第5章 Suggests for solving problems
学术英语(理工)详解答案Unit5
Unit 5 Writing an Academic Essay
1 Definition
Task 1
Text 15 Genetically Modified Foods—Feed the World? Text 16 Influence of Genetically Modified Soya on the Birth Weight and Survival of Rat Pups Text 17 Clinical Risk Assessment of GM Foods
Essay
1 Definition
Enhancing your academic language
Translate the following sentences from Text 15 into Chinese.
4 转基因的抗病毒作物可以减少这种损失,就像抗干旱种子 在耕地面积因缺水而受到限制的地区起到的作用一样。
Unit 5
Writing an Academic
Essay
1 Definition
Additional questions for your understanding of Text 16
Biotechnologists have developed genetically modified rice that is fortified with beta carotene—which the body converts into vitamin A—and additional iron, and they are working on other kinds of nutritionally improved crops. Biotech can also improve farming productivity in places where food shortages are caused by crop damage attribution to pests, drought, poor soil, and crop viruses, bacteria or fungi.
数学专业英语第三版课文翻译章
数学专业英语第三版课文翻译章本文将根据数学专业英语第三版课文《Step by Step Thinking》进行翻译。
"Step by Step Thinking"is an article that introduces the concept of step-by-step thinking in mathematics.It highlights the importance of breaking down complex problems into smaller,more manageable steps in order to solve them effectively.The article begins by stating that step-by-step thinking is a fundamental skill in mathematics.It emphasizes the need to approach problems by breaking them downinto smaller components,as this helps to clarify the problem and identify potential solutions.The author argues that this approach is not only applicable tomathematics but also to various other fields,as it promotes clearer thinking and problem-solving abilities.The article then discusses the step-by-step thinking process in more detail.It suggests that the first step is tocarefully read and understand the problem, ensuring that all relevant information is identified.This is followed by breaking the problem down into smaller sub-problems or steps,each of which can be solved individually.The author emphasizes the need to be systematic and organized during this process,as it helps to prevent mistakes and confusion.Furthermore,the article highlights the importance of logical reasoning in step-by-step thinking.It states that each step should be justified with logical reasoning,ensuring that the solution is based on sound mathematical principles.The author advises against skipping steps or making assumptions without proper justification,as this can lead to erroneous results.The article also provides examples to illustrate the step-by-step thinking approach.It presents a complex problem and demonstrates how breaking it down into smaller steps can simplify the solution process.By solving each step individually and logically connecting them,the problem can be solved effectively.In conclusion,"Step by Step Thinking" emphasizes the significance of step-by-step thinking in mathematics and problem-solving. It encourages readers to approach problems systematically,breaking them down into smaller components,and justifying eachstep with logical reasoning.This approach promotes clearer thinking and enhances problem-solving abilities,not only in mathematics but also in other disciplines.。
美国的英语高考试卷
Part 1: 阅读理解Passage 1:The following passage is from a book titled "The Power of the Mind" by Dr. John Smith."Human potential is like a muscle. It can be strengthened through consistent practice and dedication. The brain, which is the command center of our body, has the ability to control our thoughts, emotions, and actions. By harnessing the power of the mind, individuals can overcome obstacles, achieve their goals, and lead fulfilling lives."Questions:1. What does the author compare human potential to in the first sentence?2. According to the passage, what is the primary function of the brain?3. What does the author suggest about the process of achieving goals?Passage 2:The article "The Impact of Technology on Education" discusses the evolution of educational tools and their influence on learning outcomes."In the past decade, technology has revolutionized the way we teach and learn. From interactive whiteboards to online learning platforms, educational tools have become more advanced and accessible. However, there are concerns that excessive reliance on technology may hinder the development of critical thinking skills."Questions:1. What major changes in educational tools are mentioned in the article?2. What is the main concern expressed about technology in education?3. How might the use of technology in education affect critical thinking skills?Part 2: 写作Task:Write an essay in which you discuss the importance of teamwork in the workplace. You should provide specific examples to support your points and explain how teamwork contributes to a positive work environment.Part 3: 语法和词汇Grammar:Complete the following sentences using the correct form of the given verb in parentheses.1. If I ______ (be) more confident, I would give a presentation at the conference.2. She ______ (have) finished her project by now if she had not been so busy.3. They ______ (not need) to travel so far if they had taken a different route.Vocabulary:Choose the word that best completes each sentence.1. The company's success is attributed to the ______ (innovative) strategies implemented by its management team.2. The teacher encouraged the students to express their ______ (diverse) opinions during the class discussion.3. Despite the challenges, the team ______ (persevere) and achieved the project's goals on time.Part 4: 听力理解Task:Listen to a short interview with a local entrepreneur who discusses the factors that contributed to her business's growth. Answer the following questions based on the interview.1. What was the entrepreneur's original business idea?2. How did the entrepreneur overcome the initial financial difficulties?3. What advice does the entrepreneur give to aspiring entrepreneurs?Answer Key:Part 1: 阅读理解1. muscle2. control our thoughts, emotions, and actions3. harnessing the power of the mind1. advanced and accessible2. concerns that excessive reliance on technology may hinder the development of critical thinking skills3. How might the use of technology in education affect critical thinking skills?Part 2: 写作Sample essay:Teamwork is essential in the workplace as it fosters collaboration, innovation, and efficiency. When employees work together, they can combine their diverse skills and knowledge to solve complex problems. For example, in my previous job, our team successfully launched a new product by dividing tasks based on individual strengths. This division of labor allowed us to complete the project on time and within budget. Moreover, teamwork creates a positive work environment where employees feel supported and motivated. In conclusion, teamwork is a crucial element for the success of any organization.Part 3: 语法和词汇1. were2. had3. did not need1. innovative2. diverse3. perseveredPart 4: 听力理解1. Her original business idea was to open a small café.2. She overcame the initial financial difficulties by securing a small business loan and managing her expenses carefully.3. The entrepreneur advises aspiring entrepreneurs to be persistent, learn from their mistakes, and seek feedback from mentors and customers.。
考研英语一阅读练习题
考研英语一阅读练习题一、事实细节题1. According to the first paragraph, what is the main challenge faced today's college graduates?2. In the second paragraph, the author mentions that__________ is a key factor in job placement.3. Which of the following statements is TRUE according to the third paragraph?4. The author gives the example of Company X toillustrate __________.二、词义猜测题1. The word "entrenched" in Paragraph 2 is closest in meaning to __________.2. In Paragraph 4, the phrase "break the mold" mostlikely means __________.3. The term "lateral thinking" in Paragraph 5 can be best understood as __________.三、推理判断题1. It can be inferred from the first paragraph that__________.2. The author's attitude towards the current job marketis __________.3. Based on the information in Paragraph 3, we can conclude that __________.四、主旨大意题1. What is the main idea of the second paragraph?2. What is the overall theme of the passage?3. Which of the following best summarizes the author's purpose in writing this article?五、观点态度题1. The author's opinion on the importance of internships is __________.2. In the author's view, the role of __________ in career success is __________.3. The author's tone when discussing the challenges of college graduates can be described as __________.六、篇章结构题1. The function of the first paragraph is to __________.2. The author uses the example in Paragraph 4 to__________.3. The structure of the passage can be best described as __________.七、长难句理解题1. In the following sentence, what does the author mean "the socalled 'hidden job market'"?"Many job seekers overlook the socalled 'hidden job market', which accounts for a significant portion of total employment opportunities."2. What is the author's point in the following sentence?"While a strong academic background is important, it is not the sole determinant of career success."八、信息匹配题1. Which paragraph discusses the impact of social media on job hunting?2. In which section does the author talk about the benefits of networking?3. Which part of the article provides advice on how to tailor a resume for different job applications?九、逻辑推理题1. If the author's claim in Paragraph 5 is true, which of the following would most likely be the consequence?2. The author suggests that without __________, it would be difficult for graduates to __________.3. Which of the following steps should be taken first according to the author's advice for job seekers?十、细节理解题1. According to the article, what percentage of jobs are never advertised?2. The author mentions several skills that are highly valued employers; which skill is mentioned as being crucial for problemsolving?十一、语义理解题1. What does the author imply when saying "the landscape of employment has shifted dramatically"?2. The phrase "think outside the box" in Paragraph 6 suggests that job seekers should __________.3. In the context of the article, what does "soft skills" refer to?十二、论点论据题1. Which of the following serves as evidence to support the author's claim about the importance of continuous learning?2. The author uses __________ as an example to illustrate the significance of adaptability in the workplace.3. What is the main argument against relying solely on online job portals for job search?十三、归纳题1. What would be the best of the passage?2. If the second section of the article were to be d, which of the following would be most appropriate?3. Choose a sub for the last paragraph of the article.十四、引申推断题1. Based on the passage, what might be a future trend in the job market?2. If the author were to continue the article, what topic might be discussed next?3. What advice can be inferred for those who are considering a career change?答案一、事实细节题2. Networking and personal connections.3. (Answer depends on the content of the third paragraph, which is not provided.)4. The importance of practical skills in the workplace.二、词义猜测题1. Established or firmly established.2. Think in an unconventional way or innovate.3. Thinking that moves laterally or creatively to solve problems.三、推理判断题1. (Answer depends on the content of the first paragraph, which is not provided.)2. Concerned but optimistic.3. (Answer depends on the content of the third paragraph, which is not provided.)四、主旨大意题1. (Answer depends on the content of the second paragraph, which is not provided.)2. Navigating the job market as a new graduate.3. (Answer depends on the overall theme of the passage, which is not provided.)五、观点态度题1. Positive.2. Continuous learning / crucial.3. Understanding and empathetic.六、篇章结构题1. To introduce the topic and present the main challenge.2. To illustrate the importance of thinking outside the box.3. Problemsolution structure.七、长难句理解题1. Jobs that are not publicly advertised but can be found through networking and other informal channels.2. Academic background alone is not enough for career success.八、信息匹配题1. Paragraph 4.2. Section discussing career development strategies.3. Part where resume customization is advised.九、逻辑推理题1. Increased emphasis on practical skills in education.2. Continuous learning / stay relevant in the job market.3. Identifying one's career goals.十、细节理解题1. 7080%.2. Critical thinking.3. Subscribing to industry newsletters and attending webinars.十一、语义理解题1. Significant changes have occurred in how people find and secure employment.2. Be creative and innovative.十二、论点论据题1. The statistic that a certain percentage of jobs are filled through networking.2. A story of a graduate who adapted to a new industry.3. The argument that online job portals only show a fraction of available jobs.十三、归纳题1. "Navigating the Job Market: Strategies for New Graduates"2. "The Hidden Job Market: Uncovering Opportunities"3. "Adapting to Change: The Key to Career Success"十四、引申推断题1. Increased reliance on remote work and digital platforms.2. Strategies for effective job interviews.3. The importance of lifelong learning and career planning.。
The Art of Effective Problem-Solving
The Art of Effective Problem-Solving The art of effective problem-solving is a skill that is highly sought after in today's fast-paced and complex world. Whether it is in our personal lives or professional careers, we are constantly faced with challenges that require us to think critically and come up with creative solutions. However, problem-solving is not just about finding a quick fix or a temporary solution. It is about approaching problems in a systematic and strategic way, with the goal of finding a sustainable and long-lasting solution. One of the key aspects of effective problem-solving is the ability to define the problem accurately. Often, we tend to jump to conclusions or make assumptions without fully understanding the root cause of the problem. This can lead to ineffective solutions that only address the symptoms rather than the underlying issue. To overcome this, it is important to take the time to gather all the relevant information and data, and to ask theright questions. By doing so, we can gain a deeper understanding of the problem and identify the key factors that need to be addressed. Another important aspect of effective problem-solving is the ability to think critically and analytically. This involves breaking down the problem into smaller, more manageable parts, and examining each part individually. By doing so, we can identify any patterns or trends that may be contributing to the problem, and come up with potential solutions. It is also important to consider different perspectives and viewpoints, as this can help us to see the problem from different angles and come up with more innovative solutions. In addition to critical thinking, effective problem-solving also requires creativity and innovation. Sometimes, the most obvious solution may not be the best one. By thinking outside the box and exploring different possibilities, we can come up with more creative and effective solutions. This may involve brainstorming ideas, seeking input from others, or even experimenting with different approaches. By embracing a mindset of curiosity and open-mindedness, we can uncover new insights and find solutions that may not have been apparent at first. Furthermore, effective problem-solving also requires effective communication and collaboration. Often, problems are complex and multifaceted, and require the input and expertise of multiple individuals. By fostering a culture of collaboration and open communication, we can tap into the collective knowledge andskills of a group, and come up with more robust and comprehensive solutions. This may involve facilitating brainstorming sessions, encouraging active listening, and providing a safe space for individuals to share their ideas and perspectives. Lastly, effective problem-solving requires perseverance and resilience. Not all problems can be solved easily or quickly, and sometimes we may face setbacks or obstacles along the way. However, by maintaining a positive attitude and a determination to find a solution, we can overcome these challenges and continue to make progress. It is important to stay focused on the end goal, and to learn from our mistakes and failures. By viewing problems as opportunities for growth and learning, we can develop our problem-solving skills and become more effective in finding solutions. In conclusion, the art of effective problem-solving is a complex and multifaceted skill that requires a combination of critical thinking, creativity, collaboration, and perseverance. By approaching problems in a systematic and strategic way, and by embracing a mindset of curiosity and open-mindedness, we can find innovative and sustainable solutions. Effective problem-solving is not just about finding a quick fix or a temporary solution, but about addressing the underlying issues and finding long-lasting solutions. By developing our problem-solving skills, we can become more effective in our personal and professional lives, and make a positive impact in the world.。
