soon washed off the batter; after which she kissed him, and laid him in bed.Soon after the adventure of the pudding, Tom's mother went to milk her cow in the meadow, and she took him along with her. As the wind was very high, fearing lest he should be blown away, she tied him to a thistle with a piece of fine thread. The cow soon saw the oak-leaf hat, and, liking the look of it, took poor Tom and the thistle at one mouthful. While the cow was chewing the thistle Tom was afraid of her great teeth, which threatened to crush him in pieces, and he roared out as loud as he could:"Mother, mother!""Where are you, Tommy, my dear Tommy?" said his mother."Here, mother," replied he, "in the red cow's mouth."His mother began to cry and wring her hands; but the cow, surprised at the odd noise in her throat, opened her mouth and let Tom drop out. Fortunately his mother caught him in her apron as he was falling to the ground, or he would have been dreadfully hurt. She then put Tom in her bosom and ran home with him.Tom's father made him a whip of barley straw to drive the cattle with, and having one day gone into the fields, he slipped a foot and rolled into the furrow. A raven, which was flying over, picked him up and flew with him to the top of a giant's castle that was near the seaside, and there left him.Tom was in a dreadful state, and did not know what to do; but he was soon more dreadfully frightened; for old Grumbo, the giant, came up to walk on the terrace, and seeing Tom, he took him up and swallowed him like a pill.The giant had no sooner swallowed Tom than he began to repent what he had done; for Tom began to kick and jump about so much that he felt very uncomfortable, and at last threw him up again into the sea. A large fish swallowed Tom the moment he fell into the sea, which was soon after caught, and bought for the table of King Arthur. When they opened the fish in order to cook it, every on was astonished at finding such a little boy, and Tom was quite delighted to be out again. They carried himto the king, who made Tom his dwarf, and he soon grew a great favorite at court: for by his tricks and gambols he not only amused the king and queen, but also all the knights of the Round Table.It is said that when the kind rode out on horseback he often took Tom along with him, and if a shower came on he used to creep into his majesty's waistcoat pocket, where he slept till the rain was over.King Arthur one day asked Tom about his parents, wishing to know if they were as small as he was, and whether rich or poor. Tom told the king that his father and mother were as tall as any of the persons about the court, but rather poor. On hearing this the king carried Tom to the treasure, the place where he kept all his money, and told him to take as much money as he could carry home to his parents, which made the poor little fellow caper with joy. Tom went immediately to fetch a purse, which was made of a water-bubble, and then returned to the treasury, where he got a silver three-penny-piece to put into it.Our little hero had some trouble in lifting the burden upon his back; but he at last succeeded in getting it placed to his mind, and set forward on his journey. However, without meeting with any accidents, and after resting himself more than a hundred times by the way, in two days and two nights he reached his father's house in safety.Tom had travelled forty-eight hours with a huge silver-piece on his back, and was almost tired to death, when his mother ran out to meet him, and carried him into the house.Tom's parents were both happy to see him, and the more so as he had brought such an amazing sum of money with him; but the poor little fellow was excessively wearied, having travelled half a mile in forty- eight hours, with a huge silver three-penny-piece on his back. His mother, in order to recover him, placed him in a walnut shell by the fireside, and feasted him for three days on a hazel nut, which made him very sick; for a whole nut used to serve him a month.Tom was soon well again; but as there had been a fall of rain, and the ground was very wet, he could not travel back to King Arthur's court; therefore his mother, one day when the wind was blowing in that direction, made a little parasol of cambric paper, and tying Tom to it, she gave him a puff into the air with her mouth, which soon carried him to the king's palace.Just at the time when Tom came flying across the courtyard, the cook happened to be passing with the king's great bowl of furmenty, which was a dish his majesty was very fond of; but unfortunately the poor little fellow fell plump into the middle of it, and splashed the hot furmenty about the cook's face.The cook, who was an ill-natured fellow, being in a terrible rage at Tom for frightening and scalding him with the furmenty, went straight to the king, and said that Tom had jumped into the royal furmenty, and thrown it down out of mere mischief. The king was so enraged when he heard this, that he ordered Tom to be seized and tried for high treason; and there being no person who dared to plead for him, he was condemned to be beheaded immediately.On hearing this dreadful sentence pronounced, poor Tom fell a-trembling with fear, but, seeing no means of escape, and observing a miller close to him gaping with his great mouth, as country boobies do at a far, he took a leap, and fairly jumped down his throat. This exploit was done with such activity that not one person present saw it, and even the miller did not know the trick which Tom had played upon him. Now, as Tom had disappeared, the court broke up, and the miller went home to his mill.When Tom heard the mill at work he knew he was clear of the court, and therefore he began to tumble and roll about, so that the poor miller could get no rest, thinking he was bewitched; so he sent for a doctor. When the doctor came, Tom began to dance and sing; and the doctor, being as much frightened as the miller, sent in haste for five other doctors and twenty learned men.When they were debating about this extraordinary case, the miller happened to yawn, when Tom, seizing the chance, made another jump, and alighted safely upon his feet in the middle of the table.The miller, who was very much provoked at being tormented by such a little pygmy creature, fell into a terrible rage, and, laying hold of Tom, ran to the king with him; but his majesty, being engaged with state affairs, ordered him to be taken away and kept in custody till he sent for him.The cook was determined that Tom should not slip out of his hands this time, so he put him into a mouse-trap, and left him to peep through the wires. Tom had remained in the trap a whole week, when he was sent for by King Arthur, who pardoned him for throwing down the furmenty, and took himagain into favor. On account of his wonderful feats of activity, Tom was knighted by the king, and went under the name of the renowned Sir Thomas Thumb. As Tom's clothes had suffered much in the batter-pudding, the furmenty, and the insides of the giant, miller, and fishes, his majesty ordered him a new suit of clothes, and to be mounted as a knight."Of Butterfly's wings his shirt was made,His boots of chicken's hide;And by a nimble fairy blade,Well learned in the tailoring trade,His clothing was supplied.