A Simple and Effective Method for Predicting Travel Times on Freeways

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方案判断英语

方案判断英语

方案判断英语在进行方案判断时,英语的运用非常重要。

本文将探讨如何用英语进行方案判断,并提供一些相关的例句。

1. IntroductionWhen it comes to evaluating different plans, English plays a crucial role. Properly assessing and judging various proposals requires the ability to understand and express ideas effectively in English. In this article, we will delve into how to use English to make accurate and insightful judgments on different plans. Moreover, we will provide examples to illustrate the application of English in this context.2. Effective CommunicationOne of the key skills in plan judgment is effective communication. In order to accurately evaluate a plan, it is essential to clearly understand the objectives, strategies, and potential outcomes involved. English serves as a common language for communication, enabling individuals from diverse backgrounds to exchange ideas and perspectives.For instance, when assessing a business proposal, a manager needs to communicate with team members, colleagues, and stakeholders effectively. By utilizing English, the manager can ensure that everyone involved comprehends the plan and can provide valuable input.3. Critical AnalysisAnother aspect of plan judgment is critical analysis. This involves carefully considering the strengths, weaknesses, opportunities, and threats ofa given plan. English allows individuals to express their thoughts and opinions clearly, facilitating a thorough evaluation of the plan's feasibility and potential challenges.For example, in an academic setting, students may be required to analyze and evaluate different research proposals. By employing English to present their analysis, students can demonstrate their understanding of the subject matter and effectively convey their judgment on the viability of each proposal.4. Logical ReasoningLogical reasoning is an essential skill in plan judgment, as it involves the ability to identify and assess the logical coherence of a plan. English provides a platform for presenting reasoned arguments and logical analyses.Take, for instance, the evaluation of government policies. Policymakers need to assess the potential impact and practicality of proposed policies. By articulating their thoughts in English, policymakers can communicate their reasoning behind the judgment, ensuring that all stakeholders understand the rationale.5. Expressing RecommendationsIn plan judgment, it is crucial to express recommendations based on the assessment. English enables individuals to clearly articulate their suggestions and advice, which can guide decision-making and drive improvements.For example, in a project management scenario, a project manager may need to assess different project plans and propose modifications. Througheffective use of English, the project manager can provide clear recommendations for adjusting timelines, allocating resources, or improving strategies.6. ConclusionIn conclusion, English proficiency is essential for effectively judging and evaluating plans. The ability to communicate, analyze, reason logically, and express recommendations in English empowers individuals to make accurate and insightful judgments. Whether in business, academia, or policymaking, English serves as a vital tool for plan judgment. By mastering the use of English in this context, individuals can contribute to the success and effectiveness of various plans.。

《实用英语写作》课件

《实用英语写作》课件

The format of news reporting
News reporting usually includes sections such as title, introduction, main text, and conclusion. The main text should be organized in chronological or logical order, including background, events, and impacts.
Incorrectly using parents instead of common or vice verse
Incorrect use of color or silicone
The tone of business letters
The tone of business letters should be polite and respectful, and the appropriate tone should also be chosen based on the nature of the letter (such as invitation letters, thank-you letters, apology letters, etc.).
Language of the report
The language of the report should be objective and professional, avoiding the use of subjective language. At the same time, it is important to ensure the accuracy and clarity of language to avoid ambiguity.

