A NEW CHALLANGE TO METHODOLOGY IN THE POST METHOD ERA

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质疑学术权威的英语作文

质疑学术权威的英语作文As an AI language model, I do not possess personal emotions or opinions. However, I can provide a response to the topic based on commonly expressed perspectives.There is a growing trend of skepticism towards academic authority and expertise in various fields. This phenomenon has been fueled by the rise of alternative sources of information, the spread of misinformation, and the increasing accessibility of knowledge through the internet. While it is healthy to question and critically evaluate established knowledge, the outright dismissal of academic authority can have detrimental effects on the pursuit of truth and the advancement of human knowledge.One of the main reasons for questioning academic authority is the perception of bias and conflicts of interest within the academic community. Critics argue that academic research and knowledge production are often influenced by funding sources, institutional affiliations,and personal agendas. This perceived lack of objectivity has led to doubts about the credibility and reliability of academic findings. In some cases, high-profile scandals involving academic misconduct have further eroded public trust in the integrity of the academic establishment.Moreover, the exclusivity and elitism associated with academic institutions have contributed to the skepticism towards academic authority. The traditional hierarchical structure of academia, with its emphasis on credentials, tenure, and peer review, has been criticized for creating barriers to entry and perpetuating a culture ofintellectual elitism. This has led to the perception that academic experts are out of touch with the concerns and perspectives of the general public, leading to a disconnect between academic knowledge and real-world issues.In addition, the democratization of information through the internet has empowered individuals to challenge established academic narratives. With the proliferation of online platforms and social media, anyone can present themselves as an authority on a given topic, regardless oftheir qualifications or expertise. This has led to the spread of misinformation and the blurring of lines between credible academic research and unverified claims, further eroding public trust in academic authority.However, it is important to recognize the value of academic expertise and authority in advancing human knowledge and understanding. Academic institutions serve as the foundation for rigorous research, critical inquiry, and the peer review process, which are essential for ensuring the quality and reliability of knowledge production. While it is crucial to question and scrutinize academic findings, it is equally important to acknowledge the expertise and dedication of scholars who have devoted their careers to the pursuit of knowledge.Furthermore, the peer review process, which is a cornerstone of academic research, serves as a mechanism for quality control and validation of scholarly work. While it is not without its flaws, peer review helps to ensure that academic research meets rigorous standards of evidence and methodology, contributing to the overall credibility ofacademic authority.In conclusion, while it is natural to question and challenge established authority, it is important to recognize the value of academic expertise in advancing human knowledge and understanding. The skepticism towards academic authority should not lead to the wholesale rejection of scholarly research and expertise, but rather to a critical evaluation of knowledge claims and a commitment to upholding the integrity of academic inquiry. By fostering a culture of open dialogue, transparency, and accountability, we can work towards restoring public trust in academic authority and promoting the pursuit of truth and knowledge.。

A REVIEW OF IMAGE DENOISING ALGORITHMS, WITH A NEW

M ULTISCALE M ODEL.S IMUL.c 2005Society for Industrial and Applied Mathematics Vol.4,No.2,pp.490–530A REVIEW OF IMAGE DENOISING ALGORITHMS,WITH A NEWONE∗A.BUADES†,B.COLL†,AND J.M.MOREL‡Abstract.The search for eﬃcient image denoising methods is still a valid challenge at the crossing of functional analysis and statistics.In spite of the sophistication of the recently proposed methods,most algorithms have not yet attained a desirable level of applicability.All show an out-standing performance when the image model corresponds to the algorithm assumptions but fail in general and create artifacts or remove imageﬁne structures.The main focus of this paper is,ﬁrst, to deﬁne a general mathematical and experimental methodology to compare and classify classical image denoising algorithms and,second,to propose a nonlocal means(NL-means)algorithm ad-dressing the preservation of structure in a digital image.The mathematical analysis is based on the analysis of the“method noise,”deﬁned as the diﬀerence between a digital image and its denoised version.The NL-means algorithm is proven to be asymptotically optimal under a generic statistical image model.The denoising performance of all considered methods are compared in four ways; mathematical:asymptotic order of magnitude of the method noise under regularity assumptions; perceptual-mathematical:the algorithms artifacts and their explanation as a violation of the image model;quantitative experimental:by tables of L2distances of the denoised version to the original image.The most powerful evaluation method seems,however,to be the visualization of the method noise on natural images.The more this method noise looks like a real white noise,the better the method.Key words.image restoration,nonparametric estimation,PDE smoothingﬁlters,adaptive ﬁlters,frequency domainﬁltersAMS subject classiﬁcation.62H35DOI.10.1137/0406160241.Introduction.1.1.Digital images and noise.The need for eﬃcient image restoration meth-ods has grown with the massive production of digital images and movies of all kinds, often taken in poor conditions.No matter how good cameras are,an image improve-ment is always desirable to extend their range of action.A digital image is generally encoded as a matrix of grey-level or color values.In the case of a movie,this matrix has three dimensions,the third one corresponding to time.Each pair(i,u(i)),where u(i)is the value at i,is called a pixel,short for“picture element.”In the case of grey-level images,i is a point on a two-dimensional(2D)grid and u(i)is a real value.In the case of classical color images,u(i)is a triplet of values for the red,green,and blue components.All of what we shall say applies identically to movies,three-dimensional(3D)images,and color or multispectral images.For the sake of simplicity in notation and display of experiments,we shall here be content with rectangular2D grey-level images.∗Received by the editors September30,2004;accepted for publication(in revised form)Janu-ary10,2005;published electronically July18,2005./journals/mms/4-2/61602.html†Universitat de les Illes Balears,Anselm Turmeda,Ctra.Valldemossa Km.7.5,07122Palma de Mallorca,Spain(vdmiabc4@uib.es,tomeu.coll@uib.es).These authors were supported by the Ministerio de Ciencia y Tecnologia under grant TIC2002-02172.During this work,theﬁrst author had a fellowship of the Govern de les Illes Balears for the realization of his Ph.D.thesis.‡Centre de Math´e matiques et Leurs Applications,ENS Cachan61,Av du Pr´e sident Wilson94235 Cachan,France(morel@cmla.ens-cachan.fr).This author was supported by the Centre National d’Etudes Spatiales(CNES),the Oﬃce of Naval Research under grant N00014-97-1-0839,the Direction G´e n´e rale des Armements(DGA),and the Minist`e re de la Recherche et de la Technologie.490ON IMAGE DENOISING ALGORITHMS 491The two main limitations in image accuracy are categorized as blur and noise.Blur is intrinsic to image acquisition systems,as digital images have a ﬁnite number of samples and must satisfy the Shannon–Nyquist sampling conditions [31].The second main image perturbation is noise.Each one of the pixel values u (i )is the result of a light intensity measurement,usually made by a charge coupled device (CCD)matrix coupled with a light focusing system.Each captor of the CCD is roughly a square in which the number of incoming photons is being counted for a ﬁxed period corresponding to the obturation time.When the light source is constant,the number of photons received by each pixel ﬂuctuates around its average in accordance with the central limit theorem.In other terms,one can expect ﬂuctuations of order √n for n incoming photons.In addition,each captor,if not adequately cooled,receives heat spurious photons.The resulting perturbation is usually called “obscurity noise.”In a ﬁrst rough approximation one can writev (i )=u (i )+n (i ),where i ∈I ,v (i )is the observed value,u (i )would be the “true”value at pixel i ,namely the one which would be observed by averaging the photon counting on a long period of time,and n (i )is the noise perturbation.As indicated,the amount of noise is signal-dependent;that is,n (i )is larger when u (i )is larger.In noise models,the normalized values of n (i )and n (j )at diﬀerent pixels are assumed to be independent random variables,and one talks about “white noise.”1.2.Signal and noise ratios.A good quality photograph (for visual inspec-tion)has about 256grey-level values,where 0represents black and 255represents white.Measuring the amount of noise by its standard deviation,σ(n ),one can deﬁne the signal noise ratio (SNR)asSNR =σ(u )σ(n ),where σ(u )denotes the empirical standard deviation of u ,σ(u )= 1|I | i ∈I(u (i )−u )212,and u =1|I | i ∈I u (i )is the average grey-level value.The standard deviation of the noise can also be obtained as an empirical measurement or formally computed whenthe noise model and parameters are known.A good quality image has a standard deviation of about 60.The best way to test the eﬀect of noise on a standard digital image is to add a Gaussian white noise,in which case n (i )are independently and identically distributed (i.i.d.)Gaussian real variables.When σ(n )=3,no visible alteration is usually ob-served.Thus,a 603 20SNR is nearly invisible.Surprisingly enough,one can add white noise up to a 21ratio and still see everything in a picture!This fact is il-lustrated in Figure 1and constitutes a major enigma of human vision.It justiﬁes the many attempts to deﬁne convincing denoising algorithms.As we shall see,the results have been rather deceptive.Denoising algorithms see no diﬀerence between small details and noise,and therefore they remove them.In many cases,they create new distortions,and the researchers are so used to them that they have created a492 A.BUADES,B.COLL,AND J.M.MORELFig.1.A digital image with standard deviation55,the same with noise added(standard deviation3),the SNR therefore being equal to18,and the same with SNR slightly larger than2. In this second image,no alteration is visible.In the third,a conspicuous noise with standard deviation25has been added,but,surprisingly enough,all details of the original image still are visible.taxonomy of denoising artifacts:“ringing,”“blur,”“staircase eﬀect,”“checkerboard eﬀect,”“wavelet outliers,”etc.This fact is not quite a surprise.Indeed,to the best of our knowledge,all denoising algorithms are based on•a noise model;•a generic image smoothness model,local or global.In experimental settings,the noise model is perfectly precise.So the weak point of the algorithms is the inadequacy of the image model.All of the methods assume that the noise is oscillatory and that the image is smooth or piecewise smooth.So they try to separate the smooth or patchy part(the image)from the oscillatory one.Actually, manyﬁne structures in images are as oscillatory as noise is;conversely,white noise has low frequencies and therefore smooth components.Thus a separation method based on smoothness arguments only is hazardous.1.3.The“method noise.”All denoising methods depend on aﬁltering pa-rameter h.This parameter measures the degree ofﬁltering applied to the image.For most methods,the parameter h depends on an estimation of the noise varianceσ2. One can deﬁne the result of a denoising method D h as a decomposition of any image v as(1.1)v=D h v+n(D h,v),where1.D h v is more smooth than v,2.n(D h,v)is the noise guessed by the method.Now it is not enough to smooth v to ensure that n(D h,v)will look like a noise. The more recent methods are actually not content with a smoothing but try to recover lost information in n(D h,v)[19,25].So the focus is on n(D h,v).Definition 1.1(method noise).Let u be a(not necessarily noisy)image and D h a denoising operator depending on h.Then we deﬁne the method noise of u as the image diﬀerence(1.2)n(D h,u)=u−D h(u).This method noise should be as similar to a white noise as possible.In addition, since we would like the original image u not to be altered by denoising methods,theON IMAGE DENOISING ALGORITHMS 493method noise should be as small as possible for the functions with the right regularity.According to the preceding discussion,four criteria can and will be taken into account in the comparison of denoising methods:•A display of typical artifacts in denoised images.•A formal computation of the method noise on smooth images,evaluating how small it is in accordance with image local smoothness.•A comparative display of the method noise of each method on real images with σ=2.5.We mentioned that a noise standard deviation smaller than 3is subliminal,and it is expected that most digitization methods allow themselves this kind of noise.•A classical comparison receipt based on noise simulation:it consists of taking a good quality image,adding Gaussian white noise with known σ,and then computing the best image recovered from the noisy one by each method.A table of L 2distances from the restored to the original can be established.The L 2distance does not provide a good quality assessment.However,it reﬂects well the relative performances of algorithms.On top of this,in two cases,a proof of asymptotic recovery of the image can be obtained by statistical arguments.1.4.Which methods to compare.We had to make a selection of the denoising methods we wished to compare.Here a diﬃculty arises,as most original methods have caused an abundant literature proposing many improvements.So we tried to get the best available version,while keeping the simple and genuine character of the original method:no hybrid method.So we shall analyze the following:1.the Gaussian smoothing model (Gabor quoted in Lindenbaum,Fischer,andBruckstein [17]),where the smoothness of u is measured by the Dirichlet integral |Du |2;2.the anisotropic ﬁltering model (Perona and Malik [27],Alvarez,Lions,andMorel [1]);3.the Rudin–Osher–Fatemi total variation model [30]and two recently proposediterated total variation reﬁnements [35,25];4.the Yaroslavsky neighborhood ﬁlters [41,40]and an elegant variant,theSUSAN ﬁlter (Smith and Brady [33]);5.the Wiener local empirical ﬁlter as implemented by Yaroslavsky [40];6.the translation invariant wavelet thresholding [8],a simple and performingvariant of the wavelet thresholding [10];7.DUDE,the discrete universal denoiser [24],and the UINTA,unsupervisedinformation-theoretic,adaptive ﬁltering [3],two very recent new approaches;8.the nonlocal means (NL-means)algorithm,which we introduce here.This last algorithm is given by a simple closed formula.Let u be deﬁned in a bounded domain Ω⊂R 2;thenNL (u )(x )=1C (x )e −(G a ∗|u (x +.)−u (y +.)|2)(0)2u (y )d y ,where x ∈Ω,G a is a Gaussian kernel of standard deviation a ,h acts as a ﬁltering parameter,and C (x )= e −(G a ∗|u (x +.)−u (z +.)|2)(0)h 2d z is the normalizing factor.In orderto make clear the previous deﬁnition,we recall that(G a ∗|u (x +.)−u (y +.)|2)(0)= R 2G a (t )|u (x +t )−u (y +t )|2d t .494 A.BUADES,B.COLL,AND J.M.MORELThis amounts to saying that NL(u)(x),the denoised value at x,is a mean of the values of all pixels whose Gaussian neighborhood looks like the neighborhood of x.1.5.What is left.We do not draw into comparison the hybrid methods,in particular the total variation+wavelets[7,12,18].Such methods are signiﬁcant improvements of the simple methods but are impossible to draw into a benchmark: their eﬃciency depends a lot upon the choice of wavelet dictionaries and the kind of image.Second,we do not draw into the comparison the method introduced recently by Meyer[22],whose aim it is to decompose the image into a BV part and a texture part(the so called u+v methods),and even into three terms,namely u+v+w, where u is the BV part,v is the“texture”part belonging to the dual space of BV, denoted by G,and w belongs to the Besov space˙B∞−1,∞,a space characterized by the fact that the wavelet coeﬃcients have a uniform bound.G is proposed by Meyer as the right space to model oscillatory patterns such as textures.The main focus of this method is not yet denoising.Because of the diﬀerent and more ambitious scopes of the Meyer method[2,36,26],which makes it parameter-and implementation-dependent, we could not draw it into the st but not least,let us mention the bandlet[15]and curvelet[34]transforms for image analysis.These methods also are separation methods between the geometric part and the oscillatory part of the image and intend toﬁnd an accurate and compressed version of the geometric part. Incidentally,they may be considered as denoising methods in geometric images,as the oscillatory part then contains part of the noise.Those methods are closely related to the total variation method and to the wavelet thresholding,and we shall be content with those simpler representatives.1.6.Plan of the paper.Section2computes formally the method noise for the best elementary local smoothing methods,namely Gaussian smoothing,anisotropic smoothing(mean curvature motion),total variation minimization,and the neighbor-hoodﬁlters.For all of them we prove or recall the asymptotic expansion of theﬁlter at smooth points of the image and therefore obtain a formal expression of the method noise.This expression permits us to characterize places where theﬁlter performs well and where it fails.In section3,we treat the Wiener-like methods,which proceed by a soft or hard threshold on frequency or space-frequency coeﬃcients.We examine in turn the Wiener–Fourierﬁlter,the Yaroslavsky local adaptive discrete cosine trans-form(DCT)-basedﬁlters,and the wavelet threshold method.Of course,the Gaussian smoothing belongs to both classes ofﬁlters.We also describe the universal denoiser DUDE,but we cannot draw it into the comparison,as its direct application to grey-level images is unpractical so far.(We discuss its feasibility.)Finally,we examine the UINTA algorithms whose principles stand close to the NL-means algorithm.In section5,we introduce the NL-meansﬁlter.This method is not easily classiﬁed in the preceding terminology,since it can work adaptively in a local or nonlocal way.We ﬁrst give a proof that this algorithm is asymptotically consistent(it gives back the conditional expectation of each pixel value given an observed neighborhood)under the assumption that the image is a fairly general stationary random process.The works of Efros and Leung[13]and Levina[16]have shown that this assumption is sound for images having enough samples in each texture patch.In section6,we com-pare all algorithms from several points of view,do a performance classiﬁcation,and explain why the NL-means algorithm shares the consistency properties of most of the aforementioned algorithms.ON IMAGE DENOISING ALGORITHMS4952.Local smoothingﬁlters.The original image u is deﬁned in a bounded domainΩ⊂R2and denoted by u(x)for x=(x,y)∈R2.This continuous image is usually interpreted as the Shannon interpolation of a discrete grid of samples[31]and is therefore analytic.The distance between two consecutive samples will be denoted byε.The noise itself is a discrete phenomenon on the sampling grid.According to the usual screen and printing visualization practice,we do not interpolate the noise samples n i as a band limited function but rather as a piecewise constant function, constant on each pixel i and equal to n i.We write|x|=(x2+y2)12and x1.x2=x1x2+y1y2as the norm and scalar productand denote the derivatives of u by u x=∂u∂x ,u y=∂u∂y,and u xy=∂2u∂x∂y.The gradientof u is written as Du=(u x,u y)and the Laplacian of u asΔu=u xx+u yy.2.1.Gaussian smoothing.By Riesz’s theorem,image isotropic linearﬁltering boils down to a convolution of the image by a linear radial kernel.The smoothing requirement is usually expressed by the positivity of the kernel.The paradigm of suchkernels is,of course,the Gaussian x→G h(x)=1(4πh2)e−|x|24h2.In that case,G h hasstandard deviation h,and the following theorem is easily seen.Theorem2.1(Gabor1960).The image method noise of the convolution with a Gaussian kernel G h isu−G h∗u=−h2Δu+o(h2).A similar result is actually valid for any positive radial kernel with bounded variance,so one can keep the Gaussian example without loss of generality.The preceding estimate is valid if h is small enough.On the other hand,the noise reduction properties depend upon the fact that the neighborhood involved in the smoothing is large enough,so that the noise gets reduced by averaging.So in the following we assume that h=kε,where k stands for the number of samples of the function u and noise n in an interval of length h.The spatial ratio k must be much larger than1to ensure a noise reduction.The eﬀect of a Gaussian smoothing on the noise can be evaluated at a referencepixel i=0.At this pixel,G h∗n(0)=i∈IP iG h(x)n(x)d x=i∈Iε2G h(i)n i,where we recall that n(x)is being interpolated as a piecewise constant function,the P i square pixels centered in i have sizeε2,and G h(i)denotes the mean value of the function G h on the pixel i.Denoting by V ar(X)the variance of a random variable X,the additivity of variances of independent centered random variables yieldsV ar(G h∗n(0))=i ε4G h(i)2σ2 σ2ε2G h(x)2d x=ε2σ28πh2.So we have proved the following theorem.Theorem2.2.Let n(x)be a piecewise constant white noise,with n(x)=n i on each square pixel i.Assume that the n i are i.i.d.with zero mean and varianceσ2. Then the“noise residue”after a Gaussian convolution of n by G h satisﬁesV ar(G h∗n(0)) ε2σ2 8πh2.496 A.BUADES,B.COLL,AND J.M.MORELIn other terms,the standard deviation of the noise,which can be interpreted as thenoise amplitude,is multiplied by εh √8π.Theorems 2.1and 2.2traduce the delicate equilibrium between noise reductionand image destruction by any linear smoothing.Denoising does not alter the image at points where it is smooth at a scale h much larger than the sampling scale ε.The ﬁrst theorem tells us that the method noise of the Gaussian denoising method is zero in harmonic parts of the image.A Gaussian convolution is optimal on harmonic functions and performs instead poorly on singular parts of u ,namely edges or texture,where the Laplacian of the image is large.See Figure 3.2.2.Anisotropic ﬁlters and curvature motion.The anisotropic ﬁlter (AF)attempts to avoid the blurring eﬀect of the Gaussian by convolving the image u at x only in the direction orthogonal to Du (x ).The idea of such a ﬁlter goes back to Perona and Malik [27]and actually again to Gabor (quoted in Lindenbaum,Fischer,and Bruckstein [17]).SetA F h u (x )=G h (t )u x +t Du (x )⊥|Du (x )|dt for x such that Du (x )=0and where (x,y )⊥=(−y,x )and G h (t )=1√2πh e −t 22h 2is theone-dimensional (1D)Gauss function with variance h 2.At points where Du (x )=0an isotropic Gaussian mean is usually applied,and the result of Theorem 2.1holds at those points.If one assumes that the original image u is twice continuously dif-ferentiable (C 2)at x ,the following theorem is easily shown by a second-order Taylor expansion.Theorem 2.3.The image method noise of an anisotropic ﬁlter A F h isu (x )−A F h u (x ) −12h 2D 2u Du ⊥|Du |,Du ⊥|Du | =−12h 2|Du |curv (u )(x ),where the relation holds when Du (x )=0.By curv (u )(x ),we denote the curvature,i.e.,the signed inverse of the radius of curvature of the level line passing by x .When Du (x )=0,this means thatcurv (u )=u xx u 2y −2u xy u x u y +u yy u 2x(u 2x +u 2y )32.This method noise is zero wherever u behaves locally like a one-variable function,u (x,y )=f (ax +by +c ).In such a case,the level line of u is locally the straight line with equation ax +by +c =0,and the gradient of f may instead be very large.In other terms,with anisotropic ﬁltering,an edge can be maintained.On the other hand,we have to evaluate the Gaussian noise reduction.This is easily done by a 1D adaptation of Theorem 2.2.Notice that the noise on a grid is not isotropic;so the Gaussian average when Du is parallel to one coordinate axis is made roughly on √2more samples than the Gaussian average in the diagonal direction.Theorem 2.4.By anisotropic Gaussian smoothing,when εis small enough with respect to h ,the noise residue satisﬁesVar (A F h (n ))≤ε√2πhσ2.ON IMAGE DENOISING ALGORITHMS 497In other terms,the standard deviation of the noise n is multiplied by a factor at mostequal to (ε√2πh)1/2,this maximal value being attained in the diagonals.Proof .Let L be the line x +t Du⊥(x )|Du (x )|passing by x ,parameterized by t ∈R ,and denote by P i ,i ∈I ,the pixels which meet L ,n (i )the noise value,constant on pixel P i ,and εi the length of the intersection of L ∩P i .Denote by g (i )the averageof G h (x +t Du⊥(x )|Du (x )|)on L ∩P i .Then one has A F h n (x )i εi n (i )g (i ).The n (i )are i.i.d.with standard variation σ,and thereforeV ar (A F h (n ))= i ε2iσ2g (i )2≤σ2max(εi ) iεi g (i )2.This yieldsVar (A F h (n ))≤√2εσ2 G h (t )2dt =ε√2πhσ2.There are many versions of A F h ,all yielding an asymptotic estimate equivalent to the one in Theorem 2.3:the famous median ﬁlter [14],an inf-sup ﬁlter on segments centered at x [5],and the clever numerical implementation of the mean curvature equation in [21].So all of those ﬁlters have in common the good preservation of edges,but they perform poorly on ﬂat regions and are worse there than a Gaussian blur.This fact derives from the comparison of the noise reduction estimates of Theorems2.1and 2.4and is experimentally patent in Figure3.2.3.Total variation.The total variation minimization was introduced by Ru-din and Osher [29]and Rudin,Osher,and Fatemi [30].The original image u is supposed to have a simple geometric description,namely a set of connected sets,the objects,along with their smooth contours,or edges.The image is smooth inside the objects but with jumps across the boundaries.The functional space modeling these properties is BV (Ω),the space of integrable functions with ﬁnite total variation T V Ω(u )= |Du |,where Du is assumed to be a Radon measure.Given a noisy image v (x ),the above-mentioned authors proposed to recover the original image u (x )as the solution of the constrained minimization problemarg min uT V Ω(u ),(2.1)subject to the noise constraintsΩ(u (x )−v (x ))d x =0and Ω|u (x )−v (x )|2d x =σ2.The solution u must be as regular as possible in the sense of the total variation,while the diﬀerence v (x )−u (x )is treated as an error,with a prescribed energy.The constraints prescribe the right mean and variance to u −v but do not ensure that it is similar to a noise (see a thorough discussion in [22]).The preceding problem is naturally linked to the unconstrained problem arg min u T V Ω(u )+λΩ|v (x )−u (x )|2d x (2.2)498 A.BUADES,B.COLL,AND J.M.MORELfor a given Lagrange multiplierλ.The above functional is strictly convex and lower semicontinuous with respect to the weak-star topology of BV.Therefore the minimum exists,is unique,and is computable(see,e.g.,[6]).The parameterλcontrols the tradeoﬀbetween the regularity andﬁdelity terms.Asλgets smaller the weight of the regularity term increases.Thereforeλis related to the degree ofﬁltering of the solution of the minimization problem.Let us denote by TVFλ(v)the solution of problem(2.2)for a given value ofλ.The Euler–Lagrange equation associated with the minimization problem is given by(u(x)−v(x))−12λcurv(u)(x)=0(see[29]).Thus,we have the following theorem.Theorem2.5.The image method noise of the total variation minimization(2.2) isu(x)−TVFλ(u)(x)=−12λcurv(TVFλ(u))(x).As in the anisotropic case,straight edges are maintained because of their small curvature.However,details and texture can be oversmoothed ifλis too small,as is shown in Figure3.2.4.Iterated total variation reﬁnement.In the original total variation model the removed noise,v(x)−u(x),is treated as an error and is no longer studied.In practice,some structures and texture are present in this error.Several recent works have tried to avoid this eﬀect[35,25].2.4.1.The Tadmor–Nezzar–Vese approach.In[35],the authors have pro-posed to use the Rudin–Osher–Fatemi model iteratively.They decompose the noisy image,v=u0+n0,by the total variation model.So taking u0to contain only ge-ometric information,they decompose by the very same model n0=u1+n1,where u1is assumed to be again a geometric part and n1contains less geometric informa-tion than n0.Iterating this process,one obtains u=u0+u1+u2+···+u k as a reﬁned geometric part and n k as the noise residue.This strategy is in some sense close to the matching pursuit methods[20].Of course,the weight parameter in the Rudin–Osher–Fatemi model has to grow at each iteration,and the authors propose a geometric seriesλ,2λ,...,2kλ.In that way,the extraction of the geometric part n k becomes twice more taxing at each step.Then the new algorithm is as follows:1.Starting with an initial scaleλ=λ0,v=u0+n0,[u0,n0]=arg minv=u+n|Du|+λ0|v(x)−u(x)|2d x.2.Proceed with successive applications of the dyadic reﬁnement n j=u j+1+n j+1,[u j+1,n j+1]=arg minn j=u+n|Du|+λ02j+1|n j(x)−u(x)|2d x.3.After k steps,we get the following hierarchical decomposition of v:v=u0+n0=u0+u1+n1=.....=u0+u1+···+u k+n k.ON IMAGE DENOISING ALGORITHMS 499The denoised image is given by the partial sum k j =0u j ,and n k is the noise residue.This is a multilayered decomposition of v which lies in an intermediate scale of spaces,in between BV and L 2.Some theoretical results on the convergence of this expansion are presented in [35].2.4.2.The Osher et al.approach.The second algorithm due to Osher et al.[25]also consists of an iteration of the original model.The new algorithm is as follows:1.First,solve the original total variation model u 1=arg min u ∈BV|∇u (x )|d x +λ(v (x )−u (x ))2d x to obtain the decomposition v =u 1+n 1.2.Perform a correction step to obtain u 2=arg min u ∈BV|∇u (x )|d x +λ(v (x )+n 1(x )−u (x ))2d x ,where n 1is the noise estimated by the ﬁrst step.The correction step adds this ﬁrst estimate of the noise to the original image and raises the decomposition v +n 1=u 2+n 2.3.Iterate:compute u k +1as a minimizer of the modiﬁed total variation mini-mization,u k +1=arg min u ∈BV|∇u (x )|d x +λ (v (x )+n k (x )−u (x ))2d x ,wherev +n k =u k +1+n k +1.Some results are presented in [25]which clarify the nature of the above sequence:•{u k }k converges monotonically in L 2to v ,the noisy image,as k →∞.•{u k }k approaches the noise-free image monotonically in the Bregman distanceassociated with the BV seminorm,at least until u ¯k −u ≤σ2,where u isthe original image and σis the standard deviation of the added noise.These two results indicate how to stop the sequence and choose u ¯k .It is enoughto proceed iteratively until the result gets noisier or the distance u ¯k −u 2gets smallerthan σ2.The new solution has more details preserved,as Figure 3shows.The above iterated denoising strategy being quite general,one can make the computations for a linear denoising operator T as well.In that case,this strategyT (v +n 1)=T (v )+T (n 1)amounts to saying that the ﬁrst estimated noise n 1is ﬁltered again and its smooth components are added back to the original,which is in fact the Tadmor–Nezzar–Vese strategy.2.5.Neighborhood ﬁlters.The previous ﬁlters are based on a notion of spatial neighborhood or proximity.Neighborhood ﬁlters instead take into account grey-level values to deﬁne neighboring pixels.In the simplest and more extreme case,the de-noised value at pixel i is an average of values at pixels which have a grey-level value close to u (i ).The grey-level neighborhood is thereforeB (i,h )={j ∈I |u (i )−h <u (j )<u (i )+h }.。