--A needle dangled by his side;A dapper mouse he used to ride,Thus strutted Tom in stately pride!"It was certainly very diverting to see Tom in this dress, and mounted on the mouse, as he rode out a-hunting with the king and nobility, who were all ready to expire with laughter at Tom and his fine prancing charger.One day, as they were riding by a farmhouse, a large cat, which was lurking about the door, made a spring, and seized both Tom and his mouse. She then ran up a tree with them, and was beginning to devour the mouse; but Tom boldly drew his sword, and attacked the cat so fiercely that she let them both fall, when one of the nobles caught him in his hat, and laid him on a bed of down, in a little ivory cabinet.The queen of fairies came soon after to pay Tom a visit, and carried him back to Fairy-land, where he lived several years. During his residence there, King Arthur, and all the persons who knew Tom, had died; and as he was desirous of being again at court, the fairy queen, after dressing him in a suit of clothes, sent him flying through the air to the palace, in the days of king Thunstone, the successor of Arthur. Every one flocked round to see him, and being carried to the king, he was asked who he was--whence he came--and where he lived? Tom answered:"My name is Tom Thumb,From the fairies I've come.When King Arthur shone,His court was my home.In me he delighted,By him I was knighted;Did you never hear of Sir Thomas Thumb?"The king was so charmed with this address that he ordered a little chair to be made, in order that Tom might sit upon his table, and also a palace of gold, a span high, with a door an inch wide, to live in. He also gave him a coach, drawn by six small mice.The queen was so enraged at the honor paid to Sir Thomas that she resolved to ruin him, and told the king that the little knight had been saucy to her.The king sent for Tom in great haste, but being fully aware of the danger of royal anger, he crept into an empty snail-shell, where he lay for a long time, until he was almost starved with hunger; but at last he ventured to peep out, and seeing a fine large butterfly on the ground, near his hiding-place, he approached very cautiously, and getting himself placed astride on it, was immediately carried up into the air. The butterfly flew with him from tree to tree and from field to field, and at last returned to the court, where the king and nobility all strove to catch him; but at last poor Tom fell from his seat into a watering-pot, in which he was almost drowned.When the queen saw him she was in a rage, and said he should be beheaded; and he was again put into a mouse-trap until the time of his execution.However, a cat, observing something alive in the trap, patted it about till the wires broke, and set Thomas at liberty.The king received Tom again into favor, which he did not live to enjoy, for a large spider one day attacked him; and although he drew his sword and fought well, yet the spider's poisonous breath at last overcame him;"He fell dead on the ground where he stood, and the spider suck'd every drop of his blood."King Thunstone and his whole court were so sorry at the loss of their little favorite, that they went into mourning, and raised a fine white marble monument over his grave, with the following epitaph: "Here lyes Tom Thumb, King Arthur's knight,Who died by a spider's cruel bite.He was well known in Arthur's court,Where he afforded gallant sport;He rode at tilt and tournament,And on a mouse a-hunting went.Alive he filled the court with mirth;His death to sorrow soon gave birth.Wipe, wipe your eyes, and shake your head,And cry,--Alas! Tom Thumb is dead!"[文档可能无法思考全面,请浏览后下载,另外祝您生活愉快,工作顺利,万事如意!]。
福建省福州市八县市协作校2023-2024学年高二下学期期中联考英语试题
福建省福州市八县市协作校2023-2024学年高二下学期期中联考英语试题一、阅读理解When it comes to tricks in life, the following will be of great help, which might surprisingly end up working the magic.Hooks that helpThere’s nothing worse than throwing something into the trash bin and watching the garbage bag fall in with it. To prevent this, stick two wall hooks onto the outside of your bin(one on either side), positioned so they face downward. The next time you replace the grocery bag, loop its handles through the hooks and no matter how full the bag gets, it’ll never drop to the bottom of the bin again.Easier garbage storageYou have probably encountered this: after filling the bag with trash, it forms a vacuum (真空) seal so tight that it’s a struggle to lift the bag out once it’s full. What to do? Punch a couple of small holes in the sides, a few centimeters above its base. The holes will allow just enough airflow to make lifting out the trash a piece of cake.Instant bottle brushIf you have an ordinary kitchen sponge (海绵) and a fork, then you have everything you need for a DIY bottle brush. Pierce the narrowest edge of the sponge with the fork and slide the sponge down until the points of the fork are fully covered. You can now clean out the skinniest bottle with ease.Express dryingNeed washed load of laundry dried in a flash? Toss a clean, dry towel into the dryer along with all the wet stuff for the first 15 minutes of the cycle. It’ll absorb some of the moisture and speed up the overall drying time.1.What is the key to lifting trash bags?A.The fork.B.The hook.C.The brush.D.The holes.2.Why is a dry towel used in the laundry?A.To take in water.B.To tidy the dryer.C.To clean the clothes.D.To distinguish the wet stuff.3.What does the passage mainly talk about?A.Various means of saving money.B.Creative ideas on making life fun.C.DIY solutions for life’s little dilemmas.D.Different ways to promote cooking skills.I’m a layperson