RBM_guide_en

RBM_guide_en

Results-Based Management (RBM) Guiding PrinciplesThis document is based on the UNESCO Results-Based Programming, Management and Monitoring (RBM) Guiding Principles, UNESCO Paris, Bureau of Strategic Planning, January 2008, and translated into Russian by the 3INDEX1. PREFACE (4)2. BRIEF HISTORICAL BACKGROUND (5)3. WHAT IS RBM? (6)4. WHAT IS A RESULT? (8)5. HOW TO FORMULATE AN EXPECTED RESULT? (8)6. WHAT IS THE RELATIONSHIP BETWEEN INTERVENTIONS,OUTPUTS AND RESULTS? (12)7. MONITORING OF IMPLEMENTATION (15)8. ANNEXES (23)This document is based on the UNESCO Results-Based Programming, Management and Monitoring (RBM) Guiding Principles, UNESCO Paris, Bureau of Strategic Planning, January 2008, and translated into Russian by the 41. PREFACEIt is said that if you do not know where you are going, any road will take you there. This lack of direction is what results-based management (RBM) is supposed to avoid. It is about choosing a direction and destination first, deciding on the route and intermediary stops required to get there, checking progress against a map and making course adjustments as required in order to realise the desired objectives.For many years, the international organizations community has been working to deliver services and activities and to achieve results in the most effective way. Traditionally, the emphasis was on managing inputs and activities and it has not always been possible to demonstrate these results in a credible way and to the full satisfaction of taxpayers, donors and other stakeholders. Their concerns are straightforward and legitimate: they want to know what use their resources are being put to and what difference these resources are making to the lives of people. In this line, RBM was especially highlighted in the “2005 Paris Declaration on Aid Effectiveness” as part of the efforts to work together in a participatory approach to strengthen country capacities and to promote accountability of all major stakeholders in the pursuit of results.It is usually argued that complex processes such as development are about social transformation, processes which are inherently uncertain, difficult, not totally controllable and - therefore - which one cannot be held responsible for. Nonetheless, these difficult questions require appropriate responses from the professional community and, in particular, from multilateral organizations to be able to report properly to stakeholders, and to learn from experience, identify good practices and understand what the areas for improvements are.The RBM system aims at responding to these concerns by setting out clear expected results expected for programme activities, by establishing performance indicators to monitor and assess progress towards achieving the expected results and by enhancing accountability of the organization as a whole and of persons in charge. It helps to answer the “so what” question, recognizing that we cannot assume that successful implementation of programmes is necessarily equivalent to actual improvements in the development situation.This paper is intended to assist in understanding and using the basic concepts and principles of results-based management.General information on RBM concept in this document is based on materials of some UN agencies. Bearing in mind that different RBM terminology is used by different actors due to each and everyone's specific context, it is important to ensure that the definitions are clear to all involved in the result based management within an organization. Inspite of different terminology used by different actors, the chain itself proceeds from activities to results/impacts.This document is based on the UNESCO Results-Based Programming, Management and Monitoring (RBM) Guiding Principles, UNESCO Paris, Bureau of Strategic Planning, January 2008, and translated into Russian by the 52. BRIEF HISTORICAL BACKGROUNDAs such, the concept of RBM is not really new. Its origins date back to the 1950’s. In his book “The practice of Management”, Peter Drucker introduced for the first time the concept of “Management by Objectives” (MBO) and its principles:-Cascading of organizational goals and objectives,-Specific objectives for each member of the Organization-Participative decision-making-Explicit time period-Performance evaluation and feedbackAs we will see further on, these principles are very much in line with the RBM approach.MBO was first adopted by the private sector and then evolved into the Logical Framework (Logframe) for the public sector. Originally developed by the United States Department of Defense, and adopted by the United States Agency for International Development (USAID) in the late 1960s, the logframe is an analytical tool used to plan, monitor, and evaluate projects. It derives its name from the logical linkages set out by the planners to connect a project’s means with its ends.During the 1990s, the public sector was undergoing extensive reforms in response to economic, social and political pressures. Public deficits, structural problems, growing competitiveness and globalization, a shrinking public confidence in government and growing demands for better and more responsive services as well as for more accountability were all contributing factors. In the process, the logical framework approach was gradually introduced in the public sector in many countries (mainly member States of the Organization for Economic Co-operation and Development (OECD). This morphed during the same decade in RBM as an aspect of the New Public Management, a label used to describe a management culture that emphasizes the centrality of the citizen or customer as well as the need for accountability for results.This was followed by the establishment of RBM in international organizations. Most of the United Nations system organizations were facing similar challenges and pressures from Member States to reform their management systems and to become more effective, transparent, accountable and results-oriented. A changeover to a results-based culture is however a lengthy and difficult process that calls for the introduction of new attitudes and practices as well as for sustainable capacity-building of staff.This document is based on the UNESCO Results-Based Programming, Management and Monitoring (RBM) Guiding Principles, UNESCO Paris, Bureau of Strategic Planning, January 2008, and translated into Russian by the 63. WHAT IS RBM?Results -based management (RBM) can mean different things to different people/organizations. A simple explanation is that RBM is a broad management strategy aimed at changing the way institutions operate, by improving performance, programmatic focus and delivery. It reflects the way an organization applies processes and resources to achieve interventions targeted at commonly agreed results.Results-based management is a participatory and team-based approach to programme planning and focuses on achieving defined and measurable results and impact. It is designed to improve programme delivery and strengthen management effectiveness, efficiency and accountability.RBM helps moving the focus of programming, managing and decision-making from inputs and processes to the objectives to be met. At the planning stage it ensures that there is a necessary and sufficient sum of the interventions to achieve an expected result.During the implementation stage RBM helps to ensure and monitor that all available financial and human resources continue to support the intended results.To maximize relevance, the RBM approach must be applied, without exceptions, to all organizational units and programmes. Each is expected to define anticipated results for its own work, which in an aggregative manner contributes to the achievement of the overall or high-level expected outcomes for the organization as a whole, irrespective of the scale, volume or complexity involved.RBM seeks to overcome what is commonly called the “activity trap”, i.e. getting so involved in the nitty-gritty of day-to-day activities that the ultimate purpose or objectives are being forgotten. This problem is pervasive in many organizations: project/programme managers frequently describe the expected results of their project/programme as “We provide policy advice to partners”, “We train journalists for the promotion of freedom of expression”, “We do research in the field of fresh water management”, etc., focusing more on the type of activities undertaken rather than on the ultimate changes that these activities are supposed to induce, e.g. in relation to a certain group of beneficiaries.An emphasis on results requires more than the adoption of new administrative and operational systems, it needs above all a performance-oriented management culture that supports and encourages the use of new management approaches. While from an institutional point of view, the primordial purpose of the RBM approach is to generate and use performance information for accountability reporting to external stakeholders and for decision-making, the first beneficiaries are the managers themselves. They will have much more control over the activities they are responsible for, be in a better position to take well-informed decisions, be able to learn from their successes or failures and to share this experience with their colleagues and all other stakeholders. The processes or phases of RBMThe formulation of expected results is part of an iterative process along with the definition of a strategy for a particular challenge or task. The two concepts – strategy and expected results - areThis document is based on the UNESCO Results-Based Programming, Management and Monitoring (RBM) Guiding Principles, UNESCO Paris, Bureau of Strategic Planning, January 2008, and translated into Russian by the 7closely linked, and both have to be adjusted throughout a programming process so as to obtain the best possible solution.In general, organizational RBM practices can be cast in twelve processes or phases, of which the first seven relate to results-oriented planning.1)Analyzing the problems to be addressed and determining their causes and effects;2)Identifying key stakeholders and beneficiaries, involving them in identifying objectivesand in designing interventions that meet their needs;3)Formulating expected results, in clear, measurable terms;4)Identifying performance indicators for each expected result, specifying exactly what is tobe measured along a scale or dimension;5)Setting targets and benchmarks for each indicator, specifying the expected or plannedlevels of result to be achieved by specific dates;6)Developing a strategy by providing the conceptual framework for how expected resultsshall be realized, identifying main modalities of action reflective of constraints andopportunities and related implementation schedule;7)Balancing expected results and the strategy foreseen with the resources available;8) Managing and monitoring progress towards results with appropriate performancemonitoring systems drawing on data of actual results achieved;9)Reporting and self-evaluating, comparing actual results vis-à-vis the targets and reportingon results achieved, the resources involved and eventual discrepancies between the“expected” and the “achieved” results;10)Integrating lessons learned and findings of self-evaluations, interpreting the informationcoming from the monitoring systems and finding possible explanations to eventualdiscrepancies between the “expected” and the “achieved”.11) Disseminating and discussing results and lessons learned in a transparent and iterativeway.12) Using performance information coming from performance monitoring and evaluationsources for internal management learning and decision-making as well as for externalreporting to stakeholders on results achieved.This document is based on the UNESCO Results-Based Programming, Management and Monitoring (RBM) Guiding Principles, UNESCO Paris, Bureau of Strategic Planning, January 2008, and translated into Russian by the 84. WHAT IS A RESULT?A result is the “raison d’être” of an intervention. A result can be defined as a describable and measurable change in state due to a cause and effect relationship induced by that intervention. Expected results are answers to problems identified and focus on changes that an intervention is expected to bring about. A result is achieved when the outputs produced further the purpose of the intervention.It often relates to the use of outputs by intended beneficiaries and is therefore usually not under full control of an implementation team.5. HOW TO FORMULATE AN EXPECTED RESULT?Formulate the expected results from the beneficiaries’ perspectiveFormulating expected results from the beneficiaries’ perspective will facilitate focusing on the changes expected rather than on what is planned to be done or the outputs to be produced. This is particularly important at the country level, where UNESCO seeks to respond to the national development priorities of a country. Participation is key for improving the quality, effectiveness and sustainability of interventions. When defining an intervention and related expected results one should therefore ask:Who participated in the definition of the expected results?Were key project stakeholders and beneficiaries involved in defining the scope of the project and key intervention strategies?Is there ownership and commitment from project stakeholders to work together to achieve identified expected results?This document is based on the UNESCO Results-Based Programming, Management and Monitoring (RBM)Guiding Principles, UNESCO Paris, Bureau of Strategic Planning, January 2008, and translated into Russian by the 9Use “change” language instead of “action” languageThe expected result statement should express a concrete, visible, measurable change in state or a situation. It should focus on what is to be different rather than what is to be done and should express it as concretely as possible. Completed activities are not results, results are the actual benefits or effects of completed activities.Action language Change language… expresses results from the provider’s perspective:• To promote literacy by providing schools and teaching material. … can often be interpreted in many ways: • To promote the use of computers. … focuses on completion of activities:• To train teachers in participatory teaching.…describes changes in the conditions of beneficiaries:• Young children have access to schoolfacilities and learn to read and write.... sets precise criteria for success:• People in undersupplied areas haveincreased knowledge of how to benefit from the use of a computer and haveaccess to a computer.... focuses on results, leaving options on how to achieve them (how this will be achievedwill be clarified in the activity description): • Teachers know how to teach in a participatory way and use thesetechniques in their daily workMake sure your expected results are SMARTAlthough the nature, scope and form of expected results differ considerably, an expected result should meet the following criteria (be “SMART”):Specific: It has to be exact, distinct and clearly stated. Vague language or generalities are notresults. It should identify the nature of expected changes, the target, the region, etc. It should be as detailed as possible without being wordy.Measurable: It has to be measurable in some way, involving qualitative and/or quantitativecharacteristics.Achievable: It has to be achievable with the human and financial resources available(‘realistic’).Relevant: It has to respond to specific and recognized needs or challenges and to be withinmandate.Time-bound: It has to be achieved in a stated time-frame or planning period.This document is based on the UNESCO Results-Based Programming, Management and Monitoring (RBM) Guiding Principles, UNESCO Paris, Bureau of Strategic Planning, January 2008, and translated into Russian by the 10Once a draft expected results statement has been formulated, it is useful to test its formulation going through the SMART criteria. This process enhances the understanding of what is pursued, and is of help in refining an expected result in terms of their achievability and meaningfulness.Example: if we consider a work plan to be undertaken in a specific country that includes the expected results statement “Quality of primary education improved”, the application of the SMART questioning could be as follows:1. Is it “Specific”?What does “quality” actually mean in this context? What does an “improvement” of quality in primary education amount to concretely? Who are the relevant stakeholders involved? Are we working on a global level, or are we focusing on a particular region or country?In responding to the need of being specific, a possible expected result formulation could finally be:“Competent authorities in Country X adopted the new education plan reviewed on the basis of international best practices and teachers and school personnel implement it.”2.Is it “Measurable”?Can I find manageable performance indicators that can tell about the level of achievement?Possible Performance Indicators could be:- % of teachers following the curriculum developed on the basis of the new education plan (baseline 0%, benchmark 60%)- % of schools using quality teaching material (baseline 10%, benchmark 90%)3.Is it “Achievable”?Do I have enough resources available to attain the expected result? I need to consider both financial and human resources. If the answer is negative, I have to either reconsider and adjust the scope of the project or mobilize additional resources.4.Is it “Relevant”?Is the expected result coherent with the upstream programming element based on. of its domains?If the answer is negative I should drop the activity.5.Is it “Time-bound”?The expected result should be achievable within the given timeframe for programming processes this period.This document is based on the UNESCO Results-Based Programming, Management and Monitoring (RBM) Guiding Principles, UNESCO Paris, Bureau of Strategic Planning, January 2008, and translated into Russian by the 11Improving the results formulation: the SMART processFind a proper balance among the three RsOnce an intervention is formulated, it can be useful to check and improve its design against yet another concept – namely, establishing a balance between three variables Results (describable and measurable change in state that is derived from a cause and effect relationship), Reach (the breadth and depth of influence over which the intervention aims at spreading its resources) and Resources (human, organisational, intellectual and physical/material inputs that are directly or indirectly invested in the intervention).Unrealistic project plans often suffer from a mismatch among these three key variables. It is generally useful to check the design of a project by verifying the three Rs by moving back and forth along the project structure and by ensuring that the logical links between the resources, results and the reach are respected.It is rather difficult to construct a results-based design in one sitting. Designs usually come together progressively and assumptions and risks have to be checked carefully and constantly along the way.This document is based on the UNESCO Results-Based Programming, Management and Monitoring (RBM) Guiding Principles, UNESCO Paris, Bureau of Strategic Planning, January 2008, and translated into Russian by the 126. WHAT IS THE RELATIONSHIP BETWEEN INTERVENTIONS,OUTPUTS AND RESULTS?Interventions, outputs and results are often confused. Interventions describe what we do in order to produce the changes expected. The completion of interventions leads to the production of outputs. Results are finally the effects of outputs on a group of beneficiaries. For example, the implementation of training workshops (activity) will lead to trainees with new skills or abilities (outputs). The expected result identifies the behavioral change among the people that were trained leading to an improvement in the performance of, say, an institution the trainees are working in, which is the ultimate purpose of the activity.If we move our focus from what we do to what we want the beneficiaries to do after they have been reached by our intervention, we may realize that additional types of activities could be necessary to make sure we will be able to achieve the expected results.It is important that a project is driven by results and not activities.Defining expected results:is not an exact science;includes a solid understanding of the socio-economic, political and cultural context;is influenced by available resources, the degree of beneficiary reached and potential risk factors;requires participation of key stakeholders.The following examples may help to understand the relationship between interventions, outputs and results, but should not be seen as a generally applicable master copy as every intervention is different from another.TITLE OF THEACTIVITYINTERVENTIONS OUTPUTS RESULTSCapacity building for sustainable development in the field of watermanagement • Compilation of bestpractices in the field ofwater informationmanagement.• Develop Internet-based informationsystems/web pages anddatabases and othertools (software,guidelines, databases)to transfer and sharewater information.• Organization ofWater InformationSummits.• Best practices formanagement of waterinformation collectedand disseminated.• Software, guidelines,database, etc. availableto the institutionsconcerned.• Water InformationSummits attended bypolicy makers andrepresentatives ofinstitutions concerned.• Relevant institutionsassisted for the• Relevant institutionshave adapted andimplemented bestpractices for waterinformationmanagement.This document is based on the UNESCO Results-Based Programming, Management and Monitoring (RBM) Guiding Principles, UNESCO Paris, Bureau of Strategic Planning, January 2008, and translated into Russian by the 13• Provision of technical assistance. implantation of best practices.Contribution to a reconstruction programme for the education system in country X • Assessing thesituation with regard tothe national educationsystem• Organization ofworkshops fordecision-makers andexperts to discuss andselect a new educationplan.• Definition of aneducation planensuring an adequatelearning environmentin country X.• Provision oftechnical assistance• Organization oftraining workshops forteachers and schoolpersonnel• Development ofteaching and learningmaterial.• Situation analysisreportcompleted.• Workshops attendedby relevant decision-makers and experts.• Education plandeveloped andavailable to localcounterparts.• Teachers and schoolpersonnel trained.• Implementationcapacities of localcounterparts improved.• Teaching andlearning materialsdelivered.• Relevant authoritieshave adopted the neweducation plan andteachers and schoolpersonnel implement it.UNESCO Prize for Tolerance • Selection andinformation of jury.• Preparation ofbrochures, informationmaterial.• Development andorganization of anInformation campaign.• Advertising the prize.• Development ofpartnerships for theidentification of a listof candidates.• Organization of theaward ceremony.• Organization of pressconferences.• Follow-up andassessment of mediacoverage.• Jury nominated andagreeable to mainstakeholders.• Brochures, leaflets,videos produced anddisseminated.• Informationcampaignimplemented• List of candidatescompleted andagreeable to mainstakeholders.• Prize-winnernominated.• Press Conferenceorganized and attendedby identifiedjournalists.• Media coverage of• Concept of tolerancespread among thegeneral public in acountry/region/globally.This document is based on the UNESCO Results-Based Programming, Management and Monitoring (RBM) Guiding Principles, UNESCO Paris, Bureau of Strategic Planning, January 2008, and translated into Russian by the 14theevent.Promotion of the UNESCO Universal Declaration of Cultural Diversity • Develop guidelineson the application ofthe Declaration indifferent fields.• Inform about theDeclaration.• Organization ofworkshops on theDeclaration for policy-makers and keydecision-makers.• Guidelines on theapplication of theDeclaration indifferent fieldsproduced.• Workshops on theDeclaration organizedand guidelines on theDeclaration distributedto persons attendingthe workshops.• Decision-makers putto practice theguidelines on theapplication of theDeclaration in differentfields.Increasing access toquality basic education for children through community learning centres • Discussions withlocal authorities.• Assessing thefeasibility ofcommunity-basedlearning centre incommunity X.• Preliminarydiscussions with localstakeholders.• Sensitizationseminars for localleaders and communitymembers.• Curriculumdevelopment ofcommunity-basedlearning centres.• Selection of trainingpersonnel among thelocal community.• Adapting trainingmaterial• Training ofpersonnel.• Production ofinformation materialfor local authorities.• Meetings with localauthorities for thereplication of suchcentres.• Provision of• Principle agreementby local authorities.• Feasibility studycompleted and genderanalysis produced anddisseminated.• Principle agreementby community leaders.• Community Centreproposal completedand submitted to localauthorities andcommunity leaders.• Personnel selected.• Curriculum andtraining material forcommunity-basedlearning centresdeveloped.• Managers andteachers have thenecessary skills toimplement theirfunctions.• Brochures & videosdeveloped anddisseminated.• Local leaders andcommunity membersinformed, sensitizedand convinced.• The centre isoperational and is anintegral part of thecommunity life.• Steps are taken bylocal authorities forreplicating thisinitiative in othercommunities.This document is based on the UNESCO Results-Based Programming, Management and Monitoring (RBM) Guiding Principles, UNESCO Paris, Bureau of Strategic Planning, January 2008, and translated into Russian by the 15technical assistance tolocal authorities forreplicating suchcentres in othercommunities.We can anticipate a few challenges in this process:-The nature of expected results: it is obvious that the nature, magnitude, meaning of “expected results” cannot be the same among the different levels. Nevertheless, it iscrucial that all these results build a chain of meaningful achievements, bridging thegap between the mandate and the strategic objectives of the organisation actuallyachieves in its daily operations.-Reconciling global and local dimensions: RBM stresses results and greater focus; this should be done without sacrificing the organisation’s global mandate and itscommitment to decentralisation and responsiveness to country needs and priorities: agood balance has to be found between global and field-oriented approaches.7. MONITORING OF IMPLEMENTATIONMonitoring can be described as “a continuing function that uses systematic collection of data on specified indicators to provide management and the main stakeholders of an ongoing (…) intervention with indications of the extent of progress and achievement of objectives and progress in the use of allocated funds” (Source: OECD RBM Glossary).The function of a monitoring system is to compare “the planned” with “the actual”. A complete monitoring system needs to provide information about the use of resources, the activities implemented, the outputs produced and the results achieved. What we are focusing on here is a results-based monitoring system: at the planning stage, through its monitoring system, the officer in charge has to translate the objectives of the intervention in expected results and related performance indicators and to set the baseline and targets for each of them. During implementation, he needs to routinely collect data on these indicators, to compare actual levels of performance indicators with targets, to report progress and take corrective measures whenever required.As a general rule, no extra resources (neither human, nor financial) will be allowed for monitoring tasks, hence the responsible person has to ensure that these tasks can be undertaken with the budget foreseen (as a general rule of thumb, about 5% of the resources should be set aside for this purpose). Selection and formulation of performance indicatorsMonitoring is done through the use of appropriate performance indicators. When conceiving an intervention, the responsible officer is also required to determine appropriate performance indicators。