学位英语图文总结6-Unit 5-Keeping Your Dreams Alive
Unit 5-Keeping Your Dreams AlivePre Text A-reading Question1.Do you believe that life is difficult? What are some of the difficulties that you have encountered in your life?2.What suggestions did you get from your parents or friends when you met with difficulties in your life?1.The author believes that the statement that life is difficult ____.A.is the greatest truth in the worldB.is never known to peopleC.is not as true as beforeD.is fully understood by few people2.According to the author, life is ____.A.a series of problemsB.a heavy load of burdenC.a series of truthsD.a unique kind of affliction3.Solving all life's problems requires ____.A.no moaningB.some disciplineC.total disciplineD.all tools4.Problems evoke in us the following feelings exceptA.embarrassmentB.regretC.painD.anxiety5.The author suggests that problems ____ the growth of the human spirit.A.stopB.discourageC.encourageD. slow downLife Is DifficultLife is difficult.This is a great truth, one of the greatest truths.It is a great truth because once we truly see this truth we transcend it.Once we truly know that life is difficult -- once we truly understand and accept it -- then life is no longer difficult.Because' once it is accepted, the fact that life is difficult no longer matters.1.transcend 超越(时空的)界限overcome 克服困难transparent 透明transplant 移植transfer 转移transaction 交易transform 转变、改造transition 过渡transport 交通、运输Most people do not fully see this truth that life is difficult.Instead they moan more or less incessantly,noisily or subtly, about the enormity of their problems, their burdens, and their difficulties as if life were generally easy, as if life should be easy.They voice their belief, noisily or subtly, that their difficulties represent a unique kind of affliction that should not be and that has somehow been especially visited upon them, or else upon their families, their tribe, their class, their nation, their race, or even their species, and not upon others.I know about this moaning because I have done my share.2.moan 呻吟、抱怨、嘟囔3.incessantly (incessant 不停、持续不断的), noisily(noisy 吵闹的)or subtly(subtle 微妙、不易察觉的)4.enormity 巨大、严重性(enormous 巨大的)5.voice their belief 诉说他们的感受(这里的belief “信以为真”)6.represent(v.)代表(representive(s)(n.)代表)7.affliction 痛苦、折磨(suffering)8.their tribe (部落,这里指community 同类人), their class (阶级、阶层=tier)9.done my share 也有我的份/ 我也这么做过(share v.分享/ n.份额)Life is a series of problems.Do we want to moan about them or solve them? Do we want to teach our children to solve t hem? Discipline is the basic set of tools we require to solve life’s problems.Without discipline we can solve nothing.With only some discipline we can solve only some problems.With total discipline we can solve all problems.10.discipline 自律、纪律学科训练What makes life difficult is that the process of confronting and solving problems is a painful one.Problems, depending upon their nature, evoke in us frustration of grief, sadness, loneliness, guilt, regret, anger, fear, anxiety, anguish, or despair.These are uncomfortable feelings, often very uncomfortable, often as painful as any kind of physical pain, sometimes equaling the very worst kind of physical pain.Indeed, it is because of the pain that events or conflicts engender in us all that we can call them problems.And since life poses an endless series of problems, life is always difficult and is full of pain as well as joy.11.process 过程、加工处理、工序(processed 经过加工处理的)CPU(central processing unit 中央处理器)progress 进展(progresses have been made in …field 站某某领域取得了进展)12.evoke in 激发内心的情感13.Frustration(挫折、挫败感)of grief(悲伤), sadness(伤心), loneliness(孤独), guilt (内疚), regret(遗憾后悔), anger(愤怒), fear(恐惧害怕), anxiety(焦虑), anguish (痛苦), or despair(绝望).14.physical 身体的/ 所有与物质相关的(physics 物理学)15.conflict(n./v.)冲突16.engender in us all 在我们所有人之中产生(occur)17.pose n. 姿势/ v.摆姿势=throw 丢、抛给你(nature throw you a snow)Yet it is in this whole process of meeting and solving problems that life has its meaning.Problems are the cutting edge that distinguishes between success and failure.Problems call forth our courage and our wisdom; indeed, they create our courage and our wisdom.It is only because of problems that we grow mentally and spiritually.When we desire to encourage the growth of the human spirit, we challenge and encourage the human capacity to solve problems, just as in school we deliberately set problems for our children to solve.18.cutting edge 尖端前沿的科技(edge 边、边缘),本句中引申为“试金石”或“关键”19.distinguish 区分differentiate 区别对待20.call forth 召唤、引起、激发请结合第一课put forth(提出)食用21.mentally(adj)心理、精神、智力上地mental 思想、精神、智力的physically and mentally “身心”(I feel refreshed physically and mentally 身心舒畅、精神焕发)22.desire to 渴望deserve 应得、应受的(Heroes deserve our respect.)23.capacity 能力(潜能)(capable 有能力的、足以胜任的)ability 能力(才能本领)(be able to 有能力做某事)24.deliberately 刻意地deliberate 深思熟虑、仔细筹划的/ 刻意/ 从容的It is through the pain of confronting and resolving that we learn.As Benjamin Franklin said, "Those things thathurt, instruct." It is for this reason that wise people learn not to dread but actually to welcome problems and actually to welcome the pain of problems.25.It is …that 强调句(看到it is开头,先往后扫that在哪)26.instruct 指导、教授、命令instruction 说明书、操作指南instructor 导师、教练27.dread 令人恐惧、害怕的1.The author believes that the statement that life is difficult ____.A.is the greatest truth in the worldB.is never known to peopleC.is not as true as beforeD.is fully understood by few people网校答案:A2.According to the author, life is ____.A.a series of problemsB.a heavy load of burdenC.a series of truthsD.a unique kind of affliction网校答案:A3.Solving all life's problems requires ____.A.no moaningB.some disciplineC.total disciplineD.all tools网校答案:C (第六段最后一句)4.Problems evoke in us the following feelings exceptA.embarrassmentB.regretC.painD.anxiety网校答案:A (第七段第二三行)5.The author suggests that problems ____ the growth of the human spirit.A.stopB. discourageC.encourageD. slow down网校答案:C (最后一段第四五行)。
getAbstract - The McKinsey Mind
To purchase individual Abstracts, personal subscript ions or corporat e solut ions, visit our Web sit e at or call us at our U.S. offi ce (954-359-4070) or Switzerland offi ce (+41-41-367-5151). getAbstract is an Internet-based knowledge rating service and publisher of book Abstracts. getAbstract maintains complete editorial responsibility for all parts of this Abstract. T he respective copyrights of authors and publishers are acknowledged. All rights reserved. No part of this abstract may be reproduced or transmitted in any form or by any means, electronic, photocopying, or otherwise, without prior written permission of getAbstract Ltd (Switzerland).The McKinsey MindUnderstanding and Implementing the Problem-Solving Tools andManagement Techniques of the World’s Top Strategic Consulting Firmby Ethan M. Rasiel and Paul N. Friga© 2001 McGraw-Hill218 pages4. Managing. Assembling a problem-solving team and keeping them motivated is the key to success. Individual team members must be able to balance their lives and careers so they can meet the client ’s expectations without burning out. This is critical if the team is to keep the client informed, involved and inspired.5. Implementation. Once a solution has been identi fi ed, the team must dedicate suf fi -cient resources to the organization, and the organization must respond in a timely way to any obstacles to implementation. All tasks related to implementation must be completed in a timely manner, and the organization must develop an iteration process that leads to continual improvement. To this end, the team must reassess the effec-tiveness of its implementation and make additional changes as necessary.6. Leadership. This model requires strong leadership from the head the organization. This leader must express a strategic vision and inspire those in the organization who will implement the solution. He or she also must make the right choices on how to delegate authority to make the implementation happen.When you apply this model, you ’ll often fi nd a tension between your intuition and the data. Generally, it ’s impossible to have all of the relevant facts before you reach a decision, so like most executives, you need to make your business decisions based partially on facts and intuition. A good decision requires being able to balance both.Framing the Problem The fi rst step in the McKinsey process is framing any business problem so that it can be subjected to a rigorous, fact-based analysis. To do so, use a structured framework that will generate fact-based hypotheses. Once you ’ve arrived at your hypothesis, gather data and analyze the results to prove or disprove it. Your hypothesis will speed your research, since it provides you with a road map to guide your analysis and presentation of the solution. In framing the problem, used a structured method that identi fi es its boundaries and breaks it down into its components. MECE — mutually exclusive, collectively exhaustive — will help you separate your problem into distinct, non-overlapping issues, and will prevent you from overlooking any issues relevant to your problem.When attempting to break down a problem, McK insey often uses logic trees, which create a hierarchical listing of all of the problem ’s components. When forming a logic tree, start with a broad, 20,000-foot view, and move downward to get closer to the problem. You might start with an overview of a company ’s products, move down to revenues and expenses broadly, narrow that perspective to particular sources of revenue, such as sales, leasing, and service, and then look more closely at one of these areas, such as dividing sales into the separate regions of sales activity.Once you have determined the essential components of a problem by using the appropriate frameworks, you can form a hypothesis or series of hypotheses about a likely solution. Since you don ’t have many facts at this point, use your instinct or intuition to help you generate these hypotheses. Just take what you already know about the problem, combine that with your gut feelings, and imagine what the most likely answers will be. These answers may not be correct, but they are a great place to start.Designing the AnalysisTo start the analysis, fi nd the key drivers by drilling down to the core of the problem, instead of looking at everything separately. Look at how solving this problem fi ts into the big picture and don ’t waste time trying to analyze every aspect of a problem. Determine “The mostcommon tool McK-insey-ites use tobreak problemsapart is the logictree, a hierarchicallisting of all thecomponents of aproblem, startingat the ‘20,000-footview ’ and movingprogressivelydownward.”“Let your hypothe-sis determine youranalysis.”“The 80/20 rule isone of the greattruths in business.It is a rule of thumbthat says that 80%of an effect understudy will be gen-erated by 20% ofthe examples ana-lyzed.”what analyses you need to prove or disprove your hypothesis. In some cases, you may not be able to come up with a hypothesis initially because the problem seems too confusing. In that case, use your analysis of the facts to guide you to a solution.Generally, though, your hypothesis will determine how you conduct your analysis. Get your analytical priorities straight by deciding what not to do, so you can concentrate on the most important facts to analyze. For instance, decide which analyses are quick wins, since they are easy to complete and can make a major contribution to proving or disproving a hypothesis. Don ’t worry about absolute precision — you can ’t be perfect at this stage. Triangulate around the toughest problems by analyzing other issues that will determine the limits of these sticky issues.Gathering the Data Now is the time to look for the facts. Don ’t let people you interview tell you, “I have no idea,” which is an answer that communicates a lack of time, insecurity or just plain laziness. Instead, probe with a few sharp questions. McK insey-ites use three high-impact techniques in data collection. They start with the annual report. Next, they use computers to identify outliers, the key subjects for later investigation. Generally, these outliers are uncovered by comparing ratios or key measures like high and low performers. Finally, they seek relevant best practices to glean insights from a competitor or top-performing organization.Before you interview anyone for information, prepare a written interview guide. Once the interview commences, use active listening and guide the interviewee to stay on track. Some other tips for successful interviewing are to interview in pairs, use the indirect approach in asking questions, and don ’t ask for too much. Avoid sensitive subjects at the beginning of the interview and recognize where the interviewee may have a con fl icting agenda like a job that is threatened by cost-cutting measures.Interpreting the Results Once you have your data, you must understand what it says and decide what steps you should take based on your results. Assemble these fi ndings into an externally directed end product that provides a course of direction for your organization or client to follow.A chart that identi fi es the three most important things you learn each day will help to focus and direct your thinking. Be receptive to facts that prove you wrong. If the facts don ’t fi t your hypothesis, be ready to change it. Don ’t try to change the facts to fi t what you think is the likely solution. Remember the 80/20 Rule: 80% of the effect you are studying will result from 20 percent of the examples you analyze. This rule was originally propounded by the economist Vilfredo Pareto, who found that a small fraction of the elements in any study usually account for a large fraction of the effect. In creating the end product, tailor your solutions to fi t the needs of your client. Look at the results through the client ’s eyes and ask how your recommended solution will add value. Respect the limits of your client ’s abilities to ensure that your solutions are realistically actionable based on the client ’s current skills, systems, structures, staff and budget.Presenting Your Ideas You must present your solutions in a way that your client understands and can accept.To do so, make your presentation clear and convincing. To do so, use a structure that your audience can easily understand and follow. McKinsey recommends keeping it “Having reducedthe problem to itsessential compo-nents through theuse of appropriateframeworks, youare ready toembark on thenext step in theprocess of framingit: forming ahypothesis as to itslikely solution.”“When it comestime to prove yourinitial hypothesis,ef fi cient analysisdesign will helpyou hit the groundrunning. You andyour team willknow what youhave to do, whereto get the infor-mation to do it,and when to get itdone.”“Interviewing ispart of everyMcKinsey engage-ment, as it notonly generates pri-mary data but canalso identify greatsources of sec-ondary data.”。
国外Advanced Cognitive Psychology课程课件-Problem solving
Characteristics of insight problems
• People initially have no idea how to solve the problem • There is no linear “feeling of warmth”
– There is no sense that one is getting closer to solving the problem.
