Modeling Overloaded Voice over Internet Protocol Systems

合集下载

Value of a degree

Value of a degree
男1:十五年前,我们就有可能将它说的基本要求。因为这将是我们预期的基准我们的新员工都取得了。你知道,现在我们看到的基准是程度。所以我认为有更多的学生离开大学,找工作这一事实,使我们能够指定一个学位,今天我们就不会有15年前做的,
画外音:百分之三零五的毕业生进入世界的工作,在工作中不需要的程度。许多被困在他们不喜欢的职业。问他们想做的事,47%希望工作在媒体,广告或公关。其他受欢迎的职业包括设计的妇女和计算21%赞成,23%的人选择。但是超过10%的媒体研究毕业生目前失业。这是相同的设计研究。更糟糕的是在计算。火爆的职业包括工程。只有9%的学生说。然而,在土木工程专业毕业生失业率仅为2.9%。
Man 3: There are two flaws in the government’s figures. Firstly they’re based on the percentage of graduates going through our education. Those figures were in a small per cent. In a couple of years’ time one in every two people will go through higher education of that age group. The second big fundamental problem is they were based on an employment market where there was a job for life, Things have changed.
Voice-over: Here at this plumbing school in North London, about 20% of the class are graduates who’ve decided to retrain. Many come from just the kind of backgrounds government wants to encourage into higher education. But their experience is hardly an advert.

voice recognize gender -回复

voice recognize gender -回复

voice recognize gender -回复"Voice Recognition Technology: Breaking Gender Stereotypes"Introduction:In recent years, voice recognition technology has made significant advancements, revolutionizing the way we interact with devices and engage in various activities. From virtual assistants like Siri and Alexa to automated customer support systems, voice recognition technology has become an integral part of our daily lives. However, one aspect that often goes unnoticed is its ability to recognize gender. In this article, we will delve into the world of voice recognition technology and explore how it accurately identifies gender, challenges it faces, and its potential to break gender stereotypes.Understanding Voice Recognition Technology:Voice recognition technology utilizes advanced algorithms to analyze and interpret spoken words, enabling computers to understand and respond to human language. Its primary objective is to accurately transcribe verbal communication into written textand execute appropriate actions based on that information. Over time, these algorithms have improved significantly, allowing voice recognition systems to differentiate between male and female voices with higher reliability.Factors Influencing Gender Recognition:Several factors contribute to the accurate recognition of gender by voice recognition systems. Fundamental physiological differences between male and female vocal cords play a significant role. Male vocal cords are generally longer and thicker, producinglower-pitched voices, while female vocal cords tend to be shorter and thinner, resulting in higher-pitched voices. This distinction in vocal cord characteristics enables voice recognition algorithms to identify sonic characteristics unique to each gender.Additionally, speech patterns, intonations, and linguistic choices also aid in gender recognition. Cultural and societal influences often impact the way individuals of different genders communicate, leading to patterns that voice recognition systems use as cues. Factors such as pitch variability, pronunciation consistency, and style of speech contribute to gender identification.Challenges of Gender Recognition:While voice recognition technology has made substantial progress, it still faces certain challenges in accurately identifying gender. Gender diversity and the existence of non-binary individuals pose a significant challenge to traditional binary gender classification systems. These systems categorize voices into male or female, making it difficult to accommodate individuals who do not identify with either category. The recognition and inclusion of individuals who identify as non-binary or gender-fluid prove to be areas where voice recognition technology needs to evolve.Moreover, voice recognition systems may encounter difficulty in identifying gender in certain situations, such as when the speaker intentionally alters their voice, has a unique speech pattern, or when there is significant background noise. These variations may cause misclassification or reduced accuracy in gender recognition.Breaking Gender Stereotypes:While voice recognition technology has the potential to breakgender stereotypes, it is crucial to address the biases that may exist within the algorithms themselves. Biases in training data or the development process can result in gender misclassifications, reinforcing stereotypes or excluding certain voices. Developers must work towards ensuring unbiased training data, diverse voice samples, and inclusive algorithmic approaches.Furthermore, voice recognition technology can play a significant role in challenging preconceived notions about gender roles and expectations. By accurately and consistently recognizing gender across various interfaces, it can contribute to creating more inclusive user experiences. Virtual assistants, for example, are increasingly programmed to present gender-neutral responses, avoiding reinforcing traditional gender roles in their interactions with users.Conclusion:Voice recognition technology has come a long way, accurately recognizing gender based on vocal characteristics and speech patterns. While there are challenges to address, such as theinclusion of non-binary individuals and biases within the algorithms themselves, this technology has the potential to break gender stereotypes and foster inclusivity. As voice recognition systems become more advanced and sophisticated, they can contribute to creating a world where gender is recognized beyond binaries, ultimately benefiting individuals of all gender identities.。

15-Lecture15-Passive-Voice(II)

15-Lecture15-Passive-Voice(II)

must be remembered必须记住
下午11时3分
Lecture 14. Passive Voice
Page 6
15.2 Passive constructions and passive meanings
1. Contrast between English and Chinese passives
1.城里又办起了一所大学。 Another university has been founded in the city. 2昨天抓到了一个特务。 A spy was caught yesterday.
下午11时3分
Lecture 14. Passive Voice
Page 7
In Chinese there are sentences in which passive meanings are expressed by active constructions. This phenomenon is also found in English, e.g.:
It is reported… 据报道…
It is known to all… 众所周知…
It must be pointed out… 必须指出…
It is supposed… 据估计…
It is believed… 据信…
It is expected… 据(大家)指望…
Chinese subjectless sentences are expressed by English passive sentences.
-ed as adjective (Focusing on state)
-ed as part of a passive (Focusing on action)

