Previous Approaches
图像质量评价论文
“三段式”针灸技能训练临床带教对医学生针灸技能提升的影响分析
CHINA HEAL TH INDUSTRY DOI：10.16659/ki.1672-5654.2023.23.155“三段式”针灸技能训练临床带教对医学生针灸技能提升的影响分析张忠霞，杨晴，于天英潍坊医学院附属医院康复科，山东潍坊 261031[摘要] 目的分析“三段式”针灸技能训练临床带教对医学生针灸技能提升的影响。
方法选取2022年7月—2023年6月在潍坊医学院附属医院康复科实习的30名传统康复治疗的医学生，用随机数表法将学生分为两组，每组15名。
对照组行常规模式开展带教工作，观察组行“三段式”针灸技能训练开展带教工作。
比较两组学生训练前后针灸操作技能评分、出科成绩、学习效果。
结果训练前，两组针灸操作技能评分比较，差异无统计学意义（P>0.05）。
训练后，观察组针灸操作技能评分高于对照组，差异有统计学意义（P<0.05）。
观察组医学生出科成绩高于对照组，差异有统计学意义（P<0.05）。
观察组医学生学习效果评分高于对照组，差异有统计学意义（P<0.05）。
结论“三段式”针灸技能训练在临床带教中的应用能有效提升医学生对针灸操作技能的掌握能力与水平，增强学生对针灸相关理论知识、实践技能的掌握能力，同时还能有效提升学生学习的效果。
[关键词] “三段式”针灸；技能训练；临床带教；医学生；针灸技能[中图分类号] R19 [文献标识码] A [文章编号] 1672-5654（2023）12（a）-0155-04Analysis of the Impact of "Three-stage" Acupuncture Skills Training Clinical Teaching on the Improvement of Acupuncture Skills of Medical StudentsZHANG Zhongxia, YANG Qing, YU TianyingDepartment of Rehabilitation, Affiliated Hospital of Weifang Medical College, Weifang, Shandong Province, 261031 China[Abstract]Objective To analyze the impact of "three-stage" acupuncture skills training clinical teaching on the im⁃provement of acupuncture skills of medical students. Methods30 medical students of traditional rehabilitation therapy who were interned in the Department of Rehabilitation of Affiliated Hospital of Weifang Medical College from July 2022 to June 2023 were selected, and the students were divided into two groups of 15 each using the ran⁃dom number table method. The control group carried out the teaching work in conventional mode, and the observa⁃tion group carried out the teaching work in "three-stage" acupuncture skill training.Acupuncture operation skill scores, discharge scores, and learning effects were compared between the two groups of students before and after training. Results Before training, there was no statistically significant difference in acupuncture operation skill scores between the two groups (P>0.05). After training, the acupuncture operation skill score of the observation group was higher than that of the control group, and the difference was statistically significant (P<0.05). Medical students' dis⁃charge scores in the observation group were higher than those in the control group, and the difference was statistically significant (P<0.05). The learning effect scores of medical students in the observation group were higher than those of the control group, and the difference was statistically significant (P<0.05). Conclusion The application of "three-stage" acupuncture skills training in clinical teaching can effectively improve medical students' mastery and level of acupuncture operation skills. It can enhance students' ability to master the theoretical knowledge and practical skills related to acupuncture, while also effectively improving students' learning effects.[Key words] "Three-stage" acupuncture; Skills training; Clinical teaching; Medical students; Acupuncture skills[作者简介]张忠霞（1969-），女，本科，副主任医师，研究方向为中医康复临床。
Reservoir Computing Approaches toRecurrent Neural Network Training
1. Introduction Artificial recurrent neural networks (RNNs) represent a large and varied class of computational models that are designed by more or less detailed analogy with biological brain modules. In an RNN numerous abstract neurons (also called units or processing elements ) are interconnected by likewise abstracted synaptic connections (or links ), which enable activations to propagate through the network. The characteristic feature of RNNs that distinguishes them from the more widely used feedforward neural networks is that the connection topology possesses cycles. The existence of cycles has a profound impact: • An RNN may develop a self-sustained temporal activation dynamics along its recurrent connection pathways, even in the absence of input. Mathematically, this renders an RNN to be a dynamical system, while feedforward networks are functions. • If driven by an input signal, an RNN preserves in its internal state a nonlinear transformation of the input history — in other words, it has a dynamical memory, and is able to process temporal context information. This review article concerns a particular subset of RNN-based research in two aspects: • RNNs are used for a variety of scientific purposes, and at least two major classes of RNN models exist: they can be used for purposes of modeling biological brains, or as engineering tools for technical applications. The first usage belongs to the field of computational neuroscience, while the second
JWatcher软件用户手册说明书
analysis is best.The chapter then moves into detailed, step-by-step instructions on how to run each analysis. The coverage of these procedures is,necessarily,a bit more detailed than the other sections because most users will not be familiar with the specific features of each test.Finally,Chapter15includes four different out-standing laboratory exercises that use JWatcher to teach students:(1)how to develop their own ethogram and score behavior,(2)the differences between time sampling and continuous recordings, (3)how to conduct sequential analysis,and(4)how to use both sequential analysis and basic analysis to refine research questions from initial pilot data.These exercises use video clips downloadable from the JWatcher website free of charge and would be excellent teaching tools in the classroom.This manual is a vast improvement over the Version0.9Manual available on the JWatcher website, which only covers some basic guidelines for running the software,explains what the individual file types do,and indicates how to analyze results.The online manual has no coverage of the complex sequential analysis functions of JWatcher1.0.In summary,this book is a necessity for users at all experience levels who wish to quantify behavior using an event recorder.JWatcher software is free of charge and this manual is affordable enough that several copies could be purchased for use in one’s research laboratory.The money from the sale of the manual is used to support further development of the software so that the future versions of the program can be offered free of charge.Theodore StankowichOrganismic&Evolutionary BiologyUniversity of Massachusetts Amherst Morrill Science Center South,611N.Pleasant Street,Amherst,MA01003E-mail:Advance Access publication February14,2008doi:10.1093/icb/icn005An Introduction to Nervous Systems. Ralph J.Greenspan,editor.Woodbury,NY:Cold Spring Harbor Laboratory Press,2007. 172pp.ISBN978-0-87969-0(hardcover)$65.00,ISBN 978-0-87969-821-8(paper)$45.00.Over the past30years,there have been several iterations of books aimed at capturing in brief the essence of the organization and function of the nervous system.Not uncommonly,they extract general princi-ples that would be more fully explored in a compre-hensive text but do not otherwise deviate significantly from the traditional form and content of presentation. This one does.Ralph Greenspan is an established neuroscientist who has pioneered novel research to explore basic and cognitive aspects of nervous system function using the fruit fly as a model system.As he states in the Preface of this book,the Neurocience Institute,of which he is a staff scientist,aims to be a provocative academy,to“push the envelope.”That philosophy is clearly conveyed in the creative,non-traditional style of presentation in this special book. The title of the book,“An Introduction to Nervous Systems,”is a bit misleading.A more accurate title, although cumbersome,would be something like “An Introduction to Nervous Systems through Exam-ination of Some Invertebrate Models.”The book uses select examples from invertebrate nervous systems to convey some fundamental principles that apply in some respects to the organization and function of thenervous system in general.In the final,short chapter—“Are All Brains Alike?Are All Brains Different?”—theauthor writes“Perhaps all nervous systems make useof common general strategies.Anatomical disparitiesmay mask underlying functional similarities in thetasks performed by various circuits.”At first glance,it is surprising that nowhere in thetext are there descriptions of what has been learnedabout ion channels and membrane potentials from classical studies of squid giant axons;of neuralnetwork properties from studies of the crustacean stomatogastric ganglion;of nervous system develop-ment from experiments on fruit fly nerve cord or nematode worms;of sensory signaling and receptionfrom the moth or cricket;or of insect social structure,for example.The author’s enthusiasm for Drosophila,which represents his main research subject,is reflectedin a substantial fraction of the book.Moreover,thereis little or no discussion of how the principles described are employed in mammals.Surveying thebreadth of the neurobiology landscape seems not to bethe primary purpose of this book.Rather,it describesselect examples that highlight what studies of“simple”invertebrate nervous systems have taught us.The taleslink organization of the nervous system to the organism’s behavior,for which invertebrates haveproven to be especially valuable.In a modern, molecular,mammalian research universe,the rich439 Downloaded from https:///icb/article/48/3/439/627027 by Guangxi University of Nationalities user on 18 September 2023history of fundamental contributions of invertebrates to neuroscience may too often be overlooked.It is especially in this respect that the book is a welcome contribution to the neurobiological literature.In the introduction to Chapter4—“Modulation,The Spice of Neural Life”—the author writes:“The capabilities of invertebrates have traditionally been underesti-mated.Perhaps this is because they are not warm and fuzzy...For whatever reason,it has taken us an inordinately long time to realize that even the simplest animals have the capacity for modifying their behavior by adjusting the activities of their nervous systems. Perhaps this is a fundamental,inseparable property of nervous systems.”Despite the fact that the book deviates from a traditional style,in its own way it follows a rather traditional sequence,e.g.,membrane potentials,then chemical signaling and sensing,then neural circuits,then neuromodulation,then biological clocks,then higher,or cognitive,function.There is a lot to like in this book,not only in its fascinating content but in the style of presentation. Ralph Greenspan weaves a tapestry about the molecular,cellular and network origins of function and behavior,and the implications for speciation, using a variety of invertebrate models.The images he creates are expressed as interesting,often humorous, readable stories about what some nervous systems do, how they do it,and how that has evolved using some basic principles in novel ways.Each chapter begins with a relevant quote or poem from a literary or scientific giant that sets the stage and tone for the often poetic introduction and description that follows. The stories themselves—about swimming in Paramecium and jellyfish,light detection by barnacles, decision making by marine snails,circadian rhythms, flying,and mating—are fascinating because they are set in a context of understanding the generation and modulation of behavior and,in some cases,the impact on ecology and evolution.Although the author states in the Preface that the book is intended for the neurobiology novice posses-sing a basic introductory knowledge of biology,this reviewer believes that it would be more appropriate for an individual with an introductory neurobiological background.For example,in the very first chapter, one quickly discovers that understanding“simple”systems can be quite complex.In particular,students new to neurobiology often struggle with concepts underlying the generation of membrane potentials and the relationship of voltage and current,yet the text and figures require some understanding of these topics.In this respect,the Glossary at the end of the book seems uneven,defining some very basic biological terms yet not defining“receptor potential,”for example,which is named but not explained in the caption of Figure3.10.Not to quibble,but this reviewer and two other neuroscientists who scanned the book question some statements or generalizations proposed,particularly in the Introduction(“What are Brains For”?).For example,on page1it states“When it comes to brains,size unquestionably matters.”While that is no doubt true,it may be the organization of cells,i.e.the way they interact,that is more relevant.If it is size that is so important,then one should note that about three quarters of cells in mammalian brain are glial cells, not neurons,some potentially capable of modulating chemical signaling at up to100,000synapses,yet their contributions are not mentioned(see below). Furthermore,spinal cords also possess much of the organization and cellular interactions,e.g.,integrating sensory input and generating motor output,yet we view their capabilities as somewhat lacking in comparison with brain.What might be the funda-mental differences between invertebrate and verte-brate nervous systems and between brain and spinal cord that yield unique aspects of functional compe-tence?Or,are they as different as we imagine them to be,particularly in comparing function in invertebrates versus vertebrates?These are some interesting questions—not found in a typical comprehensive text—that might be explored a bit further in the Introduction and perhaps elsewhere in the book.In addition,on page2,the author writes“Chemical sensing is almost certainly the original sense...,”yet mechanically gated ion