学术英语写作智慧树知到课后章节答案2023年下天津外国语大学

学术英语写作智慧树知到课后章节答案2023年下天津外国语大学

学术英语写作智慧树知到课后章节答案2023年下天津外国语大学天津外国语大学第一章测试1.What steps are involved in writing? ()A:PrewritingB:Revising and editingC:Writing the first draftD:Rewriting答案:Prewriting;Revising and editing;Writing the first draft2.The objectives of the course include ()A:To improve students’ thinking ability via choosing a topic, sourcinginformation, writing different parts of a project paper including introduction, literature review, methods, findings, discussions and conclusionB:To improve students’ writing and reading proficiency in EnglishC:To improve students’ capability of carrying out research by going through the process of writing a project paperD:To improve students’ cultural competence through learning western ways of thinking in English writing答案:To improve students’ thinking ability via choosing a topic,sourcing information, writing different parts of a project paperincluding introduction, literature review, methods, findings,discussions and conclusion;To im prove students’ writing and reading proficiency in English;To improve students’ capability of carrying out research by goingthrough the process of writing a project paper;To improve students’ cultural competence through learning westernways of thinking in English writing3.In freewriting, the writer needs to make everything perfect.()A:错 B:对答案:错4.The relationship between reading and writing can be described as()A:When you start learning writing, you will read differently.B:Reading is the input, while writing is the output of language.C:When you start learning writing, you will improve the awareness ofaccumulating language, information and idea for various topics, which will consequently change the way you read.D:Reading and writing are reciprocal activities; the outcome of a readingactivity can serve as input for writing, and writing can lead a student tofurther reading resources.答案:When you start learning writing, you will read differently.;Reading is the input, while writing is the output of language.;When you start learning writing, you will improve the awareness ofaccumulating language, information and idea for various topics, which will consequently change the way you read.;Reading and writing are reciprocal activities; the outcome of a reading activity can serve as input for writing, and writing can lead a student to further reading resources.5.The functions of writing include ()A:The discipline of writing will strengthen your skills as a reader and listener B:Writing will make you a strong thinker and writing allows you to organize your thoughts in clear and logical waysC:Writing encourages you to seek worthwhile questionsD:Writing helps you refine and enrich your ideas based on feedback fromreaders答案:The discipline of writing will strengthen your skills as a readerand listener;Writing will make you a strong thinker and writing allows you toorganize your thoughts in clear and logical ways;Writing encourages you to seek worthwhile questions;Writing helps you refine and enrich your ideas based on feedback fromreaders第二章测试1. A thesis statement should be one single sentence, including only one idea. ( )A:对 B:错答案:对2.An essay should include at least three specific details to be well-developed. ( )A:对 B:错答案:错3.The topic sentence for each body paragraph should be fairly specific becauseeach body paragraph deals with only one of the many things stated in thethesis statement. ( )A:错 B:对答案:对4.Living with my ex-roommate was unbearable. First, she thought everythingshe owned was the best. Secondly, she possessed numerators filthy habits.Finally, she constantly exhibited immature behavior.Read this paragraph and decide which statement is NOT TRUE? ()。

辩论的技巧

辩论的技巧

辩论的技巧英文回答:As a seasoned debater, I've honed my skills through countless rounds of heated exchanges and persuasive arguments. Here are some of the key techniques that have helped me succeed in the art of debate:1. Research and Preparation:Thorough preparation is paramount. Delve deep into the topic, gathering credible evidence and building a solid foundation for your arguments. Anticipate potential counterarguments and prepare rebuttals in advance.Example: In a debate on climate change, I spent hours reading scientific papers, analyzing data, and consulting experts to build a comprehensive understanding of the issue.2. Logical Reasoning and Argumentation:Present well-reasoned arguments based on evidence and sound logic. Avoid emotional appeals and fallacies. Structure your points clearly, using transitions to guide your audience.Example: When arguing that the government should invest in renewable energy, I presented data on the environmental benefits, cost-effectiveness, and job creation potential of such investments.3. Effective Communication:Articulate your ideas clearly and concisely. Use vivid language, compelling examples, and relatable analogies to engage your audience. Adapt your communication style tosuit the context and audience.Example: In a debate targeted at a general audience, I used simple language and concrete examples to explain the complexities of monetary policy.4. Refutation and Counterarguments:Anticipate and address opposing viewpoints respectfully. Use evidence and logic to dismantle weak arguments and effectively counter your opponents' claims.Example: When my opponent argued that a proposed tax increase would stifle economic growth, I presented evidence showing that similar tax increases in other countries hadled to increased investment and job creation.5. Rebuttals and Closing Arguments:Prepare strong rebuttals to your opponents' arguments and use them to reinforce your own positions. Conclude your speech with a powerful summary of your main points and a compelling call to action.Example: In the closing remarks of a debate on immigration, I emphasized the positive contributions of immigrants to society and urged the audience to support policies that foster a welcoming and inclusive environment.6. Respect and Etiquette:Engage in respectful discourse, even when debating contentious issues. Avoid personal attacks and maintain a professional demeanor throughout the debate.Example: After a particularly heated exchange, I made a point of thanking my opponent for their insights and acknowledging the importance of diverse perspectives.7. Practice and Feedback:Regular practice is crucial. Join a debate team or engage in mock debates with friends or colleagues. Seek feedback from experienced debaters to improve your skills.Example: I participated in countless debate tournaments and sought mentorship from renowned coaches to refine my techniques and develop a strong debating style.中文回答:作为一名经验丰富的辩手,我通过无数轮激烈的交流和有力论证磨练了自己的技能。

英语作文好方法如下

英语作文好方法如下

英语作文好方法如下Sure, here's an outline for an English essay on effective methods for writing essays:Title: Effective Methods for Writing English Essays。