with a love of science who occasionally reads science magazines. My approach was from an author’s angle, spending months on research before writing a single word for Pig Heart Boy.So where did I get the idea? Whenever I attend a school event, that question is asked. The answer is simple. Back in the mid 1990s, I read a newspaper article written by a doctor who guessed that we would eventually have to turn to xenotransplantation (异种器官移植) as a possible solution to the lack of human organ donors. It left my mind filled with questions. What are the consequences? Do we really have the right to treat animals as me re organ sources for humans? So I headed to my nearest bookshop and bought all the books I could on heart transplants in particular.I’ve found questions are one of the best places to start from when writing a novel. In my story Cameron, who needs a heart transplant, knows he is unlikely to see his next birthday unless he receives one, but he is a long way down the waiting list. When a genetically modified (GM) pig’s heart is offered by a pioneering doctor, Cameron decides to go for it —and his new heart completely changes his life in unexpected ways.Now some people think that the subject matter is not suitable for children, criticizing the cruel and inhuman ways of xenotransplantation. I completely disagree. As a children’s author, it never ceases to amaze me how some adults underestimate what subject matter will interest and stimulate children. I wanted to write a story that provided no right or wrong answers, a story that would allow the reader to walk in Cameron’s shoes for a while and think about what decisions they would make and how they would react if they too were faced with his situation.Fictional stories that explore new ideas when it comes to STEM (science, technology, engineering and mathematics) subjects also have a part to play in enriching our children’s reading and learning. Various studies have shown that reading fiction enhances our children’s ability to grasp new concepts. Pig Heart Boy was my attempt to incorporate science possible into a believable, thought-provoking (令人深思的) story.4.Where did the author get inspiration from to write Pig Heart Boy?A.A school event.B.A news item.C.Science magazines.D.Books on heart transplants.5.What might be a major concern of those who disagree with Pig Heart Boy?A.Animal rights.B.GM technology.C.Organ transplant risks.D.Organ shortage crisis.6.What are the last two paragraphs of the text mainly about?A.Ways of tapping children ‘s intelligence.B.Potential application of fictional stories.C.Supporting evidence for justifying the book.D.Influence of fictional stories on STEM subjects.7.What is Pig Heart Boy?A.An author profile.B.A science fiction novel.C.A guidebook to xenotransplantation.D.An essay on writing children’s literature.“Anxiety.” The very word invites discomfort. Its effects—shortness of breath, pounding heart, muscle tension—are outright upsetting. But, as a clinician, I find that we tend to miss out on many valuable opportunities presented by this human emotion. In and of itself, anxiety is not deadly, nor is it a disease. Quite the contrary: it is an indicator of brain and sensory health. Once we accept that it is a normal, though uncomfortable, part of life, we can use it to help us.We all know working out at the gym is hard. By nature, a “good workout” is uncomfortable, since it involves pushing our physical strength past what we can easily do. The sweet spot of exercise is always a somewhat challenging experience. Similarly, if you want to be emotionally stronger, you need to face some tension. For example, one effective treatment for fear is exposure therapy (疗法), which involves gradually encountering things that make one anxious, reducing fear over time.Humans are social creatures. When my patients learn to open up to their partners about their anxieties, they almost always report a greater sense of emotional closeness. Also, as international relationship expert Sue Johnson teaches, when we express our need for connection during challenging moments (e.g., “I’m having a hard time right now and could really use your support”), it creates greater connection and turns our anxiety into love.From time to time, we find ourselves at the end of our rope. Our responsibilities pile up, our resources break down, and we feel uncomfortably anxious—what we’re experiencing is calledstress. Simply put, the demands placed upon us outweigh our available resources, just like a set of scales (天平) going out of balance. Focusing on work and pretending everything is OK only leads to disastrous results. Medical treatment for stress may function for a while, but it tends to make things worse in the long run. The only solution to deal with stress is to do the mathematics to balance the scales.8.What does the author say about anxiety?A.It is an invitation to diseases.B.It indicates stable mental health.C.It costs us many valuable chances.D.It is a natural emotional expression.9.Why does the author mention “good workout” in paragraph 2?A.To prove how exercise influences emotions.B.To suggest an effective way to challenge limits.C.To explain how anxiety builds emotional strength.D.To show a positive connection between mind and body.10.What is paragraph 3 mainly about?A.The key to closeness is partners’ support.B.Sharing anxieties improves relationships.C.Humans are defined by their social nature.D.Expressing feelings keeps us off anxieties.11.According to the last paragraph, how can we deal with stress?A.Devote more energy to our work.B.Increase resources available to us.C.Seek professional medical treatment.D.Master advanced mathematical skills.The science of why insects gather around lights at night has never been nailed down. Popular theories propose that moths and other insects navigate (导航) by the moon and mistake lamps for moonlight, or that the insects fly towards light to escape coming danger. Now researchers believe they have a more convincing answer: contrary to current theories, insects arenot attracted to light from far away, but become trapped if they fly close to an artificial light source.According to Dr Sam Fabian, study co-author and Imperial College London entomologist, moths and many other insects that fly at night evolved to tilt (倾斜) their backs to wherever is brightest. For hundreds of millions of years, this was the sky rather than the ground. The trick told insects which way was up and ensured