channels that could sense changes in flow or pressure in the ambient environ-ment are universal and also have been identified in prokaryotic organisms.Also,on page4,the author writes“And because none of us wants to submit to being experimented upon...we study animals.”Yet, there is a substantial and rapidly growing literature that provides insights on the organization and function of human brain from studies of living persons—for example from functional MRI or stimulation/recording of brain of awake epileptic patients—or of postmortem tissue samples.There are several other aspects of the book in its current form that would benefit from revision in a second edition.First,the emphasis is on how invertebrate nervous systems inform on nervous systems in general,but it is not clear in many cases to what extent the general organization of the behaviors is similar in invertebrates and vertebrates or whether similar molecules or mechanisms are used for different purposes.Does evolution mix and match bits and pieces of behavioral components that moves behavior in new directions?One also wonders whether440Book ReviewsDownloaded from https:///icb/article/48/3/439/627027 by Guangxi University of Nationalities user on 18 September 2023there are good examples of invertebrate nervous systems and behaviors that do not translate well to a mammalian equivalent.Second,the book has a traditional neurocentric focus—and some inverte-brates indeed have few glial cells—yet in the past couple of decades it has become abundantly clear from studies of mammalian systems that interactions of neurons with glia play vital roles in regulation of neural function,development and blood flow.Third, some of the figures could benefit from greater clarity or correction of the illustration or of the explanation in the caption,including citing the source link that is listed in the Bibliography at the end of the book.In addition,the Preface could note the location of the relevant Bibliography,currently organized by chapters but separate from them.It should be noted that the author also recently co-edited a much more compre-hensive(800pages),related book(“Invertebrate Neurobiology”)with Geoffrey North.In summary,this is an excellent book for gaining an appreciation for the links between form-function and behavior in the nervous system from invertebrate model systems and one that is interesting and enjoyable to read.It should be particularly valuable in inspiring budding or established life scientists to read more on the subject or even to become engaged in the pursuit of elucidating fundamental principles of neurobiology and behavior.It should stimulate broad questions about nervous systems and behavior. From a pedagogical perspective,I could imagine it being assigned as a short text in a general course on neurobiology and behavior or in a specialized neurobiology course that focuses on invertebrates or as a supplement to a more comprehensive text.Robert M.GrossfeldDepartment of Zoology NC State University,Raleigh,NC27695E-mail:*************************Advance Access publication February15,2008doi:10.1093/icb/icn004Rodent Societies–An Ecological and Evolutionary Perspective.Jerry O.Wolff and Paul W.Sherman,editors. Chicago,IL:University of Chicago Press,2007.610pp. ISBN0-226-90536-5(cloth),$125.00and ISBN0-226-90537-3(paper),$49.00.As the editors point out in the first sentence of the first chapter,“The Rodentia is the largest order of mammals consisting of more than2000species and comprising44%of all mammals.”This breadth makes the task of compiling a definitive and comprehensive anthology on rodent societies a nearly impossible task,but the result is undoubtedly the most exhaustive and progressive analysis of rodent social behavior to date.Deftly edited by Jerry Wolff and Paul Sherman,this well-organized book,consisting of41chapters from61contributors is,without doubt,a significant compendium of more than50years of research.That being said,only a true rodent lover is likely to love this book.Its creation was prompted by the success of the two volumes within this series that preceded it:Primate Societies and Cetacean Societies(published by University of Chicago Press).Thus,the scope and format of Rodent Societies is in many ways similar to that of the previous two volumes.The text is organized into nine sections,beginning with a succinct,but satisfying,overview of rodent evolutionary history and proceeding through sexual behavior,life histories and behavior,behavioral development,social behavior, antipredator behavior,comparative socioecology,con-servation and disease,and a final concluding sectionwritten by the editors on potential directions for future research.Each chapter concludes with a summary thatbriefly reviews the material,identifies caveats,and frequently suggests strategies for future research.The chapters are written by some of the most productiveand well-known scholars in the field but,as expected ina multi-authored work,the quality is uneven.Some chapters do a better job than others of achieving thestated goal to“synthesize and integrate the currentstate of knowledge about the social behavior of rodents”and to“provide ecological and evolutionary contexts for understanding rodent societies.”However,it generally succeeds in combining ideasand strategies from a wide range of disciplines to generate new theoretical and experimental paradigmsfor exploring rodent social behavior.Despite this,itfeels outdated in many places.Much of the work citedin the text is not new,with the majority of citationsdating before2000and a substantial number datingbefore1985.Even the photographs,all in black andwhite,are fairly old and some date back to the1950s.Some of the illustrations are even hand-drawn.Thismakes the book feel like historical retrospective rathera breakthrough collaborative of evolutionary and behavioral biology.441 Downloaded from https:///icb/article/48/3/439/627027 by Guangxi University of Nationalities user on 18 September 2023。
问问题的方式的英语作文
问问题的方式的英语作文Title: Mastering the Art of Inquiry: A Guide to Asking Questions。
Asking questions is a fundamental skill in communication and learning. Whether in academic settings, professional environments, or everyday conversations, the ability to ask effective questions is essential for gathering information, understanding complex topics, and fostering meaningful dialogue. In this essay, we will explore the various types of questions, strategies for asking questions effectively, and the importance of questioning in different contexts.Types of Questions:Questions can be broadly categorized into several types based on their purpose and structure:1. Open-ended questions: These questions promptdetailed and reflective responses. They encourage conversation and allow for exploration of ideas. Examples include:"What are your thoughts on climate change?""How do you think we can improve our educational system?"2. Closed-ended questions: These questions elicit specific and concise answers, often with a "yes" or "no" response. They are useful for gathering factual information. Examples include:"Did you attend the meeting yesterday?""Are you available for a meeting at 3 p.m.?"3. Probing questions: These questions delve deeper intoa topic or issue to uncover underlying motivations, beliefs, or reasons. They are often used to clarify or challenge assumptions. Examples include:"Why do you think this approach failed?""Can you elaborate on your decision-making process?"4. Rhetorical questions: These questions are not meantto be answered directly; instead, they are used for emphasis or to provoke thought. Examples include:"Isn't it time for a change?""Do you really believe that?"Strategies for Asking Questions Effectively:Asking effective questions requires careful consideration of the context, audience, and desired outcome. Here are some strategies to enhance your questioning skills:1. Be Clear and Concise: Frame your questions in aclear and straightforward manner to avoid confusion. Avoid using jargon or complex language that may hinderunderstanding.2. Listen Actively: Pay close attention to the responses you receive and ask follow-up questions based on the information provided. Active listening demonstrates respect and fosters engagement.3. Ask Open-ended Questions: Encourage discussion and exploration by asking open-ended questions that invite diverse perspectives and insights.4. Consider Timing: Choose the appropriate moment to ask your questions, taking into account the flow of conversation and the receptiveness of your audience.5. Respect Diversity: Be mindful of cultural differences and individual preferences when formulating your questions. Avoid making assumptions or asking intrusive questions.The Importance of Questioning:Questioning plays a crucial role in various aspects of life, including education, problem-solving, decision-making, and innovation. Here are some key reasons why questioningis important:1. Promotes Learning: Asking questions stimulatescritical thinking and promotes deeper understanding of complex topics. It encourages active engagement and curiosity.2. Drives Innovation: Questions inspire creativity and innovation by challenging existing norms and exploring new possibilities. They pave the way for breakthroughs and discoveries.3. Facilitates Communication: Effective questioning fosters clear and open communication by encouraging dialogue, clarifying misunderstandings, and promoting collaboration.4. Empowers Individuals: By asking questions,individuals take ownership of their learning and decision-making processes. They become more confident andresourceful in seeking solutions to challenges.In conclusion, asking questions is a skill that can be honed through practice and conscious effort. By mastering the art of inquiry, we can deepen our understanding of the world around us, foster meaningful connections with others, and drive positive change in our communities and beyond. So, let us embrace curiosity and curiosity and continue to ask questions that inspire, challenge, and enlighten.。
Approaches to Reading
Approaches to Reading Literacy Co-ordintor: Claire PassmoreWe believe in the value of books and the pleasure they can give. By using different approaches for different children, and a range of texts we hope to inspire children’s interest and enthusiasm in books and reading.We aim to enable all children to enjoy reading a range of materials with fluency, accuracy and understanding. We want children to become enthusiastic about reading and consequently become confident and independent learners.At Stow-on-the-Wold Primary School:•Reading takes place daily for every child. Children and parents are encouraged to read at home and a variety of books are available in the classroom and school library for children to borrow.•Children read individually to an adult as often as is possible, and parents are welcomed into theschool to support the children in this valuable way.•Children are taught reading strategies through shared reading during literacy sessions and during guided reading sessions once a week.•During guided reading sessions children who are not the focus group undertake different activities, such as reading individually or with a partner, follow-up work from a previous guided reading session, poetry reading, playing word games, listening to story tapes, reading to another adult, or usingtalking books on the computer.•Classrooms are full of appealing books where children can browse in comfort. Wall displays, pictures, notices, topic words and captions are on view to stimulate an interest in reading.• A wide range of books, both fiction and non-fiction, including big books, poetry, picture books, folk tales, traditional tales, myths and legends, plays, dictionaries….are used in each classroom.•Children have timetabled access to the school library and are taught how to access information using a simplified Dewy system for non-fiction books and alphabetically by author in the case of fiction. Children are encouraged to browse for books on their own, with adult helpers and each other, toread for pleasure as well as information.• A school library club promotes the use of the library, as well as the enjoyment of reading.•Jolly phonics in introduced at the foundation stage to support the teaching of reading, writing and spelling.•Whole word recognition for more difficult words as well as phonic approaches are used.•Children are given opportunities to read in a variety of contexts – individually, to an adult, to an older or younger pupil, as a member of a group, to the class, in assemblies and in school performances. •Use is made of ICT whenever possible, using talking books, Clicker 4, Textease and a variety of CD ROMs.•Children take turns to take home story sacks, for a week at a time, to share with their family to encourage an enjoyment of reading in a variety of ways.Individual ReadingAt the beginning of each year children are assessed using the ‘Benchmark’ materials to inform the teacher as to the correct levels for groupings and reading materials.A number of reading schemes are used to help children develop their reading skills in a structured way. The reading scheme books are colour coded using ‘Book Bands’ to coincide with these benchmark levels. Infants begin with a combined structured approach using All Aboard, supplemented by or progressing to Oxford Reading Tree and New Reading 360. By the orange stage, children have progressed to choosing‘real’ books, colour coded into our reading scheme.In lower key stage 2 Look and read is used to enhance spelling, phonics and grammar. Throughout the key stage All Aboard is used for group work, discussions of comprehension and inference.Guided ReadingFor guided reading a variety of books have been graded using ‘Book Bands’. We have a wide selection of real books, Rigby Star, Collins non-fiction and ORT poetry books. These books are kept in a central area for each key stage and arranged in colour bands.A record or each guided reading session is kept by the class teacher, indicating any notable information on how each child coped with the text. (An example of a guided reading record is attached as Appendix I. However, it is not essential that such records are kept in this exact format, so long as useful and meaningful records are kept.)。
