How to Construct the New Type of Sino-U.S. Military Relations
中文版鼻腔鼻窦结局测试22条对青少年慢性鼻-鼻窦炎患者健康相关生
·临床论著·中文版鼻腔鼻窦结局测试22条对青少年慢性鼻-鼻窦炎患者健康相关生活质量的评价余爵波程泽星【摘要】目的（1）评价中文版鼻腔鼻窦结局测试22条（SNOT-22）用于评价青少年慢性鼻-鼻窦炎（CRS）的信度及效度；（2）探讨SNOT-22调查表是否可以作为一种较好的评价手段对青少年CRS患者治疗前后健康相关生存质量（HRQOL）状况及疗效进行评价。
方法（1）采用中文版SNOT-22对2014年1月至2015年6月住院接受鼻内镜手术（ESS）的61例患者和60名健康志愿者进行HRQOL调查；用重测信度、内部一致性、结构效度和内容效度等指标对中文版SNOT-22量表进行评判；（2）用中文版SNOT-22量表、鼻窦CT Lund-MacKay评分及Lund-Kennedy鼻内镜黏膜形态评分对61例青少年CRS患者分别进行ESS术前及术后6～12个月的生活质量评价及ESS手术后生活质量改善情况及疗效的评价。
结果（1）中文版SNOT-22作为评价青少年CRS生活质量调查量表的可行性、信度、内部一致性及效度等性质均通过考核。
（2）中文版SNOT-22总分、各个维度得分及各条目得分术后均较术前明显下降，青少年CRS患者的生活质量改善明显。
青少年CRS患者术前鼻窦CT Lund-MacKay评分及Lund-Kennedy鼻内镜黏膜形态评分与中文版SNOT-22量表评分之间均呈正相关性（P＜0.000 1），而术后只有Lund-Kennedy鼻内镜黏膜形态评分与中文版SNOT-22量表评分之间呈正相关性（P＜0.000 1）。
结论（1）中文版SNOT22具有良好的信度和效度，适用于青少年CRS患者生活质量的评价；（2）中文版SNOT-22有助于监测临床干预治疗措施对青少年CRS患者的疗效。
【关键词】青少年；慢性鼻-鼻窦炎；健康相关生活质量；鼻腔鼻窦结局测试-22；鼻内镜手术Chinese version of the sino-nasal outcome test (SNOT)-22: the evaluation of health-related quality oflife for chronic rhinosinusitis in adolescent Yu Juebo, Cheng Zexing. Department of Otolaryngology,the First People's Hospital of Yangzhou, Yangzhou 225001, ChinaCorresponding author: Yu Juebo, Email: yujuebo2004@【Abstract】Objective One of the objective of the study was to evaluate the reliability andvalidity of Chinese version of the sino-nasal outcome test-22 (SNOT-22) which was made forhealth-related quality of life (HRQOL) in adolescent with chronic rhinosinusitis. The other was to explorewhether SNOT-22 could be used as a valid instrument on chronic rhinosinusitis in adolescent HRQOLbefore and after surgery. Methods First, sixty-one adolescent parents were interviewed with SNOT-22questionnaire and the questionnaire was assessed by retest reliability, internal consistency, split-halfreliability, construct validity and content validity. Second, SNOT-22, Lund-Mackay scoring system andLund-Kennedy scoring system were used to evaluate the HRQOL of 61 teenage parents 6-12 months afterendoscopic sinus surgery (ESS). Results The feasibility, reliability, validity and responsibility of Chineseversion of SNOT-22 questionnaire for adolescent CRS all passed the test. Test-retest evaluation wasaccepted in 61 patients. Cronbach's alpha was 0.923 and 0.967 at test and retest, respectively, suggestingDOI:10.3877/cma.j.issn.1674-0785.2017.06.011作者单位：225001 江苏省，扬州市第一人民医院耳鼻咽喉-头颈外科通信作者：余爵波，Email: yujuebo2004@good internal consistency. Pearson's correlation coefficient was 0.99 (P<0.001), revealing good correlation between initial and retest scores. All domains and items Cronbach's alpha coefficients>0.8. Construct validity and content validity were satisfactory. 61 CRS patients underwent surgical treatment. Postoperative SNOT-22 total scores, every domain and item score were significantly lower than preoperative (P<0.000 1) while the magnitude of surgery effect was considered high. The preoperative and postoperative SNOT-22 total score had a statistically significant correlation with Lund-Kennedy score (P<0.000 1). The preoperative SNOT-22 total score had a statistically significant correlation with Lund-Mackay score (P<0.000 1), but postoperative had not correlation (P>0.05). Conclusions The Chinese version of the 22-item sino-nasal outcome test has better good internal consistency, reliability, reproducibility, validity and responsiveness; and it is a useful measurement of general health-related quality of life with sensitivity to clinical change in adolescent chronic rhinosinusitis that support its use for monitoring those patient outcomes.【Key words】Adolescent; Chronic rhinosinusitis; Health-related quality of life; SNOT-22; Endoscopic sinus surgery慢性鼻-鼻窦炎（chronic rhinosinusitis，CRS）是耳鼻咽喉科临床工作中最常见的慢性疾病之一，有文献报道，在英国多达11%～15%的成年人受到CRS影响，CRS也是少年儿童的常见病和多发病，而且病程长、易复发，使患者的日常生活受到极大困扰，导致受损的生活质量[1]。
汉英翻译中的Chinglish
汉英翻译中的Chinglish严复的"信、达、雅"三个字精辟地概括了翻译的标准。
这个标准要求译文既能忠实准确地表达原意，又能通顺流畅、文辞优美、可读性强。
但在实践中达到这个标准，却不是一件容易的事。
汉英翻译中有两种倾向：一种是一味追求译文流畅、文辞优美，忽略乃至偏离了原意；另一种是过于拘泥原文字句，机械地从字面上"对号入座"，译文不顺而且难懂。
这两种倾向都不符合"信、达、雅"标准。
在外事翻译中，后一种倾向更为常见。
造成这一问题既有主观原因，如怕译文出政治差错，认为直译比较保险，因而不敢越雷池一步；另外也有客观的因素，政治、外交翻译政策性强，不仅要求内容准确、文字严密，而且时间性强，给翻译的时间有限，译者经常处于完成任务的匆忙之中，"该出手时就出手"，难以从容地进行推敲润色，因而译文常常迁就中文，顾不得精益求精。
我在四十年的翻译工作中，在限定时间内出手的译文常常留下一些永久的遗憾。
当然，我们的翻译工作一直在进步、在发展，尤其是改革开放以来的20年时间里，解决了大量出现的新问题、新词汇、新提法，在外交和对外宣传工作中发挥了巨大作用。
但也不容忽视我们工作中存在的问题，特别是译文质量方面的问题。
提高译文质量需要多方面的努力，我感到今后最需要也是最难解决的问题之一，就是如何克服"中式英文"，即"Chinglish"问题。
"Chinglish"是我上面所说后一种倾向的一个表现，它的存在导致某些译文生硬晦涩，使讲英语的读者敬而远之，影响了对外宣传的效果。
还不能不引起我们的注意。
对"Chinglish"，我们需要做一些理论上的探讨，但我认为更主要的是如何从实践中去求得解决。
解决了这个问题，就可能使我们的译文更完美，更接近于"信、达、雅"这个标准。
合作备忘录-5方教学教材
合作备忘录Cooperation Memorandum甲方：湖南金荣企业集团有限公司Part A: Hunan Kinglory Group Co., Ltd.乙方：德国中小企业联合协会Part B: IBWF / B & K Business Bridge丙方：长沙市望城经济技术开发区管委会Part C: Wangcheng Ecnomic & Technical Zone丁方：湖南省有色金属管理局Part D: Hunan Nonferrous Metal Administration Bureau戊方：湖南省贸促会中国国际贸易促进委员会湖南省分会Part E: CCPIT - Hunan Sub-council甲乙双方于2015年07月06日在湖南金荣企业集团有限公司16楼会议室共建中德中小企业服务平台（以下简称“服务平台”）合作事宜，经过协商讨论，初步达成如下共识：On July 06, 2015, in conference room of Hunan Kinglory Group Co., Ltd., both parties of A and B had consulted to cooperate to construct a Sino-German Service Platform (hereinafter referred to as "the service platform"). After discussion, both parties reached a preliminary consensus as follows:一、甲乙双方作为中德中小企业服务平台主体，同意联合其它中方和德方投资人，成立合资公司，通过运营服务平台，为德国企业进入中国市场，及中国企业进入德国市场，提供服务。
ⅠAs main parties of the service platform, Party A and Party B agree to combine with other Chinese and German investors, and set up a joint venture,which provide all kinds of services for German companies entering to the Chinese market, or Chinese enterprises to the German market through the cooperation of the service platform.二、合资公司将代理所有由乙方引进的德国企业项目、产品及服务在中国市场的开拓、宣传、推广及销售，为德国企业和项目寻找对接中方企业并给予服务。
中国情境下的工作嵌入:构念内涵、维度和量表开发
中国情境下的工作嵌入：构念内涵、维度和量表开发YANG Chun-jiang;LIU Dan;MAO Cheng-cheng【摘要】旨在探究中国情境下工作嵌入的内涵和开发有效测量工具,本研究通过访谈和问卷调查,首先明确工作嵌入的本土内涵和结构,进而开发了组合量表.步骤如下:①对15名员工访谈,探索性分析他们离职的主要思考要素;②收集和分析76位被试的开放式调查数据,确认工作嵌入的各维度内容和收集题项素材,结合以往文献编制出含25个题项的初始量表;③预测试234名员工,通过项目鉴别和探索性因子分析修正量表,余下23个题项分属于组织匹配、组织联系、组织牺牲、区域匹配、区域联系和区域牺牲六个因子,量表信、效度均达到较佳的水平;④复测试448名员工,验证性因子分析支持了量表的结构效度-前3个因子隶属组织维度,后3个因子隶属区域维度.以工作嵌入整体量表和工作满意为关联校标,皮尔逊相关分别为0.56和0.52,支持了量表的外部效度.文章最后讨论了工作嵌入本土量表的文化意义及量表的应用范围.【期刊名称】《管理工程学报》【年(卷),期】2019(033)001【总页数】12页(P122-133)【关键词】工作嵌入;构念内涵;本土化;量表开发;中国情境【作者】YANG Chun-jiang;LIU Dan;MAO Cheng-cheng【作者单位】【正文语种】中文【中图分类】F279.23自半个多世纪前Brayfield和Crockett率先思索员工态度对离职的影响以来，离职一直是组织心理和管理学领域的研究热点[1]。
进入21世纪，随着全球范围人力资本重要性突起和企业间人才竞争加剧，学者们对离职的研究兴趣更是有增无减[2]。
在传统框架下研究日趋饱和的情形下[3]，工作嵌入等新兴理论凸显生命力[4]。
近年围绕该理论展开的实证研究，大多支持了其对主动离职的较高预测效力[5]。
然而，上述检验绝大部分限于欧美背景，缺乏在不同国家和文化的跨文化研究[2]。
大连理工大学博士学位论文格式规范
4.3Contents...................................................................................................................15
摘要的主要内容为，简述全文的目的和意义、采用方法、主要研究内容和结论。
篇幅以一页为限，摘要正文后列出3－5个关键词，关键词与摘要之间空一行。
“关键词：”是关键词部分的引导，不可省略，黑体，小四。
关键词请尽量用《汉语主题词表》等词表提供的规范词。关键词之间用分号间隔，末尾不加标点。
关键词：写作规范；排版格式；博士学位论文
学校有权保留论文并向国家有关部门或机构送交论文的复印件和电子版可以将本学位论文的全部或部分内容编入有关数据库进行检索可以采用影印缩印或扫描等复制手段保存和汇编本学位论文
博士学位论文
大连理工大学博士学位论文格式规范
The Format Criterion ofDoctoral Dissertationof DUT
3.1 The Format of Picture…………………………………………………...………….5
3.1.1 The Format Example of Picture……………………………………………..5
3.1.2 The Format Description of Picture…………………………………………..5
若有不实之处，本人愿意承担相关法律责任。
英语论文题目
Red and White-----the Dual Symbolic Colors of Tess白色和红色-----苔丝的双重象征色Fang Hongjian-the Tragic Figure Struggling in “Fortress Besieged”挣扎于“围城”中的悲剧人物-方鸿渐Hester and Dimmesdale’s Attitudes towards Love and life in The Scarlet Letter论《红字》中海斯特和丁梅斯代尔对爱情、罪恶、生活的态度On Sister Carrie’s Criticism upon American Society论<<嘉莉妹妹>>对美国社会的批判意义On Scarlett’s Attitude towards Life关于斯佳丽的生活观On the Characterization of Picaresque Huck论哈克的流浪汉形象On the Moral Spirit in the Great Gatsby. 论《了不起的盖茨比》中的道德观Thomas Hardy’s Pessimism in Tess of the D’urbervelles托马斯.哈代在《德伯家的苔丝》中的悲观主义A Study of Tom Joad in the Grapes of Wrath《愤怒的葡萄》的中汤姆约德研究Mark Twain’s Linguistic Style in The Adventures of Tom Sawyer浅析《汤姆索娅历险记》中马克吐温的语言风格On the Characteristics of Uncle Tom汤姆叔叔的性格分析A Study of the Themes in a Farewell to Arms《永别了，武器》的主题思想研究The Tragic Fate of “a Pure Woman” in the Conflict of the Individual and the Society“一个纯洁女人”在人与社会发展冲突中的悲剧命运On the Language Style of a Midsummer-Night's Dream论《仲夏夜之梦》的语言风格The Social Significance of Swift's Gulliver's Travels《格列佛游记》的社会意义The Psychological Analysis in Macbeth论莎士比亚《麦克白》的心理刻画Inflexible Ada in Cold Mountain《冷山》中执著的艾达On the Romanticism and Realism of Alice in Wonderland论爱丽丝梦游仙境的童话性与现实性On the Tragicomedy of Rebecca in Vanity Fair论《名利场》中利蓓加的悲喜一生On the Humour of Oliver Twist论《雾都孤儿》的幽默艺术Tom Jones, a Dissipated but Kindhearted Man放荡而又善良的汤姆琼斯The Free Will and Rebellious Spirit in Paradise Lost失乐园》中的自由意志和反叛精神《On the Development of Shylock’s Character论夏洛克的性格发展Morality and Criticism in Tom Jones评《汤姆琼斯》中的道德观与批评观On Imogen，the New Feminine Image in Cymbeline论《辛白林》中伊慕琴的新女性形象Burns’ View on Love and Friendship论彭斯的爱情友谊观The Reflection of Art and Life in Ode on a Grecian Urn and Ode on a Nightingale希腊古瓮颂》《夜莺颂》中艺术与生活的对照The Womanism in "The Color Purple"紫色》中的《妇女主义On the Differences between Chinese and Westerners in Non-language Communication谈中国人和英美人非语言交际的差异On the Contribution of the American Blacks during American Civil War美国黑人在美国历史上的贡献On American Black English浅谈美国黑人英语On the Differences of the Marriage Concept between Chinese and American浅谈中美婚姻观念的差异A Contrastive Analysis of Table Manners and Culture between China and Western Countries中西方国家的餐桌礼仪与文化的对比分析On the Ideological Content in Bacon’s Essays论培根散文的思想性Women's Movement in 1960s in American美国六十年代的妇女运动Analysis the negative effects of violent television and movie on children浅析影视暴力对青少年儿童的负面影响The Influence of Chinese Cultural Circumstances on English Learning汉语环境对英语学习的影响A Comprehension of Male Centrad Literature through A Doll’s House从《玩偶之家》解读男性中心的文学A Sad Melody Mocking the Love of God ------Anlaysis of the Figures in “Mccullough”一曲嘲弄上帝爱情的悲歌--论《荆棘鸟》中人物分析Love Reflected by Individual Character-view of marriage in Pride and Prejudice由个性反映出爱--《傲慢与偏见》中的婚姻观On the Initiative of English Learners论英语学习者的主动性On Techniques in Mark Twain’s Satiric Works论马克吐温讽刺小说中的技巧Analysis of the Character of Nancy in Oliver Twist论狄更斯《雾都孤儿》中南希的人物性格Strategies for Promoting Interactive English Teaching论英语教学如何走进交际互动课堂The Puritanism in New England of the 17th Century Reflected by Scarlet Letter从《红字》看十七世纪新英格兰清教主义风尚Translation of the Guide Words in Tourism English论导游词在旅游英语中的翻译Skills and the Translation of Puns in English Advertisement英语广告中双关语的运用技巧及翻译On the Fairy-tale Language Characteristics and Religion in Journey to the West论《西游记》中的童话语言特色及其宗教色彩Campus Catch-words and the Difference of Thinking Modes between Chinese and Foreign Students 从校园流行语看中外学生思维方式的差异Body Language in English Teaching体态语在英语教学中的运用Forest Gump’s Language Characteristics in Forest Gump《阿甘正传》中阿甘的语言特色The Symbolic Meanings in Scarlet Letter《红字》中的若干象征意义On English Retelling浅谈英语复述On interesting English teaching浅谈英语兴趣教学Look through Hawthorne's people in the Scarlet Letter看透《红字》中霍桑所写人物Translation Technique on the Complete Sherlock novels谈《福尔摩斯探案集》的翻译技巧Comments on the words used in teaching 浅谈教学用语On the Excessive Transition in the English Learning of Chinese Students论中国学生英语学习中的过度迁移On the difference in the Cultural fondness of Sino-America浅析中美文化的喜好差异On Ambitiousness in Communication in English论英语交际中的语用歧义A Comparison on the Cultural differences in appellation between Chinese and English 汉英称谓系统的文化对比A comparative study of word order in English and Chinese coordinate constructions and their translations英汉并列结构的语序对比与翻译On application of Activities-based approach in English teaching浅谈活动教学法在英语教学中的应用On Children's Education between China and America对中美孩童教育的思考On the Relationship between English Study and Gender Differences浅谈英语学习与性别差异On the Phenomena of Negative Transference in Translation翻译中的负迁移现象浅析On the design of multiple-choice lutes in reading comprehension论阅读理解中多项选择题的设计On the Culture Penetration in