语言学课后习题答案

语言学课后习题答案

Chapter 1Introduction 1. Define the following terms briefly.(1) linguistics: the scientific or systematic study of language.(2) language: a system of arbitrary vocal symbols used for human communication.(3) arbitrariness: the absence of similarity between the form of a linguisticsign and what it relates to in reality, e.g. the word dog does not look likea dog.(4) duality: the way meaningless elements of language at one level (soundsand letters) combine to form meaningful units (words) at another level.(5) competence: knowledge of the grammar of a language as a formalabstraction and distinct from the behavior of actual language use, i.e.performance.(6) performance: Chomsky’s term for actual language behavior as distinct fromthe knowledge that underlies it, or competence.(7) stylistics: the study of how literary effects can be related to linguisticfeatures.(8) phatic communion: Language is used to establish an atmosphere ormaintain social contact between the speaker and the hearer.(9) functionalism: the study of the forms of language in reference to theirsocial function in communication.(10) formalism: the study of the abstract forms of language and their internalrelations.(11) synchronic linguistics: the study of language and speech as they are usedat a given moment and not in terms of how they have evolved over time.(12) diachronic linguistics: the study of linguistic change over time in contrastto looking at language as it is used at a given moment.2. No, language is human-specific. Human language has seven design features, including arbitrariness, duality, productivity, interchangeability, displacement, specialization and cultural transmission. These features are found utterly lacking in dogs’ or pigs’ noises and thus set human language apart from animal cry systems.3. Arbitrariness refers to the fact that there is no logical or intrinsic connectionbet ween a particular sound and the meaning it is associated with. For example, for the same animal dog, in English we call it /d0g/, in Chinese as “gou”, but “yilu”in Japanese; it barks wow wow in English but wang wang in Chinese. Of course, onomatopoetic words such as “quack-quack” and “bang” are exceptions, but words like these are relatively few compared with the total number of words in a language.4. A human baby does not speak any language at birth. What language the baby is going to speak is determined by the culture he is born into. A Chinese baby born and brought up in London by an English family will speak English, while an English child brought up in Beijing by a Chinese aunt will speak Chinese. That is to say, language cannot be transmitted through heredity. It is culturally transmitted.5. Firstly, linguistics describes languages and does not lay down rules of correctness while traditional grammar emphasizes correctness. Secondly, linguistics regards the spoken language as primary, while traditional grammar emphasizes the priority of the written language. Thirdly, traditional grammar is based on Latin and it tries to impose the Latin categories and structures on other languages, while linguistics describes each language on its own merits.6. A descriptive approach attempts to tell what is in the language while the prescriptive approach tells people what should be in the language. Most modern linguistics is descriptive, whereas traditional grammars are prescriptive.7. Synchronic linguistics studies language at one particular time while diachronic linguistics studies language developments through time. Synchronic linguistics focuses on the state of language at any point in history while diachronic linguistics focuses on the differences in two or more than two states of language over decades or centuries.8. No, human language has the design feature of specialization. It refers to the fact that man does not have a total physical involvement in the act of communication. For example, a mother can tell a story to her child while slicing up a cake. However, wolves can only respond to a stimulus and is totally involved physically in the communication process. Thus, a wolf cannot have a language similar to man’s, even though it could express a thousand different emotions. Besides, the aspect of productivity also distinguishes human language from wolf ’s postures.Chapter 2The Sounds of Language 1. Define each of the following terms briefly.(1) articulator: the tongue, lips, and velum, which change the shape of the vocaltract to produce different speech sounds.(2) assimilation: a phonological process whereby a sound becomes phoneticallysimilar (or identical) to a neighboring sound, e.g. a vowel becomes [+nasal] when followed by a [+nasal] consonant.(3) consonant: a speech sound produced by partial or complete closure of partof the vocal tract, thus obstructing the airflow and creating audible friction.Consonants are described in terms of voicing, place of articulation, and manner of articulation.(4) elision: the leaving out of a sound or sounds in speech.(5) intonation: the variation in pitch and stress which gives beat and rhythmto the tune the voice plays in ordinary speech.(6) phoneme: the abstract element of a sound, identified as being distinctivein a particular language.(7) phonetics: the study of linguistic speech sounds, how they areproduced, how they are perceived, and their physical properties.(8) phonology: the study of the abstract systems underlying the sounds oflanguage.(9) stress: the prominence given to certain sounds in speech.(10) voicing: the vibration in the larynx caused by air from thelungs passing through the vocal cords when they are partly closed; speech sounds are said to be either voiced or voiceless.(11) voiceless: When the vocal cords are spread apart, the airstreamfrom the lungs is not obstructed at the space between vocal cords and passes freely. The sounds produced in this way are described asvoiceless sounds.(12) vowel: a speech sound produced without significant constriction of theair flowing through the oral cavity.2. Minimal pair test or substitution test.Minimal pair test or substitution test is to see whether substituting one sound for 4another results in a different word. If it does, the two sounds representdifferent phonemes. For example, as to the English word bear, if we substitute p for b, we get the word pear, the two are different words. Then /b/ and /p/ represent different phonemes. Other examples are chunk/junk, ban/bin, bet/beat, fine/vine, side/site, etc.3. Take the word big for example, in the word big /big/, /b/ is the onset, /i/ is the nucleus and /g/ is the coda. The difference between open syllables and closed syllables is whether the words have codas. If there are codas, they are closed syllables, such as pig, hat and at; if not, they are open syllables, such as do, I, tea and key.4. (1) stop, consonant(2) back, rounded, vowel5. (1) voiceless / voiced(2) bilabial / labiodental(3) close / semi-open(4) stop / nasal(5) alveolar / palatal(6) alveolar / dental(1) kit/git, bucker/bugger, bag/back(2) mark/nark, smack/snack, sum/sun(3) best/vest, ober/over, lib/live(4) bore/more, abate/amate, mob/mom(5) pat/fat, apt/aft (AmE), harp (BrE)/half7. (1) The stresses are placed on the second syllable except for “promise”. We may easily conclude that the verbs usually are stressed on the second syllable. (2) Syllable representations of the words:collide [k2#laid] elect [i#lekt] consider [k2n#sid2]Chapter 3Morphology 1. Define the following terms briefly.(1) morphology: the study of the structure of words.5(2) morpheme: the smallest unit of language that carries meaning orserves a grammatical function.(3) free morpheme: a morpheme that can stand alone as a word.(4) bound morpheme: a morpheme that can not stand alone as a word,e.g. ment (as in establishment), and -er (as in painter).(5) morph: the smallest meaningful phonetic segments of an utterance onthe level of parole.(6) allomorph: a phonetic form in which a morpheme is realized, e.g. -s, -es,and en are all allomorphs (in writing) of the plural morpheme.(7) derivation: the formation of new words by adding affixes to other words ormorphemes in morphology and word formation.(8) clipping: the process by which parts of a word of more than one syllablehave been cut off, and reduced to a shorter form.(9) acronym: words which are composed of the first letter of a series ofwords and are pronounced as single words. Examples: NATO, radar and yuppy.(10) initialism: Some new words are composed of the first letters of aseries of words and pronounced by saying each letter in them. Such words are called initialism.(11) blending: A single new word can be formed by combining two separateforms. Typically, blending is finished by taking only the beginning of one word and joining it to the end of another word. For example,brunch is formed by the shortened forms of breakfast and lunch.(12) root: the morpheme that remains when all affixes are stripped from a complexword, e.g. system from un- + system + atic + ally.(13) stem: the base to which one or more affixes are attached to create amore complex form that may be another stem or a word. For example, book is the stem of bookish.(14) prefix: Affixes can be joined to the beginning of the root or stem, inwhich case they are called prefixes.(15) suffix: Affixes can be joined to the end of the root or stem, in which casethey are called suffixes.2. (3), (5), (7)3. (1) simple: fly tree suite(2) bound morpheme rootfly / flyreuse re- usespiteful -ful spitepreplan pre- plandesks -s desktriumphed -ed triumphsuite / suiteoptionality -ality optionuntie un- tiedelight de- lightfastest -est fastprettier -ier prettytree / treejustly -ly justdeform de- formmistreat mis- treatdislike dis- likepayment -ment paydisobey dis- obeypremature pre- mature4. (1) Column I: ablaut (vowel modification)Column II: suppletionColumn III: stress modification(2) The process in the Column I is finished by changing the vowel of each word,while in Column II, the process is finished by changing vowel and consonant of each word.(3) Column I: awake/awoke bear/bore arise/aroseblow/blew bite/bit hide/hidlie/lay know/knew foot/feetgoose/geese tooth/teeth louse/liceColumn II: bad/worse are/were many/moreColumn III: ‘combine/com’bine ‘compress/com’press7‘conduct/con’duct ‘insert/in’sert‘insult/in’sult ‘intern/in’tern5. (1) Omitted.(2) Other examples:‘rerun (n.) – re’run (v.) ‘contrast (n.) – con’trast (v.)‘convert (n.) – con’vert (v.) ‘desert (n.) – de’sert (v.)‘export (n.) – ex’port (v.) ‘increase (n.) – in’crease (v.)‘conduct (n.) – con’duct (v.) ‘object (n.) – ob’ject (v.)‘content (n.) – con’tent (v.) ‘protest (n.) – pro’test (v.)‘insult (n.) – in’sult (v.) ‘produce (n.) – pro’duce (v.)When a word belongs to different word classes, the stress of the word will be sometimes placed on different syllables. When all the words above are stressed on the first syllables, they are nouns, but if they have the second syllables stressed, the words become verbs.6. (1) It means “the inhabitant of ”.(2) It means “the person who does”.(3) The morphological rule working here is “n. + -er –– n.”, and thelast phoneme of the noun, which the suffix -er is added to, should be aconsonant.(4) The rule in (3) doesn’t work in the word discoverer because the last phoneme of discoverer is a vowel /2/.7. (1) inflection (2) derivation (3) inflection (4) inflection (5) derivationChapter 4Syntax 1. Define the following terms briefly.(1) syntax: the term used to refer to the structure of sentences and to the studyof sentence structure.(2) word class: a group of words which are similar in function; words which aregrouped into word classes according to how they combine with other words, how they change their forms, etc.(3) prescriptive approach: This view regards grammar as a set ofrules for the 8“proper”use of a language, that’s to say, it tries to lay down rules to tell people how to use a language.(4) descriptive approach: the approach of linguistic studies, with whichlinguists collect samples of the language they are interested in and attempt to describe the regular structures of the language as they are used, not according to some view of how they should be used.(5) IC analysis: the approach to divide the sentence up into its immediateconstituents by using binary cutting until obtaining its ultimateconstituents. For example, the immediate constituents of “The man bought a car”are the man and bought a car. The immediate constituents of the man are the and man, and so on until no further cuts can be made. The ultimate constituents of “The man bought a car”at the word level are the, man, bought, a, and car.(6) structural analysis: a type of descriptive approach to study thedistribution of linguistic forms in a language through such methods as the use of “test frames”.(7) immediate constituent: Linguistic units can be divided into smallconstituents, which can be further analyzed into smallerconstituents. This process continues until no further divisions arepossible. The first division or units are known as immediate constituents.(8) ultimate constituent: Linguistic units can be divided into smallconstituents, which can be further analyzed into smallerconstituents. This process continues until no further divisions arepossible. The final division or units are known as ultimate constituents.(9) constituent structural grammar: It refers to a grammar which analyzessentences using only the idea of constituency, which reveals a hierarchy of structural levels.(10) transformational grammar: a type of grammar which attempts to define anddescribe by a set of rules or principles all the grammatical sentences(without ungrammatical ones) of a language.(11) ideational function: the use of language as a means of giving structure toour experience of the real or imaginary world.(12) interpersonal function: the use of language for maintaining social rolesand interacting with others.(13) textual function: to create written or spoken texts which cohere withinthemselves and which fit the particular situation in which they are used. 2. Yes. As we know, morphology is the study of the internal structure, forms and 9classes of words, while syntax focuses on the structure and ordering of components within a sentence. The major distinction between morphology and syntax is that the former is concerned with the internal composition of a word, while the latter is concerned with the combination of words.3. (2) Instead of using the form “suggest somebody to do something”, weusually use “suggest + that-clause” or “suggest doing”, here we’d better substitute “advise” for “suggest”(4) The word “request”is a transitive verb which should take an object directly,so the word “for” should be omitted.(6) The word “donate” cannot be followed by double objects as “donatesomebody something”. Instead we always use “donate something to somebody”.(10) The subject of the verb “write”is usually a human; an “article”cannot writeitself. In this case the passive construction is normally used: The article was very well writen.(11) Usually we don’t use “be bored of something/somebody”, but “be bored withsomething/somebody” which means losing interest in somebody/something.(13) Here “myself ” is a reflexive pronoun, which can’t be used as subject, andit should be replaced by “I”.(14) The word “surprise” is usually used as a transitive verb, so theexpression “…surprise for you” is ungrammatical, and it can bereplaced by “surprise somebody (with something)”or “I was surprised by your getting married.”(15) The word “sleep” is usually used as an intransitive verb, which can’t takean object. The cases of “sleep” being used as a transitive verb aresemantically limited, as in “to sleep a good sleep” or “the room can sleep3 people”.4. It’s ungrammatical, because “us” is the objective case which can’t serve asthe subject, while “she”is the subjective case which can’t serve as the object.The sentence should be “We visit her on Sundays”. The personal pronouns “you”and “it” have the same form whether used as the subject or object.5. (1) NP: A Guns “N”Roses concert, an arena, some 2500 fans, a full-fledged riot,A Guns “N” Roses concert at an arena , A Guns “N” Roses concert at an arena near ST. Louis ,The trouble, venue security, a camera, the front, the stage, the front of the stage. PP: at an arena, at an arena near ST. Louis, near ST. Louis, in disaster, near the front, of the stage, near the front of the stage. VP: staged a full-fledged riot, asked venue security, confiscate a camera.(2) N: Guns, Roses, concert, arena, ST. Louis, disaster, fans, riot, trouble, Axl 10Rose, venue, security, camera, front, stage. Prep: at, near, in, of. V: end, stage, start, ask, confiscate, see.6. (1) You mustn’t end a sentence with a preposition.You mustn’t split infinitives7. (i)(ii)8. (1) a. Terry loves his wife and I love his wife,too. b. I love my wife as well as Terry loveshis wife.(2) a. It’s yesterday that they said she would go. b. She would go yesterdayas they said.(3) a. The governor is a street fighter who is dirty.b. The governor is a fighterin a dirty street.(4) a. The design has squares and circles, both of which are big. b. The designhas big squares, and it also has some circles. (The sizes of the circlesare not mentioned.)Chapter 5Semantics 1. Define the following terms briefly.(1) semantics: the study of linguistic meaning.(2) truth-conditional semantics: an approach that knowing the meaning ofthe sentence is the same as knowing the conditions under which the sentenceis true or false, and knowing the meaning of a word or expression is knowingthe part that it plays in the truth or falsehood of the sentence containingit.(3) naming theory: the view that the meaning of an expression is what it refersto, or names.(4) behaviorist theory: the view that the meaning of a linguistic form is definedas observable behaviors which is an approach drawing on psychology.(5) use theory: the semantic theory according to which the meaning ofan expression is determined by its use in communication and moregenerally, in social interaction.(6) sense: the inherent part of an expression’s meaning, together with thecontext, determines its referent. For example, knowing the sense ofa noun phrase such as the president of the United States in 2004 allows oneto determine that George W. Bush is the referent.(7) reference: (in semantics) the relationship between words and thethings, actions, events and qualities they stand for. An example in Englishis the relationship between the word tree and the object “tree”(referent) in the real world.(8) conceptual meaning: It means the meaning of words may be discussed interms of what they denote or refer to, also called denotative or cognitivemeaning. It is the essential and inextricable part of what language is and is widely regarded as the central factor in verbal communication.For instance, the conceptual meaning of “he”in English is any male personor male animal.(9) connotative meaning: It is the communicative meaning that a word ora combination of words has by virtue of what it refers to, over its purelyconceptual meaning. For example, the connotative meaning of “woman” isemotional, frail, inconstant, irrational, etc.(10) semantic field: the organization of related words and expressionsinto a system which shows their relationship to one another. For example,kinship terms such as father, mother, brother, sister, uncle, aunt belongto a semantic field whose relevant features include generation, sex,membership of the father’s or mother’s side of family.(11) lexical gap: the absence of a word in a particular place in a semantic fieldof a language. For instance, in English we have brother versus sister,son versus daughter, but no separate lexemes for “male”and “female”cousin.(12) componential analysis: (in semantics) an approach to the study of meaningwhich analyzes a word into a set of meaning components or semanticfeatures. For example, the meaning of the English word boy may be shownas [+human][+male][-adult].(13) semantic feature: the smallest units of meaning in a word. The meaningof word may be described as a combination of semantic components orfeatures. For example, the feature [+male] is part of the meaning of father, and so is the feature [+adult], but other features are needed tomake up the whole meaning of father. Often, semantic features areestablished by contrast and can be stated in terms of [+] and [-], e.g. womanhas the semantic features [+human], [-male] and [+adult].(14) synonym: the sense relations of equivalence of meaning betweenlexical items, e.g. small/little and dead/deceased.(15) antonym: the sense relation of various kinds of opposing meaning betweenlexical items, e.g. big/small, alive/dead and good/bad.(16) hyponymy: the sense relation between terms in a hierarchy, where amore particular term (the hyponym) is included in the more general one (thesuperordinate): X is a Y, e.g. a beech is a tree, a tree is a plant.(17) meronym: the sense relation between body and its parts which are not onlysections of the body but defined in terms of specific functions. For example,the head is the part of the body which carries the most important sense organs,i.e. eyes, ears, nose and tongue.(18) semantic role: the way in which the referent of a noun phrase is involvedin the situation described or represented by the clause, forexample as agent, patient, or cause.(19) entailment: the relationship between two sentences where the truthof one (the second) is inferred from the truth of the other, e.g. Cordayassassinated Marat and Marat is dead; if the first is true, the second mustbe true.(20) presupposition: implicit assumptions about the world required to make anutterance meaningful or appropriate, e.g. “some tea has already been taken”is a presupposition of “Take some more tea!”2. (1) He waited by the bank.a. He waited by the financial institution which people can keep their money inor borrow from.b. He waited by the bank of the river.(2) Is he really that kind?a. Is he really that type of person?b. Is he really that kind-hearted?(3) We bought her dog biscuits.a. We bought dog biscuits for her.b. We bought biscuits for her dog.(4) He saw that gasoline can explode.a. He saw that gasoline container explode.b. He saw that gasoline may explode.(5) Fifty soldiers shot three wild foxes.a. Fifty soldiers shot three wild foxes in total.b. Each of the fifty soldiers shot three wild foxes.(6) He saw her drawing pencils.a. He saw her pencils for drawing.b. He saw her drawing the picture of pencils.3. (2) (4) (5) (8) are antonyms; (1) (3) (6) (7) are synonyms.4. charity: kindness, sympathy, church, helpfuliron: strong, brave, hard, determinedmole: traitor, betrayal, spysnow: pure, virgin, cleanstreet: homeless, living hard, pitiable5. (1) a. hoard b. scribble c. barn, method d. olfactory(2) a. acquire b. tell c. way d. smell(3) a. buy, win, steal. b. talk, tell c. road, way, path d. smell These words are less marked in their sets because they are more usual and tend to be used more frequently. They consist of only one morphemeand are easier to learn and remember than others. They are also often broaderin meaning and cannot be described by using the name of another member ofthesame field.6. homophones: sea-see, break-brake; polysemies: sea, break, prayer, mature, trace,house homonyms: ear.7. In a semantic field, not all lexical items necessarily have the same status.The less marked members of the same semantic field (1) are usuallyeasier to learn and remember than more marked members; (2) consistof only one morpheme in contrast to more marked members; (3) cannot bedescribed by using the name of another member of the same field; (4) tendto be used more frequently than more marked terms; (5) broader in meaningthan more marked members; (6) are not the result of the metaphorical usageof the name of another object or concept, but more marked are.8. (1) a. bachelor, man, son, paperboy, pope, chiefb. bull, rooster, drake, ram.The (a) and (b) words are male.The (a) words are human.The (b) words are animals.(2) a. ask, tell, say, talk, converseb. shout, whisper, mutter, drawl, hollerThe (a) and (b) words are realized by sounds.The (a) words are normal voice quality.The (b) words are produced by modifying one’s normal voice quality.(3) a. walk, run, skip, jump, hop, swimb. fly, skate, ski, ride, cycle, canoe, hang-glideThe (a) and (b) words are sports (movement).The (a) words are sports without instruments.The (b) words are sports with instruments.Chapter 6Pragmatics 1.Define the following terms briefly.(1) pragmatics: a branch of linguistics that studies language in use.(2) deixis: the marking of the orientation or position of entities andsituations with respect to certain points of reference such as the place(here/there) and time (now/then) of utterance.(3) reference: (in semantics) the relationship between words and the things,actions, events, and qualities they stand for.(4) anaphora: a process where a word or phrase (anaphor) refers back to anotherword or phrase which was used earlier in a text or conversation.(5) presupposition: implicit assumptions about the world required to makean utterance meaningful or appropriate, e.g. “some tea has already been taken”is a presupposition of “Take some more tea!”(6) Speech Act Theory: The theory was proposed by J. L. Austin and has beendeveloped by J. R. Searle. Basically, they believe that language is not only used to inform or to describe things, it is often used to “dothings”, to perform acts. In saying “Sorry”, you are performing an act of apology.(7) indirect speech act: an utterance whose literal meaning (location)and intended meaning (illocution) are different. For example, Can you pass the salt? is literally a yes/no question but is usually uttered as a request or polite directive for action.(8) the Cooperative Principle: a principle proposed by the philosopher PaulGrice whereby those involved in communication assume that bothparties will normally seek to cooperate with each other to establish agreed meaning. It is composed of 4 maxims: quality, quantity, relation and manner.(9) the Politeness Principle: politeness is regarded by most interlocutorsas a means or strategy which is used by a speaker to achievevarious purposes, such as saving face, establishing and maintainingharmonious social relations in conversation. This principle requiresspeakers to “minimize the expression of impolite beliefs”. It is composed of 6 maxims: Maxims of Tact, Generosity, Approbation, Modesty, Agreement and Sympathy.。