2021年河北成人高考专升本英语考试真题及答案
2021年河北成人高考专升本英语考试真题及答案1、In each of the following groups of words,there are four underlined letters or letter combinations marked A,B,C and pare the underlined parts and identify the one that is different from the others in pronunciation.Mark your answer by blackening the corresponding letter on the Answer Sheet.A.c(a)keB.g(a)sC.b(a)gD.t(a)x正确答案：A2、Did you find the film boring? --Not at all.It was( )A.terrificB.bitterC.horribleD.miserable正确答案：A[空案】 A terrific意为极好的，bitter意为令人悲痛的，horrible意为讨厌的，可怕的; miserable意为痛苦的3、By the time he retires,Carl ( )president for 15 years at the umiversity –A.would beB.will have beenC.will beD.has been正确答案：B【答案 B 考情点按】考查 by he time 的用法应式指导句意：等到卡尔谴休的时候，他已怪在这所大学当了15 年校长了。
by the time 引导状语从句时，从一般现在时表示将来的动作，主句用将来完成时，故选 B4、The pipe in the kitchen is broken.We should have it ( )as soon as possible-A.to be repairedB.repairedC.to repairD.repairing正确答案：B厨房里的水管坏了，我们应该尽快把它修好， have sth,done为固定用法，have在这个搭配里是使役动词，意为使某事被做，强调某物被动地接受动作，并且可以不标明动作的实施者，只强调接收动作的一方。
广东省惠州市英语初三上学期期中试卷与参考答案(2024年)
2024年广东省惠州市英语初三上学期期中自测试卷与参考答案一、听力部分（本大题有20小题，每小题1分，共20分）1、What are the speakers discussing?A. The weather forecast for the week.B. The importance of exercise for students.C. The school’s upcoming sports event.Answer: BExplanation: The conversation between the two speakers revolves around the benefits of physical activity for students, indicating that the topic is about the importance of exercise.2、How does the woman feel about the new math textbook?A. She thinks it’s too difficult.B. She thinks it’s too easy.C. She is neutral about it.Answer: AExplanation: The woman expresses her concern that the new math textbook is too complex for the students, which implies that she believes it’s too difficult.3.You hear: “How was your weekend, Tom?”You answer: “It was great, thanks. I went hiking with my friends and we saw a lot of beautiful scenery.”Question: What did Tom do last weekend?A. He watched a movie.B. He went hiking.C. He went shopping.D. He visited his grandparents.Answer: BExplanation: The answer can be found in the sentence “I went hiking with my friends and we saw a lot of beautiful scenery.”4.You hear: “What are you doing here, Alice?”You answer: “I’m here to help my friend move. She just moved into a new apartment.”Question: Why is Alice at the location?A. She is waiting for a friend.B. She is helping her friend move.C. She is looking for her lost phone.D. She is visiting a neighbor.Answer: BExplanation: The answer is given in the sentence “I’m here to help my friend move. She just moved into a new apartment.”5.W: Excuse me, I’m looking for the science lab. Could you please tell mehow to get there?M: Sure, take the second left after the library and then follow the signs. You can’t miss it.Q: What is the woman looking for?A. The libraryB. The science labC. The math departmentD. The computer centerAnswer: BExplanation: The woman is asking for directions to the science lab, as indicated by her question, “Could you please tell me how to get there?”6.M: I can’t believe it’s already November. The year is flying by!W: Yeah, it’s true. I can’t wait for the winter break. I need a break from all the schoolwork.Q: What are the speakers mainly discussing?A. The current monthB. Their schoolworkC. The upcoming winter breakD. How fast time is passingAnswer: DExplanation: The man expresses surprise at how quickly the year is passing, and the woman agrees, indicating that they are both aware of the rapid passage oftime. This suggests that the main topic of their conversation is the speed at which time is passing.7.You are listening to a conversation between two students, Jack and Lisa, discussing their weekend plans.W: Hey, Jack, do you have any plans for this weekend?M: Yeah, actually, I’m planning to go hiking in the mountains. It’s supposed to be a beautiful day out.Q: What is Jack’s plan for the weekend?A. He plans to go hiking.B. He plans to stay at home.C. He plans to go shopping.D. He plans to visit his friends.Answer: A. He plans to go hiking.Explanation: In the conversation, Jack explicitly states, “I’m planning to go hiking in the mountains,” which indicates his plan for the weekend.8.In this next conversation, a teacher, Mr. Smith, is talking to a student, Sarah, about her school project.M: Sarah, I received your project proposal, and I have a few suggestions. How do you feel about adding more research on the historical context of the topic?W: That sounds interesting, Mr. Smith. I wasn’t sure how much history to include, but I think it could really enhance the project.Q: What does Mr. Smith suggest to Sarah?A. He suggests she include more history in the project.B. He suggests she limit the historical context.C. He suggests she focus on the current trends.D. He suggests she avoid historical details.Answer: A. He suggests she include more history in the project.Explanation: Mr. Smith’s comment, “I received your project proposal, and I have a few suggestions. How do you feel about adding more research on the historical context of the topic?” clearly indicates his suggestion for Sarah to include more historical context in her project.9、Question: Listen to the dialogue and choose the best answer to the question.Dialogue:(Man) Hi, Linda. How was your weekend?(Woman) It was great! I went camping with my family.(Man) Really? Where did you go?(Woman) We went to the mountains near our town. The air was so fresh and the scenery was beautiful.(Man) Did you cook by yourselves?(Woman) Yes, we did. We had a barbecue and it was delicious.(Man) Sounds like you had a lot of fun.Question: Where did Linda go for the weekend?A. To the beach.B. To the mountains.C. To the city.Answer: BExplanation: In the dialogue, Linda clearly states that she went camping with her family to the mountains near their town. So, the answer is B.10、Question: Listen to the passage and complete the sentence with the missing word.Passage:(Narrator) Today we’re going to talk about the importance of exercise. Exercise is not just about staying fit and healthy, but it also has a huge impact on our mental well-being. When we exercise, our bodies release chemicals called endorphins, which make us feel happy and relaxed. This can help reduce stress and anxiety, and even improve our sleep quality. Regular exercise can also boost our self-esteem and confidence, making us feel more positive about ourselves.So, whether you enjoy running, swimming, cycling, or any other physical activity, make sure to include it in your daily routine. Remember, a little exercise goes a long way towards improving your overall health and happiness.Sentence: Exercise can help reduce stress and anxiety by releasing_______in our bodies.Answer: endorphinsExplanation: The passage states that when we exercise, our bodies release chemicals called endorphins, which make us feel happy and relaxed, and can helpreduce stress and anxiety. Therefore, the missing word in the sentence is “endorphins”.11、What does the boy plan to do on Saturday?A)Go to the libraryB)Play basketball with friendsC)Visit his grandparentsAnswer: C) Visit his grandparentsExplanation: In the conversation, the boy mentions that he will be going to see his grandparents on Saturday because it’s his grandmother’s birthday. The other options are not mentioned in the dialogue, making C the correct choice.12、Where is the woman going now?A)To the post officeB)To the supermarketC)To the bankAnswer: A) To the post officeExplanation: The woman states that she has to mail a package before it closes, which indicates that she is heading to the post office. Options B and C are not supported by the information given in the conversation, so A is the right answer.13.You are listening to a conversation between two students, Sarah and Tom, discussing their school project. Listen and choose the best answer to the following question:What is the project about?A) A science experimentB) A history reportC) A music recitalD) A sports eventAnswer: BExplanation: In the conversation, Sarah mentions that their project is about the history of ancient civilizations. Therefore, the correct answer is a history report.14.Listen to a short dialogue between a teacher and a student, discussing the upcoming science fair. Answer the question:How does the teacher encourage the student to prepare for the fair?A)The teacher suggests the student practice public speaking.B)The teacher recommends the student study more about the topic.C)The teacher tells the student to find a partner for the project.D)The teacher advises the student to take a break and relax.Answer: AExplanation: In the dialogue, the teacher says, “Remember to practice your presentation skills. You’ll need to explain your project to the judges.” This indicates that the teacher is encouraging the student to practice public speaking, making option A the correct answer.15、Question: Listen to the conversation and choose the best answer to the question.Question: What is the woman going to do tomorrow?A. Go to the park.B. Visit her aunt.C. Watch a movie.Answer: BExplanation: In the conversation, the man asks the woman if she’s free tomorrow, and she replies that she’s planning to visit her aunt. The key phrase “I’m going to visit my aunt tomorrow” clearly indicates the woman’s plan, making B the correct answer.16、Question: Listen to the short passage and answer the following question.Question: How many languages does the speaker speak fluently?A. One.B. Two.C. Three.Answer: CExplanation: The passage states that the speaker grew up in a multicultural family and was exposed to three different languages from a young age. It further mentions that the speaker is fluent in all three languages. This directly answers the question, making C the correct choice.17、What does the woman suggest doing?A)Having a picnicB)Going to the moviesC)Visiting the museumD)Playing sports at the parkAnswer: A) Having a picnicExplanation: In the conversation, the woman mentions that it’s a beautiful day and suggests going outside to enjoy the weather. She specifically says, “Why don’t we pack a lunch and head to the park?” which indicates she is proposing a picnic.18、What is the man’s reaction to the suggestion?A)He agrees with enthusiasmB)He is hesitant but willing to tryC)He declines because he has other plansD)He suggests an alternative activityAnswer: A) He agrees with enthusiasmExplanation: The man responds positively to the woman’s suggestion by saying, “That sounds like a great idea! I’ve been wanting to get out of the house all day.” His response shows clear excitement and agreement with the plan.19.You are listening to a conversation between a student and a teacher abouta school project.Student: Hi, Mrs. Smith. Can you explain how we should present our project?Teacher: Sure, John. We need you to create a PowerPoint presentation with at least five slides. Be sure to include images and graphs to illustrate your points.Question: What is the main requirement for the school project presentation?A) To write a long essay.B) To create a PowerPoint presentation.C) To draw pictures manually.D) To record a video.Answer: B) To create a PowerPoint presentation.Explanation: The teacher specifically mentions that the students need to create a PowerPoint presentation with at least five slides, making this the correct answer.20.In this section, you will hear a short dialogue between two friends discussing their weekend plans.Boy: Hey, Lisa! What are you planning to do this weekend?Girl: Well, I thought we could go hiking in the mountains. The weather is supposed to be perfect.Question: What activity does Lisa suggest for the weekend?A) Go swimming.B) Go hiking.C) Go to the movies.D) Go shopping.Answer: B) Go hiking.Explanation: Lisa directly suggests going hiking in the mountains, which is the activity she is planning for the weekend.二、阅读理解（30分）Title: The Power of DreamsDreams are like the windows to our soul, allowing us to glimpse into the world of possibilities and aspirations. They are not merely the product of ourimaginations; they are the compass that guides us through life’s journey, shaping our aspirations and motivating us to strive for greatness.Alice, a young girl from a small town, had always dreamed of becoming an astronaut. Despite the many obstacles she faced, including limited resources and societal biases against women pursuing such careers, Alice never gave up on her dream. She spent countless hours studying science and mathematics, participating in space camps, and working hard to build the skills necessary for her dream career.One day, Alice’s perseverance paid off. She was accepted into a prestigious space academy, where she excelled in her studies and training. Years later, Alice stood proudly on the launchpad, ready to embark on her first space mission. As she soared through the vast expanse of space, Alice realized that her dreams had not only taken her to new heights but had also transformed her into a stronger, more resilient person.Alice’s story is a testament to the power of dreams. It reminds us that with determination and hard work, anything is possible. Dreams inspire us to push beyond our limits, to challenge ourselves, and to strive for excellence. They give us a sense of purpose and direction, and help us navigate the challenges and obstacles that life throws our way.Questions:1.What does the passage mainly discuss?