they flew level. But then came artificial lighting. Moths found themselves tilting their backs to street lamps. This caused them to circle around the lamps endlessly, the insects trapped by their evolution.Fabian and his colleagues filmed insect flight paths around lights in the lab. The videos reveal that time and again, moths and dragonflies turned their backs to artificial lights, which appeared to greatly change their flight paths. If the light is above them, they might start orbiting it, but if it’s behind them, they start tilting backwards and end up flying in circles or diving toward the ground.Researchers have long warned that light pollution is a big driving force in the dramatic decline in insect populations. Moths and other insects that become trapped around lamps become easily caught by bats. The artificial lighting can also fool them into thinking it is daytime, causing them to bed down and skip a night’s feeding.There are, Fabian believes, helpful lessons from the research. “What this tells us is that the direction of artificial light matters. Could we change lighting environments to not trap insects? For we’re facing a massive decline in insects around the world, and artificial light at night is one of the factors that could potentially be leading to this decline,” Fabian said.12.What do the underlined words “nailed down” in paragraph 1 mean?A.Popularized widely.B.Discussed openly.C.Defined accurately.D.Explored academically.13.Fabian’s study found that moths circle around the lamps endlessly because ______.A.they can’t keep their balance.B.they use improper flight attitude.C.they lose track of which way is up.D.they are attracted to lights from far away.14.What is the significance of the research finding?A.It may lead to better conservation of insects.B.Natural enemies of insects will be got rid of.C.Artificial lighting will be greatly reduced at night.D.It may raise concerns for insects’ eating behavior.15.What is the text mainly about?A.Why insects lose their ability to fly at night.B.Why artificial light and evolution trap insects.C.How artificial light impacts insect populations.D.How insects evolved distinct strategies of flight.Why was school created? 16 Especially on test days, many students wonder exactly why they’re being subjected to such terrible and unusual punishment!If you’re honest with yourself, though, you know what a great place school is. 17 . Sure, tests can be stressful, but think of how boring life would be if you didn’t get to learn new things and see other people so often!Schools are not a new invention. You may have seen some old one-room schoolhouses that have been around for several hundred years or more. 18 .In fact, education dates back to the very first humans ever to live on Earth. Why? To survive, every generation has found it necessary to pass on its knowledge, skills, values, and traditions to the next generation. How can they do this? Education! Each subsequent generation (后代) must be taught these things.19 They educated young people within the family unit. Over time, however, populations grew and societies formed.Rather than every family being responsible for education, people soon found out that it would be easier and more efficient to have a small group of adults teach a larger group of children.20 .A.In this way, the idea of school was born.B.The earliest schools, though, date back thousands of years.C.At that time, schools focused on reading, writing, and maths.D.Ancient schools weren’t like the schools we know today, though.E.We’re sure that’s a question that every student asks from time to time.F.The earliest human beings didn’t need schools to pass along information.G.You have fun, learn all kinds of interesting things, and get to spend time with your friends.二、完形填空William Gwyn Thomas, who used to be a dairy farmer in Lampeter, Ceredigion, has been cleaning trains at Carmarthen station for 25 years.Gwyn is still working with a team as 21 as ever to clean anywhere between 18 and 26 carriages at night and is proud of what he does. “I didn’t expect I’d still be 22 at 80,” said Gwyn. “But I really love it, and I’ll23 when I feel I can’t do it.”Gwyn joined the train cleaning team in the late 1990s. He 24 his long working life to “eating well, not drinking anything 25 than a beer and cutting down on smoking”.Working from 7:30 pm to 2:30 am, Gwyn and his team clean each 26 from top to bottom, including the cabs (驾驶室), toilets, tables and floors.The worst 27 tend to be Saturdays, when Transport for Wales (TW) said the toilets can be “ 28 ”, but Gwyn said he takes it all in his stride (泰然处之).“It’s annoying but there’s no point 29 it because that’s the job and we just have to 30 it,” he said. “Someone has to get it looking nice for 31 again.”TfW’s cleaning manager Wendy Jones described passionately Gwyn as “part of the 32 of Carmarthen station”.Wishing him a happy 80th birthday, he 33 , “The standard of work Gwyn puts in night after night is a(n) 34 example to us all on how to show 35 in your work.”21.A.silently B.gracefully C.energetically D.cautiously 22.A.working B.driving C.learning D.farming 23.A.continue B.concentrate C.hesitate D.finish 24.A.applies B.exposes C.owes D.devotes 25.A.weaker B.stronger C.cheaper D.colder 26.A.room B.department C.hall D.carriage 27.A.cabs B.shifts C.performances D.accidents28.A.rewarding B.exciting C.challenging D.surprising 29.A.dreaming about B.complaining about C.contributing toD.submitting to30.A.break away from B.watch out for C.give way toD.get on with31.A.conductors B.workers C.passengers D.managers 32.A.structure B.reform C.schedule D.platform 33.A.suggested B.added C.questioned D.responded 34.A.true B.poor C.interesting D.hopeful 35.A.depression B.curiosity C.bravery D.pride三、语法填空阅读下面材料,在空白处填入1个适当的单词或括号内单词的正确形式。
人教版必修三 Unit 2 Discovering Useful Structures
2. 作原因状语
e.g. Being ill, he didn’t go to school yesterday. 因为生病了,他昨天没有上学。
主语 谓语 宾语 宾语补足语 ➢ 动词-ing形式作宾语补足语时,多用在某些动词后表示正
在进行的动作,如 see, notice, watch, observe, hear, smell, feel, find, catch, leave等。
We see her listening to music. We can see four kids running in the picture. The police caught the man stealing the money.
8. __F_e_e_li_n_g_ hurt by the rejection, she bit her lip and quietly
walked away.
n. (坐着时的)大腿部
3 Read the story and answer the questions.
Henry Norman Bethune was a Canadian doctor with a very creative mind
1. __H_e_a_r_i_n_g__ that his wife had been injured in an accident, Mr
Johnson hurried to the hospital.