如何强化你的声音英语作文

如何强化你的声音英语作文

Growing up, I was always the quiet one in the corner, rarely speaking up in class or at social gatherings. My voice was soft, often barely audible, and I struggled to project it beyond the immediate vicinity. This was a source of frustration for me, especially when I wanted to participate actively in discussions or express my thoughts confidently. However, over time, I discovered several techniques to strengthen my voice, and Id like to share my journey and the strategies I found most effective.First and foremost, I realized the importance of proper breathing. Breathing from the diaphragm, rather than shallow chest breathing, provides the necessary support for a strong voice. I practiced diaphragmatic breathing exercises, inhaling deeply and allowing my stomach to expand, then exhaling slowly. This not only helped me to control my breath but also increased my lung capacity, which in turn gave me a more powerful voice.Next, I focused on vocal exercises. Just as athletes train their bodies, vocalists train their voices. I started with simple humming and gradually moved on to scales and arpeggios to warm up my vocal cords. I also practiced tongue twisters to improve my articulation and enunciation. These exercises not only strengthened my voice but also increased my vocal range and flexibility.Another crucial aspect was maintaining good posture. Standing or sitting up straight allows for better breath control and projection. I made a conscious effort to keep my shoulders back and my head held high, which opened up my airways and helped my voice to resonate more effectively.Hydration played a significant role in my vocal health. I learned that dry vocal cords can lead to a weak and hoarse voice. Drinking plenty of water throughout the day kept my vocal cords hydrated and allowed for clearer, more resonant sound.Diet also had an impact on my voice. I cut down on caffeine and alcohol, which can dehydrate the body and irritate the vocal cords. Instead, I opted for foods rich in vitamins and antioxidants, which helped to keep my voice healthy and strong.Moreover, I learned the power of visualization. Before speaking, I would imagine my voice resonating throughout the room, filling every corner. This mental exercise helped me to project my voice more effectively and with greater confidence.I also sought out opportunities to practice speaking in front of others. Joining a debate club at school provided a platform to hone my public speaking skills. The more I practiced, the more comfortable and confident I became with my voice.Lastly, I learned to take care of my voice. Resting it when it was tired and avoiding shouting or straining it were essential for maintaining its strength.I also warmed up my voice before speaking engagements and cooled it down afterward, just like an athlete would with their muscles.In conclusion, strengthening my voice was a journey of selfdiscovery andperseverance. It involved a combination of physical exercises, mental focus, and lifestyle adjustments. The transformation was gradual, but the results were profound. I went from being the quiet kid in the corner to someone who could confidently express my thoughts and opinions. My voice became a tool for communication, a reflection of my personality, and a symbol of my confidence.。

教师资格考试高中英语学科知识与教学能力试卷与参考答案(2024年)

教师资格考试高中英语学科知识与教学能力试卷与参考答案(2024年)

2024年教师资格考试高中英语学科知识与教学能力模拟试卷与参考答案一、单项选择题(本大题有30小题,每小题2分,共60分)1、In the following sentence, the word “that” is used as a relative pronoun. Which sentence best illustrates the use of “that” in this context?A. The book that you gave me is very interesting.B. She told me the story that she had just read.C. The students that were late were given extra homework.D. I don’t remember the name of the person that I met yesterday.答案:A解析:选项A中的”that”引导一个定语从句,修饰先行词”book”,并在从句中作宾语,省略了”which”或”whom”。

其他选项中的”that”要么引导非限制性定语从句(B选项),要么在从句中作主语或宾语,但没有省略”that”。

2、Which of the following sentences is correctly punctuated?A. The teacher said, “Let’s start the class now.”B. She asked, “Where are you going?”C. He replied: “I’m going to the library.”D. The student: “I have finished my homework.” The teacher: “Good job!”答案:B解析:选项B中的句子正确地使用了问号,因为它是直接引语,而直接引语中的句子如果是疑问句,则必须以问号结尾。

网络优化专业业务知识试题

网络优化专业业务知识试题

网络优化专业考试复习大纲一、单项选择题部分1、在MSC中及周期性位置更新时间T3212相对应的参数是。

A、GTDMB、BTDMC、BDTMD、GDTM答案:(B)2、通过指令可以看到指定小区当前ICMBAND值,从而判断小区可能受到上行干扰。

A、RLIMPB、RLBDPC、RLCRPD、RLSBP答案:(C)3、在缺省情况下,及训练序列码(TSC)相等的代码是。

A、NDCB、BCCC、NCCD、TAC答案:(B)4、使用LAPD信令压缩,好处是减少了和间的物理链路,从而优化传输方案,节约传输资金投入。

A、MSC MSCB、MSC BSCC、BSC BSCD、BSC BTS答案:(D)5、在手机通话过程中,用来传递切换命令消息的逻辑信道是。

A、SACCHB、SDCCHC、SCHD、FACCH答案:(D)6、全速率业务信道和半速率业务信道传送数据最快速度为和。

A、13kbit/s、6.5 kbit/sB、9.6kbit/s、4.8 kbit/sC、4.8kbit/s、2.4 kbit/sD、11.2kbit/s、5.6 kbit/s答案:(B)7、使用GPS配合TEMS测试,GPS选项设置为时,才能正常记录经纬度信息。

A、SH888B、CF688D、NMEA答案:(D)8、在BSC终端上用指令,可以看到指定硬件是否有告警(Fault Code Class xx)以及可能更换的部件(Replace Unit)。

A、RXMSPB、RXMFPC、RXELPD、ALLIP答案:(B)9、同一小区中,每个Channel Group中最多可以容纳个频率。

A、8B、10C、12D、16答案:(D)10、发生Intra-cell切换的可能原因为。

A、服务小区信号强度突然降低B、服务小区信号质量急剧恶化C、服务小区信号质量差而信号强度较强D、服务小区信号质量和强度同时恶化答案:(C)11、当一个小区参数BCCHTYPE=NCOMB,SDCCH=2时,该小区SDCCH的定义数为:A、2B、16C、19D、20答案:(B)12、下面哪个参数对小区重选不产生影响:A、PTB、MFRMSC、ACCMIND、TO答案:(B)13、在BSC终端上提取即时统计文件的指令是::rptid=xxx,int=1;。

PIONEER 音频扬声器系统说明书

PIONEER 音频扬声器系统说明书

BEFORE OPERATIONThank you for buying this PIONEER product.Read the Instruction Manual carefully before using this speaker system so that you can operate it properly. After you have finished, put this manual away in a safe place for future reference.The rated impedance of this speaker system is 6 . It must be connected to a amplifier which accepts this type of load (miminum and maximum impedancesaccepted by the amplifier are generally indicated near the loudspeaker outlets: for example "4 -16 " or "6 -16 ").To guard against damage to this speaker system due to an electric power overload, take the following precautions:system (see Specifications).Any connection or switching on or off of part of the audio system (CD player, tuner etc.) must be carried out after switching off the amplifier or at least with the loudspeaker outlets disconnected (if the amplifier allows). Interference caused by these operations will otherwise reach the speaker and may damage the treble loudspeaker units.and treble correctors, make sure that you do not increase the amplifier volume excessively, as the speaker will be overloaded more quickly.harmonic distortion increases rapidly in this situation and may pose a danger to the treble speaker units.Avoid touching the diaphragms and suspensions of speakers units as they arefragile.CONNECTIONSSwitch off the amplifier power supply (OFF).Connect the cables to the input terminals on the rear of the speaker: Connectthe neutral cable to the terminal and the live cable to the terminal. Do not+REMARKS :Check that the cables are securely connected to the terminals. A loose connection may cause not just intermittent or distorted sound but short-circuiting and breakdown of the amplifier.If the cables of one of the speakers have been connected with the wrong polarities, you will find when listening to a stereo recording that bass sounds are weakened and the stereo effect normally obtained between the two speakers does not exist.the live cable to the terminal and the neutral cable to the terminal. +ADVICES AND PRECAUTIONS :For optimum sound reproduction of high frequencies, the treble speaker units must be at the same height as the listener's ears.For low frequencies, it is possible to increase the level of bass sounds by positioning the speakers close to a wall (the maximum increase being obtained for a position in a corner of the listening room).INSTALLATIONDo not install the speakers close to an oven or heating appliance. Avoid exposing them to direct sunlight. High temperatures can distort the structure of the enclosure and adversely affect the sound.This speaker system is heavy and fragile, and it is therefore dangerous to install it in an unstable position.Speaker System Operating InstructionsCAUTION : INSTALLATIONDo not place the speaker on an unstable surface. It could present a hazard if it falls, as well as damaging the equipment. If placing the speaker on a thick carpet, we recommend using the supplied speaker spikes for stability.Switch off and unplug your AV equipment and consult the instructions when connecting up components. Make sure you use the correct connecting cables.Do not put a TV or other AV equipment on top of this speaker. It could present a hazard if it falls, as well as damaging the equipment.Do not install your speakers overhead on the ceiling or wall. If improperly attached, the speaker grille can fall and cause damage or personal injury.Do not attach these speakers to the wall or ceiling. They may fall off and cause injury.CAUTION : IN USEDo not use the speaker to output distorted sound for long periods of times. This can result in a fire hazard.Do not sit or stand on the speaker, or let children play on the speaker.Do not put large or heavy objects on top of the speaker.PIONEER CORPORATION4-1, Meguro 1-Chome, Meguro-ku, Tokyo 153-8654, JapanPIONEER ELECTRONICS (USA) INC.P.O. BOX 1540, Long Beach, California 90810-1540, U.S.A. TEL: (800) 421-1404PIONEER ELECTRONICS OF CANADA, INC.300 Allstate Parkway, Markham, Ontario L3R OP2, Canada TEL: 1-877-283-5901PIONEER EUROPE NVHaven 1087, Keetberglaan 1, B-9120 Melsele, Belgium TEL: 03/570.05.11PIONEER ELECTRONICS ASIACENTRE PTE. LTD.253 Alexandra Road, #04-01, Singapore 159936 TEL: 65-6472-7555PIONEER ELECTRONICS AUSTRALIA PTY. LTD.178-184 Boundary Road, Braeside, Victoria 3195, Australia, TEL: (03) 9586-6300PIONEER ELECTRONICS DE MEXICO S.A. DE C.V.Blvd.Manuel Avila Camacho 138 10 piso Col.Lomas de Chapultepec, Mexico,D.F. 11000 TEL: 55-9178-4270K002_A_EnPrinted in China <SRD6059-A>REMEMBERReal, natural wood is used in the construction of the speaker system cabinets. They feature a wonderful color and depth that is much more attractive than plastic veneers and similar materials.No two pieces of natural wood are exactly alike. Keep this point in mind as you enjoy these speakers.2006 Pioneer Corporation.All reproduction and translation rights reserved.c REMARK : The specifications and design of this product are subject to change without notice, in the interests of improvements.Speaker units :SPECIFICATIONSSpeaker ....................................................................... Bookshelf type, bass-reflex (magnetically shielded)System ............................................................................. 2 ways, 2 speaker units Woofer........................................................... Cone type, 130 mmTweeter ......................................................... Dome type, 25 mmNominal Impedance ........................................................................................ 6Frequency range ...................................................................... 50 Hz - 50 000 Hz Sensitivity ....................................................................... 88 dB/W at 1m distance Maximum power ......................................................................................... 130 W ........................................190 (W) mm x 350 (H) mm x 300 (D) mm Weight ........................................................................................................ 7.3 kg Dimensions :MAINTENANCE OF THE ENCLOSUREUse a cloth to wipe away dust and dirt.If the enclosure is very dirty, wipe with a soft cloth dipped in a neutral detergent diluted five to six times with water, then wipe again with the dry cloth. Do not use thinner, benzene, cleaning sprays or other chemical products on or near the enclosures as the surfaces could be adversely affected.This product may be covered by one or more of the following patents owned by GP Acoustics (UK) Ltd. and its affiliates: [Japanese Patent No. 2766862, United Kingdom Patent No. GB 2 236 929 A, and the United States Patent No. 5,548,657]. To the extent of such coverage, this product has been licensed by GP Acoustics (UK) Ltd. KEF and UNI-Q are registered trademarks of the GP Acoustics family of companies.Accessory partsInstruction Manual ................................................................................................. 1Decoupling spikes + metal bases.......................................................................... 8Foam cushions (8)。

电视的工作原理英语作文

电视的工作原理英语作文

电视的工作原理英语作文Title: The Working Principle of Television。

Television, a ubiquitous household appliance, has become an integral part of modern life, providing entertainment, news, and information. But have you ever wondered about the intricate mechanisms that make this marvel of technology function? In this essay, we delve into the working principle of television.At its core, a television operates based on the principles of electronics, utilizing various components to transform electrical signals into visual and auditory content. The process can be broadly divided into several key stages: signal generation, modulation, transmission, reception, and display.1. Signal Generation:The journey begins with the creation of the originalsignal, typically generated by a camera or other recording device. In the case of live broadcasts, the signaloriginates from a camera capturing real-time scenes. This signal contains both video and audio information encoded as electrical impulses.2. Modulation:Before transmission, the electrical signal undergoes modulation to make it suitable for long-distance travel through transmission mediums such as cables or electromagnetic waves. Modulation techniques, such as amplitude modulation (AM) or frequency modulation (FM),alter specific properties of the signal to encodeinformation efficiently.3. Transmission:Once modulated, the signal is ready for transmission. In traditional broadcasting, this involves sending the modulated signal over the airwaves using radio frequencies. Alternatively, cable television systems transmit signalsthrough physical cables to subscribers' homes.4. Reception:Upon reaching the receiver, the transmitted signal undergoes demodulation to retrieve the original information. Demodulation reverses the modulation process, extractingthe video and audio signals from the carrier wave.5. Display:Finally, the separated video and audio signals are sent to their respective components for display and playback. In modern televisions, the video signal is decoded and displayed on the screen using technologies such as liquid crystal displays (LCDs), light-emitting diodes (LEDs), or organic light-emitting diodes (OLEDs). Meanwhile, the audio signal is amplified and played through built-in speakers or external audio systems.In addition to these fundamental stages, modern televisions incorporate advanced features and technologiesto enhance the viewing experience. High-definition (HD) and ultra-high-definition (UHD) resolutions provide sharper and more detailed images, while smart TV functionalities enable internet connectivity and access to streaming services.Furthermore, the transition from analog to digital television has revolutionized broadcasting, offering improved picture and sound quality, as well as moreefficient use of bandwidth.In conclusion, the working principle of television encompasses a complex interplay of electronics, signal processing, and display technologies. From signal generation to display, each stage plays a crucial role in delivering the captivating audiovisual content that has become an integral part of our daily lives. As technology continues to evolve, so too will the capabilities and functionalities of television, ensuring its enduring relevance in the digital age.。

语音响应(Voice_Response)

