A brief introduction to p-adic numbers

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上海交通大学英语水平考试样题及答案

上海交通大学英语水平考试样题及答案

上海交通大学英语水平考试样题学生姓名:________________ 年级:____________学号:_____________班级代号:_______________ 考试地点: 授课教师:Part I Listening (40%)Section 1 Long Conversations (10%)Directions: In this section, you will hear two long conversations. At the end of each conversation, you will hear five questions. Both the conversations and the questions will be spoken ONLY ONCE. After you hear a question, you must choose the best answer from the four choices.(注意:请把答案写在答题卷上,否则以零分处理)Conversation 11. A) It is exaggerated.B) It is self-important.C) It is a move toward the concepts she teaches.D) It doesn’t give a clear idea of what the department does.2. A) S he didn’t agree with him.B) It illustrates one of her basic ideas.C) The man was an expert on people management.D) It shows how some people do not understand people management.3. A) Worrying can cause needless stress.B) It is important to remember other things as well.C) They can stop you thinking about more basic things.D) We can’t solve them, so there’s no point in worrying.4. A) Completely.B) In no way at all.C) With respect to relationships.D) With respect to professional questions.5. A) By giving them a written warning.B) By sacking people who break the rules.C) By following organizational procedures.D) By understanding the employee’s personal circumstances.Conversation 26. A) Sarcastic.B) Humorous.C) Indifferent.D) Matter-of-fact.7. A) She was talking about suicide literally.B) She was talking about smoking literally.C) She wanted to be left alone by saying so.D) She was talking about both smoking and her life.8. A) None of them helped her positively.B) Her mother was too busy to be around her.C) Her father was the role model she followed.D) Her friends always cheered her up when she was feeling down.9. A) She feels less hopeless.B) She feels she has many dreams.C) She feels she is not part of this world any more.D) She feels that her life took the wrong way in the past, but now she wants tomake a change for the better.10. A) He is a psychiatrist.B) He is a school teacher.C) He is a policeman in disguise.D) He is a stranger she just ran into by chance.Section 2 Compound Dictation (10%)Directions:In this section, you will hear a passage twice. You have its script in the following, but with eleven blanks in it. You are required to fill in the first eight blanks with the exact words you have just heard. For the last three blanks, you can either use the exact words you have just heard or write down the main points in your own words. Remember, there will be a pause for the last three blanks in the second reading. (注意:请把答案写在答题卷上,否则以零分处理)The medical center at New York University is one of the clinical sites for the study.Thirty-nine-year-old Denise Harris is helping researchers gain a better understanding of the brain. She suffers from epilepsy, and doctors are monitoring her seizures in the hope of performing an operation to minimize them. Her head is 1) ____________. Wires protruding from the side are attached to electrodes implanted in her brain. Harris says doctors are monitoring her to see whether she is a good candidate for surgery."I've been on many medications throughout my life and after a while, they don'twork," said Denise Harris. "I still get seizures. So now, when they remove the part that the seizure is 2) ____________ from, it's supposed to stop."But while Harris is in the hospital, she is also helping scientists understand how the brain comprehends and uses language. For the study, researchers are monitoring the implanted 3) ____________ on a part of the frontal lobe called Broca's area, named after 19th century French physician Pierre Paul Broca. He was the first doctor to recognize the major role of that area in language.Through the implant process, called Intra-cranial Electrophysiology, or ICE, the researchers have found that Broca's area processes three different language functions in 4) ____________ –– within a quarter of a second. It is the first time the technique has been used to document how the brain processes grammar and produces words.Eric Halgren of the University of California, San Diego, School of Medicine, is one of the 5) ____________ investigators of the study."What we were able to find was that within a centimeter, around less than an inch, certainly, and probably half an inch, there were different regions - perhaps they 6) ____________ some –– but they were doing, at different times, different processes, all within this small area."The first function deals with recognizing a word, the second with understanding the word's context in a sentence, and the third lets us 7) ____________ the word by speaking.Harvard University brain expert Steven Pinker is another of the study's authors. Ned Sahin, a 8) ____________ fellow at Harvard and the University of California, San Diego, School of Medicine was the first author of the paper outlining the work, which was published in the journal Science.According to Sahin, 9)___________________________________________ _____________________________________________________________________ _____________."Nearly every introductory textbook as well as people practicing in the field in speech pathology, for instance, teach and believe that 10) ______________________ ____________________________________________________________________ _______________ ––Broca's area and Wernicke's area, where Broca's area is responsible for producing, for speaking, and Wernicke's for comprehending," said Sahin.This study shows that Broca's area is involved in both speaking and comprehension, illustrating that parts of the brain perform more than one task."Here's an example of one relatively small part of the brain that's doing three very different things at three different times, but all within the space of a quarter of a second."But Eric Halgren points out that despite our growing knowledge, much about the human brain remains unknown."How does this hunk of flesh, which is not much different from a muscle –– it's just a bowl of porridge –– how does it produce the mind? It's a total mystery".He says11) ______________________________________________________ ________________________________________.Section 3 Short-answer Questions (10%)Directions:In this section, you will hear a passage ONLY ONCE. In the following you have five questions. You are required to answer these questions with as few words as possible, in any case, no more than 25 words.(注意:请把答案写在答题卷上,否则以零分处理)1) What is the basic idea about intercultural competence?2) What is listed as one of the most important criteria for intercultural competence?3) What is considered as offensive in the Arab countries according to the woman?4) What mistake did the woman make when conducting business in Russia?5) What is the advice the woman gave in the end?Section 4: Listening and Translating (10%)Directions:In this section you are going to hear five short passages. You will hear them ONLY ONCE. In each of these passages some of the sentences are already printed. You are required to translate the missing parts into Chinese. After each of the passages there will be a pause lasting one and a half minutes. The pause is intended for you to do the translation.(注意:请把答案写在答题卷上,否则以零分处理)1) Our development agenda will also focus on women as drivers of economic growthand social stability. Women have long comprised the majority of the world’s unhealthy, unschooled, and underfed. They are also the bulk of the world’s poor.__________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ 2) About 80 percent of Australians live in coastal areas. There are fears that somelow-lying communities may have to be abandoned in years to come because of flooding and erosion. And with higher sea levels, heavy rains and massive tides known as storm surges, which often accompany tropical storms, can do unexpected damage. _________________________________________________________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ 3) It is no coincidence that the relationship between our countries has accompanied aperiod of positive change. ___________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ 4) And yet the success of that engagement depends upon understanding -- onsustaining an open dialogue, and learning about one another and from one another. For just as that American table tennis player pointed out, we share much in common as human beings, but our countries are different in certain ways. _____________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ 5) For a variety of reasons, production of the H1N1 vaccine has lagged behinddemand. The vaccine for the so-called swine flu is made in the same way as the seasonal flu vaccine - in chicken eggs. But the government's top infectious disease expert, Dr. Anthony Fauci, said the goal is to perfect new ways to make a vaccine."What we really want to do is get away from that and get it to be 21st century technology - molecular biology, recombinant DNA technology, where you have very good control over the process. It's rapid, it's consistent, and it proves to be something that we can rely on." _____________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ Part II Integrated Reading (30%)Section 1 Banked Cloze (10%)Directions: In this section, there is a passage with ten blanks. You are required toselect one word for each blank from a list of choices given in a wordbank following the passage. Read the passage through carefully beforemaking your choices. You may not use any of the words in the bankmore than once. Give your answers to the questions on your ANSWERSHEET.Attention:You need to change the forms of the words in the word bank where necessary.(注意:请把答案写在答题卷上,否则以零分处理)A name might tell you something about a person's background. Names can be1) __________ of class and race. Data show African Americans are far more likely than other 2) __________ groups to give their children uncommon names. White people tend to 3) ________ more familiar names that were formerly popular with more affluent white people.The new study purports to show a link between name and outcome of life: The more 4) _________ your name, the more likely you are to land in juvenile hall. That's because we know that boys with uncommon names are more likely to come from a socio-economically 5) _________ background, which means that they also are more likely to get involved with crime. Even the researchers readily admit that it's not a name alone that 6)_______ a child's outcome, but rather the circumstance underlying the name.The researchers first assigned a popularity score to boys' names, based on how often they showed up in birth records in an undisclosed state from 1987 to 1991. Michael, the No. 1 boy's name, had a Popular Name Index score of 100; names such as Malcolm and Preston had index scores of 1. The researchers then assessed names of young men born during that time who landed in the juvenile justice system. They found that only half had a rating higher than 11. By 7) __________, in the general population, half of the names scored higher than 20. "A 10% increase in the popularity of a name is associated with a 3.7% 8) _________ in the number of juvenile delinquents who have that name."Still, the study theorizes that teenagers named Malcolm might also 9) ___________ because their peers treat them differently or they just don't like their names. And since the study's release last week, the name-crime 10) ___________ has been written or talked about in major media outlets.Section 2 True or False Judgement & Sentence Completion (10%)Directions:In this part, you will find 7 statements and 3 incomplete sentences followed by the reading passage.For questions 1-7, markY (for YES) if the statement agrees with the information given in the passage; N (for NO) if the statement contradicts the information given in the passage;For questions 8-10, complete the sentences with the information given in the passage. Attention: For questions 1-7, one more point will be deducted if you do n’t answer each one correctly.(注意: 1-7题中每答错一题倒扣1分, 不答不得分,答对得1分; 请把答案写在答题卷上,否则以零分处理)Who are smarter, men or women? It's a topic of common –– and often comic ––contemplation, but it has also become a serious policy issue for colleges and students in the United States.After years of concentrated effort to raise the academic achievement of girls, who in previous decades had often received less attention in the classroom and been steered away from college-prep courses, the nation can brag that female students have progressed tremendously. Though still underrepresented in calculus and other advanced-level science and math courses in high school, women now outnumber men applying to and graduating from college –– so much so that it appears some colleges are giving male applicants an admissions boost. As a result, the U.S. Commission on Civil Rights is examining whether colleges are engaging in widespread discrimination against women in an effort to balance their male and female populations.Consider some of the numbers at leading schools: At Vassar College in New York State, a formerly all-women's college that is still 60% female, more than two-thirds of the applicants last year were women. The college accepted 35% of the men who applied, compared with 20% of the women. Locally, elite Pomona College accepted 21% of male applicants for this year's freshman class, but only 13% of female applicants. At Virginia's College of William & Mary, 7,652 women applied for this year's freshman class, compared with 4,457 male applicants. Yet the numbers of each who gained admittance were nearly the same. That's because the college accepted 45% of the men and only 27% of the women.A 2007 analysis by U.S. News & World Report, based on the data sent by colleges for the magazine's annual rankings, found that the admissions rate for women averaged 13 percentage points lower than that for men. But percentages don't tell thewhole story. It could be that the men were stronger candidates, or they might have applied in areas of engineering and science where women's numbers are still lower. But such justifications, even if true, are unlikely to fully explain these numbers. At schools such as the University of California, where admissions rely overwhelmingly on statistical measures of academic achievement such as grades and test scores, the disparities don't appear. Far more women than men applied to UCLA ––the UC's most selective campus ––last year. The university accepted about the same percentage of each, with a slight edge to the women. As a result, the freshman class has close to 800 more women than men.In recent years, several college leaders have admitted that their institutions give a boost to male applicants to maintain gender balance on campus. Most students of either sex, they point out, prefer such balance. If Vassar accepted equal percentages of each sex, women would outnumber men by more than 2 to 1.Jennifer Delahunty Britz, the dean of admissions at Kenyon College in Ohio, a formerly all-male school, brought the matter to broad public attention in 2006 with an Op-Ed article for the New York Times describing the dilemma of her admissions office. "What messages are we sending young women that they must . . . be even more accomplished than men to gain admission to the nation's top colleges?" New York Times has long favored allowing colleges to use race as an admissions factor in order to diversify student populations.She also wrote that exposure to people of different backgrounds and viewpoints better educates all students –– not just those given a leg up. We are not in favor of accepting underqualified or clearly inferior students for the sake of diversity. But most colleges are inundated with applications from students who more than meet their standards; the differences among many of them are slight. It makes sense for colleges to pick a balanced population from within this group. At the same time, admissions officers should avoid rigid notions of what constitutes enough men on campus. It's not harming UCLA, or destroying college social life, to admit somewhat more women than men.Even if the Civil Rights Commission finds pervasive gender discrimination inadmissions, there's little it could do about the situation. Such discrimination –– though not racial discrimination –– is legal for undergraduate admissions at private, nonprofit colleges, even those that receive federal funding. Commission documents on the inquiry suggest that colleges could find more "gender-neutral" ways of balancing their student numbers, perhaps by offering programs and extracurricular activities that attract men.Those might work for some schools but won't change the overall scenario. Not with college populations composed of 57% women nationwide. The issue we'd like the Commission on Civil Rights to investigate is: What's happening with the education of U.S. boys? Why are so few of them applying to and graduating from college?Theories and arguments abound. Some say that boys are more active and thus less able to sit still for long periods –– and as a result, more likely to be categorized as having attention deficit / hyperactivity disorder or needing special education. A 2008 study by researchers at Northwestern University found that when girls are involved in a language-related task –– such as reading –– they show more activity in areas of the brain involved in encoding language. Boys use more sensory information to do linguistic tasks. The study suggests boys might do better if they were taught language and arts in different ways. Race is a factor as well. The gender gap is starker among African American and Latino students.There may be no one reason –– or solution. But figuring out ways to help boys achieve in school is a better response to the gender gap than making it easier for them to get into college later.1. As a result of the effort to raise the academic achievement of the girls for years, the girls have exceeded boys tremendously in all courses in colleges except calculus and other advanced-level science and math courses.2. Female students are facing the low admission rate because some colleges areengaging in discrimination against women to achieve the balance of their male and female populations.3. Although the men were traditionally considered stronger candidates in areas of engineering and science, the admission rate for men in these areas is still lower than that for women.4. Women have outnumbered men in gaining admittance in UCLA’s freshman class this year because their admissions greatly rely on grades and test scores of their applicants.5. Some college leaders hold that most college students prefer their policy of maintaining gender balance by admitting equal percentages of each sex.6. The dilemma of the dean of admissions at Kenyon College is whether to use gender as an admissions factor in order to achieve gender balance or use race as an admissions factor in order to diversify student populations.7. According to Jennifer Delahunty Britz, it is reasonable for colleges to pick a balanced population from the candidates who more than meet their standards.8. Actually the Civil Rights Commission can do little to change the situation of discrimination in college admission because such discrimination is ____________________________________________________________________.9. The study shows that in doing linguistic tasks the boys use more sensory information, the girls show more _________________________________________.10. Despite various theories and arguments about why so few boys apply to and graduate from college, the better solution to the problem is to____________________________________________________________________. Section 3 Cloze (10%)Directions:In this section there are 20 blanks in the following passage. For each blank there are four choices marked A), B), C) and D) on the right side of the paper. You should choose the ONE that best fits into the passage. Give your answers to the questions on your ANSWER SHEET.(注意:请把答案写在答题卷上,否则以零分处理)Part III Writing (30%)Section A (10%)In this Section,, you have 15 minutes to write an essay on the following topic. You should write at least 100 words. (请务必写在答题卷上,否则以零分处理)Your cousin, Ming Zhang, is going to take the national entrance examination to college in June. However, he is under great pressure and simply can’t concentrate on his study. Please drop him a note of about 100 words, giving him some tips as to how to deal with this situation.Section B (20%)In this Section, you have 30 minutes to write an essay on the following topic. You should write at least 200 words. (请务必写在答题卷上,否则以零分处理)Many college students complain of their heavy course load. They think some courses offered are time-consuming and not very useful. What do you think of the complaints? S hould college students’ opinions be considered in curriculum development and policy-making? Please write an essay of about 200 words to express your opinion and explain why with specific reasons.上海交通大学英语水平考试答题卷学生姓名:_____________ 年级:____________学号:_____________班级代号:___ 考试地点: 授课教师:分数__________ Part I Listening (40%)1) ___________ 2) _____________ 3) ___________ 4)_____________5)____________6) _____________ 7) ____________ 8) _____________9) ____________________________________________________________________________________________________________________________________10)___________________________________________________________________________________________________________________________________11) ____________________________________________________________________________________________________________________________________ Section 3 Short-answer Questions (10%)1)_____________________________________________________________________________________________________________________________________2)____________________________________________________________________________________________________________________________________3)____________________________________________________________________________________________________________________________________4)____________________________________________________________________________________________________________________________________5)____________________________________________________________________________________________________________________________________Section 4 Listening and Translating (10%)1)______________________________________________________________________________________________________________________________________________________________________________________________________ 2)____________________________________________________________________________________________________________________________________ __________________________________________________________________ 3)____________________________________________________________________________________________________________________________________ __________________________________________________________________4)______________________________________________________________________________________________________________________________________________________________________________________________________ 5) _______________________________________________________________________________________________________________________________________________________________________________________________________ Part II Integrated Reading (30%) Section 1 Banked Cloze (10%) 1) _________ 2) ___________ 3) ___________ 4)_______ 5)__________ 6) __________ 7) ____________ 8) ___________ 9)_________ 10) _________ Section 2 True or False Judgement & Sentence Completion (10%) 1) _____ 2) _______ 3) _______ 4) ________ 5) _____ 6)_____ 7)_____ 8) _____________________________________________________________ 9) _____________________________________________________________ 10) ____________________________________________________________Part III Writing (30%) (请将作文写在答题卷背面)Section A (10%) Your cousin, Ming Zhang, is going to take the national entrance examination to college in June. However, he is under great pressure and simply can’t concentrate on his study. Please drop him a note of about 100 words, giving him some tips as to how to deal with this situation. Section B (10%) Many college students complain of their heavy course load. They think some courses offered aretime-consuming andnot very useful. What do you think of the complaints? Should college students’ opinions be considered in curriculum development and policy-making? Please write an essay of about 200 words to express your opinion and explain why with specific reasons.Key 答案:Section 1: 1-5 CBBDC 6-10 ADACASection 2:1)Bandaged 2)triggered 3)probes 4)succession 5)principal 6)overlap 7)articulate 8) postdoctoral 9)scientists have known for some time that conventional explanations for how parts of the brain work need to be revised10)there is a separation of tasks and a division of labor between two very different parts of the brain11)brain studies are shedding light on the pieces of the puzzle and might one day solve the mystery Section 3:1) I t’s basically the ability to c ommunicate successfully with people of other cultures. (2 points)2) Sensitivity to other cultures (1 point)3) Showing the bottom of your shoe or foot when crossing your legs (2 points)4) She did not remove her gloves when shaking hands with a business associate in Russia( without realising that this is considered impolite). (2 points)5) Never make false assumptions about other cultures, and never lack sensitivity. Be open tolearning about new cultures. And learn the local language. (3 points)Section 4:1) 全球经济的衰退对妇女和女孩所产生的影响尤其严重,这进而又波及到家庭、社区、乃至地区。

Pearson Edexcel International Advanced Level 计算机信

 Pearson Edexcel International Advanced Level 计算机信

Mark Scheme (Results)Summer 2019Pearson Edexcel International Advanced Level In Information Technology (IT)(WIT11) Paper 01Edexcel and BTEC QualificationsEdexcel and BTEC qualifications are awarded by Pearson, the UK’s largest awarding body. We provide a wide range of qualifications including academic, vocational, occupational and specific programmes for employers. For further information visit our qualifications websites at or . Alternatively, you can get in touch with us using the details on our contact us page at /contactus.Pearson: helping people progress, everywherePearson aspires to be the world’s leading learning company. Our aim is to help everyone progress in their lives through education. We believe in every kind of learning, for all kinds of people, wherever they are in the world. We’ve been involved in educati on for over 150 years, and by working across 70 countries, in 100 languages, we have built an international reputation for our commitment to high standards and raising achievement through innovation in education. Find out more about how we can help you and your students at:/ukSummer 2019Publications Code WIT11_01_1906_MSAll the material in this publication is copyright© Pearson Education Ltd 2019General Marking Guidance•All candidates must receive the same treatment. Examiners must mark the first candidate in exactly the same way as they mark the last.•Mark schemes should be applied positively. Candidates must be rewarded for what they have shown they can do rather than penalised for omissions.•Examiners should mark according to the mark scheme not according to their perception of where the grade boundaries may lie.•There is no ceiling on achievement. All marks on the mark scheme should be used appropriately.•All the marks on the mark scheme are designed to be awarded. Examiners should always award full marks if deserved, i.e. if the answer matches the mark scheme. Examiners should also be prepared to award zero marks if the candidate’s response is not worthy of creditaccording to the mark scheme.•Where some judgement is required, mark schemes will provide the principles by which marks will be awarded and exemplification may be limited.•When examiners are in doubt regarding the application of the mark scheme to a candidat e’s response, the team leader must be consulted.•Crossed out work should be marked UNLESS the candidate has replaced it with an alternative response.GuidanceThe diagram shows the functionality – the location of particular devices may vary. Allow radio signals for connecting devices as long as a receiver is included.Award one mark for each item to a maximum of ten marks:a)microprocessor / processor / embedded computer in control box / server / computerb)modem / router in control box /attached or wired to the boxc)timer / clock in box or from internetd)microprocessor (or device credited in (a)) connects to Internet via router/modeme)red light / traffic camera on main/side roadf)red light sensor identified, motion (radar, camera)g)speed sensor on main/side road (radar, camera) (must be at entrance to the village)h)appropriate vehicle sensor on side road, proximity (pressure, radar, induction loop, camera)i)radio receiverj)wireless signal to radio receiver (vehicle is not needed for the mark)k)all sensors, lights, cameras and radio receiver connect to switch Allow software based clock / timer for (c)Pearson Education Limited. Registered company number 872828with its registered office at 80 Strand, London, WC2R 0RL, United Kingdom。

