Lecture Note-Guidelines for Noise-free doc
How-to-take-Lecture-Notes（最新整理）
How to Take Lecture Notes(/T ake-Lecture-Notes)Taking lecture notes is a major part of studying and it is important that your notes are thorough and accurate. Here's how to get the most out of a lecture and have amazing notes to show for it.Steps1. Prepare for the lecture so that you will be more likely to predict the organization of the lecture. Check the course outline to see if the lecturer has listed the topic or key ideas in the upcoming lecture. If so, convert this information into questions, or structure your notebook according to the headings provided in the outline.2. If an outline or handout is given out at thebeginning of class, skim it quickly. Underline or highlight topics, new vocabulary, key questions and/or main ideas.3. Ideally, you will come to class having read the assigned material. Attending the lecture with the information fresh in your mind will undoubtedly help you follow the presentation with greater ease and less confusion.4. Sit as near to the front of the room as possible to eliminate distractions. You may even want to come five or ten minutes early to get a good seat and have time to set up your pen and notebook or laptop.5. Have a proper attitude. Listening well is a matter of paying close attention. Be prepared to be open-minded about what the lecturer may be saying, even though you may disagree with it.6. Have extra pencils sharpened and ready, or extra lead for mechanical pencils in case a pencil breaks during the lecture. Bring a pen as well, and a (big) eraser.7. Write down the title of the lecture, and the date. Keeping your notes organized will pay off when it comes time to study.8. If you miss a lecture, make sure to write it down in your notes as well, so that you will not forget. This way you ensure that you will get the notes from a friend or colleague instead of missing out on the material entirely.1. Listen carefully to the introduction (if there is one). By knowing this outline, you will be better prepared to anticipate what notes you will need to take. Decipher this outline by listening for:a. A topic for each section.b. Supporting points or examples for the topic.2. Copy what's written on the whiteboard, or overhead projector, especially the outline. To make sure that you get everything, get in the habit of skipping words like "the" and "a" and make use of shorthand and abbreviations. Summarize your notes in your own words, not the instructor's. Remember: your goal is to understand what the professor is saying, not to try to record exactly everything he or she says.3. Recognize main ideas by signal words that indicate something important is to follow. See the tip on signals below.4. Jot down details or examples that support the main ideas. Take down examples and sketches which the lecturer presents. Indicate examples with "e.g." Give specialattention to details not covered in the textbook.5. Come up with symbols for words used often that you can remember easily.6. Take detailed notes if possible.7. Draw diagrams for concepts you can't remember easily or don't understand.8. If there is a summary at the end of the lecture, pay close attention to it. You can use it to check the organization of your notes. If your notes seem disorganized, copy down the main points that are covered in the summary. It will help in revising your notes later.9. At the end of the lecture, ask questions about points that you did not understand.10. If (s)he begins to get off topic by telling a story...write it down anyway. Stories help people remember. The story might be related to what you are learning, and may even be on the test.11. If it becomes apparent that he or she is trying to stress or emphasize something, be sure to get it down.12. Obviously, the teacher/professor will not write down everything he/she says. Listen for key points and important details that are not written down.13. When students ask questions, write down the questions and the teacher/professor's answers. This additional information might answer questions you have as well.1. Revise your notes as quickly as possible,preferably immediately after the lecture, since at that time you will still remember a good deal of the lecture. Also it is a good idea to reread your notes within 24 hours of the lecture. It may be a good idea to rewrite or type your notes to make them clearer and more organized.2. Revise it with a class mate or two. Two students see and hear more than one. Your notes will have different gaps than that of your class mates.3. Review the lecture notes (again) before the next lecture.Tips1. Mark ideas which the lecture emphasizes with a highlighter, arrow or some special symbol.2. If the teacher has given a clear outline of the topic eg "Today we'll learn about 10 typesof leaves..", use numbers 1,2,...10 for the main points (types of leaves), and letters of the alphabet a, b, c etc for examples of each type.3. Use 'mind maps' if you've learnt how to draw them.4. Incorporate different colors of ink, diagrams, drawings of your own. Make your notes your notes. Take advantage of how you learn (visually, aurally [by ear], or actively) and write/draw your notes according to that style.5. Watch for signal words. Your instructor is not going to send up a rocket when he/she states an important new idea or gives an example, but she will use signals to telegraph what she is doing. Every good speaker does it, and you should expect to receive these signals.For example, she may introduce an example with "for example" as done here. Other common signals:"There are three reasons why...." (Here they come!)"First...Second... Third...." (There they are!) "And most important,...." (A main idea!) "A major development...." (A main idea again!)He/She may signal support material with: "On the other hand....""Pay close attention to this""On the contrary...." "Similarly....""In contrast....""Also....""For example....""For instance...."He may signal conclusion or summary with:"Therefore....""In conclusion....""As a result....""Finally....""In summary....""From this we see...."He/She may signal very loudly with: "Now this is important....""Remember that....""The important idea is that....""The basic concept here is...."6. Do NOT try to write down every word of the lecture. It is better to listen attentively, understand the topic /point being explained, and jot down the notes in point form - but not so brief that they don't make sense to you later!7. You may use a certain software to help you take notes such as PerfectNotes software, Live Scribe Smart Pen and Microsoft OneNote.Warnings1. Do not perform manual activities which will detract from taking notes. Do not doodle or play with your pen. These activities break eye contact and concentration; they are alsodistracting to others. Therefore, if you learn best while doodling or tapping your foot, sit near people who do the same or who don't keep glaring in your direction.2. If you are gathering together your personal belongings when you should be listening, you're bound to miss an important point--perhaps an announcement about the next exam--or, at the least, insult the teacher.3. Some professors may not want you to record their lectures, in case they end up shared or posted online without the professor getting credit or financial compensation for their expertise. It could even be illegal to make a recording without their permission! Ask permission before using recording devices, and delete your recordings as soon as the final exam is over.4. Remember that you are there to analyze and process, not: to record. Pieces of electronics can record better than you, but they do not get an academic degree ordiploma. Make sure you keep processing and analyzing despite having a recorder at hand.5. It should be noted that the statement on doodling is not entirely accurate. Doodling has been known to improve memory, so doodling during parts of lectures which do not require note making may actually be beneficial as opposed to distracting. So take this persons' advice with caution.。
Springer Lecture Notes 论文格式
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学术英语(教师资料)-Unit3
Unit Contents
1 Preparing for listening to a lecture 2 Paying attention to the introduction 3 Understanding the ideas through examples 4 Following a lecture through signal words 5 Memorizing the points by taking notes
Unit 3 Listening to Lectures
1 Preparing for listening to a lecture
• Lectures are not only a major part of college learning, but another major source of your research article.You will get information no less than from reading essays and articles.To listen to an academic lecture effectively, however, you may do some homework beforehand.The following are some tips:
Unit 3 Listening to Lectures
3 Understanding the ideas through examples
Signal words that you should pay attention to:
for example for instance the following example (story/ incident) illustrates/
关于课堂上该不该玩手机的英语作文
关于课堂上该不该玩手机的英语作文全文共3篇示例，供读者参考篇1Should Students Be Allowed to Use Phones in Class?We've all been there – you're sitting in a lecture, struggling to stay focused, when you hear a vibration and can't resist peeking at your phone. Maybe it's a text from your best friend, or maybe you just want to quickly check Instagram. Next thing you know, you've spent the last 20 minutes scrolling mindlessly instead of paying attention. Using phones in class has become such a widespread issue that many schools have strict no-phone policies. But I actually think allowing some phone use could benefit students if it's done in a smart, balanced way.Let me start by acknowledging that yes, uncontrolled phone use is obviously a huge distraction and detriment to learning. There's tons of research showing that multitasking and dividing your attention between a lecture and your phone severely impairs your ability to absorb information. The blue light and addictive apps further compound the problem. I've seen firsthand how some of my classmates basically spend the entireclass period zoned out on their phones, not retaining a single thing the teacher said. Nobody is well-served by that.However, I don't think the solution is to have an outright phone ban, for a few key reasons. First, let's be realistic – telling students they can't use their phones at all is like telling them they can't breathe. Phones are embedded into essentially every aspect of our lives, work, and social fabrics in 2023. Trying to completely disconnect for multiple hours a day just isn't practical or reflective of how we'll need to smartly integrate technology in our future careers. If teachers impose an unreasonable blanket ban, students will either find ways to slyly use their phones anyway, or they'll be so preoccupied with the temptation that it'll become an even bigger distraction.Instead, I think we'd be better off implementing a more nuanced policy that recognizes phones as a reality of modern life and treats students as responsible enough to use them properly at appropriate times. Maybe there's a designated 5 minute phone break every hour, so students can quickly check notifications and respond to anything urgent without getting fully engrossed. Or certain lessons could intentionally integrate phone usage, like looking up supplementary content online or using learning apps. There could be an accountability systemwhere students caught mindlessly browsing during lectures get a strike, but there's no overarching prohibition.Another benefit of allowing some phone use is that it can actually boost productivity and engagement for certain students and tasks. I personally am a kinetic learner – I tend to absorb information best when I can actively do something with my hands, like take handwritten notes on my phone or record voice memos. Having to put my phone away entirely