• Each of these new sub-problems needs to be solved
Working backward
• Sometimes it is hard to solve a problem by starting at the initial state
– Many puzzles are intentionally designed to be hard to solve from the givens.
• How can the initial state be modified?
– Obstacles
• Something that stands between the initial state and the goal. • What would happen if one of these aspects were missing?
– Domain general heuristics for solving problems – Best for well-defined problems
• No real mechanisms for dealing with illdefined problems • Domain knowledge needed for this.
问题解决方案 英文
问题解决方案英文《Problem-Solving Solutions》Problem-solving is a skill that everyone needs to possess in order to succeed in life. Whether it's an issue at work, a conflict with a friend, or a personal challenge, being able to find a solution is essential. However, sometimes it can be difficult to know where to start when faced with a problem. Fortunately, there are various problem-solving solutions that can help individuals overcome obstacles and move forward.One popular problem-solving solution is the "5 Whys" technique. This method involves asking "why" five times in succession to drill down to the root cause of a problem. By doing so, individuals can gain a deeper understanding of the issue and develop more effective solutions. For example, if the problem is a project not meeting its deadline, asking "why" repeatedly may reveal that the team lacked proper communication, leading to a lack of coordination and missed deadlines.Another problem-solving solution is brainstorming. This technique involves gathering a group of people to generate a wide range of ideas and solutions to a problem. Through open discussion and creativity, individuals can come up with innovative approaches to tackle the issue at hand. This method is particularly useful when faced with complex challenges that require a diversity of perspectives.In addition, the "trial and error" approach is a problem-solving solution that involves trying different strategies and evaluating theresults until a successful outcome is achieved. While this method can be time-consuming, it allows individuals to learn from their mistakes and refine their approach based on the feedback they receive.Furthermore, seeking outside help can be a valuable problem-solving solution. Whether it's consulting with a mentor, seeking advice from a colleague, or hiring a professional, reaching out to others for assistance and guidance can provide fresh insights and perspectives that may lead to a resolution.Ultimately, problem-solving solutions are essential for navigating life's challenges and achieving success. By utilizing techniques such as the "5 Whys," brainstorming, trial and error, and seeking outside help, individuals can overcome obstacles and find effective solutions to the problems they face. With perseverance and the right problem-solving approach, anyone can tackle even the most daunting of challenges.。
Solving Problem
Listening Activities
nice • Li : oh, that would be very ______(11). Thanks a lot. welcome • David: You are ________(12).
Listening Activities
Listen to the dialogue, and fill in the following blanks with what you have heard.. •Richard: Reception. Richard Werner. How may I help you? •Mr. Drysdale: Hello. Drysdale here, room serviced It’s 109. Our room hasn’t been ________. half past four – shouldn’t it have been done by now? • Richard: I’ll just check your room status on my _______…Ah, it say that the room has screen been serviced.
Listening Activities
Listen to the dialogue, and fill in the following blanks with what you have heard.. •(Li Ting is struggling to lift a heavy box when David walks by and sees her.) •David: Hi, Li Ting, let me help you with that. •Li: Hi, David. Thank you. I’m ______(1) glade you come along. •David: this is ______(2)! What is in it? heave •Li: my computer. It broke down last week, shop so I took it to the _____(3) to have it repaired.
Critical_Thinking
Con’t
4. Rational & reflective, involves healthy, constructive skepticism, is autonomous, includes creative thinking, is fair thinking, focuses on what to believe & do. 5. The process of establishing criteria by which alternative courses of action are developed & selected.
WHAT IS PROBLEM SOLVING?
Process used when a gap is perceived between an existing state (what is occurring)& a desired state of what should be occurring.
(Con’t)
17. Team players. 18. Creative & committed to excellence.
DOES CRITICAL THINKING INVOLVE CRITICAL ANALYSIS?
YES! Critical analysis is a set of questions one can apply to a particular situation or idea to determine essential information & ideas & discard superfluous information & ideas. Apply questions only prn.
学术英语交流哈工程慕课答案2023
1.11.Different from personal writings, academic writings must be professional, objective, formal and logical. (对)1.21.What are the main features of academic writing? 全选Objectivity formality explicitness responsibility hedging2.You’d better make strong claims in your academic writing. (错)1.31. IMRad structure is good for all the journal articles in all the disciplines. (错)2. IMRaD structure includes the following parts:(全选)Methods Results discussion introduction第一章章节测试General introduction1.The structure of the journal article in all disciplines is the same.(错)2.If you are writing a paper in order to answer a specific question subjectively, the IMRaD structure willmost likely serve your purposes best.(错)3.The goal of using the IMRaD format is to present facts objectively, demonstrating a genuine interestand care /in developing new understanding about a topic. (对)4.Many disciplines tend to combine the results and discussion section, instead of dividing findings frominterpretations of these findings. (对)5.The tone of academic writing can be very different depending on the discipline you are writing for.(对)6.Discussion illustrates ().what the findings mean.7.To be objective, which is the best choice in academic writing? ()It is a very challenging study.8.The main purpose of the method section is to tell () you did it . how9.Which are the features of academic ? (全选)formality explicitness responsibility objectivity10. The Introduction tells () and () you did the research, What why2.1.11. The title is the most-read and first-read part of an academic paper. (对)2. A good title for a research paper should accomplish the following goals :(全选)A good title predicts the content of the research paper. A good title should be interesting to the reader. A good title should reflect the tone of the writing. A good title contains keywords that will make it easy to access by a computer search.2.1.2A long title with too many descriptive words or terms with multiple meanings may lead to misunderstandings. (对)2.2.1The title is the first-read part of the paper , so it is better to create the title first and then write the article. (错)“COVID-19 face masks: A potential source of microplastic fibers in the environment” is not a good titl e, because we can never use abbreviations or acronyms in the research paper titles. (错)One of the rules of title writing is to use the right capitalization, which is the best choice for you when submitting your paper? ()The guidelines to the authors of your target journal are the best directions for you to make the decision. So follow them strictly.2.2.2We usually have () steps to create a good title.5The questions we usually ask ourselves when start to create a final title are (), (), () and ().全选What is my research paper about? What methods/techniques were used? What or who was the subject of my study? What were the results?第二章章节测试Title1.A wrong title choice can break the quality of the paper you submit.. (对)2.The general title is much better than the detailed one. (错)3.“AE and Related NDE techniques in the fracture mechanics of concrete” is not a good title, because we can never use abbreviations or acronyms in the research paper titles. (错)4.It is not good to contain keywords in the title, because they are usually too difficult to understand. (错)5.We usually use the parallel structure to make the title unified. (错)6.()is the most frequent structures occurred in the research paper titles in sciences. The nominal group construction7.To make the title easier to access by a computer search, we usually contain () in the title. important key words8.We’d better create the final title () the paper writing. After9.The main functions of the title are: ()Attracting the readers Presenting the core contents Indexing10.The requirements to make a good title are: (全选)Being descriptive Being brief and interesting Being standard Being unified.3.1.11.The abstract covers the following sections: Introduction, Method, Result, Discussion and conclusion,just the same of IMRaD structure. (对)2.An abstract is “a concise summary of the whole paper”,An abstract is “a concise summary of the wholepaper”, providing readers with a quick overview of the paper and its organization. (对)3.1.21.The main types of the abstracts are:(全选)Descriptive abstracts Informative abstracts Structuredabstracts All of the above2.The main features of the abstract are: (), (), and ().conciseness objectivity completeness3.1.31. An descriptive abstract is the condensed version of the whole paper, it usually has four key elements in the body of an abstract. They are: Introduction, Methods, Results, Discussion and Conclusion.错2.The () part should be the longest part of the informative abstract. Results3.2.11.Write the abstract after the draft is done. (对)2.Active voice should be avoided in an abstract writing, because it is too subjective. (错)3.The abstract is text-only writing. So never include Images, illustration figures and tables.对3.2.21.Reveal your findings by listing all the results from your Results section. This part will include thedescription of the results ofReveal your findings by listing all the results from your Results section.This part will include the description of the results of your research, whether you supported or rejecteda hypothesis.(错)2.The questions that you usually try to answer in the abstract are: (全选).What did you do and why?How did do? What did you find? What do the findings mean?第三章章节测试Abstract1.The abstract section can work as the decided part of a research paper to be published or not. (对)2.The abstract works as a marketing tool. It is selling your paper to the editors and readers, helpingthem to decide “whether there is something in the body of the paper worth reading”. (对)3.The abstract is text-only writing. So never include Images, illustration figures and tables. (对)4.The descriptive abstract includes information about the purpose, scope and methods , the majorfindings , results and conclusions of your research.(错)5.The informative abstract includes the results and discussions of the research, but the descriptive onedoes not. (对)6.The sequence of questions that you usually try to answer in the abstract are: (A )1)What did you do and why?2)How did do?3)What did you find?4)What do the findings mean? A. 1)-2) - 3) -4)7. Which kind of the abstract is it? () “Various studies in inspection have demonstrated the usefulness of feedforward and feedback in improving performance. However, these studies have looked at the search and decision making components separately. Hence, it is difficult to draw generalized conclusions on the effects of feedforward and feedback for inspection tasks that have both search and decision making components. In response to this need, this study evaluates the individual and collective effect of feedforward and feedback on an inspection task that has both the search and decision-making components. For this purpose, the study used a computer simulated inspection task generated by the VisIns program. Twenty-four subjects, randomly assigned to various conditions, performed an inspection task wherein the feedforward and the feedback conditions were manipulated between subjects. Defect probability and the number of defects were also manipulated within subjects. Subsequently, the search and decision-making performances were analyzed and interpreted .”descriptive8.Which kind of the abstract is it? (). As humans accelerate the pace of marine development, autonomous underwater vehicles () are increasingly attracting worldwide attention. Due to the limitations of carrying energy and battery technology, AUV's endurance is nonideal. Therefore, designers usually make AUVs more streamlined to reduce drag. Here we show that when a layer of porous material is attached to an AUV's surface, the AUV's drag changes significantly. In this paper, simulations of the basic body of a REMUS100 and SUBOFF submarine model were carried out under multiple conditions. It is found that the drag increases as the porous viscosity coefficient or the thickness of the porous material increases. When REMUS100 and SUBOFF models are attached to the porous material with suitable porous viscosity coefficient, their drag becomes smaller. Boundary layer theory is also used to explain and analyze the phenomenon of the proportional increase of viscous pressure drag when using porous material, which is verified by vertical plate numerical simulations. Finally, we tested the mechanical properties of porous nickel and aluminum alloy 6061, and found that the porous material does have an effect of drag reduction, and can reduce the fluctuation range of the drag during the movement. Informative9.The () part should be the second-longest part of the informative abstract ? Methods10.The abstract should express your central idea and your key points, including the () or () of the researchyou discuss in the paper. Implications Applications4.1.11.Based on introduction, the readers can know the clues of your critical thinking. (对)2.Introduction cannot show the purpose clearly. (错)4.1.21. Introduction includes () parts in an academic paper. 