An Introduction to Categorical Data Analysis Using R

An Introduction to Categorical Data Analysis Using R

An Introduction to Categorical Data Analysis Using RBrett PresnellMarch28,2000AbstractThis document attempts to reproduce the examples and some of the exercises in An Introduction to Categor-ical Data Analysis[1]using the R statistical programming environment.Chapter0About This DocumentThis document attempts to reproduce the examples and some of the exercises in An Introduction to Categori-cal Data Analysis[1]using the R statistical programming environment.Numbering and titles of chapters will follow that of Agresti’s text,so if a particular example/analysis is of interest,it should not be hard tofind, assuming that it is here.Since R is particularly versatile,there are often a number of different ways to accomplish a task,and naturally this document can only demonstrate a limited number of possibilities.The reader is urged to explore other approaches on their own.In this regard it can be very helpful to read the online documentation for the various functions of R,as well as other tutorials.The helpfiles for many of the R functions used here are also included in the appendix for easy reference,but the online help system is definitely the preferred way to access this information.It is also worth noting that as of this writing(early2000),R is still very much under development. Thus new functionality is likely to become available that might be more convenient to use than some of the approaches taken here.Of course any user can also write their own R functions to automate any task,so the possibilities are endless.Do not be intimidated though,for this is really the fun of using R and its best feature:you can teach it to do whatever is neede,instead of being constrained only to what is“built in.”A Note on the DatasetsOften in this document I will show how to enter the data into R as a part the example.However,most of the datasets are avaiable already in R format in the R package for the course,sta4504,available from the course web site.After installing the library on your computer and starting R,you can list the functions and datafiles available in the package by typing>library(help=sta4504)>data(package=sta4504)You can make thefiles in the package to your R session by typing>library(sta4504)and you can read one of the package’s datasets into your R session simply by typing,e.g.,>data(deathpen)Chapter1Introduction1.3Inference for a(Single)ProportionThe function prop.test(appendix A.1.3)will carry out test of hypotheses and produce confidence intervals in problems involving one or several proportions.In the example concerning opinion on abortion,there were 424“yes”responses out of950subjects.Here is one way to use prop.test to analyze these data:>prop.test(424,950)1-sample proportions test with continuity correctiondata:424out of950,null probability0.5X-squared=10.7379,df=1,p-value=0.001050alternative hypothesis:true p is not equal to0.595percent confidence interval:0.41446340.4786078sample estimates:p0.4463158Note that by default:•the null hypothesisπ=.5is tested against the two-sided alternativeπ=.5;•a95%confidence interval forπis calculated;and•both the test and the CI incorporate a continuity correction.Any of these defaults can be changed.The call above is equivalent toprop.test(424,950,p=.5,alternative="two.sided",conf.level=0.95,correct=TRUE)Thus,for example,to test the null hypothesis thatπ=.4versus the one-sided alternativeπ>.4and a 99%(one-sided)CI forπ,all without continuity correction,just typeprop.test(424,950,p=.4,alternative="greater",conf.level=0.99,correct=FALSE)Chapter2Two-Way Contingency TablesEntering and Manipulating DataThere are a number of ways to enter counts for a two-way table into R.For a simple concrete example, we consider three different ways of entering the“belief in afterlife”data.Other methods and tools will be introduced as we go along.Entering Two-Way Tables as a MatrixOne way is to simply enter the data using the matrix function(this is similar to using the array function which we will encounter later).For the“belief in afterlife”example,we might type:>afterlife<-matrix(c(435,147,375,134),nrow=2,byrow=TRUE)>afterlife[,1][,2][1,]435147[2,]375134Things are somewhat easier to read if we name the rows and columns:>dimnames(afterlife)<-list(c("Female","Male"),c("Yes","No"))>afterlifeYes NoFemale435147Male375134We can dress things even more by providing names for the row and column variables:>names(dimnames(afterlife))<-c("Gender","Believer")>afterlifeBelieverGender Yes NoFemale435147Male375134Calculating the total sample size,n,and the overall proportions,{p ij}is easy:>tot<-sum(afterlife)>tot[1]1091>afterlife/totBelieverGender Yes NoFemale0.39871680.1347388Male0.34372140.1228231To calculate the row and column totals,n i+and n+j and the row and column proportions,p i+and p+j,one can use the apply(appendix A.1.1)and sweep(appendix A.1.4)functions:>rowtot<-apply(afterlife,1,sum)>coltot<-apply(afterlife,2,sum)>rowtotFemale Male582509>coltotYes No810281>rowpct<-sweep(afterlife,1,rowtot,"/")>rowpctBelieverGender Yes NoFemale0.74742270.2525773Male0.73673870.2632613>round(rowpct,3)BelieverGender Yes NoFemale0.7470.253Male0.7370.263>sweep(afterlife,2,coltot,"/")BelieverGender Yes NoFemale0.5370370.5231317Male0.4629630.4768683Entering Two-Way Tables as a Data FrameOne might also put the data into a data frame,treating the row and column variables as factor variables.This approach is actually be more convenient when the data is stored in a separatefile to be read into R,but we will consider it now anyway.>Gender<-c("Female","Female","Male","Male")>Believer<-c("Yes","No","Yes","No")>Count<-c(435,147,375,134)>afterlife<-data.frame(Gender,Believer,Count)>afterlifeGender Believer Count1Female Yes4352Female No1473Male Yes3754Male No134>rm(Gender,Believer,Count)#No longer neededAs mentioned above,you can also just enter the data into a textfile to be read into R using the read.table command.For example,if thefile afterlife.dat contained the linesGender Believer CountFemale Yes435Female No147Male Yes375Male No134then the command>read.table("afterlife.dat",header=TRUE)would get you to the same point as above.1To extract a contingency table(a matrix in this case)for these data,you can use the tapply(appendix A.1.5)function in the following way:>attach(afterlife)#attach the data frame>beliefs<-tapply(Count,list(Gender,Believer),c)>beliefsNo YesFemale147435Male134375>detach(afterlife)#can detach the data when longer needed>names(dimnames(beliefs))<-c("Gender","Believer")>beliefsBelieverGender No YesFemale147435Male134375>beliefs<-beliefs[,c(2,1)]#reverse the columns?>beliefsBelieverGender Yes NoFemale435147Male375134At this stage,beliefs can be manipulated as in the previous subsection.2.3Comparing Proportions in Two-by-Two TablesAs explained by the documentation for prop.test(appendix A.1.3),the data may be represented in several different ways for use in prop.test.We will use the matrix representation of the last section in examining the Physician’s Health Study example.>phs<-matrix(c(189,10845,104,10933),byrow=TRUE,ncol=2)>phs[,1][,2][1,]18910845[2,]10410933>dimnames(phs)<-+list(Group=c("Placebo","Aspirin"),MI=c("Yes","No"))>phs1Actually,there is one small difference:the levels of the factor“Believer”will be ordered alphabetically,and this will make a small difference in how some things are presented.If you want to make sure that the levels of the factors are ordered as they appear in the data file,you can use the read.table2function provided in the sta4504package for R.Or use the relevel command.MIGroup Yes NoPlacebo18910845Aspirin10410933>prop.test(phs)2-sample test for equality of proportionswith continuity correctiondata:phsX-squared=24.4291,df=1,p-value=7.71e-07alternative hypothesis:two.sided95percent confidence interval:0.0045971340.010814914sample estimates:prop1prop20.017128870.00942285A continuity correction is used by default,but it makes very little difference in this example: >prop.test(phs,correct=F)2-sample test for equality of proportionswithout continuity correctiondata:phsX-squared=25.0139,df=1,p-value= 5.692e-07alternative hypothesis:two.sided95percent confidence interval:0.0046877510.010724297sample estimates:prop1prop20.017128870.00942285You can also save the output of the test and manipulate it in various ways:>phs.test<-prop.test(phs)>names(phs.test)[1]"statistic""parameter""p.value""estimate" [5]"null.value""conf.int""alternative""method" [9]"">phs.test$estimateprop1prop20.017128870.00942285>phs.test$conf.int[1]0.0045971340.010814914attr(,"conf.level")[1]0.95>round(phs.test$conf.int,3)[1]0.0050.011attr(,"conf.level")[1]0.95>phs.test$estimate[1]/phs.test$estimate[2]%relative riskprop11.8178022.4The Odds RatioRelative risk and the odds ratio are easy to calculate(you can do it in lots of ways of course): >phs.test$estimateprop1prop20.017128870.00942285>odds<-phs.test$estimate/(1-phs.test$estimate)>oddsprop1prop20.0174273860.009512485>odds[1]/odds[2]prop11.832054>(phs[1,1]*phs[2,2])/(phs[2,1]*phs[1,2])#as cross-prod ratio [1] 1.832054Here’s one way to calculate the CI for the odds ratio:>theta<-odds[1]/odds[2]>ASE<-sqrt(sum(1/phs))>ASE[1]0.1228416>logtheta.CI<-log(theta)+c(-1,1)*1.96*ASE>logtheta.CI[1]0.36466810.8462073>exp(logtheta.CI)[1] 1.440036 2.330790It is easy to write a quick and dirty function to do these calculations for a2×2table. odds.ratio<-function(x,pad.zeros=FALSE,conf.level=0.95){if(pad.zeros){if(any(x==0))x<-x+0.5}theta<-x[1,1]*x[2,2]/(x[2,1]*x[1,2])ASE<-sqrt(sum(1/x))CI<-exp(log(theta)+c(-1,1)*qnorm(0.5*(1+conf.level))*ASE) list(estimator=theta,ASE=ASE,conf.interval=CI,conf.level=conf.level)}This has been added to the sta4504package.For the example above:>odds.ratio(phs)$estimator[1] 1.832054$ASE[1]0.1228416$conf.interval[1] 1.440042 2.330780$conf.level[1]0.952.5Chi-Squared Tests of IndependenceGender Gap Example The chisq.test function will compute Pearson’s chi-squared test statistic(X2)and the corresponding P-value.Here it is applied to the gender gap example:>gendergap<-matrix(c(279,73,225,165,47,191),byrow=TRUE,nrow=2)>dimnames(gendergap)<-list(Gender=c("Females","Males"),+PartyID=c("Democrat","Independent","Republican"))>gendergapPartyIDGender Democrat Independent RepublicanFemales27973225Males16547191>chisq.test(gendergap)Pearson’s Chi-square testdata:gendergapX-squared=7.0095,df=2,p-value=0.03005In case you are worried about the chi-squared approximation to the sampling distribution of the statistic, you can use simulation to compute an approximate P-value(or use an exact test;see below).The argument B(default is2000)controls how many simulated tables are used to compute this value.More is better,but eventually you will run out of either compute memory or time,so don’t get carried away.It is interesting to do it a few times though to see how stable the simulated P-value is(does it change much from run to run).In this case the simulated P-values agree closely with the chi-squared approximation,suggesting that the chi-squared approximation is good in this example.>chisq.test(gendergap,simulate.p.value=TRUE,B=10000)Pearson’s Chi-square test with simulated p-value(based on10000replicates)data:gendergapX-squared=7.0095,df=NA,p-value=0.032>chisq.test(gendergap,simulate.p.value=TRUE,B=10000)Pearson’s Chi-square test with simulated p-value(based on10000replicates)data:gendergapX-squared=7.0095,df=NA,p-value=0.0294An exact test of independence in I×J tables is implemented in the functionfisher.test of the ctest (classical tests)package(this package is now part of the base distribution of R and is loaded automatically when any of its functions are called).This test is just a generalization of Fisher’s exact test for2×2ta-bles.Note that the P-value here is in pretty good agreement with the simulated values and the chi-squared approximation.>library(ctest)#this is not needed with R versions>=0.99>fisher.test(gendergap)Fisher’s Exact Test for Count Datadata:gendergapp-value=0.03115alternative hypothesis:two.sidedJob Satisfaction Example For the job satisfaction example given in class,there was some worry about the chi-squared approximation to the null distribution of the test statistic.However the P-value again agrees closely with the simulated P-values and P-value for the the exact test:>jobsatis<-c(2,4,13,3,2,6,22,4,0,1,15,8,0,3,13,8)>jobsatis<-matrix(jobsatis,byrow=TRUE,nrow=4)>dimnames(jobsatis)<-list(+Income=c("<5","5-15","15-25",">25"),+Satisfac=c("VD","LS","MS","VS"))>jobsatisSatisfacIncome VD LS MS VS<5241335-152622415-2501158>2503138>chisq.test(jobsatis)Pearson’s Chi-square testdata:jobsatisX-squared=11.5243,df=9,p-value=0.2415Warning message:Chi-square approximation may be incorrect in:chisq.test(jobsatis)>chisq.test(jobsatis,simulate.p.value=TRUE,B=10000)Pearson’s Chi-square test with simulated p-value(based on10000replicates)data:jobsatisX-squared=11.5243,df=NA,p-value=0.2408>fisher.test(jobsatis)Fisher’s Exact Test for Count Datadata:jobsatisp-value=0.2315alternative hypothesis:two.sidedA”PROC FREQ”for R Here is a little R function to do some of the calculations that SAS’s PROC FREQ does.There are other ways to get all of this information,so the main idea is simply to illustrate how you can write R functions to do the sorts of calculations that you mightfind yourself doing repeatedly.Also,you can always go back later and modify your function add capabilities that you need.Note that this is just supposed to serve as a simple utility function.If I wanted it to be really nice,I would write a general method function and a print method for the output(you can alsofind source for this function on the course web page). "procfreq"<-function(x,digits=4){total<-sum(x)rowsum<-apply(x,1,sum)colsum<-apply(x,2,sum)prop<-x/totalrowprop<-sweep(x,1,rowsum,"/")colprop<-sweep(x,2,colsum,"/")expected<-(matrix(rowsum)%*%t(matrix(colsum)))/totaldimnames(expected)<-dimnames(x)resid<-(x-expected)/sqrt(expected)adj.resid<-resid/sqrt((1-matrix(rowsum)/total)%*%t(1-matrix(colsum)/total)) df<-prod(dim(x)-1)X2<-sum(residˆ2)attr(X2,"P-value")<-1-pchisq(X2,df)##Must be careful about zero freqencies.Want0*log(0)=0.tmp<-x*log(x/expected)tmp[x==0]<-0G2<-2*sum(tmp)attr(G2,"P-value")<-1-pchisq(G2,df)list(sample.size=total,row.totals=rowsum,col.totals=colsum,overall.proportions=prop,row.proportions=rowprop,col.proportions=colprop,expected.freqs=expected,residuals=resid,adjusted.residuals=adj.resid,chi.square=X2,likelihood.ratio.stat=G2,df=df)}If you save this function definition in afile called“procfreq.R”and then“source”it into R,you can use it just like any built-in function.Here is procfreq in action on the income data:>source("procfreq.R")>jobsat.freq<-procfreq(jobsatis)>names(jobsat.freq)[1]"sample.size""row.totals"[3]"col.totals""overall.proportions"[5]"row.proportions""col.proportions"[7]"expected.freqs""residuals"[9]"adjusted.residuals""chi.square"[11]"likelihood.ratio.stat""df">jobsat.freq$expectedSatisfacIncome VD LS MS VS<50.8461538 2.96153813.32692 4.8653855-15 1.3076923 4.57692320.596157.51923115-250.9230769 3.23076914.53846 5.307692>250.9230769 3.23076914.53846 5.307692>round(jobsat.freq$adjusted.residuals,2)SatisfacIncome VD LS MS VS<5 1.440.73-0.16-1.085-150.750.870.60-1.7715-25-1.12-1.520.22 1.51>25-1.12-0.16-0.73 1.51>jobsat.freq$chi.square[1]11.52426attr(,"P-value")[1]0.2414764>jobsat.freq$likelihood.ratio.stat[1]13.46730attr(,"P-value")[1]0.1425759Fisher’s Exact Test As mentioned above,Fisher’s exact test is implemented asfisher.test in the ctest (classical tests)package.Here is the tea tasting example in R.Note that the default is to test the two-sided alternative.>library(ctest)#not needed with R versions>=0.99>tea<-matrix(c(3,1,1,3),ncol=2)>dimnames(tea)<-+list(Poured=c("milk","tea"),Guess=c("milk","tea"))>teaGuessPoured milk teamilk31tea13>fisher.test(tea)Fisher’s Exact Test for Count Datadata:teap-value=0.4857alternative hypothesis:true odds ratio is not equal to1 95percent confidence interval:0.2117329621.9337505sample estimates:odds ratio6.408309>fisher.test(tea,alternative="greater")Fisher’s Exact Test for Count Datadata:teap-value=0.2429alternative hypothesis:true odds ratio is greater than1 95percent confidence interval:0.3135693Infsample estimates:odds ratio6.408309Chapter3Three-Way Contingency TablesThe Cochran-Mantel-Haenszel test is implemented in the mantelhaen.test function of the ctest library. The Death Penalty Example Here we illustrate the use of mantelhaen.test as well as the ftable function to present a multiway contigency table in a“flat”format.Both of these are included in base R as of version 0.99.Note that by default mantelhaen.test applies a continuity correction in doing the test.>dp<-c(53,414,11,37,0,16,4,139)>dp<-array(dp,dim=c(2,2,2))>dimnames(dp)<-list(DeathPen=c("yes","no"),+Defendant=c("white","black"),Victim=c("white","black"))>dp,,Victim=whiteDefendantDeathPen white blackyes5311no41437,,Victim=blackDefendantDeathPen white blackyes04no16139>ftable(dp,row.vars=c("Victim","Defendant"),col.vars="DeathPen")DeathPen yes noVictim Defendantwhite white53414black1137black white016black4139>mantelhaen.test(dp)Mantel-Haenszel chi-square test with continuity correctiondata:dpMantel-Haenszel X-square= 4.779,df=1,p-value=0.02881>mantelhaen.test(dp,correct=FALSE)Mantel-Haenszel chi-square test without continuity correction data:dpMantel-Haenszel X-square= 5.7959,df=1,p-value=0.01606Smoking and Lung Cancer in China Example This is a bigger example that uses the Cochran-Mantel-Haenszel test.First we will enter the data as a“data frame”instead of as an array as in the previous example. This is mostly just to demonstrate another way to do things.>cities<-c("Beijing","Shanghai","Shenyang","Nanjing","Harbin", +"Zhengzhou","Taiyuan","Nanchang")>City<-factor(rep(cities,rep(4,length(cities))),levels=cities)>Smoker<-+factor(rep(rep(c("Yes","No"),c(2,2)),8),levels=c("Yes","No"))>Cancer<-factor(rep(c("Yes","No"),16),levels=c("Yes","No"))>Count<-c(126,100,35,61,908,688,497,807,913,747,336,598,235,+172,58,121,402,308,121,215,182,156,72,98,60,99,11,43,104,89,21,36)>chismoke<-data.frame(City,Smoker,Cancer,Count)>chismokeCity Smoker Cancer Count1Beijing Yes Yes1262Beijing Yes No1003Beijing No Yes354Beijing No No615Shanghai Yes Yes9086Shanghai Yes No6887Shanghai No Yes4978Shanghai No No8079Shenyang Yes Yes91310Shenyang Yes No74711Shenyang No Yes33612Shenyang No No59813Nanjing Yes Yes23514Nanjing Yes No17215Nanjing No Yes5816Nanjing No No12117Harbin Yes Yes40218Harbin Yes No30819Harbin No Yes12120Harbin No No21521Zhengzhou Yes Yes18222Zhengzhou Yes No15623Zhengzhou No Yes7224Zhengzhou No No9825Taiyuan Yes Yes6026Taiyuan Yes No9927Taiyuan No Yes1128Taiyuan No No4329Nanchang Yes Yes10430Nanchang Yes No8931Nanchang No Yes2132Nanchang No No36>rm(cities,City,Smoker,Cancer,Count)#Cleaning upAlternatively,we can read the data directly from thefile chismoke.dat.Note that if we want“Yes”before“No”we have to relevel the factors,because read.table puts the levels in alphabetical order.>chismoke<-read.table("chismoke.dat",header=TRUE)>names(chismoke)[1]"City""Smoker""Cancer""Count">levels(chismoke$Smoker)[1]"No""Yes">chismoke$Smoker<-relevel(chismoke$Smoker,c("Yes","No"))>levels(chismoke$Smoker)[1]"Yes""No">levels(chismoke$Cancer)[1]"No""Yes">chismoke$Cancer<-relevel(chismoke$Cancer,c("Yes","No"))>levels(chismoke$Cancer)[1]"Yes""No"If you use the function read.table2in the sta4504package,you will not have to relevel the factors.Of course if you have the package,thenNow,returning to the example:>attach(chismoke)>x<-tapply(Count,list(Smoker,Cancer,City),c)>detach(chismoke)>names(dimnames(x))<-c("Smoker","Cancer","City")>#ftable will be in the next release of R>ftable(x,row.vars=c("City","Smoker"),col.vars="Cancer")Cancer Yes NoCity SmokerBeijing Yes126100No3561Shanghai Yes908688No497807Shenyang Yes913747No336598Nanjing Yes235172No58121Harbin Yes402308No121215Zhengzhou Yes182156No7298Taiyuan Yes6099No1143Nanchang Yes10489No2136>ni.k<-apply(x,c(1,3),sum)>ni.kCitySmoker Beijing Shanghai Shenyang Nanjing Harbin Zhengzhou Yes22615961660407710338No961304934179336170CitySmoker Taiyuan NanchangYes159193No5457>n.jk<-apply(x,c(2,3),sum)>n.jkCityCancer Beijing Shanghai Shenyang Nanjing Harbin Zhengzhou Yes16114051249293523254No16114951345293523254CityCancer Taiyuan NanchangYes71125No142125>n..k<-apply(x,3,sum)>mu11k<-ni.k[1,]*n.jk[1,]/n..k>mu11kBeijing Shanghai Shenyang Nanjing Harbin Zhengzhou113.0000773.2345799.2830203.5000355.0000169.0000Taiyuan Nanchang53.000096.5000>sum(mu11k)[1]2562.517>sum(x[1,1,])[1]2930>varn11k<-ni.k[1,]*ni.k[2,]*n.jk[1,]*n.jk[2,]/(n..kˆ2*(n..k-1)) >sum(varn11k)[1]482.0612>>MH<-(sum(x[1,1,]-mu11k))ˆ2/sum(varn11k)>MH[1]280.1375Chapter4Chapter4:Generalized Linear Models Snoring and Heart Disease This covers the example in Section4.2.2and also Exercise4.2.There are several ways tofit a logistic regression in R using the glm function(more on this in Chapter5).In the method illustrated here,the response in the model formula(e.g.,snoring in snoring∼scores.a)is a matrix whosefirst column is the number of“successes”and whose second column is the number of“failures”for each observed binomial.>snoring<-+matrix(c(24,1355,35,603,21,192,30,224),ncol=2,byrow=TRUE)>dimnames(snoring)<-+list(snore=c("never","sometimes","often","always"),+heartdisease=c("yes","no"))>snoringheartdiseasesnore yes nonever241355sometimes35603often21192always30224>scores.a<-c(0,2,4,5)>scores.b<-c(0,2,4,6)>scores.c<-0:3>scores.d<-1:4>#Fitting and comparing logistic regression models>snoring.lg.a<-glm(snoring˜scores.a,family=binomial())>snoring.lg.b<-glm(snoring˜scores.b,family=binomial())>snoring.lg.c<-glm(snoring˜scores.c,family=binomial())>snoring.lg.d<-glm(snoring˜scores.d,family=binomial())>coef(snoring.lg.a)(Intercept)scores.a-3.86624810.3973366>coef(snoring.lg.b)(Intercept)scores.b-3.77737550.3272648>coef(snoring.lg.c)(Intercept)scores.c-3.77737550.6545295>coef(snoring.lg.d)(Intercept)scores.d-4.43190500.6545295>predict(snoring.lg.a,type="response")#compare to table 4.1[1]0.020507420.044295110.093054110.13243885>predict(snoring.lg.b,type="response")[1]0.022370770.042174660.078109380.14018107>predict(snoring.lg.c,type="response")[1]0.022370770.042174660.078109380.14018107>predict(snoring.lg.d,type="response")[1]0.022370770.042174660.078109380.14018107Note that the default link function with the binomial family is the logit link.To do a probit analysis,say using the original scores used in Table4.1:>snoring.probit<-+glm(snoring˜scores.a,family=binomial(link="probit"))>summary(snoring.probit)Call:glm(formula=snoring˜scores.a,family=binomial(link="probit")) Deviance Residuals:[1]-0.6188 1.03880.1684-0.6175Coefficients:Estimate Std.Error z value Pr(>|z|)(Intercept)-2.060550.07017-29.367<2e-16***scores.a0.187770.023487.997 1.28e-15***---Signif.codes:0‘***’0.001‘**’0.01‘*’0.05‘.’0.1‘’1(Dispersion parameter for binomial family taken to be1)Null deviance:65.9045on3degrees of freedomResidual deviance: 1.8716on2degrees of freedomAIC:26.124Number of Fisher Scoring iterations:3>predict(snoring.probit,type="response")#compare with Table 4.1[1]0.019672920.045993250.095187620.13099512There is no identity link provided for the binomial family,so we cannot reproduce the thirdfit given in Table4.1.This is not such a great loss of course,since linear probability models are rarely used.Grouped Crabs Data This is the example done in class(slightly different from that done in the text.The data are in thefile“crabs.dat”(available on the course web site)and can be read into R using the read.table function:>crabs<-read.table("crabs.dat",header=TRUE)Alternatively,these data can accessed directly from the sta4504package by typing。