n. 事故;车祸
docker logs 原理
docker logs 原理
Docker logs命令是用于查看Docker容器的日志输出的工具。
它的原理涉及到Docker容器的日志管理和存储机制。
首先,Docker容器的日志输出会被重定向到标准输出(stdout)和标准错误输出(stderr)。
这意味着容器内运行的应用程序的日
志会被发送到这两个输出流中。
其次,Docker引擎会捕获这些输出流,并将它们保存在宿主机
的文件系统中。
默认情况下,Docker引擎会将这些日志保存在JSON
文件中,位于/var/lib/docker/containers/[container-
id]/[container-id]-json.log。
当你运行docker logs命令时,Docker引擎会读取这些日志文件,并将它们以文本形式输出到你的终端。
这样你就可以查看容器
内应用程序的标准输出和标准错误输出。
除了查看实时日志之外,docker logs命令还可以通过--since
和--until选项来筛选特定时间范围内的日志,并且可以使用--
tail选项来限制输出的行数。
总的来说,Docker logs命令的原理就是通过捕获容器的标准输出和标准错误输出,并将它们保存为日志文件,然后通过docker logs命令来读取和输出这些日志文件的内容,从而让用户能够方便地查看容器内应用程序的日志输出。
报恩之画的英语作文
Once upon a time in a small village,there lived an old painter who was wellrespected for his artistic talent.Despite his age,he continued to create beautiful paintings that brought joy to the villagers.One day,a young boy named Tom,who was an orphan,was found wandering the streets.The painter,moved by the boys plight,took him in and began to teach him the art of painting.Tom was a quick learner and soon became an apprentice to the old painter.He was grateful for the opportunity and worked diligently to master the craft.Over the years, their bond grew stronger,and Tom considered the painter as a father figure.The painter, in turn,saw Tom as a son and was proud of his progress.One day,the painter fell ill and was unable to continue painting.The village was saddened by the news,as his paintings had become a source of inspiration and beauty for the community.Tom,determined to repay the kindness and guidance he had received, decided to create a special painting for his mentor.He spent countless hours working on the masterpiece,pouring his heart and soul into every brushstroke.The painting depicted a serene landscape,with a beautiful garden filled with vibrant flowers and a clear stream flowing through it.In the center of the garden stood a wise old man,representing the painter,surrounded by children who looked up to him with admiration and love.When the painting was finally complete,Tom presented it to the old painter,who was deeply touched by the gesture.The villagers gathered to admire the beautiful artwork, and it became a symbol of gratitude and the bond between the two artists.As the painters health declined,Tom continued to support him,taking care of his needs and keeping him company.The old painter,knowing that his time was limited,expressed his gratitude to Tom for the love and care he had shown him.In his final days,the painter called Tom to his side and handed him a small package. Inside was a letter and a key to a hidden room in the painters house.The letter revealed that the painter had left a collection of his finest works to Tom,as a way to ensure his legacy would live on.After the painters passing,Tom discovered the hidden room,filled with stunning paintings that showcased the artists incredible talent.He was overwhelmed with emotion, realizing the depth of the painters love and trust in him.Tom decided to honor the painters memory by opening a small gallery in the village,where he displayed the old painters works alongside his own.The gallery became a place of inspiration and beauty,attracting visitors from far and wide.Through his paintings, Tom continued to share the story of the old painters kindness and the bond they shared.The painting that Tom had created for the painter became the centerpiece of the gallery,a testament to the power of gratitude and the impact of a life welllived.It served as a reminder that even in the face of adversity,the human spirit can create beauty and inspire others.In the end,the story of the old painter and Tom is one of love,mentorship,and the enduring power of art.It is a story that will be passed down through generations,a legacy of gratitude and the transformative power of a simple act of kindness.。
to such an extent 例句
to such an extent 例句共10句含翻译1. She was fascinated by the book to such an extent that she couldn't put it down. (她对这本书着迷到了无法放下的程度。
)2. The movie's special effects were breathtaking, to such an extent that it felt like being immersed in another world. (电影的特效令人惊叹,以至于感觉仿佛沉浸在另一个世界。
)3. The company expanded its operations to such an extent that it now has a global presence. (公司扩大了业务范围,以至于如今在全球范围内都有业务存在。
)4. His generosity extended to such an extent that he donated a significant portion of his wealth to charity. (他的慷慨程度之大,以至于他向慈善事业捐赠了相当一部分财富。
)5. The project's success exceeded our expectations to such an extent that we were pleasantly surprised. (项目的成功超出了我们的预期,以至于我们感到愉快的意外。
)6. The athlete trained to such an extent that he achieved a level of fitness beyond his competitors. (这位运动员训练得如此之彻底,以至于他的身体素质超过了竞争对手。
八年级英语反意疑问句练习题
反意疑问句一.完成下列反意疑问句, 一词:1.We must go at once, ________________________?2.My uncle used to smoke, ________________________?3.She must be a music lover, ________________________?4.You need to have a good dictionary, ________________________?5.Let us do the jobs ourselves, ________________________?6.There used to be an old stone bridge across the river,________________________?7.Please turn down the radio, ________________________?8.There were few people there, ________________________?9.If anybody comes here, he will be welcome, ______________________________?10.You must have seen her yesterday, ________________________?二、把下列各句改成反意疑问句:11.I think he is right.___________________________________________________________ ___________________________________________________________ ______________12.I don’t think you’re seriously ill._________________________________________________________________________13.I don’t suppose they will be back soon.___________________________________________________________ ___________________________________________________________ ______________14.Don’t do such a job.___________________________________________________________ ___________________________________________________________ ______________15.You needn’t do that when your daughter is here.___________________________________________________________ ___________________________________________________________ _______________________________________________________________________________ ___________________________________________________________ ___________________16.What you need is more practice.___________________________________________________________ ___________________________________________________________ ____________________17.He says that it is really true.___________________________________________________________ ____________________18.He dared to ask the teacher many questions.___________________________________________________________ ___________________________________________________________ ______________19.That is an honest girl?___________________________________________________________ ___________________________________________________________ ____________________20.Tom hasn’t much time to spare.___________________________________________________________ ___________________________________________________________ ____________________三、将下列句子译成英语(一空一词):21.人无完人, 对吗?___________________________________________________________ _________________________,_________________________________ ___?22.你每年冬天感冒, 是不是?_______________________________________________________________________________________________,______________________________?23.你伯父过去住在宁波, 对不对?___________________________________________________________ ___________________________________________________________ __________________________?24.A:他不想买这辆十速自行车, 对吗?B:对, 他不想买。