52. In background, we need to introduce the general situation of the research field. (对)4.2.11. Even a broad opening needs to be clearly related to your topic. (对)2. We usually use three tenses in the section of Introduction. They are (), (), and (). simple present simple past present perfect4.2.21. In literature review, we’d better develop it from the more general context to the more specific topic. (对)2. The words like () and () are used to express people’s interest and significance of the study.Attention importance4.2.31. The sentence like “… has been studied extensively in recent years” is usually used to show () in Introduction. Background2. The sentence like “The present study will mainly explore…” is usually used to describe () in Introduction. purpose第四章章节测试Introuduction1. Introduction leads the audience from a general topic area to a certain topic of inquiry.对2. Introduction tells the readers why they make the investigation, where they start, and where they intend to go to. (对)3. Even a broad opening needs to be clearly related to the topic. (对)4. In the section of literature review, we’d better develop it from the more specific topic to the more general context. (错)5. We can use logical connectives to relate the information into a whole part. (对)6. The section of purpose clearly indicates the specific () that guides the research. Objective7. Literature review is about the () studies. Previous8. In the part of research gap, we display the points that (). are not studied yet9. Which are the functions of Introduction? () creating a first impression highlighting the topiclimiting the research scope10. The research background is usually presented with ( ) and ( ). reviewed literature recent development5.1.11. There are () common types of literature reviews. 22. A literature review usually has () functions. 65.1.21.The four organizational methods in literature review are (), (), () and ().全选by chronological orderby theoretical perspective by the themes to be addressed by methodology5.2.11. Criticizing other’s work without any basis can be beneficial to your paper. (错)2. There are () steps to develop a literature review. 45.2.21. “Summarizing” is a good way to avoid plagiarism. (对)2. To avoid using convoluted sentences can help us to achieve coherence.(对)5.2.31. The sentence like “… have been developed to do…” can be used to emphasize th at certain topic is used for certain purpose. (对)2. We usually use three tenses in writing a literature review. They are: (), (), and (). simple present simple past present perfect第五章章节测试Literature review1. Literature reviews are aimed to summarize some sources and provideLiterature reviews are aimed to summarize some sources and provide necessary information about a topic. (对)2. To organize the literature review by chronological order is to trace the development of the topic over time from the latest work to the earliest. (错)3. A well-written literature review is about a simple summary of prior works. (错)4. We must point out the shortcomings of previous works. (错)5. We need to avoid too much direct quoting. (对)6. When we summarize the main idea, () is a good and common method. Paraphrasing7. To make our review cohesive, we can repeat (), or use some addition connectors. key words8. There are () central techniques to show attitude or stance. 59. In the section of literature review, we collect information and sources of relevant topics from (), (), (), and so on.scholarly articles academic conference speeches dissertations/theses10. The two types of citations are () and (). information prominent citation author prominent citation6.1.11. The investigation method is used to collect materials about the current situation or historical situation of the research topic. (对)2. Academic norms are some basic procedures, methods and requirements that researchers should follow in the process of scientific research. (对)6.1.21. We need to describe the procedure employed in chronological order. (对)2. The three moves for writing Materials and methods are (), (), and (). contextualizing study methodsdescribing the study analyzing data.6.2.11. If you use anyone else's work to help you apply your methodology, discuss those works and show how they contribute to your own work. (对)2. We don’t need to discuss the weaknesses or criticisms of the methods you've chosen. (错)6.2.21. The description of the research procedure and the various materials used in each step is usually used with the simple past tense. (对)2. According to Ben Mudrak, there are () rules to write a good Materials and methods section. 4第六章章节测试Materials and methods1. The section of Materials and methods is a description of what was actually done. (对)2. The investigation method is used to just collect materials about the current situation. (错)3. Research methods in arts and science are different. (对)4. You must include enough detail that your study can be replicated by others in your field. (对)5. Reading other research papers is a good way to identify potential problems that commonly arise with various methods. (对)6. In terms of Data Analysis, it tells the reader how the () were analyzed. Data7. The description of the research procedure and the various materials used in each step is usually used with (). the simple past tense8. If the research material is conventional and not a specific material reported in the paper, we use (). the simple present tense9. The qualitative method refers to use (), (), and () to process the obtained materials. induction and deduction analysis and synthesis abstraction and generalization10. The three moves for writing Materials and Methods include (), (), and ().contextualizing study methods describing the study analyzing data7.1.11. 1. Results section in a journal paper is about“what was found” in the experiment.对2. Common non-textual elements may include ().graph histogram matrix7.1.21. Non-textual elements may be used as many as you like. (错)2. Non-textual elements should follow the following guideline: () cite the source7.2.11. Non-textual elements may be used as many as you like. (错)2. Non-textual elements should follow the following guideline: () cite the source7.2.21. In results section, abbreviations are not preferred to be used frequently. (对)第七章章节测试Results1. Figures and tables are the main aids in illustrating the results section . (对)2. A chart or a table may help you highlight the important pieces of information in your paper. (对)3. Data listed in the results section should be carefully selected and revised in the journal paper. (错)4. In results section, background information should be reported again in order to facilitate the comparison or contrast of those specific results. (错)5. How to design your graphs in your journal paper?() Make each line on a graph as easily distinguishable as possible6. Non-textual elements are used for _____. () a certain purpose7. It is necessary to ______ your results in detail in the results section. () list8. Embedding a chart, a table or other non-textual elements into the paper can bring added _____to the research. () clarity9. Results section includes the following elements: () an introductory context a summary of the key findings an inclusion of non-textual elements10. For most research paper formats, there are the following ways to present and organize the results. ()Presenting the results followed by a short explanation of the findings. Presenting a section and discussing it.8.11. We learned that the result section answers the question“W-H-A-T”, and then the discussion section answers the most important question, namely, ____. SO WHAT2. In some papers, results section and discussion section are combined into one. (对)8.2.11. You may repeat the information you have already got in the results section once again in the discussion section in detail. (错)8.2.21. An effective way to develop your discussion section is to _____. () acknowledge the limitations2. An effective writing style of limitations in discussion section is to assess the impact of each limitation. (对)8.2.31. All Discussion sections are analytical, but not descriptive.对8.2.41. When we want to interpret the results, which tense is preferred? () past tense2. In this lecture , we mainly focus on the following aspects: (全选)tense voice diction第八章章节测试Discussion1. The discussion section can most effectively show your ability as a researcher to think critically about the issue studied. ()The discussion section can most effectively show your ability as a researcher to think critically about the issue studied. (对)2. The discussion section helps to engage the readers in thinking critically about issues based upon an evidence-based interpretation of findings.(对)3. It is not necessary to identify the relationship, patterns and corralations among the received data. (错)4. It is not necessary to discuss the reasons why you have got some unexpected data and defin their importance. (错)5. According the IMRAD format, discussion section is the _____ part of the body. () fourth6. Discussion section usually presents the underlying meaning of your research, which means_____?() Making the implications7. While we summarize the main findings in the discussion section, what should be done? () Present a comparison or a contrast with the published studies.8. Which of the following expression is true? () If access is denied or limited in some way , describe the reasons.9. When we focus on the discussion section, we mainly talk about the following elements?(全选) interpretation implication limitation and recommendation10. When discussing th limitations of your research, make sure to _____? (全选) explain why each limitation exists describe each limitation in detailed but concisely provide the reasons why each limitation could not be overcome9.11. The writing of introduction goes from specific to general, while the writing of conclusion goes from general to specific. (错)2. What would you do after evaluating the research results in conclusion?() restate the research purpose9.21. Present tense is often used by the author to restate the aim of the paper of tell readers his work done earlier. (错)2. The writers ought to ______ the major points already mentioned in the introduction of the synthesize第九章章节测试Conclusion1. You need to write a long and complex conclusion with enough details in order to make the paper appear professional。
身体艺术手册-第5章
第5章In many ways, Pindar's encomiastic art demands a narrative of on-going, repeated production. Aretē, that is, cannot be something that onemerely happens upon by chance, or it would become dif?cult to cele-brate as a remarkable achievement. As Hesiod had long before pointedout, there has to be sweat before aretē (Works and Days 289; Vernant1983: 252)。
In this context, then, agōnes provided occasions for showcasing theeffects of one's ''questing.'' It is important here once again to distin-guish between the actions during the contests and the prizes won by vic-tors. While the agonistic performance-the actual athletic movements-demonstrated aretē, the prizes (athlioi ) were more closely alignedwith kleos (glory or fame)。
This subtle distinction becomes apparent inIsthmian 1, where Pindar sings of the athletes Kastor and Iolaos:and in athletic games (aethloisi ) they attempted the most contests(pleistōn agōnōn),and adorned their houses with tripods,cauldrons, and bowls of gold,tasting (geuomenoi ) the crowns of victory.Their virtue (areta) shines (lampei) clearlyin the naked footraces and in the hoplite races with clatteringshields.Just as in their hands as they ?ing javelinsand when they hurl the stone discuses. (18–25)The ?rst part of this passage points to the prizes awarded to victors,and the verb geuomenoi, a middle form of geuō, suggests thatathletes''taste'' victory and its attendant kleos, thus implying that they nourishtheir craving for the prize, the end of victory. Importantly, however, it isduring the agōn itself, in the bodily movements of the athlete, and not inthe gleaming cauldrons or bowls, that aretē becomes conspicuous. Theoutward movementor enactment of aretē in the hurling of the javelinstands in distincti on to the inward-movement of glory back toward theathlete at the contest's end. The agōn is thus sutured to aretē insofar asathletes are engaged in their quest for virtuosity with an eye to the con-tests or gatherings where their arduous efforts would be acknowledgedand potentially rewarded.What's more, the naked footraces and clattering shields suggest thatthe economy of aretē is decidedly corporeal, material, and active.Again, in the same way that warriors continually exhibited virtuosity,athletes competed over and over, suggesting that the ''questing,'' thetraining for and performing of excellent actions-not merely the vic-tory-repeatedly produced aretē。
Problem-solvingb...