新概念4英语教师用书

新概念4英语教师用书Teaching English with the New Concept English series is an enriching experience. It offers a structured approach to language learning that caters to different levels of proficiency.The fourth book in the series is particularly designedfor advanced learners, focusing on refining their language skills and expanding their vocabulary. It provides a platform for students to engage with complex texts and discussions.In the classroom, the New Concept English 4 Teacher's Book serves as a guide, offering insights into the material and suggesting interactive activities. It's crucial for educators to adapt these strategies to suit the diverse needs of their students.The exercises in the book are designed to challenge students, encouraging them to think critically and express their thoughts in English. This fosters a deeper understanding of the language and its nuances.Moreover, the cultural references and real-life scenarios presented in the lessons help students to see the relevance of English in today's globalized world. It's important for teachers to connect these lessons to students' own experiences.The Teacher's Book also includes answers to the exercises, which can be a valuable resource for self-study or for teachers who need to check their students' work. It's a testament to the thoroughness of the New Concept English methodology.Lastly, the New Concept English 4 Teacher's Book is notjust a tool for instruction; it's a companion for the journey of language mastery. It equips teachers with the necessary knowledge to inspire and guide their students towards fluency.。

significance and novelty of this paper

significance and novelty of this paperIntroductionIn the field of academic research, the significance and novelty of a paper play a crucial role in determining its impact and importance. A paper that is deemed to be significant and novel is more likely to attract attention from researchers, influence the direction of future studies, and contribute to the advancement of knowledge in a particular field.Significance of the PaperThe significance of a paper refers to its importance and relevance in addressing a specific research question. It is essential for a paper to have a clear significance to justify its publication and funding. The significance of this paper can be seen in several aspects:1.Addressing an important problem: This paper tackles a significantproblem that has implications for both theoretical understandingand practical applications in the field.2.Contributing to existing knowledge: The findings and conclusionsof this paper contribute to existing knowledge by filling in gaps in the literature or challenging previously held assumptions.3.Impacting policy or practice: The insights provided by this paperhave the potential to influence policy-making or inform practical applications in relevant industries or sectors.4.Advancing the field: This paper presents new methodologies,techniques, or models that can advance the field and potentiallylead to further research and discoveries.Novelty of the PaperThe novelty of a paper refers to its originality and uniqueness in terms of the research question, methodology, or findings. A novel paper bringsfresh perspectives and insights to the field, pushing the boundaries of knowledge and exploring new frontiers. The novelty of this paper can be seen in several aspects:1.Applying a novel approach: This paper introduces a novel approach,methodology, or framework to address the research question. Theinnovative nature of the approach adds a new dimension to theexisting body of knowledge.2.Presenting new findings: The findings presented in this paper arenovel and have not been reported in previous studies. These newfindings contribute to the field by expanding our understanding of the research question.3.Challenging existing theories or assumptions: This paperchallenges existing theories or assumptions by providing evidencethat contradicts or modifies previous understanding. Thisintellectual challenge leads to a paradigm shift in the field.bining disciplines or perspectives: The paper bridges multipledisciplines or perspectives, bringing together different schoolsof thought and fostering interdisciplinary collaboration. By doing so, it opens up new avenues for research and exploration.ConclusionIn conclusion, the significance and novelty of a paper are essential factors that determine its impact and importance in the field of academic research. This paper demonstrates its significance by addressing an important problem, contributing to existing knowledge, impacting policy or practice, and advancing the field. Its novelty is demonstrated through the application of a novel approach, presentationof new findings, challenge to existing theories or assumptions, and integration of different disciplines or perspectives. By recognizing and highlighting the significance and novelty of this paper, we can appreciate its potential impact and value in shaping the future of research in its respective field.。

科学探索之路的英语作文

The path of scientific exploration is a journey filled with curiosity,discovery,and the relentless pursuit of knowledge.It is a road that has been tread by countless individuals throughout history,each contributing their own unique insights and discoveries to the collective pool of human understanding.At the heart of scientific exploration is the spirit of inquiry.This is the driving force that propels scientists to ask questions,to challenge existing theories,and to seek out new information.It is this inquisitive nature that has led humanity to uncover the secrets of the universe,from the smallest subatomic particles to the vast expanses of the cosmos.One of the key aspects of the scientific exploration process is the methodology of research.This involves the formulation of hypotheses,the design of experiments,the collection and analysis of data,and the drawing of conclusions.It is through this rigorous process that scientific knowledge is advanced and theories are either confirmed or refuted. Collaboration is another essential element of scientific exploration.Many of the greatest discoveries in history have been the result of the combined efforts of numerous scientists working together.By sharing ideas,resources,and expertise,researchers are able to tackle complex problems and make breakthroughs that might otherwise be impossible. Technology also plays a crucial role in the advancement of scientific exploration.From the invention of the microscope to the development of advanced computer modeling, technological innovations have opened up new avenues of research and enabled scientists to probe deeper into the mysteries of the natural world.However,the path of scientific exploration is not without its challenges.There are often setbacks and failures along the way,as well as ethical dilemmas and debates over the implications of certain discoveries.But it is through overcoming these obstacles that the scientific community continues to grow and evolve.In conclusion,the journey of scientific exploration is one of continuous learning and discovery.It is a testament to the human spirits ability to push the boundaries of knowledge and to seek out the truth about the world in which we live.As we move forward,it is important that we continue to foster the spirit of inquiry,embrace collaboration,and harness the power of technology to further our understanding of the universe.。

翻译英语

1.科学发展观the Outlook of Scientific Development2.倡导公正、合理的新秩序观call for the establishment of a new just and equitable order3.以平等互利为核心的新发展观new thinking on development based on equality and mutual benefit4.推动树立以互信、互利、平等和协作为主要内容的新安全观foster a new thinking on security featuring mutual trust, mutual benefit, equality and coordination5.主张形成以尊重多样性为特点的新文明观foster a new thinking on civilization that respects diversity6.新能源观new thinking on energy development有关先进文化的词汇1.古为今用、洋为中用旧译let the ancient serve the present, let the foreign serve the national 现译draw from past and foreign achievements2.文艺工作cultural and art work; work in the cultural field3.牢牢把握先进文化的前进方向firmly keep to the direction of an advanced culture/cultural advancement4.文化与经济和政治互相交融interaction between cultural work, and economic and political activities cultural elements/factors intermingle with economic and political factors5.民族的科学的大众的社会主义文化a socialist culture that is distinctly Chinese, pro-science and people-oriented6.弘扬主旋律，提倡多样化promote mainstream values and uphold cultural diversity7.以科学的理论武装人，以正确的舆论引导人，以崇高的精神塑造人，以优秀的作品鼓舞人Equip/empower people with scientific theories, guide them with correct opinions/ convey to them right messages/provide them with correct media guidance, imbue them with a noble spirit and inspire them with excellent/fine works8.具有中国气派的社会主义文化Chinese-style socialist culture; socialist culture with Chinese appeal9.越是民族的，越是世界的The pride of a nation is also the pride of the world. What's unique for a nation is also precious for the world. When you are unique, the world comes to you.10.文艺应当贴近群众，贴近生活，贴近实际。