would remove tools that help me learn. There's also the reality that many of us juggle all kinds of responsibilities beyond just being a student –we're employees, parents, caregivers, and more. Being able to quickly handle any urgent logistical matters that arise without having to disrupt class would be a meaningful upside.Of course, proponents of phone bans argue that even occasional use is too slippery of a slope, and that it's basically impossible to devise a policy that students won't abuse. They contend thatarbansimply remove the possibility of temptation altogether. But I'd argue that removing phones entirely is just admitting defeat on developing self-control and responsibility around technology – key skills we'll all need to truly thrive. If we're treated like children until we're adults, how will we ever learn?There are also important questions around equity and accessiblity. For students who can't afford laptops or home internet, a smartphone may be their only computer and way to access materials, particularly for virtual learning. Banning phones could place these students at a disadvantage. Additionally, differentstudents have different needs – for example, anxious students may feel reassured being able to occasionally text a parent, and neurodivergent students may need more flexibility and movement than a phone ban would allow.Ultimately, I think we need to move beyond the binary of phone bans or free-for-all disorder, and get more intentional about defining appropriate phone use and cultivating healthy technology habits. Maybe there's a system where certain periods are phone-free, but others strategically incorporate technology. Students could earn "phone time" minutes based on behavior and engagement levels. Different strategies could be tested and evolved based on results. Teachers could get trained on effective ways to compete with device distraction.The impulse behind total phone bans is understandable, but I think it's ultimately a counterproductive approach that sets students up for failure in our inevitably device-filled world. We can't put our heads in the sand and pretend phones don't exist.Modern students have grown up as digital natives, and we're going to need coping strategies to use technology purposefully without letting it subsume us. A balanced, nuanced policy that weaponizes self-control and responsibility is a better path than outright prohibition. That's the mindset that will ultimately serve us best in our future workplaces and lives.篇2Should Students Be Allowed to Use Phones in Class?It's the middle of a lecture, and you hear a faint buzzing noise coming from someone's bag. Suddenly, they discreetly pull out their phone and start typing away. You can't help but get distracted, wondering what could be so important that it requires their immediate attention during class time. This scenario is all too familiar in today's digital age, where it seems like everyone is glued to their smartphones, even in academic settings. The question of whether students should be allowed to use their phones in class is a contentious one, with valid arguments on both sides.From a student's perspective, having access to our phones in class can be incredibly useful. We live in a world where information is quite literally at our fingertips, and being able toquickly look something up or access online resources can greatly enhance our learning experience. Additionally, many of us use our phones as digital notebooks, typing up notes and recording lectures for later review. In a fast-paced academic environment, having this level of convenience can be invaluable.Furthermore, smartphones have become an integral part of our daily lives, serving as communication hubs, productivity tools, and sources of entertainment. For many students, being completely disconnected from our phones for extended periods can be incredibly stressful and anxiety-inducing. The fear of missing important calls, messages, or notifications can be a significant distraction in itself, potentially hindering our ability to focus on the lesson at hand.However, the counterarguments against phone use in class are also compelling. Perhaps the most significant concern is the potential for distraction and decreased engagement. It's all too easy to get sucked into the endless scroll of social media, messaging apps, or online videos, leaving little room for active participation and focused learning. Even the mere presence of a phone can be a temptation, diverting our attention away from the task at hand.Moreover, there are valid concerns about academic integrity and the potential for cheating or unauthorized collaboration. With instant access to the internet and countless resources at our fingertips, the line between legitimate research and academic dishonesty can become blurred. This issue is particularly relevant during exams or assessments, where phone use could provide an unfair advantage.From a broader perspective, the overuse of technology in educational settings may hinder the development of crucial interpersonal skills and the ability to engage in face-to-face interactions. Classrooms are intended to be spaces for intellectual discourse, where ideas are exchanged, debates are fostered, and critical thinking is nurtured. If we're all buried in our screens, we may miss out on these valuable opportunities for personal growth and intellectual exploration.Ultimately, the decision of whether to allow phone use in class is a complex one, with valid arguments on both sides. Perhaps a middle ground could be found, where phones are permitted for specific educational purposes, such as note-taking or quick research, but restricted during lectures, discussions, or assessments. Clear guidelines and expectations could beestablished, ensuring that technology is used as a tool to enhance learning rather than a source of distraction.Alternatively, a more radical approach could be to designate specific "technology-free" zones or times within the classroom setting. By creating these dedicated spaces for focused learning and engagement, we may be able to strike a balance between the conveniences of modern technology and the need for undivided attention and critical thinking.Regardless of the approach taken, it's crucial that we, as students, develop a healthy relationship with technology and understand the importance of self-regulation and responsible use. Phones and digital devices can be powerful learning tools, but only when used judiciously and with clear purpose. It's up to us to demonstrate maturity and discipline, recognizing when it's time to put our devices away and fully immerse ourselves in the educational experience.In the end, the debate surrounding phone use in class is a microcosm of a larger societal conversation about the role of technology in our lives. As the line between the digital and physical worlds continues to blur, we must strive to strike a balance, using technology to enhance our experiences while remaining mindful of its potential pitfalls and distractions.篇3Should Students Be Allowed to Use Phones in Class?We live in a digital age where technology is deeply integrated into our daily lives. Smartphones have become an indispensable part of how we communicate, access information, and even learn. However, the presence of these devices in the classroom has sparked an ongoing debate – should students be permitted to use their phones during class time? As a student myself, I have experienced both the benefits and drawbacks of phone usage in an academic setting, leading me to a nuanced perspective on this issue.On one hand, I can understand the argument for allowing phones in class for educational purposes. In today's world, a wealth of knowledge is just a few taps away on our devices. Need to quickly look up a fact, definition, or calculation? Your phone can provide that information instantly, streamlining the learning process. Additionally, many teachers incorporate technology into their lessons, requiring students to use educational apps, online resources, or even their phone's camera for interactive activities. In these instances, having access to a phone can be a valuable learning tool.Moreover, some students may have legitimate needs that necessitate phone access during class time. Perhaps they have a family emergency or medical condition that requires them to remain in close contact. Or maybe they rely on their phone's accessibility features, such as text-to-speech or speech-to-text, to facilitate their learning. Outright banning phones could inadvertently disadvantage these students and hinder their academic progress.However, there is also a compelling case for restricting phone usage in the classroom. Undoubtedly, phones can be a significant source of distraction, drawing our attention away from the lesson at hand. It's all too easy to get lost in a rabbit hole of social media scrolling, online shopping, or playing games – activities that have nothing to do with the subject being taught. This divided attention can negatively impact our ability to absorb and retain information, ultimately hindering our learning outcomes.Furthermore, the presence of phones in class can disrupt the learning environment for others. Notifications pinging, ringtones going off, and the glow of screens can be distracting not just for the phone user but also for their classmates seated nearby. Thisconstant stimulation can make it challenging for everyone to stay focused and engaged with the lesson.Beyond the classroom setting, allowing unrestricted phone use could also reinforce unhealthy habits and dependencies. In a world where we're constantly bombarded with digital stimuli, it's crucial for students to learn how to practice self-regulation and cultivate attention spans. Classrooms should be a designated space for focused learning, free from the temptations and distractions that phones often present.Considering both sides of the argument, I believe the best approach lies in finding a balanced middle ground. Rather than an outright ban or complete freedom, schools could implement specific guidelines and policies around phone usage in class.For instance, phones could be permitted for educational purposes only, such as accessing approved learning materials or participating in technology-based activities. Clear rules could be established to define acceptable phone use, with consequences for violations to discourage misuse.Additionally, schools could designate certain times or zones where phone use is allowed, such as during breaks or in designated areas outside the classroom. This way, students canstill stay connected and attend to any personal matters without disrupting the learning environment.Ultimately, the responsible use of phones in class comes down to fostering digital literacy and self-discipline among students. Teachers and parents could work together to educate young people on the appropriate times and contexts for phone usage, as well as strategies for managing distractions and maintaining focus.In conclusion, the debate surrounding phone usage in classrooms is a complex one, with valid arguments on both sides. While phones can be valuable educational tools and serve legitimate needs, their potential for distraction and disruption cannot be ignored. By implementing clear policies, designated areas, and promoting digital literacy, we can strike a balance that allows for responsible phone usage while preserving the integrity of the learning environment. As students, it is our responsibility to use these devices wisely and prioritize our education above all else.。
The Good, the Bad, and the Ugly Aspects of ADC Input Noise