English Teaching in Senior Middle School谈高中英语教学中的文化渗透Briefly on the Culture Penetration in the Net Game浅谈网络游戏中的文化渗透Relationship between Teaching and Learning during the English Enlighten Education启蒙英语教育中的教与学English Teaching Orientation in the Background of the New Curriculum新课程背景下英语教学的转向On the Rationality of Selecting English Textbooks英语教材选用的合理性研究The Advantage and Disadvantage of Bilingual Teaching双语教学的利与弊The Goal of English Teaching in Senior Middle School高中英语教学目标初探New Trends of Writing Teaching in English写作教学的新趋势How to Define and Translate the Meaning of Polysemant in English-Chinese translation英汉互译中多义词的确定及翻译On How to construct Interpersonal Environment in Class论课堂人际环境的构建On TPR in the Primary English Classroom小学英语课堂反应法探索The Impact of Social Background on Scar let’s Marriage社会背景对斯佳丽婚姻的影响The Sun Also Rises and Its Social Context太阳照样升起和其社会背景Pause Phenomenon in EFL Learners英语初学习者的停顿现象Meaning and Paraphrase: A Strategic Model含义和释义：一种战略模式The Prominence of Discourse话语的突显On Man’s Tragic End--Viewed from The Old Man and the Sea从老人与海看人的悲剧Some Fresh Thoughts on English Teaching in Classroom英语课堂教学的新思考On Conrad’s Narrative Technique--From “Nostromo”从“Nostromo”看康拉德的叙事技巧A contrastive study of Directional verbs in Chinese and English中英趋向动词的比较研究Semantics’ Influence on Structure语义对结构的影响The Impact on Structures Change by Cognition认知对结构变化的影响Social Psychological Factors and Their Influence on Ell社会心理因素和他们对语言学习的影响Learner-Centered College English Teaching“以学习者为中心”的大学英语教学Contextual Restriction in Translation语境对翻译的限制Contrastive Analysis of English-Chinese Tourism Texts英汉旅游篇章对比分析Amplification and Omission in Translation翻译中的信息增减Three Techniques in English-Chinese Alternating Translation中英互译中的三个技巧Analysis of Tess’ Tragedy苔丝悲剧的分析Translation and Business-oriented Terms经贸术语及其翻译Application of Games in Middle School English Teaching游戏在中学英语教学中的运用Transformational Technique of Parts of Speech in Translation翻译中词性转换的技巧Non-verbal Behaviors for Activating Students in English Classes英语课堂中激活学生的非语言行为Application of Absolute Construction in Interpretation独立主格在口译中的运用Effect on Translation from Different English-Chinese Modes of Thinking中英思维方式的差异对翻译的影响On Ways of Breaking Cultural Barriers in Translation of Human Names如何克服人名翻译中的文化障碍On Translation of Chinese Dishes论中国菜名的英译On Translation Skills of Traditional Chinese Medical Terms论中医用语的翻译技巧On Influence of Cultural Differences on Understanding English and Chinese Advertisements论文化差异对解读英汉广告的影响On Aesthetic Association and Translation of Names of Commodities论审美联想与商品名的翻译On Changes of Business Etiquettes in Cross-Cultural Communication论跨文化交际中商务礼仪的变迁On Tragic Fate of the Heroin in Life论<一生>中女主人公的悲剧命运On Language Communication Skills in Business Negotiation论商务谈判中语言沟通技巧On Comprehending and Usage of Euphemism in Business Negotiation论商务谈判中委婉语的理解和运用On Influence of American Culture on Import and Export Commodities论美国文化对进出口商品翻译的影响On Application of Nonverbal Means in Communication论非语言形式在交际中的运用Cultural Gap and Mistranslation英汉文化差异与误译On The Nature and functions of Metaphor论隐喻的本质与功能On the Status and Role of the Translator in Literary Translation论文学翻译中译者的地位与作用On the Origin, Word-Formation and Translation of English Neologisms浅谈英语新词的产生、构成及翻译On Discourse as the Unit of Translation浅谈以语篇为翻译单位A Study on Punctuation and Omission in Simultaneous Interpretation论同声传译中的断句与省略The Comparison and Translation of “Nine” in Chinese and Western Culture英汉数字“九”的文化对比与翻译The length and width of the English study in the translation part of the TEM8从英语专业八级卷翻译部分看英语学习的广度和深度A Brief Study on the Translation of English News Titles英语新闻标题翻译初探Knowledge Base in Professional Interpreting论专业口译的基础知识On Translation Techniques of Loanwords浅谈外来语的翻译A Study of Application and Translation of Idiomatic Usages of English Preposition浅谈英语介词惯用法的运用与翻译Strategies and Impact on Education from China’s Entry into WTO WTO 对中国教育的影响及对策The Cultural Influence on English Expressions and Word Choices文化对英语表达和词汇的影响Application of Inverted Sentences in English浅谈英语中的倒装Decomposition and Translation of Ambiguous Structures歧义结构的化解与翻译The Orientation of Nonfiction in Contemporary English Literature英语记实文学在当代文学中的定位On Presenting New Teaching Materials of Junior English论中学英语教学材料的呈现Function of Discourse in Translation语篇功能在翻译中的表现Function of Translation in English Teaching翻译在英语教学中的地位The Regional Differences between Chinese and Western Culture中西文化差异之地域文化差异Non-equivalence between Chinese and English Idioms and Intercultural differences英汉习语的不等值现象于跨文化差异Usage and Translation of Numerals in English Expressions英语中数量词组中的用法和翻译技巧A Contrastive Study of the Formation of English and Chinese Antonyms论英汉反义词的形成Various Factors Reducing the Efficiency of English Learning论影响英语学习成效的各种因素Chicago as a Mirror of American Social Problems电影《芝加哥》所透析出的美国社会问题A Contrastive Study of Animal Cultural Implication between Chinese and English英汉语动物文化含义比较On the Development of English New Words英语新词的发展On the Usage of English Abbreviations on the Internet谈网络英语中的缩略语My View on Rhett in Gone with Wind白瑞德――理想化的男人，斯嘉丽真正的灵魂-----我读《飘》中的白瑞德The Cultural Difference between Chinese and Western Food试论中西餐饮文化差异On American Dream ------Viewed from 《Sister Carrie》从《嘉莉妹妹》看美国梦My view on the Classic Standpoint of love of Jane Austin从《爱玛》看简。
关于中农介绍
氮肥Nitrogen fertilizer用途: 以铵态氮或硝态氮形式被施入土壤中或喷洒在植物叶面上，供给植物主要营养元素之一氮。
合成氨Synthetic ammonia用途: 用于制液氨、氨水、硝酸、铵盐和胺类等！尿素Urea;Carbamide用途: 通常用作植物的氮肥，工业上用作饲料添加剂，用于制造炸药、稳定剂和脲醛树脂等，分子式：CO(NH2)2，因为在人尿中含有这种物质，所以取名尿素。
尿素含氮(N)46％，是固体氮肥中含氮量最高的。
尿素是生理中性肥料，在土壤中不残留任何有害物质，长期施用没有不良影响。
但在造粒中温度过高会产生少量缩二脲，又称双缩脲，对作物有抑制作用。
我国规定肥料用尿素缩二脲含量应小于0.5％。
缩二脲含量超过1％时，不能做种肥，苗肥和叶面肥，其他施用期的尿素含量也不宜过多或过于集中。
磷肥Phosphate fertilizer用途: 是农作物及各类复合肥的原料钾肥Potassium fertilizer产品用途: 农用肥料氯化钾(农用) Potassium chloride,agricultural用途: 用作农作物肥料复合(混)肥Compound fertilizer用途: 适用于各类农作物、蔬菜、果树等。
微量元素肥料Fertilizer,micronutrients用途: 用于叶面喷施，防止作物缺素病害，促进增产增收。
腐殖酸Humic acid用途: 自然界存在的、由生物（主要是植物）残骸经微生物分解和复杂化学过程形成的深色、酸性和亲水胶体类有机物。
又称腐殖酸、富啡酸或胡敏酸。
生物肥Biological fertilizer用于蔬菜、果树、粮、棉、油、糖料作物等。
海藻肥Seaweed fertilizer用途: 用于蔬菜、瓜果、苗木、花卉等植物营养生长调节。
中农集团控股股份有限公司（以下简称“中农控股”或“公司”）是由中国农业生产资料集团公司（以下简称“中国农资集团”）、中国平安，以及国内多家知名农资企业联合发起设立的大型股份制企业，是在承接中国农资集团整体化肥业务和优良资产的基础上，形成的以化肥业务为核心，集化肥生产、销售、进出口贸易及农化服务为一体的现代化新型企业。
中德职业教育汽车机电合作（SGAVE）项目“学习领域”课程模式本土化建构与实践研究
94AUTO TIMEAUTOMOBILE EDUCATION | 汽车教育1 引言中德职业教育汽车机电合作(SGAVE)项目是2012年由中国教育部牵头与德国国际合作机构(GIZ)、德国五大汽车制造商（奔驰、宝马、保时捷、奥迪、大众）联合我国相关高职院校共同推出的一项国际合作项目。
该项目旨在借鉴德国等欧洲国家“双元制”办学模式，深化产教融合，深入推进育人方式、办学模式、管理体制、保障机制改革，最终达成推动职教改革的进程，建设国际领先的中国特色高职教育体系。
《国务院关于大力发展职业教育的决定》中指出：职业教育要以服务现代化建设为宗旨，为提高劳动者素质特别是职业能力服务。
借鉴德国的“双元制”办学模式，对于加强教学过程与企业生产过程的紧密结合度具有非常重要的现实意义。
由此，德国“双元制”职教模式下“学习领域”课程模式被我国职业教育界引入国内。
基于两国职教体系差异，“学习领域”课程模式并没有直接可以复制、照搬的应用经验。
德国学习领域课程模式在国内本土化研究过程中不断的创新和发展。
大多数高职院校对于“学习领域”课程模式的改革研究，仍然局限于前期的课程开发和设计阶段，还未达到广泛应用的程度，存在课程定位模糊，忽视行企发展、校企合作浮漂，两情相悦困难等问题，难以形成具有中国本土特色的主流职业教育课程与教学方法。
本文以汽车机电工程师岗位的工作过程为构建课程框架体系的依据，开展德国学习领域课程的本土化落地研究，在借鉴吸收德国“学习领域”课程模式的基础上，将其进行本土化，开发适合我国职业教育的课程体系。
本文首先分析“学习领域”课程模式。
其次，从应用层面按照课程内容、教学设计、教学方法、效果评价等方面提出中德SGAVE 项目“学习领域”课程模式本土化建构与实践的路径。
最后，从宏观角度，提出“学习领域”课程模式本土化建构的相中德职业教育汽车机电合作（SGA VE）项目“学习领域”课程模式本土化建构与实践研究郭丹丹 陈安柱盐城工业职业技术学院 江苏省盐城市 224005摘 要： 中德职业教育汽车合作(SGA VE)项目人才培养目标旨在精准定位“汽车机电工程师”工作岗位的综合能力要求。
Fostering_Critical_Thinking_Skills_in_the_EFL_Coll
Sino-US English Teaching, September 2023, Vol. 20, No. 9, 365-369doi:10.17265/1539-8072/2023.09.004 Fostering Critical Thinking Skills in the EFL College-Level Classroom Through Online Collaborative Document ToolsJIANG FangzhouLeshan Normal University, Leshan, ChinaThis paper explores the potential of applying online collaborative documents to foster critical thinking skills in EFLcollege-level classrooms. Considering the limitations of traditional teacher-centered approaches and the need forinnovative methods, the study examines the integration of online collaborative tools, using Tencent Docs as anexample. The discussion highlights the importance of critical thinking in the academic and professional spheres andintroduces the concept of online collaborative documents for enhancing this cognitive skill. Through a detailed exploration,the paper presents a model of employing collaborative documents within a college English class, demonstrating howstudents collaboratively learning an article. Then, the paper discusses the pros and cons of employing this technologyin classroom. The conclusion emphasizes the transformative potential of integrating technology into pedagogy andits role in creating a dynamic learning environment. The paper underscores the importance of striking a balancebetween technology and traditional methods, foreseeing avenues for further research and development.Keywords : critical thinking skills, online collaborative document tools, EFL at college levelIntroductionCritical thinking is widely acknowledged in contemporary society as a pivotal cognitive skill that not only aids individuals in comprehending intricate issues more profoundly but also fosters capacities for analysis, evaluation, and innovation. In the rapidly evolving information era, nurturing a comprehensive proficiency in critical thinking among students has become more crucial than ever before. Particularly within learning environments, such as college English classrooms, the cultivation of critical thinking abilities is pivotal not only for academic proficiency, but also for enabling students to gain a competitive edge in our increasingly complex and globalized society.However, traditional teacher-centered English classrooms exhibit certain evident limitations in terms of fostering critical thinking. In this model, educators often act as the role of information transmitters, while students passively receive knowledge. This unidirectional approach to knowledge delivering frequently fails to stimulate active thought processes and in-depth exploration among students. While students passively absorb information, they struggle to develop skills associated with critical thinking, and fail to genuinely comprehend the practical applications and underlying logic of the knowledge presented. Thus, innovative teaching methods must be explored to enable students to actively engage, think more deeply, and independently construct their knowledge structures in the classroom. JIANG Fangzhou, M.A., lecturer, School of Foreign Languages, Leshan Normal University, Leshan, China.DA VID PUBLISHINGDFOSTERING CRITICAL THINKING SKILLS IN THE EFL COLLEGE-LEVEL CLASSROOM366This paper will specifically focus on an innovative pedagogical approach—the integration of modern technology within a student-centered classroom environment—to foster critical thinking in college English classrooms. More precisely, it will delve into how the utilization of online collaborative document tool can guide students in active participation during the teaching process. Through this method, a more interactive and collaborative learning platform can be offered, aiding students in better comprehending and applying the acquired knowledge, thereby establishing a robust foundation for future academic and professional growth.In the subsequent sections, the advantages of online collaborative documents tool, their classroom applications, and potential challenges will be thoroughly explored, with the aim of providing valuable insights for the enhancement of EFL college-level education.Importance of Critical Thinking and Its Teaching Approaches This section of the paper will delve into the definition of critical thinking, its significance, and effective pedagogical methods for teaching critical thinking in the classroom.Definition and Significance of Critical ThinkingCritical thinking is a mode of thinking—about any subject, content, or problem—in which the thinker improves the quality of his thinking by skillfully taking charge of the structures inherent in thinking and imposing intellectual standards upon them (Foundation for Critical Thinking, n.d.). Having critical thinking skills is important because they are universally valuable, playing a crucial role in our