Neurocomputing44–46(2002)735–742/locate/neucomProblem-solving behavior in a system modelof the primate neocortexAlan H.BondCalifornia Institute of Technology,Mailstop136-93,Pasadena,CA91125,USAAbstractWe show how our previously described system model of the primate neocortex can be extended to allow the modeling of problem-solving behaviors.Speciÿcally,we model di erent cognitive strategies that have been observed for human subjects solving the Tower of Hanoi problem. These strategies can be given a naturally distributed form on the primate neocortex.Further, the goal stacking used in some strategies can be achieved using an episodic memory module corresponding to the hippocampus.We can give explicit falsiÿable predictions for the time sequence of activations of di erent brain areas for each strategy.c 2002Published by Elsevier Science B.V.Keywords:Neocortex;Modular architecture;Perception–action hierarchy;Tower of Hanoi;Problem solving;Episodic memory1.Our system model of the primate neocortexOur model[4–6]consists of a set of processing modules,each representing a corti-cal area.The overall architecture is a perception–action hierarchy.Data stored in each module is represented by logical expressions we call descriptions,processing within each module is represented by sets of rules which are executed in parallel and which construct new descriptions,and communication among modules consists of the trans-mission of descriptions.Modules are executed in parallel on a discrete time scale, corresponding to20ms.During one cycle,all rules are executed once and all inter-module transmission of descriptions occurs.Fig.1depicts our model,as a set of cor-tical modules and as a perception–action hierarchy system diagram.The action of theE-mail address:***************.edu(A.H.Bond).0925-2312/02/$-see front matter c 2002Published by Elsevier Science B.V.PII:S0925-2312(02)00466-6736 A.H.Bond/Neurocomputing44–46(2002)735–742Fig.1.Our system model shown in correspondence with the neocortex,and as a perception–action hierarchy.system is to continuously create goals,prioritize goals,and elaborate the highest priority goals into plans,then detailed actions by propagating descriptions down the action hierarchy,resulting in a stream of motor commands.(At the same time,perception of the environment occurs in a ow of descriptions up the perception hierarchy.Perceived descriptions condition plan elaboration,and action descriptions condition perception.) This simple elaboration of stored plans was su cient to allow is to demonstrate simple socially interactive behaviors using a computer realization of our model.A.H.Bond/Neurocomputing44–46(2002)735–7427372.Extending our model to allow solution of the Tower of Hanoi problem2.1.Tower of Hanoi strategiesThe Tower of Hanoi problem is the most studied,and strategies used by human subjects have been captured as production rule systems[9,1].We will consider the two most frequently observed strategies—the perceptual strategy and the goal recursion strategy.In the general case,reported by Anzai and Simon[3],naive subjects start with an initial strategy and learn a sequence of strategies which improve their performance. Our two strategies were observed by Anzai and Simon as part of this learning sequence. Starting from Simon’s formulation[8],we were able to represent these two strategies in our model,as follows:2.2.Working goalsSince goals are created dynamically by the planning activity,we needed to extend our plan module to allow working goals as a description type.This mechanism was much better than trying to use the main goal module.We can limit the number of working goals.This would correspond to using aÿxed size store,corresponding to working memory.The module can thus create working goals and use the current working goals as input to rules.Working goals would be held in dorsal prefrontal areas,either as part of or close to the plan module.Main motivating topgoals are held in the main goal module corresponding to anterior cingulate.2.3.Perceptual tests and mental imageryThe perceptual tests on the external state,i.e.the state of the Tower of Hanoi apparatus,were naturally placed in a separate perception module.This corresponds to Kosslyn’s[7]image store.The main perceptual test needed is to determine whether a proposed move is legal.This involves(a)making a change to a stored perceived representation corresponding to making the proposed move,and(b)making a spatial comparison in this image store to determine whether the disk has been placed on a smaller or a larger one.With these two extensions,we were able to develop a representation of the perceptual strategy,depicted in Fig.2.3.Episodic memory and its use in goal stackingIn order to represent the goal recursion strategy,we need to deal with goal stacking, which is represented by push and pop operations in existing production rule represen-tations.Since we did not believe that a stack with push and pop operations within a module is biologically plausible,we found an equivalent approach using an episodic memory module.738 A.H.Bond/Neurocomputing44–46(2002)735–742Fig.2.Representation of the perceptual strategy on our brain model.This module creates associations among whatever inputs it receives at any given time, and it sends these associations as descriptions to be stored in contributing modules. In general,it will create episodic representations from events occurring in extended temporal intervals;however,in the current case we only needed simple association. In the Tower of Hanoi case,the episode was simply taken to be an association between the current working goal and the previous,parent,working goal.We assume that these two working goals are always stored in working memory and are available to the plan module.The parent forms a context for the working goal.The episode description is formed in the episodic memory module and transmitted to the plan module where it is stored.The creation of episodic representations can proceed in parallel with the problem solving process,and it can occur automatically or be requested by the plan module.Rules in the plan module can retrieve episodic descriptions usingA.H.Bond/Neurocomputing44–46(2002)735–742739the current parent working goal,and can replace the current goal with the current parent,and the current parent with its retrieved parent.Thus the working goal context can be popped.This representation is more general than a stack,since any stored episode could be retrieved,including working goals from episodes further in the past. Such e ects have,in fact,been reported by Van Lehn et al.[10]for human subjects. With this additional extension,we were able to develop a representation of the goal recursion strategy,depicted in Fig.3.Descriptions of episodes are of the form con-text(goal(G),goal context(C)).goal(G)being the current working goal and goal context(C)the current parent working goal.Theÿgure shows a slightly more general version,where episodes are stored both in the episodic memory module and the plan module.This allows episodes that have not yet been transferred to the cortex to be used.We are currently working on extending our model to allow the learning a sequence of strategies as observed by Anzai and Simon.This may result in a di erent representation of these strategies,and di erent performance.740 A.H.Bond/Neurocomputing44–46(2002)735–742during perceptual analysis during movementP MFig.4.Predictions of brain area activation during Tower of Hanoi solving.4.Falsiÿable predictions of brain area activationFor the two strategies,we can now generate detailed predictions of brain area acti-vation sequences that should be observed during the solution of the Tower of Hanoi ing our computer realization,we can generate detailed predictions of activa-tion levels for each time step.Since there are many adjustable parameters and detailed assumptions in the model,it is di cult toÿnd clearly falsiÿable predictions.However, we can also make a simpliÿed and more practical form of prediction by classifying brain states into four types,shown in Fig.4.Let us call these types of states G,E,P and M,respectively.Then,for example,the predicted temporal sequences of brain state types for3disks are:A.H.Bond/Neurocomputing44–46(2002)735–742741For the perceptual strategy:G0;G;E;P;G;E;P;G;E;P;E;M;P;G;E;P;G;E;P;E;M;P;G;E;P;G;E;P;E;M;P;G;E;P;E;M;P;G;E;P;G;E;P;E;M;P;G;E;P;E;M;P;G;E;P;E;M;P;G0:and for the goal recursion strategy:G0;G;E;P;G+;E;P;G+;E;P;E;M;P;G∗;E;P;E;M;P;G∗;E;P;G+;E;P;E;M;P;G∗;E;P;E;M;P;G;E;P;G+;E;P;E;M;P;G∗;E;P;E;M;E;G;E;P;E;M;P;G0: We can generate similar sequences for di erent numbers of disks and di erent strate-gies.The physical moves of disks occur during M steps.The timing is usually about 3:5s per physical move,but the physical move steps probably take longer than the average cognitive step.If a physical move takes1:5s,this would leave about300ms per cognitive step.The perceptual strategy used is an expert strategy where the largest disk is always selected.We assume perfect performance;when wrong moves are made,we need a theory of how mistakes are made,and then predictions can be generated.In the goal recursion strategy,we assume the subject is using perceptual tests for proposed moves, and is not working totally from memory.G indicates the creation of a goal,G+a goal creation and storing an existing goal(push),and G∗the retrieval of a goal(pop). Anderson et al.[2]have shown that pushing a goal takes about2s,although we have taken creation of a goal to not necessarily involve pushing.For us,pushing only occurs when a new goal is created and an existing goal has to be stored.G0is activity relating to the top goal.It should be noted that there is some redundancy in the model,so that,if a mismatch to experiment is found,it would be possible to make some changes to the model to bring it into better correspondence with the data.For example,the assignment of modules to particular brain areas is tentative and may need to be changed.However, there is a limit to the changes that can be made,and mismatches with data could falsify the model in its present form.AcknowledgementsThis work has been partially supported by the National Science Foundation,Informa-tion Technology and Organizations Program managed by Dr.Les Gasser.The author would like to thank Professor Pietro Perona for his support,and Professor Steven Mayo for providing invaluable computer resources.References[1]J.R.Anderson,Rules of the Mind,Lawrence Erlbaum Associates,Hillsdale,NJ,1993.[2]J.R.Anderson,N.Kushmerick,C.Lebiere,The Tower of Hanoi and Goal structures,in:J.R.Anderson(Ed.),Rules of the Mind,Lawrence Erlbaum Associates,Hillsdale,New Jersey,1993,pp.121–142.742 A.H.Bond/Neurocomputing44–46(2002)735–742[3]Y.Anzai,H.A.Simon,The theory of learning by doing,Psychol.Rev.86(1979)124–140.[4]A.H.Bond,A computational architecture for social agents,Proceedings of Intelligent Systems:ASemiotic Perspective,An International Multidisciplinary Conference,National Institute of Standards and Technology,Gaithersburg,Maryland,USA,October20–23,1996.[5]A.H.Bond,A system model of the primate neocortex,Neurocomputing26–27(1999)617–623.[6]A.H.Bond,Describing behavioral states using a system model of the primate brain,Am.J.Primatol.49(1999)315–388.[7]S.Kosslyn,Image and Brain,MIT Press,Cambridge,MA,1994.[8]H.A.Simon,The functional equivalence of problem solving skills,Cognitive Psychol.7(1975)268–288.[9]K.VanLehn,Rule acquisition events in the discovery of problem-solving strategies,Cognitive Sci.15(1991)1–47.[10]K.VanLehn,W.Ball,B.Kowalski,Non-LIFO execution of cognitive procedures,Cognitive Sci.13(1989)415–465.Alan H.Bond was born in England and received a Ph.D.degree in theoretical physics in1966from Imperial College of Science and Technology,University of London.During the period1969–1984,he was on the faculty of the Computer Science Department at Queen Mary College,London University,where he founded and directed the Artiÿcial Intelligence and Robotics Laboratory.Since1996,he has been a Senior Scientist and Lecturer at California Institute of Technology.His main research interest concerns the system modeling of the primate brain.。
(整理)美国大学英语写作 课后答案PART 5