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From Tom Thumb to the Dockers: Some Experiments with Foraging RobotsAlexis Drogoul, Jacques Ferber LAFORIA, Boîte 169,Université Paris VI, 75252 PARIS CEDEX O5 FRANCE drogoul@laforia.ibp.fr, ferber@laforia.ibp.frAbstractIn this paper, we experiment, from the point of view of their efficiency, different implementations of the "explorer robots application". Three types of "Tom Thumb robots", whose behavior is based on the foraging behaviors of ants are proposed and their results are critically examined. We then introduce chain-making robots (the "dockers"), governed by local perceptions and interactions. This helps us to show that only a few changes in the robots' behavior may greatly improve the efficiency of the population.IntroductionIn the research conducted in the field of swarm intelligence, the "explorer robots application" appears to be one of the most common examples found to illustrate the capacity of a population of poorly intelligent creatures to handle with a global goal. In this case study, the goal is to make a team of robots find and collect samples in an unpredictable environment and take them back to a home base. These robots usually operate independently and behave in a quite simple way. They can sense the samples, the home base and some other environmental signs (possibly left by other robots) and, of course, pick up and put down samples. This application appears to be very popular because of its use in the three most influent fields of Artificial Life, namely the simulation of animal's behaviour, with the works of (Deneubourg & al. 1986), GA's and genetic programming (see e.g., (Koza 1990) with the Santa-Fe trail) and robotics, where it has been used to introduce the idea of using small cheap robots for exploring planets or dangerous locations (Brooks 1990). Furthermore, it is now widely accepted as the best illustration of "swarm intelligence", along with the collective sorting example (Deneubourg & al. 1991). Recent papers have explored the ability of these multirobot systems to have useful behaviors, but none has emphasized on their efficiency. Moreover, although all the individual mechanisms of the robots are accounted for, stillthere is no understanding and explanation of how the overall patterns of foraging results from the interactions between these mechanisms. Consequently, even if the general idea is appealing, it is still difficult to choose between all the proposed solutions when one wants to use them in a real application. That is why we are interested in the comparisons between these systems in terms of efficiency. We hope that such comparison would significantly advance the understanding of these systems and the design of new ones. In this paper, we then intend to review some of the frameworks used so far for the implementation of this example. All the choices will be discussed and their results compared with respect to the needs of robustness, adaptivity and efficiency required. We will also compare them to our new system of "chain-making" robots. The plan of the paper is as follows: in Section 1, we introduce the application and the framework shared by all the robots. We then provide in Section 2 experimental results obtained with non-social robots, namely robots that do not interact directly with each other. Section 3 presents our "chain-making" robots and contains some numerical results and a few comparisons with the previous ones. We close in Section 4 by comparing all the systems presented so far and discussing some perspectives in swarm intelligence.1General FrameworkThe first report about the "collecting samples" application has been made in (Steels 89). The key idea is to make a set of little robots collect rock samples in an unknown environment. In all the experiments we describe in the next sections, our world (see Fig. 1) will be constituted by a variable population of robots, a home base that emits a signal decreasing with the distance and three heaps of one hundred samples each. The distance between the heaps and the base is 40 meters and the speed of the robots is 1 meter/cycle. The robots can sense samples from a short distance (2 meters). The field created by the home's signal defines an area some 80 meters in diameter.RobotsSamplesHome Baseway the robots are implemented. However, they simplify the understanding and the comparison of their behaviors. An example of such a diagram is shown on Fig. 2. It represents the behavior of the silliest foraging robot one can imagine: it simply searches randomly for samples, pick up one when it finds some, come back to the base, lay the sample and then returns to its random search. Whatever their lack of ability, these silly robots will be used as a basis for the next generations of robots. As a matter of fact, they are provided with the necessary autonomy and basic behaviors needed for completing the global task. We will see in the next sections that minor transformations at the individual level may lead to very important changes at the population level and to the emergence of cooperating processes.80 meters2Tom Thumb RobotsFigure 1 - The case studyThe robots are simulated using the EthoModelling Framework previously described in (Drogoul & al. 1992). They are built out of simple primitive behaviors that basically include: - obstacle and other robots avoidance - following of the home's gradient field - picking up and laying samples - random move These primitive behaviors are combined into concurrent tasks (see e.g. Drogoul & Ferber 1992), each of them being triggered by an internal or environmental stimulus. For more convenience, the behaviors of the robots will be described in the next sections with diagrams that represent the decision-making process performed by them at each step. Note that these diagrams do not exactly correspond to theThis kind of robots was inspired by the foraging behavior of ants. The basic idea is to make the robots that have found samples put down "crumbs" on their way back from the samples to the base. It is assumed that the other robots are attracted by the crumbs when they move onto them and then able to locate more quickly the samples. Roughly similar robots can be found in several papers including, but not limited to (Steels 1989, Deneubourg 1990). We decided to call them Tom Thumb, because of the resemblance their behavior shows with that of Charles Perrault's character. To provide the previous silly robots with this behavior, we only have to change one node and add one action (as shown in light-grey on Fig. 3). What is interesting is that this simple change now enables the robots to cooperate, even if it is a kind of non-intentional cooperation. They do not interact directly with one another, but they do transmit information that allow the other ones to minimize their search.Silly RobotFOUND SAMPLES?Primitives ActionsYESPICK UP SAMPLES FOLLOW STIMULUS YESNO NO CARRYING SAMPLES ? YES SENSED STIMULUS? NORANDOM MOVEGO HOME NO BACK HOME? YES LAY SAMPLESFigure 2 - The behavioral diagram of a silly foraging robotTom Thumb RobotFOUND YES SAMPLES? NOChangesPICK UP SAMPLES FOLLOW STIMULUSNO SENSED CARRYING SAMPLES ? YES CRUMB OR STIMULUS?YES NO RANDOM MOVE LAY 1 CRUMBGO HOME NO BACK HOME? YESLAY SAMPLESFigure 3 - The behavioral diagram of the first Tom Thumb robotsLet us now introduce the experimental results obtained with these robots. The case study has been described in Section 1. We measure the efficiency of populations of Tom Thumb robots, by plotting the number of cycles needed to pick up all the samples against the number of