MT-004TUTORIAL The Good, the Bad, and the Ugly Aspects of ADCInput Noise—Is No Noise Good Noise?by Walt KesterINTRODUCTIONAll analog-to-digital converters (ADCs) have a certain amount of "input-referred noise"— modeled as a noise source connected in series with the input of a noise-free ADC. Input-referred noise is not to be confused with quantization noise which only occurs when an ADC is processing an ac signal. In most cases, less input noise is better, however there are some instances where input noise can actually be helpful in achieving higher resolution. This probably doesn't make sense right now, so you will just have to read further into this tutorial to find out how SOME noise can be GOOD noise.INPUT-REFERRED NOISE (CODE TRANSITION NOISE)Practical ADCs deviate from ideal ADCs in many ways. Input-referred noise is certainly a departure from the ideal, and its effect on the overall ADC transfer function is shown in Figure 1. As the analog input voltage is increased, the "ideal" ADC (shown in Figure 1A) maintains a constant output code until the transition region is reached, at which point the output code instantly jumps to the next value and remains there until the next transition region is reached. A theoretically perfect ADC has zero "code transition" noise, and a transition region width equal to zero. A practical ADC has certain amount of code transition noise, and therefore a transition region width that depends on the amount of input-referred noise present (shown in Figure 1B). Figure 1B shows a situation where the width of the code transition noise is approximately one least significant bit (LSB) peak-to-peak.(A) IDEAL ADC(B) ACTUAL ADCFigure 1: Code Transition Noise (Input-referred Noise)and its Effect on ADC Transfer FunctionAll ADC internal circuits produce a certain amount of rms noise due to resistor noise and "kT/C" noise. This noise is present even for dc-input signals, and accounts for the code transition noise. Today, code transition noise is most often referred to as input-referred noise rather than code transition noise. The input-referred noise is most often characterized by examining the histogram of a number of output samples when the input to the ADC is a dc value. The output of most high speed or high resolution ADCs is a distribution of codes, centered around the nominal value of the dc input (see Figure 2). To measure its value, the input of the ADC is either grounded or connected to a heavily decoupled voltage source, and a large number of output samples are collected and plotted as a histogram (sometimes referred to as a grounded-input histogram). Since the noise is approximately Gaussian, the standard deviation of the histogram, σ, can be calculated, corresponding to the effective input rms noise. Reference 1 provides a detailed description of how to calculate the value of σ from the histogram data. It is common practice to express this rms noise in terms of LSBs rms, although it can be expressed as an rms voltage referenced to the ADC full-scale input range.n–4n–3n–1n n+1n+2n+3n+4n–2OUTPUT CODEFigure 2: Effect of Input-Referred Noise on ADC "Grounded Input" Histogram forADC with Small Amount of DNLAlthough the inherent differential nonlinearity (DNL) of the ADC may cause some minor deviations from an ideal Gaussian distribution (some DNL is shown in Figure 2, for instance), it should be at least approximately Gaussian. If there is significant DNL, the value of σ should be calculated for several different dc input voltages, and the results averaged. If the code distribution has large and distinct peaks and valleys, for instance—this indicates either a poorly designed ADC or, more likely, a bad PC board layout, poor grounding techniques, or improper power supply decoupling (see Figure 3). Another indication of trouble is when the width of the distribution changes drastically as the dc input is swept over the ADC input voltage range.n n+1n+2n+3n+4n–1n–2n–3n–4OUTPUT CODEn+5n–5Figure 3: Grounded Input Histogram for Poorly Designed ADC and/or PoorLayout, Grounding, or DecouplingNOISE-FREE (FLICKER-FREE) CODE RESOLUTIONThe noise-free code resolution of an ADC is the number of bits beyond which it is impossible to distinctly resolve individual codes. The cause is the effective input noise (or input-referred noise) associated with all ADCs and described above. This noise can be expressed as an rms quantity, usually having the units of LSBs rms . Multiplying by a factor of 6.6 converts the rms noise into peak-to-peak noise (expressed in LSBs peak-to-peak ). The total range (or span) of an N-bit ADC is 2N LSBs. The total number of noise-free counts is therefore equal to:(LSBs)Noise Input Peak -Peak 2Counts Free -Noise N=. Eq. 1The number of noise-free counts can be converted into noise-free code resolution by taking the base-2 logarithm as follows:Noise Free Code Resolution ⎟⎟⎠⎞⎜⎜⎝⎛=(LSBs) Noise Input Peak -Peak 2log N 2. Eq. 2The noise-free code resolution specification is generally associated with high-resolution sigma-delta measurement ADCs. It is most often a function sampling rate, digital filter bandwidth, and programmable gain amplifier (PGA) gain. Figure 4 shows a typical table taken from the AD7730 sigma-delta measurement ADC.Figure 4: Noise-Free Code Resolution for the AD7730 Sigma-Delta ADCNote that for an output data rate of 50 Hz and an input range of ±10 mV, the noise-free code resolution is 16.5 bits (80,000 noise-free counts). The settling time under these conditions is 460 ms, making this ADC an ideal candidate for a precision weigh scale application. Data such as this is available on most data sheets for high resolution sigma-delta ADCs suitable for precision measurement applications.The ratio of the FS range to the rms input noise (rather than peak-to-peak noise) is sometimes used to calculate resolution. In this case, the term effective resolution is used. Note that under identical conditions, effective resolution is larger than noise-free code resolution by log 2(6.6), or approximately 2.7 bits.⎟⎟⎠⎞⎜⎜⎝⎛=(LSBs) Noise Input RMS 2log n Resolutio Effective N 2 Eq. 3Bits 2.7 n Resolutio Code Free Noise n Resolutio Effective +=. Eq. 4Some manufacturers prefer to specify effective resolution rather than noise-free code resolution because it results in a higher number of bits—the user should check the data sheet closely to make sure which is actually specified.INCREASING ADC "RESOLUTION" AND REDUCING NOISE BY DIGITAL AVERAGINGThe effects of input-referred noise can be reduced by digital averaging. Consider a 16-bit ADC which has 15 noise-free bits at a sampling rate of 100 kSPS. Averaging two samples per output sample reduces the effective sampling rate to 50 kSPS and increases the SNR by 3 dB, and the noise-free bits to 15.5. Averaging four samples per output sample reduces the sampling rate to 25 kSPS, increases the SNR by 6 dB, and increases the noise-free bits to 16.In fact, if we average sixteen samples per output, the output sampling rate is reduced to 6.25 kSPS, the SNR increases by another 6 dB, and the noise-free bits increase to 17. The arithmetic in the averaging must be carried out to the larger number of significant bits in order to take advantage of the extra "resolution."The averaging process also helps "smooth" out the DNL errors in the ADC transfer function. This can be illustrated for the simple case where the ADC has a missing code at quantization level "k". Even though code "k" is missing because of the large DNL error, the average of the two adjacent codes, k – 1 and k + 1 is equal to k.This technique can therefore be used effectively to increase the dynamic range of the ADC, at the expense of overall output sampling rate and extra digital hardware. It should be noted, however, that averaging will not correct the inherent integral nonlinearity of the ADC.Now, consider the case of an ADC that has extremely low input-referred noise, and the histogram shows a solid code all the time. What will digital averaging do for this ADC? This answer is simple—it will do nothing! No matter how many samples we average, we will still get the same answer. However, as soon as we add enough noise to the input signal so that there is more than one code in the histogram, the averaging method starts working again. Some small amount of noise is therefore good (at least with respect to the averaging method), but the more noise present at the input, the more averaging is required to achieve the same resolution.DON'T CONFUSE EFFECTIVE NUMBER OF BITS (ENOB) WITH "EFFECTIVE RESOLUTION" OR "NOISE-FREE CODE RESOLUTION"Because of the similarity of the terms, effective number of bits and effective resolution are often assumed to be equal. This is not the case.Effective number of bits (ENOB) is derived from an FFT analysis of the ADC output when the ADC is stimulated with a full-scale sinewave input signal. The rss value of all noise and distortion terms is computed, and the ratio of the signal to the noise and distortion is defined as SINAD, or S/(N+D). The theoretical SNR of a perfect N-bit ADC is given by:.6SNR+=. Eq. 5dB02N76.1The calculated value of SINAD for the ADC is substituted for SNR in Eq. 5, and the equation solved for N, yielding the ENOB:02 .6dB 76 .1SINAD ENOB −=. Eq. 6 The noise and distortion used to calculate SINAD and ENOB include not only the input-referred noise but also the quantization noise and the distortion terms. SINAD and ENOB are used to measure the dynamic performance of an ADC, while effective resolution and noise-free code resolution are used to measure the noise of the ADC under dc input conditions where there is no quantization noise.USING NOISE DITHER TO INCREASE ADC SPURIOUS FREE DYNAMIC RANGEThere are two fundamental limitations to maximizing SFDR in a high speed ADC. The first is the distortion produced by the front-end amplifier and the sample-and-hold circuit. The second is that produced by non-linearity in the actual transfer function of the encoder portion of the ADC. The key to high SFDR is to minimize the non-linearity of each.There is nothing that can be done externally to the ADC to significantly reduce the inherent distortion caused by the ADC front end. However, the differential nonlinearity in the ADC encoder transfer function can be reduced by the proper use of dither (external noise which is summed with the analog input signal to the ADC).Dithering improves ADC SFDR under certain conditions (References 2-5). For example, even in a perfect ADC, there is some correlation between the quantization noise and the input signal. This can reduce the SFDR of the ADC, especially if the input signal is an exact sub-multiple of the sampling frequency. Summing broadband noise (about ½ LSB rms in amplitude) with the input signal tends to randomize the quantization noise and minimize this effect (see Figure 5A). In most systems, however, there is enough noise riding on top of the signal so that adding additional dither noise is not required. The input-referred noise of the ADC may also be enough to produce the same effect. Increasing the wideband rms noise level beyond approximately one LSB will proportionally reduce the ADC SNR and results in no additional improvement.Other schemes have been developed which use larger amounts of dither noise to randomize the transfer function of the ADC. Figure 5B also shows a dither noise source comprised of a pseudo-random number generator which drives a DAC. This signal is subtracted from the ADC input signal and then digitally added to the ADC output, thereby causing no significant degradation in SNR. An inherent disadvantage of this technique is that the allowable input signal swing is reduced as the amplitude of the dither signal is increased. This reduction in signal amplitude is required to prevent overdriving the ADC. It should be noted that this scheme does not significantly improve distortion created by the front-end of the ADC, only that produced by the non-linearity of the ADC encoder transfer function.SMALL