语音响应(Voice_Response)
Voice Response Systems Technology
Jeanette Gerald
Voice response systems (VRS), distinct from Voice recognition systems, have attained a sophistication and modest cost which will inevitably result in Voice output technology has attained increasing integration of VRS in information systems. levels of surprising sophistication and VRS allow computers to communicate in human quality at reasonable costs. Examined in terms (speech), using human interface devices (ears). this article are two methods of generating In addition, long range communication may be efsynthetic speech: phoneme and reconfected by devices in universal existence: specifically structed voice systems. Applications, on telephones. In order to use long range communication both levels, are discussed. Accompanying via VRS, no additional local equipment needs to be the article are a glossary, directory, list purchased other than a touch-tone phone. of sources for further reading, as well as The proliferation of VRS is apparent in day-toan introduction to IOCS, a leader in day living: voice output systems. Supermarket checkout stations vocalize each product name and price as it is charged; Not-in-service and referral telephone number messages are voiced when non-working or sincechanged numbers are dialed; Cars speak to us: "Your door is ajar," "Fasten your seatbelt," "Turn off your lights;" Banking machines voice account balance information and bank transaction acknowledgement messages; Direct sales companies utilize automated dialing equipment voicing sales pitches. There also exist many special-purpose systems, generally not in evidence to the general public, such as: Weather-reporting systems for pilots; Automated scientific measuring systems; Automated warning systems; Order entry verification systems;

人教版英语初一上学期试题与参考答案(2024-2025学年)

人教版英语初一上学期试题与参考答案(2024-2025学年)

2024-2025学年人教版英语初一上学期复习试题与参考答案一、听力部分(本大题有20小题,每小题1分,共20分)1、Listen to the conversation and choose the best answer to complete the sentence.A. The boy is playing soccer with his friends.B. The girl is reading a book in the park.C. They are having a picnic.Answer: BExplanation: The conversation describes a girl reading a book in a park, which matches option B.2、Listen to the dialogue and answer the question.What is the main topic of the dialogue?A. Planning a vacationB. Discussing school projectsC. Reviewing a movieAnswer: AExplanation: The dialogue focuses on discussing plans for a vacation, making option A the correct answer.3、What are the speakers mainly discussing?A) The weather forecast for the next week.B) The importance of wearing a hat in the sun.C) The benefits of staying hydrated.Answer: CExplanation: The speakers mention that staying hydrated is important, especially when it’s hot outside, which indicates that they are discussing the benefits of staying hydrated.4、Listen to the conversation and answer the question.Who is the woman talking to?A) Her teacher.B) Her friend.C) Her brother.Answer: BExplanation: The woman refers to the person she’s talking to as “my friend,” which clearly indicates that the conversation is between her and her friend.5.You hear a conversation between two students, Alice and Bob. Listen carefully and choose the best answer to the following question: Question: What are Alice and Bob mainly talking about?A. Their weekend plansB. The weatherC. Their school subjectsD. The movie they watched last nightAnswer: AExplanation: In the conversation, Alice asks Bob about his plans for the weekend, which indicates that they are mainly talking about their weekend plans.6.Listen to a short dialogue between a teacher and a student, and answer the following question:Question: What is the student’s main problem according to the teacher?A. He is not good at mathB. He is often late for classC. He can’t remember the vocabularyD. He is not paying attention in classAnswer: CExplanation: The teacher mentions that the student is having trouble with the vocabulary, which implies that the student’s main problem is related to memory issues with the vocabulary.7.W: Hi, John! How was your science project last week?M: It was great! We built a model of a solar system.Q: What did John do last week?A: He built a model of a solar system.解析:这是一道事实细节题。

Edge Go用户手册说明书

Edge Go用户手册说明书

Edge Go User Manual1. Safety NotesTo reduce the risk of electrical shocks, fire, and related hazards:Do not remove the screws, cover, or cabinet. There are no user-serviceable parts inside.Refer servicing to qualified service personnel.Do not expose this device to rain, moisture or spillover of liquid of any kind.Should any form of liquid or a foreign object enter the device, do not use it. Do not operate the device again until the foreign object is removed or the liquid has completely dried and its residues fully cleaned up. If in doubt, please consult the manufacturer.Do not handle cables with wet hands!Avoid using the device in a narrow and poorly ventilated place, which could affect its operation or the operation of other closely located components.If anything goes wrong, unplug the device first. Do not attempt to repair the device yourself. Consult authorized service personnel or your dealer.Do not install near any heat sources such as radiators, stoves, or other devices(including amplifiers) that produce heat.Do not use harsh chemicals to clean your unit. Clean only with specialized cleaners for electronics equipment.To completely turn off the device, unplug the cable.Both occasional and continued exposure to high sound pressure levels from headphones and speakers can cause permanent ear damage.The device is designed to operate in a temperate environment, with a correct operating temperature of 0-50 °C, 32-122 °F2. Quick StartCongratulations on purchasing your Antelope Audio Edge Go bus-powered modeling microphone! There are just a couple of steps to go through before you are ready to begin recording.1. Download and install the Edge Go USB Driver and Antelope Audio Launcher for your operating system.2. Place the Edge Go into the shockmount or desktop stand and connect the microphone to your computer using a standard USB C cable (one is provided in the box), or USB C to USB Type-A (male) cable.3. Start the Antelope Audio Launcher. Once it's running, update the device firmware and install the PC/Mac Control Panel for Edge Go. It all happens inside the Launcher.4. Head to the Software tab and install the EdgeDuo package to get the mic emulations and effects (FPGA) for Edge Go. Yes, they are the same as in our coveted Edge Duo large-diaphragm condenser modeling mic.5. Should you wish to use the mic emulations and effects as native plug-ins in your DAW, download and install the PACE iLok License Manager software. Plug in an iLok v2/v3 USB dongle (sold separately) and use the activation codes from the leaflet to download and authorize the plug-ins.Congratulations! You are now ready to turn Edge Go into the heart of your recording setup. Thank you for choosing Antelope Audio.Tip: Use Antelope Launcher for download and installation, iLok License Manager for authorization.Tip: Never used audio software (DAW) before? Plug in a pair of headphones into the 3.5mm jack and explore the presets inside the Control Panel as you talk or play into the microphone. Hear the difference made by the real-time mic emulations and effects. Experiment with stacking effects and adjusting parameters to taste. As long as it sounds good, you are doing it right!Experiencing any difficulties with the initial setup? Head to for a Live Chat session with a Customer Support specialist, or reach out over phone and e-mail. Availability times are as follows:•Support By PhoneUS time: 00:00 a.m. – 08:00 p.m. (CST), Monday – FridayEuropean time: 06:00 a.m. – 02:00 a.m. (GMT), Monday – Friday.US Phone Number (916) 238-1643 / UK Phone Number +44 1925933423•Live ChatUS time: 00:00 a.m. – 02:00 p.m. (CST), Monday – FridayEuropean time: 06:00 a.m. – 08:00 p.m. (GMT), Monday – Friday.If you’re trying to reach us outside working hours, we advise you to file a ticket in our customer support system or leave a voice message.3. The Control Panel and You1. Input Level KnobAdjusts mic gain.Tip: Don’t push the meters into the red. It means you are overdriving the Edge Go’s built-in preamp and clipping occurs, distorting your recording in an audible and unpleasant manner.Tip: For voice recordings, adjust mic gain according to the nominal (regular) level of your speaking or singing voice. If your performance is particularly dynamic (it has big changes in volume), calibrate to the loudest parts, making sure the meters don’t go into the red. This way, you are leaving enough headroom to capture the entirety of your performance without unwanted clipping.2. Input Level MetersA visual representation of your input signal level. As mentioned above, avoid pushing the meters into the red to avoid distortion.Tip: Edge Go is a dual-membrane microphone which records in Stereo by summing the input from both membranes. Hence the two L/R meters.3. Sample Rate SelectorAdjusts the sample rate, starting at 44.1kHz (CD Audio quality) and reaching up to 192kHz. The higher the sample rate, the higher the recording fidelity, at the cost of additional computer processing power.Tip: A good practice is to record at a higher sample rate and export at a lower sample rate. This method is called “downsampling” and results in higher fidelity than if you were to record at a lower sample rate.For a visual example of downsampling in action, watch a YouTube video recorded in 4K resolution and played back at 1080p resolution, then watch a video shot in regular 1080p. The difference in quality tends to be very noticeable, and it’s exactly the same with digital audio.Tip: Another good practice (though not mandatory) is to export at half the sample rate you recorded at. For example, record at 96kHz and export at 48kHz.4. Session RecallSave and load Sessions – think of them as convenient snapshots of the entire Control Panel, including presets, effect settings, gain adjustments, and all other parameters.5. Device SelectorLets you choose among multiple Edge Go microphones connected to your computer.6. Settings ButtonOpens the Settings Panel with the following parameters:1. Buffer size (samples)Adjust the buffer size. The lower it is, the lower latency you will experience at the cost of computer processing power.2. ASIO Control (Windows only)Opens the ASIO driver control panel for tweaking.3. USB Streaming modeChoose the one which suits your computer the best.Back to the Control Panel overview:7. About ButtonProvides device, firmware and software information.8. Minimize ButtonMinimizes the Edge Go Control Panel.9. Close ButtonCloses the Edge Go Control Panel.10. Headphone Output Level MetersA visual representation of your headphone output signal level. Avoid pushing the meters into the red to avoid unpleasant distortion and risking your hearing.11. Headphone Output Level KnobAdjusts headphone output level.Tip: Avoid exposing yourself to loud sounds, especially for long durations. You might damage your hearing.Tip: Take a 15-minute break from monitoring or mixing once every 45 minutes to keep your ears fresh.12. Mixer Hide/Show SwitchExtends the Edge Go Control Panel to include the following parameters:1. Reverb sendsAdjust the amount of reverb sent to each mix bus.2. USB ½ & USB ¾ OutputsControl the amount of system audio (web browser, YouTube, media apps, DAWs) sent to the Edge Go’s headphones output.3. Edge Go OutputAdjust the amount of processed audio from the Edge Go heard through its headphones output. Tip: Mute buttons are available for each mix bus.Tip: You cannot add effects processing to system audio, other than reverb.Tip: Configure your system audio outputs from Audio & MIDI Settings in macOS, or the Windows Control Panel. Edge Go has four outputs which can be assigned to the Left and Right channels in your operating system.14. Effects RackClick to launch the Effects Rack where you can stack audio effects and adjust their parameters to taste. It looks like this when empty:You are given the ability to save and load presets; bypass or delete all effects simultaneously; and stack effects from the categories inside the drop-down menu. All effects can be re-ordered in the virtual rack by dragging and dropping them in place.Tip: Unless you prefer the natural sound of the Edge Go’s built-in preamp, always start your effects chain with a preamp emulation.Tip: Add EQ before compression. This way, you will be compressing the equalized signal. This is not a hard and fast rule, but a reliable starting point.Tip: Manuals for the effects that come with the Edge Go are available in the Customer Support section on the Antelope Audio website.15. Preset SelectorUse presets designed by studio professionals as a starting point towards nailing the type of sound you are after.16. Mic Emulation & Polar Pattern SelectorChoose the active microphone emulation from the drop-down menu. Use the Edge Go model to disable mic modeling. Click the microphone visual to access the polar pattern selector. Use the knob to dial in your preferred polar pattern, which may be Omni, Cardioid, Figure-8 and anything in between.Tip: With Native plug-ins, it is possible to add mic emulations and effects to existing Edge Go recordings in a DAW. For optimum results, said recordings must be Stereo and “dry” - that is, recorded without mic emulations and effects. Simply load the plug-ins on the recorded track and go to town.You now know enough to master the Edge Go. With recording quality and production ease no longer an obstacle, you are free to unleash the slickest-sounding recordings upon the unsuspecting world.We wish you fun and productive times with this brilliant microphone.With compliments,Team Antelope。