robots in the population. As shown on the log plot on Fig. 4, the curve dramatically decreases in the first steps, downto a minimum of 1113 cycles (for 63 robots) and then regularly increases (up to a maximum, not shown here, of approximately 3500 cycles, where it stabilizes). What do these results mean ? First point, the increase in performance of the populations (from one to 63 robots) is clearly due to the crumb laying and following. This helps to focus the population on the task it has to accomplish. Yet, and that is the second point, the positive feedback suppliedby this behavior is not counterbalanced by any negative feedback that could depend on the amount of samples available on each site. That is, an empty heap of samples will continue to attract robots because the path between this heap and the base will remain stable. This explains the brutal variations of the curve, due to the random choice made by each robot between the three paths. If several robots chose a path leading to an empty heap, the overall efficiency of the population clearly decreases. We will see below that we need another factor to explain the decrease of efficiency observed for the most numerous populations. However, let us firstly try to implement a negative feedback at the population level by modifying the robots behaviors.Number of cycles100000Tom Thumb RobotsMinimum : 1113 cycles (63 robots) Average: 3351 cycles1000 13 17 21 25 29 33 37 41 45 49 53 57 61 65 69 73 77 81 85 89 93 97 1 5 9Number of robotsFigure 4 - Results obtained with 100 populations of Tom Thumb robotsTom Thumb Robot IIFOUND SAMPLES? NO YESChangesPICK UP SAMPLES FOLLOW STIMULUS PICK UP 1 CRUMB RANDOM MOVE LAY 1 GO HOME CRUMB LAY SAMPLESNO SENSED CARRYING SAMPLES ? YES CRUMB OR STIMULUS?YES NONO BACK HOME? YESFigure 5 - The behavioral diagram of the second Tom Thumb robotsOnce again, the idea can be found in Charles Perrault's novel, where the path established by Tom Thumb is being destroyed by birds that pick up the crumbs. If we make robots pick up crumbs, too, when they are following a path, we enable them to build dynamical trails and to cancel them when they lead to an empty heap (as a matter of fact, a robot following the trail will erase it. If it does not find samples, it will not rebuild it by coming back to the base). This new behavior only induces a minor change in the Tom Thumb robots, as shown on Fig. 5. The experimental results obtained with the robots are plotted on Fig. 6. The dashed lines show the previous results and the solid lines the new ones. We see that the new behavior has suppressed the brutal variations of the curveand that the performance of a given population can be roughly predicted from the performance of the previous one. However, the evolution of this efficiency is not really satisfactory with respect to the previous results. For small populations (less than 60 robots), we have clearly lost in efficiency what we have gained in stability and predictability. Why is it so ? In fact, it seems that we have introduced too much dynamics in the system. Letting one robot destroy a path means that it hides a lot of information to the others during its trip, until it comes back to the base. On one hand, robots are no more attracted towards useless crumb paths, but on the other hand, they often temporarily lose already made paths.Number of cycles100000Tom Thumb Robots IIMinimum : 1607 cycles (85 robots) Average: 5315 cycles1000131721252933374145495357616569737781858993Number of robotsFigure 6 - Results obtained with 100 populations of Tom Thumb II robots97159Tom Thumb Robot IIIFOUND SAMPLES? NO YESChangesPICK UP SAMPLES FOLLOW STIMULUS PICK UP 1 CRUMB RANDOM MOVE LAY 2 CRUMBS LAY SAMPLESNO CARRYING SAMPLES ? YES SENSED CRUMB OR STIMULUS?YES NOGO HOME NO BACK HOME? YESFigure 7 - The behavioral diagram of the third Tom Thumb robotsSo the solution, already proposed in (Steels 1991), is to provide them with a mixed behavior. We need the robots to build paths that they can erase, but slower. Then, we just tell them to put down two crumbs when coming back to the base and to pick up one when following the path (see Fig. 7). The results, plotted on Fig. 8, clearly show two things. Firstly, the efficiency of this robot is much better than that of the previous one. Secondly, the curve remains very regular until the population reaches 85 robots. For most of the cases, this solution seems to be a good compromise between the two previous Tom Thumb robots, combining efficiency with regularity.Still a question has yet to be answered. Why is there an increase in the number of cycles in the last 15 results ? In fact, the answer is pretty simple. The 15 last populations of robots are facing important traffic jams. And, though it might be funny to imagine robots stuck in traffic jams, this raises a major problem. If we look more closely to the results, we can see that a population of 25 robots is as efficient as a population of 100 robots, and that a population of 60 robots is twice as efficient. So the cooperation, which emerges quite quickly for small populations, is counterbalanced in bigger populations by the competition between the robots.Number of cycles100000Tom Thumb Robots IIIMinimum : 1075 cycles (85 robots) Average: 3519 cycles1000159131721252933374145495357616569737781858993Number of robotsFigure 8 - Results obtained with 100 populations of Tom Thumb III robots97Fig 9a - Unorganized dockersFig 9b - Chain-making dockers3Chain-Making RobotsThe problem to solve is then to make the robots cooperate more deeply without competing too much. In fact, the previous robots were only cooperating by sharing information (namely the location of samples) but they were not able to cooperate by coordinating their actions. Let us take an example borrowed from everyday life. When a ship enters a harbor in order to be discharged, the dockers do not run all together towards the ship, competing for the access to the gangway (like in Fig. 9a). Instead, they organize themselves, making a chain from the ship to the wharves and thus minimizing their waste of energy and maximizing their efficacy (Fig. 9b). Why did we take this example? In fact, the first situation peculiarly looks like the situations created by our last robots: a huge crowd around the samples with everybody trying to escape the place to come back to the base. And, of course, we would evidently like to obtain something like the second situation. The differences between these two situations are quite obvious. In the first one, the dockers act as if they were alone, without paying attention to the others. In the second one, they coordinate their actions. They have then to be aware of the behaviors of other dockers. If we want this global behavior to emerge in our application, the challenge is to implement these relationships in robots that cannot communicate.In which way do we have to modify the behavior of Tom Thumb to let it become a docker? The first idea is to transform our robots in order to make them detect the samples carried by other robots (as if these samples were on the floor). A robot carrying a sample can, for example, switch on a light on its head. This signal will trigger in the other robots the same behavior than the samples detection. In that way, robots will be able to react upon the state of others. The second idea is to let the robots be able to pick up samples carried by others . Several solutions can be conceived and we will not get into further details about it. We just assume that they are provided with an arm and a skip and that