economy, improving language and presentation abilities, fostering creativity, promoting self-reflection, and serving as the foundation for science and democracy (University of the People, 2023). It transcends mere acquisition of knowledge, focusing more on nurturing the depth of their thinking and independent insights. In college-level English classrooms, the cultivation of critical thinking is paramount. Not only does it aid students in better comprehending language and culture, but it also enhances their logical reasoning and innovative capabilities, therefore laying a solid foundation for future academic research and career development.Effective Teaching Methods for Critical ThinkingQuestioning and discussion. Educators can guide students to dive into the details and themes within texts and the comparisons and connections between different viewpoints by asking open-ended questions. In-class discussions can stimulate active participation, enabling students to share their perspectives and get new insights from others’ viewpoints.Critical reading. Instructors can guide students on how to engage in critical reading, allowing them to identify the reasonableness of arguments, reliability of evidence, and coherence of logic. This aids in fostering students’ discernment abilities concerning information, prompting them to approach knowledge more rationally and critically.Problem-solving and innovation. Teachers can present real-world problems or scenarios, requiring students to propose solutions; encourage them to think from diverse perspectives and apply course knowledge they’ve learned for innovative thinking. This approach nurtures students’ abilities to solve problems and think creatively.Writing and speaking. Instructors can challenge students to express their viewpoints in written or oral forms and justify their stances. Cultivating writing and speaking skills assists students in organizing their thoughts more coherently, expressing opinions more precisely, and presenting arguments logically.FOSTERING CRITICAL THINKING SKILLS IN THE EFL COLLEGE-LEVEL CLASSROOM367Using Online Collaborative Documents in University English Classrooms In this part, we delve into the characteristics of online collaborative documents and explore a five-step approach to designing effective classroom activities that foster deep understanding and critical thinking skills, enhancing the learning experience for students in EFL college-level settings.Characteristics of Online Collaborative DocumentsOnline collaborative documents are a powerful tool that enables real-time collaboration among multiple individuals, facilitating information sharing and communication. It allows multiple students to simultaneously edit the same document, regardless of their locations. This real-time collaboration feature provides students with a collaborative platform, enabling them to engage in real-time discussions, editing, and feedback on the same document, greatly enhancing classroom interactivity and cooperation.Classroom Activity DesignIn order to foster deeper understanding and critical thinking skills, the following five teaching steps have been designed for an EFL college-level classroom activity. These steps aim to engage students in active reading, collaborative discussions, and analytical thinking. By carefully implementing each step, educators can create a dynamic learning environment that promotes thoughtful engagement with texts.1. Selecting appropriate materials: The teacher chooses texts that resonate with students’ interests and proficiency levels, fostering deep thinking and discussion during the reading process. However, before diving into discussions, it’s crucial that students are well-prepared. They should familiarize themselves with new vocabulary and have a general understanding of the content and structure of the article before engaging in classroom discussions.2. Creating shared document: The teacher creates a shared document on an online collaborative platform, such as Tencent Docs, ensuring that all students can access and edit this document.3. Setting questions: Within the shared document, the teacher presents questions that require students to answer while reading. Students discuss these questions in groups, ensuring active participation from each student. Divided into categories of basic and critical thinking questions, these questions will encompass paraphrasing, summarizing, and delving into the core arguments and evidence presented in the text. To find answers to these questions, students will identify the article’s main argument and supporting evidence, explain how the evidence backs the argument, and find elements, such as the author’s problem, question, assumption, etc. Analyzing and evaluating the author’s argument under standards like clarity and accuracy are also part of their task.4. Questioning and discussion: The teacher guides students to pose their own inquiries, encouraging them to boldly challenge the article’s arguments, viewpoints, or examples. Students reply, comment, and discuss with each other within the shared document. They can share their own perspectives, respond to others’ viewpoints, and engage in in-depth discussions.5. Directing summarization and conclusion: Towards the end of the shared document, the teacher encourages students to synthesize their findings and discussions, present their own conclusions, and express their overall perspectives on the text. Teachers can participate in the shared document discussions, offering guidance, feedback, and further questions to promote deeper thinking and discussion.Through these steps, students can actively engage in critical thinking and discussions during collaborative reading with online collaborative documents. By collaborating, learners present critical thinking, and evaluate and analyse the ideas for decision-making and to produce solutions (Zhu, 2012).FOSTERING CRITICAL THINKING SKILLS IN THE EFL COLLEGE-LEVEL CLASSROOM368Advantages and Limitations of Online Collaborative Documents in Teaching CriticalThinking in EFL College-Level ClassroomsThe integration of online collaborative documents into educational settings has brought forth a range of advantages and limitations. In this exploration, we delve into the multifaceted aspects of these tools. Advantages1. Real-time collaboration: Compared with the one-to-many traditional teaching method, the use of online collaborative documents facilitates real-time interaction among students, enabling them to jointly engage in discussions, edits, and revisions. This instant collaboration promotes active critical thinking and analysis as students react to each other’s ideas promptly.2. Enhanced engagement: The interactive nature of collaborative documents captures students’ attention and involvement. This heightened engagement motivates them to think more deeply about the subject matter, fostering critical thinking skills.3. Diverse perspectives: Collaboration among students from varied backgrounds and viewpoints enriches discussions. Exposure to diverse perspectives encourages critical evaluation of alternative ideas, broadening students’ analytical skills.4. Efficient organization: Collaborative documents provide an organized platform to gather, structure, and synthesize ideas. Students can visualize the evolution of their thought processes, enhancing their ability to critically assess the logical progression of their arguments.Limitations1. Time management: Real-time collaboration may lead students to focus excessively on immediate discussions, neglecting the time required for deep reflection and independent research. Time management, therefore, could become a challenge.2. Uneven participation: Unequal contribution levels within a group can result in some students relying more on their peers’ efforts. This uneven participation can hinder the cultivation of individual critical thinking skills.3. Dependency: Over-reliance on online collaboration tools may result in diminishing students’ abilities to think independently and solve problems, as they might become accustomed to seeking answers within the team rather than thinking on their own.4. Assessment challenges: Online collaboration might make it difficult for teachers to accurately assess individual contributions and students’ actual thinking and level of engagement within the document.In summary, online collaborative documents offer a powerful platform to cultivate critical thinking in EFL college-level classrooms. However, some possible challenges should also be acknowledged and addressed to optimize the efficacy of this teaching approach.ConclusionIn conclusion, the potential of online collaborative documents to nurture critical thinking skills within EFL college-level classrooms is both promising and transformative. The central focus of this paper has been on illustrating how the seamless incorporation of online collaborative tools aligns with the student-centered approach, fostering a dynamic environment conducive to cultivating critical thinking skill. By applying this approach in the classroom, educators can offer students a platform that not only encourages active participation but also stimulates intellectual curiosity. The real-time collaboration, immediate feedback loops, and exposure to diverseFOSTERING CRITICAL THINKING SKILLS IN THE EFL COLLEGE-LEVEL CLASSROOM369perspectives fuel the development of critical thinking skills. They also encourage students to assess, analyze, and synthesize information more effectively. As a result, students become equipped not only to excel academically but also to navigate the complex challenges of the modern world.Looking forward, this pedagogical approach presents ample opportunities for further exploration and research. Investigating the long-term impact of integrating online collaborative documents on students’ critical thinking abilities and their academic achievements could provide valuable insights.ReferencesFoundation for Critical Thinking. (n.d.). Our concept and definition of critical thinking. Retrieved from https:///pages/our-concept-and-definition-of-critical-thinking/411#topUniversity of the People. (2023). Why is critical thinking important?: A survival guide. Retrieved from https:///blog/why-is-critical-thinking-important/Zhu, C. (2012). Student satisfaction, performance, and knowledge construction in online collaborative cational Technology & Society, 15(1), 127-136.。
Native Instruments MASCHINE MIKRO MK3用户手册说明书