英语语言学导论智慧树知到课后章节答案2023年下西安外国语大学

英语语言学导论智慧树知到课后章节答案2023年下西安外国语大学

英语语言学导论智慧树知到课后章节答案2023年下西安外国语大学西安外国语大学第一章测试1.Which feature incorporates the capacity to talk messages that are unrelatedto here and now. ()A:Discreteness;B:Displacement;C:Arbitrariness;D:Generosity.答案:Displacement;ually grammar is divided into the components of().A:convention and sociology;B:phonetics and phonology;C:semantics.D:morphology and syntax;答案:phonetics and phonology;;semantics.;morphology and syntax;3.Although languages are different in many respects, such as sound patterns,vocabulary, word order, there are important grammatical principles andfeatures that hold commonly in all human languages. ( )A:对 B:错答案:对4.What enables us to identify well-formed sentences from non-sentences is ourgood linguistic performance in that language other than linguisticcompetence. ( )A:对 B:错答案:错5.The fact that a parrot can be taught to reproduce some human speech soundsproves that human language is not unique to us. ( )A:对 B:错答案:错第二章测试1.How many morphemes are there in the word “frightening”? ( )A:twoB:oneC:threeD:four答案:three2.Which of the following two-term sets shows the feature of complementarity?( )A:doctor/patientB:hot/coldC:husband /wifeD:single/married答案:single/married3.The word “man” is analyzed as comprising the semantic features of[+human,+adult,+male]. ( )A:错 B:对答案:对4.“-tain” in words like “maintain”, “sustain”, “retain” is a ( ).A:free morphemeB:bound rootC:suffixD:stem答案:bound root5.Tree diagrams are used to represent the linear structure of words. ( )A:对 B:错答案:错第三章测试1.Phrase structure rules allow us to better understand _____________. ( )A:how people produce and recognize possible sentencesB:what constitutes the grammaticality of strings of wordsC:All of the above.D:how words and phrases form sentences.答案:All of the above.2.The sentence structure is ________. ( )A:both linear and hierarchicalB:Only hierarchicalC:complexD:only linear答案:both linear and hierarchical3.The syntactic rules of any language are ____ in number. ( )A:largeB:infiniteC:smallD:finite答案:finite4.In English syntactic analysis, four phrasal categories are commonlyrecognized and discussed, namely, noun phrase, verb phrase, infinitivephrase, and auxiliary phrase. ( )A:错 B:对答案:错5.What is actually internalized in the mind of a native speaker is a complete listof words and phrases rather than grammatical knowledge. ( )A:对 B:错答案:错第四章测试1.Reflected meaning arises in cases of multiple conceptual meanings, when onesense is associated with another sense. ( )A:对 B:错答案:对2.The lexical relationship between “bear” and “bare” is hyponymy. ( )A:错 B:对答案:错3.The sentence It is hot is a one-place predication. ( )A:错 B:对答案:错4.Pragmatics is the study of language meaning. ( )A:对 B:错答案:错5.According to John Searle’s classification of speech acts, “he promises to cometomorrow” is ( ).A:representativeB:declarationC:commissiveD:expressiveE:directive答案:representative第五章测试1.Which one is different from the others according to place of articulation? ( )A:[n]B:[b]C:[m]D:[p]答案:[n]2.Which of the following is NOT a front vowel? ( )A:[i:]B:[e]C:[u:]D:[i]答案:[u:]3.[z] is a voiceless, alveolar fricative consonant while [j] is a palatalapproximant. ( )A:对 B:错答案:错4.[p] is a voiced bilabial stop. ( )A:错 B:对答案:错5.Perceptual phonetics is concerned with the perception of speech sounds. ( )A:错 B:对答案:对第六章测试1.Distinctive features can be found running over a sequence of two or morephonemic segments. The phonemic features that occur above the level of the segments are called ( ).A:semantic featuresB:immediate constituentsC:phonetic componentsD:suprasegmental features答案:suprasegmental features2.How many morphemes are there in the word “discharged”? ( )A:2B:4C:5D:3答案:33.Which of the following statements about allophone is NOT correct? ( )A:Allophones are language specific.B:Allophones distinguish meaning.C:Allophones of the same phoneme are in complementary distribution.D:Allophones are different forms of the same phoneme答案:Allophones distinguish meaning.4. A phoneme in a language is a distinctive sound which is capable ofdistinguishing one word or one shape of a word from another. ( )A:对 B:错答案:对5.Phonology is concerned with how the sounds can be classified into differentcategories. ( )A:错 B:对答案:错第七章测试pared with langue, parole is chaotic and therefore impossible to study. ( )A:对 B:错答案:错2.The common types of language variation are variation. ( )A:stylisticB:regionalC:all of aboveD:social答案:all of above3.William Labov’s New York Department Store study is basically about regionalvariation of language. ( )A:错 B:对答案:错nguage contact could lead to the death of a language. ( )A:对 B:错答案:对5.When speakers from different languages interact with each other, one of thenative languages of the speakers could be used as a lingua franca. ()A:错 B:对答案:错第八章测试1.There are five major stages in the history of English language change. ( )A:对 B:错答案:对2.Who is the editor of Dictionary of the English language? ( )A:BeowulfB:Anglo-SaxonC:ScandinavianD:Samuel Johnson答案:Samuel Johnson3.The lexical change includes: ( )A:the addition of new wordsB:change in lexical categoryC:borrowing or Loan WordsD:loss of words答案:the addition of new words;change in lexical category;borrowing or Loan Words;loss of words4.The word change from “bathe” to “bath” is syntactic change ( )A:对 B:错答案:错5.Changes in a language are changes in the grammars. ()A:对 B:错答案:错第九章测试1.Traditional behaviourists view language as a kind of behaviour and believethat language learning is simply a matter of imitation and habit formation. ( ) A:对 B:错答案:对2.Chomsky proposed that human beings are born with an innate ability knownas _______. ( )A:Language Acquisition Device, or LADB:universal competenceC:universal grammarD:Language Device答案:Language Acquisition Device, or LAD3.Unlike L1 acquisition, which is uniformly successful across children andlanguages, adults vary considerably in their ability to acquire an L2completely. ( )A:对 B:错答案:对4.What are the three interacting factors in determining language transfer insecond language learning? ( )A:A learner’s actual knowledge of the target language.B:A learner’s length of second language learning.C:A learner’s psychology, how a learner organizes his or her native language.D:A learner’s perception of native-target language distance.答案:A learner’s actual knowledge of the target language.;A learner’s psychology, how a learner organizes his or her nativelanguage.;A learner’s perception of native-target language distance.5.The native language influences not only occur as direct linguistic reflexes atphonological, lexical, semantic, syntactical or discoursal levels but alsodirectly reflect underlying organizational principles of languages at thecognitive level. ( )A:错 B:对答案:对第十章测试1.Which area of linguistics studies the cognitive processes of how we use ourlinguistic competence in speech production and comprehension? ( )A:PsycholinguisticsB:PragmaticsC:MorphologyD:Semantics答案:Psycholinguistics2.In psycholinguistic experiments which of the following is frequently used asan important measurement of how quick a person responds to linguisticsignals. ( )A:Response time (RT)B:primingC:matchingD:ambiguity答案:Response time (RT)3. A central problem of speech perception is to explain how listeners carve upthe continuous speech signal into meaningful unit. This is referred to as thesegmentation problem. ( )A:对 B:错答案:对4.In Top-down processing listeners move step-by-step from the incomingsignal, to phonemes, morphemes, words and phrases and ultimately tosemantic interpretation. ( )A:对 B:错答案:错5. A listener will respond faster at making lexical decision on related wordssuch as doctor and nurse than if he just heard unrelated word such as doctor and flower. This is possibly because words in the first pair are semanticallyrelated. ( )A:对 B:错答案:对第十一章测试1.Many people use the search features of the Internet to find information.Typically, one enters a keyword, or perhaps several, and magically thecomputer returns the location of Web sites that contain information relating to that key-word. This process is an example of ( ).A:information disclosureB:information retrievalC:information processingD:information identification答案:information retrieval2.Many crimes involve anonymous recorded messages in which it is importantto identify the speaker. ______ is the use of computers to assist in such a task, as opposed to ear witnessing, which relies on the judgment of humanlisteners. ( ).A:Speaker processingB:Speaker witnessingC:Speaker retrievalD:Speaker identification答案:Speaker identification3.The field of computational lexicography is concerned not only with themaking of standard dictionaries but also with the building of electronicdictionaries specifically designed for computational linguists. ( )A:错 B:对答案:对4.Speech synthesis is a two-step process in which a text-to-speech programfirst converts text to phones or other basic units such as words or syllables. ( ) A:对 B:错答案:对5.The computational linguistics of speech understanding and speechgeneration has the subfields of computational phonetics and phonology,computational morphology, computational syntax, computational semantics, and computational pragmatics. ( )A:对 B:错答案:对第十二章测试1.The history of writing includes____. ( )A:pictograms and ideogramsB:Cuneiform WritingC:from hieroglyphics to the Alphabet writingD:the Rebus principle答案:pictograms and ideograms;Cuneiform Writing;from hieroglyphics to the Alphabet writing;the Rebus principle2.ʘrepresents the sound “___” ( )A:sonB:sunC:doulbeD:circle答案:sun3.The current English is a kind of picture system. ( )A:错 B:对答案:错4.The Phoenician living in the area from hieroglyphics to the Alphabet writing.( )A:对 B:错答案:对5.“cat cats cat’s cats’”have four morphemes. ( )A:对 B:错答案:错第十三章测试1.The Prague School is a school of linguistic thought and analysis established inPrague in the 1920s by Mathesius. ()A:错 B:对答案:对2.The major linguistic schools include ( )A:The StructuralismB:The cognitivismC:The FunctionalismD:The Formalism答案:The Structuralism;The cognitivism;The Functionalism;The Formalism3.The major scholars mentioned in American Structuralism are ( )A:Leonard BloomfieldB:TrubetzkoyC:Franz BoasD:Edward Sapir答案:Leonard Bloomfield;Franz Boas;Edward Sapir4.The famous linguistic work Metaphors We live By is composed by RonaldLangacker。

2023年大学英语六级真题卷听力原文答案详解

2023年大学英语六级真题卷听力原文答案详解

2023年6月大学英语六级真题Part Ⅰ Writing (30 minutes)Directions: For this part, you are allowed 30 minutes to write a short essay entitled The Certificate Craze.You should write at least 150 words following the outline given below.1. 目前许多人热衷于各类证书考试2. 其目旳各不相似3. 在我看来……The Certificate Craze注意: 此部分试题在答题卡1上。

Part II Reading Comprehension (Skimming and Scanning) (15 minutes) Directions: In this part, you will have 15 minutes to go over the passage quickly and answer the questions on Answer Sheet 1.For questions 1-7, choose the best answer from the four choices marked A), B), C) and D).For questions 8-10, complete the sen tences with the information given in the passage.Minority ReportAmerican universities are accepting more minorities than ever.Graduating them is another matter.Barry Mills, the president of Bowdoin College, was justifiably proud of Bowdoin's efforts torecruit minority students.Since 2023 the small, elite liberal arts school in Brunswick, Maine, has boosted the proportion of so-called under-represented minority students in entering freshman classes from 8% to 13%."It is our responsibility to reach out and attract students to come to our kinds of places," he told a NEWSWEEK reporter.But Bowdoin has not done quite as well when it comes to actually graduating minorities.While 9 out of 10 white students routinely get their diplomas within six years, only 7 out of 10 black students made it to graduation day in several recent classes."If you look at who enters college, it now looks like America," says Hilary Pennington, director of postsecondary programs for the Bill & Melinda Gates Foundation, which has closely studied enrollment patterns in higher education."But if you look at who walks across the stage for a diploma, it's still largely the white, upper-income population."The United States once had the highest graduation rate of any nation.Now it stands 10th.For the first time in American history, there is the risk that the rising generation will be less well educated than the previous one.The graduation rate among 25- to 34-year-olds is no better than the rate for the 55- to 64-year-olds who were going to college more than 30 years ago.Studies show that more and more poor and non-white students want to graduate from college –but their graduation rates fall far short of their dreams.The graduation rates for blacks, Latinos, and Native Americans lag far behind the graduation rates for whites and Asians.As the minority population grows in the United States, low college graduation rates become a threat to national prosperity.The problem is pronounced at public universities.In 2023 the University of Wisconsin-Madison –one of the top five or so prestigious public universities –graduated 81% of its white students within six years, but only 56% of its blacks.At less-selective state schools, the numbers get worse.During the same time frame, the University of Northern Iowa graduated 67% of its white students, but only 39% of its munity colleges have low graduation rates generally –but rock-bottom rates for minorities.A recent review of California community colleges found that while a third of the Asian students picked up their degrees, only 15% of African-Americans did so as well.Private colleges and universities generally do better, partly because they offer smaller classes and more personal attention.But when it comes to a significant graduation gap, Bowdoin has company.Nearby Colby College logged an 18-point difference between white and black graduates in 2023 and 25 points in 2023.Middlebury College in Vermont, another top school, had a 19-point gap in 2023 and a 22-point gap in 2023.The most selective private schools –Harvard, Yale, and Princeton –show almost no gap between black and white graduation rates.But that may have more to do with their ability to select the best students.According to data gathered by Harvard Law School professor Lani Guinier, the most selective schools are more likely to choose blacks who have at least one immigrant parent from Africa or the Caribbean than black students who are descendants of American slaves."Higher education has been able to duck this issue for years, particularly the more selective schools, by saying the responsibility is on the individual student," says Pennington of the GatesFoundation."If they fail, it's their fault." Some critics blame affirmative action –students admitted with lower test scores and grades from shaky high schools often struggle at elite schools.But a bigger problem may be that poor high schools often send their students to colleges for which they are "undermatched": they could get into more elite, richer schools, but instead go to community colleges and low-rated state schools that lack the resources to help them.Some schools out for profit cynically increase tuitions and count on student loans and federal aid to foot the bill –knowing full well that the students won't make it."The school keeps the money, but the kid leaves with loads of debt and no degree and no ability to get a better job.Colleges are not holding up their end," says Amy Wilkins of the Education Trust.A college education is getting ever more expensive.Since 1982 tuitions have been rising at roughly twice the rate of inflation.In 2023 the net cost of attending a four-year public university –after financial aid –equaled 28% of median (中间旳)family income, while a four-year private university cost 76% of median family income.More and more scholarships are based on merit, not need.Poorer students are not always the best-informed consumers.Often they wind up deeply in debt or simply unable to pay after a year or two and must drop out.There once was a time when universities took pride in their dropout rates.Professors would begin the year by saying, "Look to the right and look to the left.One of you is not going to be here by the end of the year." But such a Darwinian spirit is beginning to give way as at least a few colleges face up to the graduation gap.At the University of Wisconsin-Madison, the gap has been roughly halved over the last three years.The university has poured resources into peercounseling to help students from inner-city schools adjust to the rigor (严格规定)and faster pace of a university classroom –and also to help minority students overcome the stereotype that they are less qualified.Wisconsin has a "laserlike focus" on building up student skills in the first three months, according to vice provost (教务长)Damon Williams.State and federal governments could sharpen that focus everywhere by broadly publishing minority graduation rates.For years private colleges such as Princeton and MIT have had success bringing minorities onto campus in the summer before freshman year to give them some prepara tory courses.The newer trend is to start recruiting poor and non-white students as early as the seventh grade, using innovative tools to identify kids with sophisticated verbal skills.Such pro grams can be expensive, of course, but cheap compared with the millions already invested in scholarships and grants for kids who have little chance to graduate without special support.With effort and money, the graduation gap can be closed.Washington and Lee is a small, selective school in Lexington, Va.Its student body is less than 5% black and less than 2% Latino.While the school usually graduated about 90% of its whites, the graduation rate of its blacks and Latinos had dipped to 63% by 2023."We went through a dramatic shift," says Dawn Watkins, the vice president for student affairs.The school aggressively pushed mentoring (辅导) of minorities by other students and "partnering" with parents at a special pre-enrollment session.The school had its first-ever black st spring the school graduated the same proportion of minorities as it did whites.If the United States wants to keep up in the globaleconomic race, it will have to pay systematic attention to graduating minorities, not just enrolling them.注意: 此部分试题请在答题卡1上作答。