采取另外一种方法的英文

采取另外一种方法的英文IntroductionIn today's fast-paced and ever-changing world, traditionalproblem-solving methods may no longer be sufficient. As we encounter increasingly complex challenges, it becomes crucial to explore alternative approaches that can help us navigate unfamiliar territories. This article aims to introduce a new paradigm for problem-solving, offering a fresh perspective on how we can tackle problems more effectively.The Limitations of Traditional Problem-SolvingTraditional problem-solving methods often rely on established rules and patterns to solve a given problem. While these methods have proven effective in many scenarios, they also come with inherent limitations. First and foremost, they encourage linear thinking, where problems are tackled one step at a time without considering alternative solutions or potential side effects. Additionally, they tend to discourage creativity and innovative thinking, as they prioritize conformity to established norms and practices.The New Paradigm: Embracing Complexity and AmbiguityThe new paradigm for problem-solving shifts our focus from linear thinking to embracing complexity and ambiguity. Instead of searching for a single right answer, this approach encourages us to explore multipleperspectives and possibilities. It recognizes that many problems we face today are interconnected and multifaceted, requiring solutions that take into account various factors. By embracing complexity and ambiguity, we can create a more inclusive problem-solving process that invites diverse ideas and perspectives.Holistic Problem AnalysisAt the core of the new paradigm is holistic problem analysis. Instead of solely focusing on the immediate surface-level problem, this approach encourages us to delve deeper and understand the underlying causes and interconnectedness of various elements. This involves conducting thorough research, gathering relevant data, and considering both short-term and long-term consequences of potential solutions. By taking a holistic approach, we can identify root causes and implement solutions that address the underlying issues, rather than merely treating the symptoms.Collaboration and Co-CreationThe new paradigm also emphasizes the importance of collaboration and co-creation. Recognizing that no single individual possesses all the necessary knowledge and expertise, this approach encourages bringing together diverse teams. By working collaboratively and leveraging the collective intelligence of a group, we can tap into a wider range of perspectives, experiences, and skills. This not only enhances the qualityof the solutions but also promotes a sense of ownership among team members, leading to more effective implementation of the chosen solution.Iterative Problem-SolvingUnlike traditional approaches that often provide a fixed solution, the new paradigm embraces iterative problem-solving. It acknowledges that complex problems require continuous adaptation and refinement of solutions based on feedback and evolving circumstances. This iterative process allows for constant learning, adjustment, and improvement, ensuring that the chosen solution remains effective and relevant over time. It also encourages experimentation and risk-taking, as failures are viewed as valuable learning opportunities rather than setbacks. Cultivating a Problem-Solving MindsetTo effectively implement the new problem-solving paradigm, it is essential to cultivate a problem-solving mindset. This mindset involves embracing uncertainty, reframing obstacles as opportunities, and fostering a culture of continuous learning and improvement. It requires individuals to be open to new ideas, think critically, and challenge conventional wisdom. By nurturing a problem-solving mindset, organizations and individuals can adapt to changing circumstances, innovate in the face of challenges, and find creative solutions to complex problems.ConclusionIn a rapidly changing world, traditional problem-solving methods may no longer suffice. By embracing a new paradigm that focuses on complexity, collaboration, iteration, and cultivating a problem-solving mindset, we can tackle challenges more effectively and adapt to the ever-evolving landscape. While the transition to this new approach may require a shift in mindset and practices, the benefits of embracing a more holistic and inclusive problem-solving methodology are undoubtedly worth the effort. Let us embrace this new paradigm and navigate the complexities of our world with confidence and creativity.。

毕设外文文献+翻译1

外文翻译外文原文CHANGING ROLES OF THE CLIENTS、ARCHITECTSAND CONTRACTORS THROUGH BIMAbstract:Purpose –This paper aims to present a general review of the practical implications of building information modelling (BIM) based on literature and case studies. It seeks to address the necessity for applying BIM and re-organising the processes and roles in hospital building projects. This type of project is complex due to complicated functional and technical requirements, decision making involving a large number of stakeholders, and long-term development processes.Design/methodology/approach–Through desk research and referring to the ongoing European research project InPro, the framework for integrated collaboration and the use of BIM are analysed.Findings –One of the main findings is the identification of the main factors for a successful collaboration using BIM, which can be recognised as “POWER”: product information sharing (P),organisational roles synergy (O), work processes coordination (W), environment for teamwork (E), and reference data consolidation (R).Originality/value –This paper contributes to the actual discussion in science and practice on the changing roles and processes that are required to develop and operate sustainable buildings with the support of integrated ICT frameworks and tools. It presents the state-of-the-art of European research projects and some of the first real cases of BIM application in hospital building projects.Keywords:Europe, Hospitals, The Netherlands, Construction works, Response flexibility, Project planningPaper type :General review1. IntroductionHospital building projects, are of key importance, and involve significant investment, and usually take a long-term development period. Hospital building projects are also very complex due to the complicated requirements regarding hygiene, safety, special equipments, and handling of a large amount of data. The building process is very dynamic and comprises iterative phases and intermediate changes. Many actors with shifting agendas, roles and responsibilities are actively involved, such as: the healthcare institutions, national and local governments, project developers, financial institutions, architects, contractors, advisors, facility managers, and equipment manufacturers and suppliers. Such building projects are very much influenced, by the healthcare policy, which changes rapidly in response to the medical, societal and technological developments, and varies greatly between countries (World Health Organization, 2000). In The Netherlands, for example, the way a building project in the healthcare sector is organised is undergoing a major reform due to a fundamental change in the Dutch health policy that was introduced in 2008.The rapidly changing context posts a need for a building with flexibility over its lifecycle. In order to incorporate life-cycle considerations in the building design, construction technique, and facility management strategy, a multidisciplinary collaboration is required. Despite the attempt for establishing integrated collaboration, healthcare building projects still faces serious problems in practice, such as: budget overrun, delay, and sub-optimal quality in terms of flexibility, end-user’s dissatisfaction, and energy inefficiency. It is evident that the lack of communication and coordination between the actors involved in the different phases of a building project is among the most important reasons behind these problems. The communication between different stakeholders becomes critical, as each stakeholder possesses different setof skills. As a result, the processes for extraction, interpretation, and communication of complex design information from drawings and documents are often time-consuming and difficult. Advanced visualisation technologies, like 4D planning have tremendous potential to increase the communication efficiency and interpretation ability of the project team members. However, their use as an effective communication tool is still limited and not fully explored. There are also other barriers in the information transfer and integration, for instance: many existing ICT systems do not support the openness of the data and structure that is prerequisite for an effective collaboration between different building actors or disciplines.Building information modelling (BIM) offers an integrated solution to the previously mentioned problems. Therefore, BIM is increasingly used as an ICT support in complex building projects. An effective multidisciplinary collaboration supported by an optimal use of BIM require changing roles of the clients, architects, and contractors; new contractual relationships; and re-organised collaborative processes. Unfortunately, there are still gaps in the practical knowledge on how to manage the building actors to collaborate effectively in their changing roles, and to develop and utilise BIM as an optimal ICT support of the collaboration.This paper presents a general review of the practical implications of building information modelling (BIM) based on literature review and case studies. In the next sections, based on literature and recent findings from European research project InPro, the framework for integrated collaboration and the use of BIM are analysed. Subsequently, through the observation of two ongoing pilot projects in The Netherlands, the changing roles of clients, architects, and contractors through BIM application are investigated. In conclusion, the critical success factors as well as the main barriers of a successful integrated collaboration using BIM are identified.2. Changing roles through integrated collaboration and life-cycle design approachesA hospital building project involves various actors, roles, and knowledge domains. In The Netherlands, the changing roles of clients, architects, and contractors in hospital building projects are inevitable due the new healthcare policy. Previously under the Healthcare Institutions Act (WTZi), healthcare institutions were required to obtain both a license and a building permit for new construction projects and major renovations. The permit was issued by the Dutch Ministry of Health. The healthcare institutions were then eligible to receive financial support from the government. Since 2008, new legislation on the management of hospital building projects and real estate has come into force. In this new legislation, a permit for hospital building project under the WTZi is no longer obligatory, nor obtainable (Dutch Ministry of Health, Welfare and Sport, 2008). This change allows more freedom from the state-directed policy, and respectively, allocates more responsibilities to the healthcare organisations to deal with the financing and management of their real estate. The new policy implies that the healthcare institutions are fully responsible to man age and finance their building projects and real estate. The government’s support for the costs of healthcare facilities will no longer be given separately, but will be included in the fee for healthcare services. This means that healthcare institutions must earn back their investment on real estate through their services. This new policy intends to stimulate sustainable innovations in the design, procurement and management of healthcare buildings, which will contribute to effective and efficient primary healthcare services.The new strategy for building projects and real estate management endorses an integrated collaboration approach. In order to assure the sustainability during construction, use, and maintenance, the end-users, facility managers, contractors and specialist contractors need to be involved in the planning and design processes. The implications of the new strategy are reflected in the changing roles of the building actors and in the new procurement method.In the traditional procurement method, the design, and its details, are developed by the architect, and design engineers. Then, the client (the healthcare institution) sends an application to the Ministry of Healthto obtain an approval on the building permit and the financial support from the government. Following this, a contractor is selected through a tender process that emphasises the search for the lowest-price bidder. During the construction period, changes often take place due to constructability problems of the design and new requirements from the client. Because of the high level of technical complexity, and moreover, decision-making complexities, the whole process from initiation until delivery of a hospital building project can take up to ten years time. After the delivery, the healthcare institution is fully in charge of the operation of the facilities. Redesigns and changes also take place in the use phase to cope with new functions and developments in the medical world.The integrated procurement pictures a new contractual relationship between the parties involved in a building project. Instead of a relationship between the client and architect for design, and the client and contractor for construction, in an integrated procurement the client only holds a contractual relationship with the main party that is responsible for both design and construction. The traditional borders between tasks and occupational groups become blurred since architects, consulting firms, contractors, subcontractors, and suppliers all stand on the supply side in the building process while the client on the demand side. Such configuration puts the architect, engineer and contractor in a very different position that influences not only their roles, but also their responsibilities, tasks and communication with the client, the users, the team and other stakeholders.The transition from traditional to integrated procurement method requires a shift of mindset of the parties on both the demand and supply sides. It is essential for the client and contractor to have a fair and open collaboration in which both can optimally use their competencies. The effectiveness of integrated collaboration is also determined by the client’s capacity and strategy to organize innovative tendering procedures.A new challenge emerges in case of positioning an architect in a partnership with the contractor instead of with the client. In case of the architect enters a partnership with the contractor, an important issues is how to ensure the realisation of the architectural values as well as innovative engineering through an efficient construction process. In another case, the architect can stand at the client’s side in a strategic advisory role instead of being the designer. In this case, the architect’s responsibility is translating client’s requirements and wishes into the architectural values to be included in the design specification, and evaluating the contractor’s proposal against this. In any of this new role, the architect holds the responsibilities as stakeholder interest facilitator, custodian of customer value and custodian of design models.The transition from traditional to integrated procurement method also brings consequences in the payment schemes. In the traditional building process, the honorarium for the architect is usually based on a percentage of the project costs; this may simply mean that the more expensive the building is, the higher the honorarium will be. The engineer receives the honorarium based on the complexity of the design and the intensity of the assignment. A highly complex building, which takes a number of redesigns, is usually favourable for the engineers in terms of honorarium. A traditional contractor usually receives the commission based on the tender to construct the building at the lowest price by meeting the minimum specifications given by the client. Extra work due to modifications is charged separately to the client. After the delivery, the contractor is no longer responsible for the long-term use of the building. In the traditional procurement method, all risks are placed with the client.In integrated procurement method, the payment is based on the achieved building performance; thus, the payment is non-adversarial. Since the architect, engineer and contractor have a wider responsibility on the quality of the design and the building, the payment is linked to a measurement system of the functional and technical performance of the building over a certain period of time. The honorarium becomes an incentive to achieve the optimal quality. If the building actors succeed to deliver a higher added-value thatexceed the minimum client’s requirements, they will receive a bonus in accordance to the client’s extra gain. The level of transparency is also improved. Open book accounting is an excellent instrument provided that the stakeholders agree on the information to be shared and to its level of detail (InPro, 2009).Next to the adoption of integrated procurement method, the new real estate strategy for hospital building projects addresses an innovative product development and life-cycle design approaches. A sustainable business case for the investment and exploitation of hospital buildings relies on dynamic life-cycle management that includes considerations and analysis of the market development over time next to the building life-cycle costs (investment/initial cost, operational cost, and logistic cost). Compared to the conventional life-cycle costing method, the dynamic life-cycle management encompasses a shift from focusing only on minimizing the costs to focusing on maximizing the total benefit that can be gained. One of the determining factors for a successful implementation of dynamic life-cycle management is the sustainable design of the building and building components, which means that the design carries sufficient flexibility to accommodate possible changes in the long term (Prins, 1992).Designing based on the principles of life-cycle management affects the role of the architect, as he needs to be well informed about the usage scenarios and related financial arrangements, the changing social and physical environments, and new technologies. Design needs to integrate people activities and business strategies over time. In this context, the architect is required to align the design strategies with the organisational, local and global policies on finance, business operations, health and safety, environment, etc.The combination of process and product innovation, and the changing roles of the building actors can be accommodated by integrated project delivery or IPD (AIA California Council, 2007). IPD is an approach that integrates people, systems, business structures and practices into a process that collaboratively harnesses the talents and insights of all participants to reduce waste and optimize efficiency through all phases of design, fabrication and construction. IPD principles can be applied to a variety of contractual arrangements. IPD teams will usually include members well beyond the basic triad of client, architect, and contractor. At a minimum, though, an Integrated Project should include a tight collaboration between the client, the architect, and the main contractor ultimately responsible for construction of the project, from the early design until the project handover. The key to a successful IPD is assembling a team that is committed to collaborative processes and is capable of working together effectively. IPD is built on collaboration. As a result, it can only be successful if the participants share and apply common values and goals.3. Changing roles through BIM applicationBuilding information model (BIM) comprises ICT frameworks and tools that can support the integrated collaboration based on life-cycle design approach. BIM is a digital representation of physical and functional characteristics of a facility. As such it serves as a shared knowledge resource for information about a facility forming a reliable basis for decisions during its lifecycle from inception onward (National Institute of Building Sciences NIBS, 2007). BIM facilitates time and place independent collaborative working. A basic premise of BIM is collaboration by different stakeholders at different phases of the life cycle of a facility to insert, extract, update or modify information in the BIM to support and reflect the roles of that stakeholder. BIM in its ultimate form, as a shared digital representation founded on open standards for interoperability, can become a virtual information model to be handed from the design team to the contractor and subcontractors and then to the client.BIM is not the same as the earlier known computer aided design (CAD). BIM goes further than an application to generate digital (2D or 3D) drawings. BIM is an integrated model in which all process and product information is combined, stored, elaborated, and interactively distributed to all relevant building actors. As a central model for all involved actors throughout the project lifecycle, BIM develops andevolves as the project progresses. Using BIM, the proposed design and engineering solutions can be measured against the client’s requirements and expected building performance. The functionalities of BIM to support the design process extend to multidimensional (nD), including: three-dimensional visualisation and detailing, clash detection, material schedule, planning, cost estimate, production and logistic information, and as-built documents. During the construction process, BIM can support the communication between the building site, the factory and the design office– which is crucial for an effective and efficient prefabrication and assembly processes as well as to prevent or solve problems related to unforeseen errors or modifications. When the building is in use, BIM can be used in combination with the intelligent building systems to provide and maintain up-to-date information of the building performance, including the life-cycle cost.To unleash the full potential of more efficient information exchange in the AEC/FM industry in collaborative working using BIM, both high quality open international standards and high quality implementations of these standards must be in place. The IFC open standard is generally agreed to be of high quality and is widely implemented in software. Unfortunately, the certification process allows poor quality implementations to be certified and essentially renders the certified software useless for any practical usage with IFC. IFC compliant BIM is actually used less than manual drafting for architects and contractors, and show about the same usage for engineers. A recent survey shows that CAD (as a closed-system) is still the major form of technique used in design work (over 60 per cent) while BIM is used in around 20 percent of projects for architects and in around 10 per cent of projects for engineers and contractors.The application of BIM to support an optimal cross-disciplinary and cross-phase collaboration opens a new dimension in the roles and relationships between the building actors. Several most relevant issues are: the new role of a model manager; the agreement on the access right and Intellectual Property Right (IPR); the liability and payment arrangement according to the type of contract and in relation to the integrated procurement; and the use of open international standards.Collaborative working using BIM demands a new expert role of a model manager who possesses ICT as well as construction process know-how (InPro, 2009). The model manager deals with the system as well as with the actors. He provides and maintains technological solutions required for BIM functionalities, manages the information flow, and improves the ICT skills of the stakeholders. The model manager does not take decisions on design and engineering solutions, nor the organisational processes, but his roles in the chain of decision making are focused on:the development of BIM, the definition of the structure and detail level of the model, and the deployment of relevant BIM tools, such as for models checking, merging, and clash detections;the contribution to collaboration methods, especially decision making and communication protocols, task planning, and risk management;and the management of information, in terms of data flow and storage, identification of communication errors, and decision or process (re-)tracking.Regarding the legal and organisational issues, one of the actual questions is: “In what way does the intellectual property right (IPR) in collaborative working using BIM differ from the IPR in a traditional teamwork?”. In terms of combined work, the IPR of each element is at tached to its creator. Although it seems to be a fully integrated design, BIM actually resulted from a combination of works/elements; for instance: the outline of the building design, is created by the architect, the design for the electrical system, is created by the electrical contractor, etc. Thus, in case of BIM as a combined work, the IPR is similar to traditional teamwork. Working with BIM with authorship registration functionalities may actually make it easier to keep track of the IPR.How does collaborative working, using BIM, effect the contractual relationship? On the one hand,collaborative working using BIM does not necessarily change the liability position in the contract nor does it obligate an alliance contract. The General Principles of BIM A ddendum confirms: ‘This does not effectuate or require a restructuring of contractual relationships or shifting of risks between or among the Project Participants other than as specifically required per the Protocol Addendum and its Attachments’ (ConsensusDOCS, 2008). On the other hand, changes in terms of payment schemes can be anticipated. Collaborative processes using BIM will lead to the shifting of activities from to the early design phase. Much, if not all, activities in the detailed engineering and specification phase will be done in the earlier phases. It means that significant payment for the engineering phase, which may count up to 40 per cent of the design cost, can no longer be expected. As engineering work is done concurrently with the design, a new proportion of the payment in the early design phase is necessary.4. Review of ongoing hospital building projects using BIMIn The Netherlands, the changing roles in hospital building projects are part of the strategy, which aims at achieving a sustainable real estate in response to the changing healthcare policy. Referring to literature and previous research, the main factors that influence the success of the changing roles can be concluded as: the implementation of an integrated procurement method and a life-cycle design approach for a sustainable collaborative process; the agreement on the BIM structure and the intellectual rights; and the integration of the role of a model manager. The preceding sections have discussed the conceptual thinking on how to deal with these factors effectively. This current section observes two actual projects and compares the actual practice with the conceptual view respectively.The main issues, which are observed in the case studies, are:the selected procurement method and the roles of the involved parties within this method;the implementation of the life-cycle design approach;the type, structure, and functionalities of BIM used in the project;the openness in data sharing and transfer of the model, and the intended use of BIM in the future; and the roles and tasks of the model manager.The pilot experience of hospital building projects using BIM in the Netherlands can be observed at University Medical Centre St Radboud (further referred as UMC) and Maxima Medical Centre (further referred as MMC). At UMC, the new building project for the Faculty of Dentistry in the city of Nijmegen has been dedicated as a BIM pilot project. At MMC, BIM is used in designing new buildings for Medical Simulation and Mother-and-Child Centre in the city of Veldhoven.The first case is a project at the University Medical Centre (UMC) St Radboud. UMC is more than just a hospital. UMC combines medical services, education and research. More than 8500 staff and 3000 students work at UMC. As a part of the innovative real estate strategy, UMC has considered to use BIM for its building projects. The new development of the Faculty of Dentistry and the surrounding buildings on the Kapittelweg in Nijmegen has been chosen as a pilot project to gather practical knowledge and experience on collaborative processes with BIM support.The main ambition to be achieved through the use of BIM in the building projects at UMC can be summarised as follows:using 3D visualisation to enhance the coordination and communication among the building actors, and the user participation in design;integrating the architectural design with structural analysis, energy analysis, cost estimation, and planning;interactively evaluating the design solutions against the programme of requirements and specifications;reducing redesign/remake costs through clash detection during the design process; andoptimising the management of the facility through the registration of medical installations andequipments, fixed and flexible furniture, product and output specifications, and operational data.The second case is a project at the Maxima Medical Centre (MMC). MMC is a large hospital resulted from a merger between the Diaconessenhuis in Eindhoven and St Joseph Hospital in Veldhoven. Annually the 3,400 staff of MMC provides medical services to more than 450,000 visitors and patients. A large-scaled extension project of the hospital in Veldhoven is a part of its real estate strategy. A medical simulation centre and a women-and-children medical centre are among the most important new facilities within this extension project. The design has been developed using 3D modelling with several functionalities of BIM.The findings from both cases and the analysis are as follows. Both UMC and MMC opted for a traditional procurement method in which the client directly contracted an architect, a structural engineer, and a mechanical, electrical and plumbing (MEP) consultant in the design team. Once the design and detailed specifications are finished, a tender procedure will follow to select a contractor. Despite the choice for this traditional method, many attempts have been made for a closer and more effective multidisciplinary collaboration. UMC dedicated a relatively long preparation phase with the architect, structural engineer and MEP consultant before the design commenced. This preparation phase was aimed at creating a common vision on the optimal way for collaboration using BIM as an ICT support. Some results of this preparation phase are: a document that defines the common ambition for the project and the collaborative working process and a semi-formal agreement that states the commitment of the building actors for collaboration. Other than UMC, MMC selected an architecture firm with an in-house engineering department. Thus, the collaboration between the architect and structural engineer can take place within the same firm using the same software application.Regarding the life-cycle design approach, the main attention is given on life-cycle costs, maintenance needs, and facility management. Using BIM, both hospitals intend to get a much better insight in these aspects over the life-cycle period. The life-cycle sustainability criteria are included in the assignments for the design teams. Multidisciplinary designers and engineers are asked to collaborate more closely and to interact with the end-users to address life-cycle requirements. However, ensuring the building actors to engage in an integrated collaboration to generate sustainable design solutions that meet the life-cycle performance expectations is still difficult. These actors are contracted through a traditional procurement method. Their tasks are specific, their involvement is rather short-term in a certain project phase, their responsibilities and liabilities are limited, and there is no tangible incentive for integrated collaboration.From the current progress of both projects, it can be observed that the type and structure of BIM relies heavily on the choice for BIM software applications. Revit Architecture and Revit Structure by Autodesk are selected based on the argument that it has been widely used internationally and it is compatible with AutoCAD, a widely known product of the same software manufacturer. The compatibility with AutoCAD is a key consideration at MMC since the drawings of the existing buildings were created with this application. These 2D drawings were then used as the basis to generate a 3D model with the BIM software application. The architectural model generated with Revit Architecture and the structural model generated by Revit Structure can be linked directly. In case of a change in the architectural model, a message will be sent to the structural engineer. He can then adjust the structural model, or propose a change in return to the architect, so that the structural model is always consistent with the architectural one.Despite the attempt of the design team to agree on using the same software application, the MEP consultant is still not capable to use Revit; and therefore, a conversion of the model from and to Revit is still required. Another weakness of this “closed approach”, which is dependent to the use of the same software applications, may appear in the near future when the project further progresses into the construction phase. If the contractor uses another software application, considerable extra work will be needed to make the model creted during the design phase to be compatible for use in the construction phase.。