Introduction:Writing essays in English can be challenging, but with the right approach, it becomes manageable. In this essay, we will explore several effective methods to improve your English essay writing skills.1. Understanding the Prompt:Before starting to write, it is crucial to thoroughly understand the essay prompt. Break down the prompt into key components and identify the main objectives or questions it is asking.2. Brainstorming:Once you understand the prompt, brainstorming ideas is essential. Jot down any relevant thoughts, examples, or arguments that come to mind. This will help you organize your thoughts and develop a coherent essay structure.3. Outline:Creating an outline provides a roadmap for your essay. Divide your essay into introduction, body paragraphs, and conclusion. Each section should have a clear purpose and main points that support your thesis statement.4. Thesis Statement:Craft a concise and focused thesis statement that outlines the main argument or purpose of your essay. This statement should guide the direction of your writing and provide a clear focus for your readers.5. Introduction:The introduction should grab the reader's attention and provide background information on the topic. It should also contain your thesis statement and outline the main points you will discuss in the body paragraphs.6. Body Paragraphs:Each body paragraph should focus on a single main ideaor argument that supports your thesis statement. Use evidence, examples, and analysis to support your claims,and ensure that each paragraph flows logically into the next.7. Use of Evidence:Incorporate relevant evidence to support your arguments. This can include quotations, statistics, expert opinions,or real-life examples. Make sure to cite your sources properly according to the required citation style.8. Critical Thinking:Engage in critical thinking throughout your essay. Analyze the evidence, evaluate different perspectives, and consider counterarguments. This demonstrates depth of thought and strengthens your overall argument.9. Clarity and Cohesion:Ensure that your writing is clear, concise, and well-organized. Use transition words and phrases to connect ideas between paragraphs and ensure a smooth flow of information.10. Conclusion:The conclusion should summarize the main points of your essay and restate your thesis statement. Avoid introducing new information in the conclusion, but instead, leave the reader with a thought-provoking closing statement.11. Revision and Proofreading:After completing your first draft, take the time to revise and proofread your essay. Check for grammar and spelling errors, clarify any ambiguous statements, and refine your arguments for clarity and coherence.Conclusion:By following these effective methods, you can enhance your English essay writing skills and produce well-structured and compelling essays. Practice regularly and seek feedback from peers or instructors to further improve your writing proficiency. With dedication and perseverance, you can become a proficient English essay writer.。

低温慢煮时间对即食鸡胸肉品质及消化特性的影响

低温慢煮时间对即食鸡胸肉品质及消化特性的影响

刘欣睿,王美娟,计云龙,等. 低温慢煮时间对即食鸡胸肉品质及消化特性的影响[J]. 食品工业科技,2024,45(3):114−122. doi:10.13386/j.issn1002-0306.2023040104LIU Xinrui, WANG Meijuan, JI Yunlong, et al. Effect of Sous-vide Time on the Quality Profiles and in Vitro Digestibility of Ready-to-eat Chicken Breast[J]. Science and Technology of Food Industry, 2024, 45(3): 114−122. (in Chinese with English abstract). doi:10.13386/j.issn1002-0306.2023040104· 研究与探讨 ·低温慢煮时间对即食鸡胸肉品质及消化特性的影响刘欣睿,王美娟,计云龙,孔保华,曹传爱,孙方达,张宏伟,刘 骞*(东北农业大学食品学院,黑龙江哈尔滨 150030)摘 要:随着消费者健康意识的增强,开发品质好、营养价值高的低温即食肉制品已经成为当今肉类工业的研究热点。

本实验主要研究在75 ℃下不同煮制时间(40、60、80、100、120、140 min )对鸡胸肉品质和消化特性的影响。

结果表明,随着低温慢煮时间的延长,样品的水分含量、L *值和a *值显著降低(P <0.05),蒸煮损失和b *值显著增加(P <0.05)。

同时,剪切力、硬度、咀嚼性、弹性、内聚性、感官评价综合得分和蛋白质消化率呈先上升后下降的趋势,粒径值呈先下降后上升的趋势,均在75 ℃、120 min 时达到最佳。

此外,与高温处理(121 ℃、30 min )的鸡胸肉相比,低温慢煮处理的样品肌纤维排列整齐有序,结构紧凑、致密,具有较好的持水能力,此结果可以通过扫描电镜结果得到证实。

江苏高考英语专题一语法知识第4讲动词与动词短语

江苏高考英语专题一语法知识第4讲动词与动词短语

第4讲动词与动词短语1.Working with the medical team in Africa has_____ the best in her as a doctor.(2017·江苏,25) A.held out B.brought outC.picked out D.given out答案 B解析句意为:在非洲与医疗队的合作使她作为一名医生的最佳素质彰显了出来。

hold out 伸出,坚持;bring out使显现,使表现出;pick out挑选出,辨认出;give out分发,发出。

2.A quick review of successes and failures at the end of year will help ________ your year ahead.(2017·江苏,30)A.shape B.switchC.stretch D.sharpen答案 A解析句意为:到了年底,快速回顾一下自己的成功和失败,这会有助于你为未来的一年做好规划。

shape影响(某事物的发展),符合语境。

switch转换,转变;stretch变大,拉长;sharpen 使变锋利,使增强。

3.Mr and Mrs Brown would like to see their daughter ________,get married,and have kids.(2017·天津,5) A.settle down B.keep offC.get up D.cut in答案 A解析句意为:布朗夫妇希望看到女儿安顿下来(settle down),结婚成家,生儿育女。

keep off 使避开,不接近;get up起床,站起来;cut in插嘴,打断别人说话。

4.He did not ________ easily,but was willing to accept any constructive advice for a worthy cause.(2016·江苏,25)A.approach B.wrestleC.compromise D.communicate答案 C解析句意为:他不轻易妥协,但他很乐意接受对一项崇高事业的任何建设性的建议。

提高判断能力英语作文模板

提高判断能力英语作文模板

提高判断能力英语作文模板Title: Improving Judgment and Decision-Making Skills。

Introduction。

In today's fast-paced and complex world, the ability to make sound judgments and decisions is crucial. Whether it's in our personal lives, professional careers, or social interactions, our ability to assess situations, weigh options, and make wise choices can greatly impact our success and well-being. However, judgment and decision-making are not innate skills; they can be developed and honed through practice and learning. In this article, we will explore some strategies and techniques for improving judgment and decision-making skills in various aspects of life.Understanding the Basics of Judgment and Decision-Making。

Before we delve into specific strategies, it's important to understand the basics of judgment and decision-making. Judgment refers to the process of forming an opinion or evaluation about a situation, person, or event based on available information and personal experiences. Decision-making, on the other hand, involves choosing a course of action from multiple alternatives. Both processes are influenced by cognitive biases, emotions, and external factors, making them inherently complex.Strategies for Improving Judgment and Decision-Making Skills。

微创Nuss矫治术对漏斗胸患者手术后肺功能的影响

微创Nuss矫治术对漏斗胸患者手术后肺功能的影响

临床医学研究与实践2021年1月第6卷第2期临床医学漏斗胸发病率占活产婴儿的1/250~1/3000[1]。

该病在发病过程中可因肺脏长时间受压促使小气道畸形改变和梗阻、大气道通气功能障碍,造成纤毛上皮运动、分泌功能下降,使小气道更加狭窄,再加上反复炎症可促使小气道永久性障碍和受损,早期表现为呼吸短促、易疲劳、消瘦、心悸、凹胸等,随着病情恶化,不仅可出现阻塞性通气障碍,还可影响肺功能,对此应及时控制病情恶化,还需注重手术治疗。

Wada手术最早在1970年提出,是对最初的胸骨翻转术进行了改良,可保留后鞘间和腹直肌的连接及肋软骨膜的完整性,但并发症发生率较高、术后恢复时间较长。

近年来随着医疗技术的完善和手术方案的改进,微创Nuss矫治术开始广泛推广,其更符合微创理念和正前前胸壁外形的生理结构,具有外观美、恢复快、创伤小、安全性高、手术时间短等特点,无需切除胸骨和肋软骨,与传统手术相比,对机体创伤性更小、利于术后恢复且并发症发生率低[2]。

因此,本文对比了微创Nuss矫治术、Wada术的优势及其在漏斗胸肺功能改善中的作用,报道如下。

1资料与方法1.1一般资料以我院收治的100例胸外科漏斗胸患者为试验对象,根据单双号随机化将其分为观察组和对照组,各50例。

此次试验均在2018年4月13日至2019年6月20日完成。

纳入标准:①经肺功能检查可发现限制性通气障碍;②经CT、X线、MRI等影像学检查确诊为漏斗胸,满足以下3个或3个以上条件,外观畸形使患者无法忍受;心脏受压移位,心电图检查示心肌损害;剧烈活动耐受量降低,易患上呼吸道感染,肺活量降低;CT检查Haler指数>3.2;胸凹陷深度>2cm。

排除标准:①因严重心脏、血管疾患需行通气手术治疗;②因肺部严重病变需同期行肺叶切除术;③因感染、钢板置入排斥等需提前取出钢板;④近期接受大手术。

观察组年龄8~22岁,平均(14.15±2.36)岁;Haller指数3.3~6.8,平均(4.86±0.21);男29例,女21例。

TPO听力27-30

TPO听力27-30

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

羟苯磺酸钙对肾移植术后早期肾功能恢复的临床观察

羟苯磺酸钙对肾移植术后早期肾功能恢复的临床观察

·论著·羟苯磺酸钙对肾移植术后早期肾功能恢复的临床观察杨力1,朱雄伟1,游波1,刘航2(1.解放军总医院第三医学中心器官移植科,北京 100039;2.天津市第一中心医院器官移植科,天津 300192)【摘要】 目的 探讨羟苯磺酸钙对肾移植术后早期移植肾功能恢复的效果。