AMPLITUDELARGE AMPLITUDE(A)(B)Figure 5: Using Dither to Randomize ADC Transfer FunctionAnother method which is easier to implement, especially in wideband receivers, is to inject a narrowband dither signal outside the signal band of interest as shown in Figure 6. Usually, there are no signal components located in the frequency range near dc, so this low-frequency region is often used for such a dither signal. Another possible location for the dither signal is slightly below f s /2. Because the dither signal occupies only a small bandwidth relative to the signal bandwidth (usually a bandwidth of a few hundred kHz is sufficient), there is no significant degradation in SNR, as would occur if the dither was broadband.Figure 6: Injecting Out-of-Band Dither to Improve ADC SFDRA subranging pipelined ADC, such as the AD6645 14-bit, 105 MSPS ADC, (see Figure 7), has very small differential non-linearity errors that occur at specific code transition points across the ADC range. The AD6645 uses a 5-bit ADC (ADC1) followed by a 5-bit ADC2 and a 6-bit ADC3. The only significant DNL errors occur at the ADC1 transition points—the second and third stage ADC DNL errors are minimal. There are 25 = 32 decision points associated with ADC1, and they occur every 68.75-mV (29 = 512 LSBs) for a 2.2-V fullscale input range. Figure 8 shows a greatly exaggerated representation of these nonlinearities.55625= 32 ADC 1 TRANSITIONSFigure 7: AD6645 14-Bit, 105 MSPS ADC Simplified Block DiagramOUTPUTCODEANALOG INPUTFigure 8: AD6645 Subranging Point DNL Errors (Exaggerated)The distortion components produced by the front end of the AD6645 up to about 200-MHz analog input are negligible compared to those produced by the encoder. That is, the static non-linearity of the AD6645 transfer function is the chief limitation to SFDR.The goal is to select the proper amount of out-of-band dither so that the effect of these small DNL errors are randomized across the ADC input range, thereby reducing the average DNL error. Experimentally, it was determined that making the peak-to-peak dither noise cover about two ADC1 transitions gives the best improvement in DNL. The DNL is not significantly improved with higher levels of noise. Two ADC1 transitions cover 1024 LSBs peak-to-peak, or approximately 155 LSBs rms (peak-to-peak gaussian noise is converted to rms by dividing by 6.6).The first plot shown in Figure 9 shows the undithered DNL over a small portion of the input signal range. The horizontal axis has been expanded to show two of the subranging points which are spaced 68.75 mV (512 LSBs) apart. The second plot shows the DNL after adding 155 LSBs rms dither. This amount of dither corresponds to approximately –20.6 dBm. Note the dramatic improvement in the DNL. 155 LSBs RMS DITHER DNL (LSBs)+1.5+1.0+0.50–0.5UNDITHEREDOUTPUT CODE OUTPUT CODEFigure 9: AD6645 Undithered and Dithered DNLDither noise can be generated in a number of ways. Noise diodes can be used, but simply amplifying the input voltage noise of a wideband bipolar op amp provides a more economical solution. This approach has been described in detail (References 3, 4, and 5) and will not be repeated here.The dramatic improvement in SFDR obtained with out-of-band dither is shown in Figure 10 using a deep (1,048,576-point) FFT, where the AD6645 is sampling a –35-dBm, 30.5-MHz signal at 80 MSPS. Note that the SFDR without dither is approximately 92 dBFS compared to 108 dBFS with dither, representing a 16-dB improvement!1,048,576-POINT FFTs,PROCESS GAIN = 60dBSAMPLING RATE = 80MSPS INPUT = 30.5MHz @ –35dBm NO DITHERSAMPLING RATE = 80MSPS INPUT = 30.5MHz @ –35dBm WITH DITHER @ –20.6dBmSFDR = 92dBFSSFDR = 108dBFSNO DITHERWITH DITHERDITHER SIGNALFigure 10: AD6645 Undithered and Dithered SFDR FFT PlotThe AD6645 ADC was introduced by Analog Devices in 2000. Until recently, it represented the ultimate in SFDR performance. Since its introduction, improvements in both process technology and circuit design have resulted in even higher performance ADCs such as the AD9444 (14-bits @ 80 MSPS), AD9445 (14-bits @ 105/125 MSPS), and the AD9446 (16-bits @ 80/100 MSPS).These ADCs have very high SFDR (typically greater than 90 dBc for a 70-MHz full-scale inputsignal) and low DNL. Still, the addition of an appropriate out-of-band dither signal can improvethe SFDR under certain input signal conditions.Figure 11 shows theAD9444(14-bits @ 80MSPS) FFT with and without dither. Note that underthese input conditions, the addition of dither improves the SFDR by 25 dB. The data was taken using the ADIsimADC program and the AD9444 model.NO DITHER50mV RMS DITHER 1,048,576-POINT FFTs, AVERAGE OF 5 RUNS,DATA GENERATED USING ADIsimADC™AND AD9444 MODELFigure 11: AD9444, 14-Bit, 80MSPS ADC, f s = 80MSPS, f in = 30.5MHz,Signal Amplitude = –40dBFSEven though the results shown in Figures 10 and 11 are fairly dramatic, it should not be assumed that the addition of out-of-band noise dither will always improve the SFDR of the ADC or under all conditions. As mentioned earlier, dither will not improve the linearity of the front end circuits of the ADC. Even with a nearly ideal front end, the effects of dither will be highly dependent upon the amplitude of the input signal as well as the amplitude of the dither signal itself. For example, when signals are near the fullscale input range of the ADC, the integral nonlinearity of the transfer function may become the limiting factor in determining SFDR, and dither will not help. In any event, the data sheet should be studied carefully—in some cases dithered and undithered data may be shown along with suggestions for the amplitude and bandwidth. Dither may be a built-in feature of newer IF sampling ADCs.SUMMARYIn this discussion we have shown that all ADCs have some amount of input-referred noise. In precision, low frequency measurement applications, this noise can be reduced by digitally averaging the ADC output data at the expense of lower sampling rates and additional hardware. The resolution of the ADC can actually be increased by this averaging process, however integral nonlinearity errors are not improved. A small amount of input-referred noise is needed to increase the resolution by the averaging technique, however too much noise requires a large number of samples in the average, and a point of diminishing returns is reached.In certain high speed ADC applications, the addition of the proper amount of out-of-band noise dither can improve the DNL of the ADC and increase the spurious free dynamic range (SFDR). However, the effectiveness of dither on the SFDR is highly dependent upon the characteristics of the particular ADC under consideration.ACKNOWLEDGEMENTSThe author would like to thank Bonnie Baker of Microchip Technology and Alain Guery of Analog Devices for their thoughtful inputs to this tutorial.REFERENCES1.Steve Ruscak and Larry Singer, "Using Histogram Techniques to Measure A/DConverter Noise," Analog Dialogue, Vol. 29-2, 1995.2.Brad Brannon, "Overcoming Converter Nonlinearities with Dither," Application NoteAN-410, Analog Devices, 1995.3.Walt Jung, "Wideband Noise Generator," Ideas for Design, Electronic Design, October 1,1996.4.Walter G. Jung, Op Amp Applications, Analog Devices, 2002, ISBN 0-916550-26-5,Also available as Op Amp Applications Handbook, Elsevier/Newnes, 2005, ISBN 0-7506-7844-5..5.Walt Kester, "Add Noise Dither to Blow Out ADCs' Dynamic Range," ElectronicDesign, Analog Applications Supplement, November 22, 1999, pp. 20-26.6.Bonnie Baker, "Sometimes, Noise Can Be Good," EDN, February 17, 2005, p. 26.7.Hank Zumbahlen, Basic Linear Design, Analog Devices, 2006, ISBN: 0-915550-28-1.Also available as Linear Circuit Design Handbook, Elsevier-Newnes, 2008, ISBN-10: 0750687037, ISBN-13: 978-0750687034. Chapter 128.Walt Kester, Analog-Digital Conversion, Analog Devices, 2004, ISBN 0-916550-27-3,Chapter 6. Also available as The Data Conversion Handbook, Elsevier/Newnes, 2005, ISBN 0-7506-7841-0, Chapter 6Copyright 2009, Analog Devices, Inc. All rights reserved. Analog Devices assumes no responsibility for customer product design or the use or application of customers’ products or for any infringements of patents or rights of others which may result from Analog Devices assistance. All trademarks and logos are property of their respective holders. Information furnished by Analog Devices applications and development tools engineers is believed to be accurate and reliable, however no responsibility is assumed by Analog Devices regarding technical accuracy and topicality of the content provided in Analog Devices Tutorials.。
《演讲的艺术》PS_ W2
Most crucial from an ethical standpoint, though, is being fully informed about your subject—doing enough research. Don’t communicate erroneous information or misleading advice!
Do your listeners lean forward in their seats, as if paying close attention?
Do they applaud in approval? Do they laugh at your jokes? Do they have quizzical looks in their faces? Do they shuffle their feet and gaze at the clock?
.
6.The Speech Communication Process :
Interference—external interference and internal interference.
As a speaker, you must try to hold your listener’s attention despite these various kinds of reference.
1. The Importance of Ethics
The goal of public speaking is to gain a desired response from the listeners— but not at any cost.
Speechmaking is a form of power and therefore carries with it heavey ethical responsibilities. In an ideal world, all public speakers would be truthful and devoted to the good of society. Yet history tells us that the power of speech is often abused—sometimes with disastrous results. The power of the spoken word needs to be guided by a strong sense of ethical integrity
超实用高考英语复习： 阅读理解之应用文(全国通用)
热点练01 阅读理解之应用文距离高考还有一段时间，不少有经验的老师都会提醒考生，愈是临近高考，能否咬紧牙关、学会自我调节，态度是否主动积极，安排是否科学合理，能不能保持良好的心态、以饱满的情绪迎接挑战，其效果往往大不一样。
以下是本人从事10多年教学经验总结出的以下学习资料，希望可以帮助大家提高答题的正确率，希望对你有所帮助，有志者事竟成！养成良好的答题习惯，是决定高考英语成败的决定性因素之一。
做题前，要认真阅读题目要求、题干和选项，并对答案内容作出合理预测;答题时，切忌跟着感觉走，最好按照题目序号来做，不会的或存在疑问的，要做好标记，要善于发现，找到题目的题眼所在，规范答题，书写工整;答题完毕时，要认真检查，查漏补缺，纠正错误。
总之，在最后的复习阶段，学生们不要加大练习量。
在这个时候，学生要尽快找到适合自己的答题方式，最重要的是以平常心去面对考试。
英语最后的复习要树立信心，考试的时候遇到难题要想“别人也难”，遇到容易的则要想“细心审题”。
越到最后，考生越要回归基础，单词最好再梳理一遍，这样有利于提高阅读理解的效率。
另附高考复习方法和考前30天冲刺复习方法。
现在是信息爆炸时代，报纸、电视、互连网等媒体上的广告铺天盖地，我们在日常生活中随处可以见到形形色色的广告。
我们面临升学、就业、旅游、购房等问题时都会想到广告，希望能从各种广告中获取有用信息，实现我们的愿望，解决实际的生活、工作等问题。
因此，高考命题人十分注重考查考生对广告等应用文体的阅读能力,这也是一种运用所学语言知识解决实际问题的能力。
1. 先看问题,再读文章做阅读理解是先看问题，还是先看文章，这是很多同学经常问的问题。
我觉得这两种方法各有利弊，应视具体情况而定。
就阅读广告而言，还是先看问题比较好，因为广告类的试题绝大部分是寻找信息的题目，大可不必从头读到尾，带着问题有针对性地去跳读、略读，这样就可以节约不少时间。
2. 抓住广告的标题如果广告有标题，大标题下又有小标题，那么，快速寻找原文信息时，这些标题就成了很重要的线索，可以帮助我们快速准确地找到答案。
口译笔记
记法是口译当中的必备技能之一，特别是当我们听到很长的一个段落，短时记忆不够用了，必须用笔辅助大脑记忆。
笔者在从事口译教学时发现，大多数学生刚开始练笔记法时都很认真，可是往往过分专注于做笔记，忽略了文章的整体意思，结果反倒影响了脑记和传译。
针对这一困惑，我跟大家分享一下几个需要注意的问题。
一、脑记为主笔记为辅首先我们要认识到，笔记是用于辅助大脑记忆的，口译笔记的主要内容是概念、命题、名称、数字、组织机构和逻辑关系（如大小、先后、上下、正反、升降、因果关系等），切忌整句整段的记录源语信息，否则不但时间来不及，还会影响对句子结构的理解。
其次，脑记时要重点关注段落句子的整体信息，顺带注意一些没有用笔记下来的细节。
为什么说顺带呢？简单的一个例子：“表示热烈的欢迎和衷心的感谢”，我们只要把欢迎和感谢的速记符号一写就行，热烈和衷心这些词很容易就在大脑中形成印象。
二、平静心态，循序渐进刚开始接触笔记法，肯定是很生疏的。
不熟悉笔记符号，不会一心两用，恨不得把每个词都写下来等等这些问题都是非常正常的。
特别是在做英翻汉的时候，练一通下来，也没弄懂听到的东西，也看不懂自己记的东西，都是普遍存在的现象。
这时候，我们首先不要心急，千万不要刚开始就找篇诸如VOA standard 之类来操练笔记。
我建议大家可以一步一步来：找一些经典的口译材料，先看着它，把该记的笔记列出来，然后慢速的放着听，再列一遍笔记。
或者先慢速的放一遍，尽量记一些，然后多放几遍进行改进，再对照原文研究一下哪些词是应该记下来的，用常见符号还是用缩写，用怎样的结构好啊等等，如此多次反复。
当然，练到一定程度后，对常用笔记符号熟练了，创造出自己熟悉的笔记系统，就可以慢慢提高速度增加难度。
三、辅助练习，坚持不懈练笔记的同时呢，当然要辅助别的练习，比如每天影子练习锻炼一心两用的能力，做些视译和短时记忆的练习等等。
还是那句话，Practice makes perfect! 万事开头难，但是只要坚持下去，就会慢慢走上正轨。
学术英语视听说第二册Lesson2课件
BEFORE LISTENING
VOCABULARY PREVIEW
b Check the spelling of the vocabulary words with your teacher. Discuss the meanings of these words and any other unfamiliar words in the sentences. 6. Land in the United States was plentiful and available when the country was expanding westward. In fact, the U.S. government offered free public land to citizens in 1862.