The information in this document is subject to change without notice and does not represent a commitment on the part of Native Instruments GmbH. The software described by this docu-ment is subject to a License Agreement and may not be copied to other media. No part of this publication may be copied, reproduced or otherwise transmitted or recorded, for any purpose, without prior written permission by Native Instruments GmbH, hereinafter referred to as Native Instruments.“Native Instruments”, “NI” and associated logos are (registered) trademarks of Native Instru-ments GmbH.ASIO, VST, HALion and Cubase are registered trademarks of Steinberg Media Technologies GmbH.All other product and company names are trademarks™ or registered® trademarks of their re-spective holders. Use of them does not imply any affiliation with or endorsement by them.Document authored by: David Gover and Nico Sidi.Software version: 2.8 (02/2019)Hardware version: MASCHINE MIKRO MK3Special thanks to the Beta Test Team, who were invaluable not just in tracking down bugs, but in making this a better product.NATIVE INSTRUMENTS GmbH Schlesische Str. 29-30D-10997 Berlin Germanywww.native-instruments.de NATIVE INSTRUMENTS North America, Inc. 6725 Sunset Boulevard5th FloorLos Angeles, CA 90028USANATIVE INSTRUMENTS K.K.YO Building 3FJingumae 6-7-15, Shibuya-ku, Tokyo 150-0001Japanwww.native-instruments.co.jp NATIVE INSTRUMENTS UK Limited 18 Phipp StreetLondon EC2A 4NUUKNATIVE INSTRUMENTS FRANCE SARL 113 Rue Saint-Maur75011 ParisFrance SHENZHEN NATIVE INSTRUMENTS COMPANY Limited 5F, Shenzhen Zimao Center111 Taizi Road, Nanshan District, Shenzhen, GuangdongChina© NATIVE INSTRUMENTS GmbH, 2019. All rights reserved.Table of Contents1Welcome to MASCHINE (23)1.1MASCHINE Documentation (24)1.2Document Conventions (25)1.3New Features in MASCHINE 2.8 (26)1.4New Features in MASCHINE 2.7.10 (28)1.5New Features in MASCHINE 2.7.8 (29)1.6New Features in MASCHINE 2.7.7 (29)1.7New Features in MASCHINE 2.7.4 (31)1.8New Features in MASCHINE 2.7.3 (33)2Quick Reference (35)2.1MASCHINE Project Overview (35)2.1.1Sound Content (35)2.1.2Arrangement (37)2.2MASCHINE Hardware Overview (40)2.2.1MASCHINE MIKRO Hardware Overview (40)2.2.1.1Browser Section (41)2.2.1.2Edit Section (42)2.2.1.3Performance Section (43)2.2.1.4Transport Section (45)2.2.1.5Pad Section (46)2.2.1.6Rear Panel (50)2.3MASCHINE Software Overview (51)2.3.1Header (52)2.3.2Browser (54)2.3.3Arranger (56)2.3.4Control Area (59)2.3.5Pattern Editor (60)3Basic Concepts (62)3.1Important Names and Concepts (62)3.2Adjusting the MASCHINE User Interface (65)3.2.1Adjusting the Size of the Interface (65)3.2.2Switching between Ideas View and Song View (66)3.2.3Showing/Hiding the Browser (67)3.2.4Showing/Hiding the Control Lane (67)3.3Common Operations (68)3.3.1Adjusting Volume, Swing, and Tempo (68)3.3.2Undo/Redo (71)3.3.3Focusing on a Group or a Sound (73)3.3.4Switching Between the Master, Group, and Sound Level (77)3.3.5Navigating Channel Properties, Plug-ins, and Parameter Pages in the Control Area.773.3.6Navigating the Software Using the Controller (82)3.3.7Using Two or More Hardware Controllers (82)3.3.8Loading a Recent Project from the Controller (84)3.4Native Kontrol Standard (85)3.5Stand-Alone and Plug-in Mode (86)3.5.1Differences between Stand-Alone and Plug-in Mode (86)3.5.2Switching Instances (88)3.6Preferences (88)3.6.1Preferences – General Page (89)3.6.2Preferences – Audio Page (93)3.6.3Preferences – MIDI Page (95)3.6.4Preferences – Default Page (97)3.6.5Preferences – Library Page (101)3.6.6Preferences – Plug-ins Page (109)3.6.7Preferences – Hardware Page (114)3.6.8Preferences – Colors Page (114)3.7Integrating MASCHINE into a MIDI Setup (117)3.7.1Connecting External MIDI Equipment (117)3.7.2Sync to External MIDI Clock (117)3.7.3Send MIDI Clock (118)3.7.4Using MIDI Mode (119)3.8Syncing MASCHINE using Ableton Link (120)3.8.1Connecting to a Network (121)3.8.2Joining and Leaving a Link Session (121)4Browser (123)4.1Browser Basics (123)4.1.1The MASCHINE Library (123)4.1.2Browsing the Library vs. Browsing Your Hard Disks (124)4.2Searching and Loading Files from the Library (125)4.2.1Overview of the Library Pane (125)4.2.2Selecting or Loading a Product and Selecting a Bank from the Browser (128)4.2.3Selecting a Product Category, a Product, a Bank, and a Sub-Bank (133)4.2.3.1Selecting a Product Category, a Product, a Bank, and a Sub-Bank on theController (137)4.2.4Selecting a File Type (137)4.2.5Choosing Between Factory and User Content (138)4.2.6Selecting Type and Character Tags (138)4.2.7Performing a Text Search (142)4.2.8Loading a File from the Result List (143)4.3Additional Browsing Tools (148)4.3.1Loading the Selected Files Automatically (148)4.3.2Auditioning Instrument Presets (149)4.3.3Auditioning Samples (150)4.3.4Loading Groups with Patterns (150)4.3.5Loading Groups with Routing (151)4.3.6Displaying File Information (151)4.4Using Favorites in the Browser (152)4.5Editing the Files’ Tags and Properties (155)4.5.1Attribute Editor Basics (155)4.5.2The Bank Page (157)4.5.3The Types and Characters Pages (157)4.5.4The Properties Page (160)4.6Loading and Importing Files from Your File System (161)4.6.1Overview of the FILES Pane (161)4.6.2Using Favorites (163)4.6.3Using the Location Bar (164)4.6.4Navigating to Recent Locations (165)4.6.5Using the Result List (166)4.6.6Importing Files to the MASCHINE Library (169)4.7Locating Missing Samples (171)4.8Using Quick Browse (173)5Managing Sounds, Groups, and Your Project (175)5.1Overview of the Sounds, Groups, and Master (175)5.1.1The Sound, Group, and Master Channels (176)5.1.2Similarities and Differences in Handling Sounds and Groups (177)5.1.3Selecting Multiple Sounds or Groups (178)5.2Managing Sounds (181)5.2.1Loading Sounds (183)5.2.2Pre-listening to Sounds (184)5.2.3Renaming Sound Slots (185)5.2.4Changing the Sound’s Color (186)5.2.5Saving Sounds (187)5.2.6Copying and Pasting Sounds (189)5.2.7Moving Sounds (192)5.2.8Resetting Sound Slots (193)5.3Managing Groups (194)5.3.1Creating Groups (196)5.3.2Loading Groups (197)5.3.3Renaming Groups (198)5.3.4Changing the Group’s Color (199)5.3.5Saving Groups (200)5.3.6Copying and Pasting Groups (202)5.3.7Reordering Groups (206)5.3.8Deleting Groups (207)5.4Exporting MASCHINE Objects and Audio (208)5.4.1Saving a Group with its Samples (208)5.4.2Saving a Project with its Samples (210)5.4.3Exporting Audio (212)5.5Importing Third-Party File Formats (218)5.5.1Loading REX Files into Sound Slots (218)5.5.2Importing MPC Programs to Groups (219)6Playing on the Controller (223)6.1Adjusting the Pads (223)6.1.1The Pad View in the Software (223)6.1.2Choosing a Pad Input Mode (225)6.1.3Adjusting the Base Key (226)6.2Adjusting the Key, Choke, and Link Parameters for Multiple Sounds (227)6.3Playing Tools (229)6.3.1Mute and Solo (229)6.3.2Choke All Notes (233)6.3.3Groove (233)6.3.4Level, Tempo, Tune, and Groove Shortcuts on Your Controller (235)6.3.5Tap Tempo (235)6.4Performance Features (236)6.4.1Overview of the Perform Features (236)6.4.2Selecting a Scale and Creating Chords (239)6.4.3Scale and Chord Parameters (240)6.4.4Creating Arpeggios and Repeated Notes (253)6.4.5Swing on Note Repeat / Arp Output (257)6.5Using Lock Snapshots (257)6.5.1Creating a Lock Snapshot (257)7Working with Plug-ins (259)7.1Plug-in Overview (259)7.1.1Plug-in Basics (259)7.1.2First Plug-in Slot of Sounds: Choosing the Sound’s Role (263)7.1.3Loading, Removing, and Replacing a Plug-in (264)7.1.4Adjusting the Plug-in Parameters (270)7.1.5Bypassing Plug-in Slots (270)7.1.6Using Side-Chain (272)7.1.7Moving Plug-ins (272)7.1.8Alternative: the Plug-in Strip (273)7.1.9Saving and Recalling Plug-in Presets (273)7.1.9.1Saving Plug-in Presets (274)7.1.9.2Recalling Plug-in Presets (275)7.1.9.3Removing a Default Plug-in Preset (276)7.2The Sampler Plug-in (277)7.2.1Page 1: Voice Settings / Engine (279)7.2.2Page 2: Pitch / Envelope (281)7.2.3Page 3: FX / Filter (283)7.2.4Page 4: Modulation (285)7.2.5Page 5: LFO (286)7.2.6Page 6: Velocity / Modwheel (288)7.3Using Native Instruments and External Plug-ins (289)7.3.1Opening/Closing Plug-in Windows (289)7.3.2Using the VST/AU Plug-in Parameters (292)7.3.3Setting Up Your Own Parameter Pages (293)7.3.4Using VST/AU Plug-in Presets (298)7.3.5Multiple-Output Plug-ins and Multitimbral Plug-ins (300)8Using the Audio Plug-in (302)8.1Loading a Loop into the Audio Plug-in (306)8.2Editing Audio in the Audio Plug-in (307)8.3Using Loop Mode (308)8.4Using Gate Mode (310)9Using the Drumsynths (312)9.1Drumsynths – General Handling (313)9.1.1Engines: Many Different Drums per Drumsynth (313)9.1.2Common Parameter Organization (313)9.1.3Shared Parameters (316)9.1.4Various Velocity Responses (316)9.1.5Pitch Range, Tuning, and MIDI Notes (316)9.2The Kicks (317)9.2.1Kick – Sub (319)9.2.2Kick – Tronic (321)9.2.3Kick – Dusty (324)9.2.4Kick – Grit (325)9.2.5Kick – Rasper (328)9.2.6Kick – Snappy (329)9.2.7Kick – Bold (331)9.2.8Kick – Maple (333)9.2.9Kick – Push (334)9.3The Snares (336)9.3.1Snare – Volt (338)9.3.2Snare – Bit (340)9.3.3Snare – Pow (342)9.3.4Snare – Sharp (343)9.3.5Snare – Airy (345)9.3.6Snare – Vintage (347)9.3.7Snare – Chrome (349)9.3.8Snare – Iron (351)9.3.9Snare – Clap (353)9.3.10Snare – Breaker (355)9.4The Hi-hats (357)9.4.1Hi-hat – Silver (358)9.4.2Hi-hat – Circuit (360)9.4.3Hi-hat – Memory (362)9.4.4Hi-hat – Hybrid (364)9.4.5Creating a Pattern with Closed and Open Hi-hats (366)9.5The Toms (367)9.5.1Tom – Tronic (369)9.5.2Tom – Fractal (371)9.5.3Tom – Floor (375)9.5.4Tom – High (377)9.6The Percussions (378)9.6.1Percussion – Fractal (380)9.6.2Percussion – Kettle (383)9.6.3Percussion – Shaker (385)9.7The Cymbals (389)9.7.1Cymbal – Crash (391)9.7.2Cymbal – Ride (393)10Using the Bass Synth (396)10.1Bass Synth – General Handling (397)10.1.1Parameter Organization (397)10.1.2Bass Synth Parameters (399)11Working with Patterns (401)11.1Pattern Basics (401)11.1.1Pattern Editor Overview (402)11.1.2Navigating the Event Area (404)11.1.3Following the Playback Position in the Pattern (406)11.1.4Jumping to Another Playback Position in the Pattern (407)11.1.5Group View and Keyboard View (408)11.1.6Adjusting the Arrange Grid and the Pattern Length (410)11.1.7Adjusting the Step Grid and the Nudge Grid (413)11.2Recording Patterns in Real Time (416)11.2.1Recording Your Patterns Live (417)11.2.2Using the Metronome (419)11.2.3Recording with Count-in (420)11.3Recording Patterns with the Step Sequencer (422)11.3.1Step Mode Basics (422)11.3.2Editing Events in Step Mode (424)11.4Editing Events (425)11.4.1Editing Events with the Mouse: an Overview (425)11.4.2Creating Events/Notes (428)11.4.3Selecting Events/Notes (429)11.4.4Editing Selected Events/Notes (431)11.4.5Deleting Events/Notes (434)11.4.6Cut, Copy, and Paste Events/Notes (436)11.4.7Quantizing Events/Notes (439)11.4.8Quantization While Playing (441)11.4.9Doubling a Pattern (442)11.4.10Adding Variation to Patterns (442)11.5Recording and Editing Modulation (443)11.5.1Which Parameters Are Modulatable? (444)11.5.2Recording Modulation (446)11.5.3Creating and Editing Modulation in the Control Lane (447)11.6Creating MIDI Tracks from Scratch in MASCHINE (452)11.7Managing Patterns (454)11.7.1The Pattern Manager and Pattern Mode (455)11.7.2Selecting Patterns and Pattern Banks (456)11.7.3Creating Patterns (459)11.7.4Deleting Patterns (460)11.7.5Creating and Deleting Pattern Banks (461)11.7.6Naming Patterns (463)11.7.7Changing the Pattern’s Color (465)11.7.8Duplicating, Copying, and Pasting Patterns (466)11.7.9Moving Patterns (469)11.8Importing/Exporting Audio and MIDI to/from Patterns (470)11.8.1Exporting Audio from Patterns (470)11.8.2Exporting MIDI from Patterns (472)11.8.3Importing MIDI to Patterns (474)12Audio Routing, Remote Control, and Macro Controls (483)12.1Audio Routing in MASCHINE (484)12.1.1Sending External Audio to Sounds (485)12.1.2Configuring the Main Output of Sounds and Groups (489)12.1.3Setting Up Auxiliary Outputs for Sounds and Groups (494)12.1.4Configuring the Master and Cue Outputs of MASCHINE (497)12.1.5Mono Audio Inputs (502)12.1.5.1Configuring External Inputs for Sounds in Mix View (503)12.2Using MIDI Control and Host Automation (506)12.2.1Triggering Sounds via MIDI Notes (507)12.2.2Triggering Scenes via MIDI (513)12.2.3Controlling Parameters via MIDI and Host Automation (514)12.2.4Selecting VST/AU Plug-in Presets via MIDI Program Change (522)12.2.5Sending MIDI from Sounds (523)12.3Creating Custom Sets of Parameters with the Macro Controls (527)12.3.1Macro Control Overview (527)12.3.2Assigning Macro Controls Using the Software (528)13Controlling Your Mix (535)13.1Mix View Basics (535)13.1.1Switching between Arrange View and Mix View (535)13.1.2Mix View Elements (536)13.2The Mixer (537)13.2.1Displaying Groups vs. Displaying Sounds (539)13.2.2Adjusting the Mixer Layout (541)13.2.3Selecting Channel Strips (542)13.2.4Managing Your Channels in the Mixer (543)13.2.5Adjusting Settings in the Channel Strips (545)13.2.6Using the Cue Bus (549)13.3The Plug-in Chain (551)13.4The Plug-in Strip (552)13.4.1The Plug-in Header (554)13.4.2Panels for Drumsynths and Internal Effects (556)13.4.3Panel for the Sampler (557)13.4.4Custom Panels for Native Instruments Plug-ins (560)13.4.5Undocking a Plug-in Panel (Native Instruments