A NSWER KEYPART FIVE: READINGS FOR WRITINGAnswers are provided starting below for the comprehension questions, the structure/technique questions, and the discussion questions that follow each of the 21 reading selections. In addition, a suggested brief outline is provided for each reading selection. As explained on page 11 of this manual, the outline highlights the thesis of each selection and the main support for that thesis. Suggested Answers for “Thank You”—Alex HaleyNote: The numbers in parentheses refer to relevant paragraphs in the selection.Reading Comprehension Questions, 577-5781. c2. b3. a Answers b and c are too narrow; answer d is too broad.4. d Answers a and c are too narrow; answer b is an idea not mentioned in theselection.5. a Paragraph 16. c Paragraph 287. True Paragraph 148. a Paragraph 149. a Paragraph 2210. c Paragraph 12Structure and Technique,5791. Which pattern or patterns of development does Haley use in his essay? Explain.Answer: Much of “Thank You” is a narration of the story of Haley’s letters. As is usually the case with narration, that story also includes description (especially in paragraphs 1, 4, 19).However, Haley’s conclusion reveals that his essay is meant to be an argument for saying “thank you.” In paragraphs 28–30, he writes of encouraging students to say “thank you.”And to readers—of letters written on his stationery and of this reading—he addresses words that summarize his argument: “Find the good—and praise it.”2. Paragraph 4 contains a vivid description of part of Haley’s Thanksgiving night onthe Murzim. What sensory details (sight, smell, hearing, taste, and/or touch) does he provide?What is the effect of all these details?Answer:Haley provides details that appeal to three senses. First, he appeals to the sense of touch when he writes of the “great, deep draughts” he breathed in and the feeling in his feet of “vibrations from the deep-set, turbine diesels.” He appeals to the sense of sight with the images of the “white cook’s hat and the long apron” and of the movement of water “resistingthe skin of a ship.”And he appeals to the sense of hearing with the words “that slightly hissing sound the sea makes.”The effect of the descriptive details is a peaceful scene that sets the mood for Haley’s thoughts about Thanksgiving and the people he should thank.3. Most of Haley’s essay is about the three thank-you letters he wrote. Why do you think heincluded the anecdote about the helpful man at the airport? How is it related to his point about giving thanks?Answer:By including the anecdote about the helpful airline man, Haley shows that he feels it is important to give thanks to people in everyday situations, not just to our elders.This anecdote provides a transition from his first three letters of thanks (which apply only to the author) to his implied argument that we all should remember to thank others.4. Writers’most common purposes are to inform, to entertain, and to persuade. Whichpurpose—or purposes—do you think Haley has in mind?Answer:The information about Haley’s experiences and conclusions supports his central purpose, which is to persuade readers of the importance of giving thanks (28 and 30). Critical Reading and Discussion,5791. Before Haley decides to write to his loved ones, what series of thoughts and images goesthrough his mind as he reflects on the meaning of Thanksgiving? What is the connection between these traditional images and what Haley finally realizes?Answer:After having cooked dinner on the ship, Haley first thinks about “the historic . . .Pilgrims, Indians”and the foods typically associated with Thanksgiving (5). Yet this conventional imagery is inadequate, and Haley seeks a way to “personally apply” the holiday(6). He then thinks about giving thanks through prayer to God (6–7), but again feelsdissatisfied with this approach (8). Finally, Haley comes up with a more concrete and personal way to celebrate Thanksgiving: to thank the people in his life for all they have done for him (9). By going beyond the images of the holiday, Haley expands the traditional meaning of Thanksgiving to include a personal one.2. Alex Haley was far from home when he decided to thank the important people in his life. Ifhe had remained at home, do you think he would have still thanked these people? Why or why not?Answer:Answers will vary. Some students may say that Haley would probably have continued to take the important people in his life for granted if he had not been far away.They might reasonably argue that he needed time and distance to really appreciate what they had done for him.3. How does Haley feel about the three responses to his thank-you letters? What conclusionsabout human nature does he draw from these responses?Answer:All three letters left Haley “not only astounded, but more humbled than before” (20).The fact that his father was “moved” to answer his letter showed Haley how profoundly the thank-you letter had affected his father (22). By quoting parts of Reverend Nelson’s letter, Haley implies that it brought him great satisfaction to have given the Reverend “welcome reassurance that his career had been appreciated” (23). Grandma’s letter evoked tears from Haley, who is moved by the gratitude that would cause her to spend hours responding to him(24).The three responses reveal something almost “mystical in human nature,”which Haley identifies as the secret “yearning . . . for more of their fellows to express appreciation for their efforts” (25).4. Haley is a world-renowned writer. Who might have influenced his decision to be a writer?What made these people such powerful role models in his life? In general, what would you say are the qualities of a good role model?Answer: Answers may vary, although one reasonable response is that all three people Haley thanked—as well as the other four who had died (10)—helped shape the person he has become and therefore influenced his decision to be a writer. The father’s insistence on the value and beauty of reading probably influenced Haley most profoundly (14). But Haley is also indebted to Reverend Nelson and Grandma, who trained him to be a good and moral human being with positive aspirations.Answers to the final question may vary, but students might cite, as qualities of a good role model, integrity, persistence, resilience, sensitivity, compassion, and the like.Thesis-and-Support OutlineThesis: Writing thank-you letters taught the author the value of showing appreciation.1. His father was touched to learn that he had truly helped his own son (22).2. His school principal was reassured of his own self-worth as a result of an appreciative letter(23).3. His grandmother was just as grateful to him as he was to her (24).Suggested Answers for “Shame”—Dick GregoryNote: The numbers in parentheses refer to relevant paragraphs in the selection.Reading Comprehension Questions, 584-5851. a2. d3. b Answers a, c, and d are too narrow.4. a Answers b, c, and d are too narrow.5. c Paragraph 66. True Paragraph 237. a Paragraph 58. b The entire incident with the Community Chest Fund shows Richard’spride; see also paragraph 28.9. b Richard’s teacher ignores his problems and humiliates him in front of theentire class; see paragraphs 5 through 26.10. b Helene cries over Richard’s humiliation; see paragraph 23.Structure and Technique, 5851. In paragraphs 1 and 2, Gregory mentions several steps he took to impress Helene Tucker.What were they? Why does he include them in his essay?Answer:In order to impress Helene, Gregory brushed his hair, got a handkerchief, washed his socks and shirt every night, shoveled the snow off her walk, tried to make friends with her mother and aunts, and left money on her stoop. He describes those steps in detail because, besides demonstrating his devotion to Helene, they give a clear picture of Gregory’s poverty.2. A metaphor is a suggested comparison. What metaphor does Gregory use in paragraph 5, andwhat is its purpose? What metaphor does he use in the second sentence of paragraph 7, and what does it mean?Answer:In paragraph 5, Gregory uses the metaphor that he was pregnant to suggest the effects of poverty on him—it gave him strange tastes, which pregnant people get. It also filled him (as pregnancy fills someone), but with negative things: poverty, dirt, “smells that made people turn away,” and so on.In the second sentence of paragraph 7, Gregory uses the metaphor of a flying eagle to represent the movement of money. (A picture of an eagle is engraved on one side of a quarter).3. In narrating the incidents in the classroom and in the restaurant, Gregory chooses toprovide actual dialogue rather than merely to tell what happened. Why?Answer:By using the exact words spoken by Helene, the teacher, and himself, Gregory givesa very clear picture of what happened by allowing the reader to “experience” it, rather thansimply hear a general summary. The dialogue between Helene and the teacher shows Helene as an ideal little student who received approval from the teacher. The dialogue between Gregory and the teacher, however, clearly demonstrates Gregory’s eagerness to impress Helene and his unsuccessful, embarrassing attempt to gain the teacher’s approval. If Gregory had merely described what had happened, we would have a much less vivid impression of the characters involved.4. At the end of the essay, Gregory shifts his focus from the classroom to the scene involving the winoat the restaurant. What is the connection between this closing scene and the rest of the essay?Answer:In the body of the essay, Gregory is narrating a time that he was shamed publicly and no one came to his defense. In the closing scene, Gregory realizes that he has done the same thing—that he, too, has witnessed a person being shamed without assisting him. He feels a new kind of “shame,” that of having failed to help another man in need.Critical Reading and Discussion,5861. When Gregory writes, “I never learned hate at home, or shame. I had to go to school forthat” (paragraph 1), he is using irony—an inconsistency between what is expected and what actually occurs. What does he mean by these two statements? What is the effect of his irony?Answer:Gregory means that although his home life was one of poverty and want, his home was not a place of inhumane values, such as hatred and shame. But at school, which on its surface was a more positive place, he was made to feel hatred and shame. The ironic statement intrigues the reader and makes him or her want to know more about what Gregory means.2. What are Gregory’s feelings about his teacher? What were your feelings about her as you readthis essay? What could the teacher have done or said that would not have made Gregory feel ashamed?Answer:Gregory seems sad and resentful that the teacher did not understand why he misbehaved in class and that she assumed he was stupid and a troublemaker. But he also wanted her approval badly, as seen by the Community Chest incident and the fact that he gota “big thrill” out of being chosen to clean the blackboard. Students’ suggestions about theteacher will vary. One possibility: She could have merely thanked Gregory in class and then spoken to him privately later if she doubted that he could contribute to Community Chest.3. Gregory shows how a childhood incident taught him shame. What other important lessons does Gregory learn in this essay? Explain.Answer:From paragraph 3, in which Gregory talks about his accomplishments later in life, we can conclude that he learned he could boost his self-esteem through his own efforts.Paragraph 5 shows that from his own experiences, he learned that children who are hungry and poor may feel invisible and so behave in ways that attract attention. From his experience with the wino, he learned that in order to feel good about himself, he would have to start standing up for other people who were shamed.4. At the end of his essay, Gregory says, “I waited too long to help another man.” Why do youthink he waited so long to assist the wino? What are some reasons people do not always help others who are in need (for example, ignoring a homeless person seated on the sidewalk)?Answer:Gregory probably had many reasons for not helping the wino sooner: embarrassment at drawing attention to himself, reluctance to part with his hard-earned money, not wanting to get in trouble with Mr. Williams, not knowing the wino and thus feeling the affair wasn’t his business, etc. People have similar reasons for not helping others in need. In addition, people who ignore a homeless man may feel that the man’s problems—maybe including substance abuse or mental illness—are so big and deep-rooted that they are not qualified to help him in any effective way.Thesis-and-Support OutlineThesis:Living poor was, for the author, a humiliating experience.1. He was embarrassed in front of his classmates and, worse, in front of Helene Tucker(7-23).2. Everybody knew he was a “worthy boy” who had no Dad and no money (28).3. His self-pity prevented him from helping another poor man, the wino (29-37). Suggested Answers for “I Became Her Target”—Roger WilkinsNote: The numbers in parentheses refer to relevant paragraphs in the selection.Reading Comprehension Questions,589-5901. d2. a3. d