•A) The challenges faced by women in STEM fields.•B) The importance of perseverance in achieving dreams.•C) The history of space exploration.•D) The benefits of attending space camps.Answer: B) The importance of perseverance in achieving dreams.2.What did Alice do to prepare herself for her dream career as an astronaut?•A) She ignored societal biases and focused on her studies.•B) She traveled the world to gather resources.•C) She gave up on her dream after facing many obstacles.•D) She focused solely on physical training.Answer: A) She ignored societal biases and focused on her studies.3.How did Alice feel after achieving her dream of becoming an astronaut?•A) Disappointed because it wasn’t as exciting as she had imagined.•B) Overwhelmed by the pressure of her new responsibilities.•C) Proud and transformed by the experience.•D) Unsure of what to do next.Answer: C) Proud and transformed by the experience.三、完型填空（15分）Cloze Test (Fill-in-the-Blanks)Read the following passage and fill in the blanks with the most appropriate word from the options provided below. Choose only one answer for each blank.Passage:Once upon a time, there was a little mouse named Pip. Pip lived in a cozy hole in the wall of Mrs. Potter’s kitchen. One day, Mrs.Potter left some cheese on the table. Pip could smell the cheese from his home. It smelt so good that he decided to 1 out and take a piece. However, as soon as he stepped out of his hole, he saw the cat, Tom, sitting right in front of the 2. Pip froze with fear but then remembered the advice his mother always gave him: “Always be brave and use your 3.” So, Pip thought quickly an d came up with a clever plan. He 4 behind a nearby plant and waited until Tom left to chase a bird. As soon as Tom was gone, Pip ran as fast as he could to the table, grabbed a piece of cheese, and rushed back to safety. From that day on, Pip knew that being brave and smart could help him get what he needed even in the face of danger.Questions:1.Pip decided to 1 out and take a piece.•(A)come(B)(B)go(C)(C)step(D)(D)look2.He saw the cat, Tom, sitting right in front of the 2.•(C)(B)door(D)(C)window(E)(D)chair3.Always be brave and use your 3.•(A)strength(D)(B)mind(E)(C)speed(F)(D)voice4.He 4 behind a nearby plant.•(A)hid(E)(B)stood(F)(C)sat(G)5.Pip knew that being brave and smart could help him get what he needed even in the face of danger.•(A)realized(F)(B)understood(G)(C)learned(H)(D)knewAnswers:1.__C__2.__A__3.__B__4.__A__5.__D__四、语法填空题（本大题有10小题，每小题1分，共10分）1、In the__________(amazing) movie, the__________(hero) always saves the day.A. amazing, heroB. hero, amazingC. amazing, amazingD. hero, heroAnswer: AExplanation: The correc t sequence is “In the amazing movie, the hero.” “Amazing” is an adjective that modifies the noun “movie,” and “hero” is the noun that follows the article “the.”2、If you__________(be) more careful, you wouldn’t have made so many mistakes.A. areB. wereC. wasD. isAnswer: BExplanation: The correct form of the verb in the conditional sentence is “were,” which is the past tense of “be.” The sentence is in the past conditional form, which is used to talk about a situation that did not happen in the past.3、The girl________(have) a round face and big eyes.Answer: hasExplanation: The subject “the girl” is singular, so the verb should be in its third-person singular form. “Have” becomes “has” when used with a singular subject.4、She often________(go) to the park with her parents on Sundays. Answer: goesExplanation: The adverb “often” indicates a regular or habitual action. When describing such actions, we use the simple present tense. Since “she” is a singular subject, the verb “go” becomes “goes” in the si mple present tense.5、The Smiths are considering_____(buy) a new house, as the current one is too small for their growing family.•Answer: buying•Explanation: In this sentence, we need to use the gerund form “buying”after the verb “considering” because “consider” is often followed bya gerund. The structure “consider doing something” means to think aboutthe possibility of doing it.6、She will go to the party only if she_____(finish) all her homework by then.•Answer: finishes•Explanation: Here, we need to u se the simple present tense “finishes”in the conditional clause, even though the main clause uses future tense (“will go”). This follows the rule that in the first conditionalsentences, which describe real or possible situations, the “if” clause should be in the present tense, while the main clause can be in the future tense.7.In the summer of last year, I__________(go) to China for the first time. It was an amazing experience.A. wentB. have goneC. had goneD. am goingAnswer: A. wentExplanation: The sentence describes a past event that happened in the summer of last year. The simple past tense is used to describe completed actions in the past, so the correct answer is “went.”8.If I__________(be) you, I would take a different approach to the problem.A. wereB. amC. will beD. have beenAnswer: A. wereExplanation: The sentence is a conditional statement expressing a hypothetical situation. The correct form of the verb in this context is the past subjunctive, which is “were.” This form is used to exp ress a situation that is not real or possible.9、Complete the sentence with the correct form of the verb in brackets: The students (study)_______very hard this term because they want to improve their grades.Answer: The students have been studying very hard this term because they want to improve their grades.Explanation: Since the action started in the past and is continuing up until now (and possibly beyond), the present perfect continuous tense (have beenstudying) is appropriate here. It emphasizes the ongoing nature of the effort made by the students over the course of the term.10、Fill in the blank with the most suitable word or phrase:The library will be closed tomorrow_______it is Sunday.a) so thatb) unlessc) even thoughd) becauseAnswer: The library will be closed tomorrow because it is Sunday.Explanation: The word “because” is used here to provide a reason or explanation for why the library will be closed. It indicates a cause-and-effect relationship between the library being closed and it being Sunday. The other options do not fit the context correctly:•“So that” indicates purpose or result.•“Unless” introduces a condition that would make something untrue.•“Even though” expresses contrast or concession.Since the closure of the library is due to it being Sunday, “because”is the best choice.The questions for the “Grammar Fill-in-the-blanks”section have been provided along with their answers and explanations as requested. Please note that the code interpreter was not necessary for this particular task as it involved creating text content rather than executing code.五、简答题（本大题有5小题，每小题2分，共10分）1、What are the main differences between a noun and a verb in terms of their functions in a sentence?答案：The main differences between a noun and a verb in terms of their functions in a sentence are as follows:•Nouns are used to name people, places, things, or ideas. They are the subjects and objects of sentences and can be used as adjectives (beforea noun) or adverbs (after a verb).•Verbs are used to express actions, states, or occurrences. They are the action words in a sentence and can be used to form tenses, voice, mood, and aspect.解析：In this question, students are expected to understand the basic functions of nouns and verbs in a sentence. Nouns are typically used to identify and categorize things, while verbs describe actions or states. Understanding these roles is crucial for constructing grammatically correct sentences.2、Explain the difference between a simple sentence, a compound sentence, and a complex sentence.答案：The differences between a simple sentence, a compound sentence, and a complex sentence are as follows:• A simple sentence contains only one independent clause and no dependent clauses. It has a single subject and verb.• A compound sentence contains at least two independent clauses that arejoined by a coordinating conjunction (such as and, but, or) or a semicolon.Each independent clause can stand alone as a complete sentence.• A complex sentence contains one independent clause and at least one dependent clause. The dependent clause adds additional information to the independent clause and cannot stand alone as a complete sentence.解析：This question tests students’ understanding of sentence structure and the various types of clauses. A simple sentence has one independent clause and no dependent clauses, a compound sentence has at least two independent clauses, and a complex sentence has one independent clause and at least one dependent clause. Recognizing these differences is important for writing and understanding the nuances of sentence construction.3、What is the main difference between a simile and a metaphor? Provide an example for each.Answer: A simile compares two different things using the words “like” or “as,” whereas a metaphor directly states that one thing is another, creating a stronger comparison.Example:•Simile: She swims like a fish. (This means she swims very well, just as we would imagine a fish swims.)•Metaphor: He is a rock. (This doesn’t mean he’s literally a rock, but rather that he’s strong and dependable, qualities we associate with a rock.)Explanation: Understanding these figures of speech helps in grasping the deeper meanings and emotions conveyed by authors through their use of language.4、Translate the following sentence into English: “学而不思则罔.”Answer: The sentence translates to “Learning without thought is futile” or more liberally, “Learning without thinking is meaningless.”Explanation: This Chinese proverb emphasizes the importance of critical thinking in the learning process. It suggests that merely absorbing information without reflecting on its meaning or application does not lead to true understanding or wisdom.5、Explain the difference between a simile and a metaphor, and give an example of each.Answer: A simile is a figure of speech that compares two things using the words “like” or “as.” For example, “She is as sweet as sugar.” A metaphor, on the other hand, is a figure of speech that directly states that one thing is another without using “like” or “as.” For example, “He is a walking encyclopedia.”Explanation: The main difference between a simile and a metaphor lies in the language used for comparison. A simile uses “like” or “as” to draw a parallel between two things, while a metaphor makes a direct comparison without any connecting words. Both are used to create vivid imagery and enhance the meaning of a sentence.六、书面表达题（15分）Suppose you are a student who recently visited a local museum. Write a letter to yourfriend, Jack, who is interested in visiting museums. In your letter, you can include the following points:1.Briefly describe the museum and its main attractions.2.Share your favorite exhibit and why it interested you.3.Suggest some tips for Jack to make his visit enjoyable.4.Encourage him to visit the museum and invite him to join you on your next trip.Write your letter in about 100-120 words.Answer:Dear Jack,I hope this letter finds you well. I recently visited the City Museum, and I thought you would enjoy hearing about it. The museum is located in the heart of our city and houses a wide variety of exhibits, including historical artifacts, art pieces, and interactive displays.My favorite exhibit was the Ancient Egypt section. The detailed sculptures and hieroglyphics were fascinating, and I learned so much about the civilization.I suggest you start with this section as it’s quite intriguing.Here are a few tips for your visit: arrive early to avoid crowds, wear comfortable shoes as there’s a lot of walking, and don’t hesitate to ask the staff for recommendations.Looking forward to your visit!Best regards,[Your Name]Explanation:The answer provided meets the requirements of the task by including all the points mentioned. It starts by briefly describing the museum and its main attractions. The writer then shares their favorite exhibit and provides a reason for its interest, which is the detailed sculptures and hieroglyphics in the Ancient Egypt section.Next, the writer suggests some tips for Jack’s visit, such as arriving early, wearing comfortable shoes, and asking the staff for recommendations. Finally, the writer encourages Jack to visit the museum and invites them to join on a future trip, thus completing the letter with a personal touch.。
An Improved Heuristic Algorithm for UAV Path Planning in 3D Environment