BEFORE LISTENING
NOTETAKING PREPARATION
d Discourse Cues Number the following excerpts from the lecture from 1 to 5 in the order that you think you will probably hear them, and write the number on the line provided before each corresponding excerpt. Discuss with a partner or as a class the discourse cues that helped you figure out the order.
7. The failure of the Irish potato crop in the middle of the nineteenth century caused widespread starvation. 8. The first law that limited the number of immigrants coming from a certain part of the world was the Chinese Exclusion Act of 1882, but in 1965 strict quotas based on nationality were eliminated.
白噪音说明书
PinkMonkey®Literature Notes on . . ./Sample MonkeyNotesNote: this sample contains only excerpts and does not represent the full contents of the booknote. This will give you an idea of the format and content.White NoisebyDon Delillo1985MonkeyNotes by PinkMonkey Staff/, Inc. Copyright ©2001, All Rights ReservedDistribution without the written consent of , Inc. is strictly prohibited.KEY LITERARY ELEMENTSSETTINGThe setting of this novel is Blacksmith, a small, liberal arts college town in Middle America. The college is aptly named College-on-the-Hill.CHARACTERSMajor CharactersJack Gladney - The founder and professor of Hitler Studies at College-on-the-Hill.Babette - The current wife of Jack; mother of Denise, Wilder, and Eugene.Heinrich - The son of Jack and Janet Savory; pseudo-philosopher and media fanatic.Denise - The daughter of Babette and Bob Pardee; works hardest to solve the Dylar problem of her mother. Steffie - (Stephanie Rose) daughter of Jack and Dana Breedlove.; the wilder and youngest of the children; son of Babette and Jack; never says anything but frequently is missing.Murray Jay Siskind - The professor interested in car crashes and Elvis; is seen most often in the grocery store.Minor CharactersHoward Dunlop - Jack’s German instructor.Dana Breedlove - Jack’s first and fourth wife and part-time spy……..CONFLICTThe real conflict in this novel is with death. Babette, Jack, Murray, and the rest all seem preoccupied with death and avoiding it. The manifestation of this conflict seems to come at the very end, when Jack confronts Willie and shoots him.Protagonist - Jack Gladney is the protagonist. Not only is he the narrator, but he is also……Antagonist - There is no formal antagonist, but if we define antagonist as the object of the protagonist’s struggle and conflict, then death is the antagonist. Jack’s constant fear of death and……Climax - The climax of the novel comes when Jack tries to kill Willie and in the process, he is shot himself. This moment leads to the hospital, where both men are saved, and the last vestige of……Outcome - In effect, the novel ends with a greater sense of foreboding as well as a simultaneous sense of hope. The "white noise" is expanding, but the one character to whom the others look as……SHORT PLOT / CHAPTER SUMMARY (Synopsis)The plot is rather simple: an Airborn Toxic Event strikes a small college town. After a rather chaotic evacuation, the Gladneys are eventually allowed to come home. During this event, Jack is exposed to Nyodene D, which is potentially deadly. SIMUVAC is not satisfied with the data from the event and decides that a simulation is needed to prepare the town. Babette has been secretly taking an experimental drug, Dylar, forwhich he provides sex to the drugs inventor, Minks. Jack eventually finds out and confronts her. In the end, Jack confronts Minks and is shot in the process.THEMEMain ThemeThe primary theme of this novel is that death underlies all aspects of popular culture. The glitz, packaging, and showiness of popular culture is an attempt to hide death beneath the surfaces, eventually allowing the people to forget or become dulled to death.Minor ThemesOne minor theme is that one cannot focus on death; one must live life and not "die slowly." Both the SIMUVAC computer person and Winnie present this belief to Jack.A second minor theme is that we as a culture cannot see reality. The "Most Photographed Barn…….MOODThe mood of the novel is ironic. This novel repeatedly makes irony of contemporary culture and life. All of the clichés and stereotypes about contemporary America are presented as……AUTHOR INFORMATION - BIOGRAPHYDon Delillo was born in New York in 1936. He is a contemporary American writer who has written numerous novels, including The Names, End Zone, Ratner’s Star, White Noise, Americana, Libra, Mao II, Great Jones Street, Running Dog,and Players. Most of his novels deal with contemporary American popular culture; at times they appear to critique contemporary culture while at others they seem to reveal in the kitsch. LITERARY/HISTORICAL INFORMATIONDelillo’s fiction should be considered as a literary version of Pop Art. He is conscious of this, even titling one of his novels, Mao II, after a silkscreen by Andy Warhol. Other novels of his focus on college football (End Zone) and the John F. Kennedy assassination conspiracy (Libra).As part of contemporary American fiction, White Noise explores the interaction of the media and popular culture with high art. Aspects of consumer culture are strewn throughout the narrative for no other reason than to simulate the constant presence of products and advertisements in our lives.CHAPTER SUMMARIES WITH NOTESPART 1: WAVES AND RADIATIONChapter 1SummaryA line of station wagons arrives with college students getting ready for the semester. Jack Gladney is watching them, noting the possessions that they bring with them. He also notes how similar the families, students, and possessions are. He also mentions that there is an insane asylum nearby as well as a freeway. He concludes by informing the reader that he is a professor of Hitler Studies and in fact started the field of Hitler studies itself. NotesThis first chapter establishes the setting, the small college town of Blacksmith. The setting is important because it is cliché Middle America. By setting the story here, Delillo effectively is saying, "this is America."We are also introduced to the protagonist, Jack Gladden, who is a professor of Hitler Studies. Hitler Studies is important to Jack because it is a neat packaging of death. Jack does not deal with the 6 million Jews, gypsies, disabled, homosexuals, etc that Hitler ordered killed; he focuses on the celebrity and the trivia. Unimaginable death is hidden behind the word "Hitler," which in turn is sanitized by being a field of intellectual pursuit (reality is made theoretical).Chapter 2SummaryThe second chapter is a description of Babette, Jack’s wife. She is upset because Jack forgot to remind her about the arrival of the station wagons. One of her activities is to read tabloids to an elderly gentleman named Treadwell.She and Jack have a brief discussion on how the rich experience death. Jack suggests that maybe it is merely a transference of documents. During this discussion, she asks where Wilder, their youngest child (and the only one that has both of them as its parents), has gone. Wilder is found, and the three other kids that live with them, Steffie, Denise, and Heinrich, all come downstairs. Steffie and Denise discuss Babette’s tendency to buy health food that she will not eat, thinking that if she buys it, she will feel compelled to eat it. There is a brief focus on the packaging and white noise surrounding them.NotesHere we are introduced to Babette who is again, a kind of cliché. The name itself suggests the unintelligent wife who merely looks pretty. We meet her and see that her actions are typically American: she is worried about death and she feels that all she has to do is buy the product (not use it) and its effects will be felt.The discussion between Babette and Jack about the rich and death is a way to describe death without making it personal. This allows the two of them security because it removes part of the fear of dying. Delillo is also making a statement about the degree to which death has disappeared in this culture: many of us no longer understand the physicality of death; for us it merely entails changing something in a computer file or filing papers.We are introduced to the rest of the children who live with Jack and Babette. Wilder’s disappearance foreshadows his later runaway.Chapter 3SummaryThis chapter returns to school campus. We are told that the Hitler Studies Department is in the same building as the Popular Culture Department. The one professor of popular culture, which Jack sees as being different (and he likes) is Murray Jay Siskind, who lectures on living icons. Murray lives in a rooming house with a number of odd types. Murray states that he is envious of the way that Jack has taken a figure and made a career out of him, in a way, making Hitler his own. Murray says that he wants to do the same thing with Elvis. Murray and Jack take a short trip to see "The Most Photographed Barn in America." There are five signs pronouncing it "The Most Photographed" along the highway. While they are there, they discuss the impossibility of seeing the barn through the aura surrounding it. The barn is a celebrity for the sake of being a celebrity.NotesThe irony here is that Hitler studies is not placed in the History building but in the Popular Culture Building.This is vital to the understanding of Jack’s work. He is not interested in understanding World War II better; he is interested in how one becomes a celebrity and how one packages death. Hitler was a superstar and sex idol in Germany in the later 1930s and early 1940s: he was Elvis, Marilyn Monroe, and John F. Kennedy rolled up in one. This is what Jack is most interested in. Murray, Jack’s one real professor friend, wants to make Elvis into the same kind of academic commodity that Jack has made Hitler into. He is attempting to redefine "greatness" and "worthiness of study.""The Most Photographed Barn in America" is an important scene because it reveals how we as participants in American culture are often more interested in the copy than the original (this idea is know as simulacra or hyper-reality). Those who photograph the barn participate in a group celebrity: they gain fame by……OVERALL ANALYSESCHARACTER ANALYSISThe characters are all rather superficial and stereotypical. No one extends beyond his/her role. Delillo’s characters do not achieve any kind of conscious enlightenment, but they do tend to progress slowly. Jack ultimately comes to see that focusing on death can itself be fatal. Babette moves towards a focus on Wilder. The rest do seem rather static.Characters provide the opportunity for Delillo, like Thomas Pynchon, to create allusions and references that expand the potential significance of a character, often to the point of absurdity. Heinrich, as an allusion to Himmler, the director the SS, Hitler’s information gathering police, seems…..PLOT STRUCTURE ANALYSISThe plot is insofar as Delillo needs events to occur so that he can have simulated events to supercede them. As far as the narrative is concerned, the plot is arbitrary. The characters interact with popular culture. What is relevant about the plot is that it occurs as a few well spaced dramatic and……THEMES - THEME ANALYSISThe themes in this novel revolve around popular culture and death. Therefore, one must look at those two things as being interchangeable. This is not to say that they always are, but that they sometimes are. By seeing the grocery store as a place where death is hidden behind the bright packaging, the culture takes on a much more ominous tone. Likewise, to see death as a media event, forces us to……STUDY QUESTIONS1) Do you think that Jack in his role as professor of Hitler Studies has an impact on his relationships,identities, and his sense of mortality?2) Does the family unit have an relationship to the novel and Jack's relations?……Copyright ©2001 , Inc.All Rights Reserved. Distribution without the written consent of , Inc. is prohibited.END OF SAMPLE MONKEYNOTES EXCERPTS/。