方法 选取2018年 1月— 2019年1月于我院接受肾移植手术的患者60例。

分为治疗组与对照组,治疗组于术后1月口服羟苯磺酸钙500 mg ,每日1次。

对照组未口服羟苯磺酸钙。

比较两组术后尿量,血肌酐水平,内生肌酐清除率,B 超检查移植肾动脉血流阻力指数及血肌酐下降至120 μmol/L 的时间。

结果 口服羟苯磺酸钙组患者术后尿量、内生肌酐清除率高于对照组,血肌酐水平、肾动脉血流阻力指数及血肌酐下降至200 μmol/L 所需时间低于对照组。

结论 羟苯磺酸钙用于肾移植术后早期患者安全且有助于移植肾功能恢复。

【关键词】 羟苯磺酸钙;肾移植; 肾功能恢复Clinical observation on the calcium dobesilate in the recovery of early graft function after renal transplantationYang Li 1,Zhu Xiongwei 1,You Bo 1,Liu Hang 2. 1.Department of organ transplantation of the third medical center of PLA general hospital , Beijing 100039,China. 2. Department of organ transplantation of the Tianjin first center hospital , Tianjin 3000192,China.Corresponding author :Liu Hang ,Email :138**************** 【Abstract 】 Objective To investigate the effects of calcium dobesilate in the recovery of early graft function after renal transplantation. Methods A total number of 60 patients who received renaltransplantation in our department during January 1st, 2018 to January 1st, 2019 were enrolled. The patients were randomly divided into treatment group who were treated with 500 mg calcium dobesilate, QD for 1 month and control group who were not treated with calcium dobesilate in the same period. Urine volume after transplantation, level of serum creatinine(Scr ), endogenous creatinine clearance (Ccr ), blood flow resistance-indexes (RI ) of renal graft artery under Doppler Ultrasonic and the time required for serum creatinine to decrease under 120 μmol/L were compared. Results The urine volume after transplantation and CCr in treatment group were significantly higher than those in control group, SCr, blood flow RI and the time required for serum creatinine to decrease under 120 μmol/L in treatment group were significantly less than those in control group.Conclusion Administration of calcium dobesilate in renal recipient is safe and effective for the recovery of early graft function after renal transplantation.【Key words 】Calcium dobesilate ; Renal transplantation ; Renal function recovery DOI :10.3969/j.issn.2095-5332.2021.03.005 通讯作者:刘航,Email :138****7485@对于终末期肾病的患者接受肾移植手术是目前最好的办法[1]。

两种确定肺段间平面的胸腔镜精准肺段切除术的临床对照研究

两种确定肺段间平面的胸腔镜精准肺段切除术的临床对照研究

两种确定肺段间平面的胸腔镜精准肺段切除术的临床对照研究陈大庆,詹必成,周新涛,陈剑 (安庆市立医院心胸外科,安徽安庆 246003)[摘要] 目的 比较单纯动脉结扎法与改良膨胀萎陷法在胸腔镜精准肺段切除术中确定肺段间平面的应用效果。

方法 前瞻性纳入2021年8月至2023年2月于本院行胸腔镜精准肺段切除术的80例患者,采用随机数字表法将患者分为观察组和对照组,每组40例。

观察组患者采用单纯动脉结扎法确定肺段间平面,对照组患者采用改良膨胀萎陷法确定肺段间平面。

比较2组患者围术期相关指标、肺功能指标、术后并发症及随访情况。

结果 观察组患者手术时间及术中出血量均显著短/少于对照组(P<0.05);而2组患者段间平面显现时间、术后总引流量、引流管留置时间、术后住院时间及肺段切除分布情况比较,差异均无统计学意义(P>0.05)。

术后2组患者用力肺活量占预计值百分比(FVC%pred)、第1秒用力呼气容积占预计值百分比(FEV1%pred)较术前均显著降低(P<0.05),且观察组患者术后FVC%pred、FEV1%pred显著高于对照组(P<0.05)。

2组患者术后各并发症的发生情况比较,差异均无统计学意义(P>0.05)。

随访期间所有患者均未出现死亡、肿瘤局部复发或远处转移情况。

结论 在胸腔镜精准肺段切除术中应用单纯动脉结扎法确定段间平面较改良膨胀萎陷法具有操作简便、损伤小、对患者肺功能影响小等显著优势,安全性较高,是一种可行且有效的技术。

[关键词]段间平面;胸腔镜;肺段切除术;改良膨胀萎陷法;单纯动脉结扎法[中图分类号]R734.2 [文献标志码]A [收稿日期]2023-04-20A controlled clinical study of two types of thoracoscopic precision segmentectomy for determining interseg⁃mental planeCHEN Da-qing,ZHAN Bi-cheng,ZHOU Xin-tao,CHEN Jian (Department of Cardiothoracic Surgery, Anqing Municipal Hospital,Anqing Anhui 246003,China)Abstract: Objective To compare the application effects of simple artery ligation and modified inflation-deflation method in determining the lung intersegment plane during thoracoscopic precision segmentectomy.Methods A total of 80 patients who underwent thoracoscopic precision segmentectomy in our hospital from August 2021 to February 2023 were prospectively included and divided into the observation group and the control group by random number table method, with 40 cases in each group. Patients in the observation group were determined the lung intersegment plane by simple artery ligation, while patients in the control group were determined the lung intersegment plane by modified inflation-deflation method. The perioperative related indexes, lung function indexes, postoperative complications and follow-up of patients between the two groups were compared.Results The operative time and blood loss of patients in the observation group were significantly shorter/lower than those in the control group (P<0.05). There was no significant difference in the time to reveal the interseg⁃doi:10.11659/jjssx.04E023090·临床研究·[基金项目]安徽省2021年度重点研究与开发计划项目(2104h08020278)[通信作者]陈剑,E-mail:ChenJianYC@·临床研究·[16] Favorito LA,Costa SF,Julio-Junior HR,et al.The importance of the gubernaculum in testicular migration during the human fetal period [J].Int Braz J Urol,2014,40(6):722-729.doi:10.1590/S1677-5538.[17] Rodprasert W,Koskenniemi JJ,Virtanen HE,et al.Reproductive markers of testicular function and size during puberty in boys with and without a history of cryptorchidism[J].J Clin Endocrinol Metab,2022,107(12):3353-3361.doi:10.1210/clinem/dgac520.[18]陈楠,郝春生,杨丽红,等.经脐腹腔镜手术与传统手术治疗小儿高位隐睾的临床效果比较[J].中国性科学,2022,31(4):24-28.doi:10.3969/j.issn.1672-1993.2022.04.006.[19] Thorup J,Clasen-Linde E,Thorup SC,et al.Pre-and postoperative status of gonadotropins (FSH and LH)and inhibin-B in relation totesticular histopathology at orchiopexy in infant boys with unilateral undescended testes[J].J Pediatr Urol,2015,11(1):1-5.doi:10.1016/j.jpurol.2014.08.007.[20] Kato T,Mizuno K,Matsumoto D,et al.Low serum inhibin B/follicle-stimulating hormones and anti-Müllerian hormone/follicle-stimulating hormones ratios as markers of decreased germ cells in infants with bilateral cryptorchidism[J].J Urol,2022,207(3):701-709.doi:10.1097/JU.0000000000002344.[21] Hildorf SE,Clasen-Linde E,Cortes D,et al.The positive predictive value of using FSH and inhibin-B serum levels to diagnose gonadotro⁃pin insufficiency in bilateral cryptorchid boys is high[J].J Pediatr Urol,2022,18(6):844-850.doi:10.1016/j.jpurol.2022.10.031.(编辑:魏源)mental planes, total drainage volume after operation, indwelling time of drainage tube, postoperative hospital stay or lung segmentectomy distribution of patients between the two groups (P>0.05). The percentage of forced vital capacity to the predicted values (FVC%pred) and percentage of forced expiratory volume in 1 second to the predicted values (FEV1%pred) after operation of patients in the two groups were significantly decreased compared with those before operation (P<0.05), and FVC%pred and FEV1%pred after operation of patients in the observation group were significantly higher than those in the control group (P<0.05). There was no statistically significant difference in the occurrence of postoperative complications of patients between the two groups (P>0.05).There was no death,local recurrence or distant metastasis occurred in all patients during follow-up.Conclusion Compared with the modified inflation-deflation method, the application of simple artery ligation to determine the intersegment plane during thoracoscopic precision segmentectomy has significant advantages such as simple operation, less injury, and less impact on the lung function of patients, which is a feasible and effective technique, with high safety.Keywords: intersegmental plane; thoracoscope; segmentectomy; modified inflation-deflation method; simple arterial ligation近年随着低剂量螺旋CT检查在健康体检人群中的普及,以肺磨玻璃结节(ground-glass opacity,GGO)为影像学表现的早期肺癌患者日益增多,而手术仍是治疗GGO的主要方式[1-2]。

醋酸泼尼松龙迎香穴封闭治疗变应性鼻炎的临床研究

醋酸泼尼松龙迎香穴封闭治疗变应性鼻炎的临床研究

醋酸泼尼松龙迎香穴封闭治疗变应性鼻炎的临床研究汪琼;陈其国;李浩;孙群【摘要】Objective To discuss the clinical study of Prednisolone Acetate inject-blocked in Yingxiang Acupoint in therntreatment of allergic rhinitis. Methods 136 patients with allergic rhinitis of our hospital were selected, and they were givenrninjecting Prednisolone Acetate in Yingxiang Acupoint, 2 mL each side (0.9% Sodium Chloride 1 mL, 2% Lidocaine 0.5rnmL, Prednisolone Acetate Solution 0.5 mL). The scores of cardinal symptom and clinical effect of patients were comparedrnbefore treatment and after treatment of one course and 6 months (P < 0.05). Results After treatment of 6 months, therernwere 52 cases in obvious effectiveness (38.2%), 72 cases in effectiveness (52.9%) and 12 cases in ineffectiveness (8.8%),rnthe total effect rate was 91.2%. 72 patients were followed up for 1 year, there were 42 cases (30.9%) had no recurrences.rnThere was significant difference on the scores of cardinal symptom before treatment of one course and 6 months whichrncompred with before treatment (P < 0.05). Conclusion Prednisolone Acetate inject-block therapy on Yingxiang Acupointrnis one of the simple and effective method to treat allergic rhinitis.%目的探讨应用醋酸泼尼松龙注射液于迎香穴封闭治疗变应性鼻炎的临床效果.方法选取我院136例变应性鼻炎患者,在其迎香穴注射混合药液(含0.9%氯化钠1 mL、2%利多卡因0.5 mL、醋酸泼尼松龙注射液0.5 mL),每侧2 mL.比较治疗前和注射1个疗程后和注射后6个月患者主要症状评分及临床疗效.结果注射后6个月,显效52例(38.2%),有效72例(52.9%),无效12例(8.8%),总有效率为91.2%.72例随访1年,42例(30.9%)未复发,为临床痊愈.治疗前与治疗后1个疗程及6个月后的症状评分比较,差异有统计学意义(P < 0.05).结论迎香穴注射醋酸泼尼松龙是治疗变应性鼻炎的简单有效方法之一.【期刊名称】《中国医药导报》【年(卷),期】2012(009)034【总页数】3页(P103-104,107)【关键词】变应性鼻炎;醋酸泼尼松龙注射液;迎香穴;封闭治疗【作者】汪琼;陈其国;李浩;孙群【作者单位】广东省深圳市宝安区石岩人民医院耳鼻咽喉科,广东深圳,518108;广东省深圳市宝安区石岩人民医院耳鼻咽喉科,广东深圳,518108;广东省深圳市宝安区石岩人民医院耳鼻咽喉科,广东深圳,518108;广东省深圳市宝安区石岩人民医院耳鼻咽喉科,广东深圳,518108【正文语种】中文【中图分类】R246.81变态反应性鼻炎(AR)简称变应性鼻炎,又称过敏性鼻炎,是发生在鼻黏膜的变态反应性疾病,以鼻痒、鼻塞、喷嚏、鼻分泌物亢进、鼻黏膜肿胀为主要特点。