An Improved Heuristic Algorithm for UAV Path Planning in 3D Environment Zhang Qi1, Zhenhai Shao1, Yeo Swee Ping2, Lim Meng Hiot3, Yew Kong LEONG4 1School of Communication Engineering, University of Electronic Science and Technology of China2Microwave Research Lab, National University of Singapore3Intelligent Systems Center, Nanyang Technological University4Singapore Technologye-mail:beijixing2006@,zhenhai.shao@, eleyeosp@.sg,emhlim@.sg, leongyk@Abstract—Path planning problem is one of core contents of UAV technology. This paper presents an improved heuristic algorithm to solve 3D path planning problem. In this study the path planning model is built based on digital map firstly, and then the virtual terrain is introduced to eliminate a significant amount of search space, from 3-Dimensions to 2-Dimensions. Subsequently the improved heuristic A* algorithm is applied to generate UAV trajectory. The algorithm is featured with various searching steps and weighting factor for each cost component. The simulation results have been done to validate the effectiveness of this algorithm.Keywords-unmanned aerial vehicle (UAV); path planning; virtual terrain; heuristic A* algorithmI.I NTRODUCTIONPath planning is required for an unmanned aerial vehicle (UAV) to meet the objectives specified for any military or commercial application. The general purpose of path planning is to find the optimal path from a start point to a destination point subject to the different operational constraints (trajectory length, radar exposure, collision avoidance, fuel consumption, etc) imposed on the UAV for a particular mission; if, for example, the criterion is simply to minimize flight time, the optimization process is then reduced to a minimal cost problem.Over decades several path planning algorithms have been investigated. Bortoff [1] presented a two-step path planning algorithm based on Voronoi partitioning: a graph search method is first applied to generate a rough-cut path which is thereafter smoothed in accordance with his proposed virtual-force model. Anderson et al. [2] also employed Voronoi approaches to generate a family of feasible trajectories. Pellazar [3], Nikolos et al. [4] and Lim et al. [5] opted for genetic algorithms to navigate the UAV. The calculus-of-variation technique has been adopted in [6]-[7] to find an optimal path with minimum radar illumination.In this paper, an improved heuristic algorithm is presented for UAV path planning. The path planning environment is built in section II, and the algorithm is depicted in section III, the following section presents experimental results which can validate the effectiveness of the proposed algorithm.II.P ATH PLANNING MODELSeveral factors must be taken into account in path planning problem: terrain information, threat information, and UAV kinetics. These factors form flight constraints which must be handled in planning procedure.Many studies use the mathematical function to simulate terrain environment [4]. This method is quick and simple, but compared with the real terrain which UAV flying across, it lacks of reality and universality. In this study, terrain information is constructed by DEM (digital elevation model) data, which is released by USGS (U.S. Geological Survey) as the true terrain representation.Threat information is also considered in path planning. In modern warfare, almost all anti-air weapons need radar to track and lock air target. Here the main threat is radar illumination. Radar threat density can be represented by radar equation, because the intrinsic radar parameters are determined before path planning. The threat density can be regarded inversely proportional to R4, where R is the distance from the UAV’s current location to a particular radar site.For simplicity, UAV is modeled as a mass point traveling at a constant velocity and its minimum turning radius is treated as a fixed parameter.III.P ATH PLANNING A PPRO A CHA.Virtual terrain for three-dimensional path planningUnlike ground vehicle routing planning, UAV path planning is a 3D problem in real scenario. In 3D space, not only terrain and threat information is taken into account, but also UAV specifications, such as max heading angle, vertical angle, and turning radius are incorporated for comprehensive consideration.The straightforward method for UAV path planning is partitioning 3D space as 3D grid and then some algorithms are applied to generate path. However, for any algorithm the computational time is mainly dependent on the size of search space. Therefore, for efficiency consideration, a novel concept of constructing a 2D search space which is based on original 3D search space is proposed, which is called virtual terrain. The virtual terrain is constructed above the real terrain according to the required flight safety clearance2010 Second International Conference on Intelligent Human-Machine Systems and Cyberneticsheight, as it is shown in Figure 1. . A’B’C’D’ is the real terrain and ABCD is virtual terrain. H is the clearance height between two surfaces. Virtual terrain enables path planning in 2D surface instead of 3D grid and can reduce search spaceby an order of magnitude.Figure 1. virtual terrain above real terrainB. Path planning algorithmA* algorithm [8]-[9] is a well-known graph search procedure utilizing a heuristic function to guide its search. Given a consistent admissible condition, A* search is guaranteed to yield an optimal path [8]. At the core of the algorithm is a list containing all of the current states. At each iterative step, the algorithm expands and evaluates the adjacent states of all current states and decides whether any of them should be added to the list (if not in the list) or updated (if already in the list) based on the cost function:()()()f n g n h n =+ (1)where f(n) is the total cost at the current vertex, g(n)denotes the actual cost from the start point to the current point n , and h(n) refers to the pre-estimated cost from the current point n to the destination point. For applications that entail searching on a map, the heuristic function h(n) is assigned with Euclidean distance.UAV path planning is a multi criteria search problem. The actual cost g(n) in this study is composed by three items: distance cost D(n), climb cost C(n) and threat cost T(n). So g(n) can be described as follows:()()()()g n D n C n T n =++ (2) Usually, the three components of g(n) are not treatedequally during UAV task. One or two is preferred to the others. We can achieve this by introducing a weighting factor w in (2).123()()()()g n w D n w C n w T n =++ (3) w i is weighting factor and 11mi i w ==∑. For example, ifthreat cost T(n) is for greater concern in particular task, the value of w i should be increased respectively.C. The improvement of path planning strategyVirtual terrain in part A enhanced computational efficiency by transforming 3D path planning space into 2D search plane. The further improvement can be achieved by applying a new developed strategy. The path planner expands and evaluates next waypoint in virtual terrain by this developed strategy is shown in Fig. 2, 3. This planning strategy employs various searching steps by defining a searching window which can represent the information acquired by UAV on board sensors. It enables different searching steps to meet different threat cost distribution. After searching window is set, UAV performance limits is imposed in searching window based on virtual terrain. Here the UAV performance limits include turning radius, heading and vertical angle. In Fig. 3, the point P(x, y, z) is current state, and the arrow represents current speed vector. The gray points show available states which UAV can reach innext step under the limits imposed by UAV performance.Figure 2.Searching windowFigure 3. Available searching states at P(x, y, z)IV. SIMULATIONSimulation is implemented based on section II andsection III. In this simulation, terrain data is read from USGS1 degree DEM. The DEM has 3 arc-second interval alonglongitude and latitude respectively. Also five radar threats are represented according radar equation in simulation environment. Here clearance height h is set 200 to definevirtual terrain. UAV maximal heading angle and vertical angle is 20。
高考二轮复习英语试题(新高考新教材)考点分类练(四)推理判断题观点态度类
考点分类练(四)推理判断题——观点态度类A(2023·新高考Ⅰ卷)On March 7, 1907, the English statistician Francis Galton published a paper which illustrated what has e to be known as the “wisdom of crowds” effect. The experiment of estimation he conducted showed that in some cases, the average of a large number of independent estimates could be quite accurate.This effect capitalizes on the fact that when people make errors, those errors aren’t always the same. Some people will tend to overestimate, and some to underestimate.When enough of these errors are averaged together, they cancel each other out, resulting in a more accurate estimate. If people are similar and tend to make the same errors, then their errors won’t cancel each other out. In more technical terms, the wisdom of crowds requires that people’s estimates be independent. If for whatever reasons, people’s errors bee correlated or dependent, the accuracy of the estimate will go down.But a new study led by Joaquin Navajas offered an interesting twist(转折) on this classic phenomenon. The key finding of the study was that when crowds were further divided into smaller groups that were allowed to have a discussion, the averages from these groups were more accurate than those from an equal number of independent individuals. For instance, the average obtained from the estimates of four discussion groups of five was significantly more accurate than the average obtained from 20 independent individuals.In a followup study with 100 university students, the researchers tried to get a better sense of what the group members actually did in their discussion. Did they tend to go with those most confident about their estimates? Did they follow those least willing to change their minds? This happened some of the time, but it wasn’t the dominant response. Most frequently, the groups reported that they “shared arguments and reasoned together.”Somehow, these arguments and reasoning resulted in a global reduction in error. Although the studies led by Navajas have limitations and many questions remain the potential implications for group discussion and decisionmaking are enormous.1.What is paragraph 2 of the text mainly about?A.The methods of estimation.B.The underlying logic of the effect.C.The causes of people’s errors.D.The design of Galton’s experiment.2.Navajas’ study found that the average accuracy could increase even if .A.the crowds were relatively smallB.there were occasional underestimatesC.individuals did not municateD.estimates were not fully independent3.What did the followup study focus on?A.The size of the groups.B.The dominant members.C.The discussion process.D.The individual estimates.4.What is the author’s attitude toward Navajas’studies?A.Unclear.B.Dismissive.C.Doubtful.D.Approving.B(2021·山东菏泽一模)Charvi Goyal is a high school student from Dallas, Texas, who helps out other classmates by tutoring them between classes. A tutor is someone who teaches one person or a very small group of students.When Goyal’s high school moved online because of the pandemic, she decided to take her teaching online. The junior and three of her fellow students created TutorScope, a programme that offers free tutoring services to other children, including younger ones. It started with a small number of tutors who helped young people in their city. But it has grown into a group of 22 tutors from Texas, Arizona and Ohio. They have helped more than 300 students.TutorScope aims to give the oneonone help that teachers have traditionally given while walking around their classrooms. But now, many teachers cannot provide that oneonone support because they lack time or have issues with technology.Sarah Newman said her children, 7yearold twins, had helpful TutorScope experiences. “With these tutors, I realise they have time,” she said, “I think they are very patient with these younger kids, which I do not even have as a mother. I have patience for other things, but I don’t have patience for teaching.”What makes the TutorScope effort special is the connection between the teenage volunteers and the other students they are helping. Although the pandemic has forced many students to look inward, Goyal said that working with others on a big project had permitted her to look outward.“My confidence level has increased,” Goyal said. She added that she has made friends with other students from her school. She said one of the best things about running a growing nonprofit programme is that it does help with the boredom of being stuck at home.5.What did Goyal do because of the pandemic?A.She helped her classmates at school.B.She got active in fighting a disease.C.She offered online classes to students.D.She went to another country for help.6.What’s the purpose of TutorScope?A.To give online help.B.To make profits.C.To make friends.D.To choose volunteers.7.What’s Sarah Newman’s attitude towards the programme?A.Favourable.B.Tolerant.C.Skeptical.D.Critical.8.What can we learn from Goyal’s success?A.Putting the cart before the horse.B.A friend in need is a friend indeed.C.No man can do two things at once.D.Helping others will benefit oneself.COnline education has grown fast over the past ten years. The explosion of technology has made teaching outside the traditional classroom possible for teachers and has provided learners with easy access to course materials.In April, 2005, I was approached by a student who was interested in our doctoral programme. However, the first question out of her mouth was,“Do you offer any online courses?” Later that day, as I was reading the conference programme guide and trying for interesting presentations, I noticed many workshops on webbased learning and online education. I later attended two of those workshops and met several professors from different universities who had either taught online courses for quite some time or who were discovering the best practice for teaching online. These experiences helped me realise at least to some extent the degree of growth in online education.I made several attempts to enrich my knowledge of distance learning and online teaching. I consulted with my colleagues who were teaching online courses. This helped me recognise the importance of getting materials prepared even before the start of a term. I also learned that online courses may consume more time than regular classroom teaching. And I attended several workshops regarding online education and established a network with those who were involved in online programmes at other universities. I will consider these people as my consultants as I begin to design my own online course. Also, I conducted a brief survey with 15 students and two staff members who had taken or taught an online course before to understand their experience. Eventually I pleted a literature review which gave me the foundation and the background of understanding the need for online education.9.Why did the author take a student for example?A.To show students’ love for the doctoral programme.B.To persuade learners of traditional education.C.To explain the growing trend of online education.D.To predict the future of the teaching career.10.What caused the author to know more about online education?A.The appetite for knowledge.B.The professional responsibilities.C.The requirement of research.D.The colleagues’ encouragement.11.What is the author’s attitude to online education?A.Carefree.B.Doubtful.C.Supportive.D.Unwilling.考点分类练(四)推理判断题——观点态度类【语篇导读】本文是一篇说明文。