关于实验是检验真理的唯一标准英语作文

关于实验是检验真理的唯一标准英语作文全文共3篇示例，供读者参考篇1Experiment: The Only Yardstick for Measuring TruthTruth, that elusive and coveted prize that humanity has chased after for millennia. We've constructed elaborate philosophies, devised ingenious thought experiments, and spent countless hours pondering and debating what constitutes truth and how to discern it from fiction. Yet, amid this intellectual odyssey, one approach has emerged as the undisputed champion, a beacon of light cutting through the fog of speculation and conjecture – the scientific experiment.As a student, I've been taught to revere the sanctity of the scientific method, to view it as the ultimate arbiter of truth in a world often clouded by biases, assumptions, and unfounded beliefs. Through rigorous experimentation, we can strip away the veneers of preconceived notions and subject our hypotheses to the unforgiving crucible of empirical evidence.The strength of the experiment lies in its objectivity and replicability. It transcends the limitations of individualperspectives, cultural biases, and ideological leanings, offering a universal language that any rational mind can comprehend. When conducted with precision and adherence to established protocols, an experiment becomes a testament to the pursuit of truth, a beacon guiding us through the labyrinth of uncertainty.Consider the countless breakthroughs and paradigm shifts that have reshaped our understanding of the world, from Galileo's revolutionary observations of the heavens to the groundbreaking experiments of Marie Curie that unveiled the mysteries of radioactivity. Each of these monumental discoveries was forged not in the realm of abstract theorizing but through meticulous experimentation, where hypotheses were put to the ultimate test, and nature itself was allowed to speak its truth.The beauty of the experiment lies in its ability to challenge our preconceptions and shatter long-held beliefs. It acts as a bulwark against the insidious influence of dogma, forcing us to confront reality head-on and embrace the uncomfortable truths that may contradict our cherished notions. The annals of science are replete with examples of experiments that have upended conventional wisdom, from the earth's revolution around the sun to the counterintuitive principles of quantum mechanics.Moreover, the experiment fosters a culture of intellectual humility, a recognition that our understanding of the universe is ever-evolving and subject to constant refinement. It reminds us that truth is not a static entity to be grasped once and for all but a dynamic pursuit, a journey of continuous exploration and discovery. Through experimentation, we acknowledge the limitations of our current knowledge and remain open to the possibility of revising our beliefs in the face of new evidence.Yet, the power of the experiment extends far beyond the realms of natural sciences. In the social sciences, carefully designed experiments have illuminated the intricate workings of human behavior, shedding light on topics as diverse as decision-making, social dynamics, and cognitive biases. By isolating and manipulating variables in controlled environments, researchers can tease apart the complex tapestry of human interactions, uncovering truths that would otherwise remain obscured by the noise of everyday life.Even in the abstract domains of mathematics and logic, the experiment plays a crucial role. Through the construction of formal systems and the derivation of theorems, mathematicians and logicians engage in a form of intellectual experimentation, subjecting their axioms and conjectures to the rigors of logicalscrutiny. The truth of a mathematical statement is not determined by mere assertion but by its ability to withstand the relentless probing of logical deduction and proof.Of course, the experiment is not without its limitations. It is a tool, and like any tool, it can be misused or misinterpreted. Flawed experimental designs, measurement errors, and selective reporting of results can lead us astray, obscuring the truth rather than revealing it. This is why the scientific community places such emphasis on rigorous peer review, replication studies, and a commitment to transparency and integrity in the experimental process.Furthermore, there are realms of inquiry where the experiment may not be applicable or practical, such as in the study of historical events or in the exploration of certain metaphysical and philosophical questions. In these domains, we must rely on other modes of inquiry, such as textual analysis, logical argumentation, and reasoned discourse, while maintaining a healthy skepticism and a willingness to revise our beliefs in the face of new evidence.Yet, despite these caveats, the experiment remains the gold standard for testing truth, a beacon that guides us through the murky waters of uncertainty and conjecture. It is a testament tothe human spirit's insatiable curiosity and our relentless pursuit of knowledge, a pursuit that has yielded countless wonders and revelations about the universe we inhabit.As a student, I have been indelibly shaped by this reverence for the experiment and the scientific method. It has instilled in me a deep appreciation for the power of evidence, a respect for the rigor of the scientific process, and a commitment to intellectual honesty. It has taught me to question assumptions, to embrace uncertainty, and to remain open to revising my beliefs in the face of compelling evidence.More importantly, the experiment has imbued me with a sense of wonder and awe at the grandeur of the universe and the boundless potential of human inquiry. Each time a hypothesis is tested, a new door is opened, revealing glimpses of truth that were previously obscured. It is a journey of endless discovery, where each answer begets a multitude of new questions, propelling us ever forward in our quest for understanding.In a world often beset by dogmatism, misinformation, and the allure of convenient fictions, the experiment stands as a beacon of hope, a reminder that truth is not a matter of opinion or belief but a pursuit rooted in evidence and reason. It is a call to embrace intellectual humility, to shed our preconceptions,and to fearlessly confront the unknown, armed with the tools of scientific inquiry and a steadfast commitment to uncovering the truths that lie beyond the veil of our limited perceptions.So, as I embark on my academic and professional journey, I carry with me this unwavering conviction: the experiment is not merely a tool for testing truth but a way of life, a embodiment of the human spirit's insatiable thirst for knowledge and understanding. It is a torch that illuminates the path forward, guiding us towards a future where truth reigns supreme, and the boundaries of our understanding are continually pushed ever outward, into the vast expanse of the unknown.篇2Experimentation: The Sole Criterion of Truth?As a student grappling with the complexities of epistemology – the study of knowledge and its acquisition – I find myself drawn to the notion that experimentation is the sole criterion of truth. This assertion challenges the traditional methods of acquiring knowledge and raises pertinent questions about the nature of truth itself. In this essay, I will delve into the merits and limitations of this stance, drawing upon philosophicalinsights and empirical evidence to present a comprehensive analysis.The proposition that experimentation is the sole arbiter of truth finds its roots in the empirical tradition, which emerged during the Scientific Revolution of the 16th and 17th centuries. Thinkers such as Francis Bacon and René Descartes advocated for a systematic and methodical approach to understanding the natural world, rejecting the authority of ancient texts and embracing the power of observation and experimentation.Proponents of this view assert that truth can only be established through controlled, replicable experiments that test hypotheses against empirical data. This approach places a premium on objectivity, rigorous methodology, and the ability to reproduce results. By subjecting our assumptions to the scrutiny of empirical inquiry, we can weed out unfounded beliefs and superstitions, allowing us to uncover the underlying principles that govern the universe.The success of the scientific method in unveiling the mysteries of the natural world lends credence to this perspective. Through experimentation, we have unraveled the intricacies of physics, chemistry, biology, and myriad other disciplines, enabling technological advancements that have transformed ourlives. The theories and laws derived from empirical investigations have withstood the test of time, serving as the bedrock of our understanding of the universe.Moreover, the reliance on experimentation fosters a spirit of skepticism and critical thinking, which are essential for the pursuit of truth. By constantly challenging our assumptions and subjecting them to empirical verification, we safeguard against the pitfalls of dogmatism and blind acceptance of authority. This approach encourages intellectual humility, as even the most well-established theories must be continuously scrutinized and refined in the face of new evidence.However, it would be remiss to adopt an unwavering stance on experimentation as the sole criterion of truth without acknowledging its limitations and the existence of other legitimate modes of inquiry. While experimentation excels in the realm of the natural sciences, it may fall short in addressing questions of ethics, aesthetics, and metaphysics, which often defy empirical verification.For instance, how can we experimentally determine the inherent value of human life or the moral implications of our actions? The realm of ethics and morality is rooted in philosophical reasoning, cultural traditions, and subjectiveexperiences, which may not lend themselves readily to experimental methodologies. Similarly, our appreciation of art and beauty, while grounded in neural and psychological processes, transcends mere empirical analysis and involves subjective interpretations shaped by individual experiences and cultural contexts.Furthermore, the pursuit of truth is not solely confined to the observable and measurable aspects of reality. Metaphysical inquiries into the nature of existence, consciousness, and the fundamental constituents of the universe often engage with realms that lie beyond the reach of direct experimentation. While empirical evidence can inform and constrain our metaphysical theories, the ultimate truths about the origin and essence of reality may elude the confines of the experimental method.It is also important to acknowledge the inherent limitations of experimentation itself. Despite our best efforts to maintain objectivity and rigor, our experiments are subject to the constraints of our current technological capabilities, theoretical frameworks, and human biases. The history of science is replete with instances where flawed experimental designs, faulty data analysis, or cognitive biases led to erroneous conclusions that were later overturned by more rigorous investigations.Moreover, the reductionist approach inherent in experimentation may fail to capture the holistic and emergent properties of complex systems, leading to an incomplete understanding of the phenomena under study. The interplay of multiple factors, non-linear dynamics, and the inherent unpredictability of certain systems may defy the controlled conditions and simplifying assumptions of experiments, necessitating the integration of alternative modes of inquiry.In light of these considerations, a more nuanced perspective emerges: while experimentation is an indispensable tool in our quest for truth, it should not be regarded as the sole criterion. Instead, we must embrace a pluralistic approach that recognizes the complementary roles of various modes of inquiry, each contributing to our understanding of the world in unique and invaluable ways.Philosophical reasoning, introspection, and subjective experiences offer insights into the realms of ethics, aesthetics, and consciousness, domains that may elude the grasp of empirical investigation. Cultural traditions and indigenous ways of knowing can provide alternative perspectives and enrich our understanding of the human experience. Mathematical and logical reasoning can unveil truths about abstract concepts andformal systems, transcending the boundaries of the physical world.Ultimately, the pursuit of truth is a multifaceted endeavor that requires a synthesis of diverse modes of inquiry, each illuminating different facets of reality. Experimentation remains a pivotal component of this pursuit, providing a rigorous and systematic method for testing hypotheses and uncovering the underlying principles that govern the natural world. However, it is not the sole criterion of truth, but rather a powerful tool that must be wielded in conjunction with other modes of inquiry to achieve a more comprehensive and holistic understanding of the world we inhabit.As students and seekers of knowledge, our task is to cultivate a spirit of intellectual humility, recognizing the limitations of any single approach while embracing the richness and diversity of human inquiry. By integrating the insights gleaned from experimentation with those derived from philosophical, cultural, and subjective modes of understanding, we can navigate the complexities of truth with greater wisdom and depth, ultimately enriching our collective knowledge and enhancing our ability to comprehend the mysteries that surround us.篇3Experiment as the Sole Criterion of TruthThe quest for truth and knowledge has been an enduring pursuit throughout human history. As we navigate the complexities of the natural world, we are confronted with numerous assertions, theories, and beliefs that compete for our acceptance. In this landscape, the question arises: How can we discern truth from falsehood? Is there a universal standard by which we can evaluate the validity of claims? Many philosophers and scientists have grappled with this fundamental inquiry, and one perspective that has gained significant traction is the notion that experiment is the sole criterion of truth.At first glance, this proposition may seem overly simplistic or even radical. After all, the realm of human knowledge encompasses a vast array of disciplines, from the abstract realms of mathematics and philosophy to the tangible domains of the natural sciences. How can a single standard encompass such diversity? However, upon closer examination, the argument for experiment as the ultimate arbiter of truth holds considerable weight.The essence of this perspective lies in the recognition that empirical evidence, derived from carefully controlled and replicable experiments, provides the most reliable foundation for establishing objective truth. Unlike mere speculation, anecdotal accounts, or subjective interpretations, experiments offer a systematic and rigorous approach to testing hypotheses and uncovering the fundamental principles that govern the universe.One of the strongest arguments in favor of this view is the remarkable success of the scientific method, which relies heavily on experimentation. Throughout history, countless discoveries and technological advancements have been made possible through the application of experimental techniques. From the groundbreaking work of pioneers like Galileo and Newton to the cutting-edge research in fields like particle physics and molecular biology, experiments have consistently yielded insights that have reshaped our understanding of the world.Moreover, the power of experimentation lies in its ability to challenge and refine existing theories. By subjecting hypotheses to rigorous testing and scrutiny, experiments can either confirm or refute proposed explanations. This process of continuous questioning and verification is essential for advancing ourknowledge and ensuring that our beliefs align with empirical reality.Critics of this perspective may argue that not all domains of knowledge are amenable to experimental investigation. For instance, how can one conduct experiments to explore abstract philosophical concepts or subjective experiences? While this objection holds some merit, it is important to recognize that even in these realms, the principles of empiricism and verifiability remain paramount. Philosophical arguments and theories that cannot be subjected to any form of empirical scrutiny or logical analysis run the risk of becoming mere speculation or dogma.Furthermore, the notion of experiment as the sole criterion of truth does not necessarily preclude other forms of inquiry or knowledge acquisition. Rather, it suggests that any claim, whether derived from reason, intuition, or revelation, must ultimately be subjected to the litmus test of empirical verification through experimentation. This process may involve indirect methods, such as the analysis of observable phenomena or the construction of logical arguments based on empirical premises.Another compelling argument in favor of this perspective is the inherent objectivity and universality of experimental results. Unlike subjective interpretations or culturally specific beliefs,well-designed experiments transcend personal biases and can be replicated and verified by researchers across different geographical and cultural contexts. This universality of empirical evidence fosters a shared understanding of the natural world and promotes scientific collaboration on a global scale.However, it is crucial to acknowledge the limitations and potential pitfalls associated with experimental research. Experiments can be influenced by a variety of factors, including flawed experimental designs, measurement errors, and unconscious biases. Additionally, the interpretation of experimental results may be subject to varying theoretical frameworks or philosophical assumptions. These challenges underscore the importance of rigorous peer review, replication studies, and a commitment to continually refining experimental methodologies.Despite these limitations, the weight of evidence supporting the primacy of experimentation as the ultimate arbiter of truth is overwhelming. From the remarkable achievements of modern science to the consistent ability of experiments to challenge and revise longstanding beliefs, the empirical approach has proven itself as the most reliable path to uncovering objective truth.In conclusion, the proposition that experiment is the sole criterion of truth represents a powerful and compelling perspective. While acknowledging the limitations and potential objections, the overwhelming success of the scientific method and the inherent objectivity of empirical evidence strongly support this view. As we continue to explore the mysteries of the universe and seek to expand the boundaries of human knowledge, the principles of experimentation and empirical verification must remain at the forefront of our endeavors. Only through a steadfast commitment to empiricism and a willingness to subject our beliefs to rigorous testing can we hope to uncover the deepest truths of the natural world.。