Lecture Notes_U1
Electronic Teaching PortfolioBook Three1. crease2. hint3. assured4. awaiting5. hovering6. scrawled7. glistening8. frail9. sole 10. visible 11. engaged 12. biased 13. dreading 14. grinning1.for fear of2.pulled up3. except for4. get by5. make aliving 6. every so often 7. in the background 8. Shut off 9.each and every 10. as it is 11. wraps around her little finger12. caught us unawaresUnit One: People Around UsPart I Get StartedSection A Discussion▇Sit in groups of threes or fours and discuss the following questions.1.How do you expect to be treated by people around you? Please give examples.2.Have you ever met anyone just once but remember that person well? If yes, share yourexperiences with your group members.3.Do you think special help should be offered to the sick, the poor, the aged and thehandicapped?▇Answers for reference:1. A sample answer:I expect everyone to treat me in a friendly way. For example, when I ask someone forinformation, I hope he or she can patiently tell me what he or she knows. I expect a “sorry”from someone who has hurt me and a “thank you” when I do him or her a favor.2. A sample answer:Yes. I remember a mother and a son on the train from Xining back to Guangzhou. They were sitting opposite me. They offered to share their food with me and told me what places theywere going to visit and about the life they were living in Xining. Their trust in a stranger like me and their sincere hospitality impressed me profoundly.3. A sample answer:I definitely think so. In fact the whole society should offer special help to the aged, the sick,the poor and the handicapped since they are virtually unable to depend on themselves for a decent life. Our government should strengthen the welfare system for such disadvantaged people. And we, as ordinary citizens, should show concern and love for them by performing acts of kindness to help them, such as making donations or getting involved in charity events.Section B Quotes▇Study the following quotes about people around us. Which quote(s) do you like best? Why?John Donne⊙No man is an island entire of itself; every man is a piece of the continent, a part of the main.—John Donne Interpretation:Everybody lives in relation to other people in a community. Our well-being depends on this community and we, in turn, should contribute our efforts to its prosperity and harmony.About John Donne (1572-1631): an English poet, who is famous for his Songs and Sonnets (《歌与十四行诗》) and Elegies (《挽歌》).Homer⊙The charity that is a trifle to us can be precious to others.— HomerInterpretation:An offer of help is likely to be of little value or importance to us, but it means a lot to those in need and it makes a great difference to their lives.About Homer: an ancient Greek epic poet. He is traditionally held to be the author of The Iliad (《伊利亚特》) and The Odyssey (《奥德赛》), which have had an enormous influence on the historyof Western literature. Some ancient sources estimate that Homer lived in the 8th century BC while others claim that he lived much nearer to the supposed time of the Trojan War (特洛伊战争) in the early 12th century BC.Pearl S. Buck⊙To serve is beautiful, but only if it is done with joy and a whole heart and a free mind.— Pearl S. Buck Interpretation:When we choose to do something good for others, the act of kindness will be considered noble only if it is done with a willing heart and genuine delight.About Pearl S. Buck (1892–1973): an American writer also known by her Chinese name Sai Zhenzhu (赛珍珠). She is famous for her novel The Good Earth (《大地》). In 1938, she was awarded the Nobel Prize in Literature “for her rich and truly epic descriptions of peasant life in China and for her biographical masterpieces”.Cicero⊙Gratitude is not only the greatest of virtues, but the parent of all others.—CiceroInterpretation:Being grateful is the highest moral standard. In fact, all other good human qualities, such as kindness, generosity, compassion and courage, derive from gratitude.About Cicero (106 BC–43 BC): an ancient Roman statesman and a great orator. He was an important figure in many of the significant political events of his time and is more often remembered today for his philosophical works as well as for his writings on rhetoric. His works include On the Laws, On Fate, On Friendship, On Duties, etc.Section C Watching and DiscussionWatch the following video clip “Shenzhen Drafting Samaritan Law” and do the tasks that follow:2.How do you explain the phenomenon that people try to hold their helpers responsible forinjuries or damages? (Open.)Script：Shenzhen Drafting Samaritan LawLawmakers in Shenzhen, Guangdong province in the south have been considering making laws to protect people willing to help strangers in distress, while the proposal comes after several tragedies where passers-by failed to help those injured people. The local government is collecting public opinions before drafting China’s first so-called “Good Samaritan regulation”.Let warm-hearted people be in peace. The new draft proposes that Samaritans won’t be held accountable for the consequences of their compassion. And if those in distress ever try to hold their helpers responsible for injuries or damages by deliberately distorting the facts or lodging false complaints, they will face various punishments.Xu Long, Shenzhen CPPCC member, said, “The regulation would protect helpers from being sued or even receiving punishment. We hope it can promote the development of a harmonious society.”It is not very comfortable to know that people need to be legally protected before reaching out to help those in need. But if that can stop tragedies such as the 2-year-old toddler Yueyue’s death, it will win hearts and minds.Yueyue died last month after she was twice run over by vans and ignored by 18 passers-by as she lay critically injured on a street in Foshan, Guangdong province.Many believe the apathy of the onlookers was the result of what happened to Peng Yu five years ago when the man helped an injured old woman but was later sued and had to pay the woman 45 thousand yuan in damages.But the belief of goodness shall not be tainted, according to those in Shenzhen.“To protect morality by law can encourage people to do the right thing is good.”Legally protecting Good Samaritans has been adopted by many countries over the years, but China was left behind. Many believe it is a step toward rebuilding social credibility and harmony.Part II Listen and RespondSection A Word BankIn this section you will listen to a short passage entitled “At the 7-Eleven Store”. The following words and phrases may be of some help.Section B Task One: Focusing on the Main Ideas▇Choose the best answer to complete each of the following sentences according to the information contained in the listening passage.1.What did the old woman look like when the speaker saw her?A) She was in neat clothes and walked elegantly.B) She was in shabby clothes and walked with difficulty.C) Her clothes were too thick and heavy and she could hardly walk.D) She was fashionably dressed and walked with her head held high.2.Why did the old woman come into the store?A) Because she needed some food.B) Because she wanted to take a rest.C) Because the store looked bright at night.D) Because the store was warmer than the outside.3.What was the speaker’s attitude toward the woman?A) She was just polite to her.B) She was honest with her.C) She felt sorry for her.D) She was impatient with her.4.Did the woman get food from the store?A) Yes, she bought some canned food.B) Yes, the speaker gave her some food for free.C) No, she didn’t like the food sold in the store.D) No, she left with no food because she couldn’t pay.5.How did the speaker feel afterwards?A) She felt relieved when the woman left.B) She was glad that she was a good employee.C) She regretted not having helped the woman.D) She was worried that the woman might complain to her boss.Key:1. B2. A3. A4. D5. CSection C Task Two: Zooming In on the DetailsListen to the recording again and fill in each of the blanks according to what you have heard.1) The store was brightly lit and the shelves were .2) The woman was wearing a(n) , a and a pairof .3) In the store, the old woman stopped before the rows of canned and picked up a can of and looked at the .4) The speaker found it harder to her smile because the woman’s hands were covered with and the rose from her clothes.5) The speaker was to say “Take the corn”, but the rules came to her mind.6) The speaker wished that she had acted like a rather thana .▇ Answers for reference:1) The store was brightly lit and the shelves were neatly arranged.2) The woman was wearing a(n) old dress , a thin sweater and a pair of black slippers .3) In the store, the old woman stopped before the rows of canned vegetables and picked up a can of corn and looked at the label .4) The speaker found it harder to maintain her smile because the woman’s hands were covered with dirt and the smell of sweat rose from her clothes.5) The speaker was tempted to say “Take the corn”, but the employee rules came to her mind.6) The speaker wished that she had acted like a human being rather than a robot.Script:At the 7-Eleven StoreOne night, while I was working in the 7-Eleven Store, I saw an old woman walking as if each step were painful. She slowly pushed open the glass door. The moment she entered, she presented a sharp contrast to the store. The store had bright lighting and neatly arranged shelves. On such a cold night, she was wearing only an old dress, a thin sweater too small to button and a pair of black slippers.After walking around the aisle for several minutes, the old woman stopped in front of the rows of canned vegetables. She picked up a can of corn and looked at the label. I decided to be a good employee and asked her if she needed help. As I stood close to her, my smile became harder to maintain. Her hands were covered with layer upon layer of dirt, and the smell of sweat rose from her clothes.“Can I help you?” I asked brightly.“I need some food,” she muttered.“Are you looking for corn, ma d am?”“I need some food,” she repeated. “Any kind.”“Well, the corn is ninety-five cents,” I said in my most helpful voice.“I can’t pay,” she said.For a second, I was tempted to say, “Take the corn.” But the employee rule s said, “Remain polite, but do not let customers get the best of you”. For a moment, I even believed that this woman was someone from the head office testing my loyalty. I replied, “I’m sorry, ma’am, but I can’t give away anything for free.”The old woman’s hands trembled as she put the can back on the shelf. She hobbled past me toward the door. Her torn and dirty clothing barely covered her bent back.For the rest of my shift, the image of the woman stayed in my mind. I was young and healthy, while she was old and sick. I wished with all my heart that I had acted like a human being rather than a robot.Part III Read and ExploreText ASection A Discovering the Main IdeasExercise 1: Answer the following questions with the information contained in Text A.1. Why did the narrator hesitate to hire Stevie?2. What removed the narrator’s doubts? How?3. What was the life of Stevie and his mother like?4. How was it that Stevie missed work one morning in three years?5. How did the staff and the trucker regulars react to the news of Stevie’s health conditions?6. Was Stevie looking forward to the day when he could return to work? Why?7. How did people react when Stevie and his mother were presented with the $10,000 donationtucked within the napkins? What did Stevie do then?8. What does the story tell us?