演讲英语试题及答案

演讲英语试题及答案

演讲英语试题及答案一、选择题(每题2分,共20分)1. Which of the following is NOT a common topic for an English speech?A. EducationB. TechnologyC. CookingD. Environment2. What is the main purpose of an introduction in a speech?A. To summarize the main pointsB. To provide background informationC. To state the main argumentD. To grab the audience's attention3. The conclusion of a speech should:A. Introduce new informationB. Restate the main pointsC. Delay the endingD. Leave the audience in suspense4. Which of the following is an effective way to persuade an audience?A. Using complex vocabularyB. Sharing personal anecdotesC. Ignoring the audience's perspectiveD. Reading the speech word for word5. What is the role of body language in a speech?A. To distract the audienceB. To convey confidenceC. To hide nervousnessD. To show disinterest6. Which of the following is a sign of a well-prepared speaker?A. Relying on notes throughout the speechB. Speaking too quicklyC. Maintaining eye contact with the audienceD. Avoiding audience interaction7. The tone of a speech should be:A. Always seriousB. Always humorousC. Appropriate to the topic and audienceD. Inconsistent8. What is the best way to handle a question from the audience that you cannot answer?A. Ignore the questionB. Make up an answerC. Admit you don't know and offer to find outD. Change the subject9. Which of the following is NOT a technique to engage the audience?A. Asking rhetorical questionsB. Using multimedia presentationsC. Monotonous voiceD. Telling stories10. The best way to end a speech is to:A. End abruptlyB. Repeat the introductionC. Leave a lasting impressionD. Prolong the ending二、填空题(每题2分,共10分)1. The three main parts of a speech are the introduction, the ________, and the conclusion.2. A good speech should have a clear ________ that the audience can easily follow.3. When using humor in a speech, it is important to ensure it is ________ and appropriate for the audience.4. Visual aids can help to ________ the audience's attention and make complex information easier to understand.5. It is important for a speaker to practice their speech to ensure ________ and smooth delivery.三、简答题(每题5分,共10分)1. What are some common techniques used to overcome stage fright?2. Describe the importance of audience analysis in speech preparation.四、论述题(每题15分,共30分)1. Discuss the role of voice modulation in effective public speaking.2. Explain how storytelling can be used to enhance the persuasiveness of a speech.五、模拟演讲题(20分)Imagine you are giving a speech on the importance of lifelong learning. Write a brief outline of your speech, including the introduction, main points, and conclusion.参考答案:一、选择题1-5: C, D, B, B, B6-10: C, C, C, C, C二、填空题1. Body2. Structure3. Relevant4. Capture5. Fluency三、简答题1. Techniques to overcome stage fright include deep breathing exercises, visualization of success, practicing in front of a mirror, and engaging with the audience through questions or stories.2. Audience analysis is crucial in speech preparation as it helps the speaker tailor their message, tone, and content to meet the needs and interests of the audience, thereby increasing the speech's effectiveness.四、论述题1. Voice modulation is essential in effective public speakingas it helps to convey emotions, emphasize key points, and maintain the audience's interest. A speaker who varies their pitch, volume, and speed can keep the audience engaged and better communicate the nuances of their message.2. Storytelling enhances the persuasiveness of a speech by creating a connection with the audience, making abstract ideas more relatable, and evoking emotions that can influence the audience's attitudes and beliefs. A well-crafted story can serve as a powerful tool to illustrate a point and leave a lasting impression.五、模拟演讲题Introduction:- Attention grabber: A quote or a rhetorical question about the value of knowledge.- Thesis statement: Lifelong learning is essential for personal growth and societal advancement.Main Points:- The benefits of lifelong learning for individuals,。

朔尔特 签名系列 唤起塔 扬声器安装说明书

朔尔特 签名系列 唤起塔 扬声器安装说明书

®Signature Series Wake TowerSpeakers Installation InstructionsImportant Safety Informationproduct box for product warnings and other importantinformation.Disconnect the vehicle's or vessel's power supply beforebeginning to install this device.may cause permanent hearing loss. The volume is typically too loud if you cannot hear people speaking around you. Limit the amount of time you listen at high volume. If you experience ringing in your ears or muffled speech, stop listening and have your hearing checked.To avoid possible personal injury, always wear safety goggles, ear protection, and a dust mask when drilling, cutting, or sanding.NOTICEWhen drilling or cutting, always check what is on the opposite side of the surface to avoid damaging the vessel.It is strongly recommended that you have your audio system installed by a professional installer to ensure optimum performance.You must read all installation instructions before beginning the installation. If you experience difficulty during the installation, go to for product support. Materials and Tools Needed•16 AWG (1.31 mm2) or 12 AWG (3.31 mm2) wire (speakers) (Speaker Wire Gauge Guide, page 1)•20 AWG (0.5 mm2) wire (LEDs)• 3 A in-line fuse (LEDs)•Speaker mounting bracket (sold separately)1•Drill and 12 mm (1/2 in.) drill bit•Wire strippers•Solder and dual-wall heat-shrink tubing for wire connections NOTE: For customized installations, additional tools and materials may be needed.Mounting the SpeakersYou must purchase mounting brackets for the FUSION Wake Tower speakers separately. Each type of mounting bracket contains specific installation instructions.1If necessary, mark the locations on the wake tower or the deck where you plan to mount the speakers.2If necessary, drill a 12 mm (1/2 in.) cable pass-through hole in the wake tower or deck.1 Various brackets are available for mounting these speakers on a wake tower bar or on a deck. See your FUSION dealer for more information.3Route the speaker and LED power wires (not included) to the mounting locations.4Using the installation instructions provided with the mounting bracket, connect the bracket to the speakers and to the wake tower or the deck.5Connect the speaker wires (Speaker Wiring, page 1).6If necessary, connect the LED power wires (LED Wiring, page 1).7If speakers were installed at an angle, rotate the front of the speaker and the endcap so the FUSION logo appears level (Adjusting the Angle of the FUSION Logos, page 2). Speaker WiringWhen connecting the speakers to your stereo, observe these considerations.•Speaker wire is not included with the speakers. You should use the recommended speaker wire to connect the speakers to the stereo or amplifier (Speaker Wire Gauge Guide,page 1).•You should make all wiring connections using solder and heat-shrink tubing (not included). You should not use crimp connectors because of the small hole needed to route thespeaker and RGB wires.•You can use this table to identify the polarity of the leads on the speaker.Speaker Wire Gauge GuideYou should use 16 AWG (1.31 mm2) speaker wire for most installations. You can use this table to determine if you need to use a larger gauge of wire. This table accounts for terminal connection resistance.NOTE: If you are using aluminum or tinned wire, you should use a wire two gauges larger than the gauge listed below to compensate for a potential voltage drop due to the wire material.4 Ohm Load (1 Speaker)2 Ohm Load (2 Speakers in Parallel)LED WiringIt is recommended to install a FUSION CRGBW Wireless Remote Control with these speakers to turn the LEDs on and off, change the colors, and create lighting effects. See your FUSION dealer or for more information.2 Fusion speaker cable is sold in various lengths. See your FUSION dealer for more information.You should follow the instructions provided with the remote control to connect the LED wires from the speakers to the remote control receiver module and to connect the receiver module to power.If you choose not to install the remote control, you can set the static color of the LEDs by connecting the colored LED wires directly to the power source (Connecting the LED Wires,page 2).Connecting the LED WiresIf you do not install the recommended remote control, you can set the static color of the LEDs by connecting the colored LED wires to the negative (-) terminal of a 12 Vdc power source. You can splice the negative (-) wire to multiple LED wires to customize the LED color and tone. You must connect the black LED wire to the positive (+) terminal of the same power source to complete the circuit.You should make all wiring connections using solder and heat-shrink tubing (not included).You should use 20 AWG (0.5 mm2) or thicker wire to connect the LEDs to the battery.You must connect the positive (+) wire for all of the speaker LEDs to a 3 A fuse near the power-source. You should also connect the positive (+) power wire to the power source through an isolator switch or circuit breaker to turn the LEDs on and off. You can use the same isolator or circuit breaker controlling the power supply to your stereo, which allows you to turn the LEDs and the stereo on and off at the same time.1Connect the black wire on the LED cable to the positive (+) terminal of the power source .To avoid damage to the speakers or the vessel, you mustconnect this wire through a 3 A fuse near the power source. 2Connect the negative (-) wire from the same power source to one or more colored wires on the LED cable according to the preferred LED color.You must insulate any unused LED wires to avoid causing a short circuit.NOTE: You can connect the cool white or warm white wire to change the tone of any LED color combination.Adjusting the Angle of the FUSION LogosYou should secure the speaker to the wake tower or the deck before adjusting the angle of the FUSION logos.If you installed the speaker at an angle, you can rotate the front and the endcap so the FUSION logos appear level.1Remove the six #2 Phillips screws holding the front of the speaker to the can.2Rotate the front of the speaker until the FUSION logo appears level.You can rotate the front of the speaker in 30-degreeincrements.3Secure the front of the speaker to the can using the screws you removed in step 1.4Rotate the endcap on the back of the can by hand until the FUSION logo appears level.5Repeat this procedure for other speakers on the boat, as needed.Speaker InformationTrue-Marine™ ProductsTrue-Marine products are subjected to rigorous environmental testing under harsh marine conditions to surpass industry guidelines for marine products.Any product that bears the True-Marine stamp of assurance has been designed for simplicity of use and combines advanced marine technologies to deliver an industry leading entertainment experience. All True-Marine products are supported by the FUSION 3-year worldwide limited consumer warranty. Registering Your SpeakersHelp us better support you by completing our online registration today.•Go to .•Keep the original sales receipt, or a photocopy, in a safe place.Cleaning the SpeakersNOTE: When mounted correctly, these speakers are rated IP65 for dust and water ingress protection under normal conditions. They are not designed to withstand high pressure water spray, which may occur when you wash down your vessel. Failure to carefully spray-clean the vessel may damage the product and void the warranty.Do not use harsh or solvent-based cleaners on the speakers. Using such cleaners may damage the product and void the warranty.1Clean all salt water and salt residue from the speaker with a damp cloth soaked in fresh water.2Use a mild detergent to remove a heavy buildup of salt or stains.TroubleshootingBefore you contact your FUSION dealer or service center, you should perform a few simple troubleshooting steps to help diagnose the problem.If the FUSION speaker has been installed by a professional installation company, you should contact the company so the technicians can assess the problem and advise you about possible solutions.There is no sound coming from the speakers•Verify that all connections from the source device and/or the amplifier are connected correctly to the speaker terminals. The system lacks bass or high frequencies•Verify that the correct wire polarity is observed between the source and speakers.The wires should be connected positive to positive andnegative to negative.•Verify that the speakers are attached firmly to the mounting surface.The audio is distorted•Verify that the source volume is not too loud for the speaker, and reduce the volume if necessary.•Verify that the panels surrounding the speaker on the vessel are not rattling.•Verify that the source device and/or the amplifier are connected to the speaker terminals correctly.•If the speaker is connected to an amplifier, verify that the input level of the amplifier is matched to the output level of the stereo. For more information, see the manual for theamplifier.The LED lights will not turn on•Verify that all wiring connections are correct and tight. Specifications6.5" SpeakersMax. power (Watts)230 WRMS power (Watts)75 W Sensitivity (1 W/1 m)90 dB Frequency response70 Hz to 22 kHz Recommended amplifier power (RMS, playing music)From 30 to 90 W Nominal voice coil diameter30 mm Compass-safe distance310 cm (122 in.)7.7" SpeakersMax. power (Watts)280 WRMS power (Watts)100 W Sensitivity (1 W/1 m)91 dB Frequency response60 Hz to 22 kHz Recommended amplifier power (RMS, playingmusic)From 25 to 120 WNominal voice coil diameter35 mm Compass-safe distance358 cm (141 in.)8.8" SpeakersMax. power (Watts)330 WRMS power (Watts)130 W Sensitivity (1 W/1 m)91 dB Frequency response50 Hz to 20 kHz Recommended amplifier power (RMS, playingmusic)From 25 to 140 WNominal voice coil diameter38 mm Compass-safe distance412 cm (162 in.) All modelsImpedance 4 ohmsLED Supply Voltage (Sports ModelSpeakers only)From 10.8 to 16 VdcLED Load Current at 14.4 Vdc(Sports Model Speakers only)300 mAOperating temperature range From 0 to 50°C (from 32 to 122°F) Storage temperature range From -20 to 70°C (from -4 to158°F)Cone material CURV cone with rubber surround Tweeter type Silk domeWater and dust rating IEC 60529 IP6511 Protected against dust and water ingress.Dimensions6.5" Speakers7.7" Speakers8.8" Speakers© 2020 Garmin Ltd. or its subsidiariesGarmin, the Garmin logo, FUSION, and the Fusion logo, are trademarks of Garmin Ltd. or its subsidiaries, registered in the USA and other countries. These trademarks may not be used without the express permission of Garmin.。

如何提高配音实力英语作文

如何提高配音实力英语作文

如何提高配音实力英语作文Improving one's voice-over skills in English requires dedication, practice, and a willingness to learn. Here are some effective strategies to enhance your proficiency in voice acting:1. Study Pronunciation and Diction: Pay close attention to how native English speakers pronounce words and phrases. Listen to various accents and dialects to familiarize yourself with different speech patterns. Practice enunciating clearly and accurately.2. Expand Vocabulary: Building a strong vocabulary will not only enrich your speech but also provide you with a wider range of words to use in your voice-over work. Read extensively in English, including literature, news articles, and scripts relevant to your field.3. Work on Intonation and Emphasis: Voice actingrequires conveying emotions and nuances through your voice.Practice modulating your tone, pitch, and volume to match the mood and context of the script. Pay attention to where to place emphasis in sentences to convey meaning effectively.4. Acting Skills: Voice acting is not just about speaking; it's about acting with your voice. Study acting techniques such as character development, improvisation, and emotional expression. Practice conveying different emotions convincingly through your voice alone.5. Record and Analyze Your Performances: Record yourself while practicing voice acting and listen back critically. Take note of areas where you excel and areas where you need improvement. Analyze your delivery, pronunciation, and emotional resonance.6. Seek Feedback: Share your recordings with trusted friends, mentors, or fellow voice actors for constructive feedback. Be open to criticism and use it to refine your skills. Join online voice acting communities or forums where you can receive feedback from a wider audience.7. Take Acting Classes or Workshops: Enroll in acting classes or workshops specifically geared towards voice acting. These classes can provide valuable instruction, feedback, and networking opportunities to help you grow as a voice actor.8. Practice Regularly: Consistent practice is essential for improvement. Set aside dedicated time each day to practice voice acting exercises, work on scripts, or engage in vocal warm-ups. The more you practice, the more natural and confident your performances will become.9. Stay Updated and Versatile: Keep abreast of industry trends, new techniques, and emerging technologies in voice acting. Be open to trying new genres, styles, and formats to expand your repertoire and adapt to changing demands in the industry.10. Patience and Persistence: Developing proficiency in voice acting takes time and perseverance. Stay committed to your practice regimen, remain patient with yourself, andcelebrate your progress along the way.By incorporating these strategies into your practice routine and maintaining a growth mindset, you can steadily improve your voice-over skills in English and become a more versatile and compelling voice actor.。