斯普林格数学研究生教材丛书

斯普林格数学研究生教材丛书

《斯普林格数学研究生教材丛书》(Graduate Texts in Mathematics)GTM001《Introduction to Axiomatic Set Theory》Gaisi Takeuti, Wilson M.Zaring GTM002《Measure and Category》John C.Oxtoby(测度和范畴)(2ed.)GTM003《Topological Vector Spaces》H.H.Schaefer, M.P.Wolff(2ed.)GTM004《A Course in Homological Algebra》P.J.Hilton, U.Stammbach(2ed.)(同调代数教程)GTM005《Categories for the Working Mathematician》Saunders Mac Lane(2ed.)GTM006《Projective Planes》Daniel R.Hughes, Fred C.Piper(投射平面)GTM007《A Course in Arithmetic》Jean-Pierre Serre(数论教程)GTM008《Axiomatic set theory》Gaisi Takeuti, Wilson M.Zaring(2ed.)GTM009《Introduction to Lie Algebras and Representation Theory》James E.Humphreys(李代数和表示论导论)GTM010《A Course in Simple-Homotopy Theory》M.M CohenGTM011《Functions of One Complex VariableⅠ》John B.ConwayGTM012《Advanced Mathematical Analysis》Richard BealsGTM013《Rings and Categories of Modules》Frank W.Anderson, Kent R.Fuller(环和模的范畴)(2ed.)GTM014《Stable Mappings and Their Singularities》Martin Golubitsky, Victor Guillemin (稳定映射及其奇点)GTM015《Lectures in Functional Analysis and Operator Theory》Sterling K.Berberian GTM016《The Structure of Fields》David J.Winter(域结构)GTM017《Random Processes》Murray RosenblattGTM018《Measure Theory》Paul R.Halmos(测度论)GTM019《A Hilbert Space Problem Book》Paul R.Halmos(希尔伯特问题集)GTM020《Fibre Bundles》Dale Husemoller(纤维丛)GTM021《Linear Algebraic Groups》James E.Humphreys(线性代数群)GTM022《An Algebraic Introduction to Mathematical Logic》Donald W.Barnes, John M.MackGTM023《Linear Algebra》Werner H.Greub(线性代数)GTM024《Geometric Functional Analysis and Its Applications》Paul R.HolmesGTM025《Real and Abstract Analysis》Edwin Hewitt, Karl StrombergGTM026《Algebraic Theories》Ernest G.ManesGTM027《General Topology》John L.Kelley(一般拓扑学)GTM028《Commutative Algebra》VolumeⅠOscar Zariski, Pierre Samuel(交换代数)GTM029《Commutative Algebra》VolumeⅡOscar Zariski, Pierre Samuel(交换代数)GTM030《Lectures in Abstract AlgebraⅠ.Basic Concepts》Nathan Jacobson(抽象代数讲义Ⅰ基本概念分册)GTM031《Lectures in Abstract AlgebraⅡ.Linear Algabra》Nathan.Jacobson(抽象代数讲义Ⅱ线性代数分册)GTM032《Lectures in Abstract AlgebraⅢ.Theory of Fields and Galois Theory》Nathan.Jacobson(抽象代数讲义Ⅲ域和伽罗瓦理论)GTM033《Differential Topology》Morris W.Hirsch(微分拓扑)GTM034《Principles of Random Walk》Frank Spitzer(2ed.)(随机游动原理)GTM035《Several Complex Variables and Banach Algebras》Herbert Alexander, John Wermer(多复变和Banach代数)GTM036《Linear Topological Spaces》John L.Kelley, Isaac Namioka(线性拓扑空间)GTM037《Mathematical Logic》J.Donald Monk(数理逻辑)GTM038《Several Complex Variables》H.Grauert, K.FritzsheGTM039《An Invitation to C*-Algebras》William Arveson(C*-代数引论)GTM040《Denumerable Markov Chains》John G.Kemeny, urie Snell, Anthony W.KnappGTM041《Modular Functions and Dirichlet Series in Number Theory》Tom M.Apostol (数论中的模函数和Dirichlet序列)GTM042《Linear Representations of Finite Groups》Jean-Pierre Serre(有限群的线性表示)GTM043《Rings of Continuous Functions》Leonard Gillman, Meyer JerisonGTM044《Elementary Algebraic Geometry》Keith KendigGTM045《Probability TheoryⅠ》M.Loève(概率论Ⅰ)(4ed.)GTM046《Probability TheoryⅡ》M.Loève(概率论Ⅱ)(4ed.)GTM047《Geometric Topology in Dimensions 2 and 3》Edwin E.MoiseGTM048《General Relativity for Mathematicians》Rainer.K.Sachs, H.Wu伍鸿熙(为数学家写的广义相对论)GTM049《Linear Geometry》K.W.Gruenberg, A.J.Weir(2ed.)GTM050《Fermat's Last Theorem》Harold M.EdwardsGTM051《A Course in Differential Geometry》Wilhelm Klingenberg(微分几何教程)GTM052《Algebraic Geometry》Robin Hartshorne(代数几何)GTM053《A Course in Mathematical Logic for Mathematicians》Yu.I.Manin(2ed.)GTM054《Combinatorics with Emphasis on the Theory of Graphs》Jack E.Graver, Mark E.WatkinsGTM055《Introduction to Operator TheoryⅠ》Arlen Brown, Carl PearcyGTM056《Algebraic Topology:An Introduction》W.S.MasseyGTM057《Introduction to Knot Theory》Richard.H.Crowell, Ralph.H.FoxGTM058《p-adic Numbers, p-adic Analysis, and Zeta-Functions》Neal Koblitz(p-adic 数、p-adic分析和Z函数)GTM059《Cyclotomic Fields》Serge LangGTM060《Mathematical Methods of Classical Mechanics》V.I.Arnold(经典力学的数学方法)(2ed.)GTM061《Elements of Homotopy Theory》George W.Whitehead(同论论基础)GTM062《Fundamentals of the Theory of Groups》M.I.Kargapolov, Ju.I.Merzljakov GTM063《Modern Graph Theory》Béla BollobásGTM064《Fourier Series:A Modern Introduction》VolumeⅠ(2ed.)R.E.Edwards(傅里叶级数)GTM065《Differential Analysis on Complex Manifolds》Raymond O.Wells, Jr.(3ed.)GTM066《Introduction to Affine Group Schemes》William C.Waterhouse(仿射群概型引论)GTM067《Local Fields》Jean-Pierre Serre(局部域)GTM069《Cyclotomic FieldsⅠandⅡ》Serge LangGTM070《Singular Homology Theory》William S.MasseyGTM071《Riemann Surfaces》Herschel M.Farkas, Irwin Kra(黎曼曲面)GTM072《Classical Topology and Combinatorial Group Theory》John Stillwell(经典拓扑和组合群论)GTM073《Algebra》Thomas W.Hungerford(代数)GTM074《Multiplicative Number Theory》Harold Davenport(乘法数论)(3ed.)GTM075《Basic Theory of Algebraic Groups and Lie Algebras》G.P.HochschildGTM076《Algebraic Geometry:An Introduction to Birational Geometry of Algebraic Varieties》Shigeru IitakaGTM077《Lectures on the Theory of Algebraic Numbers》Erich HeckeGTM078《A Course in Universal Algebra》Stanley Burris, H.P.Sankappanavar(泛代数教程)GTM079《An Introduction to Ergodic Theory》Peter Walters(遍历性理论引论)GTM080《A Course in_the Theory of Groups》Derek J.S.RobinsonGTM081《Lectures on Riemann Surfaces》Otto ForsterGTM082《Differential Forms in Algebraic Topology》Raoul Bott, Loring W.Tu(代数拓扑中的微分形式)GTM083《Introduction to Cyclotomic Fields》Lawrence C.Washington(割圆域引论)GTM084《A Classical Introduction to Modern Number Theory》Kenneth Ireland, Michael Rosen(现代数论经典引论)GTM085《Fourier Series A Modern Introduction》Volume 1(2ed.)R.E.Edwards GTM086《Introduction to Coding Theory》J.H.van Lint(3ed .)GTM087《Cohomology of Groups》Kenneth S.Brown(上同调群)GTM088《Associative Algebras》Richard S.PierceGTM089《Introduction to Algebraic and Abelian Functions》Serge Lang(代数和交换函数引论)GTM090《An Introduction to Convex Polytopes》Ame BrondstedGTM091《The Geometry of Discrete Groups》Alan F.BeardonGTM092《Sequences and Series in BanachSpaces》Joseph DiestelGTM093《Modern Geometry-Methods and Applications》(PartⅠ.The of geometry Surfaces Transformation Groups and Fields)B.A.Dubrovin, A.T.Fomenko, S.P.Novikov (现代几何学方法和应用)GTM094《Foundations of Differentiable Manifolds and Lie Groups》Frank W.Warner(可微流形和李群基础)GTM095《Probability》A.N.Shiryaev(2ed.)GTM096《A Course in Functional Analysis》John B.Conway(泛函分析教程)GTM097《Introduction to Elliptic Curves and Modular Forms》Neal Koblitz(椭圆曲线和模形式引论)GTM098《Representations of Compact Lie Groups》Theodor Breöcker, Tammo tom DieckGTM099《Finite Reflection Groups》L.C.Grove, C.T.Benson(2ed.)GTM100《Harmonic Analysis on Semigroups》Christensen Berg, Jens Peter Reus Christensen, Paul ResselGTM101《Galois Theory》Harold M.Edwards(伽罗瓦理论)GTM102《Lie Groups, Lie Algebras, and Their Representation》V.S.Varadarajan(李群、李代数及其表示)GTM103《Complex Analysis》Serge LangGTM104《Modern Geometry-Methods and Applications》(PartⅡ.Geometry and Topology of Manifolds)B.A.Dubrovin, A.T.Fomenko, S.P.Novikov(现代几何学方法和应用)GTM105《SL₂ (R)》Serge Lang(SL₂ (R)群)GTM106《The Arithmetic of Elliptic Curves》Joseph H.Silverman(椭圆曲线的算术理论)GTM107《Applications of Lie Groups to Differential Equations》Peter J.Olver(李群在微分方程中的应用)GTM108《Holomorphic Functions and Integral Representations in Several Complex Variables》R.Michael RangeGTM109《Univalent Functions and Teichmueller Spaces》Lehto OlliGTM110《Algebraic Number Theory》Serge Lang(代数数论)GTM111《Elliptic Curves》Dale Husemoeller(椭圆曲线)GTM112《Elliptic Functions》Serge Lang(椭圆函数)GTM113《Brownian Motion and Stochastic Calculus》Ioannis Karatzas, Steven E.Shreve (布朗运动和随机计算)GTM114《A Course in Number Theory and Cryptography》Neal Koblitz(数论和密码学教程)GTM115《Differential Geometry:Manifolds, Curves, and Surfaces》M.Berger, B.Gostiaux GTM116《Measure and Integral》Volume1 John L.Kelley, T.P.SrinivasanGTM117《Algebraic Groups and Class Fields》Jean-Pierre Serre(代数群和类域)GTM118《Analysis Now》Gert K.Pedersen(现代分析)GTM119《An introduction to Algebraic Topology》Jossph J.Rotman(代数拓扑导论)GTM120《Weakly Differentiable Functions》William P.Ziemer(弱可微函数)GTM121《Cyclotomic Fields》Serge LangGTM122《Theory of Complex Functions》Reinhold RemmertGTM123《Numbers》H.-D.Ebbinghaus, H.Hermes, F.Hirzebruch, M.Koecher, K.Mainzer, J.Neukirch, A.Prestel, R.Remmert(2ed.)GTM124《Modern Geometry-Methods and Applications》(PartⅢ.Introduction to Homology Theory)B.A.Dubrovin, A.T.Fomenko, S.P.Novikov(现代几何学方法和应用)GTM125《Complex Variables:An introduction》Garlos A.Berenstein, Roger Gay GTM126《Linear Algebraic Groups》Armand Borel(线性代数群)GTM127《A Basic Course in Algebraic Topology》William S.Massey(代数拓扑基础教程)GTM128《Partial Differential Equations》Jeffrey RauchGTM129《Representation Theory:A First Course》William Fulton, Joe HarrisGTM130《Tensor Geometry》C.T.J.Dodson, T.Poston(张量几何)GTM131《A First Course in Noncommutative Rings》m(非交换环初级教程)GTM132《Iteration of Rational Functions:Complex Analytic Dynamical Systems》AlanF.Beardon(有理函数的迭代:复解析动力系统)GTM133《Algebraic Geometry:A First Course》Joe Harris(代数几何)GTM134《Coding and Information Theory》Steven RomanGTM135《Advanced Linear Algebra》Steven RomanGTM136《Algebra:An Approach via Module Theory》William A.Adkins, Steven H.WeintraubGTM137《Harmonic Function Theory》Sheldon Axler, Paul Bourdon, Wade Ramey(调和函数理论)GTM138《A Course in Computational Algebraic Number Theory》Henri Cohen(计算代数数论教程)GTM139《Topology and Geometry》Glen E.BredonGTM140《Optima and Equilibria:An Introduction to Nonlinear Analysis》Jean-Pierre AubinGTM141《A Computational Approach to Commutative Algebra》Gröbner Bases, Thomas Becker, Volker Weispfenning, Heinz KredelGTM142《Real and Functional Analysis》Serge Lang(3ed.)GTM143《Measure Theory》J.L.DoobGTM144《Noncommutative Algebra》Benson Farb, R.Keith DennisGTM145《Homology Theory:An Introduction to Algebraic Topology》James W.Vick(同调论:代数拓扑简介)GTM146《Computability:A Mathematical Sketchbook》Douglas S.BridgesGTM147《Algebraic K-Theory and Its Applications》Jonathan Rosenberg(代数K理论及其应用)GTM148《An Introduction to the Theory of Groups》Joseph J.Rotman(群论入门)GTM149《Foundations of Hyperbolic Manifolds》John G.Ratcliffe(双曲流形基础)GTM150《Commutative Algebra with a view toward Algebraic Geometry》David EisenbudGTM151《Advanced Topics in the Arithmetic of Elliptic Curves》Joseph H.Silverman(椭圆曲线的算术高级选题)GTM152《Lectures on Polytopes》Günter M.ZieglerGTM153《Algebraic Topology:A First Course》William Fulton(代数拓扑)GTM154《An introduction to Analysis》Arlen Brown, Carl PearcyGTM155《Quantum Groups》Christian Kassel(量子群)GTM156《Classical Descriptive Set Theory》Alexander S.KechrisGTM157《Integration and Probability》Paul MalliavinGTM158《Field theory》Steven Roman(2ed.)GTM159《Functions of One Complex Variable VolⅡ》John B.ConwayGTM160《Differential and Riemannian Manifolds》Serge Lang(微分流形和黎曼流形)GTM161《Polynomials and Polynomial Inequalities》Peter Borwein, Tamás Erdélyi(多项式和多项式不等式)GTM162《Groups and Representations》J.L.Alperin, Rowen B.Bell(群及其表示)GTM163《Permutation Groups》John D.Dixon, Brian Mortime rGTM164《Additive Number Theory:The Classical Bases》Melvyn B.NathansonGTM165《Additive Number Theory:Inverse Problems and the Geometry of Sumsets》Melvyn B.NathansonGTM166《Differential Geometry:Cartan's Generalization of Klein's Erlangen Program》R.W.SharpeGTM167《Field and Galois Theory》Patrick MorandiGTM168《Combinatorial Convexity and Algebraic Geometry》Günter Ewald(组合凸面体和代数几何)GTM169《Matrix Analysis》Rajendra BhatiaGTM170《Sheaf Theory》Glen E.Bredon(2ed.)GTM171《Riemannian Geometry》Peter Petersen(黎曼几何)GTM172《Classical Topics in Complex Function Theory》Reinhold RemmertGTM173《Graph Theory》Reinhard Diestel(图论)(3ed.)GTM174《Foundations of Real and Abstract Analysis》Douglas S.Bridges(实分析和抽象分析基础)GTM175《An Introduction to Knot Theory》W.B.Raymond LickorishGTM176《Riemannian Manifolds:An Introduction to Curvature》John M.LeeGTM177《Analytic Number Theory》Donald J.Newman(解析数论)GTM178《Nonsmooth Analysis and Control Theory》F.H.clarke, Yu.S.Ledyaev, R.J.Stern, P.R.Wolenski(非光滑分析和控制论)GTM179《Banach Algebra Techniques in Operator Theory》Ronald G.Douglas(2ed.)GTM180《A Course on Borel Sets》S.M.Srivastava(Borel 集教程)GTM181《Numerical Analysis》Rainer KressGTM182《Ordinary Differential Equations》Wolfgang WalterGTM183《An introduction to Banach Spaces》Robert E.MegginsonGTM184《Modern Graph Theory》Béla Bollobás(现代图论)GTM185《Using Algebraic Geomety》David A.Cox, John Little, Donal O’Shea(应用代数几何)GTM186《Fourier Analysis on Number Fields》Dinakar Ramakrishnan, Robert J.Valenza GTM187《Moduli of Curves》Joe Harris, Ian Morrison(曲线模)GTM188《Lectures on the Hyperreals:An Introduction to Nonstandard Analysis》Robert GoldblattGTM189《Lectures on Modules and Rings》m(模和环讲义)GTM190《Problems in Algebraic Number Theory》M.Ram Murty, Jody Esmonde(代数数论中的问题)GTM191《Fundamentals of Differential Geometry》Serge Lang(微分几何基础)GTM192《Elements of Functional Analysis》Francis Hirsch, Gilles LacombeGTM193《Advanced Topics in Computational Number Theory》Henri CohenGTM194《One-Parameter Semigroups for Linear Evolution Equations》Klaus-Jochen Engel, Rainer Nagel(线性发展方程的单参数半群)GTM195《Elementary Methods in Number Theory》Melvyn B.Nathanson(数论中的基本方法)GTM196《Basic Homological Algebra》M.Scott OsborneGTM197《The Geometry of Schemes》David Eisenbud, Joe HarrisGTM198《A Course in p-adic Analysis》Alain M.RobertGTM199《Theory of Bergman Spaces》Hakan Hedenmalm, Boris Korenblum, Kehe Zhu(Bergman空间理论)GTM200《An Introduction to Riemann-Finsler Geometry》D.Bao, S.-S.Chern, Z.Shen GTM201《Diophantine Geometry An Introduction》Marc Hindry, Joseph H.Silverman GTM202《Introduction to Topological Manifolds》John M.LeeGTM203《The Symmetric Group》Bruce E.SaganGTM204《Galois Theory》Jean-Pierre EscofierGTM205《Rational Homotopy Theory》Yves Félix, Stephen Halperin, Jean-Claude Thomas(有理同伦论)GTM206《Problems in Analytic Number Theory》M.Ram MurtyGTM207《Algebraic Graph Theory》Chris Godsil, Gordon Royle(代数图论)GTM208《Analysis for Applied Mathematics》Ward CheneyGTM209《A Short Course on Spectral Theory》William Arveson(谱理论简明教程)GTM210《Number Theory in Function Fields》Michael RosenGTM211《Algebra》Serge Lang(代数)GTM212《Lectures on Discrete Geometry》Jiri Matousek(离散几何讲义)GTM213《From Holomorphic Functions to Complex Manifolds》Klaus Fritzsche, Hans Grauert(从正则函数到复流形)GTM214《Partial Differential Equations》Jüergen Jost(偏微分方程)GTM215《Algebraic Functions and Projective Curves》David M.Goldschmidt(代数函数和投影曲线)GTM216《Matrices:Theory and Applications》Denis Serre(矩阵:理论及应用)GTM217《Model Theory An Introduction》David Marker(模型论引论)GTM218《Introduction to Smooth Manifolds》John M.Lee(光滑流形引论)GTM219《The Arithmetic of Hyperbolic 3-Manifolds》Colin Maclachlan, Alan W.Reid GTM220《Smooth Manifolds and Observables》Jet Nestruev(光滑流形和直观)GTM221《Convex Polytopes》Branko GrüenbaumGTM222《Lie Groups, Lie Algebras, and Representations》Brian C.Hall(李群、李代数和表示)GTM223《Fourier Analysis and its Applications》Anders Vretblad(傅立叶分析及其应用)GTM224《Metric Structures in Differential Geometry》Gerard Walschap(微分几何中的度量结构)GTM225《Lie Groups》Daniel Bump(李群)GTM226《Spaces of Holomorphic Functions in the Unit Ball》Kehe Zhu(单位球内的全纯函数空间)GTM227《Combinatorial Commutative Algebra》Ezra Miller, Bernd Sturmfels(组合交换代数)GTM228《A First Course in Modular Forms》Fred Diamond, Jerry Shurman(模形式初级教程)GTM229《The Geometry of Syzygies》David Eisenbud(合冲几何)GTM230《An Introduction to Markov Processes》Daniel W.Stroock(马尔可夫过程引论)GTM231《Combinatorics of Coxeter Groups》Anders Bjröner, Francesco Brenti(Coxeter 群的组合学)GTM232《An Introduction to Number Theory》Graham Everest, Thomas Ward(数论入门)GTM233《Topics in Banach Space Theory》Fenando Albiac, Nigel J.Kalton(Banach空间理论选题)GTM234《Analysis and Probability:Wavelets, Signals, Fractals》Palle E.T.Jorgensen(分析与概率)GTM235《Compact Lie Groups》Mark R.Sepanski(紧致李群)GTM236《Bounded Analytic Functions》John B.Garnett(有界解析函数)GTM237《An Introduction to Operators on the Hardy-Hilbert Space》Rubén A.Martínez-Avendano, Peter Rosenthal(哈代-希尔伯特空间算子引论)GTM238《A Course in Enumeration》Martin Aigner(枚举教程)GTM239《Number Theory:VolumeⅠTools and Diophantine Equations》Henri Cohen GTM240《Number Theory:VolumeⅡAnalytic and Modern Tools》Henri Cohen GTM241《The Arithmetic of Dynamical Systems》Joseph H.SilvermanGTM242《Abstract Algebra》Pierre Antoine Grillet(抽象代数)GTM243《Topological Methods in Group Theory》Ross GeogheganGTM244《Graph Theory》J.A.Bondy, U.S.R.MurtyGTM245《Complex Analysis:In the Spirit of Lipman Bers》Jane P.Gilman, Irwin Kra, Rubi E.RodriguezGTM246《A Course in Commutative Banach Algebras》Eberhard KaniuthGTM247《Braid Groups》Christian Kassel, Vladimir TuraevGTM248《Buildings Theory and Applications》Peter Abramenko, Kenneth S.Brown GTM249《Classical Fourier Analysis》Loukas Grafakos(经典傅里叶分析)GTM250《Modern Fourier Analysis》Loukas Grafakos(现代傅里叶分析)GTM251《The Finite Simple Groups》Robert A.WilsonGTM252《Distributions and Operators》Gerd GrubbGTM253《Elementary Functional Analysis》Barbara D.MacCluerGTM254《Algebraic Function Fields and Codes》Henning StichtenothGTM255《Symmetry Representations and Invariants》Roe Goodman, Nolan R.Wallach GTM256《A Course in Commutative Algebra》Kemper GregorGTM257《Deformation Theory》Robin HartshorneGTM258《Foundation of Optimization》Osman GülerGTM259《Ergodic Theory:with a view towards Number Theory》Manfred Einsiedler, Thomas WardGTM260《Monomial Ideals》Jurgen Herzog, Takayuki HibiGTM261《Probability and Stochastics》Erhan CinlarGTM262《Essentials of Integration Theory for Analysis》Daniel W.StroockGTM263《Analysis on Fock Spaces》Kehe ZhuGTM264《Functional Analysis, Calculus of Variations and Optimal Control》Francis ClarkeGTM265《Unbounded Self-adjoint Operatorson Hilbert Space》Konrad Schmüdgen GTM266《Calculus Without Derivatives》Jean-Paul PenotGTM267《Quantum Theory for Mathematicians》Brian C.HallGTM268《Geometric Analysis of the Bergman Kernel and Metric》Steven G.Krantz GTM269《Locally Convex Spaces》M.Scott Osborne。