任务型教学法 Task-based Language Teaching

• Lexical units are central in language use
and language learning (e.g. Skehan 1996)
• “Conversation” is the central focus of language and the keystone of language acquisition
2.Theory of learning
• Tasks provide both the input and output processing necessary for language acquisition
• Task activity and achievement are motivational
• Learning difficulty can be negotiated and finetuned for particular pedagogical purposes
Goals:
• The task-based approach aims at providing opportunities for the learners to experiment with and explore both spoken and written language through learning activities which are designed to engage learners in the authentic, practical and functional use of language for meaningful purposes. （香港中小学英语大纲）
Source and history:

研究生基础综合英语课后题翻译1-8单元

1) Ouｒyoungｅst, ａwｏｒlｄ-cｌass cｈarmｅr, diｄlｉtｔｌe toｄevelo ｐhis inteｌlｅctuaｌｔａlents ｂut alwａｙs goｔby。

UntilＭrs。

Ｓt ｉfｔer。

我得小儿子就是个世界级得万人迷,学习不怎么动脑筋却总能蒙混过关。

直到施蒂夫特太太当了她得老师,这种局面才彻底改变了。

2)No onｅseeｍｓtｏstop to think that -no ｍaｔter whａt ｅｎvironm ｅntｓｔhey cｏｍｅfrｏm-most kｉds dｏn’tｐut schoｏl first oｎtheir lisｔuｎｌessｔhey peｒcｅive somｅtｈing is ａtｓｔakｅ、似乎没有人停下来想想瞧,无论孩子们来自何种环境,她们当中大多数若不就是发现情况到了危急关头,才不会把功课当作头等大事呢。

３) Of aｖｅrａge intｅlligｅncｅｏｒabove, tｈeｙｅventuaｌｌy qｕｉt s ｃhool, coｎｃｌudｉnｇtheｙwerｅtoｏdumb ｔｏｆinｉsh.这些学生智力水平至少也算中等,但最终都退学了,她们总结说自己太笨,学不下去了。

４) Younｇpeｏple gｅnerally dｏn’t haveｔhe matｕriｔy ｔo ｖａlueｅd ｕcatioｎinｔhｅsaｍｅwaｙmy adult stｕdｅｎtｓｖalue it。

年轻人往往不够成熟,不会像我得成人学生们那样重视教育、5) Ｉｔｉs aｎexpｒｅｓsｉon of conｆideｎce by ｂoth teａchers and parents tｈat the students have the abｉlitｙtoｌｅaｒn the materiａl prｅｓented ｔo them。

这表明老师与家长都对学生有信心,相信她们能够学好发给她们得学习材料。

当艺术遇见科学英语作文

当艺术遇见科学英语作文Art Meets Science: A Symphony of Creativity and Innovation.Throughout history, the realms of art and science have been perceived as distinct entities, each inhabiting itsown isolated sphere. However, the boundaries between these two disciplines have become increasingly blurred in recent times, giving rise to a captivating hybrid known as art-science.Art-science is a multifaceted field that encompasses a wide range of collaborations between artists and scientists. It challenges conventional notions of creativity, research, and knowledge production, fostering an environment wherethe imagination and the rigorous methodology of scientific inquiry converge.The origins of art-science can be traced back to the Renaissance, when artists such as Leonardo da Vinci blendedtheir artistic skills with scientific observation and experimentation. Leonardo's anatomical sketches, for instance, combined artistic precision with a deep understanding of human biology.In the 20th century, the Bauhaus movement further pioneered the fusion of art and science, advocating for a holistic approach to design that emphasized functionality and efficiency. Artists like Wassily Kandinsky and Piet Mondrian drew inspiration from scientific concepts such as geometric abstraction and color theory.Today, art-science collaborations take place in various forms. One prominent approach involves the use of artistic techniques and aesthetics to communicate complex scientific ideas. Data visualizations, for example, transform numerical datasets into visually captivating representations, making them more accessible to the general public.Another aspect of art-science involves theincorporation of scientific principles and materials intoartistic creations. Artists like Eduardo Kac explore the ethical implications of genetic engineering through his bioart projects, which involve manipulating living organisms.Moreover, art-science collaborations have led to the emergence of novel scientific technologies. For instance, artists and engineers have developed interactiveinstallations that use advanced sensors to create immersive and responsive artworks that respond to the presence and movement of viewers.The benefits of art-science collaborations are manifold. Art can stimulate scientific inquiry by providing fresh perspectives and provoking new questions. Conversely, science can provide artists with a wealth of inspirationand technical resources to enhance their creative endeavors.For example, the artist Olafur Eliasson's "The Weather Project" transformed the Turbine Hall of Tate Modern into a breathtaking indoor weather system that generated mist and sunlight. This project drew upon scientific research onweather patterns and allowed viewers to experience a simulated weather event within an art gallery.Another notable art-science collaboration is the work of the artist-researcher Lucy Kimbell. Kimbell's "Microbes: Unseen Worlds" project uses microbial photography to explore the hidden beauty and diversity of microorganisms. Her collaboration with scientists enabled her to create visually stunning images that bridge the gap between art and science.Beyond the practical benefits, art-science collaborations also foster a dialogue between different cultures and perspectives. Artists and scientists engage in interdisciplinary conversations that challenge traditional boundaries and lead to a deeper understanding of the human experience.For instance, the "Artists and Astronomers" program at the European Southern Observatory brings together artists and astrophysicists to collaborate on projects that explore the intersection of art and astronomy. These projects haveresulted in thought-provoking installations and artworks that spark wonder and inspire a sense of cosmic connection.The convergence of art and science has opened up new possibilities for both disciplines. Art-science collaborations have enriched artistic expression, expanded scientific knowledge, and fostered a deeper appreciationfor the interconnectedness of human creativity andscientific discovery.As these collaborations continue to flourish, we can anticipate even more groundbreaking and innovative projects that will challenge our assumptions and redefine the boundaries of human endeavor.。

考研英语翻译历年真题试卷汇编27_真题-无答案

考研英语（翻译）历年真题试卷汇编27(总分60,考试时间90分钟)2. Reading ComprehensionSection II Reading ComprehensionPart CDirections: Read the following text carefully and then translate the underlined segments into Chinese.美国的知识分子——2006年英译汉及详解Is it true that the American intellectual is rejected and considered of no account in his society? I am going to suggest that it is not true. Father Bruckberger told part of the story when he observed that it is the intellectuals who have rejected America. But they have done more than that. They have grown dissatisfied with the role of intellectual. It is they, not America, who have become anti-intellectual.First, the object of our study pleads for definition. What is an intellectual?【F1】I shall define him as an individual who has elected as his primary duty and pleasure in life the activity of thinking in a Socratic way about moral problems.He explores such problems consciously, articulately, and frankly, first by asking factual questions, then by asking moral questions, finally by suggesting action which seems appropriate in the light of the factual and moral information which he has obtained.【F2】His function is analogous to that of a judge, who must accept the obligation of revealing in as obvious a manner as possible the course of reasoning which led him to his decision.This definition excludes many individuals usually referred to as intellectuals—the average scientist, for one.【F3】I have excluded him because, while his accomplishments may contribute to the solution of moral problems, he has not been charged with the task of approaching any but the factual aspects of those problems.Like other human beings, he encounters moral issues even in the everyday performance of his routine duties—he is not supposed to cook his experiments, manufacture evidence, or doctor his reports.【F4】But his primary task is not to think about the moral code which governs his activity, any more than a businessman is expected to dedicate his energies to an exploration of rules of conduct in business.During most of his waking life he will take his code for granted, as the businessman takes his ethics.The definition also excludes the majority of teachers, despite the fact that teaching has traditionally been the method whereby many intellectuals earn their living.【F5】They may teach very well and more than earn their salaries, but most of them make little or no independent reflections on human problems which involve moral judgment.This description even fits the majority of eminent scholars. Being learned in some branch of human knowledge is one thing, living in "public and illustrious thoughts," as Emerson would say, is something else.1. 【F1】2. 【F2】3. 【F3】4. 【F4】5. 【F5】萨皮尔一沃尔夫假说的形成——2004年英译汉及详解The relation of language and mind has interested philosophers for many centuries.【F1】The Greeks assumed that the structure of language had some connection with the process of thought, which took root in Europe long before people realized how diverse languages could be.Only recently did linguists begin the serious study of languages that were very different from their own. Two anthropologist-linguists, Franz Boas and Edward Sapir, were pioneers in describing many native languages of North and South America during the first half of the twentieth century.【F2】We are obliged to them because some of these languages have since vanished, as the peoples who spoke them died out or became assimilated and lost their native languages.Other linguists in the earlier part of this century, however, who were less eager to deal with bizarre data from "exotic" language, were not always so grateful.【F3】The newly described languages were often so strikingly different from the well studied languages of Europe and Southeast Asia that some scholars even accused Boas and Sapir of fabricating their data.Na-tive American languages are indeed different, so much so in fact that Navajo could be used by the US military as a code during World War II to send secret messages.Sapir's pupil, Benjamin Lee Whorf, continued the study of American Indian languages.【F4】Being interested in the relationship of language and thought, Whorf developed the idea that the structure of language determines the structure of habitual thought in a society.He reasoned that because it is easier to formulate certain concepts and not others in a given language, the speakers of that language think along one track and not along another.【F5】Whorf came to believe in a sort of linguistic determinism which, in its strongest form, states that language imprisons the mind, and that the grammatical patterns in a language can produce far-reaching consequences for the culture of a ter, this idea became to be known as the Sapir-Whorf hypothesis, but this term is somewhat inappropriate. Although both Sapir and Whorf emphasized the diversity of languages, Sapir himself never explicitly supported the notion of linguistic determinism.6. 【F1】7. 【F2】8. 【F3】9. 【F4】10. 【F5】人类学研究——2003年英译汉及详解Human beings in all times and places think about their world and wonder at their place in it. Humans are thoughtful and creative, possessed of insatiable curiosity.【F1】Furthermore, humans have the ability to modify the environment in which they live, thus subjecting all other life forms to their own peculiar ideas and fancies.Therefore, it is important to study humans in all their richness and diversity in a calm and systematic manner, with the hope that the knowledge resulting from such studies can lead humans to a more harmonious way of living with themselves and with all other life forms on this planet Earth."Anthropology" derives from the Greek words anthropos "human" and logos "the study of". By its very name, anthropology encompasses the study of all humankind.Anthropology is one of the social sciences.【F2】Social science is that branch of intellectual enquiry which seeks to study humans and their endeavors in the same reasoned, orderly, systematic, and dispassioned manner that natural scientists use for the study of natural phenomena.Social science disciplines include geography, economics, political science, psychology, and sociology. Each of these social scienceshas a subfield or specialization which lies particularly close to anthropology.All the social sciences focus upon the study of humanity. Anthropology is a field-study oriented discipline which makes extensive use of **parative method in analysis.【F3】The emphasis on data gathered first-hand, combined with a cross-cultural perspective brought to the analysis of cultures past and present, makes this study a unique and distinctly important social science.Anthropological analyses rest heavily upon the concept of culture. Sir Edward Tylor's formulation of the concept of culture was one of the great intellectual achievements of 19th century science.【F4】Tylor defined culture as "... **plex whole which includes belief, art, morals, law, custom, and any other capabilities and habits acquired by man as a member of society".This insight, so profound in its simplicity, opened up an entirely new way of perceiving and understanding human life. Implicit within Tylor's definition is the concept that culture is learned, shared, and patterned behavior.【F5】Thus, the anthropological concept of "culture", like the concept of "set" in mathematics, is an abstract concept which makes possible immense amounts of concrete research and understanding.11. 【F1】12. 【F2】13. 【F3】14. 【F4】15. 【F5】历史研究的方法论——1999年英译汉及详解【F1】While there are almost as many definitions of history as there are historians, modern practice most closely conforms to one that sees history as the attempt to recreate and explain the significant events of the past.Caught in the web of its own time and place, each generation of historians determines anew what is significant for it in the past. In this search the evidence found is always incomplete and scattered; it is also frequently partial or partisan. The irony of the historian's craft is that its practitioners always know that their efforts are but contributions to an unending process.【F2】Interest in historical methods has arisen less through external challenge to the validity of history as an intellectual discipline and more from internal quarrels among historians themselves.While history once revered its affinity to literature and philosophy, the emerging social sciences seemed to afford greater opportunities for asking new questions and providing rewarding approaches to an understanding of the past. Social science methodologies had to be adapted to a discipline governed by the primacy of historical sources rather than the imperatives of the contemporary world.【F3】During this transfer, traditional historical methods were augmented by additional methodologies designed to interpret the new forms of evidence in the historical study.Methodology is a term that remains inherently ambiguous in the historical profession.【F4】There is no agreement whether methodology refers to the concepts peculiar to historical work in general or to the research techniques appropriate to the various branches of historical inquiry.Historians, especially those so blinded by their research interests that they have been accused of "tunnel method", frequently fall victim to the"technicist fallacy". **mon in the natural sciences, the technicist fallacy mistakenly identifies the discipline as a whole with certain parts of its technical implementation.【F5】It applies equally to traditional historians who view history as only the external and internal criticism of sources, and to social science historians who equate their activity with specific techniques.16. 【F1】17. 【F2】18. 【F3】19. 【F4】20. 【F5】。