▇Answers for reference:1. Stevie was mentally handicapped and the narrator was not sure how his customers would react to a handicapped busboy in the restaurant.2. Stevie’s popularity with the customers and the staff freed the narrator from worries. Stevie was cheerful, hardworking, and meticulous in his work. He took pride in doing his job exactly right, and the customers loved how hard he tried to please each and every person he met. Within a month the trucker regulars had adopted Stevie as their official truck-stop mascot.3. Stevie lived with his mother, a widow who was disabled after repeated surgeries for cancer. They lived a very harsh life on their Social Security benefits. Money was tight. Besides, with his Down’s syndrome, Stevie had a heart problem.4. He was in hospital receiving heart surgery getting a new valve or something put in his heart.5. The staff were very sad at the news of Stevie’s heart problem, then they got excited to learn that he was out of surgery. To help Stevie cover the medical expenses, trucker regulars began to donate money to him.6. Yes. Because he was eager to come back to work and he was afraid that he might have been forgotten and his job might be lost.7. They were all very much touched. Everybody cheered except for Stevie, who had alreadystarted working earnestly.8. This is an inspirational story. It tells us that handicapped people can support themselves and find a meaningful life in which they may take a pride. It also shows how those who offer help may find their life more enjoyable when they contribute to others’ happiness.Exercise 2: Text A can be divided into four parts. Now write down the paragraph number(s) of each part and then give the main idea of each in one or two sentences.Part Paragraph(s) Main IdeaOne 1-2 The author was worried about hiring Stevie because he was mentally handicapped and the author wasn’t sure how some of his fault-finding customers would react.Two 3-5 The author’s worries vanished when he found that Stevie was very pleasing, hardworking and very attentive, and consequently he became popular with the author’s staff and regular customers.Three 6-14 Having learned that Stevie and his mother lived a hard life, the other staff and the truck drivers made efforts to help him after he had had heart surgery.Four 15-18 On Stevie’s return to work, the mother and son received a warm welcome, a free breakfast and a donation of over $10,000 in cash and checks.Section B In-Depth StudyStevie, a mentally handicapped boy, is given a job as a busboy in a truck-stop restaurant. He takes pride in doing his job exactly right and regular trucker customers soon adopt him as their official truck-stop mascot. When the boy undergoes heart surgery, the truck customers and their companies reach out helping hands.Something for StevieDan Anderson1. I try not to be biased, but I had my doubts about hiring Stevie. His placement counselor assured me that he would be a good, reliable busboy. But I had never had a mentally handicapped employee and wasn’t sure I wanted one. I wasn’t sure how my customers would react. Stevie was short, a little dumpy, with the smooth facial features and thick-tongued speech of Down’s syndrome.2. I wasn’t worried about most of my trucker customers. Truckers don’t generally care who buses tables as long as the food is good and the pies are homemade. The ones who concerned me were the mouthy college kids traveling to school; the yuppie snobs who secretly polish their silverware with their napkins for fear of catching some dreaded“truck-stop germ;” and the pairs of white-shirted businessmen on expense accounts who think every truck-stop waitress wants to be flirted with. I knew those people would be uncomfortable around Stevie, so I closely watched him for the first few weeks.3. I shouldn’t have worried. After the first week,Stevie had my staff wrapped around his little finger. Within a month my trucker regulars had adopted him as their official truck-stop mascot. After that I really didn’t care what the rest of the customers thought.4. He was a 21-year-old in blue jeans and Nikes, eager to laugh and eager to please, but fierce in his attention to his duties. Every salt and pepper shaker was exactly in its place, not a bread crumb or coffee spill was visible when Stevie got done with the table.5. Our only problem was convincing him to wait to clean a table until after the customers were finished. He would hover in the background, shifting his weight from one foot to the other, scanning the dining room until a table was empty. Then he would hurry to the empty table and carefully bus the dishes and glasses onto the cart and meticulously wipe the table with a practiced flourish of his rag. If he thought a customer was watching, his brows would pucker with added concentration. He took pride in doing his job exactly right, and you had to love how hard he tried to please each and every person he met.6. Over time, we learned that he lived with his mother, a widow who was disabled after repeated surgeries for cancer. They lived on their Social Security benefits in public housing two miles from the truck-stop. Their social worker, who stopped to check on him every so often, admitted they had fallen between the cracks. Money was tight, and what I paid him was probably the difference between them being able to live together and Stevie being sent to a group home.7. That’s why the restaurant was a gloomy place that morning last August, the first morning in three years that Stevie missed work. He was at the Mayo Clinic in Rochester getting a new valve or something put in his heart. His social worker said that people with Down’s syndrome often have heart problems at an early age, so this wasn’t unexpected. There was a good chance he wou ld come through the surgery in good shape and be back at work in a few months.8. A ripple of excitement ran through the staff later that morning when word came that he was out of surgery, in recovery and doing fine. Frannie, my head waitress, let out a war whoop and did a little dance in the aisle when she heard the good news. Belle Ringer, one of our regular trucker customers, stared at the sight of this 50-year-old grandmother of four doing a victory shimmy beside his table. Frannie blushed, smoothed her apron and shot Belle Ringer a withering look.9. He grinned. “OK, Frannie, what was that all about?” he asked.10. “We just got word that Stevie is out of surgery and going to be okay.” she responded.11. “I was wondering where he was,” said Belle. “I had a new joke to tell him. What was the surgery about?”12. Frannie quickly told him and the other two drivers sitting at his booth about Stevie’s surgery, then sighed. “Yeah, I’m glad he is going to be okay,” she said, “but I don’t know how he and his mom are going to handle all the bills. From what I hear, they’re barely getting by as it is.” Belle Ringer nodded thoughtfully, and Frannie hurried off to wait on the rest of her tables.13. After the morning rush, Frannie walked into my office. She had a couple of paper napkins in her hand and a funny look on her face. “What’s up?” I asked. “That table where Belle Ringer and his friends were sitting,” she said, “this was folded and tucked under a coffee cup.” She handed the napkin to me, and three $20 bills fell onto my desk when I opened it. On the outside, in big, bold letters, was printed “Something For Stevie.”14. “Pony Pete also asked me what that dance was all about,” she said, “so I told him about Stevie and his mom and everything, and Pete looked at Tony and Tony looked at Pete, and they ended up giving me this.” She handed me another paper napkin that had “Something For Stevie” scrawled on itsoutside. Two $50 bills were tucked within its folds. Frannie looked at me with wet, shiny eyes, shook her head and said simply, “Truckers.”15. That was three months ago. Today is Thanksgiving, the first day Stevie is supposed to be back to work. His placement worker said he’s been counting the days until the doctor said he could work, and it didn’t matter at all that it was a holiday. He called 10 times in the past week, making sure we knew he was coming, fearful that we had forgotten him or that his job was in jeopardy. I arranged to have his mother bring him to work. We met them in the parking lot and invited them both to celebrate his day back.16. Stevie was thinner and paler, but couldn’t stop grinning as he pushed through the doors and headed for the back room where his apron and busing cart were waiti ng. “Hold up there, Stevie, not so fast,” I said. I took him and his mother by their arms. “Work can wait for a minute. To celebrate you coming back, breakfast for you two is on me.” I led them toward a large corner booth at the rear of the room. I could feel and hear the rest of the staff following behind as we marched through the dining room. Glancing over my shoulder, I saw booth after booth of grinning truckers empty and join the procession.17. We stopped in front of the big table, its surface covered with a mess of coffee cups, saucers and dinner plates, all sitting crooked on dozens of folded paper napkins. “First thing you have to do, Stevie, is to clean up this mess,” I said, trying to sound stern. Stevie looked at me, and then at his mother, then pulled out one of the napkins. It had “Something for Stevie” written on the outside. As he picked it up, two $10 bills fell onto the table. Stevie stared at the money, then at dozens of napkins peeking from beneath the tableware, each with his name printed or scrawled on it.18. I turne d to his mother. “There’s over $10,000 in cash and checks on that table, all from truckers and trucking companies that heard about your problems. Happy Thanksgiving!” Well, it got real noisy about that time, with everybody shouting, and there were a few te ars, too. But you know what’s funny? While everybody else was busy shaking hands and hugging each other, Stevie, with a big, big smile on his face, was busy clearing all the cups and dishes from the table—the best worker I ever hired.▇课文参考译文送给史蒂维的一点心意丹·安德森1 我力求不存偏见，不过在雇用史蒂维时我的确心存疑虑。
学术英语写作Unit-3-Conference-Program
An example will be shown in the next page.
March 11, 2006 PROGRAM •Conference Registration •Conference Schedule •Convention Center Map •Auxiliary Meetings •Ocoee Middle School Tour •First Timers' Session •Opening Session •Opening Reception •Featured Speakers •Eye-Opener Keynotes •Concurrent Sessions •Search the Sessions •Assistive Technology Lab •Virtual Handouts •Thursday Night Dance •Closing Session •Conference Companion
The Conference Program The 2013 Global Conference on
Sustainability and Reporting is a three-day event that included training sessions, workshops and networking time. A year-long process of community-building activities preceded the Conference, engaging business leaders and other stakeholders globally to develop a compelling agenda.