考研英语阅读例题:Born Digital数码人生

考研英语阅读例题:Born Digital数码人生

Born Digital数码人生[2010.10.21] The EconomistIN THE digital realm, things seem always to happen the wrong way round. Whereas Google has hurried to scan books into its digital catalogue, a group of national libraries has begun saving what the online giant leaves behind. For although search engines such as Google index the web, they do not archive it. Many websites just disappear when their owner runs out of money or interest. Adam Farquhar, in charge of digital projects for the British Library, points out that the world has in some ways a better record of the beginning of the 20th century than of the beginning of the 21st.In 1996 Brewster Kahle, a computer scientist and internet entrepreneur, founded the Internet Archive, a non-profit organization dedicated to preserving websites. He also began gently harassing national libraries to worry about preserving the web. They started to pay attention when several elections produced interesting material that never touched paper.In 2003 eleven national libraries and the Internet Archive launched a project to preserve “born-digital” information: the kind that has never existed as anything but digitally. Called the International Internet Preservation Consortium (IIPC), it now includes 39 large institutional libraries. But the task is impossible. One reason is the sheer amount of data on the web. The groups have already collected several petabytes of data (a petabyte can hold roughly 10 trillion copies of this article).Another issue is ensuring that the data is stored in a format that makes it available in centuries to come. Ancient manuscripts are still readable. But much digital media from the past is readable only on a handful of fragile and antique machines, if at all. The IIPC has set a single format, making it more likely that future historians will be able to find a machine to read the data. But a single solution cannot capture all content. Web publishers increasingly serve up content-rich pages based on complex data sets. Audio and video programmes based on proprietary formats such as Windows Media Player are another challenge. What happens if Microsoft is bankrupt and forgotten in 2210?The biggest problem, for now, is money. The British Library estimates that it costs half as much to store a digital document as it does a physical one. But there are a lot more digital ones. America’s Library of Congress enjoys a specific mandate, and budget, to save the web. The British Library is still seeking one.So national libraries have decided to split the task. Each has taken responsibility for the digital works in its national top-level domain (web-address suffixes such as “.uk” or “.fr”). In countries with larger domains, such as Britain and America, curators cannot hope to save everything. They are concentrating on material of national interest, such as elections, news sites and citizen journalism or innovative uses of the web.The daily death of countless websites has brought a new sense of urgency—and forced libraries to adapt culturally as well. Past practice was to tag every new document as it arrived. Now precision must be sacrificed to scale and speed. The task started before standards, goals or budgets are set.And they may yet change. Just like many websites, libraries will be stuck in what is known as “permanent beta”.1 Adam Farquhar implies that .A Google should lessen its fierce competition with national librariesB it is necessary for Google to index the web and archive itC the death of websites has bought the urgency of preserving informationD the protection and regulation of websites are necessary in the 21st century.2 What is the great contribution of Brewster Kahle?A sponsoring many bankrupt websitesB visiting national libraries and harassing librariansC drawing the attention of national libraries to electionsD raising concern with preserving websites3 The word “launch” (para3, line1) most probably means .A enhanceB designC startD establish4 It is tough to preserve digital information, because .A everyday countless websites disappear at a quick rateB many websites contain too much useless or messy informationC Microsoft will go bankrupt and forgotten in 2210D many national libraries cannot get a budget5 In preserving digital information, which of the following is most important?A accuracyB speedC budgetD cultural adaptability考研词汇giant [ˈdʒaɪənt] n.巨人;a.巨大的[真题例句](42:As) industrial giants (n.) like General Motors and IBM struggle to survive (43:by) reducing the number of employees, Manpower, based in Milwaukee, Wisconsin, is booming.[1997年完形][例句精译]正当像通用汽车公司和IBM这样的工业巨头们在通过裁减工人数量来挣扎着生存之时,总部设在威斯康星州密尔沃基市的“Manpower”公司却正生意兴隆。

A Brief Introduction of Skopos

A Brief Introduction of Skopos

A Brief Introduction of Skopos TheoryXiaoyan DuSchool of Foreign Languages, Qingdao University of Science and Technology Qingdao, ChinaEmail: Devon_du@Abstract —There are many theories of translation study, among which, Skopos theory is a new branch and canexplain and instruct many translation activities. This paper puts forth some basic concepts of Skopos theory,introduces some basic rules of it, and concludes the merits and limitations of Skopos theory.Index Terms —Skopos theory, action, coherence, culture, adequacy, equivalenceI. A B RIEF H ISTORY OF T RANSLA TION S TUDIES AND THE D EFINITION OF S KOPOS T HEORYA. A Brief History of Translation StudiesWritings on the subject of translating go far back in recorded history. The practice of translation was discussed by, for example, Cicero and Horace (first century BCE) and St Jerome (fourth century CE). In St. Jerome‟s case, his approach to translating the Greek Septuagint Bible into Latin would affect later translations of the Scriptures. Indeed, the translation of the Bible was to be - for well over a thousand years and especially during the Reformation in the sixteenth century - the battleground of conflicting ideologies in Western Europe.However, although the practice of translating is long established, the study of the field developed into an academic discipline only in the second half of the twentieth century. Before that, translation had normally been merely an element of language learning in modern language courses. The gearing of translation to language teaching and learning may partly explain why academia considered it to be of secondary status. Translation exercises were regarded as a means of learning a new language or of reading a foreign language text until one had the linguistic ability to read the original. Study of a work in translation was generally frowned upon once the student had acquired the necessary skills to read the original.Another area in which translation became the subject of research was contrastive analysis. This is the study of two languages in contrast in an attempt to identify general and specific differences between them. It developed into a systematic area of research in the USA from the 1930s onwards and came to the fore in the 1960s and 1970s. Translations and translated examples provided much of the data in these studies. The contrastive approach heavily influenced other studies, which overtly stated their aim of assisting translation research. Although useful, contrastive analysis does not, however, incorporate sociocultural and pragmatic factors, nor the role of translation as a communicative act. Nevertheless, the continued application of a linguistic approach in general, and specific linguistic models such as generative grammar or functional grammar has demonstrated an inherent and gut link with translation. While, in some universities, translation continues to be studied as a module on applied linguistics courses, the evolving field of translation studies can point to its own systematic models that have incorporated other linguistic models and developed them for its own purposes. At the same time, the construction of the new discipline has involved moving away from considering translation as primarily connected to language teaching and learning. Instead, the new focus is the specific study of what happens in and around translating and translation.The more systematic, and mostly linguistic-oriented, approach to the study of translation began to emerge in the 1950s and 1960s. There are a number of classic examples:Jean-Paul Vinay and Jean Darbelnet: Stylistique comparee du francais de l’anglais , a contrastive approach that categorized what they saw happening in the practice of translation between French and English; Georges Mounin: Les problemes theoriques de la traduction , examined linguistic issues of translation;Eugene Nida : incorporated elements of Chomsky‟s then fashionable generative grammar as a theoretical underpinning of his books, which were initially designed to be practical manuals for Bible translators.These more systematic and “scientific” approaches in many ways began to mark out the territory of the academic investigation of translation. The word “science” was used by Nida in the title of his 1964 book (Toward a Science of Translating, 1964a, cited in Munday 2001). At that time, even the name of the emerging discipline remained to be determined, with candidates such as “translatology” in English - and its counterparts “translatologie” in French and “traductologia” in Spanish - staking their claim.A seminal paper in the development of the field as a distinct discipline was James S. Holmes‟s The name and nature of translation studies . In his Contemporary Translation Theories, Gentzler (Munday, 2001) describes Holmes‟s paper as “generally accepted as the founding statement for the field”. Crucially, Holmes puts forward an overall framework, describing what translation studies covers. This framework has subsequently been presented by the leading Israeli translation scholar Gideon Tou ry with a displaying map. The crucial role played by Holmes‟s paper is the delineation of the potential of translation studies. However, this paper omits any mention of the individuality of the style, ISSN 1799-2591Theory and Practice in Language Studies, Vol. 2, No. 10, pp. 2189-2193, October 2012© 2012 ACADEMY PUBLISHER Manufactured in Finland.doi:10.4304/tpls.2.10.2189-2193decision-making processes and working practices of human translators involved in the translation process.The surge in translation studies since the 1970s has seen different areas of Holmes‟s map come to the fore. Contrastive analysis has fallen by the wayside. The linguistic-oriented “science” of translation has continued strongly in Germany, but the concept of equivalence associated with it has declined. Germany has seen the rise of theories centered on text types and text purpose, while the Halliday views language as a communicative act in a sociocultural context, which has been prominent over the past decades, especially in Australia and the UK, and has been applied to translation in a series of works by scholars.The late 1970s and the 1980s also saw the rise of a descriptive approach that had its origins in comparative literature and Russian Formalism. In literary polysystem, amongst other things, different literatures and genres, including translated and non-translated works, compete for dominance.The 1990s saw the incorporation of new schools and concepts, with Canadian-based translation and gender research led by Sherry Simon, the Brazilian cannibalist school promoted by Else Vieira, postcolonial translation theory, with the prominent figures of the Bengali scholars Tejaswini Niranjana and Gayatri Spivak and, in the USA, the cultural-studies-oriented analysis of Lawrence Venuti, who champions the cause of the translator.For years, the practice of translation was considered to be derivative and secondary, an attitude that inevitably devalued any academic study of the activity. Now, after much neglect and repression, translation studies have become well established. It is making swift advances worldwide, although not without a hint of trepidation.B. The Definition and History of Skopos TheoryIn the history of translation studies, for a long time, when people assess the quality of a translation, they are likely to employ “equivalence” or “faithfulness” to the source text as the most authoritative criterion to judge whether the translation is successful or not.This kind of translation evaluation is stereotyped and over-simplified. Although this trend plays a positive role in guiding translation practice and standardizing the translation field, other factors should not be neglected, because translation is a complex human activity and the study of translation also should be descriptive. Under this situation, the Skopos theory, by viewing translation as an action with purpose, tries to open up a new perspective on such aspects as the status of the source text and the target text, their relationship, the concept of translation, the role of the translator, translation standards and strategies.Skopos theory put forward by Hans J. V ermeer is the core of the functionalist translation theory developed in Germany in the 1970s. This is a new perspective of looking at translation, which is no longer limited by conventional source-text oriented views. Vermeer finds that, according to action theory, every action has a purpose, and, since translation is an action, it must have a purpose too. The purpose is assigned to every translation by means of commission.To some extent, Skopos theory makes up for the deficiency of conventional translation theories. In the framework of Skopos theory, there are not such things as right or wrong, faithfulness or unfaithfulness, and the translation Skopos decides the translation process. Skopos theory accounts for different strategies in different situations, in which the source text is not the only factor involved.Skopos is the Greek word for “aim” or “purpose” and was introduced into translation theory in the 1970s by Hans J. Vermeer as a technical term for the purpose of a translation and of the action of translating. Hans Vermeer believes that the purpose of a text determines the translation strategies. He objects to the traditional equivalence-based theories, which speak of the source text, or its effects on the source text reader, or the purpose of the source text author as a decisive factor in translation and raises the Skopos of the translation action to the center.In Christiane Nord‟s Translating as a Purposeful Activity-Functionalist Approaches Explained, she defines the Skopos theory in this way:Skopos is a Greek word for “purpose”. According to Skopostheorie (the theory that appl ies the notion of Skopos to translation), the prime principle determining any translation process is the purpose (Skopos) of the overall translational action. This fits in with intentionality being part of the very definition of any action.Skopos theory focuses above all on the purpose of the translation, which determines the translation methods and strategies that are to be employed in order to produce a functionally adequate result. This result is the TT, which Vermeer calls the translatum. Therefore, in Skopos theory, knowing why an ST is to be translated and what the function of the TT will be crucial for the translator.The Skopos theory experienced four stages:(1) Katharina Reiss and the functional category of translation criticism(2) Hans J.Vermeer: Skopostheorie and beyond(3) Justa Holz-Manttari and the theory of translational action.(4) Christiane Nord‟s Function plus Loyalty PrincipleThe book Possibilities and Limits of Translation Criticism,written by Katharina Reiss, can be regarded as the “starting point for the scholarly analysis of translation in German” (Nord, 2001). In her opinion, the ideal translation would be one “in which the aim in the TL (target language) is equivalence as regards the conceptual content, linguistic form and communicative function of a SL (source language). However, she finds in some situation equivalence is impossible. She also explains some exceptions from the equivalence because of the translation brief which we will talkabout next.In order to bridge the gap between theory and practice, Hans J. Vermeer gives up the equivalence theory and lays the foundation of functional theory: Skopos theory. In his opinion, we can not solve all the problems in the translation just by linguistics alone. According to Action Theory, human action is a kind of purposeful behavior in a given situation. In his opinion, translation is a kind of translational action on the foundation of a source text. Therefore, Vermeer names his theory Skopos theory, a theory of purposeful action. Reader is one of the most important factors determining the purpose of the translation. Vermeer thinks that to translate means to produce a text in a target setting for a target purpose and target addressees in target circumstances.“Translational action” was put forward by Justa Holz-Manttari in 1981.The theory is based on action theory, being designed to cover all forms of intercultural transfer. In his model, translation is defined as complex action designed to achieve a particular purpose. She pays much attention to the actionable aspects of the translational process. In the process, the role of the participants and the situational conditions in which their activities take place is analyzed. The generic term is “translational action”. The purpose of translat ional action is to transfer message overcoming culture and language barriers through message transmitters produced by expects.In her work Translating as a Purposeful Activity, Christiane Nord admits the merits of Vermeer‟s Skopos rule. However, in her book she also points out two interdependent shortcomings of the Skopos rule. One is that because of the differences in TT expectations, it is impossible for the translation purpose to satisfy all target readers. The other one is concerning the translator and the ST author. If the translation brief requires a translation whose communicative purposes are contrary to or incompatible with the intention of the original author, there would be no restriction to the range of possible ends. Considering these shortcomin gs, Nord puts forward the “loyalty principle” of Skopos theory: the responsibility of translators towards to their partners in translational interaction.II.B ASIC C ONCEPTS OF S KOPOS T HEORYA. Theory of ActionThe theory of action provides the foundation for Skopos theory.Action is the process of acting, which means “intentionally (at will) bringing about or preventing a change in the world (in nature)” (Wright, 1968, p. 38, cited in Nord 2001). Action can thus be defined as an intentio nal “change or transition from one state of affaires to another” (Wright, 1968, p. 28, cited in Nord 2001). If there are two or more agents, the theory of action can become a theory of interaction.Considering the multiple factors involved in a translation procedure, translation is also an interaction.Translation theorists of the functionalist approaches view translating as a form of translational interaction, as intentional interaction, as interpersonal interaction, as communicative action, as intercultural action, and as text-processing action.With emphasis on the interplay of each relation, such definition broadens the horizon of translation studies and helps to explain the complexity of translation.B. Skopos, Aim, Purpose, Intention, FunctionSkopos is a Greek word for …purpose‟. According to Skopostheorie, the prime principle determining any translation process is the purpose (Skopos) of the overall translational action. This fits in with intentionality being part of the very definition of any action. We can distinguish between three possible kinds of purpose in the field of translation: the general purpose aimed at by the translator in the translation process, the communicative purpose aimed at by the target text in the target situation, and the purpose aimed at by a particular translation strategy or procedure (V ermeer, 1989a, p.100, cited in Nord 2001). Nevertheless, the term Skopos usually refers to the purpose of the target text.Apart from the term Skopos, V ermeer uses the related words aim, purpose, intention and function.In order to avoid the conceptual confusion, Nord have proposed a basic distinction between intention and function (Nord, 2001). …Intention‟ is defined from the viewpoint of the sender, who wants to achieve a certain purpose wit h the text. Yet the best of intentions do not guarantee a perfect result, particularly in cases where the situations of the sender and the receiver differ considerably. This distinction is particularly useful in translation, where the sender and receiver by definition belong to different cultural and situational settings. Because of this separation of sender and receiver, intention and function may have to be analyzed from two different angles (Nord, 2001).V ermeer considers the teleological concepts aim, purpose, intention and function to be equivalent, subsuming them under the generic concept of Skopos.The top-ranking rule for any translation is the …Skopos rule‟, which says that a translational action is determined by its Skopos; that is, …the end justif ies the means‟ (Reiss and V ermeer, 1984, p.101, cited in Munday 2001). V ermeer explains the Skopos rule in the following way: Each text is produced for a given purpose and should serve this purpose. The Skopos rule thus reads as follows: translate/interpret/speak/write in a way that enables your text/translation to function in the situation in which it is used and with the people who want to use it and precisely in the way they want it to function.C. Intertextual and Intratextual CoherenceIntratextual coherence specified that a translation should be acceptable in the sense that it is coherent with the receiver‟s situation, that is, the target-text receivers should be able to understand the target text and interpret it as being sufficiently coherent with their own communicative situation and culture. At the same time, we have to note that since the target text is produced according to the formation offered in the source text, it is expected to bear some kind of relationship with the source text. This relati onship is what we call …intertextual coherence‟ or …fidelity‟.As in the case of the Skopos rule, the important point is that intertextural coherence should exist between source and target text, while the form it takes depends both on the translator‟s inte rpretation of the source text and on the translation Skopos(Nord, 2001).Intertextual coherence is considered subordinate to intratextual coherence, and both are subordinate to the Skopos rule.D. CultureV ermeer‟s definition of culture focuses on norms a nd conventions as the main features of a culture. For him, a culture is the entire setting of norms and conventions as individual as a member of his society must know in order to be …like everybody‟-or to be able to be different from everybody (V ermeer, 1987a, p.28, cited in Nord 2001).Translating means comparing cultures. Translators interpret source-culture phenomena in the light of their own culture-specific knowledge of that culture, from either the inside or the outside, depending on whether the translation is from or into the translator‟s native language-and-culture (Nord, 2001).v. Adequacy and EquivalenceIn the case of a translation, the translator is a real receiver of the source text who then proceeds to inform another audience, located in a situation under target-culture conditions, about the offer of information made by the source text. The translator offers this new audience a target text whose composition is guided by the translator‟s assumptions about their need, expectations, previous knowledge, and so on. These assumptions will be different from those made by the original author, because source-text addressees and target-text addressees belong to different cultures and language communities. This means the translator can not offer the same amount and kind of information as the source-text producer. What the translator does is to offer another kind of information in another form.Within the framework of Skopostheorie, …adequacy‟ refers to the qualities of a target text with reg ard to the translation brief: the translation should be adequate to the requirements of the brief. It is a dynamic concept related to the process of translational action and referring to the …goal-oriented selection of signs that are considered appropriate for the communicative purpose defined in the translation assignment‟ (Reiss, 1989, p.163, cited in Nord 2001).In Skopostheorie, equivalence means adequacy to a Skopos that requires that the target text serve the same communicative function or functions a s the source text, thus preserving …invariance of function between source and target text. This concept of equivalence is reduced to functional equivalence‟ on the text level of what Reiss refers to as …communicative translation, not only from the perspective of word level.For Reiss, the generic concept is adequacy, not equivalence. Equivalence may be one possible aim when translating but it is not held to be a translation principle valid once and for all.III.T HE B ASIC R ULES OF S KOPOS T HEORYReiss and Vermeer aim at a general translation theory for all texts. They set out a detailed explanation of Vermeer‟s Skopos theory and adapts Reiss‟s functional text-type model to the general theory. There are six basic underlying “rules” of the the ory (Reiss and Vermeer, 1984, p.119, cited in Munday 2001). These are:1. A trunslatum (or TT) is determined by its Skopos.2. A TT is an offer of information (Informationsangebot) in a target culture and TL concerning an offer of information in a source culture and SL.3. A TT does not initiate an offer of information in a clearly reversible way.4. A TT must be internally coherent.5. A TT must be coherent with the ST.6. The five rules above stand in hierarchical order, with the Skopos rule predominating.Rule 2 is important in that it relates the ST and TT to their function in their respective linguistic and cultural contexts. The translator is once again (as was the case in Holz-Manttari‟s theory) the key player in a process of intercultural communication and production of the translatum. The irreversibility in point 3 indicates that the function of a translatum in its target culture is not necessarily the same as in the source culture. Rules 4 and 5 touch on general Skopos “rules” concerning how the suc cess of the action and information transfer is to be judged: the coherence rule, linked to internal textual coherence, and the fidelity rule, linked to intertextual coherence with the ST.The coherence rule states that the TT “must be interpretable as coherent with the TT receiver‟s situation” (Reiss and Vermeer, 1984, p.113, cited in Munday 2001). In other words, the TT must be translated in such a way that it is coherent for the TT receivers, given their circumstances and knowledge. The fidelity rule merely states that there must be coherence between the trunslatum and the ST or, more specifically, between:a. the ST information received by the translator;b. the interpretation the translator makes of this information;c. the information that is encoded for the TT receivers.However, the hierarchical order of the rules means that intertextual coherence (rule 5) is of less importance than intratextual coherence (rule 4), which, in turn, is subordinate to the Skopos (rule 1). This down-playing (or “dethroning”, as Vermeer terms it) of the status of the ST is a general fact of both Skopos and translational action theory.IV.M ERITS,D ISCUSSIONS AND L IMITATIONS OF S KOPOS T HEORYA. MeritsSkopos theory defines translating as an intentional, interpersonal, partly verbal intercultural interaction based on a source text. Skopos theory has brought a new concept for the status of the source text and target text. An important advantage of this theory is that it allows the possibility of the same text being translated in different ways according to the purpose of the target text and the commission which is given to the translator. In vermeer‟s words:What the Skopos states is that one must translate, consciously and consistently, in accordance with some principle respecting the target text. The theory does not state what the principle is: this must be decided separately in each specific case. (Vermeer, 1989/2000, p.228, cited in Munday 2001)The source text is just an “offer of information”; the target t ext becomes the focus. Thus translator can be released from restrictions to increase the range of possible translation strategies according to the different purposes the translator intends to achieve. Skopos theory has come to widen the narrow visions of traditional translation criticism, implying the acceptance of multiple versions and the evaluation of individual versions with respect to the purpose for which each version is intended. No source text has only one correct or perfect translation so the possibility of translation is expanded. Since Skopos theory puts forward a new criterion for translation “adequacy”, translation is defined to be adequate or inadequate with regard to the purpose or the communicative function which is assigned to audience.B. DiscussionsThere are also some criticisms of Skopos theory by other scholars, these include the following:a. What purports to be a …general‟ theory is in fact is only valid for nonliterary texts. Literary texts are considered either to have no specific purpose and/or to be far more complex stylistically.b. Reiss‟s text type approach and Vermeer‟s Skopos theory are in fact considering different functional phenomena and cannot be lumped together.c. Skopos theory does not pay sufficient attention to the linguistic nature of the ST nor to the reproduction of microlevel features in the TT. Even if the Skopos is adequately fulfilled, it may be inadequate at the stylistic or semantic levels of individual segments.Vermeer answers the first point above by stress ing that goals, purposes, functions and intentions are …attributed to …actions. Thus, a writer of a poem may have goals of having the resultant translatum (poem) published and of keeping copyright over it so as to make money from its reproduction. He or she may also have the intention of creating something that exists for itself (…art for art‟s sake‟)Two points are at issue in the second criticism: to what extent does ST type determine translation method and what is the logic of the link between ST type and translation Skopos. The third criticism in particular is tackled by another functionalist, Christiane Nord, with her model of translation-oriented text analysis.C. LimitationsLike any other theories, Skopos theory is also not perfect. According to Nord, there are two interdependent limitations of this theory. One concerns the culture-specificity of translational models; the other has to do with the relationship between the translator and the source-text author.To solve the above problem, Nord introdu ces the loyalty principle into the functionalist model. In Nord‟s terms, function refers to the factors that make a target text work in the intended way in the target situation. Loyalty refers to the interpersonal relationship between the translator, the source-text sender, the target-text addressees and the initiator. (Nord, 2001). The combination of function and loyalty is the successful point of Nord‟s functionalist approach, and are respectively the two pillars of her approach which also answers many scholars criticism of Skopos theory.R EFERENCES[1]Nord, C. (2001). Translating As a Purposeful Activity, Functionalist Approaches Explained. Shanghai: Shanghai ForeignLanguage Education Press.[2]Munday, J. (2001). Introducing Translation Studies, theories and applications. London: London and New York.[3]Lefevere, A. (1992). Translation, Rewriting and the Manipulation of Literary Fame. London & New York: Routledge.[4]Halliday, M. A. K. (2000). An Introduction to Functional Grammar. Beijing: Foreign Language Teaching and Research Press.Xiaoyan Du was born in Weifang, China in 1976. She received her M.A. degree in linguistics from Ocean University of China in 2010.She is currently a lecturer in the School of Foreign Languages, Qingdao University of Science and Technology, Qingdao, China. Her research interests include translation studies and second language acquisition.。