and External Plug-ins Only) (564)14Using Effects (567)14.1Applying Effects to a Sound, a Group or the Master (567)14.1.1Adding an Effect (567)14.1.2Other Operations on Effects (574)14.1.3Using the Side-Chain Input (575)14.2Applying Effects to External Audio (578)14.2.1Step 1: Configure MASCHINE Audio Inputs (578)14.2.2Step 2: Set up a Sound to Receive the External Input (579)14.2.3Step 3: Load an Effect to Process an Input (579)14.3Creating a Send Effect (580)14.3.1Step 1: Set Up a Sound or Group as Send Effect (581)14.3.2Step 2: Route Audio to the Send Effect (583)14.3.3 A Few Notes on Send Effects (583)14.4Creating Multi-Effects (584)15Effect Reference (587)15.1Dynamics (588)15.1.1Compressor (588)15.1.2Gate (591)15.1.3Transient Master (594)15.1.4Limiter (596)15.1.5Maximizer (600)15.2Filtering Effects (603)15.2.1EQ (603)15.2.2Filter (605)15.2.3Cabinet (609)15.3Modulation Effects (611)15.3.1Chorus (611)15.3.2Flanger (612)15.3.3FM (613)15.3.4Freq Shifter (615)15.3.5Phaser (616)15.4Spatial and Reverb Effects (617)15.4.1Ice (617)15.4.2Metaverb (619)15.4.3Reflex (620)15.4.4Reverb (Legacy) (621)15.4.5Reverb (623)15.4.5.1Reverb Room (623)15.4.5.2Reverb Hall (626)15.4.5.3Plate Reverb (629)15.5Delays (630)15.5.1Beat Delay (630)15.5.2Grain Delay (632)15.5.3Grain Stretch (634)15.5.4Resochord (636)15.6Distortion Effects (638)15.6.1Distortion (638)15.6.2Lofi (640)15.6.3Saturator (641)15.7Perform FX (645)15.7.1Filter (646)15.7.2Flanger (648)15.7.3Burst Echo (650)15.7.4Reso Echo (653)15.7.5Ring (656)15.7.6Stutter (658)15.7.7Tremolo (661)15.7.8Scratcher (664)16Working with the Arranger (667)16.1Arranger Basics (667)16.1.1Navigating Song View (670)16.1.2Following the Playback Position in Your Project (672)16.1.3Performing with Scenes and Sections using the Pads (673)16.2Using Ideas View (677)16.2.1Scene Overview (677)16.2.2Creating Scenes (679)16.2.3Assigning and Removing Patterns (679)16.2.4Selecting Scenes (682)16.2.5Deleting Scenes (684)16.2.6Creating and Deleting Scene Banks (685)16.2.7Clearing Scenes (685)16.2.8Duplicating Scenes (685)16.2.9Reordering Scenes (687)16.2.10Making Scenes Unique (688)16.2.11Appending Scenes to Arrangement (689)16.2.12Naming Scenes (689)16.2.13Changing the Color of a Scene (690)16.3Using Song View (692)16.3.1Section Management Overview (692)16.3.2Creating Sections (694)16.3.3Assigning a Scene to a Section (695)16.3.4Selecting Sections and Section Banks (696)16.3.5Reorganizing Sections (700)16.3.6Adjusting the Length of a Section (702)16.3.6.1Adjusting the Length of a Section Using the Software (703)16.3.6.2Adjusting the Length of a Section Using the Controller (705)16.3.7Clearing a Pattern in Song View (705)16.3.8Duplicating Sections (705)16.3.8.1Making Sections Unique (707)16.3.9Removing Sections (707)16.3.10Renaming Scenes (708)16.3.11Clearing Sections (710)16.3.12Creating and Deleting Section Banks (710)16.3.13Working with Patterns in Song view (710)16.3.13.1Creating a Pattern in Song View (711)16.3.13.2Selecting a Pattern in Song View (711)16.3.13.3Clearing a Pattern in Song View (711)16.3.13.4Renaming a Pattern in Song View (711)16.3.13.5Coloring a Pattern in Song View (712)16.3.13.6Removing a Pattern in Song View (712)16.3.13.7Duplicating a Pattern in Song View (712)16.3.14Enabling Auto Length (713)16.3.15Looping (714)16.3.15.1Setting the Loop Range in the Software (714)16.3.15.2Activating or Deactivating a Loop Using the Controller (715)16.4Playing with Sections (715)16.4.1Jumping to another Playback Position in Your Project (716)16.5Triggering Sections or Scenes via MIDI (717)16.6The Arrange Grid (719)16.7Quick Grid (720)17Sampling and Sample Mapping (722)17.1Opening the Sample Editor (722)17.2Recording Audio (724)17.2.1Opening the Record Page (724)17.2.2Selecting the Source and the Recording Mode (725)17.2.3Arming, Starting, and Stopping the Recording (729)17.2.5Checking Your Recordings (731)17.2.6Location and Name of Your Recorded Samples (734)17.3Editing a Sample (735)17.3.1Using the Edit Page (735)17.3.2Audio Editing Functions (739)17.4Slicing a Sample (743)17.4.1Opening the Slice Page (743)17.4.2Adjusting the Slicing Settings (744)17.4.3Manually Adjusting Your Slices (746)17.4.4Applying the Slicing (750)17.5Mapping Samples to Zones (754)17.5.1Opening the Zone Page (754)17.5.2Zone Page Overview (755)17.5.3Selecting and Managing Zones in the Zone List (756)17.5.4Selecting and Editing Zones in the Map View (761)17.5.5Editing Zones in the Sample View (765)17.5.6Adjusting the Zone Settings (767)17.5.7Adding Samples to the Sample Map (770)18Appendix: Tips for Playing Live (772)18.1Preparations (772)18.1.1Focus on the Hardware (772)18.1.2Customize the Pads of the Hardware (772)18.1.3Check Your CPU Power Before Playing (772)18.1.4Name and Color Your Groups, Patterns, Sounds and Scenes (773)18.1.5Consider Using a Limiter on Your Master (773)18.1.6Hook Up Your Other Gear and Sync It with MIDI Clock (773)18.1.7Improvise (773)18.2Basic Techniques (773)18.2.1Use Mute and Solo (773)18.2.2Create Variations of Your Drum Patterns in the Step Sequencer (774)18.2.3Use Note Repeat (774)18.2.4Set Up Your Own Multi-effect Groups and Automate Them (774)18.3Special Tricks (774)18.3.1Changing Pattern Length for Variation (774)18.3.2Using Loops to Cycle Through Samples (775)18.3.3Load Long Audio Files and Play with the Start Point (775)19Troubleshooting (776)19.1Knowledge Base (776)19.2Technical Support (776)19.3Registration Support (777)19.4User Forum (777)20Glossary (778)Index (786)1Welcome to MASCHINEThank you for buying MASCHINE!MASCHINE is a groove production studio that implements the familiar working style of classi-cal groove boxes along with the advantages of a computer based system. MASCHINE is ideal for making music live, as well as in the studio. It’s the hands-on aspect of a dedicated instru-ment, the MASCHINE hardware controller, united with the advanced editing features of the MASCHINE software.Creating beats is often not very intuitive with a computer, but using the MASCHINE hardware controller to do it makes it easy and fun. You can tap in freely with the pads or use Note Re-peat to jam along. Alternatively, build your beats using the step sequencer just as in classic drum machines.Patterns can be intuitively combined and rearranged on the fly to form larger ideas. You can try out several different versions of a song without ever having to stop the music.Since you can integrate it into any sequencer that supports VST, AU, or AAX plug-ins, you can reap the benefits in almost any software setup, or use it as a stand-alone application. You can sample your own material, slice loops and rearrange them easily.However, MASCHINE is a lot more than an ordinary groovebox or sampler: it comes with an inspiring 7-gigabyte library, and a sophisticated, yet easy to use tag-based Browser to give you instant access to the sounds you are looking for.What’s more, MASCHINE provides lots of options for manipulating your sounds via internal ef-fects and other sound-shaping possibilities. You can also control external MIDI hardware and 3rd-party software with the MASCHINE hardware controller, while customizing the functions of the pads, knobs and buttons according to your needs utilizing the included Controller Editor application. We hope you enjoy this fantastic instrument as much as we do. Now let’s get go-ing!—The MASCHINE team at Native Instruments.MASCHINE Documentation1.1MASCHINE DocumentationNative Instruments provide many information sources regarding MASCHINE. The main docu-ments should be read in the following sequence:1.MASCHINE MIKRO Quick Start Guide: This animated online guide provides a practical ap-proach to help you learn the basic of MASCHINE MIKRO. The guide is available from theNative Instruments website: https:///maschine-mikro-quick-start/2.MASCHINE Manual (this document): The MASCHINE Manual provides you with a compre-hensive description of all MASCHINE software and hardware features.Additional documentation sources provide you with details on more specific topics:►Online Support Videos: You can find a number of support videos on The Official Native In-struments Support Channel under the following URL: https:///NIsupport-EN. We recommend that you follow along with these instructions while the respective ap-plication is running on your computer.Other Online Resources:If you are experiencing problems related to your Native Instruments product that the supplied documentation does not cover, there are several ways of getting help:▪Knowledge Base▪User Forum▪Technical Support▪Registration SupportYou will find more information on these subjects in the chapter Troubleshooting.Document Conventions1.2Document ConventionsThis section introduces you to the signage and text highlighting used in this manual. This man-ual uses particular formatting to point out special facts and to warn you of potential issues.The icons introducing these notes let you see what kind of information is to be expected:This document uses particular formatting to point out special facts and to warn you of poten-tial issues. The icons introducing the following notes let you see what kind of information canbe expected:Furthermore, the following formatting is used:▪Text appearing in (drop-down) menus (such as Open…, Save as… etc.) in the software andpaths to locations on your hard disk or other storage devices is printed in italics.▪Text appearing elsewhere (labels of buttons, controls, text next to checkboxes etc.) in thesoftware is printed in blue. Whenever you see this formatting applied, you will find thesame text appearing somewhere on the screen.▪Text appearing on the displays of the controller is printed in light grey. Whenever you seethis formatting applied, you will find the same text on a controller display.▪Text appearing on labels of the hardware controller is printed in orange. Whenever you seethis formatting applied, you will find the same text on the controller.▪Important names and concepts are printed in bold.▪References to keys on your computer’s keyboard you’ll find put in square brackets (e.g.,“Press [Shift] + [Enter]”).►Single instructions are introduced by this play button type arrow.→Results of actions are introduced by this smaller arrow.Naming ConventionThroughout the documentation we will refer to MASCHINE controller (or just controller) as the hardware controller and MASCHINE software as the software installed on your computer.The term “effect” will sometimes be abbreviated as “FX” when referring to elements in the MA-SCHINE software and hardware. These terms have the same meaning.Button Combinations and Shortcuts on Your ControllerMost instructions will use the “+” sign to indicate buttons (or buttons and pads) that must be pressed simultaneously, starting with the button indicated first. E.g., an instruction such as:“Press SHIFT + PLAY”means:1.Press and hold SHIFT.2.While holding SHIFT, press PLAY and release it.3.Release SHIFT.1.3New Features in MASCHINE2.8The following new features have been added to MASCHINE: Integration▪Browse on , create your own collections of loops and one-shots and send them directly to the MASCHINE browser.Improvements to the Browser▪Samples are now cataloged in separate Loops and One-shots tabs in the Browser.▪Previews of loops selected in the Browser will be played in sync with the current project.When a loop is selected with Prehear turned on, it will begin playing immediately in-sync with the project if transport is running. If a loop preview starts part-way through the loop, the loop will play once more for its full length to ensure you get to hear the entire loop once in context with your project.▪Filters and product selections will be remembered when switching between content types and Factory/User Libraries in the Browser.▪Browser content synchronization between multiple running instances. When running multi-ple instances of MASCHINE, either as Standalone and/or as a plug-in, updates to the Li-brary will be synced across the instances. For example, if you delete a sample from your User Library in one instance, the sample will no longer be present in the other instances.Similarly, if you save a preset in one instance, that preset will then be available in the oth-er instances, too.▪Edits made to samples in the Factory Libraries will be saved to the Standard User Directo-ry.For more information on these new features, refer to the following chapter ↑4, Browser. Improvements to the MASCHINE MIKRO MK3 Controller▪You can now set sample Start and End points using the controller. For more information refer to ↑17.3.1, Using the Edit Page.Improved Support for A-Series Keyboards▪When Browsing with A-Series keyboards, you can now jump quickly to the results list by holding SHIFT and pushing right on the 4D Encoder.▪When Browsing with A-Series keyboards, you can fast scroll through the Browser results list by holding SHIFT and twisting the 4D Encoder.▪Mute and Solo Sounds and Groups from A-Series keyboards. Sounds are muted in TRACK mode while Groups are muted in IDEAS.。