免疫调节剂联合吸入用复方异丙托溴铵溶液治疗慢性阻塞性肺疾病的效果

免疫调节剂联合吸入用复方异丙托溴铵溶液治疗慢性阻塞性肺疾病的效果

- 30 -异位症腹腔镜术后患者的影响[J].中外医学研究,2022,20(30):52-56.[14]唐宁,李泽武,王靖雯,等.富血小板血浆宫腔灌注对薄型子宫内膜患者冻融胚胎移植妊娠结局的影响[J].生殖医学杂志,2023,32(11):1630-1636.[15]马宁,周知,周璟,等.自体血小板富集血浆联合粒细胞集落刺激因子宫腔灌注对反复着床失败患者子宫内膜容受性及临床结局的影响[J].中国医院用药评价与分析,2023,23(2):158-161,168.[16]张晓晶.醋酸曲普瑞林联合腹腔镜手术治疗子宫内膜异位症的效果及对炎症因子的影响[J].中国医学创新,2023,20(7):71-75.[17]刘意来,李彬,陈巍,等.肩关节镜手术联合富血小板血浆注射对肩袖损伤患者炎症因子水平及腱-骨愈合的影响[J].临床和实验医学杂志,2022,21(23):2517-2521.[18]王丽,张梦婷,陈阳,等.人羊膜上皮干细胞联合富血小板血浆对宫腔粘连大鼠纤维化因子、炎症因子的作用[J].现代生物医学进展,2023,23(8):1430-1435.[19]吴鹏玲.腹腔镜手术联合亮丙瑞林、地屈孕酮、阿司匹林在子宫内膜异位症不孕患者中的应用效果[J].中外医学研究,2023,21(28):161-164.[20]沈明虹,吕承晓,段华.富血小板血浆促进组织再生修复机制及其在子宫内膜再生修复的新探索[J].中华生殖与避孕杂志,2022,42(5):524-527.[21]邱丹儿,张琬琳,肖西峰,等.宫内灌注富血小板血浆用于宫腔粘连分离术后辅助治疗的研究进展[J].解放军医学院学报,2023,44(7):812-816.[22]李丽斐,张克樊,张学红.富血小板血浆改善子宫内膜容受性的研究进展[J].中华生殖与避孕杂志,2021,41(5):398-401.[23]张森,常茹,郭超.腹腔镜手术联合抗感染及地诺孕素治疗子宫内膜异位症的临床研究[J].局解手术学杂志,2023,32(8):708-711.(收稿日期:2024-02-19) (本文编辑:占汇娟)①山东省青州荣军医院医务科 山东 青州 262500②青州市人民医院重症医学科 山东 青州 262500通信作者:李晓静免疫调节剂联合吸入用复方异丙托溴铵溶液治疗慢性阻塞性肺疾病的效果李晓静① 杨国政②【摘要】 目的:探究免疫调节剂联合吸入用复方异丙托溴铵溶液治疗慢性阻塞性肺疾病(COPD)的效果。

如何提高自然效率英语作文

如何提高自然效率英语作文

如何提高自然效率英语作文To improve efficiency in English writing, several strategies can be employed. Here are some effective approaches:1. Expand Your Vocabulary: Building a rich vocabulary is crucial for expressing ideas precisely and vividly. Regularly learn new words and their usage in context. Utilize resources like vocabulary books, flashcards, or vocabulary-building apps.2. Practice Regularly: Like any skill, writing improves with practice. Set aside dedicated time each day to writein English. This could include journaling, blogging, or participating in online writing communities.3. Read Widely: Exposure to diverse writing styles and genres enhances your understanding of language conventions and improves your writing skills. Read books, articles, essays, and other written materials in English regularly.4. Study Grammar and Syntax: Understanding grammar rules and sentence structure is essential for effective communication. Review grammar guides and practice constructing sentences with varied structures.5. Seek Feedback: Constructive feedback from peers, teachers, or online writing groups can help identify areas for improvement. Be open to suggestions and actively work on addressing weaknesses in your writing.6. Edit and Revise: Writing is a process that involves multiple drafts. Take time to revise your work, focusing on clarity, coherence, and conciseness. Pay attention to grammar, punctuation, and word choice.7. Set Clear Goals: Define specific writing goals to focus your efforts. Whether it's improving vocabulary, mastering a particular writing style, or refining grammar skills, setting targets helps track progress and stay motivated.8. Immerse Yourself in English: Surround yourself with English language input as much as possible. Watch English movies, listen to English podcasts or music, and engage in conversations with native speakers to enhance your language skills.9. Use Writing Prompts: Writing prompts provide inspiration and structure for practice. They challenge you to think creatively and explore different topics, helping to expand your writing abilities.10. Stay Persistent and Patient: Improving writing skills takes time and dedication. Stay committed to your goal, celebrate progress, and don't get discouraged by setbacks. With consistent effort and perseverance, you'll see gradual improvement in your English writing efficiency.By incorporating these strategies into your routine and staying committed to practice, you can enhance your efficiency and proficiency in English writing. Remember, the key is consistency and perseverance. Keep challengingyourself, seek feedback, and never stop learning and growing as a writer.。

秦荻辉_科技英语习题以与答案

秦荻辉_科技英语习题以与答案

练习1I、将下列句子译成汉语,注意句中有些冠词的特殊位置:1. In this case the current (电流)exists for only half the cycle (周期)2. In such a case there is no current flowing in the circuit (电路)3. Sensitivity (灵敏度)is a measure of how small a signal (信号)a receiver(接收机)can pick up and amplify (放大)to a level useful for com muni cati ons.4. emay be as small a positive con sta nt as you please.5. Even so fundamental a dimension(量纲)as time was measured extremely crudely with sand and water clocks hundreds of years ago.6. Nonlinear distortion (非线性失真)can be caused by too large an input signal.7. The method used is quite an effective one.8. A series (级数)solution of this kind of problem allows as close a calculation of the error as needed.II、将下列句子译成汉语,注意句中" and”和"or”的确切含义:1. Air has weight and occupies space.2. In this way less collector dissipation (集电极功耗)results, and the efficiency increases.3. We can go one step farther and take into account the nonzero slope of the actual curves.4. Try hard, and you will work the nut (螺母)loose.5. The first step in analyzing a physical situation is to select those aspects of it which are essential and disregard the others.6. This satellite was used for communications between the United States and Great Britain, France and Italy.7. Some physical quantities require only a magnitude and a unit to be completely specified. Thus it is sufficient to say that the mass of a man is 85 kg, that the area of a farm is 160 acres, that the frequency of a sound wave is 660 cycles/sec, and that a light bulb consumes electric energy at the rate of 100 watts.8. Geothermal energy, or energy from within the earth, can be used to generate electricity.9. The current in a capacitor (电容器)leads (导前)the voltage by 90o, or, the voltage lags the current by 90o.10. The message is a logical unit of user data, control data, or both.III 、将下列句子译成汉语,注意句中分数和倍数的正确译法:1. By varying V BE only a few hundredths of a volt, the base current (基极电流)can be changed significantly.2. The standard meter is accurate to about two parts in one billion.3. Cromatographic (层析的)techniques have been developed to detect air pollutants at concentrations (浓度)of one part per million or less.4. The volume coefficient (体膨胀系数)of a solid is almost exactly three times its linear coefficient.5. The demand for this kind of equipment in the near future will be 20 times what it is.6. The wavele ngth of this musical n ote (音符)is7.8 ft, over three times Ion ger tha n thewavelength of the same note in air (2.5 ft).7. This causes the collector current (集电极电流)to change by a factor of approximately 38. This factor (因子)is now equal to 9, a reduction by a factor of 11.IV、将下列句子译成英语:1、火箭是由金属制成的。

加巴喷丁联合泼尼松治疗带状疱疹性疼痛疗效观察

加巴喷丁联合泼尼松治疗带状疱疹性疼痛疗效观察

加巴喷丁联合泼尼松治疗带状疱疹性疼痛疗效观察张丽;陈启红;丁小珍【摘要】目的:观察加巴喷丁联合泼尼松治疗带状疱疹性疼痛的疗效。

方法将2012年2月至2015年2月在我院皮肤科门诊及住院部带状疱疹疼痛视觉模拟评分(VAS)>5分的患者120例按随机数表法分为对照组和观察组各60例。

两组均给予常规抗病毒、营养神经治疗,对照组给予小剂量泼尼松口服,观察组在对照组的基础上加用加巴喷丁口服。

分别记录两组患者治疗前及治疗后1周、2周VAS 评分。

2周后对治疗的有效率进行比较,3个月后统计后遗神经痛的发生率及VAS 评分并做比较。

结果治疗后1周、2周,观察组患者的VAS评分分别为(3.36±1.27)分、(2.38±1.15)分,均明显低于对照组的(4.55±1.36)分、(3.48±1.35)分,两组比较差异均有统计学意义(P<0.05);2周后观察组的治疗有效率为86.67%(52/60),明显高于对照组的70.00%(42/60),差异有统计学意义(P<0.05);治疗后3个月,观察组的后遗神经痛发生率为15.00%(9/60),明显低于对照组的26.67%(16/60),差异有统计学意义(P<0.05)。