their arm can pick up things from the skip of other robots (see Fig. 10).Figure 10 - A possible design for the chain-making robotsWith these two primitive actions, correctly arranged within the framework of the previous robots (see Fig. 11), we claim that it is possible to obtain chains from the samples to the base, whatever the number of robots.Docker RobotFOUND SAMPLES? NO FOLLOW NO CARRYING SAMPLES ? YES YESChangesPICK UP SAMPLES PICK UP 1 CRUMB RANDOM MOVE LAY 2 CRUMBS LAY SAMPLES SWITCH ON LIGHT SWITCH OFF LIGHTSTIMULUS/LIGHT SENSED CRUMB , LIGHT OR STIMULUS? GO HOME NO BACK HOME? YES YES NOFigure 11 - The behavioral diagram of the docker (or chain-making robots)Number of cyclesDocker Robots10000Minimum : 697 cycles (93 robots) Average: 1805 cycles100131721252933374145495357616569737781858993Number of robotsFigure 12 - Results obtained with 100 populations of docker (chain-making) robotsThis emergent functionality is illustrated on Fig. 13, which contains two snapshots of the simulation in progress. One can see, on the right-hand window, the three chains being build from the three heaps of samples to the base. The robots that make up these chains do not move all the way from the samples to the base, but only between one location where they pick up samples (a robot or a heap) and one location where they are discharged of them (by themselves in the nest or elsewhere by another robot). The consequence of this double cooperation (information sharing and action coordination) is a real improvement in the efficiency of the populations, from the first (one robot) to the last one (a hundred robots). The curve, plotted on Fig. 12, is very regular (at least with respect to the previous ones) and evolves towards the asymptotic direction Y = 700. In most cases, the results are twice as best as any of the results obtained with the former Tom Thumb robots. The explanation appears to be twofold: (1) From the robot's point of view, once it is involved in a chain, it has less distance to cover (to pick up samples and to put them down) than any of the Tom Thumbs robots. Those were actually obliged, at each time, to cover the whole distance between the nest and the heaps.In the best cases, the chain-making robots do not even need to move to get and give samples. This explains the very impressive efficiency observed in almost any of the populations. (2) This reduction of the number of moves appears to prevent the robots from going and disturbing the others, and thus avoids traffic jams around the nest and the samples. And when the number of robots is very important compared to the size of the environment, samples can of course be conveyed without difficulty, from robot to robot, without needing the robots that carry them to escape the jams. This is especially interesting for populations of great size, where the brutal decrease of performance does not arise as in the previous cases. Of course, one can argue that these chain-making robots are a little more complex than the Tom Thumb robots and perhaps, physically speaking, a little harder to build. So it could be difficult to rely on their behavior, which needs direct interactions between them. But the chain appears to be very robust and fault-tolerant. Even if some robots miss their goal, the chain will continue to work, evolving dynamically towards stable states.97159Number of cycles: 0Empty robot Robot carrying samplesNumber of cycles: 530BaseSamplesFigure 13 - Two snapshots of a simulation in progress4ConclusionWhat we have learned in these four experiments can be summarized in the two following points: (1) In these dynamical systems, small changes at the individual level can greatly modify the global behavior of the population. If we look at the three Tom Thumb robots, the differences between them are not really important (in term of capabilities). But the results at the population level are quite substantial. This implies to be very careful when designing a swarm intelligence based system or any distributed system in which intelligence is collectively exhibited by non-intelligent entities. The methodology we followed here is that of the "increasing complexity". The key idea is to firstly experiment solitary entities that do not have any social behavior and to progressively increase their capabilities in terms of communication and interaction. The first robots were only able to indicate something (namely the location of samples) to the others. The second generationadded the ability to manipulate this information, by simply cancelling it. The third one implemented a more advanced manipulation of this information, giving the robots the faculty to change it. And, finally, the chain-making robots were provided with direct interactions. A very interesting challenge would then be to supply these robots with means of (limited) communication in order to test the efficiency of the chain-making robots proposed by (Deneubourg & al. 92). (2) This application of chain-making robots is still on its early stages and it is somewhat difficult to foresee what is going to be done and experimented with it. However, some perspectives may be drawn. First, we are extending the application to cope with several bases that may move. It is easy to see the interest of such an application, for example in agriculture (where harvesting could be performed by dispatching many robots in the fields) or in the military domain (for managing the supply lines between different corps). Secondly, we are interested in the emergence of topological structures and the chains obtainedhere are nothing else but structures dynamically created that stay stable as long as the flow of energy that has created them (from the samples to the nest) remains. We hypothetize that more complex geometrical structures could be observed by multiplying the number of heaps and the number of bases. We hope to have soon results on this subject.AcknowledgementsWe wish to acknowledge the contribution of Steffen Lalande in programming most of the applications described here during his first year of doctorate. We are deeply grateful to him for his wise advices and stimulating discussions.BibliographyR. Brooks (1990) "Elephants Don't Play Chess" in "Journal of Robotics and Autonomous Systems", Volume 6, p. 3-15. J.L. Deneubourg, S. Aron, S. Goss, J . M . Pasteels, G. Duerinck (1986) "Random Behaviour, Amplification Processes and Number of Participants: Howthey Contribute to the Foraging Properties of Ants" in Physica 22D, North-Holland, Amsterdam, p. 176-186. J.L.Deneubourg, S.Goss, N.Franks, A.Sendova-Franks, C.Detrain, L.Chretien (1991) "The dynamics of collective sorting Robot-like Ants and Ant-like Robots" in "From Animals to Animats", MIT Press, p. 356. A. Drogoul, J. Ferber, B. Corbara, D . Fresneau (1992), "A Behavioral Simulation Model for the Study of Emergent Social Structures" in "Towards a Practice of Autonomous Systems, Proceedings of ECAL'91", MIT Press. A. Drogoul, J. Ferber (1992), "Multi-Agent Simulation as a Tool for Modeling Societies: Application to Social Differentiation in Ant Colonies", in Proceedings of MAAMAW'92 (forthcoming "Decentralized AI IV"). J.R. Koza (1990) "Evolution and Co-Evolution of Computer Programs to Control Independent-Acting Agents" in "From Animals to Animats", MIT Press. L. Steels (1989) "Cooperation between distributed agents Through self-organisation" in "Journal on robotics and autonomous systems", North Holland, Amsterdam. L. Steels (1991) "Towards a Theory of Emergent Functionality" in "From Animals to Animats", MIT Press, p. 451.。