计算机专业毕业设计论文外文文献中英文翻译(Object)
外文资料Object landscapes and lifetimesTechnically, OOP is just about abstract data typing, inheritance, and polymorphism, but other issues can be at least as important. The remainder of this section will cover these issues.One of the most important factors is the way objects are created and destroyed. Where is the data for an object and how is the lifetime of the object controlled? There are different philosophies at work here. C++ takes the approach that control of efficiency is the most important issue, so it gives the programmer a choice. For maximum run-time speed, the storage and lifetime can be determined while the program is being written, by placing the objects on the stack (these are sometimes called automatic or scoped variables) or in the static storage area. This places a priority on the speed of storage allocation and release, and control of these can be very valuable in some situations. However, you sacrifice flexibility because you must know the exact quantity, lifetime, and type of objects while you're writing the program. If you are trying to solve a more general problem such as computer-aided design, warehouse management, or air-traffic control, this is too restrictive.The second approach is to create objects dynamically in a pool of memory called the heap. In this approach, you don't know until run-time how many objects you need, what their lifetime is, or what their exact type is. Those are determined at the spur of the moment while the program is running. If you need a new object, you simply make it on the heap at the point that you need it. Because the storage is managed dynamically, at run-time, the amount of time required to allocate storage on the heap is significantly longer than the time to create storage on the stack. (Creating storage on the stack is often a single assembly instruction tomove the stack pointer down, and another to move it back up.) The dynamic approach makes the generally logical assumption that objects tend to be complicated, so the extra overhead of finding storage and releasing that storage will not have an important impact on the creation of an object. In addition, the greater flexibility is essential to solve the general programming problem.Java uses the second approach, exclusively]. Every time you want to create an object, you use the new keyword to build a dynamic instance of that object.There's another issue, however, and that's the lifetime of an object. With languages that allow objects to be created on the stack, the compiler determines how long the object lasts and can automatically destroy it. However, if you create it on the heap the compiler has no knowledge of its lifetime. In a language like C++, you must determine programmatically when to destroy the object, which can lead to memory leaks if you don’t do it correctly (and this is a common problem in C++ programs). Java provides a feature called a garbage collector that automatically discovers when an object is no longer in use and destroys it. A garbage collector is much more convenient because it reduces the number of issues that you must track and the code you must write. More important, the garbage collector provides a much higher level of insurance against the insidious problem of memory leaks (which has brought many a C++ project to its knees).The rest of this section looks at additional factors concerning object lifetimes and landscapes.1 Collections and iteratorsIf you don’t know how many objects you’re going to need to solve a particular problem, or how long they will last, you also don’t know how to store those objects. How can you know how much space to create for thoseobjects? You can’t, since that information isn’t known until run-time.The solution to most problems in object-oriented design seems flippant: you create another type of object. The new type of object that solves this particular problem holds references to other objects. Of course, you can do the same thing with an array, which is available in most languages. But there’s more. This new object, generally called a container(also called a collection, but the Java library uses that term in a different sense so this book will use “container”), will expand itself whenever necessary to accommodate everything you place inside it. So you don’t need to know how manyobjects you’re going to hold in a container. Just create a container object and let it take care of the details.Fortunately, a good OOP language comes with a set of containers as part of the package. In C++, it’s part of the Standard C++ Library and is sometimes called the Standard Template Library (STL). Object Pascal has containers in its Visual Component Library (VCL). Smalltalk has a very complete set of containers. Java also has containers in its standard library. In some libraries, a generic container is considered good enough for all needs, and in others (Java, for example) the library has different types of containers for different needs: a vector (called an ArrayListin Java) for consistent access to all elements, and a linked list for consistent insertion at all elements, for example, so you can choose the particular type that fits your needs. Container libraries may also include sets, queues, hash tables, trees, stacks, etc.All containers have some way to put things in and get things out; there are usually functions to add elements to a container, and others to fetch those elements back out. But fetching elements can be more problematic, because a single-selection function is restrictive. What if you want to manipulate or compare a set of elements in the container instead of just one?The solution is an iterator, which is an object whose job is to select the elements within a container and present them to the user of the iterator. As a class, it also provides a level of abstraction. This abstraction can be used to separate the details of the container from the code that’s accessing that container. The container, via the iterator, is abstracted to be simply a sequence. The iterator allows you to traverse that sequence without worrying about the underlying structure—that is, whether it’s an ArrayList, a LinkedList, a Stack, or something else. This gives you the flexibility to easily change the underlying data structure without disturbing the code in your program. Java began (in version 1.0 and 1.1) with a standard iterator, called Enumeration, for all of its container classes. Java 2 has added a much more complete container library that contains an iterator called Iterator that does more than the older Enumeration.From a design standpoint, all you really want is a sequence that can be manipulated to solve your problem. If a single type of sequence satisfied all of your needs, there’d be no reason to have different kinds. There are two reasons that you need a choice of containers. First, containers provide different types of interfaces and external behavior.A stack has a different interface and behavior than that of a queue, which is different from that of a set or a list. One of these might provide a more flexible solution to your problem than the other. Second, different containers have different efficiencies for certain operations. The best example is an ArrayList and a LinkedList. Both are simple sequences that can have identical interfaces and external behaviors. But certain operations can have radically different costs. Randomly accessing elements in an ArrayList is a constant-time operation; it takes the same amount of time regardless of the element you select. However, in a LinkedList it is expensive to move through the list to randomly selectan element, and it takes longer to find an element that is further down the list. On the other hand, if you want to insert an element in the middle of a sequence, it’s much cheaper in a LinkedList than in an ArrayList. These and other operations have different efficiencies depending on the underlying structure of the sequence. In the design phase, you might start with a LinkedList and, when tuning for performance, change to an ArrayList. Because of the abstraction via iterators, you can change from one to the other with minimal impact on your code.In the end, remember that a container is only a storage cabinet to put objects in. If that cabinet solves all of your needs, it doesn’t really matter how it is implemented (a basic concept with most types of objects). If you’re working in a programming environment that has built-in overhead due to other factors, then the cost difference between an ArrayList and a LinkedList might not matter. You might need only one type of sequence. You can even imagine the “perfect”container abstraction, which can automatically change its underlying implementation according to the way it is used.2 The singly rooted hierarchyOne of the issues in OOP that has become especially prominent since the introduction of C++ is whether all classes should ultimately be inherited from a single base class. In Java (as with virtually all other OOP languages) the answer is “yes”and the name of this ultimate base class is simply Object. It turns out that the benefits of the singly rooted hierarchy are many.All objects in a singly rooted hierarchy have an interface in common, so they are all ultimately the same type. The alternative (provided by C++) is that you don’t know that everything is the same fundamental type. From a backward-compatibility standpoint this fits the model of C better and can be thought of as less restrictive, but when you want to do full-onobject-oriented programming you must then build your own hierarchy to provide the same convenience that’s built into other OOP languages. And in any new class library you acquire, some other incompatible interface will be used. It requires effort (and possibly multiple inheritance) to work the new interface into your design. Is the extra “flexibility” of C++ worth it? If you need it—if you have a large investment in C—it’s quite valuable. If you’re starting from scratch, other alternatives such as Java can often be more productive.All objects in a singly rooted hierarchy (such as Java provides) can be guaranteed to have certain functionality. You know you can perform certain basic operations on every object in your system. A singly rooted hierarchy, along with creating all objects on the heap, greatly simplifies argument passing (one of the more complex topics in C++).A singly rooted hierarchy makes it much easier to implement a garbage collector (which is conveniently built into Java). The necessary support can be installed in the base class, and the garbage collector can thus send the appropriate messages to every object in the system. Without a