结论加巴喷丁联合小剂量泼尼松治疗带状疱疹性疼痛效果好,后遗神经痛发生率低,值得临床推荐使用。

%Objective To observe the clinical effect of gabapentin combined with prednisone in the treatment of patients with herpetic neuralgia. Methods A total of 120 cases of patients with herpes zoster [visual analogue scale (VAS) >5], who admitted to our hospital dermatology outpatient and inpatient from February 2012 to February 2015, were randomly divided into two groups. All patients in the two groups were treated with conventional therapies, such as antivirus, nutrition nerve agents. In addition to the above treatments, the control group (n=60) was treatedwith predni-sone, while the treatment group (n=60) was treated with gabapentin and prednisone. The VAS scores of two groups were recorded before treatment and 1, 2 weeks after treatment;the efficacy of the two groups were compared after 2 weeks;the incidence rate of post-herpetic neuralgia (PHN) and VAS scores were compared after 3 months. Results 1 and 2 weeks after treatment, the VAS scores in treatment group [(3.36 ±1.27), (2.38 ± 1.15)] were significa ntly lower than be-fore treatment [(4.55± 1.36), (3.48 ± 1.35)] (P<0.05);the effective rate in treatment group[86.67%(52/60)] was signifi-cantly higher than that in control group [70.00% (42/60)] (P<0.05); the incidence rate of PHN in treatment group[15.00%(9/60)] was significantly lower that in control group [26.67%(16/60)] (P<0.05). Conclusion The results sug-gest that the treatment of herpetic neuralgia using gabapentin combined with prednisone is an effective method, and it could decrease the incidence rate of PNH and is worthy of clinical application.【期刊名称】《海南医学》【年(卷),期】2016(027)016【总页数】3页(P2651-2653)【关键词】带状疱疹;神经痛;加巴喷丁;泼尼松;疗效【作者】张丽;陈启红;丁小珍【作者单位】荆州市中心医院皮肤科,湖北荆州434020;荆州市中心医院皮肤科,湖北荆州 434020;荆州市中心医院皮肤科,湖北荆州 434020【正文语种】中文【中图分类】R752.1+2带状疱疹是皮肤科的常见疾病,是由水痘-带状疱疹病毒感染引起,临床表现为沿单侧神经分布的红斑、丘疹、水疱、大疱等,伴有明显的神经痛[1]。