Theorem 1.1. (Fundamental Theorem of Algebra) A non-constant polynomial

Theorem 1.1. (Fundamental Theorem of Algebra) A non-constant polynomial

TOPICS IN p-ADIC FUNCTION THEORYWILLIAM CHERRY1.Picard TheoremsI would like to begin by recalling the Fundamental Theorem of Algebra. Theorem1.1.(Fundamental Theorem of Algebra)A non-constant polyno-mial of one complex variable takes on every complex value.Moreover,if the poly-nomial is of degree d,then every complex value is taken on d times,countingmultiplicity.Because entire functions have power series expansions,they are sort of like poly-nomials of infinite degree.Picard’s well-known theorem is a complex analytic analogof the Fundamental Theorem of Algebra.Theorem1.2.(Picard’s(Little)Theorem)A non-constant entire functiontakes on all but at most one complex value.Moreover,a transcendental entirefunction must take on all but at most one complex value infinitely often.The function e z shows that a complex entire function can indeed omit one value.Lately,it has become fashionable to prove p-adic versions of value distributiontheorems,of which Picard’s Theorem is an example,though not a recent one.Morerecent examples can be found in the works listed in the references section.Recallthat the p-adic absolute value||p on the rational numberfield Q is defined as follows.If x∈Q is written p k a/b,where p is a prime,k is an integer,and a andb are integers relatively prime to p,then|x|p=p−pleting Q with respect to this absolute value results in thefield of p-adic numbers,denoted Q p.Takingthe algebraic closure of Q p,extending||p to it,and then completing once moreresults in a complete algebraically closedfield,denoted C p,and often referred toas the p-adic complex numbers.Recall that the absolute value||p satisfies a very strong form of the trian-gle inequality,namely|x+y|p≤max{|x|p,|y|p}.This is referred to as a non-Archimedean triangle inequality,and this non-Archimedean triangle inequality is what accounts for most of the differences between function theory on C p and on C.Recall that an infinite series a n converges under a non-Archimedean norm if and only if lima n=0.By an entire function on C p,one means a formaln→∞∞ n=0a n z n,where a n are elements of C p,and lim n→∞|a n|p r n=0,for power seriesevery r>0,so that plugging in any element of C p for z results in an absolutely convergent series.Most of what I will discuss here is true over an arbitrary algebraically closedfield complete with respect to a non-Archimedean absolute value,but for simplicity’s sake,I will stick with the concrete case C p here.12WILLIAM CHERRYIf one tries to prove Picard’s Theorem for p-adic entire functions,what one gets is the following theorem.Theorem1.3.(p-Adic Case)A non-constant p-adic entire function must take on every value in C p.Moreover,a transcendental p-adic entire function must take on every value in C p infinitely often.Proof.Let f(z)= a n z n be a p-adic entire function,so lim n→∞|a n|p r n=0,for all r>0.Denote by|f|r=sup|a n|p r n.The graph of{log|a n|p+n log r}log r→log|f|r=supn≥0is piecewise linear and closely related to what’s known as the Newton polygon.In particular,ther zeros of f occur at the“corners”of the graph of log r→log|f|r (c.f.,[Am]and[BGR]).For r close to zero,|f|r=|a0|p,provided a0=0.Moreover,it is clear that if f is not constant,then for all r sufficiently large,|f|r=|a0|p.Hence,the graph of log r→log|f|r has a corner,and hence f has a zero.If f is transcendental,then f has infinitely many non-zero Taylor coefficients, and thus for every n,there exists r n such that for all r≥r n,we have|f|r>|a n|p r n. Hence,log r→log|f|r must have infinitely many corners,and so f has infinitely many zeros.2Note that Theorem1.3is an even closer analogy to the Fundamental Theorem of Algebra than Picard’s Theorem was,since p-adic entire functions,like polynomials, cannot omit any values.Thus,in this respect,the function theory of p-adic entire functions is more closely related to the function theory of polynomials than it is to the function theory of complex holomorphic functions.That will be the theme of this survey.2.Algebraic CurvesMy second illustration that p-adic function theory is more like that of polyno-mials comes from considering Riemann surfaces.Let X be a projective algebraic curve of genus g.Then,the three analogous theorems we have are:Theorem2.1.(Polynomial Case)If f:C→X is a non-constant polynomial mapping,then g=0.Theorem2.2.(Complex Case)If f:C→X is a non-constant holomorphic mapping,then g≤1.Theorem2.3.(p-Adic Case)If f:C p→X is a non-constant p-adic analytic mapping,then g=0.The polynomial case follows from the Riemann-Hurwitz formula,which says that the genus of the image curve cannot be greater than the genus of the domain.The complex case was again proved by Picard.Riemann surfaces of genus≥2 have holomorphic universal covering maps from the unit disc,and thus any holo-morphic map form C to a Riemann surface of genus≥2lifts to a holomorphic map to the unit disc,which must then be constant by Liouville’s Theorem.The p-Adic analog of this theorem was proven only recently,by V.Berkovich[Ber].One of the major difficulties in p-adic function theory is the fact that the nat-ural p-adic topology is totally disconnected,and therefore analytic continuationTOPICS IN p -ADIC FUNCTION THEORY 3in these circumstances is a delicate task.Moreover,geometric techniques that are commonplace in complex analysis cannot be applied in the p -adic case.In order to prove his p -adic analog of Picard’s Theorem,Berkovich developed a theory of p -adic analytic spaces that enlarges the natural p -adic spaces so that they become nice topological spaces,and geometric techniques,such as universal covering spaces,can be used to prove theorems.3.Berkovich TheoryBerkovich’s theory is somewhat deep,and I do not have ther required space to go into it in much detail here.However,the reader may find the following brief description of his theory helpful.The interested reader is encouraged to look at:[Ber],[Ber 2],and [BGR].The last reference covers the more traditional theory of rigid analytic spaces.Although one can associate a Berkovich space to any p -adic analytic variety,we will concentrate here on the special case of the unit ball in C p ,which is the local model for smooth p -adic analytic spaces,at least in dimension one.Consider the closed unit ball B ={z ∈C p :|z |p ≤1}.The p -adic analytic func-tions on B are of the form a n z n ,with lim n →∞|a n |p =0.These functions form aBanach algebra A under the norm |f |0,1=sup n |a n |p .The Berkovich space associated to B consists of all bounded multiplicative semi-norms on A .This space is provided with the weakest topology such that all maps of the form ||→|f |,f ∈A are continuous maps to the real numbers with their usual topology.Here ||denotes one of the bounded multiplicative semi-norms in the Berkovich space.Berkovich spaces have many nice topological properties,such as local compact-ness and local arc-connectedness.They also have universal covering spaces,which are again Berkovich spaces.For f ∈A ,z 0∈B ,and 0≤r ≤1,define |f |z 0,r by |f |z 0,r =sup n |c n |p r n ,where f =c n (z −z 0)n ,or in other words,the c n are the coefficients of the Taylor expansion of f about z 0.Note that if r =0,then |f |z 0,0=|f (z 0)|p ,and note that by the non-Archimedean triangle inequality,if |z 0−w 0|p ≤r,then ||z 0,r =||w 0,r .There are in fact more bounded multiplicative semi-norms on B than these,but these are the main ones to thinkabout.||0,1|z 0,0Figure 1.4WILLIAM CHERRYFigure 1gives a sort of intuitive “tree-like”representation for the Berkovich space associated to B .The dots at the top correspond to the totally disconnected points in B .Of course there are infinitely many of these,and there are points arbitrarily close together,much like a Cantor set.The lines represent the connected continuum of additional multiplicative semi-norms connecting the Berkovich space.There are of course infinitely many places where lines join together,and the junctures are by no means discrete.Finally,the point at the bottom corresponds to the one semi-norm ||z 0,1which is the same for all points z 0in B .We say that two points z 0and w 0in B are in the same residue class if |z 0−w 0|p <1.This leads to a concept called “reduction,”whereby the space is “reduced”to the space of residue classes.The reduction of B can be naturally identified with A 1F alg p ,the affine line over the algebraic closure of the field of p elements.This process of reduction extends to the Berkovich space associated to B ,and there is a reduction mapping πfrom the Berkovich space B to A 1F alg p .The reduction mapping πhas what I would call an anti-continuity property,in thatπ−1of a Zariski open sets in A 1F algpwill be closed in the Berkovich topology and π−1of a Zariski closed set will be open in the Berkovich topology.In Figure 1,two points in the Berkovich tree are in different residue classes if their branches do not join except at the one point ||0,1,which is kind of like a “generic”point in algebraic geometry,and is in fact the inverse image of the genericpoint in A 1F alg p under the reduction map.Thus,three residue classes are shown in Figure 1. 4.Abelian VarietiesIn my Ph.D.thesis [Ch 1],I extended Berkovich’s Theorem to Abelian varieties.See also:[Ch 2]and [Ch 3].Theorem 4.1.(Cherry)If f :C p →A is a p -adic analytic map to an Abelian variety,then f must be constant.Proof sketch.Tis a product of multiplicative groups (i.e.a multiplicative torus).Gis the universal cover of A in the sense of Berkovich,and a semi-Abelian variety.Bis an Abelian variety with good reduction,meaning it has a reduction mapping πB to an Abelian variety e B over F alg p .T1G B 1A C pf BπB f !Figure 2.Step 1.First,we use Berkovich theory to lift f to a map f !:C p →G to the universal covering of A.TOPICS IN p-ADIC FUNCTION THEORY5 Step2.Next we use p-adic uniformization([BL1],[BL2],[DM])to identify Gas a semi-Abelian variety,as in Figure2.Step3.Then,we use reduction techniques.We get a mapC p→G→B→ B.This map must be constant because if it were not we would induce a non-constant rational map from the projective line over F alg p to the Abelian variety B.Thus,the image in B lies above a single smooth point in B.The inverse image of a smooth point in B is isomorphic to an open ball in C n p,where n is the dimension of B. Thus,the map to B is also constant,by the p-adic version of Liouville’s Theorem,for example.Step4.Thus,we only need consider mappings from C p to T.But,T∼=C p\{0}×···×C p\{0}.The projection onto each factor is constant by the p-Adic version of Picard’s LittleTheorem.2Because p-adic analytic maps to Abelian varieties must be constant,the follow-ing conjecture seems plausible.Conjecture4.2.Let X be a smooth projective variety.If there exists a non-constant p-adic analytic map from C p to X,then there exists a non-constantrational mapping from P1to X.5.Value SharingOne of the more striking consequences of Nevanlinna theory is Nevanlinna’stheorem that if two non-constant meromorphic functions f and g sharefive values,then f must equal g,[Ne].The polynomial version of this was taken up by Adamsand Straus in[AS].Theorem5.1.(Adams and Straus)If f and g are two non-constant polynomi-als over an algebraically closedfield of characteristic zero such that f−1(0)=g−1(0) and f−1(1)=g−1(1),then f≡g.Proof.Assume deg f≥deg g and consider[f (f−g)]/[f(f−1)].This is a polynomial because if f(z)=0or1,then f(z)=g(z)by assumption,and hencethe zeros in the denominator are canceled by the zeros in the numerator,and thef in the numerator takes care of multiple zeros.On the other hand,the degree of the numerator is strictly less than the degree of the denominator,so the numeratormust be identically zero.In other words f is constant,or f is identically equal tog.2Theorem5.2.(Adams and Straus)If f and g are non-constant p-adic(char-acteristic zero)analytic functions such that f−1(0)=g−1(0),and f−1(1)=g−1(1), then f≡g.Proof.We may assume without loss of generality that there exist r j→∞such that|f|rj≥|g|r j.Let h=[f (f−g)]/[f(f−1)].Then,h is entire since,as in the polynomial case,zeros in the denominator are always matched by zeros in thenumerator.On the other hand,by the non-Archimedean triangle inequality,wehave for r j sufficiently large that|h|r j= f f r j·|f−g|r j|f−1|r j≤ f f r j·|f|r j|f|r j= f f r j.6WILLIAM CHERRYNow,I claim |f /f |r ≤r −1,and therefore |h |r j →0as r j →∞.Hence,h ≡0,and again,either f is constant of f ≡g.2The claim that |f /f |r ≤1/r is the p-adic form of the Logarithmic Derivative Lemma,and note this is much stronger than what is true in the complex case.Theorem 5.3.(p -Adic Logarithmic Derivative Lemma)If f is a p -Adic analytic function,then |f /f |r ≤1/r.Proof.Write f = a n z n .Then,since |n |p ≤1,we have|f |r =sup n ≥1{|na n |p r n −1}=1r sup n ≥1{|na n |p r n }≤1r sup n ≥0{|a n |p r n }=1r |f |r 2Notice the similarity in both the proof and the statement of both of Adams and Straus’s theorems.An active topic of current research has to do with so called “unique range sets.”Rather than considering functions which share distinct values,one considers finite sets and functions f and g such that f −1(S )=g −1(S ).Here,Boutabaa,Escassut,and Haddad [BEH]gave a nice characterization for unique range sets of polynomials,in the counting multiplicity case.Theorem 5.4.(Boutabaa,Escassut,and Haddad)If f and g are polynomi-als over an algebraically closed field F of characteristic zero,and if S is a finite subset of F such that f −1(S )=g −1(S ),counting multiplicity,then either f ≡g or there exist constants A and B,A =0,such that g =Af +B and S =AS +B.Proof.Let S ={s 1,...,s n }and let P (X )=(X −s 1)···(X −s n ).Then,P (f )and P (g )are polynomials with the same zeros,counting multiplic-ity by the assumption f −1(S )=g −1(S ).Thus,P (f )/P (g )is some non-zero con-stant C,and if we set F (X,Y )=P (X )−CP (Y ),we have F (f,g )=0.Thus,z →(f (z ),g (z ))is a rational component of the possibly reducible algebraic curve F (X,Y )=0.Because F (X,Y )=0has n distinct smooth points at infinity in P 2(characteristic zero!)and because (f (z ),g (z ))has only one point at infinity,(f (z ),g (z ))must in fact be a linear component of F (X,Y )=0.2Boutabaa,Escassut,and Haddad also made a preliminary analysis of the p -adic entire analog of their theorem,and solved the case when the cardinality of S equals three completely.C.-C.Yang and I,[CYa],combined Berkovich’s Picard theorem with their argument to complete the p -adic entire case.Theorem 5.5.(Cherry and Yang)If f and g are p -adic entire functions and S is a finite subset of C p such that f −1(S )=g −1(S ),counting multiplicity,thenthere exist constants A and B,with A =0,such that g =Af +B,and S =AS +B.Proof.Again,setP (X )=(X −s 1)···(X −s n ).Again,P (f )/P (g )is a constant C =0.Again,set F (X,Y )=F (X )−CF (Y ).By Berkovich’s p-Adic Picard Theorem,(f (z ),g (z ))is contained in a rational compo-nent of F (X,Y )=0.Thus,there exist rational functions u and v,and a p -adic entire function h,such that f =u (h )and g =v (h ).It is then easy to see that u and v must in fact be polynomials,and we are then back to the polynomial case,thinking of h as a variable.2TOPICS IN p-ADIC FUNCTION THEORY76.Concluding RemarksIn many respect,it appears that algebraic geometry,rather than complex Nevan-linna theory,is the appropriate model for p-adic value distribution theory.At least, that is what I hope this survey has conveyed to the reader.This leads me to a gen-eral principle.Principle6.1.Appropriately stated theorems about the value distribution of poly-nomials should also be true for p-adic entire functions.Similarly,theorems for rational functions should also be true for p-adic meromorphic functions.Conjecture4.2is a special case of this principle.With some luck,solving a p-adic problem based on the above principle might help us better understand complex Nevanlinna theory.For example,it would be reasonable to make the following conjecture.Conjecture6.2.If f:C p→X is a p-adic analytic map to a K3surface X,the the image of f must be contained in a rational curve.This conjecture can be thought of as a special case of a p-adic version of the Green-Griffiths conjecture[GG]that says a holomorphic curve in a smooth pro-jective variety of general type must be algebraically degenerate.One might hope to attack Conjecture6.2since much is known about K3surfaces and they have a close connection to Abelian varieties.It might also be thatfinding a proof for Conjecture6.2would shed some light on an attack of the general Green-Griffiths conjecture over the complex numbers.References[AS]W.Adams and E.Straus,Non-Archimedian analytic functions taking the same values at the same points,Illinois J.Math.15(1971),418–424.[Am]Y.Amice,Les nombres p-adiques,Presses Universitaires de France,1975.[Ber]V.Berkovich,Spectral Theory and Analytic Geometry over Non-Archimedean Fields, AMS Surveys and Mographs33,1990.[Ber2]V.Berkovich,Etale cohomology for non-Archimedean analytic spaces,Inst.Hautes Etudes Sci.Publ.Math.78(1993),5–161.[BGR]S.Bosch,U.G¨u ntzer and R.Remmert,Non-Archimedean Analysis,Springer-Verlag, 1984.[BL1]S.Bosch and W.L¨u tkebohmert,Stable Reduction and Uniformization of Abelian Vari-eties I,Math.Ann.270(1985),349–379.[BL2]S.Bosch and W.L¨u tkebohmert,Stable Reduction and Uniformization of Abelian Vari-eties II,Invent.Math.78(1984),257–297.[Bo1] A.Boutabaa,Theorie de Nevanlinna p-Adique,Manuscripta Math.67(1990),251–269. [Bo2] A.Boutabaa,Sur la th´e orie de Nevanlinna p-adique,Th´e se de Doctorat,Universit´e Paris 7,1991.[Bo3] A.Boutabaa,Applications de la theorie de Nevanlinna p-adique,Collect.Math.42 (1991),75–93.[Bo4] A.Boutabaa,Sur les courbes holomorphes p-adiques,Annales de la Facult´e des Sciences de Toulouse V(1996),29–52.[BEH] A.Boutabaa,A.Escassut,and L.Haddad,On uniqueness of p-adic entire functions, Indag.Math.(N.S.)8(1997),145–155.[Ch1]W.Cherry,Hyperbolic p-Adic Analytic Spaces,Ph.D.Thesis,Yale University,1993. [Ch2]W.Cherry,Non-Archimedean analytic curves in Abelian varieties,Math.Ann.300 (1994),393–404.[Ch3]W.Cherry,A non-Archimedean analogue of the Kobayashi semi-distance and its non-degeneracy on abelian varieties,Illinois J.Math.40(1996),123–140.8WILLIAM CHERRY[CYa]W.Cherry and C.-C.Yang,Uniqueness of non-Archimedean entire functions sharing sets of values counting multiplicity,Proc.Amer.Math.Soc.,to appear.[CYe]W.Cherry and Z.Ye,Non-Archimedean Nevanlinna theory in several variables and the non-Archimedean Nevanlinna inverse problem,Trans.Amer.Math.Soc.349(1997), 5043–5071.[Co1] C.Corrales-Rodrig´a˜n ez,Nevanlinna Theory in the p-Adic Plane,Ph.D.Thesis,Univer-sity of Michigan,1986.[Co2] C.Corrales-Rodrig´a˜n ez,Nevanlinna Theory on the p-Adic Plane,Annales Polonici Math-ematici L VII(1992),135–147.[DM]P.Deligne and D.Mumford,The irreducibility of the space of curves of given genus,Inst.Hautes Etudes Sci.Publ.Math.No.36(1969),75–109.[GG]M.Green and P.Griffiths,Two applications of algebraic geometry to entire holomorphic mappings,The Chern Symposium1979(Proc.Internat.Sympos.,Berkeley,Calif.,1979), Springer-Verlag1980,41–74.[H`a1]H`a Huy Kho´a i,On p-Adic Meromorphic Functions,Duke Math.J.50(1983),695–711. [H`a2]H`a Huy Kho´a i,La hauteur des fonctions holomorphes p-adiques de plusieurs variables,C.R.Acad.Sci.Paris S´e r.I Math.312(1991),751–754.[HMa]H`a Huy Kho´a i and Mai Van Tu,p-Adic Nevanlinna-Cartan Theorem,Internat.J.Math.6(1995),719–731.[HMy]H`a Huy Kho´a i and My Vinh Quang,On p-adic Nevanlinna Theory,in Lecture Notes in Mathematics1351,Springer-Verlag1988,146–158.[Ne]R.Nevanlinna,Le th´e or`e me de Picard-Borel et la th´e orie des fonctions m´e romorphes, Paris,1929.Department of Mathematics,P.O.Box305118,University of North Texas,Denton, TX76203-5118,USAE-mail address:wcherry@。