ModernLanguageAptitudeTestandManual

ModernLanguageAptitudeTestandManualModern Language Aptitude Test and Manual (MLAT)Carroll, J.B., & Sapon, S.M. (1959). San Antonio, TX: The Psychological Corporation.Linda Steinman and Monika Smith, OISE/UTThe Modern Language Aptitude Test (MLAT) was designed to measure the ability of English speakers to learn a foreign language quickly in classroom settings. The test, used for selection, placement, and diagnostic purposes, was developed over 40 years ago and has not been updated in any way since then. It is still in use, however, and this intrigued us. In this paper, we take a critical look at the MLAT to determine why this test has retained a firm hold in the area of predicting foreign language aptitude and to explore whether it should, at this time, be updated.The testThe MLAT measures four skills: phonetic coding ability, grammatical sensitivity, memory ability, and inductive language learning ability. The names of the five test sections and the tasks that the test-takers must perform are as follows:Part I: Number Learning (aural) - Listen on tape to pseudo-words for numbers and then transcribe numbers of up to three digits.Part II: Phonetic Script (aural) - Learn and then demonstrate recognition of correspondences between speech sounds and orthographic symbols.Part III: Spell ing Clues - Read words that are spelled as they are pronounced and choose synonyms for them.Part IV: Words in Sentences - Note selected words in model sentences and locate words that have similar functions in other sentences.Part V: Paired Associates - Memorize a lexicon of 24 words from another language, practise, and then be tested on those words.Case studyIn order to examine face validity and to determine first hand the ease of test operation, we administered the MLAT to a volunteer graduate student. A native English speaker, he was interested in knowing how proficient a language learner he is. We selected the long form of the MLAT, which takes one hour to complete.Operationally, the test is a pleasure. All that is needed is a tape recorder, thepre-recorded MLAT cassette, a test booklet, an examinee answer sheet, atest-scoring sheet, an administrator's manual, and a pencil. The manual is excellent and answered most of our questions. The tape delivers all instructions to thetest-taker and even allows for time allotments.We interviewed our volunteer after he wrote the test. Some of his comments follow: 'It was quite hard. There was no time to think about how you were doing. I am used to essay-type questions, so the multiple choice was different for me and it was sometimes hard to keep my place on the scoring sheet.' (We noticed his time-saving strategy of not filling in the circles on his answer sheet with pencil; he just circled them and went back after to 'colour them in.')We asked, 'Would you say it is a fair test? Would you accept it as a fair predictor of your foreign language aptitude?' He replied, 'Yes, the test was a good one. It was long enough and it had a range of questions. But I know there is more to language learning that what was on the test, such as motivation and personality.'One of our expectations was that the volunteer would find the test vocabulary or the test format dated. We asked, 'Did the test seem current?' He replied, 'The voice on the tape was a little old, but otherwise it seemed fine.'In our minds, both face validity and ease of test administration were established.A point of interest: it is stated in the manual that while it is preferable to administer the long form of the test, the short form (which takes 30 minutes and omits Parts I and II) should yield similar results. This did not hold true for our volunteer, who did far better on the first two parts of his test. If he had taken the short form, his score would have been significantly lower.Validity and concernsThe MLAT was developed over five years of extensive research into the prediction of success in foreign languages. Experimental tests were administered to approximately 5,000 people. Four relatively independent components of language aptitude were identified for the final version of the test. The test was validated thoroughly, and validation has been ongoing since then (Ehrman & Oxford, 1995; Grigorenko, Sternberg, & Ehrman, 2000; Sparks, Ganschow, & Patton, 1995).The MLAT is also the established benchmark test for validating other measures of language aptitude or predictors of language proficiency. Some recent examples include the VORD (Parry & Child, 1990) and the CANAL-FT (Grigorenko, Sternberg, & Ehrman, 2000).The MLAT has consistently achieved good results and has high predictive value, but it has not gone unquestioned. A frequent challenge to the MLAT has been that it does not reflect current knowledge in the field of cognitive psychology (Oxford, 1990; Rees, 2000; Stansfield, 1989). Researchers, however, find it difficult to agree on how to define, and then on how to measure, many of these traits (Rychlak, 1981, cited in Rees, 2000; Sternberg, 1995). There appear to be, for example,irreconcilable differences in theories about what constitutes personality and contention over distinguishing learning style from ability.Does the MLAT measure language aptitude? We are satisfied that the test measures the four components mentioned earlier, but Carroll himself agrees that not all possible aspects of language aptitude are included in the MLAT (Carroll, 1990). His model indicates that language proficiency results from a combination of aptitude, motivation, institutional setting, and other possible factors. An aptitude test, therefore, will predict success in a language course only to some degree. Aside from the difficulties already mentioned in determining which other factors to include and how to measure them reliably, expanding the aptitude test might generate practicability problems. The test might become too long and/or harder to administer. Furthermore, the predictive success of an aptitude test will itself depend on the reliability of the achievement measurement to which it is compared (Goodman et al., 1990; Green, 1975).Another challenge to the MLAT has been the change in classroom methodology since the test's development. Language training is now more communicative. Does this make the MLAT less useful? Carroll reports in the MLAT manual that different approaches to language teaching did not significantly alter the validity of the test scores (p. 22). The MLAT continues to perform well even in recent studies (Ehrman & Oxford, 1995), achieving good correlations with proficiency measures in modern classrooms. Perhaps the MLAT measures metalinguistic awareness which is independent of classroom methodology (Sparks, Ganschow, & Patton, 1995). Changes in classroom methodology, therefore, do not seem to indicate a pressing need for a change to or update of the test.Need for updatingThe MLAT manual provides norm tables for high school students (Grades 9-12) as well as for adult learners. However, we had difficulties deciding on a suitable table for evaluating our volunteer's performance. As an adult graduate student, he seemed to fit neither the table for high school student nor the table for members of (mostly) the Armed Forces enrolled in language schools. In addition, the norms tables in the manual were established in 1958, when the high school population would have been quite different from more recent cohorts. The importance of establishing local norms for determining cut-off scores is emphasized by Ehrman and Oxford (1995) and in the MLAT manual (p. 20). However, when, as in our case, individuals (not groups) are tested, no comparison with other members of a cohort is available. It would therefore be useful if an update of the manual were to include some new norms tables.Carroll (1990) mentions a need to 'fine-tune' the MLAT and suggests a possible alternate form of the test to relieve test-giver tedium, prevent leakage, and permit retesting of individuals. Minor defects cited by Carroll include a lack of clear noticeabout the speeded nature of Part III. Our volunteer test-taker was not aware of the short time available for answering this section and consequently ran out of time half way through. We recommend that a more explicit warning be added to test instructions on the answer sheet and on the tape. Similarly, in Part I, each digit of the three-digit number is scored separately. This is not made clear to test-takers, and they might well feel that it is not worth entering any of the digits if they mishear one of them. Thus, they would lose the opportunity to earn partial marks.We would like to see some minor changes to the manual itself, such as the deletion of instructions regarding the old reel-to-reel tape recorders. The current version of the test comes with a cassette tape, so the directions should correspond.Finally, as the test is clearly still valuable (Ehrman & Oxford, 1995, recommend using the MLAT more often), a computer version would appear appropriate.We return to the question of the MLAT'S staying power and offer the following possibilities. Firstly, a prodigious amount of testing has gone into the MLAT, and Carroll has countered many of the challenges to the test. Secondly, many tests and studies done in the last 40 years have used the MLAT as a benchmark. To call the MLAT into question would call manysubsequent studies into question, too.There is, however, current activity in the development of foreign language aptitude tests. Jonathan Rees (2000) writes about a test being developed now at the University of Birmingham, where he believes that 'the time is ripe, both intellectually and commercially' for new research in this area. As well, the CANAL-F Test (Cognitive Ability for Novelty in Language Acquisition-Foreign) is currently being refined.For now, the MLAT appears to serve its purpose. With some updating, it is likely to continue to be a strong test instrument for many years to come.ReferencesCarroll, J.B. (1990). Cognitive abilities in foreign language aptitude: Then and now. In T.S. Parry & C.W. Stansfield (Eds.), Language aptitude reconsidered (pp. 11-29). Englewood Cliffs, NJ: Prentice Hall Regents.Ehrman, M.E., & Oxford, R.L. (1995). Cognition plus: Correlates of language learning success. Modern Language Journal, 79, 67-89.Goodman, J.F., et al. (1990). Determining exemptions from foreign language requirements: Use of the Modern Language Aptitude Test. Contemporary Educational Psychology, 15, 131-141.Green, P. (1975). Aptitude testing: An on-going experiment. Audio-Visual Language Journal, 12, 205-210. Grigorenko, E.L., Sternberg, R.J., & Ehrman, M.E. (2000). A theory-based approach to the measurement of foreign language learning ability: The Canal-F theory and test. Modern Language Journal, 84, 390-405.Oxford, R. (1990). Styles, strategies and aptitude: Connections for language learning. In T.S. Parry & C.W. Stansfield (Eds.), Language aptitude reconsidered (pp. 67-125). Englewood Cliffs, NJ: Prentice Hall Regents.Parry, T.S., & Child, J.R. (1990). Preliminary investigation of the relationship between VORD, MLAT, and language proficiency. In T.S. Parry & C.W. Stansfield (Eds.), Language aptitude reconsidered (pp. 30-66). Englewood Cliffs, NJ: Prentice Hall Regents.Rees, J. (2000). Predicting the future of foreign language aptitude testing. In S. Cornwell & P. Robinson (Eds.), Individual differences in foreign language learning: Effects of aptitude, intelligence, and motivation. Conference proceedings, Aoyama Gakuin University, Tokyo.Sparks, R.L., Ganschow, L., & Patton, J. (1995). Prediction of performancein first-year foreign language courses: Connections between nativeand foreign language learning. Journal of Educational Psychology, 87, 638-655.Spolsky, B. (1995). Prognostication and language aptitude testing. Language Testing, 12, 321-340.Stansfield, C.W. (1989). What is foreign language aptitude? Washington, DC: Eric Clearinghouse. (ERIC Documentation Reproduction Service No. ED 318 226)Sternberg, R. (1995). Styles of thinking and learning. Language Testing, 12,259-291.2001 The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 58, 2 (December/décembre) The College of Oxford University“Mode N” Test for Entrance to Classics 1995LANGUAGE APTITUDE TESTTime allowed: 60 minutesPlease write your name and college of first choice at the top of this page.1.The problems below are in roughly ascending order of difficulty and youshould work your way through them in this order. Credit will be given for all work done even if the paper is not completed.2.Read very carefully all the information you are given.3.Write your answers in he space provided on the paper.(You may if you wish towrite your rough work also on the paper).4.Write very clearly.I. The following sentences are in This language (an invented language).Isolate the individual words and work out their meanings. Your analysis should be such that every segment of every sentence is assigned to the same word; that is, when a sentence is broken up into words, there should be no residue:a. hi–tiacumya–? Is a cat listening carefully?b. hi–tisno–sist? Is the little girl listening carefully?c. mya–tsno–hi–ti. The cat is listening sleepily.d. sisacuhi–ti. A little girl is listening carefully.How does one express the following in This language?1. … cat?? _______2. …little girl”? ________3. … carefully?? __________4. …sleepily?? _________5.…a?? __________6.“the”? _________7.… is listening??__________II. In This language (the same as in problem one) there are two classes of nouns and two classes of verbs In sentences, each member of each class of verbs and nouns behaves according to exactly the same pattern as every other member of its class but the pattern may vary from class to class.One class of nouns and one class of verbs is characterized by the presence of a long vowel (a –e –i –o u –) in some or all of its forms; the other class of each is characterized by the absence of a long vowel.The only other thing you need to know is hat the order of words is much more flexible in This language than it is in English. Now proceed by studying the examples that are translated for you and then translating the sentences that follow:a.cunmati kid.'A child is coming.'b.go-ti kid't.'The child is going.'c.mu- kid'n go-pi.'A cow and a child are going.'d.cunmapi ben mu-'t'n, la-pi'n.'A boy and the cow are coming and singing.'Translate into English:8.kid't mu-'n cunmapi, sno-'n go-pi.Translate into This Language:9. A cow is coming.10.The boy is singing.e.ner't ge-'t'n spi-pi benun mu-f'n.'The man and the girl see a boy and (some) cows'.f.g e-s benus'n neruf't lunkapi, stri-n't'n bungapi.'(Some) girls and (some) boys are watching the men and annoying thewoman' .Translate into English:11.mu-n sisuf'n spi-ti stri-'t.Translate into This Language:12.A woman is watching the man.13.The children are annoying the women.g.kid't spit ho-n't.'The child saw the house (his home).'h.wuf't cumat stri-n't.'The dog came to the woman.'i.benus't bugap mu-n't, gop'n ho-f't.'The boys annoyed the cow and went to the houses (their homes,home).'Translate into English:14.spip neruf't lukap'n mya-s't.Translate into This Language:15.The children sang and the man went home.16.The boy came home and annoyed the women.III. In each of Questions 17-31, you find an English sentence containing a word UNDERLINED IN CAPITALS: let us call this word "the model". There follows in each case at least one other sentence in bold type.For each question, consider the function that the model has in the structure of its sentence -- the job that it does in relation to the other words in its sentence -- and then underline in the bold sentence the single word which most closely matches it in terms of this function within its sentence.If you find that two (or more) words match the model equally closely, underline them both (all). In questions with more than one bold sentence, do not expect to find a match necessarily in each sentence; there may be one in each sentence but there may not be.Here is an example:("model") Anne is cutting up APPLES.Ben is growing up fast.Maria is throwing the dogs sticks.The answer is sticks in the second sentence. Like APPLES, and unlike any other word in the bold sentences, sticks names what is directly acted on by the action of the verb: sticks are being thrown, just as APPLES are being cut.Now answer the questions that follow:17.This Act was the first to legalize the UNIONS.I know my parents shared a love of music.The other week, friends we visited told us the same story.18.Diaries and memoirs have not caused ME much interest.One Sunday I rang to see what they would offer Dad.Her look made you first freeze and then move as fast as you could.Dad told us to come and watch the man giving the dolphins fish.19.A fresh START was the crux of the idea.Small wonder John and Sarah found life a heavy burden.Not one of them escaped the consequences of that conflict and each in turn became part of that movement of peoples. 20.WE apologize for any inconvenience that this may cause.Will anyone notice the difference?Why doesn't he just sit down and get on with it?21.With a sinister tearing noise the large package SPLIT apart.He shrugged his shoulders, wrinkled his face and shook with laughter.Sometimes they open quite easily but usually you need a knife to split them.22.Under the stairs was found the missing PIECE of cakeA new car was offered as first prize.He was handed a shovel and given two hours to finish the job.23.My father, SEARCHING for a job, had left Manchester and his parents in1912.The acres had remained intact, growing in value and not decreasing in number.John Thomas Salt, whose friends seemed to relish using both his forenames, had married Mary Jane Jones from North Cheshire.To us, accustomed to such upheavals, it would seem natural to leave home fora safer haven.24.Without exception it was a time of EMBRACING new cultures and rejectingthe past.In the unhealthy conditions surrounding heavy engineering and mining, working and holding on placed many pressures on dwindling family resources.25.Small wonder John and Sarah found life a heavy BURDEN.He shifted his weight nervously from foot to foot.Recent legislation has made it an offence to fail to disclosesuch details.26.But these farms and bits of ground had gone again BEFORE our time.It was not easy to resettle in lands supposedly fit for heroes to live in after over twenty million souls had perished.27.I must write BEFORE the mists of time obscure the clarity of my recollections.Before 1914 life had gone on at a very different pace.Even when the battles began, change uas slow to come.28.Some left FOR the colonies or journeyed to the Americas.He married his sweetheart and they set up home outside Coventry.During the early days of his high hopes he had become used to her presence.29.I knew the day would EVENTUALLY arrive when I could sit down and takestock.Naturally, conditions in 1960 were still a far cry from those we enjoy today.How he got in was little short of a miracle.30.He'll PROBABLY recommend that we wait another SLY months.Predictably, the previously mentioned grand-daughter resisted this fiercely.31.What I am loath to do is SCRIPT a narrative about myself.Editing the Bulletin is a difficult task, since copy arrives at three of the busiest times of the year.END OF PAPERCUCD Bulletin 25 (1996)University of Oxford 1996(http:/doc/aea13682dd3383c4bb4cd2f5.html /Classics/CUCD/test.html)。

在大学遇到的问题,怎样解决的英语作文

在大学遇到的问题,怎样解决的英语作文Navigating the labyrinth of university life often feelslike embarking on an odyssey fraught with perplexity and unforeseen challenges. Each twist and turn presents a new conundrum to unravel, leaving many students grappling witha sense of bewilderment. Yet, amidst the chaos, lies the opportunity for growth and self-discovery. In this narrative, I shall embark on a journey through the trials and tribulations encountered during my collegiate years, delving into the strategies employed to surmount them.One of the foremost quandaries that befell me upon entering university was the overwhelming workload. The deluge of assignments, coupled with the demands of extracurricular activities, left me feeling inundated and adrift. Rather than succumbing to despair, I devised a pragmatic approachto time management. By meticulously scheduling my days and prioritizing tasks, I regained a sense of control over my academic pursuits. Moreover, I cultivated the habit of breaking down daunting assignments into manageable segments, thereby mitigating feelings of overwhelm.Another hurdle that loomed large on my academic horizon was the challenge of adapting to a new learning environment. The transition from high school to university heralded a paradigm shift in educational methodology, one that necessitated a recalibration of study habits. Initially, I found myself floundering amidst the sea of lectures and seminars, struggling to discern the most efficacious approach to learning. However, through trial and error, I discovered the value of active engagement with course materials. By posing questions, participating in discussions, and seeking clarification from professors, I fostered a deeper understanding of the subject matter. Additionally, I sought out study groups comprised of peers who shared my academic interests, thereby harnessing the collective wisdom of the cohort.A perennial source of consternation for many students is the specter of examinations. The prospect of sitting for rigorous assessments often evokes a potent blend of anxiety and trepidation. In my case, I grappled with test anxiety, which threatened to undermine my performance. To assuagethis apprehension, I implemented a multifaceted approach to exam preparation. This entailed adopting mindfulness techniques to quell racing thoughts, engaging in regular exercise to alleviate stress, and practicing relaxation exercises to promote a sense of calm. Additionally, I cultivated a comprehensive study regimen encompassing diverse modalities such as flashcards, practice tests, and mnemonic devices. By diversifying my study methods, I not only fortified my retention of course material but also bolstered my confidence in facing examinations.Furthermore, the labyrinthine bureaucracy of university administration posed yet another hurdle in my academic journey. From navigating convoluted registration processesto grappling with financial aid forms, the administrative labyrinth often proved to be a quagmire of frustration. However, I refused to be daunted by bureaucratic red tape and instead adopted a proactive approach to problem-solving. Leveraging the resources offered by student support services, I sought guidance from academic advisors and financial aid counselors. Armed with a comprehensive understanding of university policies and procedures, Iadeptly maneuvered through the bureaucratic maze, thereby circumventing potential obstacles.In summation, the journey through university is replete with myriad challenges, each demanding a unique set of strategies for resolution. By cultivating resilience, fortitude, and resourcefulness, I traversed the treacherous terrain of academia, emerging triumphant in the face of adversity. Thus, while the path may be fraught with uncertainty and ambiguity, it is through overcoming obstacles that we forge our path to success.。