应用回归分析(第三版)何晓群_刘文卿_课后习题答案_完整版
第二章 一元线性回归分析思考与练习参考答案2.1 一元线性回归有哪些基本假定?答： 假设1、解释变量X 是确定性变量，Y 是随机变量；假设2、随机误差项ε具有零均值、同方差和不序列相关性： E(εi )=0 i=1,2, …,n Var (εi )=σ2 i=1,2, …,n Cov(εi, εj )=0 i≠j i,j= 1,2, …,n假设3、随机误差项ε与解释变量X 之间不相关： Cov(X i , εi )=0 i=1,2, …,n假设4、ε服从零均值、同方差、零协方差的正态分布 εi ~N(0, σ2 ) i=1,2, …,n 2.2 考虑过原点的线性回归模型 Y i =β1X i +εi i=1,2, …,n误差εi （i=1,2, …,n）仍满足基本假定。
求β1的最小二乘估计 解：21112)ˆ()ˆ(ini i ni i i e X Y Y Y Q β∑∑==-=-=得：2.3 证明（2.27式），∑e i =0 ，∑e i X i =0 。
证明：∑∑+-=-=nii i ni X Y Y Y Q 121021))ˆˆ(()ˆ(ββ其中：即： ∑e i =0 ，∑e i X i =02.4回归方程E （Y ）=β0+β1X 的参数β0，β1的最小二乘估计与最大似然估计在什么条件下等价?给出证明。
答：由于εi ~N(0, σ2 ) i=1,2, …,n所以Y i =β0 + β1X i + εi ~N （β0+β1X i , σ2 ) 最大似然函数：)()(ˆ1211∑∑===ni ini ii XY X β01ˆˆˆˆi ii i iY X e Y Y ββ=+=-0100ˆˆQQββ∂∂==∂∂使得Ln （L ）最大的0ˆβ，1ˆβ就是β0，β1的最大似然估计值。
同时发现使得Ln （L ）最大就是使得下式最小，∑∑+-=-=nii i ni X Y Y Y Q 121021))ˆˆ(()ˆ(ββ上式恰好就是最小二乘估计的目标函数相同。
2023-2024学年北京市西城区高二下学期期末考试英语试题
2023-2024学年北京市西城区高二下学期期末考试英语试题Sam was waiting for a taxi at the hospital. He had booked it on the phone after his medical treatment. He’d been suffering from kidney (肾) failure since last year. During this time, he was on the transplant list, but no________ appeared.Bill was driving to visit a friend when his phone rang with the request for Sam’s ride home. The trip was out of Bill’s way. ________, he took the order, figuring if the p assenger was coming from a hospital, he likely needed a ride.When Sam got into the car, Bill could see he was ________ but in good spirits. As the two set out, they began chatting.“Sam really ________ the car with positive energy,” said Bill, who talked a lot with Sam. He learnt Sam had enjoyed volunteering in the community, but he was doing less because of the treatments. Then Sam revealed he was searching for a kidney donor. Bill ________ he’d be a good donor candidate because he didn’t drink or smoke. Sam agreed, though he didn’t think much of it. Bill, however, couldn’t stop thinking about it.Bill believed in ________ others, so donating a kidney was something always on his mind. Plus, he already liked and respected Sam. When approaching the destinati on, Bill repeated, “I’d see if I could be a match to give you a kidney.”“I was shocked,” Sam recalled. He was shaking so hard that he could barely write his name when they ________ contact information. Once inside his home, he excitedly told his wife, “Th e taxi driver offered his kidney to me!”After the initial excitement, Sam started feeling less ________, wondering if it had just been an emotional moment. Would he hear from him?But Bill was ________ to his word. He contacted the hospital soon. After a long process, the results came: They were a perfect match. Then they had their surgery, which was a(n) ________. Today, Sam is doing well. And the two men still keep in touch.Miraculously, a chance encounter turned out to be a life-saving ride.1.A．taxis B．matches C．orders D．patients2.A．Still B．Instead C．Moreover D．Therefore3.A．angry B．afraid C．weak D．forgetful4.A．lit up B．piled into C．fixed up D．slowed down5.A．heard B．recalled C．joked D．complained6.A．treating B．helping C．accepting D．encouraging7.A．discussed B．repeated C．compared D．exchanged8.A．curious B．doubtful C．hesitant D．optimistic9.A．true B．close C．related D．blind10.A．waste B．honor C．mistake D．successThe Lighthouse Book Project is an intensive, two-year program. It is aimed at giving writers of book-length manuscripts (文稿) the classes, advice, and moral support they need to draft, revise, and—most importantly—finish. Whether you’re working on a novel, short story collection, or narrative nonfiction, our program guides will work closely with you to chart a path through your project. And at the end of two years, you’ll have a manuscript you can be proud of and a support team ready to help you take the next steps.Benefits● Individualized guidance:You’ll mee t your guide on a regular basis to check your progress, review drafts of your work, and set goals for the future, keeping you accountable and on track throughout the program.● Intensives: Three times a year, the Book Project participants gather for a weekend of classes led by special guest authors and our publishing expert, group meetings, participant readings, great meals and plenty of social time.● Manuscript feedback:You’ll receive detailed feedback on your manuscript from your guide and then a second thorough examination of your complete manuscript from a second reader, chosen from our list of Lighthouse teachers and many other famous writers.Applications and Tuition● Applications: Applications are available starting April 1, and the deadline to apply is June 22 every year. Each guide accepts six applicants, for a total of 36 participating writers.● Components of applications: a writing sample up to 30 pages, a project outline, two to three recommendation letters from your current or former writing instructors, and a short personal statement.● Tuition: $8,580 per year, or $715 per month. Partial tuition assistance is available through our Book Project Fellowship.Since 2019, we’ve seen deals signed for thirteen books from our Book Project participants. They’ve had nonfiction, short story collections, novels, and middle-grade works signed by the best publishers. Will you be next?11. The Lighthouse Book Project promises that participants will ________.A．get their books published eventuallyB．meet their guides whenever necessaryC．finish writing their works within 2 yearsD．receive feedback only from famous writers12. To be a participant of the Lighthouse Book Project, you need to ________.A．apply before April 1 B．pay $715 for one yearC．state your personal information D．prepare your novel up to 36 pages13. What is the main purpose of the passage?A．To assess new writers. B．To promote a program.C．To compare different projects. D．To introduce the best publisher.In 2014, a year into her retirement, Morag Warrack found herself in a village hall in the Surrey hills, surrounded by middle-aged men throwing each other on to the floor. “When entering the classroom, I was terrified and thought all these men would be shocked by an old woman walki ng in,” she says. “The teacher encouraged me to stay and I realized they were all kind and curious about me being there. That was my first experience of learning aikido.”At 59, Warrack, who had recently handed in her resignation, began reading up on mindfulness practices. “The more I looked into mindfulness, the more aikido kept coming up,” she says. “These books were recommending it as a way to connect the mind, body and spirit.”Attracted by the idea, Warrack found a local class where she could take a be ginners’ session. Despite her struggles, Warrack kept returning. While her husband and two children were supportive, they weren’t tempted to join in. “They just thought: Mum’s off on one again,” she says. Warrack carried on and, after two years of practice, she began moving up the graded system of belt rankings and noticing a change in herself. “Aikido was making me way more confident,” she says, “Since my reactions got quicker, my balance was better and my coordination (协调性) improved, I had a real understanding of my own body and it became a metaphor (比喻) for how to be in life; how to avoid attack without hurting the other person.”By January 2019, Warrack was determined to achieve her black belt and began training with the only other person in her class wh o was at the same level as her: a 181cm police officer. “It was a very odd pairing. Not least because he’s so strong and so I had to learn how to use my skills rather than strength against him,” she says.In December 2021, Warrack, at the age of 66, took her black belt test. For 20 minutes, she had to defend her position against attackers one after another before facing the final randori, where fourpeople attack at once. “One guy kicked me and split my lip,” she laughs. “It made me so angry, but that’s what I needed to keep going.” She passed, making her one of the oldest people to achieve an aikido black belt in the UK.14. How did Morag Warrack feel when she first entered the aikido classroom?A．Curious. B．Disappointed. C．Confident. D．Frightened.15. After two years of practice, Warrack ________.A．grew more patient B．turned into a better selfC．realized her full potential D．became aware of her weakness16. In order to achieve her black belt, Warrack had to ________.A．polish her skills further B．improve her coordinationC．avoid hurting the attackers D．seek support from her family17. What can we learn from this passage?A．With age comes wisdom. B．The greatest wealth is health.C．It’s always a good time to learn.D．Compete with honor and win with grace. Our travels are not limited to physical time. We also experience mental time travel. We visit the past through our memories and then journey into the future by imagining what tomorrow or next year might bring. When we do so, we think of ourselves as we are now, remember who we once were and envision how we will be.A recent study explores how one particular brain region helps to knit together memories of the present and future selves. When people sustain an injury to this area, it leads to a damaged sense of identity. The region, called vmPFC, may produce a fundamental model of the person and place it in mental time. When the region does so, it may be the source of our sense of self. It’s also found that memories that reference the self are easier to recall. They benefit from what researchers have called a self-reference effect.In the study, the researchers used the self-reference effect to assess memories of present and future selves among people who had brain lesions (损伤) to the vmPFC. The scientists worked with people with vmPFC lesions, then compared them with a control group made up of people with injuries to other parts of the brain and healthy individuals. They were asked to list adjectives to describe themselves and a celebrity, both in the present and future. Later, they had to recall these same traits. It was discovered that people in the control group could recall more adjectives linked to themselves than adjectives linked to the celebrity. However, the participants with vmPFC lesions had little or no ability to recall references to the self, regardless of the context of time. Their identification of adjectives for celebrities was also comparatively weak.These findings are intriguing, for the study helps us understand how self-related memories depend on the function of the vmPFC. But what about our past selves? Previous studies asked people to consider their past selves, but there was no evidence of the self-reference effect. Our past selves seem foreign to us, as if they were individuals apart from us.One idea that scientists have put forward to understand this distinction is that perhaps we are not very kind in our judgments of our past selves. Instead we may be rather critical of our previous behavior, emotions and personal traits. We may use our past primarily to construct a more positive self-image in the present. Put another way, because we may recognize flaws (瑕疵) in our past self’s behavior, we tend to distance ourselves from the person we once were.Therefore, bringing the present and future into the spotlight is central to understanding the way our brain and thoughts shape our current selves. And with the research, we have a better idea about the way a small region within our brain is able to build and hold the core ability to maintain our identity.18. From the passage, we can learn that ________.A．people with vmPFC lesions have a broken sense of identityB．vmPFC-injured people recall celebrities better than others doC．the self-reference effect plays a vital role in considering past selfD．people tend to accept past self after realizing their previous faults19. As for the findings of the recent study on vmPFC, the author is ________.A．