singly rooted hierarchy and a system to manipulate an object via a reference, it is difficult to implement a garbage collector.Since run-time type information is guaranteed to be in all objects, you’ll never end up with an object whose type you cannot determine. This is especially important with system level operations, such as exception handling, and to allow greater flexibility in programming.3 Collection libraries and support for easy collection useBecause a container is a tool that you’ll use frequently, it makes sense to have a library of containers that are built in a reusable fashion, so you can take one off the shelf Because a container is a tool that you’ll use frequently, it makes sense to have a library of containers that are built in a reusable fashion, so you can take one off the shelf and plugit into your program. Java provides such a library, which should satisfy most needs.Downcasting vs. templates/genericsTo make these containers reusable, they hold the one universal type in Java that was previously mentioned: Object. The singly rooted hierarchy means that everything is an Object, so a container that holds Objects can hold anything. This makes containers easy to reuse.To use such a container, you simply add object references to it, and later ask for them back. But, since the container holds only Objects, when you add your object reference into the container it is upcast to Object, thus losing its identity. When you fetch it back, you get an Object reference, and not a reference to the type that you put in. So how do you turn it back into something that has the useful interface of the object that you put into the container?Here, the cast is used again, but this time you’re not casting up the inheritance hierarchy to a more general type, you cast down the hierarchy to a more specific type. This manner of casting is called downcasting. With upcasting, you know, for example, that a Circle is a type of Shape so it’s safe to upcast, but you don’t know that an Object is necessarily a Circle or a Shape so it’s hardly safe to downcast unless you know that’s what you’re dealing with.It’s not completely dangerous, however, because if you downcast to the wrong thing you’ll get a run-time error called an exception, which will be described shortly. When you fetch object references from a container, though, you must have some way to remember exactly what they are so you can perform a proper downcast.Downcasting and the run-time checks require extra time for the runningprogram, and extra effort from the programmer. Wouldn’t it make sense to somehow create the container so that it knows the types that it holds, eliminating the need for the downcast and a possible mistake? The solution is parameterized types, which are classes that the compiler can automatically customize to work with particular types. For example, with a parameterized container, the compiler could customize that container so that it would accept only Shapes and fetch only Shapes.Parameterized types are an important part of C++, partly because C++ has no singly rooted hierarchy. In C++, the keyword that implements parameterized types is “template.” Java currently has no parameterized types since it is possible for it to get by—however awkwardly—using the singly rooted hierarchy. However, a current proposal for parameterized types uses a syntax that is strikingly similar to C++ templates.译文对象的创建和存在时间从技术角度说，OOP（面向对象程序设计）只是涉及抽象的数据类型、继承以及多形性，但另一些问题也可能显得非常重要。
企业规范化管理之决策管理（Dec...
企业规范化管理之决策管理（Decision management of enterprisestandardization management）Before that decision management, it is necessary to say a few stories, so we better understand the role and significance of management decision-making more help. That story is not the author of Qinwen is the author Zhang Guoxiang, the authenticity of full responsibility.The first story occurred in 80s in the last century.The separation of Party and government like a raging fire, the factory director responsibility system launched. Our space system of an enterprise of Xi'an, expelled from the party secretary of the director of Changji, expelled from the party secretary of the Party committee director. This is the two typical human decision making. Two people use their power to use their control of the organization to eradicate dissidents, the procedure is legal, is absurd in effect.The second story happened in the beginning of this century.A large-scale private enterprises, the two brothers is the first of second major shareholders. During the period of the first major shareholders of study abroad, the second largest shareholder held a department manager above cadres meeting, declared himself head of the company's day-to-day affairs, the general manager to assist him in the work (the general manager appointed by the boss is on a business trip). Tiger brothers, father and son soldiers. No one doubts the legitimacy of the decision. General manager of business back on the bench for amonth, quietly left. The general manager of the second largest shareholder of the general manager concurrently to thecold-shouldered continue to send a few months salary. The boss for a long time do not know this adjustment. Because the boss bullied Dick is very powerful, general manager for the second speech. The boss thought the general manager in the second exercise management ability (and backstage command), until six months later, general manager of a few months did not go to work, the boss found the truth (before the second general manager and general manager said that due to health reasons to rest).The third story happened in the last century.There are two friends opened a small logistics company, one of the shareholders to work every day, make arrangements for the affairs of the company, a shareholder is a joint venture of the deputy general (only in weekends). Go to work every day, a friend of kaijiangtuotu shareholders. A month later, Portland and his friends for work a quarrel kept woman friend, he let the Blazers have a long holiday. Another part-time shareholders know; but even call a person of rare talent. But he is useless person decision right.I always emphasize that shibuguosan, today an exception, tella story. Because it occurs in recent. Super realistic meaning.Have a few friends (then so) opened a new company, the largest shareholder stake of more than 70%, so all large shareholders have the final say, but the company opened the first half of the year, did not make a business, but the company's compensation policy is adjusted two times. The other threeshareholders are not satisfied with the major shareholder of the practice. To talk about small shareholders in two business transaction by large shareholders under the condition of mixing and bathing, three small shareholders finally unbearable, work together to build a large shareholder withdrawal request to resign -! This is terrible! Large shareholders face where to put? Finally he exercised his decision: fired two small shareholders, temporarily draw another small shareholders (because he is a legal representative). The case is still pending. The two shareholders' equity removed not back does not say, even the wages for rebellion (bad) detained. Large shareholders have the right o (legal representative seal even touch), this is the major shareholder of the company law has stipulated the explanation! Expulsion of the two small shareholders absolutelybehave also had decided to open a company. But it happened that on the second day they were expelled, have come to this business, two people even registered companies do not have the time, just keep on playing, to start a new job. This large company (at least two people company) still no business, the legal representative of the employees were forced to do last night told his friend, his April salary is only a few hundred dollars.Four the end of the story:Since leaving the state-owned enterprises for eighteen years, first at the end of the story I know. Second, third the ending of the story is the same: enterprise of death! Fourth the end of the story,I won't say. I do not say you will guess.Who is the founder of the enterprise? Is the largest shareholder. The enterprise who is playing dead? Is the largest shareholder. How large shareholders play dead? Autocratic, make a wrong decision. The establishment of an enterprise is difficult, it is difficult to break down, a business is very simple, very simple to make a wrong decision is enough!Statistics show that: more than 70% enterprise downfall is the wrong decision (see 80/20, the principle is not universal. But I think the reason of the death of at least 99% enterprises is making mistakes, but I have no statistics, not talk nonsense.I am from the angle that everything has an exception about 99%). The decision is so important, why so many companies still hasty decision?No, no boss will admit their hasty decision! You are a nerd, really sat talking too pain (Guangzhou chased captain accused Li Yining of such a relaxation of Professor hawker suggested)! Who do not deliberate decision? Hard earned money I don't want her to appreciate? Do not want to enterprise long-term development of enterprises of my illness?For this, was the boss! But why has it? I came to uncover the mystery: This is not to find a scientific method, not to establish a sound guarantee for sustainable and stable development of enterprise decision system.So how to construct the healthy development of the enterprise decision-making system? Decision making in small and medium sized enterprises Zhang Guoxiang teacher "(the" imminentChinese Zhang Guoxiang, President of the training network, the global online Zhang Guoxiang brilliant management trainer Zhang Guoxiang, Zhang Guoxiang China , economic net Zhang Guoxiang can read) has provided the detailed operation method and feasible construction path for you. Not repeat them here.Welcome and special guest Hui to investigate your views and opinions, Mr. Zhang Guoxiang served as the Department of aerospace Hongfeng state-owned machinery factory Secretary (now Hubei Sanjiang aerospace group of backbone enterprises) in China, the first Sino foreign joint venture Chinese Nanshan Development Limited by Share Ltd Dongguan branch, Guangzhou Panyu group, the HR manager just in Yi Electronics, electronic (Qungang plastic) Limited Executive Director, Nakayama Ria lock group general manager of the company, Jiangmen Yangtze River group Jiangmen Fenghua Fine Chemical Co. Ltd. chief executive. With abundant experience of enterprise management system. Zhang Guoxiang teacher in the business consulting practice, good at theory and practice by the enterprise boss called out the lectures lively and interesting, master; simple and easy to understand, use around the case explain profound theories, cheerful, amiable and easy of approach, honest, honest, and adhere to the principle of flexibility, by the boss and employee trust love. 158********: e:245852585qqThe three elements of agile manufacturingAgile manufacturing mainly includes three elements, production technology, organization, management.Agile manufacturing objective can be summarized as: "flexible production technology, technology, knowledge labor and flexible management can promote the cooperation between and within enterprises (three elements) are integrated together by common infrastructure establishment, make rapid response to the rapidly changing market demand and the actual market". From this goal can be seen in the agile manufacturing actually includes three elements: production technology, management and human resources.A, agile manufacturing technologyAgility is the technology, management and personnel of three kinds of resources are integrated into a coordinated and interconnected system. First of all, highly flexible production equipment is to create the necessary