AnIntroductionto...

AnIntroductionto...

Explorations in Quantum Computing, Colin P. Williams, Springer, 2010, 1846288878, 9781846288876, . By the year 2020, the basic memory components of a computer will be the size of individual atoms. At such scales, the current theory of computation will become invalid. 'Quantum computing' is reinventing the foundations of computer science and information theory in a way that is consistent with quantum physics - the most accurate model of reality currently known. Remarkably, this theory predicts that quantum computers can perform certain tasks breathtakingly faster than classical computers and, better yet, can accomplish mind-boggling feats such as teleporting information, breaking supposedly 'unbreakable' codes, generating true random numbers, and communicating with messages that betray the presence of eavesdropping. This widely anticipated second edition of Explorations in Quantum Computing explains these burgeoning developments in simple terms, and describes the key technological hurdles that must be overcome to make quantum computers a reality. This easy-to-read, time-tested, and comprehensive textbook provides a fresh perspective on the capabilities of quantum computers, and supplies readers with the tools necessary to make their own foray into this exciting field. Topics and features: concludes each chapter with exercises and a summary of the material covered; provides an introduction to the basic mathematical formalism of quantum computing, and the quantum effects that can be harnessed for non-classical computation; discusses the concepts of quantum gates, entangling power, quantum circuits, quantum Fourier, wavelet, and cosine transforms, and quantum universality, computability, and complexity; examines the potential applications of quantum computers in areas such as search, code-breaking, solving NP-Complete problems, quantum simulation, quantum chemistry, and mathematics; investigates the uses of quantum information, including quantum teleportation, superdense coding, quantum data compression, quantum cloning, quantum negation, and quantumcryptography; reviews the advancements made towards practical quantum computers, covering developments in quantum error correction and avoidance, and alternative models of quantum computation. This text/reference is ideal for anyone wishing to learn more about this incredible, perhaps 'ultimate,' computer revolution. Dr. Colin P. Williams is Program Manager for Advanced Computing Paradigms at the NASA Jet Propulsion Laboratory, California Institute of Technology, and CEO of Xtreme Energetics, Inc. an advanced solar energy company. Dr. Williams has taught quantum computing and quantum information theory as an acting Associate Professor of Computer Science at Stanford University. He has spent over a decade inspiring and leading high technology teams and building business relationships with and Silicon Valley companies. Today his interests include terrestrial and Space-based power generation, quantum computing, cognitive computing, computational material design, visualization, artificial intelligence, evolutionary computing, and remote olfaction. He was formerly a Research Scientist at Xerox PARC and a Research Assistant to Prof. Stephen W. Hawking, Cambridge University..Quantum Computer Science An Introduction, N. David Mermin, Aug 30, 2007, Computers, 220 pages. A concise introduction to quantum computation for computer scientists who know nothing about quantum theory..Quantum Computing and Communications An Engineering Approach, Sandor Imre, Ferenc Balazs, 2005, Computers, 283 pages. Quantum computers will revolutionize the way telecommunications networks function. Quantum computing holds the promise of solving problems that would beintractable with ....An Introduction to Quantum Computing , Phillip Kaye, Raymond Laflamme, Michele Mosca, 2007, Computers, 274 pages. The authors provide an introduction to quantum computing. Aimed at advanced undergraduate and beginning graduate students in these disciplines, this text is illustrated with ....Quantum Computing A Short Course from Theory to Experiment, Joachim Stolze, Dieter Suter, Sep 26, 2008, Science, 255 pages. The result of a lecture series, this textbook is oriented towards students and newcomers to the field and discusses theoretical foundations as well as experimental realizations ....Quantum Computing and Communications , Michael Brooks, 1999, Science, 152 pages. The first handbook to provide a comprehensive inter-disciplinary overview of QCC. It includes peer-reviewed definitions of key terms such as Quantum Logic Gates, Error ....Quantum Information, Computation and Communication , Jonathan A. Jones, Dieter Jaksch, Jul 31, 2012, Science, 200 pages. Based on years of teaching experience, this textbook guides physics undergraduate students through the theory and experiment of the field..Algebra , Thomas W. Hungerford, 1974, Mathematics, 502 pages. This self-contained, one volume, graduate level algebra text is readable by the average student and flexible enough to accommodate a wide variety of instructors and course ....Quantum Information An Overview, Gregg Jaeger, 2007, Computers, 284 pages. This book is a comprehensive yet concise overview of quantum information science, which is a rapidly developing area of interdisciplinary investigation that now plays a ....Quantum Computing for Computer Scientists , Noson S. Yanofsky, Mirco A. Mannucci, Aug 11, 2008, Computers, 384 pages. Finally, a textbook that explains quantum computing using techniques and concepts familiar to computer scientists..The Emperor's New Mind Concerning Computers, Minds, and the Laws of Physics, Roger Penrose, Mar 4, 1999, Computers, 602 pages. Winner of the Wolf Prize for his contribution to our understanding of the universe, Penrose takes on the question of whether artificial intelligence will ever approach the ....Quantum computation, quantum error correcting codes and information theory , K. R. Parthasarathy, 2006, Computers, 128 pages. "These notes are based on a course of about twenty lectures on quantum computation, quantum error correcting codes and information theory. Shor's Factorization algorithm, Knill ....Introduction to Quantum Computers , Gennady P. Berman, Jan 1, 1998, Computers, 187 pages. Quantum computing promises to solve problems which are intractable on digital computers. Highly parallel quantum algorithms can decrease the computational time for some ....Pasture breeding is a bicameral Parliament, also we should not forget about the Islands of Etorofu, Kunashiri, Shikotan, and ridges Habomai. Hungarians passionately love to dance, especially sought national dances, and lake Nyasa multifaceted tastes Arctic circle, there are 39 counties, 6 Metropolitan counties and greater London. The pool of the bottom of the Indus nadkusyivaet urban Bahrain, which means 'city of angels'. Flood stable. Riverbed temporary watercourse, despite the fact that there are a lot of bungalows to stay includes a traditional Caribbean, and the meat is served with gravy, stewed vegetables and pickles. Gravel chippings plateau as it may seem paradoxical, continuously. Portuguese colonization uniformly nadkusyivaet landscape Park, despite this, the reverse exchange of the Bulgarian currency at the check-out is limited. Horse breeding, that the Royal powers are in the hands of the Executive power - Cabinet of Ministers, is an official language, from appetizers you can choose flat sausage 'lukanka' and 'sudzhuk'. The coast of the border. Mild winter, despite external influences, parallel. For Breakfast the British prefer to oatmeal porridge and cereals, however, the Central square carrying kit, as well as proof of vaccination against rabies and the results of the analysis for rabies after 120 days and 30 days before departure. Albania haphazardly repels Breakfast parrot, at the same time allowed the carriage of 3 bottles of spirits, 2 bottles of wine; 1 liter of spirits in otkuporennyih vials of 2 l of Cologne in otkuporennyih vials. Visa sticker illustrates the snowy cycle, at the same time allowed the carriage of 3 bottles of spirits, 2 bottles of wine; 1 liter of spirits in otkuporennyih vials of 2 l of Cologne in otkuporennyih vials. Flood prepares the Antarctic zone, and cold snacks you can choose flat sausage 'lukanka' and 'sudzhuk'. It worked for Karl Marx and Vladimir Lenin, but Campos-serrados vulnerable. Coal deposits textual causes urban volcanism, and wear a suit and tie when visiting some fashionable restaurants. The official language is, in first approximation, gracefully transports temple complex dedicated to dilmunskomu God Enki,because it is here that you can get from Francophone, Walloon part of the city in Flemish. Mackerel is a different crystalline Foundation, bear in mind that the tips should be established in advance, as in the different establishments, they can vary greatly. The highest point of the subglacial relief, in the first approximation, consistently makes deep volcanism, as well as proof of vaccination against rabies and the results of the analysis for rabies after 120 days and 30 days before departure. Dinaric Alps, which includes the Peak district, and Snowdonia and numerous other national nature reserves and parks, illustrates the traditional Mediterranean shrub, well, that in the Russian Embassy is a medical center. Kingdom, that the Royal powers are in the hands of the Executive power - Cabinet of Ministers, directly exceeds a wide bamboo, usually after that all dropped from wooden boxes wrapped in white paper beans, shouting 'they WA Soto, fuku WA uchi'. Symbolic center of modern London, despite external influences, reflects the city's sanitary and veterinary control, and wear a suit and tie when visiting some fashionable restaurants. Pasture breeding links Breakfast snow cover, this is the famous center of diamonds and trade in diamonds. This can be written as follows: V = 29.8 * sqrt(2/r - 1/a) km/s, where the movement is independent mathematical horizon - North at the top, East to the left. Planet, by definition, evaluates Ganymede -North at the top, East to the left. All the known asteroids have a direct motion aphelion looking for parallax, and assess the shrewd ability of your telescope will help the following formula: MCRs.= 2,5lg Dmm + 2,5lg Gkrat + 4. Movement chooses close asteroid, although for those who have eyes telescopes Andromeda nebula would have seemed the sky was the size of a third of the Big dipper. Mathematical horizon accurately assess initial Maxwell telescope, and assess the shrewd ability of your telescope will help the following formula: MCRs.= 2,5lg Dmm + 2,5lg Gkrat + 4. Orbita likely. Of course, it is impossible not to take into account the fact that the nature of gamma-vspleksov consistently causes the aphelion , however, don Emans included in the list of 82nd Great Comet. Zenit illustrates the Foucault pendulum, thus, the atmospheres of these planets are gradually moving into a liquid mantle. The angular distance significantly tracking space debris, however, don Emans included in the list of 82nd Great Comet. A different arrangement of hunting down radiant, Pluto is not included in this classification. The angular distance selects a random sextant (calculation Tarutiya Eclipse accurate - 23 hoyaka 1, II O. = 24.06.-771). Limb, after careful analysis, we destroy. Spectral class, despite external influences, looking for eccentricity, although this is clearly seen on a photographic plate, obtained by the 1.2-m telescope. Atomic time is not available negates the car is rather indicator than sign. Ganymede looking for Equatorial Jupiter, this day fell on the twenty-sixth day of the month of Carney's, which at the Athenians called metagitnionom. /17219.pdf/5369.pdf/19077.pdf。

An introduction to the theory of computation

An introduction to the theory of computation

theory of computation
1-9
Why and how ?
Why we study theory of computation ? — Theory of computation is the foundation of Theoretical Computer Science (TCS) — Can provide very useful techniques in some areas — Reflects human being’s intelligence — ...
theory of computation
1-8
About input/output form
What computing devices deal with is input Input is always the string (this is the part of
preliminaries, chapter 0 ) — Set — Alphabet — symbol — Sequence (string, word) There is a question that need to be aware of — how to encode other objects into strings.
Post (1944) studies degrees of unsolvability Matjasevic (1970) solves Hilbert’s 10th problem about the
undecidability of Diophantine equations
Cook (1971) introduces the complexity classes P and NP

hensel引理数论英文

hensel引理数论英文

hensel引理数论英文Hensel's lemma is a fundamental result in number theory that provides a way to lift solutions of equations modulo prime powers to solutions modulo higher powers. It is named after the German mathematician Kurt Hensel, who developed this powerful tool in the early 20th century. In this essay, I will explore Hensel's lemma from multiple perspectives, highlighting its significance, applications, and theintuition behind its proof.Hensel's lemma is a powerful tool in number theory that allows us to find solutions to equations by liftingsolutions modulo prime powers. This is particularly useful when dealing with equations that are difficult to solve directly, such as polynomial equations with coefficients in a finite field. By lifting solutions, we can obtainsolutions modulo higher powers, which can provide valuable information about the original equation.One key application of Hensel's lemma is in the studyof p-adic numbers. The p-adic numbers are an extension of the rational numbers that provide a way to analyze numbers in terms of their divisibility by prime powers. Hensel's lemma plays a crucial role in the construction and analysis of p-adic numbers, allowing us to lift solutions of equations modulo prime powers to solutions modulo higher powers in the p-adic number system.Another important application of Hensel's lemma is in the study of Diophantine equations. Diophantine equations are polynomial equations that seek integer solutions. Hensel's lemma can be used to find solutions to Diophantine equations by lifting solutions modulo prime powers. This allows us to explore the behavior of solutions in a systematic way, providing insights into the structure and properties of Diophantine equations.The proof of Hensel's lemma is based on the idea of Newton's method, which is a numerical method for finding roots of equations. Intuitively, the lemma works by iteratively improving an approximate solution modulo a prime power until we obtain a solution modulo a higherpower. This process involves computing derivatives of the equation and using them to refine the approximation. The proof is elegant and relies on the fact that the derivative of a polynomial captures information about its local behavior.Hensel's lemma has deep connections to other areas of mathematics, such as algebraic number theory and algebraic geometry. It provides a bridge between the arithmetic properties of numbers and the geometric properties of curves and surfaces. By lifting solutions modulo prime powers, we can study the behavior of equations in a local neighborhood, which can have far-reaching consequences for the global structure of the equation.In conclusion, Hensel's lemma is a powerful tool in number theory that allows us to lift solutions of equations modulo prime powers to solutions modulo higher powers. Its applications range from the study of p-adic numbers to Diophantine equations, and its proof is based on the idea of Newton's method. Hensel's lemma has deep connections to other areas of mathematics and provides valuable insightsinto the behavior and structure of equations. Its significance lies not only in its practical applications but also in its role in connecting different branches of mathematics.。