变声英语知识点总结

变声英语知识点总结

变声英语知识点总结Voice in English grammar refers to the form of the verb that shows whether the subject of the sentence performs the action (active voice) or receives the action (passive voice). Understanding voice change in English is an important aspect of mastering the language structure. In this article, we will discuss the rules and usage of active and passive voice, and provide examples to help you grasp this concept more effectively.Active VoiceActive voice is used when the subject of the sentence performs the action. It is the most common voice in English and is generally more direct and concise compared to passive voice. The basic structure of an active voice sentence is subject + verb + object.Example:- The dog (subject) chased (verb) the cat (object).In this example, the dog is the one performing the action of chasing the cat.Passive VoicePassive voice is used when the subject of the sentence receives the action. The basic structure of a passive voice sentence is object + be + verb (past participle) + by + subject. Example:- The cat (object) was chased (verb) by the dog (subject).In this example, the cat is the one receiving the action of being chased by the dog.Rules for Changing Voice1. Change in Subject and Object- In active voice, the subject is the doer of the action, while the object is the receiver of the action. In passive voice, the object becomes the subject, and the subject becomes an optional agent following the preposition "by".Example:- Active: The chef (subject) prepares (verb) the meal (object).- Passive: The meal (subject) is prepared (verb) by the chef (agent).2. The Form of the Verb- In active voice, the verb is in the base form (prepare, cook, eat, etc.). In passive voice, the verb is in the past participle form (prepared, cooked, eaten, etc.), preceded by the appropriate form of the auxiliary verb "be".Example:- Active: The students (subject) write (verb) the essay (object).- Passive: The essay (subject) is written (verb) by the students.3. The Use of "By" for the Agent- When the agent (the doer of the action) is mentioned in passive voice, it is preceded by the preposition "by".Example:- Active: The company (subject) launched (verb) a new product (object).- Passive: A new product (subject) was launched (verb) by the company (agent).4. Retaining or Omitting the Agent- The agent (doer of the action) in passive voice is not always necessary. It can be omitted if it is not relevant or if the focus is on the action rather than the doer.Example:- Passive with agent: The book (subject) was written (verb) by the author (agent).- Passive without agent: The book (subject) was written (verb) in the 19th century.Using Active and Passive Voice1. Active Voice- Active voice is generally preferred for its directness and clarity. It is commonly used in both spoken and written English, especially in formal and informal communication. Example:- Shakespeare (subject) wrote (verb) many famous plays and sonnets (object).2. Passive Voice- Passive voice is used to emphasize the receiver of the action, to focus on the action rather than the doer, or to introduce new information without mentioning the doer of the action. Example:- Many famous plays and sonnets (subject) were written (verb) by Shakespeare (agent). Common Mistakes in Voice Change1. Confusing the Subject and Object- It is important to correctly identify the subject and object in the active voice before changing the sentence to passive voice. Confusing the subject and object can result in incorrect voice change.Incorrect Example:- Active: I (subject) was given (verb) the book (object) by my friend.- Passive: The book (subject) was given (verb) by my friend to me (agent).Correct Example:- Active: My friend (subject) gave (verb) me (object) the book.- Passive: The book (subject) was given (verb) to me by my friend (agent).2. Omitting the Agent in Passive Voice- While it is not always necessary to mention the agent (doer of the action) in passive voice, omitting the agent when it is relevant can result in incomplete or unclear sentences. Incorrect Example:- Active: The cake (subject) was baked (verb) in the kitchen (agent).- Passive: The cake (subject) was baked (verb).Correct Example:- Active: John (subject) baked (verb) the cake (object) in the kitchen.- Passive: The cake (subject) was baked (verb) by John (agent) in the kitchen.3. Using Passive Voice Unnecessarily- Passive voice should be used when the focus is on the receiver of the action or when the doer of the action is unknown or not relevant. Using passive voice unnecessarily can lead to wordy and less direct sentences.Incorrect Example:- Passive: The report (subject) will be written (verb) by the team (agent) next week. Correct Example:- Active: The team (subject) will write (verb) the report (object) next week.ConclusionUnderstanding voice change in English is essential for effective communication and writing. Both active and passive voice have their own uses and can be used according to the context and emphasis in a sentence. By mastering the rules and usage of active and passive voice, you can improve the clarity and effectiveness of your English communication. Practice and familiarity with different examples will also help you become more proficient in using both voices accurately and appropriately in various contexts.。

相关主题
  1. 1、下载文档前请自行甄别文档内容的完整性,平台不提供额外的编辑、内容补充、找答案等附加服务。
  2. 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
  3. 3、如文档侵犯您的权益,请联系客服反馈,我们会尽快为您处理(人工客服工作时间:9:00-18:30)。