Answers a and c are too broad; answer b is not supported by the selection.4. d Answers a, b, and c are too broad.5. d Paragraph 36. a Paragraph 67. b Paragraph 78. b Paragraph 29. c Paragraph 610. d Paragraph 11 (We know that Miss Bean had not intended to knock thepencil from his hand because she gasped when the pencil went flying.) Structure and Technique,5911. Which pattern of essay development—comparison, narration, or description—does Wilkinsuse in most of his essay? Explain.Answe r: Wilkins primarily uses narration. Although description is woven throughout, he is generally telling the story of his family’s move to Grand Rapids and a series of events that occurred there.2. Which kind of transition signal—addition, time, or space—does Wilkins use to move hisessay smoothly from one event to the next? Find at least four different words that are examples of this signal.Answe r: Wilkins uses time signals, including “before” (paragraph 2), “later” (7), “after,” (8), “final,”(11), and “afterward”(11). Time signals are often used in narratives to clarify the time relationships between events.3. In the first paragraph, Wilkins chooses to provide some historical background for his story.Why do you think he chose the specific details mentioned there? What might have been lost if these details had been excluded from the essay?Answe r: The historical events Wilkins lists provide helpful context for the story he is about to tell. By telling readers that he is writing about the World War II era, when the symbolic beginning of the civil rights movement was more than ten years away, he helps readers understand how unusual it was in those days for a single black student to enroll in a formerly all-white school. If Wilkins had not included the details and readers had assumed the story happened more recently, they would have been surprised to read of an all-white school where blacks were considered a novelty.4. A title can offer interesting insights into an essay, especially if the title acquires unexpectedmeanings. Before reading this essay, what did you think the title “I Became Her Target”might refer to? What additional meanings do you think Wilkins intended?Answe r: The first impression most readers are likely to get of the title is that someone “targeted”Wilkins in an unpleasant way, as in “targeted for criticism.”Wilkins’s real meaning seems to be twofold: that Miss Bean made him a “target” for her attention because she wanted to force other students to recognize him as a colleague, and later he became the literal “target” of the eraser she threw.Critical Reading and Discussion,5921. What does Wilkins mean by the term nonstandard person(paragraph 3)? Do you think helater felt more like a “standard” person? Why or why not?Answe r: At first, it seemed that “standard” in the Grand Rapids school could only mean white.As a nonwhite student, Wilkins was made to feel less than normal, adequate, or accepted. By saying in paragraph 11 that he became “just another kid in school,” Wilkins indicates that he came to feel more “standard.”2. Wilkins mentions several ways in which Miss Bean treated him differently from the way hewas treated by the other teachers at Creston. How did her approach differ from theirs? What does this approach reveal about Miss Bean—as a teacher and as a person?Answe r: Unlike Wilkins’s other teachers, who chose to ease him in by ignoring him for a while, Miss Bean made him talk in class immediately. She also asked him questions that required him to do his own thinking, not merely give the “correct”answer. Her approach reveals she was an effective teacher: she realized that if she did not take the lead, the otherstudents would isolate Wilkins. Also, she knew the value of encouraging students to think for themselves and express their own opinions. In addition, her approach reveals she was a sensitive person, concerned about Wilkins’s success in his new school.3. Wilkins says that initially he was Miss Bean’s “incipient teacher’s pet” (paragraph 6). Buthow did Miss Bean’s behavior toward him go beyond mere favoritism? In what way did her treatment of Wilkins affect how his peers regarded him?Answe r: Through her attention to Wilkins, Miss Bean was inviting him to demonstrate to the class that he was an intelligent, normal kid. By forcing him to give answers, to “clean up [another student’s] mess”and to present his opinions, she made it more likely that other students would see him as a person rather than as a “dark presence.”4. In paragraph 7, Wilkins says, “Miss Bean became the first teacher ever to require me tothink.” Prior to Miss Bean’s class, what do you suspect Wilkins—and his classmates—were being taught to do in school? Describe a teacher who gave you “the sense that thinking was part of education.” In your opinion, what can teachers do to get students to think?Answe r: Wilkins’s comment suggests that his other teachers had primarily required him to memorize material and parrot it back. Answers to the rest of the question will vary.Thesis-and-Support OutlineThesis: A teacher helped the first black student in school to be accepted and to learnto think for himself.1. As a black newcomer to an all-white school in a bigoted neighborhood before the era ofcivil rights, the author felt shame for being different (1-3).2. Miss Bean immediately began to give Wilkins “human dimensions” by including him inclass discussion (4-6).3. By requiring Wilkins to give his opinion on facts learned in class, Miss Bean showed him“that thinking was part of education”and that he could “form opinions that had some value” (7-10).4. By (accidentally) knocking a pencil from Wilkins’s hand with a tossed eraser, Miss Beanmade Wilkins “just another kid in school” (11).Suggested Answers for “The Ambivalence of Abortion”—Linda Bird Francke Note: The numbers in parentheses refer to relevant paragraphs in the selection.Reading Comprehension Questions, 596-5971. b2. d3. a Answer b gives an incorrect idea of how the author feels about the abortion;answers c and d are too narrow.4. c Answers a and d are too narrow; answer b does not reflect the author’sconfused feelings about the abortion.5. c Paragraph 66. False Paragraphs 4, 12, 207. d Paragraph 138. a Paragraph 39. c Paragraph 2710. True Paragraphs 5, 10Structure and Technique,597-5981. Which method of introduction—broad-to-narrow, anecdote, or questions—does Francke use?Why do you think she chose this way to begin her essay?Answer:Francke uses an anecdote, the story of how she and her husband decided she should have an abortion. By doing so, she immediately shows the reader that she is writing about something that is a very personal issue for her. In addition, the anecdote sets the tone of ambivalence of the piece (“Oh, how we tried to rationalize it that night”).2. A rhetorical question is one for which no answer is expected. In paragraph 14, Franckeposes an extended rhetorical question. What does she achieve by using this technique?Answer:While telling the reader what thoughts went through Francke’s mind before the abortion, the question also reveals a major source of her doubts: she has a great love and respect for all living things. Also, by framing these ideas in question form, she helps the reader better understand the ambivalence she felt.3. A simile is a figure of speech in which a writer compares one thing to another very differentthing, using the word like or as to bring out a surprising relationship between the two. In paragraph 19, Francke uses a simile when she writes that her baby “was sucked up like ashes after a cocktail party.” Why does she use this particular simile? What view of abortion does it suggest?Answer:The image of ashes being vacuumed up suggests an unimportant bit of trash being cleaned up. Francke uses it to suggest a casual view of abortion in which the fetus didn’t matter.4. Repetition is one way of emphasizing an idea. In the final sentences of her essay, Franckeemploys repetition when she writes, “‘Of course we have room,’I cry to the ghost. ‘Of course, we do.’” What is she emphasizing by repeating the words “of course”? Where does she use repetition in paragraph 3, and what is she emphasizing there?Answer:By repeating “Of course,” she emphasizes that she regrets the abortion and wishes she and her husband could have welcomed the child into their lives. In paragraph 3, she repeats the word “agreed”: “There just wasn’t room in our lives now for another baby. We both agreed. And agreed. And agreed.”This repetition emphasizes the difficulty of the decision, the struggle Francke and her husband had to endure to come to their agreement. Critical Reading and Discussion,5981. In what ways are the staff at Women’s Services considerate to Francke and to the otherpatients? In what ways are they not considerate?Answer:They are considerate in terms of the patients’need for quick efficiency—they do their jobs well. They are cheerful and polite. They are less considerate by not acknowledging the mixed feelings their patients may have been having. By telling one scared patient, “By this afternoon you’ll be dancing a jig,” the aide brushes aside the woman’s fear. They do not appear to offer the women an opportunity to have second thoughts and cancel the abortion 2. Not everyone in this essay responds to abortion in the same way. What different responsesare apparent in Francke’s essay? In your opinion, what are the reasons for these differences?Answer:Francke herself felt sad and confused about her abortion. Other women at the center seemed “dazed,”while others seemed unmoved, as if “they were going right back to Bloomingdale’s.” Students’ answers to the second question will vary.3. At the end of Francke’s essay, the question about whether she supports abortion stillremains. From your sense of the essay, do you think Francke is for or against abortion after having had one? Why?Answer:Students’ answers will vary.4. Francke emphasizes her ambivalence toward abortion throughout the essay. Do you thinkambivalence is a valid position, or is it an easy way to avoid a difficult question? In general, should people have straightforward answers to complex questions? Explain.Answer:Answers will vary.Thesis-and-Support OutlineThesis:Having an abortion was a complex decision the author sometimes regrets having made.1. She and her husband had difficulty rationalizing their decision (1-3).2. Her experiences at the Women’s Services clinic were physically and emotionally revolting(4-22).3. She sometimes sees the “ghost” of her unborn baby and seems to regret her choice (27).Suggested Answers for “Smash Thy Neighbor”—John McMurtryNote: The numbers in parentheses refer to relevant paragraphs in the selection.Reading Comprehension Questions,604-4051. c2. b3. a Answers b and c are too broad; answer d is too narrow.4. d Answers a and c are too narrow; answer b contradicts the author.5. c Paragraphs 5 through 86. b Paragraphs 9 and 107. a Paragraph 188. c Paragraph 149. b Paragraph 1810. dStructure and Technique,605-6061. McMurtry uses several patterns of development in his essay: comparison-contrast,cause-effect, description, narration, and argumentation. Where does he use each of those patterns?Answer:McMurtry uses comparison-contrast in paragraphs 5–8, where he compares football and war, and 9–10, where he contrasts his early joy in football with what the game became.He uses cause-effect in paragraphs 15 and 17–18, talking about the game’s effect and players and audience. Description is found in numerous places, such as paragraph 11, in which he describes his injuries. Narration occurs in in paragraph 2, where McMurtry tells the story of his injury and hospitalization. The entire piece is argumentation—everything the author says is meant to support his argument that football in its present state is too violent. In addition to supporting his case forcefully throughout, he uses two specific argumentation strategies: 1) in paragraph 15, he states an opposing view of football, and 2) he then rebuts that view in paragraphs 16–18.2. McMurtry uses terms such as “body wreckage,”“body shattering,”and “skilledmasochism”to describe organized football. Find three other phrases the author uses to describe football (beginning with paragraph 9). What effect does McMurtry hope this language will have on the reader?Answer:“Brutal circus,”“crippling bodily moves,”“joyless drill,”“people-smashing,”and “angry antagonism” are among the descriptive phrases McMurtry uses. He wants the reader to conclude that football in its present form causes too much harm.3. In paragraph 11, McMurtry provides a series of details about the injuries he has sustainedplaying football. List some of these details. Why do you