conditions for agile manufacturing enterprises (but not sufficient condition). The specific embodiment of the necessary production technology on the device is composed of a set of programmable machine can be flexible modular manufacturing unit measuring a change in structure, manufacturing process control; smart device; using a sensor, sampler, analyzer and intelligent diagnosis software, closed-loop monitoring of the manufacturing process, etc..Secondly, in product development and manufacturing process,The knowledge base can use computer capability and manufacturing process, using the digital calculation method of complex product design; reliable to simulate the characteristics and conditions of products, precise simulation of product manufacturing process. The work is carried out atthe same time, rather than according to the sequence of the. At the same time, the development of new products, production process preparation, product sales. The design not only belongs to the engineering field, not only with engineering and manufacturing. From the material to the final product manufacturing products scrapped the entire product life cycle, on behalf of each stage to participate in product design. The technology could play an important role in the development and shorten the production cycle of new products.Again, the agile manufacturing enterprise is a highly integrated organization. The flow of information between departments in continuous manufacturing, engineering, market research, procurement, finance, warehousing, sales, and so on, but also in the agile manufacturing enterprise and its suppliers for continuous flow. In the agile manufacturing system, users and manufacturers in product design and development should play a positive role. Every product you may want to use a highly interactive network. The same company can cooperate with each other, in fact, dispersed separation in the organization of the personnel, and can cooperate with other company personnel.Finally, the various departments in the enterprise dispersed together by the component general data exchange standards, strict "strong" (many people can also use the same file system), broadband communication channel (transmisting information exchange). All of these technologies to existing enterprise integrated software and hardware, which marks the beginning of the era of agile manufacturing. Agile manufacturing enterprises will generally use integrated technology reliable,reliable, uninterrupted replacement of large-scale software system, which will become a normal phenomenon.Two, agile manufacturing technology managementFirst of all, agile manufacturing is one of the most innovative ideas proposed in the management of the The Virtual Corporation". Agile manufacturing, new products on the market rate is one of the most important competitive advantage. The introduction of new products the fastest way is to use the different company resources distribution in different companies in human resources and material resources can swap, and then put them into a single by electronic contact operating entity of the The Virtual Corporation, in order to complete a specific task. That is to say, a company dedicated to complete a specific The Virtual Corporation such as planned, as long as the market opportunities, The Virtual Corporation; the plan is completed, the market opportunity is gone, the disintegration of The Virtual Corporation. Can often form the The Virtual Corporation enterprise will become a powerful competitive weapon.。
SOX17_过表达慢病毒载体和稳定转染细胞系的构建
第 49 卷第 6 期2023年 11 月吉林大学学报（医学版）Journal of Jilin University（Medicine Edition）Vol.49 No.6Nov.2023DOI：10.13481/j.1671‑587X.20230603SOX17过表达慢病毒载体和稳定转染细胞系的构建黄少婷1,2, 李友1,2, 吴钊淳2, 何嘉文2, 廖科棋2, 李胜男1,2（1. 广东医科大学广东省衰老相关心脑疾病重点实验室，广东湛江524002；2. 广东医科大学附属医院神经病学研究所，广东湛江524002）［摘要］目的目的：构建性别决定区Y盒17（SOX17）过表达慢病毒载体，使用SOX17过表达慢病毒感染PC12细胞并建立稳定过表达SOX17的细胞系。
方法：在NCBI数据库中查找、设计并合成SOX17过表达序列，将其与经Bam HⅠ和AgeⅠ双酶切的慢病毒GV492载体连接，构建GV492-SOX17过表达重组质粒。
琼脂糖凝胶电泳鉴定PCR产物，筛选携带GV492-SOX17过表达重组质粒的阳性菌，克隆后测序。
将GV492空载质粒和GV492-SOX17过表达重组质粒分别转染至人胚肾HEK 293T细胞中，转染48 h后收集GV492对照慢病毒和GV492-SOX17过表达慢病毒进行包装并测定病毒滴度。
将PC12细胞分为空白组、GV492对照组和GV492-SOX17组，空白组不作处理，GV492对照组和GV492-SOX17组分别采用相应慢病毒感染细胞（感染复数＝100），10 mg·L－1嘌呤霉素筛选成功感染慢病毒的PC12细胞，荧光显微镜观察各组PC12细胞生长状态及绿色荧光表达情况。
采用实时荧光定量PCR（RT-qPCR）法检测各组PC12细胞中SOX17 mRNA表达水平，Western blotting 法检测各组PC12细胞中SOX17蛋白表达水平。
结果结果：GV492-SOX17过表达重组质粒的基因片段长度约为744 bp， GV492-SOX17过表达重组质粒基因序列与设计合成的SOX17过表达序列一致。
Chinese Writing System课件
of great importance
unite the Chinese people and culture
an important means
an important part of Chinese culture
an important part of Chinese culture
connect China’s present with its past
high regard for the Chinese writing system as an art form------Chinese calligraphy
an increasing number of foreigners appreciate China’s culture and history through Chinese
The importance of Chinese writing system:
Present
Past
Language
Art
Written Chinese
People
Culture
China
World
How to build up our cultural confidence?
汉字是中国文化之根；汉字是国家统一 之本；汉字是国人立命之神。
4 Arouse the passion for Chinese and build up the confidence
in Chinese culture.
Activity one: Skimming for main ideas
00231 ：5432101987654320
开始/重置
IntroductionPara 1
介绍中国演讲稿5篇
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文档下载后可定制修改，请根据实际需要进行调整和使用，谢谢!并且，本店铺为大家提供各种类型的经典范文，如调研报告、方案大全、心得体会、事迹材料、讲话致辞、条据文书、合同协议、教学资料、作文大全、其他范文等等，想了解不同范文格式和写法，敬请关注!Download tips: This document is carefully compiled by this editor. I hope that after you download it, it can help you solve practical problems. The document can be customized and modified after downloading, please adjust and use it according to actual needs, thank you!Moreover, our store provides various types of classic sample essays for everyone, such as research reports, comprehensive plans, reflections, historical materials, speeches, written documents, contract agreements, teaching materials, comprehensive essays, and other sample essays. If you want to learn about different sample essay formats and writing methods, please stay tuned!介绍中国演讲稿5篇演讲稿提供了一个框架，使演讲者能够在演讲中自信地表达自己的观点和思想，演讲稿可以包括引用和引用他人的观点，增加权威性，以下是本店铺精心为您推荐的介绍中国演讲稿5篇，供大家参考。
美国技术性贸易措施影响效应及中国应对研究
技术性贸易措施美国技术性贸易措施影响效应及中国应对研究■ 杜 欢 魏 霜* 李志勇 李政军 陈永红（广州海关技术中心）摘 要：本文以近年来美国技术性贸易措施新态势为研究对象，对其表现形式及对我国的影响效应进行深度分析，并重点提出应对策略，为我国各层面全面了解、正确应对美国及其他国家技术性贸易措施以及构建我国技术性贸易措施体系提供理论和现实指导。
关键词：技术性贸易措施，贸易保护主义，中美贸易，应对策略DOI编码：10.3969/j.issn.1002-5944.2023.23.034Study on Effect of US Technical Measures to Trade and China’s Measures DU Huan WEI Shuang* LI Zhi-yong LI Zheng-jun CHEN Yong-hong（Guangzhou Customs Technology Center）Abstract:This paper took the new situation of US technical measures to trade in recent years as the research object to make an in-depth analysis of its manifestations and effects on our country. The measures were put forward to provide theoretical and practical guidance for China to comprehensively understand and properly cope with the technical measures to trade of the United States and other countries, and to construct China’s system of technical measures to trade. Keyword: technical measures to trade, trade protectionism, Sino-US trade, measure0 引 言世贸组织（World Trade Organization, WTO）的建立及全球范围内不断增加的自贸协定，使得全球各国间关税水平大幅度削减或消除，传统非关税措施（进口配额、许可证等）对进口的限制作用也逐渐减弱[1]。
中外友谊感人故事英语作文
中外友谊感人故事英语作文Title: Heartwarming Stories of Sino-Foreign Friendship。
In the realm of international relations, the bonds of friendship between China and other nations have been nurtured through numerous touching encounters. Thesestories exemplify the deep connections forged betweenpeople across borders, transcending cultural differencesand promoting mutual understanding. Here are some heartwarming anecdotes that illustrate the spirit of Sino-foreign friendship:1. The Tale of the Panda Diplomacy: In the 1970s, China initiated a form of diplomacy known as "panda diplomacy" by gifting pandas to other countries as a symbol of friendship. One notable instance was China's gift of pandas to the United States in 1972 following President Nixon's historic visit to China. This gesture not only captured the heartsof the American people but also helped to thaw the icy relations between the two nations.2. The Friendship Bridge: In 1998, China and Pakistan collaborated to construct the Karakoram Highway Friendship Bridge, linking the two countries across the treacherous Khunjerab Pass. Despite the challenging terrain and harsh weather conditions, engineers and workers from both nations worked tirelessly to complete the project. This bridge stands as a physical manifestation of the enduring friendship between China and Pakistan, facilitating trade and cultural exchange between the two countries.3. Sister Cities: Across the globe, Chinese cities have established sister city relationships with cities from various countries, fostering cultural exchange and cooperation at the local level. One such example is the sister city relationship between Shanghai, China, and San Francisco, USA. Through this partnership, both cities have engaged in exchanges of students, professionals, and cultural performances, deepening understanding and friendship between their respective residents.4. Medical Aid in Africa: China has been activelyinvolved in providing medical aid to African countries, sending medical teams and supplies to assist in healthcare efforts. In 2014, during the Ebola outbreak in West Africa, China dispatched medical teams to affected countries, providing critical support in containing the epidemic. These efforts not only saved lives but also strengthened the bonds of friendship between China and the African nations.5. Educational Exchange Programs: China has been a destination for numerous international students seeking to study Chinese language, culture, and various academic disciplines. Through scholarships and exchange programs such as the Confucius Institute Scholarship, China has welcomed students from around the world, offering them opportunities to immerse themselves in Chinese society and forge lasting friendships with their Chinese peers.6. Disaster Relief Efforts: In times of natural disasters, China has extended a helping hand to countriesin need, providing humanitarian aid and assistance. Following the devastating earthquake in Nepal in 2015,China sent rescue teams, medical supplies, and financial aid to assist in the relief efforts. This act of solidarity and compassion demonstrated China's commitment to supporting its neighbors in times of crisis.These heartwarming stories of Sino-foreign friendship serve as reminders of the power of cooperation, empathy, and goodwill in fostering harmonious relations between nations. Through mutual respect and understanding, people from different cultures can come together to overcome challenges and build a more peaceful and prosperous world.。
地道战观后感60字
地道战观后感60字英文回答：The Tunnel Warfare is a classic Chinese war film that depicts the heroic struggle of the Chinese people against the Japanese invaders during the Second Sino-Japanese War. The film follows the story of a group of villagers who use their knowledge of the local terrain to construct an intricate network of underground tunnels, which they use to launch surprise attacks on the Japanese forces.The Tunnel Warfare is a powerful and moving film that captures the indomitable spirit of the Chinese people. The film's characters are well-developed and relatable, and the action sequences are both exciting and suspenseful. Thefilm also provides a valuable historical perspective on the Second Sino-Japanese War, and it helps to shed light on the suffering and sacrifices that the Chinese people endured during that time.Overall, The Tunnel Warfare is a must-see for anyone interested in Chinese history, war films, or simply good storytelling. The film's message of hope and perseveranceis timeless, and it is sure to inspire viewers of all ages.中文回答：《地道战》是一部经典的中国战争电影，描述了中国人民在第二次中日战争期间抵抗日本侵略者的英雄斗争。