critical B．doubtful C．approving D．unconcerned20. Which of the following would be the best title for the passage?A．Testing Our Memories B．Creating Our Sense of SelfC．The Power of Self-Reference Effect D．The Importance of Mental Time Travel With its 1.2 million LED lights shining brightly against the Las Vegas night, the Las Vegas Sphere may well be the ultimate symbol of 2020s overuse. But that gigantic entertainment space is alsosomething else: a symbol of the coming conflict between our climate goals and our seemingly insatiable (永不满足) appetite for stuff.In the 1990s, multicolor LED lights were invented to prevent climate disasters by greatly reducing the amount of electricity we use. After all, LED lights use 90 percent less energy and last around 18 times longer than incandescent bulbs (白炽灯). Yet the amount of electricity we consume for light globally is roughly the same today as it was in 2010. That’s partly because of population and economic growth in the developing world. But another big reason is that as technology has advanced, we’ve only grown more wasteful.There’s an economic term for this: the Jevons Paradox, named for the 19th-century English economist William Stanley Jevons, who noticed that as steam engines became ever more efficient, Britain’s appetite for coal increased rather than decreased. The logic of Jev ons is that instead of banking the efficiency savings we make as technology advances, we go out and spend it.Today, you can see examples of the Paradox everywhere. When residents in England installed home insulation, their overall heating energy demand soon rebounded, ending up at about the same level as it was before: The residents had apparently chosen to turn up their thermostats (温控器) and live in warmer homes.The good news is that in some cases the efficiency gains are so great that even our insatiable appetite for new stuff cannot completely negate them. Today’s car engines require less fuel, even though Americans on average now drive longer distances in heavier cars. However, the bad news is that the Jevons Paradox seems to be hard-wired into us. There are few examples throughout history of people willingly consuming less energy, either for moral or environmental reasons.For some, the solution is obvious: Governments must do more to limit our energy use, perhaps through regulations or taxes. A global carbon tax would help—though the chances of establishing one remain slim. A more innovative answer comes from Rob West, founder and chief executive of Thunder Said Energy. Having spent years documenting the Jevons Paradox and finding it far more widespread than economists predicted, he thinks the best hope we have is to fight Jevons with Jevons. That means applying the idea that consumption increases as goods become cheaper and more efficient to our production of energy. In other words, the future lies not in rationing (定量供应) energy and hoping humans suddenly change their behavior, but in ensuring any energy we use is as green and attractive as possible.21. Why does the author mention the Las Vegas Sphere?A．To highlight a space. B．To predict an ending.C．To provide a solution. D．To express a concern.22. What does the underlined word “negate” in Paragraph 5 most probably mean?A．Put off. B．Break down. C．Push up. D．Wipe out.23. What can we learn from the passage?A．The Jevons Paradox requires more examples.B．Environmental awareness is hard-wired in humans.C．Energy consumption grows as technology advances.D．Efficiency gains guarantee the realization of climate goals.24. Which of the following statements would Rob West most probably agree with?A．The solution is always to further energy efficiency.B．A global carbon tax has aided in limiting energy use.C．Humans are eager to change their consumption behavior.D．Economists have overestimated the effect of the Jevons Paradox.Highly sensitive person, or HSP, is a term coined by psychologist Elaine Aron. According to research, in every five people, there’s one HSP. 25 HSPs have strong self-consciousness; they may struggle to adapt to new circumstances, demonstrate seemingly inappropriate emotional responses in social situations, and easily become uncomfortable in response to light, sound or certain physical sensations. 26The power of insensitivity can be interpreted as “sluggish (迟缓的) power”. Usually, people associate “insensitivity” with something bad, but insensitivity does not equal dullness. 27 That is, calmly facing the setbacks and downtime in life and firmly moving towards one’s own direction. It is the “means and wisdom to win a better life”, as a Japanese author wr ites in the book The Power of Insensitivity. According to him, the world will be better if we focus on the major goals and stay insensitive to anything else.28 One of the important reasons is that behind insensitivity is strong self-awareness or self-confidence. Knowing yourself is difficult, but knowing yourself correctly is undoubtedly an excellent ability. One of the qualities shared by many successful people is: they all clearly know where their strengths are, what they want, and what direction to go.To practice insensitivity, the first step is to avoid overthinking. Resist the urge to overanalyze situations, and redirect your focus towards actionable steps within your control. Secondly, don’t pay too much attention to the ups and downs of life at the moment. Rather, you should be looking forward. Additionally, set clear boundaries. 29 Remember not to get too involved in other people’s business and set limits that keep you safe from outside pressures.As a unique wisdom of life, the power of insensitivity gives completely new inspiration to modern people. Once you become a bit “blunt” and slow down the pace, you will feel more comfortable.annoy, warn, drama, intelligent, emotion30. In recent years, you may have read news about artificial ____________ creating its own art, such us painting.31. Pets are often the ones who provide ____________ support for the family.32. The cigarette package carries a health ____________ on it—“Smoking is harmful to health”.33. The US short story writer O. Henry in renowned for his absorbing plots and ____________ endings.34. He got very ____________ with me about my carelessness.阅读下列短文，根据短文内容填空。
图式理论和阅读理解
SCHEMA THEORY AND READING COMPREHENSION摘要阅读能力在外语能力中被认为是最稳定和最持久的，以传统观点看，阅读是一种被动技能。
古德曼(1967)和史密斯(1971发展了一种阅读心理语言学观点，把研究的重点放在了强调阅读中的主动认知过程。
在现代阅读观中，理解被认为是读者和文章相互作用的结果。
在读者这方而强调的是背景知识，而图式理论探讨的就是背景知识在文章理解中的作用。
图式理论描述的是读者结合自己的背景知识和文章中的信息来理解文一章的过程，这在语言教学中是一个重要的概念。
作为一种理论模式，它己用于听力和阅读的重要研究领域。
这篇论文具休将图式理论应用到中学阅读理解的教学实践中。
在不断阅读过程中，对文章的理解必须从外在文字信息、和作者的内在图式结构两方而获取信息直到从两方而获得的信息结合成一种统一的图式或信息。
因此读者越不熟悉文章所体现的图式，他们越要付出努力建构一种准确的意义。
在阅读研究中讨论得最多的两种图式结构是内容图式和形式图式，内容图式指的有关文章的内容范畴知识，形式图式指的则是有关各类文本的篇章结构知识。
史威斯认为当内容和形式熟悉时，文章很容易被理解。
但是卡宙尔通过她的实验得出结论，当内容和形式都不熟悉时，不熟悉的内容比不熟悉的形式制造更多的困难。
为了帮助学生理解得更好，图式必须被激活。
它包括两种信息处理的基木模式，即“自下而上”模式和“自上而下”模式。
阅读前活动经常被设计为激活和建立学生的图式，教师可采取以下教学方法来激活学生己有的图式:关键词的介绍与讨论、课堂讨论、提前发问、使用多媒体、预测法和画语义图。
贝拉斯福德指出，激活图式和重建图式是两个不同的问题。
因为尽管学生可能在特定的话题中激活自身己有的图式，这并不能推断出学生能够使用这己经激活的知识去发展新的知识。
因此，教师可运用以下教学方法帮助学生建立新的图式:把知识建立在已知信息上，增加背景信息，增加真实生活体验和通过广泛阅读增加间接经验。
2012年12月英语六级(CET-6)考前冲刺试卷(5)-中大网校
2012年12月英语六级(CET-6)考前冲刺试卷(5)总分：100分及格：60分考试时间：120分Part I Writing(1)For this part, you are allowed 30 minutes t0 write a short essay entitled On the Importance of Social Responsibility．You should write at least 150 words following the outline given below．1．现在的年轻人都在关注如何过好自己的生活，不愿意关注社会民生：2．有人赞同这样的做法，有人觉得不应该如此；3．你的看法。
On the Importance of Social ResponsibilityPart II Reading Comprehension(1)根据以下资料，回答{TSE}题。
(2)How did Dilworth think about the road signs in Spain?(3)Who Were considered to be the first to think about sign systems?(4)Security guards and secretaries often had to give directions for the lost because __________(5)Kevin Lynch and Jane Jacobs" believed spaces should be__________(6)Businesses and municipalities have realized that good wayfinding systems __________(7)Designers manage to help people of all nationalities to find directions by__________(8)The directional signs' standards of legibility for legally blind turned out to be__________ for ordinary people.(9)All the developmento from personal computers to machines like photocopiers and iPhones make us(10)Thanks to the advennt of __________, we become less dependent on the road signs than ever before.Part ⅢListening Comprehension (35 minutes)(1)点击按钮开始播放听力音频>>{MP3:/examfiles/2012/listenfiles/201212cet6/201212cet61.mp3} Questions {TSE}are based on the conversation you have just heard．{TS}请作答____(2)A) He offers the 1 ,west price for his TV. B) His TV is worth the price.C) He's never lowered the price. D) He will lower the price if the woman likes.(3)A) The doctor can see the man on Thursday.B) Appointments must be made after Thursday.C) The man may reschedule after the doctor come back.D) The doctor canceled his appointments on Thursday.(4)A) She thinks the man should drive to town. B) She wants cars to pass by the highway.C) The man shoul, I mind his own business. D) There will be less traffic pass by next week.(5)A) Check if it car still be fixed for free. B) Check and see what the problem is.C) Find where he has put the warranty. D) See if Bill is available.(6)A) Talking about the movers. B) Choosing things to pack up.C) Preparing to move to anotherplace. D) Taking a long trip.(7)A) He doesn't have time living on campus.B) He wants to change his living place.C) He wants to change his fast pace of life.D) He prefers the more interesting life-style on campus.(8)A) She is eager to, be accepted into the University.B) She is waiting to see if she could get the job from IBM.C) She is expecting to see if IBM would lend her some cash.D) She has no idea about whether she can afford the university tuition.(9)请作答_____(10)A) Some minerds can only be found in vegetarian food.B) It is impossible for a vegetarian to get mal-nutrition.C) V egetarian food can meet the body's nutritional needs.D) Vegetarian food provides more nutrition than meat,(11)A) She can be easily influenced by programs. B) Becoming a vegetarian is her long-term dream,C) As a nun, she can only eat vegetables and fruits. D) She will not fail to become a real vegetarian.Conversation Two(12)请作答_____(13)A) All scientists accept its definition. B) It is a sequence of DNA.C) People know very little about it. D) It is the smallest unit of human body.(14)A) Humans and chimpanzees. B) Humans and mice.C) Chimpanzees and monkeys. D) Fish and whales.(15)A) Pessimistic. B) Optimistic. C) Doubtful. D) Indifferent.(16)请作答_____(17)A) He has to play better than others. B) He needs only to wait for his turn.C) He needs to be a popular person. D) He must be very ambitious.(18)A) They usually compete and fight with each other. B) They sometimes laugh at the losers.C) They know the rules well and always obey. D) They never give orders to other children.(19)请作答_______(20)A) To reflect the image realistically. B) To show the beautiful scenery.C) To make the villages popular. D) To understand the local dialect.(21)A) She was the initiator of the realistic movement.B) She used local dialect in works earlier than Mark Twain.C) Her novels became popular after her death.D) Her family supported her writing career.(22)A) Her hard work. B) Her job as a teacher.C) Her husband's support. D) Her will to become a writer.(23)请作答_____(24)A) Gove support to party members, B) Choose a person to run for vice president.C) Run against members of their own parties. D) Take part in some activities with family members.(25)A) Visit the citizens of the states to raise money. B) Campaign around the country to get votes.C) Get support of party members around the country. D) Get support from other candidates.(26)For years, scientists have been studying how music affects the brain and its functions. Classical music,(37)__________ songs by Mozart, has produced measurable results that have become known as "The Mozart Effect." The theory, essentially, is that listening to the music of Mozart can improve your (38)__________ capacity. The question is, can listening to classical music make you more (39)_________?If music improves cognitive functions, it is reasonable to believe you can (40) __________ those same rewards, leading to increased performance and efficiency at work. Increased efficiency means you get things done quicker. Finishing earlier means you have increased free time to put towards another (41).__________ or to spend relaxing.Music Increases Cognitive Function. Several studies have shown cognitive improvements in those who listened to classical music (42)________to performing certain tasks or taking tests. Functions that (43)__________ in increase in capacity included: Language skills, reading skills,verbal (44)__________, quantitative abilities, concentration, memory, and motor skills.Several studies of students preparing to take the SAT test (45). _______________. Those who preceded the test with classical music scored higher on the SAT than the students who did not.A study by the University of Washington showed that copyeditors (46) ________________Listening to music not only improves functions within your brain, but music has also been shown to have a profound effect on mood. (47)_______请在第____处填上正确答案。
8D工具解决案例方法
8D工具解决案例方法第一章问题解决过程方法(8D)概述一、什么是8D(The Eight Discipline)8D是美国福特公司首先采用的一个问题解决过程方法，虽然不是ISO/TS16949或QS9000的五个核心工具，但是被越来越多的企业用于问题解决过程，而且不仅仅限于汽车行业的供应商，例如：美国国家半导体公司(National Semiconductor)等都应用8D取得可喜效果。
二、8D是解决事后发现问题的过程方法现代企业管理，特别是企业的质量管理已经转向品质预防为重心的历史阶段。