think he includes these personal details in his essay?Answer:The details McMurtry provides include torn knee ligaments, broken nose, broken jaw, torn ankle ligaments, fractured ankle, fractured ribs, torn cartilage, dislocated fingers and toes, and dislocated shoulder. McMurtry includes such details to give a powerful picture of the toll football has taken on his body and also to show that he is writing about a topic with which he has had considerable experience.4. In “Smash Thy Neighbor,”McMurtry repeatedly describes his own personal experienceswith football. What do these anecdotes contribute to the essay? How do they relate to the larger point he is trying to make?Answer:The anecdotes make it clear that even a thoughtful, intelligent man like McMurtry could become so nearly irrational in his attitude towards football: that he would do things to his opponents that he never would in his other life; that he would play despite injuries that threatened his health; that he became vicious and inhumane. By sharing his own experiences, he makes a persuasive point that organized football has very negative effects.Critical Reading and Discussion,6061. What is McMurtry’s current profession? How might his present position have influenced hisopinions about football?Answer:In paragraph 1, McMurtry says he is a university philosophy teacher. As a scholar and philosopher, McMurtry has probably spent a good deal of time thinking about his former life as a professional athlete. As a philosopher, he would know the works of Aristotle (cited in paragraph 15) and be capable of seeing the difference between the role of stage tragedy and bloody athletic contests.2. The author makes a comparison between war and football. Do you think this is a faircomparison? Why or why not?Answer:Answers will vary.3. According to McMurtry, what qualities of our society are reflected in football? What is youropinion of his analysis?Answer:In paragraph 14, McMurtry cites a Harvard study that says such qualities as “impersonal acceptance of inflicted injury,”the devotion of “organizational goals,”the “ability to turn oneself on and off,” and the desire to win are prized by our society, especially in business. Students’ opinion of the analysis will vary.4. In paragraphs 15–18, McMurtry points out—and then refutes—the belief that football benefitssociety. Do you believe that football and sports in general are harmful or helpful to society?Explain.Answer:Answers will vary.Thesis-and-Support Outline。
十几岁孩子的正面管教第四章读后感
十几岁孩子的正面管教第四章读后感英文回答:Chapter 4 of "Positive Discipline for Teenagers" discusses the importance of effective communication with teenagers. It emphasizes the need for parents to listen to their teenagers and to create an open and honest environment for dialogue.One of the key points in this chapter is the concept of active listening. It is crucial for parents to give theirfull attention to their teenagers when they are speaking, without interrupting or judging. By doing so, parents can show that they value their teenagers' thoughts and feelings, which can strengthen the parent-child relationship.Another important aspect discussed in this chapter isthe use of "I" statements. Instead of blaming orcriticizing, parents are encouraged to express their own feelings and needs using "I" statements. This approachhelps to avoid escalating conflicts and encourages teenagers to take responsibility for their actions.The chapter also emphasizes the importance of setting boundaries and enforcing consequences. However, it suggests that parents involve teenagers in the decision-making process and allow them to have a say in establishing rules and consequences. This approach promotes a sense of ownership and accountability.Furthermore, the chapter provides guidance on how to handle conflicts and disagreements. It suggests using problem-solving techniques and encouraging compromise. By involving teenagers in finding solutions, parents can teach them valuable life skills and promote a sense of mutual respect.Overall, Chapter 4 highlights the significance of effective communication in positive discipline. It offers practical strategies for parents to create a supportive and respectful environment for their teenagers.中文回答:《十几岁孩子的正面管教》第四章讨论了与十几岁孩子进行有效沟通的重要性。
世界技能大赛选手竞赛焦虑、心理韧性与竞赛成绩关系的研究
中文摘要世界技能大赛是最高层级的世界性职业技能赛事,其竞技水平代表了各自领域职业技能发展的世界先进水平。
重大的赛事活动容易给选手带来压力,从而产生焦虑心理,给比赛结果带来不利的影响。
竞赛焦虑是选手对当前或预计到的具有潜在威胁的竞赛情境的担忧。
选手长期处于高压力、高焦虑环境会直接影响到选手的情绪状态,进而影响选手技能水平的发挥。
选手比赛时的心理状态极为复杂,且受诸多因素影响,其中之一就是心理韧性。
心理韧性是指个体在面对威胁、逆境或其他重大压力时的良好适应能力,具有心理韧性的人能更有效地应对压力,积极迎接挑战。
所以本研究希望了解第45届世界技能大赛选手赛前的心理状态,并探讨竞赛焦虑、心理韧性与竞赛成绩之间的关系,试图为竞赛选手的心理训练工作提供理论指导。
本研究共分为两个部分:第一部分是编制技能大赛选手竞赛焦虑问卷。
竞赛焦虑问卷的初始版本一共21题。
经探索性因素分析后,问卷保留17题,获得3个因子,分别命名为认知表征、生理唤醒、情绪体验。
验证性因素分析达到模型适配度指标。
问卷总体内部一致性信度系数为0.83。
维度和问卷总分之间的相关在0.658~0.899之间,维度间的相关在0.324~0.487之间,并低于维度和总分之间的相关,问卷结构效度良好。
说明技能大赛选手竞赛焦虑问卷具有良好的信效度,可以作为测量技能大赛选手竞赛焦虑和后续研究的测评工具。
第二部分是通过描述性分析、相关分析、回归分析对第45届世界技能大赛选手竞赛焦虑、心理韧性的现状及与竞赛成绩的关系进行了量化研究。
研究结果发现:(1)第45届世界技能大赛中国选手竞赛焦虑处于中等偏下水平,在维度上认知表征水平更高。
竞赛焦虑总分及各维度在性别上和项目类别上均不存在显著差异。
(2)第45届世界技能大赛中国选手的心理韧性处于较高水平,心理韧性总分及各维度在性别和项目类别上均不存在显著差异。
(3)竞赛焦虑与竞赛成绩之间呈显著负相关,竞赛焦虑对竞赛成绩有负向预测作用,在维度上只有认知表征具有预测力。
竞争性对抗与竞争动态概论
引导案例
破坏性创新:战胜竞争对手的法宝
举例: • 施乐受到了来自佳能的破坏性创新。 • 苹果的iPhone破坏了整个移动电话和 个人电脑市场,创造出了智能手机市 场。 • 随着iPad不断改进它的图像功能,游 戏平台硬件制造商和软件制造商开始 感受到了威胁。
OPENING CASE
DISRUPTIVE INNOVATION: WINNING RIVALRY BATTLES AGAINST COMPETITORS
• OPENING CASE
• 开篇案例及启示
OPENING CASE
P119
DISRUPTIVE INNOVATION: WINNING RIVALRY BATTLES AGAINST COMPETITORS • Clayton Christensen, a Harvard professor and author of The Innovator’s Dilemma, defines “disruptive innovation” as: • “an innovation that makes it so much simpler and so much more affordable to own and use a product that a whole new population of people can now have one. • 《创新的困境》的作者哈佛教授克莱顿· 克里斯坦
which can be subdivided into (segments)
I.e., Financial industry
Examples from text (p. 123)
Industry Financial Market Market Segment Product Segment
高级阅读理解练习题解析
高级阅读理解练习题解析阅读理解是英语学习中的重要环节之一,特别是在考试中。
本文将为大家解析一篇高级阅读理解练习题,并提供详细的解题思路和答案。
文章内容:Can Dreams Help Solve Problems?Dreams have fascinated people for centuries. Ancient civilizations believed that dreams were messages from the gods or prophecies of the future. Modern psychologists have also been intrigued by the study of dreams, exploring their functions and meanings. One common belief is that dreams can help solve problems. But is there any scientific evidence to support this claim?In a recent study at the University of California, researchers investigated the relationship between dreams and problem solving. They recruited agroup of participants and assigned them a complex problem to solve. Half of the participants took a nap, while the other half stayed awake. Those who took a nap reported that they had dreams related to the problem they were assigned, and interestingly, they were better able to solve the problem compared to those who stayed awake.This experiment suggests that dreaming may indeed play a role in problem solving. But how does it work? Some scientists believe that during sleep, the brain processes and consolidates information from the day, leading to new insights and connections. Dreams, then, may serve as a way for thebrain to access and organize this processed information, helping us find solutions to problems that we couldn't solve while awake.However, not all dreams are problem-solving dreams. In fact, most dreams are thought to be a reflection of our emotions, fears, and desires. They may not have any direct relation to problem solving. So, while some dreams may be helpful in finding solutions, not all dreams can be relied upon.In conclusion, scientific evidence suggests that dreams can help solve problems. They provide a unique state of consciousness where the brain can process and organize information in a way that may lead to new insights and solutions. However, it is important to note that not all dreams are problem-solving dreams. Understanding the functions and meanings of dreams is a complex area of study that continues to intrigue researchers.答案解析:1. According to the passage, what did ancient civilizations believe dreams were?答案:Messages from the gods or prophecies of the future.解析:在第一段中,文章提到古代文明认为梦是来自神的信息或未来的预言。
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第五章连续激光器的工作特性一、学习要求与重点难点学习要求1.了解激光器速率方程的近似处理;2.掌握激光器振荡阈值条件;3.掌握三、四能级系统的阈值泵浦功率密度;4.理解均匀加宽介质激光器的模竞争,和单纵模振荡;5.理解非均匀加宽介质激光器中的烧孔现象,和多纵模振荡;6.理解单模运转激光器在均匀和非均匀加宽介质两种情形下的输出功率特性,及其影响因素;7.了解蓝姆凹陷,及其应用;8.了解速率方程理论的局限性。
重点1.单模、多模激光器速率方程建立,及其近似方法;2.激光器振荡阈值条件;3.阈值泵浦功率密度,及其影响因素;4.单模运转激光器输出功率特性,及其影响因素;难点1.激光器速率方程的近似处理;2.激光器涉及的效率;3.单模运转激光器输出功率的影响因素;4.蓝姆凹陷及其应用。
二、知识点总结1. 激光器速率方程的特点⎪⎪⎪⎪⎪⎪⎪⎩⎪⎪⎪⎪⎪⎪⎪⎨⎧−−→−⎪⎪⎪⎪⎩⎪⎪⎪⎪⎨⎧⎪⎪⎩⎪⎪⎨⎧⎪⎩⎪⎨⎧⎪⎩⎪⎨⎧-=−−−−→−⎪⎭⎪⎬⎫全填充激活介质的有限填充忽略模间耦合受激跃迁几率差别忽略各模的光子寿命、近似方法:主要关心:单模纵模式:近似方法:平面波主要关心:基模横模式:模式:腔内光子寿命正反馈局部损耗光学谐振腔:近似影响腔内光子数R R dt d τϕϕτ ⎪⎪⎪⎪⎪⎩⎪⎪⎪⎪⎪⎨⎧⎪⎪⎩⎪⎪⎨⎧-∆=∆+-∆-∆-∆-=∆⎪⎪⎩⎪⎪⎨⎧-∆=∆-∆-∆-=∆ϕτϕϕηηϕηϕτϕηϕη)()()(:I )()(:I R R R R R P R R R R P n B V dt d n B A n g g nA n B W n n dt n d n B V dt d nA n B W n n dt n d 112211222112211三能级系统四能级系统速率方程:⎪⎪⎪⎪⎪⎪⎪⎪⎪⎪⎩⎪⎪⎪⎪⎪⎪⎪⎪⎪⎪⎨⎧=⎪⎩⎪⎨⎧+⎪⎩⎪⎨⎧++==in outs p P t R t R dP dP S A A S A S S v ηηηηηηνηττδδη激光器斜率效率:=总量子效率:三能级系统四能级系统激光上能级荧光效率三能级系统四能级系统抽运能级驰豫转移效率泵浦量子效率:泵浦源光子利用率:光学谐振腔效率:效率:212121************:I :I :I :I 2. 激光器阈值特性⎪⎪⎪⎪⎪⎪⎪⎪⎪⎪⎩⎪⎪⎪⎪⎪⎪⎪⎪⎪⎪⎨⎧=⎪⎪⎩⎪⎪⎨⎧⋅⋅⋅∆+⋅≈⋅⋅⋅⋅∆⋅⋅≈⎪⎪⎩⎪⎪⎨⎧∆-∆+=∆≈∆-∆=≡≡∆−−→−l G r g g g g hn V P L hV V P n n A n n g g W A n n n n A n W L G v v g LhvB V n m P H P a pt P H P a pt t t pt t t t pt t H t dt d δνηηηννπδηηηλνννπηηηδνδϕ/)(//:I :I )()(:I )()(:I )(:),(:002112122130221122100210000111121114泵浦超阈度:三能级系统四能级系统泵浦功率密度:三能级系统四能级系统泵浦速率:增益系数小信号布居反转数密度阈值:上下=⎪⎪⎪⎪⎪⎪⎪⎪⎪⎩⎪⎪⎪⎪⎪⎪⎪⎪⎪⎨⎧⎪⎪⎩⎪⎪⎨⎧⎪⎩⎪⎨⎧−−→−⎪⎪⎪⎩⎪⎪⎪⎨⎧⎪⎩⎪⎨⎧∆-⋅-≈∆−−→−−−−−→−+∆∆=⎪⎩⎪⎨⎧∆=∆-∆=∆沿轴:多横模几个纵模振荡波腹空域:多纵模振荡频域非均匀加宽沿轴:多横模几个纵模振荡波腹空域烧孔偏移纵模频率向的单纵模振荡靠近均匀加宽纵模数目:非均匀加宽:均匀加宽出光带振荡:烧孔色散压扁增益曲线:::),(log ::H q q H q q mnq os r D os m H os l I G N r q m νννπννδνννννννννν000022211 3. 连续激光器的输出⎪⎪⎪⎪⎩⎪⎪⎪⎪⎨⎧∆≈==∆−−−→−=−−−−→−⎪⎪⎪⎩⎪⎪⎪⎨⎧--=⎪⎩⎪⎨⎧-=-=-⋅⋅⋅⋅==out R s a R n s a R n m so out s opt pt in p R p out t s out P h V n B L V V L V B n y f y r AT I P l G AI P l G T P P v P h P 22222200122218222)()(])e xp([)()()(::I max ννππϕδπνϕδκααανηηητνϕ激四能级系统自发辐射的贡献损耗:极限线宽:非均匀加宽:最大输出功率:最佳输出耦合:均匀加宽功率输出:三、典型问题的分析思路1、 振荡纵模式数问题。
首先,明确讨论的是纵模问题,不要牵扯横模。
其次,均匀和非均匀加宽介质性质在纵模起振上差异很大。
在均匀加宽介质激光器中,由于强烈纵模式竞争,一般只能单模运转,但是,因为增益的沿轴烧孔,也不排除在驻波腔中还是可能有多个纵模起振。
当然,这些起振纵模不一定是相邻的纵模。
这是因为,尽管通过强激励可以有所加宽,均匀加宽介质出光带还是有限:1-∆=∆m H os r νν借助波节插空形成振荡的纵模不多,不应该是这一问题的对象。
在非均匀加宽介质激光器中,出光带内损耗线以上的每个纵模都可以烧孔起振,振荡纵模式数问题应该是针对它提出的。
非均匀加宽介质出光带:m rD os 2log νν∆=∆起振模式数目:2/2log 1m rqD N νν∆∆+= 所以,需要知道非均匀加宽线宽、纵模间距:nLc q 2=∆ν 以及泵浦超阈值的大小: l G r D m δν/)(00=或者小信号增益以及单位长度损耗的大小,或增益介质有多长。
因此,这个问题换个问法的话,还可以问你腔长多短时才只有单模工作?或者以除输出之外忽略其它损耗,给你增益及输出镜反射率,问你能有几个纵模工作?等等,都是在上述公式里打转转。
2、 非均匀加宽介质激光器中烧孔重叠问题。
首先,需要明确什么情况算是烧孔重叠。
烧孔是强光对介质增益的饱和作用,烧孔重叠意味着有两个强光。
在激光器中,对光的区分是按模式的,所以两个强光即两个振荡模式的激光。
烧孔重叠实际上是说激光器中两个振荡模式对介质增益的争夺。
其次,需要明确烧孔会发生在频域,也会发生在空域。
基横模模场集中在腔轴沿线,损耗低,增益大,竞争力强,最易起振。
基横模的起振,主要消耗的是腔轴沿线各处激活介质的集居数反转密度,客观上形成沿腔轴线的这一横向空间增益烧孔;腔轴线以外各处激活介质的集居数反转密度,由于没受基横模光场的影响,仍然保持在高位,为模光场主要分布在远离腔轴的高阶横模提供了可资利用的集居数反转密度,为高阶横模的起振提供了条件。
所以,横向烧孔的存在,使均匀加宽激光器中易形成多个横模的稳态振荡。
另外,驻波腔激光波腹处光强最大,波节处光强最小,介质中沿腔轴向各点处光强周期性分布,致使介质增益形成沿轴烧孔。
由于波长不同,不同纵模在腔内波腹、波节的位置各异。
沿轴烧孔效应的存在,大大减小了相邻模之间的竞争,使强竞争力模式的邻模也可能同时形成稳态振荡,不同纵模使用不同空间的激活粒子而同时产生振荡。
可见,空域的烧孔,无论是沿轴的,还是离轴的,往往是竞争力弱的模式在强模式烧孔空间之外的增益利用,并不威胁强模式的振荡,不会存在真正意义上的烧孔重叠。
这样一来,只有频域才会发生烧孔重叠。
由于均匀和非均匀加宽介质性质的差异,还是要分开考虑。
在均匀加宽介质中,振荡模通过受激辐射在获得增益、强度增大的同时,也使介质增益均匀饱和,介质的增益曲线被整体压扁,各模式光场的净增益也被压缩、下降。
随着各模式光场强度增大,增益饱和程度加深,增益曲线整体被压缩的更多,远离介质频率中心纵模的净增益会减小到零或者负值,即损耗线以下,导致远离介质频率中心的纵模退出振荡,直至仅存一个振荡模式。
介质增益越大,不同纵模式实际获得的增益差异越大,模式竞争越激烈,也最有可能最后形成激光器单模工作。
当然,均匀加宽介质中模式竞争的强度也是相对的。
若介质增益能力弱,难以培养出有竞争力的模式,最后也能维持多模式输出。
在这种情况下,各模式的竞争力弱,实际上是获得增益的能力弱,难以对增益曲线进行有效地饱和烧孔,也就谈不上相邻模式烧孔重叠以至于出现竞争的现象了。
在非均匀加宽介质中情形则显著不同。
非均匀加宽介质粒子对谱线不同频率处的增益有不同的贡献,纵模消耗激发态粒子时,消耗的只是表观中心频率与其频率相对应的一群激发态粒子,因此一纵模起振后,消耗的只是表观中心频率与模频率相对应的那些激发态粒子,对增益系数的影响只是在其均匀加宽谱线所占频率范围,在增益曲线上出现局部增益曲线烧孔。
当然,烧孔的深度也是有限度的,与均匀加宽介质情形一样,烧孔也以到达损耗线为界:l I I G I G s q D q qδννν=+=10)(),(若有多个纵模满足振荡条件,只要满足阈值条件而起振的各振荡模间的频差足够大,大于考虑饱和修正的均匀加宽谱线宽度,各个振荡模就将独立地与反转原子相互作用,增益基本上互不相关,并从中获得增益放大而形成各自的稳态振荡,激活介质的局部增益饱和使介质小信号增益曲线上呈现多个烧孔,每个烧孔都是烧到损耗线,实现彼此几乎独立的多模振荡、激光输出。
烧孔的深度,或者说饱和程度,大小决定于增益系数。
纵模光频率离介质中心频率近的,布居反转粒子数密度大,消耗也多,饱和程度大,烧孔深度深;远的则深度浅。
在多个烧孔共存的情形下,烧孔能不能重叠,一个因素是烧孔的间距,对于非均匀加宽介质也就是纵模间距:nLc q 2=∆ν 另一个因素是烧孔的宽度。
如果我们将烧孔重叠的判据定为两烧孔的FWHM (半最大全宽度),只有宽度比纵模间距还大的纵模会产生烧孔重叠,形成强烈的竞争。
这种竞争往往构成激光输出不稳定的一个原因。
烧孔的宽度,在激光器中,要受激光增益介质和谐振腔两方面的影响。
在谐振腔方面,由于输出耦合不可避免的引入损耗,纵模有一定的宽度:LVT R πν4≈∆ 在激光增益介质方面,介质的线宽还要受饱和因素的影响:s H I I qννδν+∆=1最后,烧孔宽度要有这两个宽度综合来定。
一般情况下这会牵扯到卷积计算,多数练习题会给让一个比另外一个大的多以达到简化的目的。
如果是谐振腔纵模宽度很小,起主要作用的是介质的饱和线宽,则需要计算出该纵模的振荡光强:()][ln 1220282-=∆--+D q e r I I m s ννν并把它带入上面的饱和作用影响后的介质线宽表达式进行计算。
这样一来,需要知道饱和光强、非均匀加宽线宽,还需要知道泵浦超阈值的大小,或者小信号增益以及单位长度损耗的大小:l G r D m δν/)(00=或增益介质有多长。
如果是谐振腔纵模宽度起主要作用,还需要在这个宽度的基础上再加上一个饱和作用影响后的介质线宽。