报考大学时专业是关系到个人发展的决策英语作文

报考大学时专业是关系到个人发展的决策英语作文全文共3篇示例，供读者参考篇1Choosing the Right Path: How Your University Major Shapes Your FutureAs an 18-year-old student about to embark on the journey of university life, I find myself at a crossroads – a pivotal moment that will undoubtedly shape the trajectory of my personal and professional growth. The decision of which major to pursue is not merely a matter of academic interest but a profound choice that will reverberate through the years to come, influencing my career prospects, intellectual pursuits, and overall fulfillment.In the vast expanse of academic disciplines, each field beckons with its own allure and promise. The sciences, with their rigorous methodologies and relentless pursuit of knowledge, offer the thrill of unraveling the mysteries of the natural world. The humanities, on the other hand, invite us to delve into the richness of human experience, exploring the depths of literature, philosophy, and the arts. Business and economics hold the keys to understanding the intricate workings of markets andorganizations, equipping us with the tools to navigate theever-evolving landscape of commerce.Yet, amidst this kaleidoscope of possibilities, how does one discern the path that aligns most harmoniously with one's innate talents, passions, and aspirations? It is a question that demands profound introspection and a willingness to embrace both our strengths and limitations.Personally, I have always been captivated by the intricacies of the human mind and behavior. The study of psychology, with its multifaceted exploration of cognition, emotion, and social dynamics, resonates profoundly with my intellectual curiosities. I am drawn to the prospect of unraveling the complexities of the psyche, understanding the forces that shape our thoughts, feelings, and actions. This fascination extends beyond mere academic interest; it carries the potential to enhance our understanding of ourselves and our fellow human beings, fostering empathy, compassion, and personal growth.However, the allure of psychology is not without its challenges. The field demands a rigorous commitment to scientific methodology, critical thinking, and ethical considerations. It necessitates the ability to navigate the intricacies of research design, data analysis, and theinterpretation of empirical findings. Additionally, the pursuit of a career in psychology often requires advanced degrees and specialized training, a path that demands unwavering dedication and resilience.Yet, despite these challenges, I am drawn to the transformative篇2Choosing the Right Path: How Your University Major Shapes Your FutureAs a high school senior anxiously awaiting the next chapter of my life, I can't help but feel an immense weight on my shoulders when it comes to selecting a university major. This decision, which may seem relatively straightforward to some, is a pivotal crossroads that will undoubtedly shape the trajectory of my personal and professional journey. It's a choice that extends far beyond mere academic preferences, delving deep into the realms of self-discovery, passion, and long-term aspirations.In the midst of this pivotal transition, I find myself grappling with a myriad of questions that challenge the very core of who I am and who I aspire to become. What ignites that spark within me? What are the subjects that captivate my intellectual curiosityand fuel my thirst for knowledge? Perhaps more importantly, how can I align my innate talents and interests with a career path that not only fulfills me financially but also resonates with my deeper purpose and values?As I navigate this introspective journey, I've come to realize that the choice of a university major is not merely a decision about academics; it's a profound statement about personal identity and self-actualization. It's a chance to explore the vast expanse of human knowledge and uncover the areas that truly resonate with our innermost selves.For some, the path may seem crystal clear – a lifelong fascination with the intricacies of the human body naturally leads to a pursuit of medicine, or a deep-rooted love for numbers and patterns paves the way towards a degree in mathematics or computer science. Yet, for many others, the road is shrouded in uncertainty, with multiple interests vying for attention and a multitude of potential paths to consider.It's in these moments of indecision that I've learned to embrace the power of self-reflection and introspection. By quieting the external noise and listening to the whispers of my own heart and mind, I've begun to unravel the threads thatweave together my unique tapestry of passions, strengths, and aspirations.Perhaps my soul yearns for the art of storytelling, where words become the brushstrokes that paint vivid tapestries of human experience. In that case, a major in literature, creative writing, or journalism may be the perfect canvas upon which to craft my narrative. Or maybe the intricacies of human behavior and the complexities of societal dynamics beckon me, in which case a degree in psychology, sociology, or anthropology could unlock the doors to understanding the intricate tapestry of human existence.Alternatively, the boundless realms of science and technology may call to me, offering the tantalizing prospect of pushing the boundaries of knowledge and innovation. A major in fields like engineering, computer science, or the physical sciences could be the key to unlocking groundbreaking discoveries and shaping the future of our world.Yet, as I navigate these myriad possibilities, I'm acutely aware that the path I choose today may not necessarily define my entire life's journey. The beauty of the human experience lies in our ability to evolve, adapt, and embrace change. While my initial major may serve as a launching pad, it need not confineme to a singular trajectory. The world is vast, and opportunities for growth and reinvention abound – a fact that both excites and comforts me.Ultimately, the decision of a university major is not merely a pragmatic choice but a deeply personal investment in our own growth and fulfillment. It's a chance to explore the depths of our passions, cultivate our unique talents, and lay the groundwork for a life that resonates with our authentic selves.As I stand at this crossroads, I'm reminded of the words of the great writer and philosopher Albert Camus, who once said, "Life is a sum of all your choices." In choosing my major, I'm not just selecting a field of study; I'm embarking on a journey of self-discovery, one that will shape the very fabric of my existence.With a open heart and a curious mind, I embrace this challenge, ready to dive headfirst into the vast ocean of knowledge and experience that awaits me. For it is in the pursuit of our deepest passions that we truly find ourselves, and it is in the integration of our talents and aspirations that we craft a life of purpose and fulfillment.The road ahead may be winding, but I take solace in the fact that the journey itself is what truly matters. And as I stand at the precipice of this new chapter, I'm filled with a profound sense ofanticipation and excitement, knowing that the choices I make today will resonate throughout the tapestry of my life, weaving a narrative that is uniquely and undeniably mine.篇3Choosing the Right Path: The Importance of Selecting a University MajorAs a high school senior, one of the most daunting decisions I've faced is selecting my major for university. It's a crossroads that will undoubtedly shape my future career path and personal growth. With so many options available, each field promising its own set of rewards and challenges, the weight of this decision can feel overwhelming. However, through careful self-reflection and research, I've come to understand that choosing the right major is not just an academic exercise, but a pivotal step in defining who I want to become.From a young age, I've been fascinated by the natural world and its intricate workings. The way plants and animals adapt to their environments, the complex interactions within ecosystems, and the underlying mechanisms that drive evolution have always captivated me. It's no surprise, then, that I've gravitated towards the field of biology. Yet, as I delved deeper into the subject, Irealized that my interests extended beyond the theoretical realm.I found myself drawn to the practical applications of biological knowledge, particularly in the areas of healthcare and biotechnology.Pursuing a degree in biomedical engineering would allow me to combine my love for the life sciences with my aptitude for problem-solving and innovation. This field promises to be at the forefront of groundbreaking advancements, from developing sophisticated prosthetics and implantable devices to engineering innovative drug delivery systems. The prospect of contributing to such life-changing technologies is both exhilarating and humbling.However, choosing a major is not solely about academic interests or potential career paths. It's also a reflection of one's values, passions, and aspirations for personal growth. As someone deeply invested in environmental sustainability, I can't ignore the pressing need to address the escalating climate crisis and the depletion of natural resources. This realization led me to consider pursuing a degree in environmental science or renewable energy engineering.Studying environmental science would equip me with the knowledge and skills to tackle complex ecological issues, frompreserving biodiversity to mitigating the impacts of pollution and climate change. Alternatively, a degree in renewable energy engineering could open doors to developing cutting-edge technologies that harness the power of wind, solar, and other sustainable sources, paving the way for a greener future.Yet another path that has captured my interest is computer science. In our increasingly digitized world, the ability to code, analyze data, and develop innovative software solutions is invaluable. A degree in this field could provide me with a versatile skillset applicable to a wide range of industries, from finance and healthcare to entertainment and education. The ever-evolving nature of technology means that there would be constant opportunities for learning and growth, allowing me to stay at the forefront of technological advancements.Ultimately, the decision of which major to pursue is a deeply personal one, shaped by my unique combination of interests, strengths, and aspirations. While each option presents its own set of challenges and rewards, what remains constant is my desire to make a meaningful impact on the world around me.Whichever path I choose, I am driven by a profound sense of curiosity and a thirst for knowledge. I am eager to immerse myself in a field that will continually challenge me intellectuallyand push me to expand my horizons. At the same time, I recognize the importance of striking a balance between academic pursuits and personal well-being. A fulfilling university experience should not only cultivate academic excellence but also foster personal growth, self-discovery, and the development of essential life skills such as time management, resilience, and effective communication.As I embark on this next chapter of my educational journey, I am filled with a mixture of excitement and trepidation. The weight of this decision is not lost on me, yet I am comforted by the knowledge that whichever major I ultimately choose, it will be a stepping stone towards a future filled with opportunities for growth, discovery, and making a positive impact.In the end, the true value of a university education lies not only in the acquisition of knowledge but also in the cultivation of a lifelong love for learning, the ability to think critically and creatively, and the courage to pursue one's passions with unwavering determination. As I navigate this pivotal decision, I remain steadfast in my commitment to embracing the challenges and opportunities that lie ahead, confident that the path I choose will be a catalyst for personal and professionalgrowth, ultimately leading me towards a life of fulfillment and purpose.。

方法的重要性英语作文

方法的重要性英语作文The Paramount Importance of Methodology.Methodology, the systematic and structured approach to inquiry and problem-solving, is a cornerstone of the scientific process and a vital component of any meaningful investigation. It provides a framework for researchers to design, execute, and evaluate their studies, ensuring rigor, replicability, and validity in their findings.Foundation of Credible Research.A sound methodology serves as the backbone of any credible research endeavor. It outlines the specific steps and procedures involved in the study, ensuring that the findings are based on systematic observation, analysis, and interpretation. Without a clear and well-defined methodology, the results of a study are susceptible to bias, error, and misinterpretation.Ensuring Rigor and Objectivity.Methodology plays a crucial role in promoting rigor and objectivity in research. It establishes the criteria for data collection, analysis, and interpretation, minimizing the influence of personal opinions and biases. By adhering to a systematic approach, researchers can ensure that their findings are based on empirical evidence rather than subjective judgments.Facilitating Replication and Verifiability.A well-designed methodology enables other researchers to replicate and verify the findings of a study. By providing a clear and detailed account of the methods used, subsequent studies can build upon or challenge existing knowledge, fostering the cumulative growth of scientific understanding.Establishing Validity and Generalizability.Methodology is essential for establishing the validityand generalizability of research findings. It ensures that the methods used are appropriate for the research question and that the results can be generalized to a wider population beyond the immediate study sample. This is particularly important in social science research, where researchers must consider the representativeness of their sample and the potential for confounding variables.Guiding Data Collection and Analysis.Methodology provides guidance for data collection and analysis, ensuring that the data is gathered andinterpreted in a systematic and unbiased manner. It specifies the appropriate methods for collecting data, such as surveys, interviews, or experiments, and establishes clear criteria for data analysis, reducing the risk of misinterpretation or manipulation.Diverse Applications Across Disciplines.The importance of methodology extends across a wide range of academic disciplines. In the natural sciences,methodology provides a framework for conducting experiments, collecting data, and testing hypotheses. In the social sciences, methodology guides researchers in designing surveys, conducting interviews, and analyzing qualitative data.A Cornerstone of Scientific Inquiry.In conclusion, methodology is an indispensable aspectof scientific inquiry. It provides a systematic and structured approach to problem-solving, ensuring the rigor, objectivity, replicability, and validity of research findings. By adhering to sound methodological principles, researchers can contribute to the advancement of knowledge and make meaningful contributions to their respective fields.Additional Benefits of a Well-Defined Methodology.1. Enhanced Clarity and Transparency: A clear and well-defined methodology enhances the transparency of research findings, allowing readers to understand how the study wasconducted and evaluated.2. Identification of Potential Biases: A rigorous methodology helps to identify and minimize potential biases that could influence the research results.3. Increased Efficiency: A well-designed methodology optimizes the research process, reducing the likelihood of costly errors or wasted time and resources.4. Foundation for Future Research: A sound methodology provides a foundation for future research projects, facilitating the building of knowledge and the cumulative advancement of scientific understanding.5. Enhanced Credibility and Respect: Researchers who employ a rigorous and transparent methodology gain credibility within their field and earn the respect oftheir peers.。

2015学士学位英语作文

2015学士学位英语作文My Bachelor Degree in English。

As a fresh graduate with a Bachelor Degree in English, I feel both excited and nervous about my future. Looking back on my four-year college life, I realize that it has been a precious and unforgettable experience.During the past four years, I have been exposed to a variety of courses, including English literature, linguistics, translation, and teaching methodology. These courses not only broadened my horizons and enriched my knowledge, but also helped me develop critical thinking, analytical skills, and creativity. Moreover, I had the opportunity to participate in various extracurricular activities, such as English clubs, speech contests, and volunteer programs, which not only enhanced my English proficiency, but also enabled me to interact with people from different backgrounds and cultures, and to learn from their perspectives and experiences.However, the most valuable aspect of my college life is the mentorship and guidance I received from my professors and advisors. They not only provided me with academic instruction and feedback, but also offered me personal support and encouragement. They inspired me to pursue my passion for English, and helped me discover my strengths and weaknesses, as well as my career goals and aspirations. Thanks to their guidance and encouragement, I was able to achieve academic excellence, win scholarships and awards, and gain valuable research and teaching experience.Now that I have graduated, I face a new challenge and opportunity: to apply my knowledge and skills in the real world, and to make a positive contribution to society. I plan to pursue a career in English education, either as a teacher or a researcher, and to continue learning and growing in this field. I believe that my Bachelor Degree in English has equipped me with the necessary foundation and preparation for this endeavor, and that my passion and dedication will enable me to succeed.In conclusion, my Bachelor Degree in English is not only a certificate of academic achievement, but also a symbol of personal growth and development. It represents the hard work, dedication, and passion that I have invested in my education, and the opportunities and challenges that I have embraced. I am proud of my degree, and I am grateful for the support and guidance that I have received from my college and my mentors. I am confident that my Bachelor Degree in English will open up new doors and possibilities for me, and that I will continue to learn and grow in the years to come.。

a new study suggests that contrary to most surveys

A New Study Suggests That Contrary to Most SurveysIntroductionIn this article, we will explore a new study that challenges thefindings of most surveys. The study provides a fresh perspective on a particular topic, offering a comprehensive analysis that goes against the prevailing beliefs. Contrary to popular opinion, this study aims to shed light on alternative viewpoints, providing a deeper understanding of the subject matter.BackgroundBefore delving into the details of the study, it is essential to understand the context and background of the topic. Previous surveys have predominantly presented a particular perspective, often leading to a consensus among researchers and the general public. However, this new study aims to challenge the prevailing beliefs and present analternative viewpoint based on a comprehensive analysis.MethodologyThe study employed a rigorous methodology to ensure the accuracy and reliability of the findings. A diverse sample group was selected, representing various demographics and backgrounds to minimize bias. The researchers used both qualitative and quantitative methods to gather data, including surveys, interviews, and statistical analysis.FindingsContrary to most surveys, the study’s findings challenge the commonly held beliefs. The researchers discovered that the prevailing opinions may not accurately reflect the reality of the situation. The study reveals a more nuanced understanding of the topic, highlighting the need to reconsider established notions.ImplicationsThe implications of this study are significant, as they challenge the existing narratives and call for a reassessment of current practices. The findings have the potential to impact various fields, including policy-making, industry practices, and public perception. It is crucialfor stakeholders to consider the implications of this study and adapt their strategies accordingly.DiscussionThe study’s findings open up avenues for further exploration and discussion. Researchers and experts in the field can engage in a dialogue to critically analyze the study’s methodology, find ings, and implications. This discussion can lead to a deeper understanding of the topic and potentially uncover new research directions.ConclusionIn conclusion, this new study challenges the findings of most surveys, presenting an alternative perspective on the topic at hand. The rigorous methodology, comprehensive analysis, and thought-provoking findings contribute to a more profound understanding of the subject matter. The implications of this study have far-reaching consequences and call for a reevaluation of prevailing beliefs. It is essential to engage in further discussions and research to fully grasp the significance of this study and its potential impact on various fields.[Markdown格式输出]A New Study Suggests That Contrary to Most Surveys IntroductionIn this article, we will explore a new study that challenges thefindings of most surveys. The study provides a fresh perspective on a particular topic, offering a comprehensive analysis that goes against the prevailing beliefs. Contrary to popular opinion, this study aims to shed light on alternative viewpoints, providing a deeper understanding of the subject matter.BackgroundBefore delving into the details of the study, it is essential to understand the context and background of the topic. Previous surveys have predominantly presented a particular perspective, often leading to a consensus among researchers and the general public. However, this new study aims to challenge the prevailing beliefs and present analternative viewpoint based on a comprehensive analysis.MethodologyThe study employed a rigorous methodology to ensure the accuracy and reliability of the findings. A diverse sample group was selected, representing various demographics and backgrounds to minimize bias. The researchers used both qualitative and quantitative methods to gather data, including surveys, interviews, and statistical analysis.FindingsContrary to most surveys, the study’s findings challenge the commonly held beliefs. The researchers discovered that the prevailing opinions may not accurately reflect the reality of the situation. The study reveals a more nuanced understanding of the topic, highlighting the need to reconsider established notions.ImplicationsThe implications of this study are significant, as they challenge the existing narratives and call for a reassessment of current practices. The findings have the potential to impact various fields, including policy-making, industry practices, and public perception. It is crucial for stakeholders to consider the implications of this study and adapt their strategies accordingly.DiscussionThe study’s findings open up avenues for further exploration and discussion. Researchers and experts in the field can engage in a dialogue to critically analyze the study’s methodology, findings, and implications. This discussion can lead to a deeper understanding of the topic and potentially uncover new research directions.ConclusionIn conclusion, this new study challenges the findings of most surveys, presenting an alternative perspective on the topic at hand. The rigorous methodology, comprehensive analysis, and thought-provoking findings contribute to a more profound understanding of the subject matter. The implications of this study have far-reaching consequences and call for a reevaluation of prevailing beliefs. It is essential to engage in further discussions and research to fully grasp the significance of this study and its potential impact on various fields.。