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A Simple and Effective Method for PredictingTravel Times on FreewaysJohn Rice and Erik van ZwetAbstract—We present a method to predict the time that will be needed to traverse a given section of a freeway when the depar-ture is at a given time in the future.The prediction is done on the basis of the current traffic situation in combination with historical data.We argue that,for our purposes,the current traffic situa-tion of a section of a freeway is well summarized by the current status travel time.This is the travel time that would result if one were to depart immediately and no significant changes in traffic would occur.This current status travel time can be estimated from single-or double-loop detectors,video data,probe vehicles,or any other means.Our prediction method arises from the empirical ob-servation that there exists a linear relationship between any future travel time and the current status travel time.The slope and in-tercept of this relationship may change subject to the time of day and the time until departure,but linearity persists.This observa-tion leads to a prediction scheme by means of linear regression with time-varying coefficients.Index Terms—Intelligent transportation systems(ITS),linear regression,prediction,travel time,varying coefficients.I.I NTRODUCTIONT HE PERFORMANCE measurement system(PeMS)[1] is a large-scale freeway data collection,storage,and analysis project.It involves the Electrical Engineering and Computer Science(EECS)and Statistics Departments and the Institute of Transportation Studies,University of California, Berkeley,in cooperation with the California Department of Transportation(CalTrans).PeMS’s goal is to facilitate traffic research and assist CalTrans by quantifying the performance of California’s eful information in various forms is to be distributed among traffic managers,planners,and engineers; freeway users;and researchers.In real time,PeMS obtains loop-detector data on flow(count)and occupancy at selected locations,aggregated over30-s intervals.For all of California, this amounts to2GB/d.In its raw form,this data is of little use. In this paper,we focus our attention on travel-time prediction between any two points on a freeway network for any future departure time.Besides being useful per se,travel-time predic-tion serves as an input or aid to dynamic route guidance[2], congestion management,and control[3];optimal routing and dispatching[4],[5];and incident detection[6].Manuscript received January4,2002;revised August16,2003and February 9,2004.The performance measurement system(PeMS)project is supported by grants from the National Science Foundation and from the California De-partment of Transportation(CalTrans)through the California PATH program. The Associate Editor for this paper was M.Papageorgiou.J.Rice is with the Department of Statistics,University of California,Berkeley, CA94720USA(e-mail:rice@).E.van Zwet is with the Mathematical Institute,University of Leiden,Leiden 2300RA,The Netherlands(e-mail:evanzwet@math.leidenuniv.nl).Digital Object Identifier10.1109/TITS.2004.833765We want our methods to be simple,fast,and scalable.We are currently developing an Internet application that will give the commuters of CalTrans District7(Los Angeles)the opportu-nity to query the prediction algorithm that is described in this paper.The user will access our Internet site and state the origin, destination,and time of departure(or desired time of arrival). He or she will then receive a prediction of the travel time and the best(fastest)route to take.To make useful predictions in a rapidly changing environment,it is clear that we need to be able to very quickly process very large amounts of plex al-gorithms will not do for our purpose.In Section II,we state the exact nature of our prediction problem.We then describe our new prediction method(“linear regression”)and two alternative methods that will be used for comparison.This comparison is made in Section III with a collection of34d of traffic data from a48-mi stretch of I-10 East in Los Angeles,CA.Finally,in Section IV,we summarize our conclusion,note some practical observations,and briefly discuss several extensions of our new method.II.M ETHODS OF P REDICTIONConsider anarray()denoting the velocity that was measured onday at loop at time.In Fig.3,we see an example of a velocity field for one day.From ,we can approximate thetime needed to travel from loop1toloop startingon at time.This travel time can be thought of as belonging to a path through the velocity field. It is important to note that in order to actuallycomputewe need information after ing information available at time,we can compute a proxy for the travel time definedas(1)where denotes the distance from loop toloop.Wecall the instantaneous or current status travel time.It is the travel time that would have resulted from the departure from loop1at time onday when no significant changes in traffic occurred untilloop was reached.If we havecomputed for acollection of days in the past,we then can also compute the average historical travel timeas(2) Our goal is topredictfor on the basis of the available information onday at time.Wecall the “time lag”and note that evenfor this problem is not trivial.We are certainly not the first to study this problem.1524-9050/04$20.00©2004IEEEFig.1.T (9AM )versus T (9AM ).Also shown is the regression line with intercept =17:3and slope =0:65.Fig.2.T (3PM )versus T (4PM ).Also shown is the regression line with intercept =9:5and slope =1:1.In the literature,we find spectral analysis [7],Kalman filtering [8],[9],linear models [10],[11],and autoregressive-integrated moving average (ARIMA)models [12],[13].Clustering techniques have been applied [10],[12]and,in recent years,also neural networks [14],[15].We refer to [15]for additional references.Many of these efforts are aimed at forecasting traffic flow rather than travel time.Also,several make use of automated vehicle identification (A VI),which is not available in many situations.Finally,and most importantly,our focus differs from the abovementioned papers.We do not aim for sophistication or statistical optimality,but for ease of imple-mentation and computational efficiency.We want our methodto be fully scalable to the very large amounts of data that we need to process very quickly to be able to advise motorists in real time.Two na ïve predictorsofare the instantaneous traveltimeand the historicalaverage .We expect —and,indeed,this is confirmed by an experiment —thatpredicts well forsmalland predicts betterfor large .We will improve on both these predictors for all .A.Linear RegressionThe main point of this paper is what appears to be an empir-ical fact:that there exist linear relationshipsbetweenFig.3.Velocity field v(d;l;t)where day d=June16;2000.Darker shades refer to lower speeds.Note that the typical triangular shapes indicate the morning and afternoon congestions building and easing.The horizontal streaks are most likely due to detector malfunction.and for all and.This observation has held upin all of numerous freeway segments in CA that we have ex-amined.This relation is illustrated by Figs.1and2,which arescatter plotsofversus for a48-mi stretch ofI-10East in Los Angeles.Note that the relation varies with thechoice of and.With this in mind,we propose themodel(3)where is a zero-mean random variable modeling random fluc-tuations and measurement errors.Note that theparametersandare allowed to vary with and.Linear models with varyingparameters are discussed by Hastie and Tibshirani[16].Fitting the model to our data is a familiar linear regressionproblem that we solve by weighted least squares.Define thepairand tominimize(4)where denotes the Gaussian density with mean zero and acertainvariance,which the user needs tospecify.(5)The purpose of this weight function is to impose smoothnessonand as functions of and.We assumethatand aresmooth in and,because we expect that average properties oftraffic do not change abruptly.The actual predictionofbecomes(6)Writing,we see that(3)expresses afuture travel time as a linear combination of the historical meanand the current status travel time—our two naïve predictors.Hence,our new predictor may be interpreted as the best linearcombination of our naïve predictors.From this point of view,wecan expect our predictor to do better than both.In fact,it does,as demonstrated in Section III.Another way to think about(3)is by remembering that theword“regression”arose from the phrase“regression to themean.”In our context,we would expect thatif ismuch larger than average,signifying severe congestion,thencongestion will probably ease during the course of the trip.Onthe other hand,if it is much smaller than average,congestion isunusually light and the situation will probably worsen duringthe journey.Besides comparing our predictor to the historical mean andthe current status travel time,we subject it to a more competitivetest.We consider two other predictors that may be expected to dowell,one resulting from principal component analysis and onefrom the nearest neighbors principle.Next,we describe thesetwo methods.B.Principal ComponentsOur predictor only uses information at one time point:thecurrent time onday.However,we do have information priorto that time.The following method attempts to exploit this byusing thetrajectoriesand forall.Let denote the vector of travel times for all departuretimes onday.Let us assume that the travel times on dif-ferent days are independently and identically distributed(i.i.d.)and that for a givenday,thevectorsand are mul-tivariate normal.We estimate the covariance of this multivariatenormal distribution by retaining only a few of the largest eigen-values in the singular value decomposition of the empirical co-varianceofand .The number of the eigenvalues re-tained must be specified by the user.Forgiven and ,define to be suchthat.Thatis,is the departure time of the last trip that was completed before time .With the estimated covariance,we can now com-pute the conditional expectationofgiven foralland forall .This is a standard computa-tion that is described;for instance,in [17].We call the resultingpredictor.C.Nearest NeighborsAs an alternative to principal components,we now considernearest neighbors,which also is an attempt to use information prior to the current time .Similar to principal components,it is a nonparametric method,but makes fewer assumptions (such asjoint normality)on the relationbetweenand .Nearest neighbors aims to find that day in the past that is most similar to the present day in some appropriate sense.The re-mainder of that past day beyond time is then taken as a pre-dictor of the remainder of the present day.The trick with nearest neighbors is in finding a suitable dis-tance between twodaysand .We suggest two possibledistances(7)and(8)Now,ifday minimizes the distanceto among all previousdays,our predictionis(9)Sensible modifications of the method are “windowed ”nearest neighbors (NN)and -NN.Windowed-NN recognizes that not all information prior to is equally relevant.Choosing a “window size”,it takes the above summation to rangeoverallbetweenand .So-called -NN basically is a smoothing method,aimed at using more information than is present in just the single closest match.For some valueof ,it findsthe closest daysin and bases a prediction on a (possibly weighted)combination of these.Alas,neither of thesevariants appear to significantly improve on the “vanilla”.III.R ESULTSWe have gathered flow and occupancy data from 116single-loop detectors along 48miles of I-10East in Los Angeles (between postmiles 1.28and 48.525).Measurements were done at 5-min aggregation at times ranging from 5AM to 9PM for 34weekdays between June 16and September 8,2000.We have used theso-called -factor method to convert flow and occupancy to velocity using the well-known formulavelocity flowoccupancy(10)Here,is the unknown average length of vehicles,which has to be estimated.Often,a fixed car length is assumed at all loops and all times and inserted into the formula.PeMS research,carried out by Jia et al.[18],indicates that this is far too na ïve.Jia et al.have studied data from 20double-loop detectors from Orange County,CA (CalTrans District 12)for a 3-mo period starting in January 1998.Double-loop detectors consist of two single loops in close proximity,allowing for direct measurement of velocity.Jia et al.conclude thatThe analysis shows thatthe -factor for any two ran-domly picked detectors in this network differ on average by 26percent,and with probability 0.12that they will differ by 50percent.Furthermore,the -factor for the same de-tector can vary by as much as 50percent over a 24-hour period.[18,p.536]The differences between two loops might be due to different calibration or sensitivity.It could also be due to the fact the ratio of trucks versus cars will differ at different locations.This ratio also changes during the day from mostly trucks at night to compacts during rush hour.This explains whythe -factor at the same loop varies with time.Jia et al.[18]propose a method that essentially works as fol-lows.If occupancy is below a certain threshold,say 10%,then it is assumed that the freeway is in a state of freeflow with a nom-inal speed of 60mi/h.Keeping the velocity fixed,(10)allows us to trackthe -factor.As soon as the occupancy threshold is ex-ceeded,a state of congestion is assumed andthe -factor is kept fixed at the last computed value.We again turn to (10),but this time to track velocity as we keepthe -factor fixed.The method appears to work well in practice.Another difficulty in computing the velocity field is that loop detectors often do not report correct values or do not report at all.Fortunately,the quality of our I-10data is quite good and we have used simple interpolation to impute incorrect or missingvalues.The resulting velocityfieldis shown in Fig.3,whereday is June 16.The horizontal streaks typically indicate detector malfunction.From the velocities,we computed travel times for tripsstarting between 5AM and 8PM .Fig.4showstheas functions of the time of day .Note the distinctive morning and afternoon congestions and the huge variability of travel times,especially during those periods.During afternoon rush hour,we find travel times of 45min to up to 2h.Included in the data are holidays July 3and 4,which may be readily recognized by their very fast travel times.We have estimated the root-mean-squared (rms)error of our various prediction methods for a number of “current times ”(AM ,AM PM )andlags(and 60min).We did the estimation by leaving out one day at a time,performing the prediction for that day on the basis of the other remaining days and averaging the squared prediction errors.The prediction methods all have parameters that must be specified by the user.For the regression method,we havechosen the standard deviation of the Gaussiankernelto be 10min.For the principal components method,we have chosen the number of eigenvalues retained to be 4.For the NN method,we have chosen distance function (8),awindow of 20min,and thenumber of nearest neighbors to be 2.Figs.5and 7show the estimated rms errorof,,and as predictorsof ,forlagFig.4.Travel times T (d;1)for 34d on a 48-mile stretch of I-10East.Fig.5.Estimated root-mean-square error (rmse),lag =0min.Historical mean (–1–),current status (–––),and linear regression (—).equal to 0and 60min,respectively.Note how the currentstatusperforms well forsmall()and how the his-toricalmeandoes not become worseas increases.Most importantly,however,notice how the regressionpredictorbeats both uniformly.Figs.6and 8again show the rms prediction error of the regression predictor.This time,its performance is comparedto the principal componentspredictor and the NNpredictor .Again,the regression predictorcomes out on top,although the NN predictor shows comparable performance.The rms error of the regression predictor stays below 10min even when predicting 1h ahead.As the average travel time is multiplied by 3,the rms error is still less than 10%.We feel that this is particularly impressive given the simplicity of the predictor.Fig.6.Estimated rmse,lag =0min.Principal components (–1–),nearest neighbors (–––),and linear regression (—).Fig.7.Estimated rmse,lag =60min.Historical mean (–1–),current status (–––),and linear regression (—).IV .C ONCLUSION AND L OOSE E NDSThe main contribution of this paper is the discovery of a linearrelationbetweenand ,which we put to use to predict travel parison of the regression pre-dictor to the principal components and NN predictors yieldsanother surprise.Given,there is not much informa-tion left in theearlier()that is useful for pre-dicting .In fact,we have come to believe that for the purpose of predicting travel times all the informationinis well summarized by one singlenumber:.It is of practical importance to note that our prediction can beperformed in real putation of theparametersand is time consuming,but can be done offline in reasonable time.The actual prediction is trivial.As this paper was submitted,we were in the process of making our travel-time predictions and associated optimal routings available through the Internet for the network of freeways of California District 7(Los Angeles).It would also be possible to make our service available for users of cellular telephones —in fact,we plan to do so in the near future.It also is important to notice that our method does not rely on any particular form of data.In this paper,we have used single-loop detectors,but probe vehicles or video data can beFig.8.Estimated rmse,lag=60min.Principal components(–1–),NN(–––),and linear regression(—). used in place of loops,since all the method requires is the cur-rent valueof and historical measurementsofand.Earlier work with the method[19]used a short stretch offreeway with very-high-quality data,including probe vehicles.In that work,however,the regression method was not comparedto methods such as NN and principal components,which takemore information into account.We conclude this paper by briefly noting two extensions ofour prediction method.1)For tripsfromtoto,wehave(11)We have found that it is sometimes more practical or ad-vantageous to predict the terms on the right-hand sidethan topredict directly.For instance,when pre-dicting travel times across networks(graphs),we needonly predict travel times for the edges and then use(11)to piece these together to obtain predictions for arbitraryroutes.2)We regressed the traveltime on the currentstatus.Now,define to be the traveltime for a trip arriving attime onday.Regressingon will allow us to make predictionson the travel time subject to arrival attime.The usercan thus ask what time he or she should depart in order toreach his or her intended destination at a desired time.A CKNOWLEDGMENTThe authors would like to acknowledge the help(alphabeti-cally)from P.Bickel,C.Chen,J.Kwon,X.Zhang,and the othermembers of the PeMS project.Also,we would like to thank theengineers of CalTrans Headquarters and Districts7and12.R EFERENCES[1][Online].Available:/Public/[2]H.S.Mahmassani and S.Peeta,“System optimal dynamic assignmentfor electronic route guidance in a congested traffic network,”in UrbanTraffic Networks:Dynamic Flow Modeling and Control,Gartner andImprota,Eds.Berlin,Germany:Springer-Verlag,1995,pp.2–27.[3] F.Ho and P.Ioannou,“Traffic flow modeling and control using artificialneural networks,”IEEE Control 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models,”J.R.Stat.Soc.,ser.B,vol.55,no.4,pp.757–796,1993.[17]K.V.Mardia,J.T.Kent,and S.M.Bibby,Multivariate Anal-ysis.London,U.K.:Academic,1979.[18]Z.Jia,C.Chen,B.Coifman,and P.Varaiya,“The PeMS algorithms foraccurate,real-time estimates of g-factors and speeds from single loop detectors,”in Proc.4th Int.ITSC Conf.,2001,pp.536–541.[19]X.Zhang and J.Rice,“Short term travel time prediction,”Transport.Res.,ser.C,vol.11,pp.187–210,2003.John Rice was born in New York on June14,1944.He received the B.A.degree in mathematics from the University of North Carolina,Chapel Hill,in1966and the Ph.D.degree in statistics from the University of California,Berkeley,in 1972.He was with the Department of Mathematics,University of California, San Diego,from1973to1991.Since1991,he has been with the University of California,Berkeley,where he currently is Professor of statistics.His research interests include applied and theoretical statistics.Dr.Rice is a Member of the Institute of Mathematical Statistics,the American Statistical Association,and the International StatisticalInstitute.Erik van Zwet was born in The Hague,The Netherlands,on November10,1970.He received the doctorandus(M.Sc.)degree from the University of Leiden,Leiden,the Netherlands,in1995and the Ph.D.degree from the University of Utrecht,Utrecht, The Netherlands,in1999,both in mathematics. After three years as a post-doctorate with the Uni-versity of California,Berkeley,he is now an Assistant Professor with the University of Leiden.。

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