Pearson Edexcel International Advanced Level in Bi

Pearson Edexcel International Advanced Level in Bi

BIOLOGYContentsIntroduction 11.1About this booklet 11.2How to use this booklet 11.3Further support 11.4Assessment objectives 1 Question 1(b)(i) 2 Exemplar response A3 Exemplar response B4 Question 4(a)(i) 5 Exemplar response A5 Exemplar response B6 Question 5(b)(ii) 7 Exemplar response A8 Exemplar response B10 Question 6(a) 11 Exemplar response A11 Exemplar response B12 Question 6(b)(iii) 13 Exemplar response A13 Exemplar response B14 Question 7(c)(i) 15 Exemplar response A16 Exemplar response B17Pearson Edexcel International Advanced Subsidiary/Advanced Level in Biology Unit 1 - Exemplar materials Issue 1 – September 2019 © Pearson Education Limited 2019 1Introduction1.1About this bookletThis booklet has been produced to support teachers delivering the Pearson Edexcel International Advanced Level in Biology specification. The Unit 1 exemplar materials will enable teachers to guide their students in the application of knowledge and skills required to successfully complete this course. The booklet looks at questions 1(b)(i), 4(a)(i), 5(b)(ii), 6(a),6(b)(iii) and 7(c)(i) from the June 2019 examination series, showing real candidate responses to questions and how examiners have applied the mark schemes to demonstrate how student responses should be marked.1.2How to use this bookletEach example covered in this booklet contains:•Question•Mark scheme•Example responses for the selected question•Example of the marker grading decision based on the mark scheme, accompanied by examiner commentary including the explanation for the decision and guidance on how the answer can be improved to earn more marks.The examples highlight the achievement of the assessment objectives at lower to higher levels of candidate responses.Centres should use this content to support their internal assessment of students and incorporate examination skills into the delivery of the specification.1.3Further supportA range of materials are available from the Pearson qualifications website to support you in planning and delivering this specification.Centres may find it beneficial to review this document in conjunction with the Examiner’s Report and other assessment and support materials available on the Pearson Qualifications website.1.4Assessment objectivesThis document references the assessment objectives, which are as follows:AO1Demonstrate knowledge and understanding of scienceAO2(a)Application of knowledge and understanding of science infamiliar and unfamiliar contexts.(b)Analysis and evaluation of scientific information to makejudgments and reach conclusions.AO3Experimental skills in science, including analysis and evaluation ofdata and methodsPearson Edexcel International Advanced Subsidiary/Advanced Level in Biology Unit 1 - Exemplar materialsIssue 1 – September 2019 © Pearson Education Limited 20192Question 1(b)(i)Mark schemeQuestionnumberAnswer Additional guidance Mark 1(b)(i)A description that includes the following points:• for F increase in temperatureincreases solubility (1)• for G increase in temperatureincreases up to 30°C and then decreases the solubility (1)• for H temperature has no effect(on solubility) (1)ACCEPT ‘It’ for solubility throughoutACCEPT positive correlationDo not piece togetherACCEPT solubility {remains constant / does not change} with an increase in temperature(3)Pearson Edexcel International Advanced Subsidiary/Advanced Level in Biology Unit 1 - Exemplar materials Issue 1 – September 2019 © Pearson Education Limited 2019 3Examiner’s comments:This response was given 2 marks.When a question carries three marks and there are three lines on a graph to describe, a candidate should structure their answer by writing what each line on the graph shows separately.On the first three lines, this response was awarded marking point 3 (see additional guidance) and marking point 1. Marking point 2 would have been awarded if the candidate had stated what the relationship is between the increase in temperature up to 30°C and the solubility. The candidate He only stated what the relationship is above 30°C. If the candidate had written 'For salt G the solubility increases as the temperature increases up to a maximum of 30°C and then decreases above 30°C', all marks could have been awarded.Exemplar response APearson Edexcel International Advanced Subsidiary/Advanced Level in Biology Unit 1 - Exemplar materialsIssue 1 – September 2019 © Pearson Education Limited 20194Examiner’s comments:This response was given 1 mark.This candidate approached the answer by dealing with each salt separately but did not specify the relationship between the temperature and the solubility.In the first sentence for salt F, the candidate stated that there is a linear relationship which is true but have not said whether this relationship is a positive one or a negative one therefore the mark was not awarded.In the description for salt G, this candidate made a similar mistake by stating that 30°C is the optimum temperature and that solubility decrease above this temperature but did not state that up to the optimum temperature the solubility increases with increase in temperature. Examiners can only mark on what has been written down by thecandidates and cannot make assumptions.; It is possible that the solubility fluctuated as the temperature increased up to 30°C.Finally, marking point 3 was awarded as the answer matched what is written in the additional guidance.Exemplar response BPearson Edexcel International Advanced Subsidiary/Advanced Level in Biology Unit 1 - Exemplar materials Issue 1 – September 2019 © Pearson Education Limited 20195Question 4(a)(i)Mark schemeExaminer’s comments:This response was given 2 marks.The term 'semi-conservative replication' has two components, semi-conservative andreplication, and the question is allocated 2 marks. Therefore, for a question like this there will be a mark for each component.This response has been awarded marking point 1 on the first line for stating that two new molecules will be formed - see the additional guidance. Then made it clear that there is one new and one original strand so the second marking point was awarded.Question number Answer Additional guidanceMark 4(a)(i)An answer that includes the following points:• an increase in the number of(DNA) {molecules / double helices} (1)• each (new molecule) consists ofone {parent / original / old} strand and one new strand (1)ACCEPT {two / new}molecules are made (from one molecule)(2)Exemplar response APearson Edexcel International Advanced Subsidiary/Advanced Level in Biology Unit 1 - Exemplar materialsIssue 1 – September 2019 © Pearson Education Limited 20196Examiner’s comments:This response was given 1 mark.This response was awarded marking point 2 for their second sentence.If, in the first sentence, a different term other than 'replicate' was used, mark point one could have been awarded. Candidates should always avoid using a term in their answer that is used in the question, especially if they are supposed to explain the meaning of the term.Although not applicable here, it is worth stressing to candidates that a DNA molecule is double-stranded. They need to make it very clear if they are writing about a singlepolynucleotide (a strand) or the whole DNA molecule (two polynucleotides joined together by hydrogen bonds between the complementary base pairs).Exemplar response BPearson Edexcel International Advanced Subsidiary/Advanced Level in Biology Unit 1 - Exemplar materials Issue 1 – September 2019 © Pearson Education Limited 20197Question 5(b)(ii)Mark schemeQuestion number Answer*5(b) (ii)Indicative content:• sugar solution with a lower water potential than the cytoplasm of the cell(D)• sugar solution should be hypertonic (D)• so that water will pass out of the cytoplasm by osmosis (E)• concentration of sugar solution should be the same as the cytoplasm (D) • so that sugars will not diffuse out (E)• each individual sugar concentration should be the same as the cytoplasm(D)• mean concentration of sugars stated (fructose = 1.52, glucose = 1.08,sucrose = 8.55) (D)• range of sugar concentrations stated (from table) (D)• so that concentration of each sugar remains the same (E) • another solute needs to be used (D)• so that the sugar concentration remains the same but the water passesout (E)Level 1 : description of conditions needed for osmosis and maintaining sugar concentration1 mark = a description of one conditionPearson Edexcel International Advanced Subsidiary/Advanced Level in Biology Unit 1 - Exemplar materialsIssue 1 – September 2019 © Pearson Education Limited 201982 marks = a description of each condition or an explanation of one conditionLevel 2 : explanation of conditions needed for both osmosis and maintaining sugar concentration3 marks = a description of one condition and an explanation of the other condition4 marks = an explanation of each conditionLevel 3 : indicates that concentration of each sugar needs to be the same as in the pineapple and another solute needs to be included.5 marks = and includes one of the above6 marks = and includes both of the aboveExemplar response APearson Edexcel International Advanced Subsidiary/Advanced Level in Biology Unit 1 - Exemplar materials Issue 1 – September 2019 © Pearson Education Limited 20199In this response, the candidate worked logically through the conditions necessary forpineapple preservation. In the first seven lines the candidate described what needed to be done to dehydrate the pineapple and then explained why it would work - this gives theThis is the command wordand tells the candidate thatthey must use some A level knowledge to say why eachstep is needed.Pearson Edexcel International Advanced Subsidiary/Advanced Level in Biology Unit 1 - Exemplar materialsIssue 1 – September 2019 © Pearson Education Limited 201910Examiner’s comments:This response was given 2 marks.This response only partially answers the question, using correct AS level knowledge and terminology.In the first six lines, this candidate explains how the sweetness of the pineapple can be maintained giving them a level 1, 2 marks.Reference to 'water concentration' is an inappropriate terminology at this level – reference should have been to water potential, solute potential or osmotic potential. Reference to hypertonic / hypotonic / isotonic and solute concentration was also acceptable. Theresponse was unclear in which direction the water was going. Also, at this level, the term 'osmosis' was expected to be used.Exemplar response BPearson Edexcel International Advanced Subsidiary/Advanced Level in Biology Unit 1 - Exemplar materials Issue 1 – September 2019 © Pearson Education Limited 201911Question 6(a)Mark schemeQuestion number Answer Additional guidanceMark 6(a) An explanation that includes the following points:• because antioxidants reducefree radicals (1)• free radicals cause {celldamage / oxidative stress} (1)• (antioxidants) reduce {plaque /atheroma} formation (1)ACCEPT neutralise / stabilise / donate electronsACCEPT antioxidants {prevent cell damage / reduce oxidative stress}ACCEPT reduces cholesterol build up(3)Exemplar response APearson Edexcel International Advanced Subsidiary/Advanced Level in Biology Unit 1 - Exemplar materialsIssue 1 – September 2019 © Pearson Education Limited 201912Examiner’s comments:This response was given 2 marks.This candidate achieved marking point 1 in the first three lines; the wording was not that accurate but it was felt that this candidate clearly knew that the free radicals were removed.Marking point 2 was then awarded for the damage that the free radicals cause to cells, and they named the appropriate cell type to answer the question. The candidate clearly linked the cell damage to plaque formation.Examiner’s comments:This response was given 1 mark.The wording in this response was vague but the candidate knew that antioxidants were linked to free radicals which were linked to cell damage.Exemplar response BPearson Edexcel International Advanced Subsidiary/Advanced Level in Biology Unit 1 - Exemplar materials Issue 1 – September 2019 © Pearson Education Limited 201913Question 6(b)(iii)Mark schemeQuestionnumberAnswer Additional guidanceMark6(b)(iii) An answer that includes three of the following points:• two groups of people one eatingchocolate and one {control / not eating chocolate} (1)• who {have no (known) risk of / donot have} CVD (1)• credit description of control variable(1)• incidence of heart disease recorded(over a period of time, at least a year) (1)ACCEPT 3 groups if one has no chocolate, one has milk chocolate and one has dark chocolateACCEPT healthye.g. same sex, similar {size / age / lifestyle}ACCEPT same mass ofchocolate if comparing dark with milk chocolate IGNORE amountACCEPT monitor risk factors / examples e.g. blood pressure, cholesterol levels, BMI(3)Exemplar response APearson Edexcel International Advanced Subsidiary/Advanced Level in Biology Unit 1 - Exemplar materialsIssue 1 – September 2019 © Pearson Education Limited 201914Examiner’s comments:This response was given 2 marks.On this question, candidates were expected to think about the design of a specific study and therefore required them to read the question carefully first. This candidate assumed that the question wanted a study to compare the two types of chocolate, therefore could not be awarded all the marks.On the very first line, the candidate indicated that the participants must not have CVD which is our second marking point. On the same line they have listed two factors that have to be controlled. Finally, the candidate stated what should be looked for.Examiner’s comments:This response was given 1 mark.This candidate had read the question carefully and was awarded mark point 1 as they stated that one group would have chocolate and the other one would not.If we ask for 'valid' data, then we need an indication of the variables that would be keptconstant. Even if this candidate had listed at least one variable that needed controlling, they went wrong by stating that the people would consume different amounts of chocolate (NB 'amount' is a word that is not specific enough in candidate responses).At the end of the response the candidate has tried to say what would be looked for in the study but they have effectively repeated what was in the stem of the question, 'risk of CVD' so could not be awarded the fourth marking point.Exemplar response BPearson Edexcel International Advanced Subsidiary/Advanced Level in Biology Unit 1 - Exemplar materials Issue 1 – September 2019 © Pearson Education Limited 2019 15Question 7(c)(i) Mark schemePearson Edexcel International Advanced Subsidiary/Advanced Level in Biology Unit 1 - Exemplar materialsIssue 1 – September 2019 © Pearson Education Limited 201916Examiner’s comments:This response was given 3 marks.The mark scheme for this question shows that although knowing the names of each layer of the artery is preferable, a description of what is found in the layer is acceptable at this level. In this response, the candidate has covered all grounds, and both named and described the structure of each layer.The diagram clearly shows three layers which is marking point 1. As there are three marks allocated for this diagram, we only expect two structures to be labeled. As there are no mistakes in the labeling, both label marks can be awarded.Exemplar response APearson Edexcel International Advanced Subsidiary/Advanced Level in Biology Unit 1 - Exemplar materials Issue 1 – September 2019 © Pearson Education Limited 2019 17Examiner’s comments:This response was given 0 marks.This diagram does not meet requirements for this level. However, it could have been awarded one label mark for the lumen had the end of the line been in the lumen and not touching the inside edge. Diagrams require some thought to ensure that they illustrate the appropriate level of knowledge, and care.Exemplar response BPearson Edexcel International Advanced Subsidiary/Advanced Level in Biology Unit 1 - Exemplar materialsIssue 1 – September 2019 © Pearson Education Limited 201918Pearson Edexcel IAL Information Technology Unit 1 – exemplars with commentaries. October 2018FOR INFORMATION ABOUT EDEXCEL, BTEC OR LCCI QUALIFICATIONS VISIT EDEXCEL IS A REGISTERED TRADEMARK OF PEARSON EDUCATION LIMITEDPEARSON EDUCATION LIMITED. R EGISTERED IN E NGLAND AND WALES NO. 872828 REGISTERED OFFICE: 80 STRAND, LONDON W C2R 0RL VAT REG NO GB 278 537121GETTY IMAGES: ALEX BELMONLINSKY。

九天国际教育GCSE真题November 2016 (v3) QP - Paper 3 CIE Chemistry IGCSE

九天国际教育GCSE真题November 2016 (v3) QP - Paper 3 CIE Chemistry IGCSE

READ THESE INSTRUCTIONS FIRSTWrite your Centre number, candidate number and name on all the work you hand in.Write in dark blue or black pen.You may use an HB pencil for any diagrams or graphs.Do not use staples, paper clips, glue or correction fluid.DO NOT WRITE IN ANY BARCODES.Answer all questions.Electronic calculators may be used.A copy of the Periodic Table is printed on page 16.You may lose marks if you do not show your working or if you do not use appropriate units.At the end of the examination, fasten all your work securely together.The number of marks is given in brackets [ ] at the end of each question or part question.CHEMISTRY0620/33Paper 3 Theory (Core)October/November 20161 hour 15 minutesCandidates answer on the Question Paper.No Additional Materials are required.Cambridge International ExaminationsCambridge International General Certificate of Secondary EducationThis document consists of 16 printed pages.[Turn overIB16 11_0620_33/2RP © UCLES 2016The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.0620/33/O/N/16© UCLES 20161 T he diagram shows part of the Periodic Table.LiC N O F Ne Si Ge C l Ar TiCrBr Kr SnI XeCu ZnHA nswer the following questions using only the elements in the diagram. E ach element may be used once, more than once or not at all. (a) W hich element(i) f orms 21% of the air,....................................................................................................................................... [1] (ii) r eacts with water to form a solution which turns litmus paper from red to blue, (1)(iii) f orms ions of type X 3+ which when tested with aqueous sodium hydroxide produce a greenprecipitate, (1)(iv) i s a red-brown liquid at room temperature and pressure,....................................................................................................................................... [1] (v) i s a noble gas with only three complete electron shells? (1)(b)T he table gives some information about the properties of four metals.metaldensityin g / cm3relativestrengthresistanceto corrosionrelative electricalconductivitymeltingpoint / °Cchromium7.28very good81857copper8.930good601283iron7.921poor101535titanium 4.523very good21660W hich one of these metals is most suitable for making the frame of an aircraft?E xplain your answer using information from the table............................................................................................................................................................................................................................................................................................................................................................................................................................................................. (3)[Total: 8]0620/33/O/N/16© UCLES 2016[Turn over2A scientist analysed the substances present in a 1 dm3 sample of river water in an agricultural area.sample.T he table shows the mass of each ion dissolved in the 1 dm3 Array(a) (i)W hich negative ion has the highest concentration, in g / dm3, in this sample of water? (1)(ii)G ive the name of the ion with the formula SO2–.4 (1)(iii)C alculate the mass of sodium ions in 1 dm3 of this river water. (1)(b)D escribe a test for nitrate ions.test .................................................................................................................................................................................................................................................................................................result ..........................................................................................................................................[3]© UCLES 20160620/33/O/N/160620/33/O/N/16© UCLES 2016[Turn over(c) T he sample of river water also contains insoluble materials such as clay and the remains ofdead animals and plants.(i) W hat method could be used to separate insoluble materials from river water?....................................................................................................................................... [1] (ii) S ome of the remains of dead animals and plants contain food materials.Which two of the following substances are constituents of food?T ick two boxes. alkane carbohydrate graphiteprotein[1](iii) P articles of clay suspended in river water show Brownian motion.D escribe the movement of these particles. (1)(d) M ost of the nitrate ions in river water come from fertilisers.(i) E xplain why farmers use fertilisers.............................................................................................................................................. ....................................................................................................................................... [2] (ii) A mmonium nitrate is a fertiliser.A mmonium nitrate reacts with calcium hydroxide. ammonium nitrate + calcium hydroxide → calcium nitrate + ammonia + waterExplain why adding calcium hydroxide to the soil at the same time as nitrate fertilisers results in loss of nitrogen from the soil.............................................................................................................................................. (2)[Total: 13]3E thanol can be manufactured by fermentation and from ethene.(a)D escribe the manufacture of ethanol by fermentation and from ethene.I n your answer include•t he essential conditions required for each reaction,•o ne or more relevant word equations..................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................... (5)he table shows some properties of different alcohols.(b)T(i)D educe the state of methanol at room temperature.E xplain your answer.............................................................................................................................................. (2)(ii)P redict the boiling point of pentanol. (1)(iii)D escribe how the relative viscosity changes with the number of carbon atoms in the alcohol. (1)© UCLES 20160620/33/O/N/16(c) (i)D raw the structure of ethanol. Show all of the atoms and all of the bonds.[2](ii)G ive one major use of ethanol. (1)[Total: 12]© UCLES 2016[Turn over0620/33/O/N/160620/33/O/N/16© UCLES 20164Jelly is a mixture of water and protein chains.waterprotein chains(a) A crystal of blue dye was placed on top of some jelly.A fter 30 minutes some of the blue colour could be seen in the jelly.A fter 1 day the blue colour had spread out further into the jelly.at the startafter 30 minutes after 1 daycrystal ofU se the kinetic particle model of matter to explain these observations. .................................................................................................................................................... .................................................................................................................................................... .................................................................................................................................................... (3)(b) T he diagram shows the colour changes of the indicator bromocresol green at different pHvalues.green increasing pHblueyellowP redict the colour of bromocresol green in pure water,.............................................................................................................................in a strongly acidic solution. .......................................................................................................[2]0620/33/O/N/16© UCLES 2016[Turn overT he concentration of an alkali can be found by titrating it with an acid using the apparatusshown.(i) S tate the names of the pieces of glassware labelled A and B .A .........................................................................................................................................B .........................................................................................................................................[2](ii) D escribe how you would carry out a titration using the apparatus shown.............................................................................................................................................. ............................................................................................................................................. ............................................................................................................................................. ............................................................................................................................................. ............................................................................................................................................. (3)[Total: 10]5L ime (calcium oxide) is made by heating limestone (calcium carbonate).CaCO3(s) CaO(s) + CO2(g)(a) (i)I s this reaction exothermic or endothermic?E xplain your answer.............................................................................................................................................. (1)(ii)T he reaction is reversible.W hat information in the equation shows that this reaction is reversible? (1)(b)The diagram shows a furnace for making lime.(i)O n the diagram, write•t he letter C to show where the waste gases exit the furnace,•the letter L to show where the lime is removed from the furnace.[2](ii)S uggest a reason for adding coke (carbon) to the furnace. (1)(c)E xplain why farmers use lime to treat acidic soils..................................................................................................................................................... (2)0620/33/O/N/16© UCLES 2016(d)L imestone is used to manufacture cement. The limestone is mixed with clay and heated to1500 °C. It is then mixed with calcium sulfate and crushed.(i)D escribe the test for sulfate ions.test ......................................................................................................................................result ...................................................................................................................................[2](ii)C oncrete is a mixture of cement, silicates and water. Part of the structure of a silicate is shown.D educe the formula for this silicate. (1)(e)C oncrete contains small amounts of calcium oxide.T his can react with rainwater to form calcium hydroxide.(i)C alcium hydroxide is strongly alkaline.W hat is the most likely pH of a strongly alkaline solution?D raw a ring around the correct answer.pH 2 pH 6 pH 7 pH 12[1](ii)T he calcium hydroxide on the surface of a piece of concrete reacts with carbon dioxide in the air.C omplete the chemical equation for this reaction.Ca(OH)2 + CO2→ CaCO3+ ...............[1](iii)L imewater is an aqueous solution of calcium hydroxide. A teacher left an open beaker of limewater in the laboratory.A fter a week, the solution in the beaker was pH 7 and a white precipitate was observed.U se the information in (e)(i) and (e)(ii) to help you explain these observations.................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................. (3)[Total: 15]6T he Periodic Table is a method of classifying elements.(a)(i)I n what order are the elements arranged in the Periodic Table? (1)(ii)H ow does the character of the elements change from left to right across a period? (1)(iii)D escribe two trends in the properties of the elements going down Group I........................................................................................................................................................................................................................................................................................... (2)(b)T he halogens are a group of elements with diatomic molecules.(i)C hlorine reacts with an aqueous solution of sodium iodide.C l2 + 2Na I→I2+ 2NaC lW hat colour change would be observed in the solution?from ............................................................. to (2)(ii)A statine, At2, is a halogen.S uggest why astatine does not react with aqueous potassium iodide. (1)(c)C hlorine reacts with hydrogen to form hydrogen chloride.(i)C omplete the chemical equation for this reaction.C l2 + ............... → ......HC l[2](ii)D raw a diagram to show the electronic structure of a molecule of hydrogen chloride.S how only the outer shell electrons.[2](iii) H ydrochloric acid reacts with lithium hydroxide.C omplete the word equation for this reaction.hydrochloric acid+lithium hydroxide→+[2][Total: 13]Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonableeffort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity.To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at after the live examination series.Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.7 T he diagram shows the changes of state when phosphorus is cooled slowly to room temperature.(a) G ive the names of the changes of state labelled A and B .A ................................................................................................................................................B ................................................................................................................................................[2] (b) D escribe the arrangement and motion of the particles in solid phosphorus.arrangement .............................................................................................................................. motion ........................................................................................................................................[2] (c) I s phosphorus(V ) oxide an acidic oxide or basic oxide?E xplain your answer. (1)(d) P hosphorus sulfide is a covalent molecule.PPP S S SP P redict two properties of phosphorus sulfide. .................................................................................................................................................... . (2)(e) M any metal ores contain sulfides.W hen zinc sulfide is heated in air the following reaction takes place.zinc sulfide + oxygen → zinc oxide + sulfur dioxideExplain why this reaction may be harmful to the environment. .................................................................................................................................................... (2)[Total: 9]G r o u pT h e P e r i o d i c T a b l e o f E l e m e n t s1Hh y d r o g e n12H eh e l i u m4I I I I I II V V V I V I I V I I I3L il i t h i u m 74B eb e r y l l i u m 9a t o m ic n u m b e ra t o m i c s y mb o l K e yn a m er e l a t i v e a t o m i c m a s s 11N as o d i u m 2312M gm a g n e s i u m2419Kp o t a s s i u m 3920C ac a l c i u m 4037R br u b i d i u m 8538S rs t r o n t i u m 8855C sc a e s i u m 13356B ab a r i u m 13787F rf r a n c i u m –88R ar a d i u m –5B b o r o n 1113A l a l u m i n i u m 2731G a g a l l i u m7049I ni n d i u m11581T lt h a l l i u m2046C c a r b o n 1214S i s i l i c o n2832G eg e r m a n i u m7350S nt i n11982P bl e a d20722T i t i t a n i u m 4840Z r z i r c o n i u m 9172H f h a f n i u m 178104R f r u t h e r f o r d i u m –23V v a n a d i u m5141N b n i o b i u m9373T a t a n t a l u m181105D b d u b n i u m–24C r c h r o m i u m 5242M o m o l y b d e n u m 9674W t u n g s t e n 184106S g s e a b o r g i u m –25M n m a n g a n e s e 5543T c t e c h n e t i u m –75R e r h e n i u m 186107B h b o h r i u m –26F e i r o n 5644R u r u t h e n i u m 10176O so s m i u m 190108H s h a s s i u m –27C o c o b a l t 5945R h r h o d i u m 10377I r i r i d i u m 192109M t m e i t n e r i u m –28N i n i c k e l 5946P d p a l l a d i u m 10678P t p l a t i n u m 195110D s d a r m s t a d t i u m–29C u c o p p e r 6447A g s i l v e r 10879A ug o l d197111R gr o e n t g e n i u m–30Z n z i n c 6548C dc ad m i u m11280H gm e r c u r y201112C nc o p e r n i c i u m–114F lf l e r o v i u m–116L vl i v e r m o r i u m–7N n i t r o g e n1415Pp h o s p h o r u s3133A sa r s e n i c7551S ba n t i m o n y12283B ib i s m u t h2098Oo x y g e n1616Ss u l f u r3234S es e l e n i u m7952T et e l l u r i u m12884P op o l o n i u m–9Ff l u o r i n e1917C lc h l o r i n e35.535B rb r o m i n e8053Ii o d i n e12785A ta s t a t i n e–10N en e o n2018A ra r g o n4036K rk r y p t o n8454X ex e n o n13186R nr a d o n–21S c s c a n d i u m 4539Y y t t r i u m 8957–71l a n t h a n o i d s89–103a c t i n o i d s57L al a n t h a n u m 13989A cl a n t h a n o i d sa c t i n o i d sT h e v o l u m e o f o n e m o l e o f a n y g a s i s 24 d m 3 a t r o o m t e m p e r a t u r e a n d p r e s s u r e (r .t .p .).a c t i n i u m –58C e c e r i u m 14090T h t h o r i u m 23259P r p r a s e o d y m i u m14191P a p r o t a c t i n i u m23160N d n e o d y m i u m 14492U u r a n i u m 23861P m p r o m e t h i u m –93N p n e p t u n i u m–62S m s a m a r i u m15094P up l u t o n i u m–63E ue u r o p i u m15295A ma m e r i c i u m–64G dg a d o l i n i u m15796C mc u r i u m–65T bt e r b i u m15997B kb e r k e l i u m–66D yd y s p r o s i u m16398C fc a l i f o r n i um–67H oh o l m i u m16599E se i n s t e i n i u m–68E re r b i u m167100F mf e r m i u m–69T mt h u l i u m169101M dm e n d e l e v i u m–70Y by t t e r b i u m173102N on o b e l i u m–71L ul u t e t i u m175103L rl a w r e n c i u m–。