教授申请教育部英语项目模板范文

教授申请教育部英语项目模板范文全文共3篇示例，供读者参考篇1Sample Template for Applying to the Ministry of Education English ProgramAs an eager student looking to expand my English language skills, I am thrilled at the prospect of applying for the Ministry of Education's prestigious English program. This unique opportunity aligns perfectly with my academic aspirations and personal growth objectives.In the ever-evolving global landscape, proficiency in the English language has become an indispensable asset. It opens doors to a world of knowledge, facilitates cross-cultural communication, and enhances career prospects across diverse industries. The Ministry's English program promises to equip me with the linguistic tools and cultural insights necessary to thrive in an increasingly interconnected world.The program's comprehensive curriculum, designed by leading experts in the field, offers a balanced approach to language acquisition. From developing a strong foundation ingrammar and vocabulary to honing essential communication skills such as reading, writing, listening, and speaking, the program ensures a well-rounded learning experience. Additionally, the inclusion of cultural immersion activities and exposure to authentic English-speaking environments will undoubtedly deepen my understanding and appreciation of the language's nuances.Participating in this program will not only strengthen my linguistic abilities but also foster invaluable personal growth. Working alongside a diverse cohort of motivated peers from different backgrounds will provide a rich environment for cultural exchange and collaborative learning. The program's emphasis on teamwork, critical thinking, and problem-solving will cultivate essential skills that transcend language proficiency, preparing me for future academic and professional endeavors.Furthermore, the opportunity to engage with native English speakers and experienced instructors will offer an unparalleled learning experience. Their guidance, feedback, and real-world perspectives will undoubtedly accelerate my language acquisition journey and instill in me a deeper appreciation for the English language's cultural heritage and global significance.Beyond the immediate benefits of language proficiency, the Ministry's English program aligns seamlessly with my long-term aspirations. As an aspiring [insert desired career path or field of study], fluency in English will be a vital asset. It will enable me to access a wealth of academic resources, engage with international colleagues and collaborators, and explore cross-cultural perspectives that will enrich my understanding of the field.Moreover, the program's focus on developing effective communication skills will equip me with the ability to articulate complex ideas, present persuasive arguments, and navigate professional settings with confidence. These invaluable competencies will undoubtedly enhance my competitiveness in the job market and pave the way for future career advancement opportunities.Reflecting on my academic journey thus far, I have consistently demonstrated a passion for learning and a commitment to personal growth. My dedication to extracurricular activities, such as [insert relevant extracurricular activities], has fostered resilience, time management skills, and the ability to thrive in collaborative environments – all of which will contribute to my success in the Ministry's English program.Furthermore, my academic achievements, including [insert relevant academic achievements], showcase my intellectual curiosity, diligence, and capacity for critical thinking. These qualities, coupled with my unwavering determination to excel, position me as an ideal candidate for this prestigious program.In conclusion, the Ministry of Education's English program represents a transformative opportunity that aligns seamlessly with my aspirations for personal and professional growth. Through this program, I am confident that I will not only develop a mastery of the English language but also cultivate invaluable skills and perspectives that will shape my future endeavors. With my passion for learning, commitment to excellence, and eagerness to embrace new challenges, I am well-prepared to make the most of this exceptional opportunity and contribute positively to the program's vibrant learning community.篇2Applying for the Ministry of Education's English Immersion ProgramAs a diligent student eager to enhance my English proficiency, I am thrilled at the prospect of participating in the Ministry of Education's esteemed English Immersion Program.This initiative represents an invaluable opportunity to take my linguistic skills to new heights, fostering a deeper understanding and appreciation of the English language and its intricate nuances.From a personal standpoint, improving my English abilities holds immense significance. In today's globalized world, proficiency in English has become an indispensable asset, opening doors to a wealth of opportunities across various spheres of life. Whether it be in academia, professional endeavors, or personal growth, a strong command of English can be a game-changer, facilitating seamless communication and cultural exchange.Furthermore, as an avid learner, I am driven by an insatiable curiosity to delve deeper into the rich tapestry of English literature, art, and culture. The English Immersion Program promises to be a transformative experience, allowing me to immerse myself in an environment where the language is not merely a means of communication but a gateway to a vibrant and diverse world of ideas, perspectives, and creative expressions.By participating in this program, I envision myself honing my linguistic abilities through a multifaceted approach. Engaging inintensive language classes, conversational practice sessions, and cultural immersion activities will undoubtedly contribute to a holistic understanding of the English language. I firmly believe that such an immersive experience will not only enhance my proficiency but also cultivate a profound appreciation for the intricacies of English idioms, colloquialisms, and cultural references.Moreover, the opportunity to interact with native English speakers and peers from diverse backgrounds will be an invaluable asset. Through these interactions, I will gain insights into the nuanced expressions, accents, and communication styles that characterize the English language in its various regional and cultural contexts. This exposure will equip me with the linguistic dexterity to navigate different social and professional settings with ease and confidence.Beyond the linguistic benefits, the English Immersion Program also holds the promise of personal growth and character development. Stepping out of my comfort zone and immersing myself in a new cultural environment will undoubtedly challenge me to embrace adaptability, resilience, and open-mindedness. These invaluable life skills will not only enrich my academic journey but also serve as a foundation forfuture endeavors, fostering a global mindset and a heightened appreciation for diversity.Furthermore, the program's emphasis on cultural exchange and understanding aligns seamlessly with my aspirations of becoming a bridge between cultures. By gaining a deeper comprehension of English-speaking societies, their histories, traditions, and value systems, I will be better equipped to facilitate meaningful dialogue and foster mutual understanding between diverse communities.In conclusion, the opportunity to participate in the Ministry of Education's English Immersion Program represents a pivotal juncture in my academic and personal journey. It promises to equip me with the linguistic prowess, cultural awareness, and personal growth necessary to thrive in an increasingly interconnected world. With unwavering dedication and a fervent passion for learning, I am confident that this program will be a transformative experience, opening new horizons of knowledge, understanding, and personal fulfillment.篇3Template for Professors Applying for Ministry of Education English ProjectDear Esteemed Professors,As students passionate about the English language and cross-cultural exchange, we cannot emphasize enough the importance of robust English education initiatives. The Ministry of Education's English project presents an exceptional opportunity to foster linguistic proficiency and global awareness among students nationwide. We, the student body, wholeheartedly encourage you to seize this chance and submit proposals that will shape the future of English teaching in our nation.To assist you in crafting compelling applications, we have prepared a comprehensive template encompassing the essential components. By adhering to this structure, your proposals will effectively convey the vision, strategies, and potential impact of your English projects, increasing the likelihood of securing valuable funding and support.I. Project OverviewIn this section, provide a concise yet captivating introduction to your proposed English project. Highlight the overarching goals, target audience, and the unique approach you intend to take. Emphasize how your initiative aligns with the Ministry'sobjectives of enhancing English proficiency and promoting cross-cultural understanding.II. Needs AssessmentConduct a thorough needs assessment to identify the specific linguistic and cultural challenges faced by your target audience. Gather data through surveys, interviews, or existing research to substantiate the necessity of your project. Clearly articulate the gaps in current English education practices and how your proposal addresses these deficiencies.III. Project ObjectivesOutline the measurable objectives you aim to achieve through your English project. These objectives should be SMART (Specific, Measurable, Achievable, Relevant, and Time-bound). Clearly define the desired outcomes in terms of language proficiency, cultural competence, and any additional skills or knowledge your project aims to impart.IV. MethodologyDescribe the innovative teaching methodologies, techniques, and resources you plan to employ in your English project. Explain how these approaches cater to diverse learning styles, foster active participation, and incorporate authentic language use.Discuss the integration of technology, multimedia resources, and immersive experiences to create an engaging and effective learning environment.V. Curriculum and Materials DevelopmentProvide a detailed outline of the curriculum and instructional materials you intend to develop or utilize. Emphasize the alignment of these resources with established language learning standards and best practices. Highlight the cultural elements woven into the curriculum, promoting cross-cultural awareness and appreciation.VI. Assessment and EvaluationOutline a comprehensive assessment and evaluation plan to measure the progress and success of your English project. Describe the formative and summative assessment strategies you will employ to gauge language proficiency, cultural understanding, and overall achievement of project objectives. Discuss how you will collect and analyze data to inform continuous improvement and ensure accountability.VII. Sustainability and ScalabilityDiscuss the strategies you will implement to ensure the long-term sustainability and potential scalability of your Englishproject. Outline plans for ongoing professional development, resource updates, and community engagement to maintain enthusiasm and support. Additionally, explore possibilities for replicating or adapting your project in other educational settings or regions.VIII. Project Team and CollaborationIntroduce the team of experienced educators, language experts, and professionals who will contribute to the successful implementation of your English project. Highlight their qualifications, expertise, and previous accomplishments in the field of language education. Describe any potential collaborations or partnerships with institutions, organizations, or stakeholders that will strengthen your project's impact.IX. Timeline and BudgetProvide a detailed timeline outlining the key milestones, activities, and deliverables of your English project. Ensure that the timeline is realistic and aligns with the project's objectives and duration. Additionally, present a comprehensive budget that accounts for personnel, materials, resources, and any other associated costs. Justify the allocation of funds and demonstrate fiscal responsibility.X. ConclusionIn the concluding section, reiterate the significance of your English project and its potential to revolutionize language education in our nation. Summarize the key strengths of your proposal, emphasizing its innovative approach, cultural relevance, and alignment with the Ministry's goals. Express your commitment to delivering a high-quality, impactful project that will leave a lasting legacy in the field of English education.We, the student body, are eager to witness the implementation of outstanding English projects that will not only enhance our linguistic abilities but also foster a deeper understanding and appreciation of diverse cultures. We implore you, our esteemed educators, to embrace this opportunity and craft proposals that will inspire generations of learners to become global citizens fluent in the language of international communication.Together, let us embark on a journey of linguistic excellence and cross-cultural exploration, shaping the future of English education in our nation.Sincerely,[Your Name]On behalf of the Student Body。

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Journal of Language and Linguistic StudiesVol.5, No.2, October 2009A New Challenge in the Methodology of the Post-Method EraBahadır Cahit Tosunbahadrtosun@AbstractThis study first seeks to provide background information as to the history of language teaching and the emergence of ‘best method’ concern, then as a second step it seeks to shed light on the post – method condition dwelling on its essentials. Ultimately, the question whether this new painful and argumentative transmission period is a prognostic of a great mistake of the past is aimed to be discussed.Key Words: best method, framework, methodology, post method condition.ÖzetBu çalışma ilk etapta dil öğretimi tarihi ve en iyi metot kaygısının ortaya çıkışıhakkında temel bilgi sağlamaya ve ardından ikinci adım olarak metot sonrası döneme bu dönemin en önemli yönleri üzerinde durarak ışık tutmaya çalışmaktadır. Sonuç olarak bu sancılı ve tartışmalı geçiş döneminin geçmişin büyük bir hatasının belirtisi olup olmadığı sorusunun tartışılması amaçlanmaktadır.Anahtar Kelimeler: en iyi metot, çatı, yöntembilim, metot sonrası dönem.1.IntroductionMethodology in language teaching has been a challenging and drastically changing concept following the 1900s. Although each method was fervently applied in the period in which they were devised, all of them were replaced by another in succession, which could be grounded on two sensible reasons; the academic concern to renew or further the methodology in Foreign Language Teaching (FLT) towards a better condition, or by some political reasons consistent with what Pennycook (1989) argues.In terms of the first probable reason, quantitative research findings may be conceived as a facilitator. Especially during the last 25 years or so, to some extent, they gave atangible compass so far as to revoke a current method and invent another; even though statistical analyses were conflicting from time to time.As for the second probable reason, it is relatively new. A conglomeration comprising a large body of methods are nowadays remembered to be a shame as a new trend. Indeed, today, we are on the verge of refusing a considerable period of our language teaching history irrespective of the millions of people who were taught through so – called obsolete methodology.This study first seeks to provide background information as to the history of language teaching and the emergence of ‘best method’ concern, then as a second step it seeks to shed light on the post – method condition dwelling on its essentials. Ultimately, the question whether this new painful and argumentative transmission period is a prognostic of a great mistake of the past is aimed to be discussed.2.Concept of Language Teaching Before 1900sUntil 1530 for French language and 1586 for English language there was no scientific study attempt as regards a skeleton for language (Widdowson, 2004). Gradually, when French, Italian and English became prominent as a result of the political changes in Europe of the sixteenth century, Latin lost its importance and its function as a live language. However, the study of classical Latin was selected as a model for language teaching from the seventeenth to nineteenth century. Therefore, it was essential that one who was intrigued by language teaching of a vernacular language opt for counting on intense grammar and then texts or dialogue forms just as it was with Latin (Richards and Rogers, 2001).Yet, this model was not suitable for the younger school students and group teaching. However, the process maintained this way up until the end of the eighteenth century when partly a new model except for main aspects, grammar teaching was, codified under a new method ‘Grammar – Translation Method’. Now the old traditional texts were replaced by simple example sentences (Widdowson, 2004). Hereafter, there was a concrete tangible method to be followed in order to teach a language. Still, the focal point of this new set of rules for teaching languages was solely promoting reading and writing skills instead of oral competency.3.Towards a Formula for All: Best MethodFollowing the foundation of Grammar – Translation Method, toward the mid – nineteenth century, the focus on oral proficiency made for the rejection of this method by masses of language teaching experts who were in pursuit of an innovation for a better formula (Richards and Rogers, 2001).François Gouin, who came up with his Series Method, was the first to ignite a new flame for the pursuit of best method that was due to serve for all aspects of language teaching. This new search for the best method triggered by Gouin would be succeeded by multifaceted pursuits of method more than a century comprising, Direct Method, Audio – Lingual Method, Cognitive Code Learning Method, Community Language Learning, Silent Way, Suggestopedia, Total Physical Response and others (Brown, 2002).Notwithstanding that we know the exact emergence periods of these aforementioned methods, some of them coincide with each other on the time table because the majority of these were devised on discrete territories of the world. As for the subject around which the quarrel of ensuing new methodology turned, 1970 indisputably appears to be a benchmark because during the period until 1967 all the quarrels about methodology was depending on the nature of language learning. However, from this date on the argument turned its destination to the argument whether grammar should be the central concern or an integrated portion in language teaching. Meanwhile, Communicative Language Teaching devised in the course of mid 70s became a great challenge to the explicit grammar teaching. To be more precise, it was rejecting an intense grammar teaching reducing it to a minimum level let alone accepting grammar teaching as a central reference. The focal point of this method was around subject matter, tasks, projects, semantic notions, and pragmatic functions (Celce – Mercia, 1991).Above all the advocated methods the most groundbreaking method lasting so far appears to be Communicative Language Teaching, which has been followed by Task Based Language Teaching (Kumaravadivelu, 2006). Today, language teaching is again exposed to another transition period by the name of Post Method Condition (Pica, 1999). The fathers of this new stream, in a sense, contend that all themethodology pursuit of language teaching history, tried to be monitored concisely in this part, was nothing but trying in vain.4.Impeachment of Ten DecadesThere exists a current debate that began resting on the challenges of Pennycook (1989), and Prabhu (1990). While Pennycook (1989) was giving an end to the legitimized objectivity claims, Prabhu brought the case further and put an end to the pursuit of best method by proclaiming that there is no best method. What Pennycook defended was that all the method concerns of the field were partially serving for a linguistic imperialism controlling and directing the periphery (1989) while Prabhu’s contention was that a) different methods are best for discrete teaching contexts. b) the exhaustive methods are partially valid. C) the perception of good and bad methods is misguided (1990). Then, an impeachment of method concept was followed by a body of scholars. Henceforth, the majority of the scholars in the field were after ‘an alternative to method’ instead of ‘an alternative method’ which brought about the post – method condition (Kumaravadivelu 2006). Of all the attempts carried out by some scholars for this new pursuit, three have managed to stand as far as Kumaravadivelu (2006) is concerned with the case; Stern’s three – dimensional framework (1992), Allwright’s explanatory practice (2000, 2003) and Kumaravadivelu’s macrostrategic framework (1992, 1994, 2001, 2003). Different from the obsolete method applications, new pedagogy is said to be more flexible since it takes ‘the macro structures – social, cultural, historical and political – that shape the micro structures’ of the classroom ambiance into consideration (Kumaravadivelu, 2006: 59).The arguments submitted heretofore amounts to one fact that directly or indirectly the forefathers of this new approach of language teaching impeach the past 100 years with their claims of opening a new horizon to this field. In other words, the new solution claims of Stern (1992), Allwright (2000, 2003) and Kumaravadivelu (1992, 1994, 2001, 2003, 2006) put aside, what Pennycook (1989), Prabhu (1990) and Stern (1992) contended was nothing but impeaching the past 100 years with its scholarly attempts and studies that shaped this period.In the next part we will try to accentuate two underlying factors of this situation which may have been disregarded and which may help us attain a new projection.5. Shelters for Post – Method Condition: Globalization and Post – Modernism Post modernism as a bringing of globalization have shown that English on the one hand has gradually become a lingua – franca (Richards, J. C., Platt, J. and Platt H., 1992) and there is a widening scale of Englishes in use through various territories of the world (Ashworth, 1985) on the other. Either situation was an upshot of the emergence of multicultural education although ‘there is no consensus on what multicultural education is, how it should be implemented, and what outcomes should be expected from it. Indeed, even the term ‘multicultural education’ is not universally used or understood’ (Cerroni – Long, 1999: 6). This has led to some changes in the attitudes of postmodern teachers claiming that the time of packaged solutions of methods for language teaching is over. They have thought that it is high time we embarked on a new journey towards a new pursuit that can do away with so –called obsolete method concept (Richards and Rogers, 2001).This drastic and challenging situation in language teaching methodology is in fact on account of the impacts of two main events lying beneath globalization; British imperialism followed in the nineteenth century and the scientific superiority of the U.S.A and Britain throughout the twentieth century. As a result of this many local forms of English beside even new concepts such as English as an Intra – national Language (EIIL) enacted (Ashworth, 1985). Therefore, the new global world witnessed and is still witnessing a new, cosmopolitan and multicultural English teaching environment which requires its new resolution for a wide range of diverse learner environments.Frankly speaking, the argument of methodology submitted in the previous part directly rests on two well known concepts; globalization and postmodernism. Or rather, post – method condition is a newly born infant of globalization and its ultimate product postmodernism. Put differently, a systematic reflection of postmodernism to language teaching finds its name as post – method condition.6.ConclusionThe goal of this paper was to synthesize the information in order to provide a sound ground that would navigate us to determine whether the post method condition with all its arguments is a proof of a gigantic vanity or not.Discrete from the earlier forms of methodological pursuits, post – method condition is leaning its back to a more substantial event, maybe a phenomenon; globalization. In this sense, as a transmission period, post – method condition is up to an unprecedented obscurity. First, unlike the method concept, post – method condition is not trying to create a new waving for a current subject as language teaching, instead, it is a mimesis of what is waving on the globe for the time being. Therefore, unlike past occurrences it is far distant from controlling what it postulates to do but it is subject to prospects of our near future.Second, creating a ground for a new course does and should not mean to assault to the accumulations of the past. If the claims pertaining to the forefathers of post – method condition are accepted declaring that methods are all defunct, how is it possible to account for millions of people who were taught foreign languages through these methods? To the contrary, it would be a more becoming idea to assess each historical occurrence in terms of the conditions of their period.As is in the past, these new challenges may be right on their sides with their claim of devising the ultimate form to teach languages. Still, as every ultimate claim lasts solely until the next, this new trend may be exposed to replacement of another which also possesses the liability to have the very identity of so – called obsolete methodology. In other words, the next step of this new trend would be formed in the hands of those who can stand the argument on its head and recall obsolete methods back.Ultimately, whereas methods are not paid acceptance by the majority of post – method condition scholars, it would not be a wise approach to disregard them totally merely for providing a sound ground for the new bringing of the present occurrences. It is always quite possible that these current obsolete minor characters can be the major ones in the post – post method condition again.ReferencesAshworth, M. (1985). Beyond Methodology: Second Language Teaching and the Community. Cambridge: Cambridge University Press.Brown, H. D. (2002). English Language Teaching in the “Post – Method” Era: Toward Better Diagnosis, Treatment and Assessment In J. Richards and W. A.Renandya (ed.) Methodology in Language Teaching. An Anthology of CurrentPractice. Cambridge: Cambridge University Press.Celce – Mercia, M. (1991). 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