Modeling Overloaded Voice overInternet Protocol SystemsMartin J. Fischer, Ph.D.Denise M. Bevilacqua Masi, Ph.D. Since September 11, many telecommunications systems have seen the need to deal with overloading during high traffic conditions. As the use of Voice over Internet Protocol (VoIP) increases, an important question needs to be answered—“Can the voice packets be delivered in a timely fashion when there has been a signifi-cant increase in traffic?” In this paper, we considered the problem of modeling VoIP systems in an over-loaded condition. We looked at the problem from a simulation and analytic point of view. We presented analytic models for the packet latency, jitter, and loss probability for two prevalent disciplines being used for VoIP today: First Come First Served and Priority Queueing. A third queueing discipline, Weighted Fair Queueing, is also discussed. In addition, we investigated how simulation languages like GPSS/H compared with respect to runtime with simulation models developed using Microsoft Visual Basic for Applications and if their runtimes are acceptable for practical use.BackgroundThe events of September 11 have signaled the poten-tial for telecommunications systems to see significant periodic increases in traffic loading for extended peri-ods of time. As the use of Voice over Internet Proto-col (VoIP) increases, a question needs to be ad-dressed—“What effect would the increases in traffic have on the performance of VoIP systems?” There can be up to a 400 percent increase in the normal traf-fic load a network experiences during a crisis like Sep-tember 11. [1] This increase can have a significant impact on the National Security/Emergency Prepared-ness (NS/EP) community and their ability to commu-nicate during this highly critical time.This paper has grown out of our modeling and simulation support to the National Communications System (NCS). The mission of NCS includes assisting the president, National Security Council, Office of Science and Technology Policy, and the Office of Management and Budget in the coordination of the planning for and provision of NS/EP communications for the federal government under all circumstances, including crisis or emergency, attack, recovery, and reconstitution. In support of its mission, NCS runs several emergency telecommunications priority ser-vice programs for federal government users, including the Government Emergency Telecommunications Ser-vice (GETS) and the Wireless Priority Service (WPS). However, industry is moving from circuit switched to IP technology for all telecommunications applications including voice, and NCS is initiating a new program called the Next Generation Priority Service (NGPS). This NCS program will investigate the need to evolve toward IP capability to ensure continuity of priority traffic during emergencies. As part of that investiga-tion, we are conducting various modeling and simula-tion activities to support the NGPS. The results pre-sented in this paper are just one step in gaining a better understanding of the modeling of such systems.In this paper, we examine the availability of mod-els, both simulation and analytic, to address the performance of VoIP systems under heavily loaded conditions. Simulation models are investigated with respect to runtimes, and whether or not home grown models need to be developed instead of using com-mercial off-the-shelf (COTS) products. Analytic mod-els are investigated with respect to availability and accuracy when approximations are used.The three main performance measures for voice and data are packet latency, jitter, and loss. At the Applied Telecommunications Symposium in 2005, [2] we discussed the available analytic results for the three major queueing disciplines in use today:First Come First Served (FCFS)Priority Queueing (PQ)Weighted Fair Queueing (WFQ)Also discussed at the symposium were the appropriate statistical distributions that could be used to model the voice and data packet arrival process as well as their packet sizes. These distributions are the ones used in this paper.In an earlier paper submission, [3] we concen-trated on the situation where the total load (voice plus data) was less than one and the buffer sizes were large.In this paper, we consider the case where the buffer sizes are finite and the total load is greater than one. We present analytic results for the three performance measures and two major queueing disciplines, FCFS and PQ. Some of these results are exact and some are approximate. The approximations are compared with simulation results and those are presented here. The analytic algorithms are presented next; and then we present our numerical investigations from these ana-lytics. A final analysis on packet arrival distributions is given later, and then concluding remarks are pre-sented.FCFS, PQ, and WFQ Disciplines AnalyticsLet the voice and data packet arrival be independent Poisson processes with rates λv and λd ; a later section in this paper and information from our 2005 sympo-sium [2] discusses the validity of this assumption. We assume the data packet size distribution is D 3 and given as in Table 1. (See reference [3] for discussion as to how this distribution was generated.) Based on the codec that is used, the voice packet size, D, will be fixed. Let S d and S v be the random variables repre-senting the length of time to transmit a data or voice packet. It will be a function of the packet size and line speed.The data load is }{d S E d d λρ= and similarlythe voice load is }{v S E v v λρ=. We are considering a queueing system with two classes of customers, where the arrival processes for each class are independent Poisson processes and the data packet service time is D 3 and the voice D. In what follows, we concentrate on the situation where the total load, d v ρρρ+=, isgreater or equal to 1. The case of ρ < 1 was consid-ered in another paper. [3] For the overload case, we must have finite buffers for both types of traffic. The three measures of per-formance for both voice and data which are most im-portant are latency, (E{W v } and E{W d }), jitter (Jit{W v } and Jit{W d }), and loss probability (PL v and PL d ).Internet ProtocolPacket Size (bits)Percentage 320 604,600 1612,000 24Table 1. Data Size Packet DistributionFCFS DisciplineUnder the FCFS discipline, there is one buffer for both types of traffic; denoted by its size as K. Packets are placed in the queue in the order of arrival and served in the same order. Since the sum of Poisson processes is Poisson, the queueing system is an M/D 3+D/1/K+1 system where the arrival rate is d v λλλ+=. (The shorthand M/D 3+D/1/K+1 uses Kendall’s notation for describing queueing processes. [4] It represents a queue with Poisson arrivals, discrete service times, a single server, and a buffer size of K.) Let p i , i = 1, 2, 3, 4 be the probability of an i size packet. Without loss of generality, we have data packets with p i = pc i d λ/ λ for i = 1, 2, 3, where pc i is given in Table 1. The voice packets are denoted by I = 4 and p 4 = v λ/λ.Let q j be the probability an arrival sees j packets in the system. For the M/D 3+D/1/K+1 queue, we have for j = 1, 2, … K [5]∑=−+−=ji i j a i q j a q j q 110λλ (1)and for j=K+1∑−=−−=+11)1(01K k i q q K q ρρ. (2)The quantity q 0 is found from the fact that .110=∑+=K j j qThe factor a j is given bydt j j t t e t B j a ∫∞−−=0!)())(1(λλ (3)where B(t) is the service time probability distribution and (1-B(t)) = 1 for t < S 1, (1-B(t)) = 1-p 1 for S 1 < t < S 2, (1-B(t)) = (1-p 1-p 2) for S 2 < t < S 3, (1-B(t)) = 1- p 1-p 2-p 3 for S 3 < t < S 3 and (1-B(t)) = 0 for t > S4. HereS i is the length of time it takes to transmit an i th -sized packet. An important point is that equations (1), (2), and (3) also hold for the case where ρ <1. Once the q j are found the expected number ofpackets in the buffer as seen by an arrival, E{Q q }, isgiven by ∑+=−=11)1(}{K j j q j q Q E . The probability apacket is rejected is given by PB v = PB d = q K+1. IfE{W q } is the expected length of time a packet spendsin the buffer, then by Little’s formula we have))1(1(}{}{+−=K q q Q E q W E λ. (4)The voice and data packets spend the same length of time in the buffer and so the respective time in the system is E{W v } = E{W q } +E{S v } and E{W d } = E{W q } +E{S d } for voice and data.The final quantity of interest, jitter, is equal to the standard deviation of the system delay for voice and data. It is the square root of the variance of the system delay, which is the sum of the variance of the bufferwaiting time plus the variance of the service time. The variance of the buffer waiting time is the same for both voice and data and can be approximated as fol-lows.Let Var{W q } be the buffer waiting time variance, we have:2}{}{}{}{}{S E Q Var S Var Q E q W Var +=(5)where S is the random variable representing the ser-vice time of an arbitrary packet and Q is the random variable representing the total number of packets in the system, and we have Pr{Q = j} = q j . This devel-opment starts with approximating the queue waiting time random variable W q ~ Q*S. That is, a packet’s queue waiting time equals the number of packets in the system it sees upon arrival, times the packet ser-vice time. This is not exact as the time to complete service for the packet being serviced upon his arrival is not the same as a packet that just started service; thus, equation (5) is not exact. Using W q = Q*S and results from H. C. Tijms, [5] one can get an expression for }{Wq Var given by equation (5).The Jit{W v ) for voice is just the square root of thesum of the variance of the queue waiting time and thevariance of the voice packet service time. But thevariance of the voice packet service time is zero soJit{W v ) =(Var{W q })0.5. Similarly, we have Jit{W d } =(Var{W q }+Var{S d })0.5. Later in this paper, we exam-ine the effectiveness of the approximation }{Wq Var .PQ Discipline Under the PQ discipline, there are two buffers, one for the voice packets and the other for data, having buffer sizes K v and K d , respectively. Each time the server becomes free, it transmits the voice packets waiting in the buffer before any data packets are transmitted. There is no interruption of service, so if a data packet is in service and a voice packet arrives to an empty voice buffer, it waits until that data packet is served and then is serviced.For the case where d v ρρρ+=< 1, and thebuffers are large, expressions for the voice and data packet latency and jitter are presented by J. W. Cohen.[6] Here we assume ρ > 1. If the voice load is greater than 1 (ρv > 1), the voice packet delay can be modeled as an overloaded M/D/1/K v +1 system and the results[5] given above and specialized to M/D/1/K v + 1 hold. The data packets never gets access to the server and so their performance measures are E{W d } = Jit {W d } = 0 with PB d = 1.The more interesting case is when ρ > 1 and ρv < 1. For this case, when the number of voice pack-ets in the system is zero, there are data packets waiting to be served and they are transmitted until voice pack-ets arrive. So, the first voice packet to arrive will have to wait until the data packet finishes service before itis served. These types of queueing systems are known as queues with vacations or breakdowns. [6] For the voice traffic behavior with ρv < 1 and a fi-nite buffer, we follow the method for M/D/1/K v+1. [5, 6] This method involves using a Markov Chain analy-sis to generate the state probabilities for the M/D/1 queue, and then truncate and normalize them to ac-count for the finite buffer. The latency and packet loss equations are exact, but the jitter results are obtained as was done in equation (5). We modify the equations for generating the probability of n voice packets in an infinite buffer M/D/1 queue to account for the excep-tional first service. That is, we modified the Markov Chain analysis equations to account for the fact that when no voice packets are present, the first service to a voice packet is composed of a regular voice service plus the residual service of the data packet. The resid-ual service time of the data packet is given in manyplaces. [5] This analysis is not completely correct as it assumes that when one or more voice packets are inthe system the voice packet are receiving service. Wecould have one or more voice packets in the systemand the data packets still in service. The accuracy ofthis approximation will be considered in the next sec-tion.For the data traffic with ρv < 1, we approximatethe performance for data by partitioning the totalbandwidth into the amount that is available to data and not being used by the voice. Using the method de-scribed above, we know how much of the bandwidth is being used by the voice traffic, ρv (1-PB v ). Since the bandwidth is being used 100 percent (with ρ >1) of the time, the bandwidth available to data is (1- ρv (1-PB v )) times the speed of the line. Using this as the band-width available to data, we use the analysis presented in reference [5] for M/D 3/1/K d +1, where the data ser-vice time is adjusted to account for the slower speedline. For the expected queue delay for data, we useequation (4) where the state probabilities were gener-ated via the method just described. The expected ser-vice time for data would be computed using the full bandwidth. The variance of the buffer delay for data is determined using equation (5), but where the service distribution has been modified for the slower rate. The variance of the service which is to be added to the buffer delay variance is found using the service time distribution with the full rate. Thus, we approximate the buffer delay for data by only using the line speed not being used by voice. For the actual data service time, we use the full line speed. The numerical exam-ples in the next section examine how good this ap-proximation is.A point to make is that if ρ > 1, then the line is busy 100 percent of the time and the carried total load of both voice plus data traffic is 1. Thus, when we compute the behavior for voice, the blocking for data can be found from the total carried load being equal to 1.WFQ DisciplineUnder the WFQ discipline, there are two buffers—one for voice and one for data—and the bandwidth is di-vided and allocated to each class of traffic. That is, so much bandwidth is given to voice and the rest to data. Since the voice packets are performance sensitive and the voice packets arrival rate and size is known, the amount of bandwidth allocated to voice is usually enough to ensure ρv < 1. In any event, once the band-width has been allocated, the voice performance can be found from M/D/1/K v+1 queue results, and the data performance is found from M/D3/1/K d+1, as long as ρv < 1 and ρd < 1 and no overflowing is allowed. Over-flowing allows one class of traffic to use the band-width from another class that is not being used. If overflowing between classes of traffic is allowed ac-cording to pre-set weighting parameters, the analysis gets much more complicated and is an open area for research.Numerical ExamplesIn this section we look at some numerical examples and simulation results for the FCFS and PQ disci-plines. Analysis methodologies for the WFQ disci-pline is a future research area.We compare using GPSS/H to Microsoft Visual Basic for Applications (MS VBA) to write the simula-tion model. Because we are dealing with overloaded systems, runtimes may become prohibitive and writing specialized code may reduce these times. We also compare the analytic results with those of the simula-tion. The data packet sizes were shown earlier in Ta-ble 1, and the voice packets are being generated using a G.711 codec with size equal to 1.608 kb.FCFS Discipline ExamplesWe look at two types of links—an OC-48 link (i.e., transmission speed of 2396 kb per ms) and a T3 link (transmission speed of 44.736 kb per ms). For the T3 and OC-48 link examples, we held the voice and data loads to be 0.4228 and 0.9299, respectively, with a total load of 1.3527. We compare the GPSS/H and MS VBA simulation results with respect to runtimes, and analytic results with respect to accuracy. In gen-eral, it is not recommended to write simulations in a general-purpose, non-simulation programming lan-guage due to longer model development times and challenges in extending such models; [7] however, in the case of a simple single-server queue, with a large number of packets, one may wish to consider a gen-eral-purpose, non-simulation programming language like MS VBA.For the OC-48 example, the GPSS/H and the MS VBA simulations were run for five million packet ar-rivals. The MS VBA simulation had three warm-up periods—0, 50000, and 100000—before statistics were collected. The first two warm-up periods were used in the GPSS/H runs. In this example, the buffer size was 9690 slots.There are three main points to be drawn from this example (as shown in Table 2). First, GPSS/H has a significantly longer run time than the MS VBA simu-lations, but both are quite long. The reason is the MS VBA code can be streamlined to collect and generate the desired outputs. GPSS/H is a general-purpose simulation language and has a significant amount of overhead. This is magnified when trying to simulate overloaded queues with large buffer sizes.The second point is this—the loss probability and expected system delay results are not significantly impacted by the warm-up period, as is the jitter. The system delay and jitter are given in ms. We observe that since the expected service time and variance for voice and data packets is small, there is minimal dif-ference between the voice and data performance measures.Finally, we expected the system delay and block-ing given by the analytics and the simulation to agree, but we knew the analytic expression for the jitter was not exact. For this example, we see that it is quite good and, therefore, we would expect the jitter ap-proximation to be good for overloaded systems. The point to be made is that if one is simulating these sys-tems, and jitter is a performance measure of interest, then one should build a warm-up period into the simu-lations.Warm-Up PeriodsPB E{Wv} E{Wd} Jit{Wv} Jit{Wd}Time(Seconds)0.259 10.74 10.75 0.553 0.553 3557 0.261 10.79 10.79 0.139 0.139 3590 MS VBA 0 50000 1000000.261 10.79 10.79 0.139 0.139 3599 0.260 10.75 10.75 0.568 0.570 19392 GPSS/H500000.261 10.79 10.79 0.149 0.149 19512 Analytic0.261 10.79 10.79 0.145 0.145 31Table 2. OC-48 Link ComparisonsThe first example established that GPSS/H took longer than the MS VBA simulation and that a warm-up period was required to obtain accurate statistics for the jitter. The first observation makes sense, as is shown in Table 3, however, to discover what happens with respect to the second observation when the line speed is reduced to a T3. For that example, the voice and data loads were the same as in Table 2 and the buffer size was 606.For this example, we see that the warm-up period does not have a significant effect on the jitter calcula-tion. In addition, our analytic approximation for jitter is again quite good. Also, the runtimes for the GPSS/H were significantly faster than MS VBA, a flip-flop from the first case. We attribute that result to the fact that buffer size is smaller (606 compared to 9690 for the OC-48 link). As the number of packets in the model increases, the GPSS/H memory and over-head requirements become much greater as compared to our MS VBA model.Our experiments have shown that either GPSS/H or MS VBA can be successfully used to generate a simulation model for an overloaded FCFS VoIP sys-tem. The simulation runtimes are significantly longer than the analytics and may not be acceptable.The analytics are accurate and require signifi-cantly less time to run. These differences are magni-fied for overloaded systems and the need to reach steady state.The final point we would like to make is this—the results given in both tables for the loss probability, PB, are the same and equal to 0.26. We know that the voice and data loads for both examples were identical, but the buffer sizes are significantly different, 9690 compared to 606. So why did we get the same loss probability? The reason stems from the well known result [5] that for ρ > 1, as the buffer gets large, then2607.3527.13527.)1(==−→ρρPB . The system can carry one Erlang of traffic and the remaining traffic islost. So, as long as the buffer size is large, one Erlang of traffic will be carried and the rest will be lost.PQ Discipline ExamplesIn this section, we compare the analytic results with those on a GPSS/H simulation for the PQ discipline. We had several analytic approximations for the de-sired measures of performance and we need to see if they were acceptable. For this comparison, we con-sider a T3 line with a voice buffer size of 300 and a data buffer size of 1000. Figures 1, 2, and 3 show the voice packet latency, blocking probability, and jitter as a function of voice load when the data packet load is 0.25.We approximated the voice packet performance by using results for M/D/1/K v +1, [5, 6] except we modified the equations for generating the probability of n voice packets in an infinite buffer M/D/1 queue with exceptional first service. We see that the ap-proximation is good for the probability of blocking and latency.Next we look at the data packet latency, probabil-ity of blocking, and jitter for the same parameters as we did for voice measures of performance (see Figures 4, 5, and 6).To generate these measures of performance when ρ > = 1 and ρv < 1, we use the link bandwidth avail-able to data as (1- ρv (1-PB v )) times the speed of the line and use the analysis in reference [5] for M/D 3/1/K d +1, where the data service time is adjusted to account for the slower speed line. For ρ < 1, the results given in reference [6] are used for data.For data, the analytics are approximate for all measures of performance. They get worse when com-pared to simulation results as the voice load grows. As the voice load approaches 1, data packets are re-ceiving poorer and poorer service until they do not receive service at all. The analytics and simulation show this behavior and track each other. In general, for both cases, we see our results are acceptable, butWarm-Up Periods PB E{Wv} E{Wd} Jit{Wv}Jit{Wd}Time(Seconds)0.260 35.92 35.97 1.99 1.99 2330.5 0.260 35.93 35.98 1.94 1.94 1943.4MS VBA50000100000 0.260 35.94 35.98 1.94 1.94 1835.10.261 35.95 36.00 2.03 2.03 473.40.261 35.97 36.02 1.97 1.97 478.0GPSS/H50000100000 0.261 35.97 36.02 1.97 1.97 482.3Analytic 0.261 35.98 36.03 1.95 1.95 0.1 Table 3. T3 Link ComparisonsFigure 1. Voice Packet LatencyFigure 2. Voice Packet BlockingFigure 3. Voice Packet JitterFigure 4. Data Packet LatencyFigure 5. Data Packet Probability of BlockingFigure 6. Data Packet Jitterget worse as the voice load grows to around 1. Al-though not as good as the voice analytics, the data analytics are acceptable.For the case of ρ < 1, we used an infinite buffer model. For the finite buffer case, that begs the ques-tion—when does the blocking become a factor as a function of the load? That is, as ρ approaches 1 from below, what happens to the blocking probability? To examine this behavior, we use the FCFS model shown earlier, with the data load fixed at 0.25 and the voice load increasing. The results shown in Figure 7 were generated using equation (2), [5] above.We see that except for small buffer sizes, the total load must be greater than 0.98 before the blocking is measurable. Therefore, assume using the infinite buffer model with ρ < 1 is good except when the total load is very close to 1.Packet Arrival Distribution AnalysesWe have assumed in the previous sections that the packet arrival processes for data and voice are Pois-son. This section further investigates the appropriate-ness of that assumption. When individual loads are less than 70 percent, we have previously seen that a Poisson process approximation is quite good. [2, 3] As these loads individually approach 1 and get larger, this approximation may not be valid. Here we investi-gate the validity of this assumption for the voice traf-fic. It is more sensitive than the data traffic. We con-sider the situation as the voice load gets large and use the methods discussed in other documentation by the authors. [2, 3]For the three main performance measures (la-tency, packet blocking, and jitter), Figures 8, 9, and 10 compare the results of a simulation for the Sriram and Whitt voice packet arrival process [8] and the results of using an M/D/1/K model [5] for a T1 line, a G.711 codec, and a buffer size of 120. For this example, when the number of voice calls equals 53 (the voice load is 1), we see that the expected buffer delay and packet blocking using Poisson packet arrival agree quite closely to the simulation, whereas the packet jitter agrees within a large area, but seems to be worse when the load is in a region near 1 (number of voice calls equals 53).In Figures 11, 12, and 13, we extend the compari-son conducted for T1 to the case of a T3 line with a buffer size of 300. Again, we see similar results as those for the T1 line. The comparison of the simula-tion and Poisson packet arrival process of latency and packet loss was acceptable and the jitter diverged when the load approached 1 (number of voice calls equals 1550). In both cases, as the load gets large (greater than 1), all performance measures converge.The difference in the jitter as determined from the simulation and Poisson was greater in the case of the T1 (40 ms range compared to 10 ms when using Pois-son), as compared to the T3 line (2.5 ms compared to 0.5 ms). So as the speed of the line increases, there seems to be a convergence in the absolute differences of the simulation and Poisson results. Thus, using a Poisson packet arrival model would be better on a backbone link than it would be on a low speed access link. For either speed, in the overloaded traffic cases—our main concern in this paper—the Poisson arrivals assumption appears to be appropriately based on these comparisons of the M/D/1/K queue versus the simulation of the Sriram and Whitt voice packet arri-val process. [8]Figure 7. Blocking Probability as Load Approaches 1Figure 8. Buffer Latency Comparison: Simulation and Poisson for T1Figure 9. Blocking Probability Comparison: Simulation and Poisson for T1Figure 10. Jitter Comparison: Simulation and Poisson for T1Figure 11. Buffer Latency Comparison: Simulation and Poisson for T3Figure 12. Blocking Probability Comparison: Simulation and Poisson for T3We have shown that the M/D/1/K analytics for jit-ter using equation (5) differed from the simulation of the Sriram and Whitt (1986) [8] voice packet arrival process. Our comments about equation (5) said that it was an approximation; therefore, an open question—“Was the analytic jitter approximation a significant contributor to the difference shown in Figures 10 and 13?” The answer to that question is no as is shown in Figure 14 and Table 4.ConclusionsIn this paper, we have looked at modeling the per-formance of voice and data packets in VoIP systems when the load gets large. We have presented analytic results for the voice and data packet latency, jitter, and loss probabilities for two VoIP queue disciplines. We have also studied the appropriateness of the Poisson voice packet arrival distribution. In addition, we have investigated using simulation models to study conges-tion in these systems. Modeling of a VoIP system using the WFQ discipline is an open area for future research.In conclusion, we have found that in developing simulation models for this type problem, the following is true.Runtimes can be extensive.Warm-up periods should be used to calculate jit-ter.GPSS/H or MS VBA models can have excessive runtimes. For a very simple single server system with a large number of packets (such as the OC-48 case), there may be some runtime efficienciesin using a general purpose (non-simulation) pro-gramming language. When fewer packets are inthe system (e.g., the T3 case), a simulation pack-age may be more efficient.The analytic results for the voice packet perform-ance are good when compared with simulation. They require significantly less runtime and agree with the simulation results. The latency and loss probability results are very good. The analytic jitter results are consistent with the simulated jitter in most cases. The analytic results for data packets are not as good as they were for voice packets, but are more than acceptable. These performance algorithms for individual links can be implemented for an analysis of a network, to esti-mate what a user’s experience will be with converged VoIP systems.AcknowledgmentsThis work was partially funded by the National Sci-ence Foundation (NSF) Grant Number DMII-0140232, the National Communications System (NCS) Contract Number NBCH-D-02-0039 (Task Order Number D020*******) with Mitretek Systems, and by Mitretek’s internally funded research program. References1.Joshi, M., A. Mansata, S. Talauliker, and C.Beard, “Design and Analysis of Multi-Level Ac-tive Queue Management Mechanisms for Emer-gency Traffic,” Computer Communications Jour-nal, Volume 28, Issue 2, pp. 162–173, February10, 2005.The Telecommunications Review 2006 104。

相关文档
最新文档