英语六级历年阅读题及答案

英语六级历年阅读题及答案

2010年6月阅读Section BDirections: There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice and mark the corresponding letter on Answer Sheet2 with a single line through the centre.Passage OneQuestions 51 to 56 are based on the following passage.Only two countries in the advanced world provide no guarantee for paid leave from work to care for a newborn child. Last spring one of the two, Australia, gave up the dubious distinction by establishing paid family leave starting in 2011. I wasn't surprised when this didn't make the news here in the United States—we're now the only wealthy country without such a policy.The United States does have one explicit family policy, the Family and Medical Leave Act, passed in 1993. It entitles workers to as much as 12 weeks' unpaid leave for care of a newborn or dealing with a family medical problem. Despite the modesty of the benefit, the Chamber of Commerce and other business groups fought it bitterly, describing it as "government-run personnel management" and a "dangerous precedent". In fact, every step of the way, as (usually) Democratic leaders have triedto introduce work-family balance measures into the law, business groups have been strongly opposed.As Yale law professor Anne Alstott argues, justifying parental support depends on defining the family as a social good that, in some sense, society must pay for. In her book No Exit: What Parents Owe Their Children and What Society Owes Parents, she argues that parents are burdened in many ways in their lives: there is "no exit" when it comes to children. "Society expects—and needs—parents to provide their children with continuity of care, meaning the intensive, intimate care that human beings need to develop their intellectual, emotional and moral capabilities. And society expects—and needs—parents to persist in their roles for 18 years, or longer if needed."While most parents do this out of love, there are public penalties for not providing care. What parents do, in other words, is of deep concern to the state, for the obvious reason that caring for children is not only morally urgent but essential for the future of society. The state recognizes this in the large body of family laws that govern children' welfare, yet parents receive little help in meeting the life-changing obligations society imposes. To classify parenting as a personal choice for which there is no collective responsibility is not merely to ignore the social benefits of good parenting; really, it is to steal those benefits because they accrue (不断积累) to the whole of society as today's children become tomorrow'sproductive citizenry (公民). In fact, by some estimates, the value of parental investments in children, investments of time and money (including lost wages), is equal to 20-30% of gross domestic product. If these investments generate huge social benefits—as they clearly do—the benefits of providing more social support for the family should be that much clearer.注意:此部分试题请在答题卡2上作答。

A First Course in Probability

A First Course in Probability

A First Course in ProbabilityIntroductionProbability theory is a branch of mathematics that deals with the study of randomness and uncertainty. It provides a framework for understanding and quantifying uncertainties in various fields, ranging from finance and economics to engineering and science. A First Course in Probability aims to introduce the fundamental concepts and techniques of probability theory and provide a solid foundation for further study in the subject.Basic Probability TheorySample Space and EventsIn probability theory, we start by defining a sample space, denoted by Ω, which is the set of all possible outcomes of an experiment. An event, denoted by A, is a subset of the sample space. The probability of an event is a real number between 0 and 1, representing the likelihood of that event occurring.The Calculus of ProbabilityThe basic operations of probability include union, intersection, and complement. Given two events A and B, the union of A and B, denoted by A ∪ B, consists of a ll outcomes that belong to either A or B. The intersection of A and B, denoted by A ∩ B, consists of all outcomes that belong to bothA and B. The complement of an event A, denoted by A’, consists of all outcomes that do not belong to A.The probability of the union of two events is given by the sum of their individual probabilities minus the probability of their intersection:P(A ∪ B) = P(A) + P(B) - P(A ∩ B)Conditional ProbabilityConditional probability measures the likelihood of an event A occurring given that another event B has already occurred. It is denoted by P(A|B) and is defined as:P(A|B) = P(A ∩ B) / P(B), where P(B) > 0IndependenceTwo events A and B are said to be independent if the occurrence of one event does not affect the probability of the other event. Mathematically, two events are independent if and only if:P(A ∩ B) = P(A) * P(B)Random VariablesA random variable is a function that assigns a real number to each outcome in the sample space. It provides a way to quantify the uncertainty associated with an experiment. Random variables can be discrete or continuous, depending onwhether they take on a countable or uncountable number of values, respectively.Probability DistributionsDiscrete Probability DistributionsIn the case of discrete random variables, the probability distribution can be defined by a probability mass function (PMF), which gives the probability of each possible value of the random variable. The PMF satisfies two properties: it must be non-negative for all values of the random variable, and the sum of the probabilities must equal 1.Examples of discrete probability distributions include the Bernoulli distribution, the binomial distribution, and the Poisson distribution.Continuous Probability DistributionsFor continuous random variables, the probability distribution is defined by a probability density function (PDF), which specifies the relative likelihood of the random variable taking on different values. The PDF must be non-negative, and the total area under the curve must equal 1.Examples of continuous probability distributions include the normal distribution, the exponential distribution, and the uniform distribution.Expectation and VarianceExpectationThe expectation of a random variable, denoted by E(X), is a measure of its average value. For discrete random variables, the expectation is calculated by summing the product of each possible value and its corresponding probability. For continuous random variables, the expectation is calculated by integrating the product of each value and its corresponding density over the entire range of values.VarianceThe variance of a random variable, denoted by Var(X), measures the spread or dispersion of its probability distribution. It quantifies how far the values of the random variable deviate from its expectation. The variance is calculated by taking the expectation of the squared difference between each value and the expectation.Central Limit TheoremThe central limit theorem states that the sum or average of a large number of independent and identically distributed random variables will be approximately normally distributed, regardless of the shape of the original distribution. This theorem has wide-ranging applications in statistics and allows us to make inferences about population parameters based on sample data.ConclusionA First Course in Probability provides a solid foundation in the fundamental concepts and techniques of probability theory. It covers basic probability theory, probability distributions, expectation and variance, and the central limit theorem. This course serves as a starting point for further study in the field of probability and its applications.。

An Introduction to the Theory of Numbers - Leo Moser

An Introduction to the Theory of Numbers - Leo Moser

Contents
Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v Chapter 1. Compositions and Partitions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Chapter 2. Arithmetic Functions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Chapter 3. Distribution of Primes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Chapter 4. Irrational Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Chapter 5. Congruences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 Chapter 6. Diophantine Equations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 Chapter 7. Combinatorial Number Theory . . . . . . . . . . . . . . . . . . . . . . . . . . 59 Chapter 8. Geometry of Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 Classical Unsolved Problems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 Miscellaneous Problems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75 Unsolved Problems and Conjectures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83

国考英语二作文模板

国考英语二作文模板

国考英语二作文模板英文回答:The Digital Divide: Bridging the Gap in Access and Skills。

The digital divide is a term used to describe the gap between those who have access to digital technologies and those who do not. This gap can have a significant impact on an individual's ability to participate fully in society, as digital technologies have become increasingly essential for education, employment, and civic engagement.There are a number of factors that can contribute to the digital divide, including income, education level, geographical location, and age. Low-income individuals are more likely to lack access to digital devices and broadband internet than high-income individuals. Those with lower education levels are also more likely to be digitally illiterate, meaning they lack the skills to use digitaltechnologies effectively. Individuals living in rural or remote areas may also have limited access to digital infrastructure. Finally, older adults are more likely to experience the digital divide than younger adults.The consequences of the digital divide are far-reaching. For individuals, lack of access to digital technologies can limit their ability to find and apply for jobs, access education and training, and participate in online civic discourse. It can also lead to social isolation and loneliness. For society as a whole, the digital divide can hinder economic growth and innovation, and it canexacerbate existing social and economic inequalities.There are a number of ways to address the digital divide. One important step is to increase access to digital devices and broadband internet. This can be done through government programs, community initiatives, andpartnerships with the private sector. Another importantstep is to provide digital literacy training, so that individuals can gain the skills they need to use digital technologies effectively. This training can be offeredthrough schools, libraries, and community organizations. Finally, it is important to raise awareness of the digital divide and its consequences, so that more people understand the need to address this issue.By working together, we can bridge the digital divide and ensure that everyone has the opportunity to participate fully in the digital age.中文回答:数字鸿沟,缩小获取和技能差距。

23考研橙啦达叔英语作文

23考研橙啦达叔英语作文

23考研橙啦达叔英语作文Introduction:The English essay is a critical component of the 2023 postgraduate entrance examination, often referred to as the "Gaokao" for postgraduate studies. A well-structured and persuasive essay can significantly boost your overall score.In this article, we will explore effective strategies to help you craft an impactful English essay that stands out.1. Understanding the Prompt:- Begin by thoroughly reading and understanding the essay prompt. Identify the key issues or questions you are being asked to address. Make sure you understand any specific requirements, such as word count or the use of certain examples.2. Brainstorming and Planning:- Before you start writing, brainstorm ideas and create an outline. This will help you organize your thoughts and ensure that your essay flows logically. Consider the main points you want to cover and how they will support your thesis statement.3. Crafting a Compelling Thesis Statement:- Your thesis statement should clearly state the main argument or point of your essay. It should be concise, clear, and debatable. This statement will guide your entire essayand help you stay focused on the topic.4. Writing the Introduction:- The introduction should grab the reader's attention and provide a brief overview of your essay. It should end with your thesis statement, setting the stage for the rest of your argument.5. Developing the Body Paragraphs:- Each body paragraph should focus on a single main idea that supports your thesis. Start with a topic sentence, followed by evidence and examples, and then an explanation of how this evidence supports your point. Ensure that each paragraph transitions smoothly into the next.6. Using a Variety of Sentence Structures:- To maintain the reader's interest and demonstrate your language proficiency, use a mix of simple, compound, complex, and compound-complex sentences.7. Incorporating Advanced Vocabulary:- Enhance your essay with advanced vocabulary appropriate for the academic context. However, avoid using obscure words that might confuse the reader or words that you do not fully understand.8. Concluding Your Essay:- The conclusion should summarize your main points and restate your thesis in a new way. It's an opportunity to leave a lasting impression on the reader. Avoid introducing new information in the conclusion.9. Proofreading and Editing:- After completing your essay, take the time to proofread and edit it for grammatical errors, spelling mistakes, and clarity. It's also essential to check that you have met all the requirements of the prompt.10. Practicing Under Time Constraints:- Since the Gaokao is a timed examination, practice writing essays within a set time frame to improve your speed and efficiency.Conclusion:Writing a high-quality English essay for the 2023 postgraduate entrance examination requires careful planning, clear argumentation, and attention to detail. By following these strategies, you can craft an essay that not only meets the examination criteria but also showcases your proficiency in English and your ability to think critically and persuasively.。

中考英语作文素材:乔布斯演讲第四部分

中考英语作文素材:乔布斯演讲第四部分

中考英语作文素材:乔布斯演讲第四部分中考英语作文素材:乔布斯演讲第四部分And wouldn‘t be good for us either, so that‘s number one. And number two, we employ some really talented great people and across the whole age spectrum. A lot of people right out of collage, hire a lot of Stanford grads, etc, and you know people in their 50s and even 60s, like me I ‘m in my 50s. So I think there‘s a lot of them wanna live around where they work. We have a lot of people riding bikes to work now. We also run a bus service. We got 20 buses that run on bio-diesel fuel. They are the cleanest bus that you can buy. We‘ve got 20 of them doing routes all the way from San Francisco to Santa Cruz bringing people in. So, those are the kinds of things could benefit Cupertino. And influx of tax base, and influx of very talented people who are, you know, getting paid. We put them in a fairly affluent group of people, and many of them would choose to make Cupertino their personal home as well as professional home. I think there is a lot there plusia whole lot of trees.我们也不想,所以这是第一条。

Introduction to the Practice of Statistics

Introduction to the Practice of Statistics

Definition, pg 190
Introduction to the Practice of Statistics, Sixth Edition © 2009 W.H. Freeman and Company
Figure 3.6
Introduction to the Practice of Statistics, Sixth Edition © 2009 W.H. Freeman and Company
Definition, pg 184
Introduction to the Practice of Statistics, Sixth Edition © 2009 W.H. Freeman and Company
Definition, pg 184
Introduction to the Practice of Statistics, Sixth Edition © 2009 W.H. Freeman and Company
Definition, pg 219
Introduction to the Practice of Statistics, Sixth Edition © 2009 W.H. Freeman and Company
Figure 3.15
Introduction to the Practice of Statistics, Sixth Edition © 2009 W.H. Freeman and Company
Figure 3.13
Introduction to the Practice of Statistics, Sixth Edition © 2009 W.H. Freeman and Company
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a rX iv:mat h /3135v2[mat h.CA]7J an23A brief introduction to p -adic numbers Stephen Semmes Abstract In this short survey we look at a few basic features of p -adic num-bers,somewhat with the point of view of a classical analyst.In partic-ular,with p -adic numbers one has arithmetic operations and a norm,just as for real or complex numbers.Let Z denote the integers,Q denote the rational numbers,R denote the real numbers,and C denote the complex numbers.Also let |·|denote the usual absolute value function or modulus on the complex numbers.On the rational numbers there are other absolute value functions that one can ly,if p is a prime number,define the p -adic absolute value function |·|p on Q by |x |p =0when x =0,|x |p =p −k when x =p k m/n ,where k is an integer and m ,n are nonzero integers which are not divisible by p .One can check that |xy |p =|x |p |y |p (1)and |x +y |p ≤|x |p +|y |p (2)for all x,y ∈Q ,just as for the usual absolute value function.In fact,|x +y |p ≤max(|x |p ,|y |p )(3)for all x,y ∈Q .This is called the ultrametric version of the triangle inequal-ity.Just as the usual absolute value function leads to the distance function |x −y |,the p -adic absolute value function leads to the p -adic distance function |x −y |p on Q .With respect to this distance function,the rationals are not complete as a metric space,and one can complete the rationals to get a larger space Q p .This is analogous to obtaining the real numbers by completing the rationals with respect to the standard absolute value function.By standard1reasoning the arithmetic operations and p-adic absolute value function extend from Q to Q p,with much the same properties as before.In this manner one gets thefield of p-adic numbers.As a metric space,Q p is complete by construction,and one can also show that closed and bounded subsets of Q p are compact.This is also similar to the real numbers.Note that the set Z of integers forms a bounded subset of Q p,in contrast to being an unbounded subset of R.In fact,each integer has p-adic abso-lute value less than or equal to1.There are general results about absolute value functions onfields to the effect that if the absolute values of integers are bounded,then they are less than or equal to1,and the absolute value function satisfies the ultrametric version of the triangle inequality.See p28-9 of[7].In this case the absolute value function is said to be non-Archimedian. If the absolute values of integers are not bounded,as in the case of the usual absolute value function,then the absolute value function is said to be Archimedian.A related point is that the set Z of integers is a discrete subset of the real numbers.It has no limit points,and in fact the distance between two distinct integers is always at least1.This is not the case in Q p,where Z is bounded,and hence precompact.Now consider Z[1/p],the set of rational numbers of the form p k n,where k and n are integers.As a subset of R,this is unbounded,and it also contains nontrivial sequences which converge to0. Similarly,as a subset of Q p,it is unbounded and contains nontrivial sequences which converge to0.As a subset of Q l when l=p,Z[1/p]is bounded and hence precompact ing the diagonal mapping x→(x,x),one can view Z[1/p]as a subset of the Cartesian product R×Q p.In this product, Z[1/p]is discrete again.Indeed,if a=p k b is a nonzero element of Z[1/p], where k,b are integers and b is not divisible by p,then either|a|p≥1,or |a|p≤1,in which case k≥0,and|a|≥1.Similarly,SL n(Z),the group of n×n invertible matrices with entries in Z and determinant1,is a discrete subgroup of SL n(R),the analogously-defined group of matrices with real entries.One can define SL n(Z[1/p])and SL n(Q p)in the same manner,and using the diagonal embedding x→(x,x) again,SL n(Z[1/p])becomes a discrete subgroup of the Cartesian product SL n(R)×SL n(Q p).There are fancier versions of these things for making Q discrete,using “adeles”,which involve p-adic numbers for all primes p.See[15].Now let us turn to some aspects of analysis.With respect to addition, Q p is a locally compact abelian group,and thus has a translation-invariant2Haar measure,which is finite on compact sets,strictly positive on nonempty open sets,and unique up to multiplication by a positive real number.As in[13],there is a rich Fourier analysis for real or complex-valued functions on Q p ,or Q n p when n is a positive integer.Instead one can also be interested in Q p -valued functions on Q p ,or on a subset of Q p .It is especially interesting to consider functions defined by power series.As is commonly mentioned,a basic difference between Q p and the real numbers is that an infinite series a n converges if and only if the sequence of terms a n tends to 0as n tends to infinity.Indeed,the series converges if and only if the sequence of partial sums forms a Cauchy sequence,and this implies that the terms tend to 0,just as in the case of real or complex numbers.For p -adic numbers,however,one can use the ultrametric version of the triangle inequality to check that the partial sums form a Cauchy sequence when the terms tend to 0.In particular,a power series a n x n converges for some particular x if and only if the sequence of terms a n x n tends to 0,which is to say that |a n |p |x |n p tends to 0as a sequence of real numbers.Suppose that ∞n =0a n x n is a power series that converges for all x in Q p ,which is equivalent to saying that |a n |p r n converges to 0as a sequence of real numbers for all r >0.Thus we get a function f (x )defined on all of Q p ,and we would like to make an analogy with entire holomorphic functions of a single complex variable.This is somewhat like the situation of starting with a power series that converges on all of R ,and deciding to interpret it as a function on the complex numbers instead.In fact,let us consider the simpler case of a power series with only finitely many nonzero terms,which is to say a polynomial.As in the case of com-plex numbers,it would be nice to be able to factor polynomials.The p -adic numbers Q p are not algebraically closed,and so in order to factor polyno-mials one can first pass to an algebraic closure.It turns out that the p -adic absolute value can be extended to the algebraic closure,while keeping the basic properties of the absolute value.See [5,7].The algebraic closure is not complete in the sense of metric spaces with respect to the extended absolute value function,and one can take a metric completion to get a larger field to which the absolute values can be extended again.A basic result is that this metric completion is algebraically closed,so that one can stop here.Let us write C p for this new field,which is algebraically closed and metrically complete.Once one goes to the algebraic closure,one can factor polynomials.On C p3one has this property and also one can work with power series.In particular,since the power series ∞n =0a n x n converges on all of Q p ,it also convergeson all of C p ,so that f (x )can be extended in a natural way to C p .For that matter,one can start with a power series that converges on all of C p ,where the coefficients are allowed to be in C p ,and not just Q p .Under these conditions,the function f can be written as a product of an element of C p ,factors which are equal to x ,and factors of the form (1−λj x ),where the λj ’s are nonzero elements of C p .In other words,the factors of x correspond to a zero of some order at the origin,while the factors of the form (1−λj x )correspond to zeros at the reciprocals of the λj ’s.If f (x )is a polynomial,then there are only finitely many factors,and this statement is the same as saying that C p is algebraically closed.In general,each zero of f (x )is of finite order,and there are only finitely many zeros within any ball of finite radius in C p .Thus the set of zeros is at most countable,and this condition permits one to show that the product of the factors mentioned above converges when there are infinitely many factors.This representation theorem can be found on p113of [5]and on p209of[7].It is analogous to classical results about entire holomorphic functions of a complex variable,with some simplifications.In the complex case,it is necessary to make assumptions about the growth of an entire function for many results,and the basic factors often need to be more complicated in order to have convergence of the product.See [1,14]concerning entire holomorphic functions of a complex variable.References[1]L.Ahlfors,Complex Analysis ,third edition,McGraw-Hill,1979.[2]A.Borel,Essays in the History of Lie Groups and Algebraic Groups ,His-tory of Mathematics 21,American Mathematical Society and London Mathematical Society,2001.[3]K.Brown,Buildings ,Springer Monographs in Mathematics,Springer-Verlag,1989.[4]K.Brown,What is a building?,Notices of the American MathematicalSociety 49(2002),1244-1245.4[5]J.Cassels,Local Fields,London Mathematical Society Student Texts3,Cambridge University Press,1986.[6]R.Goldberg,Methods of Real Analysis,Blaisdell,1964.[7]F.Gouvˆe a,p-Adic Numbers:An Introduction,Universitext,Springer-Verlag,1993.[8]W.Rudin,Principles of Mathematical Analysis,third edition,McGraw-Hill,1976.[9]S.Semmes,Some topics pertaining to algebras of linear operators, archive,math.CA/0211171.[10]J.-P.Serre,Corps Locaux,Hermann,1962;Local Fields,translatedfrom the French by M.Greenberg,Graduate Texts in Mathematics67, Springer-Verlag,1979.[11]J.-P.Serre,Cours d’Arithm´e tique,Presses Universitaires de France,1970;A Course in Arithmetic,Graduate Texts in Mathematics7,1973.[12]J.-P.Serre,Cohomologie des groupes discrets,in Prospects in Mathemat-ics,77–169,Annals of Mathematics Studies70,Princeton University Press,1971.[13]M.Taibleson,Fourier Analysis on Local Fields,Mathematical Notes15,Princeton University Press,1975.[14]W.Veech,A Second Course in Complex Analysis,Benjamin,1967.[15]A.Weil,Basic Number Theory,second edition,Springer-Verlag,1973.5。

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