ISO/TS16949(QS-9000)所要求的五个核心工具：PPAP APQP FMEA SPC MSA都是以预防为出发点，是十分重要且行之有效的管理工具。
“智者千虑，必有一失”，事后出现/发现了问题怎么办？《ISO 16949：2002 的8.5.2.1 问题解决》要求：组织应有一套解决问题规定的过程以达到识别和消除根本原因。
若有客户指定的问题解决方式时，组织应使用指定的方式。
8D方法便是解决这“一失”的有效的过程方法，可谓“亡羊补牢，未为晚矣”。
三、8D的背后1.顾客导向的“问题解决”过程方法2.跨职能部门合作和执行性的企业文化（团队方法）3.以事实为依据，识别和验证根本原因并实施纠正措施4.过程方法和系统方法5.持续改进，永无止境6.问题解决过程与QC常用工具/方法相结合才能有效第二章8D(The Eight Discipline)的实施步骤一、团队方法(D1)1.组织/建立问题解决小组2.组员须有具备必要的知识、技能和授权3.小组的目的—解决问题和执行纠正措施4.小组必须选出一位组长二、问题描述(D2)1.使用可测量的术语来描述问题2.使用明确的术语，明确具体地描述某个内部或外部顾客的问题三、执行并验证“短期的”纠正措施1.确定和执行一些暂时的(Intermediate)措施以保护顾客，直到正式的纠正措施被批准执行。
湖北省部分名校2024-2025学年高二上学期10月月考英语试题
2024年湖北部分名校高二 10 月联考高二英语试卷考试时间: 2024年 10月11日上午8: 0010: 00 试卷满分：150分注意事项：1. 答题前，先将自己的姓名、准考证号、考场号、座位号填写在试卷和答题卡上，并将准考证号条形码粘贴在答题卡上的指定位置。
2. 选择题的作答：每小题选出答案后，用2B 铅笔把答题卡上对应题目的答案标号涂黑。
写在试卷、草稿纸和答题卡上的非答题区域均无效。
3. 非选择题的作答：用黑色签字笔直接答在答题卡上对应的答题区域内。
写在试卷、草稿纸和答题卡上的非答题区域均无效。
第一部分听力 (共两节，满分30分)做题时，先将答案标在试卷上。
录音内容结束后，你将有两分钟的时间将试卷上的答案转涂到答题卡上。
第一节 (共5小题; 每小题1.5分, 满分7.5分)听下面5段对话。
每段对话后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项。
听完每段对话后，你都有10秒钟的时间来回答有关小题和阅读下一小题。
每段对话仅读一遍。
例: How much is the shirt?A.£19.15.B.£9.18.C.£9.15.答案是C.1. What does the man say about Jack?A. He's serious.B. He's responsible.C. He's humorous.2. What is the probable relationship between the speakers?A. Classmates.B. Cousins.C. Uncle and niece.3. What are the speakers mainly talking about?A. What to have for lunch.B. Where to buy some vegetables.C. Who to cook a meal.4. Where are probably the speakers?A. In the car shop.B. In the toy shop.C. In the clothing shop.5. What does the man usually do in his spare time?A. Play chess with his grandfather.B. Play video games.C. Do some exercise.第二节 (共 15 小题; 每小题 1.5 分, 满分 22.5 分)听下面5段对话或独白。
心理学专业术语
感觉记忆（SM）—sensory memory短期记忆（STM）—short-term M.长期记忆（LTM）—long-term memory复诵——rehearsal预示（激发）——priming童年失忆症——childhood amnesia视觉编码（表征）——visual code（representation）听觉编码—acoustic code运作记忆——working memory语意性知识—semantic knowledgeji忆扫瞄程序—memory scanning procedure竭尽式扫瞄程序-exhaustive S.P.自我终止式扫瞄—self-terminated S.程序性知识—procedural knowledge命题（陈述）性知识——propositional（declarative）knowledge 情节（轶事）性知识—episodic K.讯息处理深度—depth of processing精致化处理—elaboration登录特殊性—coding specificity记忆术—mnemonic位置记忆法—method of loci字钩法—peg word（线）探索（测）（激发）字—prime关键词——key word命题思考——propositional thought心像思考——imaginal thought行动思考——motoric thought概念——concept原型——prototype属性——property特征——feature范例策略——exemplar strategy语言相对性（假说）—linguistic relativity th.音素——phoneme词素——morpheme（字词的）外延与内涵意义—denotative & connotative meaning （句子的）表层与深层结构—surface & deep structure语意分析法——semantic differential全句语言—holophrastic speech过度延伸——over-extension电报式语言—telegraphic speech关键期——critical period差异减缩法——difference reduction方法目的分析——means-ends analysis倒推——working backward动机——motive自由意志——free will决定论——determinism本能——instinct种属特有行为——species specific驱力——drive诱因——incentive驱力减低说——drive reduction th.恒定状态（作用）—homeostasis原级与次级动机—primary & secondary M.功能独立—functional autonomy下视丘侧部（LH）—lateral hypothalamus脂肪细胞说——fat-cell theory.下视丘腹中部（VMH）—ventromedial H定点论——set point th.CCK───胆囊调节激素第一性征——primary sex characteristic第二性征——secondary sex characteristic自我效能期望—self-efficiency expectancy内在（发）动机—intrinsic motive外在（衍）动机—extrinsic motive成就需求——N. achievement需求层级—hierarchy of needs自我实现——self actualization冲突——conflict多项仪——polygraph肤电反应——GSR（认知）评估——（cognitive appraisal）脸部回馈假说——facial feedback hypothesis（生理）激发——arousal挫折-攻击假说——frustration-aggression hy.替代学习——vicarious learning发展——development先天——nature后天——nurture成熟——maturation（视觉）偏好法——preferential method习惯法——habituation视觉悬崖——visual cliff剥夺或丰富（环境）——deprivation or enrichment of env. 基模——schema同化——assimilation调适——accommodation平衡——equilibrium感觉动作期——sensorimotor stage物体永久性——objective permanence运思前期——preoperational st.保留概念——conservation道德现实主义——moral realism具体运思期——concrete operational形式运思期——formal operational st.前俗例道德——pre-conventional moral俗例道德——conventional moral超俗例道德——post-conventional moral气质——temperament依附——attachment性别认定——gender identity性别配合——sex typing性蕾期——phallic stage恋亲冲突—Oedipal conflict认同——identification社会学习——social learning情结——complex性别恒定——gender constancy青年期——adolescence青春期—— -puberty第二性征——secondary sex characteristics 认同危机——identity crisis定向统合——identity achievement早闭型统合——foreclosure未定型统合——moratorium迷失型统合——identity diffusion传承——generativity心理动力——psycho-dynamics心理分析——psychoanalysis行为论——behaviorism心理生物观——psycho-biological perspective 认知——cognition临床心理学家-clinical psychologist谘商——counseling人因工程——human factor engineering组织——organization潜意识——unconsciousness完形心理学——Gestalt psychology感觉——sensation知觉——perception实验法——experimental method独变项——independent variable依变项——dependent V.控制变项——control V.生理——physiology条件化——conditioning学习——learning比较心理学——comparative psy.发展——development社会心理学——social psy.人格——personality心理计量学—psychometrics受试（者）——subject 实验者预期效应—experimenter expectancy effect 双盲法——double—blind实地实验——field experiment相关——correlation调查——survey访谈——interview个案研究——case study观察——observation心理测验——psychological test纹理递变度——texture gradient注意——attention物体的组群——grouping of object型态辨识—pattern recognition形象-背景——figure-ground接近律——proximity相似律——similarity闭合律——closure连续律——continuity对称律——symmetry错觉——illusion幻觉——delusion恒常性——constancy大小——size形状——shape位置—— location单眼线索——monocular cue线性透视——linear- perspective双眼线索——binocular cue深度——depth调节作用——accommodation重迭——superposition双眼融合——binocular fusion辐辏作用——convergence双眼像差——binocular disparity向度—— dimension自动效应——autokinetic effect运动视差—— motion parallax诱发运动—— induced motion闪光运动—— stroboscopic motion上下文﹑脉络-context人工智能——artificial intelligence A.I. 脉络关系作用-context effect模板匹配——template matching整合分析法——analysis-by-synthesis丰富性——redundancy选择性——selective无yi识的推论-unconscious inferences运动后效——motion aftereffect特征侦测器—feature detector激发性——excitatory抑制性——inhibitory几何子——geons由上而下处理—up-down process由下而上处理——bottom-up process连结者模式——connectionist model联结失识症——associative agnosia脸孔辨识困难症——prosopagnosia意识——conscious（ness）意识改变状态——altered states of consciousness无意识——unconsciousness前意识——preconsciousness内省法——introspection边缘注意——peripheral attention多重人格——multiple personality午餐排队（鸡尾酒会）效应—lunch line（cocktail party）effect 自动化历程——automatic process解离——dissociate解离认同失常——dissociative identity disorder快速眼动睡眠——REM dream非快速眼动睡眠—NREM dream神志清醒的梦——lucid dreaming失眠——insomnia显性与隐性梦——manifest & latern content心理活动性psychoactive冥想——meditation抗药性——tolerance戒断——withdrawal感觉剥夺——sensory deprivation物质滥用——substance abuse成瘾——physical addiction物质依赖——sub. dependence戒断症状——withdrawal symptom兴奋剂——stimulant幻觉（迷幻）剂——hallucinogen镇定剂——sedative抑制剂——depressant酒精中毒引起谵妄—delirium tremens麻醉剂——narcotic催眠——hypnosis催眠后暗示——posthypnotic suggestion 催眠后失忆posthypnotic amnesia超心理学——parapsychology超感知觉extrasensory perception ESP 心电感应——telepathy超感视——clairvoyance预知——precognition心理动力—psycokinesis PK受纳器——receptor绝对阈——absolute threshold差异阈——difference threshold恰辨差——-JND韦伯律——Weber''s law心理物理——psychophysical费雪纳定律——Fechner''s law频率——frequency振幅——amplitude音频——pitch基音——fundamental tone倍音——overtone和谐音——harmonic音色——timbre白色噪音——white noise鼓膜——eardrum耳蜗——cochlea卵形窗—oval window圆形窗——round window前庭——vestibular sacs半规管——semicircular canal角膜——cornea水晶体——lens虹膜——iris瞳孔——pupil网膜——retina睫状肌——ciliary muscle调节作用——accommodation脊髓——spinal cord反射弧——reflex arc脑干——brain stem计算机轴性线断层扫描——CAT或CT PET——正子放射断层摄影MRI——磁共振显影延脑——medulla桥脑——pons小脑——cerebellum网状结构——reticular formation RAS——网状活化系统视丘——thalamus下视丘——hypothalamus大脑——cerebrum脑（下）垂体（腺）—pituitary gland脑半球——cerebral hemisphere皮质——cortex胼胝体——corpus callosum边缘系统——limbic system海马体——hippocampus杏仁核——amygdala中央沟——central fissure侧沟——lateral fissure脑叶——lobe同卵双生子——identical twins异卵双生子—fraternal twins古典制约——classical conditioning操作制约——operant conditioning非制约刺激—（US unconditioned stimulus 非制约反应—（UR）unconditioned R.制约刺激——（CS）conditioned S.制约反应——（CR）conditioned R.习（获）得——acquisition增强作用——reinforcementxiao除（弱）——extinction自（发性）然恢复——spontaneous recovery 前行制约—forward conditioning同时制约——simultaneous conditioning回溯制约——backward cond.痕迹制约——trace conditioning延宕制约—delay conditioning类化（梯度）——generalization（gradient）区辨——discrimination（次级）增强物——（secondary）reinforcer嫌恶刺激——aversive stimulus试误学习——trial and error learning效果率——law of effect正（负）性增强物—positive（negative）rei.行为塑造—behavior shaping循序渐进——successive approximation自行塑造—autoshaping部分（连续）增强—partial（continuous）R定比（时）时制—fixed ratio（interval）schedule FR或FI变化比率（时距）时制—variable ratio（interval）schedule VR或VI逃离反应——escape R.回避反应—avoidance response习得无助——learned helplessness顿悟——insight学习心向—learning set隐内（潜在）学习——latent learning认知地图——cognitive map生理回馈——biofeedback敏感递减法-systematic desensitization普里迈克原则—Premack''s principle洪水法——flooding观察学习——observational learning动物行为学——ethology敏感化—sensitization习惯化——habituation联结——association认知学习——cognitional L.观察学习——observational L.登录﹑编码——encoding保留﹑储存——retention提取——retrieval回忆——（free recall全现心像﹑照相式记忆——eidetic imagery﹑photographic memory .舌尖现象（TOT）—tip of tongue再认——recognition再学习——relearning节省分数——savings外显与内隐记忆——explicit & implicit memory记忆广度——memory span组集——chunk序列位置效应——serial position effect起始效应——primacy effect新近效应——recency effect心（情）境依赖学习——state-dependent L.无意义音节—nonsense syllable顺向干扰——proactive interference逆向干扰——retroactive interference闪光灯记忆——flashbulb memory动机性遗忘——motivated forgetting器质性失忆症—organic amnesia阿兹海默症——Alzheimer''s disease近事（顺向）失忆症—anterograde amnesia旧事（逆向）失忆—retrograde A.高沙可夫症候群—korsakoff''s syndrome凝固理论—consolidation。
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100 test sentences and same tools
Further elimination: arguments Baseline doesn’t label
Results
100 arguments attempted:
Random: Baseline: Semantic Labeler: precision 33% precision 88% precision 81%
(5) …another machine is doing the work.
Multiple Roles
(6) Applications won’t have to be rewritten to work with Task Broker…
13
Error Analysis III
Lack of pronoun resolution:
(1) The student opened the door.
Agent
Patient
(2) The door opened.
Patient
→ not all subjects are Agents
2
Relevance of General Task
Why is semantic role labeling useful?
Train
- learn best predictors of each label by calculating conditional probabilities
7
Predictive Properties: Agent
Property collective human kin male name non-adult perception political power pronoun role Example Word ‘government’ ‘student’ ‘uncle’ ‘father’ ‘Italy’ ‘child’ ‘mistrust’ ‘queen’ ‘president’ ‘it’ ‘expert’ Dowty proto-agent volition sentience perception causer movement
supervised by:
Rob Malouf
1
The Problem
Computational task of semantic role labeling Identify verbal arguments Label with semantic role: Agent/Patient
(7) The program gets the taski and splits iti up into parts…
14
Things we get right!
Where semantics wins over word order
semantic properties ⇒ patient
Our Question
BIG PICTURE: How can we use Dowty’s 1991)
theory of proto-properties for the computational task of semantic role labeling?
FIRST STEP: Use inherent semantic properties
11
Error Analysis I
Errors from learned semantic properties: Non-prototypical agents Lack of pronoun resolution
12
Error Analysis II
Non-prototypical agents: Personification
(10) a. b.
The batter hit the baseball. The baseball hit the batter.
- Larger project: implementation using conditional random fields, allows us to label all arguments simultaneously
9
Testing Phase
Given:
Test
- given a verb and its arguments: 1. find properties for each argument head 2. for each arg, calculate how likely each label is 3. pick argument with “strongest” preference for a label and assign it that label 4. reduce set of remaining labels & remove labeled arg from consideration 5. repeat 1-4 until no arguments remain
(where Baseline depends on word order and mistakenly chooses agent)
‘get’ passives
(8) When elephants start fighting, ants get killed…
unaccusative verbs
Automatic question-answering systems have problems with:
(3) Who shot Lee Harvey Oswald?
Agent Patient
- Typical answer : JFK
(4) JFK was shot by Lee Harvey Oswald.
6
Training Phase
Given: 900 sentences of newspaper text
- Parser-selected arguments/heads Parsers : Charniak, Collins, RASP (finds arguments 93%) - Dictionary of words Dictionary : General Inquirer with ~8000 words, 166 properties (coverage 78% of heads)
THEORETICAL: Dowty (1991)
Roles as clusters of proto-properties (ex. prototypical agent has more ‘agent-like’ properties) Verbal Argument Selection Principle (1991: 576) (ex. given sentence with 2 arguments, argument with more ‘agent-like’ properties 4 will be labeled the ‘agent’)
(9) If the battle continues much longer…
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Conclusions & Future Research
- Predicted semantic roles (81% accuracy) using properties that overlap with Dowty’s proto-properties - Tension between syntax and semantics - Inherent properties now need event-level information (e.g. movement with respect to other participant)
of head word to label arguments as Agent/Patient
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Our Proposal
TRAIN: • Use training data to learn which properties are predictive of which role labels TEST: • Use these properties to predict role labels for unseen test data RESULTS: • Evaluate our predictions against a handlabeled answer key • Compare our performance with that of a syntactic baseline on the same data
Patient Agent
- Only use statistical co-occurrence - No information about semantic roles
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Previous Approaches
COMPUTATIONAL:
Syntax & word-order (Gildea & Palmer 2002, and others) Lexical information about verb (Gildea & Jurafsky 2002) Named entity recognition (Pradhan et al. 2004)
LSA Colloquium, SDSU
April 16, 2005
Semantic Role Labeling
collaborative work by: Lucien Carroll (SDSU),
Rebecca Colavin (SDSU), Hannah Rohde (UCSD), and Lara Taylor (UCSD)