人教版高中英语选必一磁带
人教版高中英语选必一磁带The importance of the People's Education Press (PEP) high school English elective tape cannot be overstated in the realm of English language education in China. As a crucial component of the comprehensive English curriculum, this tape has played a pivotal role in shaping the learning experiences of countless students, empowering them to navigate the intricacies of the English language with greater confidence and proficiency.At the heart of the PEP high school English elective tape lies a meticulously curated collection of audio resources designed to complement the textbook materials. These recordings, meticulously crafted by a team of experienced educators and language experts, serve as a gateway to authentic English discourse, exposing students to a diverse range of accents, speaking styles, and real-world conversational scenarios.One of the primary advantages of the PEP high school English elective tape is its ability to enhance listening comprehension skills. Through repeated exposure to native-speaker dialogues, studentsare able to familiarize themselves with the natural rhythms and intonations of the English language, gradually developing a more intuitive understanding of how the language is used in various contexts. This, in turn, equips them with the necessary tools to navigate real-life communication situations with greater ease and confidence.Moreover, the PEP high school English elective tape offers a unique opportunity for students to engage with a wide range of topics and themes, ranging from current events and cultural traditions to scientific discoveries and literary masterpieces. By immersing themselves in these diverse audio resources, students not only expand their vocabulary and language proficiency but also gain a deeper appreciation for the richness and diversity of the English-speaking world.One of the standout features of the PEP high school English elective tape is its ability to cater to the diverse learning needs and preferences of students. The tape includes a variety of audio formats, from formal lectures and interviews to casual conversations and storytelling, ensuring that students can find materials that resonate with their individual learning styles and interests. This flexibility allows for a more personalized and engaging learning experience, fostering a deeper connection between the students and the content.Furthermore, the PEP high school English elective tape serves as a valuable resource for teachers, providing them with a comprehensive set of audio materials that can be seamlessly integrated into their lesson plans. By leveraging these resources, educators can create dynamic and interactive learning environments, encouraging students to actively participate in discussions, role-play exercises, and other engaging activities that reinforce the language skills acquired through the tape.Beyond its immediate impact on language learning, the PEP high school English elective tape also plays a crucial role in cultivating cultural awareness and global citizenship among students. By exposing them to a diverse range of perspectives, accents, and cultural references, the tape helps students develop a more nuanced understanding of the world around them, fostering a sense of empathy, respect, and appreciation for cultural differences.As students progress through their high school journey, the PEP high school English elective tape becomes an indispensable companion, guiding them through the challenges and complexities of the English language. Whether they are preparing for important exams, exploring their personal interests, or laying the groundwork for future academic or professional pursuits, the tape remains a reliable and versatile resource that supports their growth and development.In conclusion, the PEP high school English elective tape is a remarkable educational tool that has transformed the landscape of English language learning in China. By providing students with a comprehensive and engaging set of audio resources, the tape has empowered generations of learners to develop their language proficiency, cultural awareness, and critical thinking skills. As the educational landscape continues to evolve, the enduring value of the PEP high school English elective tape remains a testament to the power of innovation, dedication, and a steadfast commitment to excellence in language education.。
大学上课应不应该带手机英语作文
大学上课应不应该带手机英语作文全文共3篇示例，供读者参考篇1Should We Be Allowed to Use Phones in University Lectures?As a university student in this modern age of technology, the question of whether we should be permitted to use our phones during lectures is a controversial one. On one hand, our phones have become indispensable tools that can greatly aid our learning. On the other hand, they can also be a huge distraction and hindrance to effectively absorbing the material being taught. As someone who wants to make the most of my university education, I've given this issue a lot of thought.One of the main arguments in favor of allowing phones in lectures is that they can be incredibly useful learning aids if utilized properly. Having the wealth of information on the internet at our fingertips means we can quickly look up concepts we don't understand, find supplemental materials and expertise has been revolutionized. Simply being able to take photos of the professor's slides or handwritten notes is invaluable. Thenote-taking, recording, and organization apps available todayalso make our phones powerful academic tools if we use them prudently.Additionally, our phones keep us connected in ways that actually facilitate learning. We can easily reach out to classmates to discuss concepts, form study groups through group messaging, and share files and resources effortlessly. Some would argue that being able to quickly fact-check information presented in lectures by searching online leads to a deeper understanding and prevents us from blindly accepting everything we're told. The counterargument is that we become overly reliant on these crutches and fail to exercise critical thinking.From a practical perspective, having our phones allows us to keep track of obligations so we don't have to skip classes for other commitments. We can quickly respond to emails from group project members, check in on family situations, and be made aware of campus emergencies or closures. Some would say that having this flexibility and connectivity actually causes us to miss fewer classes overall. The counter-argument is that all these distractions outside of the classroom material prevent us from being fully engaged and present during the lectures themselves.The elephant in the room, however, is how phones have become distracting time-wasters that are incredibly difficult to resist during lectures. Study after study has shown that students who are allowed to use their phones during class have substantially lower comprehension of the material compared to those not using phones. It's far too easy to slip away from following along with the lecture to browse social media, watch videos, online shop, and partake in other leisure activities. Even the simple act of receiving a buzz for a new notification can scatter our thoughts and make it harder to refocus.Once we fall behind in understanding the concepts being taught, many of us get trapped in a vicious cycle of further disconnecting from the lecture material to find distracting escapes from our boredom and frustration. This digital dependency is being enabled and potentially worsened by having free rein to indulge in it during precious instructional periods that we've paid hefty tuitions to receive. It could be argued that the entire point of going to university lectures is being undermined if students aren't even present enough to absorb the knowledge their professors are trying to impart.There's also the issue of phones being disruptive to the professors and other students around us. While policies exist toput phones on silent modes, many of us are truth guilty of having audible notifications occasionally slip through. Even if the notifications are silent, we're often a source of distraction to those around us as we tap away on our screens during lectures. It could be considered rude and disrespectful behavior, even if it's becoming more socially accepted in our technologically-driven world.Personally, after weighing the pros and cons, I've come to the conclusion that there needs to be at least some restrictions on phone usage during university lectures. I definitely see the benefits that phones can provide as learning aids and tools to enhance the overall academic experience. However, I also can't deny the overwhelming amount of research indicating that completely unregulated phone usage leads to poorer educational outcomes. The distracting pull is too strong for many of us to have complete free rein.I believe a reasonable compromise is to permit phone usage for specific, limited tasks directly related to the lecture itself. For example, we could be allowed to take photos of the board/slides, use apps for note-taking or recording with the professor's consent, and briefly look up related concepts on the internet that we're unsure about. However, there should be firm guidelinesagainst phone usage for unrelated purposes like browsing social media, watching videos, online shopping, and anything else that could pull our attention away from the lecture material.Professors could choose to implement phone-free periods for portions of their lectures where they want everyone's undivided attention, such as when explaining core concepts. There's certainly an argument that having scheduled phone breaks rather than unbridled access could actually boost overall engagement, as we'd be incentivized to stay present during the phone-free periods and know we can catch up on missed notifications soon enough. It would be up to individual instructors to determine what kind of boundaries and guidelines regarding phone usage work best for their specific courses based on factors like class size, classroom setup, and teaching style.Ultimately, while I recognize phones can be valuable learning tools, I don't think mature university students like us should expect to have unlimited rights to use them however we wish during instructional periods. Our education is a significant investment with long-term implications, and we owe it to ourselves and the professors to have guidelines in place that limit non-essential phone usage. Finding the right balance is key – allowing us to capitalize on the benefits of smartphonetechnology for academics, while still maintaining an atmosphere conducive to learning. With reasonable rules and accountability measures, I believe we can make the most of this modern age of technology without being consumed by its distractions.篇2Should Students Be Allowed to Bring Phones to Class? An In-Depth LookAs a university student, the debate around whether we should be permitted to bring our phones into the classroom is one that I've given a lot of thought to. On one hand, our phones have become an indispensable part of our lives, allowing us to stay connected, access information, and even take notes or record lectures. However, they can also prove to be a major source of distraction, pulling our attention away from the material being taught. Ultimately, I believe that a balanced approach is needed - one that acknowledges the potential benefits of having phones in class while also putting measures in place to minimize disruptions.Let's start by looking at some of the arguments in favor of allowing phones in the classroom. Perhaps the most compelling reason is that they can serve as powerful educational tools. Witha few taps, we can quickly look up definitions, facts, or concepts that we're unfamiliar with, filling in gaps in our knowledge as they arise. This instant access to information can deepen our understanding and enrich classroom discussions.Additionally, many students use their phones to take notes or record lectures, eliminating the need for pen and paper. This can be particularly helpful for those with certain learning styles or disabilities that make traditional note-taking difficult. Having our notes digitized also makes them easier to organize, search, and refer back to later on.Phones can even be leveraged for interactive learning experiences. Instructors may incorporate polling apps or online quizzes into their lessons, allowing us to participate and receive real-time feedback. This can make classes more engaging and help reinforce key concepts.However, despite these potential advantages, the reality is that phones in the classroom often do more harm than good when it comes to focus and productivity. It's all too easy to get sucked into the endless scroll of social media, texting friends, or browsing the web instead of paying attention. This constant temptation to multitask can severely impair our ability to absorb and retain information from lectures.Moreover, the mere presence of phones can be distracting, not just for the owners but for those around them. Notification sounds, bright screens, and the knowledge that someone nearby is likely on their phone can all draw our attention away from the task at hand. This creates an environment that's counterproductive to learning.There's also the issue of academic integrity to consider. With phones in the classroom, the temptation to cheat on tests or assignments by accessing unauthorized information or communicating with others is heightened. This undermines the fairness and validity of assessments, putting those who don't cheat at a disadvantage.So, what's the solution to this predicament? In my opinion, a balanced approach that acknowledges both the potential benefits and drawbacks of phones in the classroom is needed.One option could be to designate certain classes or portions of classes as "phone-free zones," where devices must be put away to minimize distractions. This would allow for focused learning during critical moments, such as lectures or exams, while still permitting phone use during breaks or when working on individual assignments.Alternatively, instructors could set clear guidelines around acceptable phone use in their classrooms. For instance, phones could be permitted for specific educational purposes, such as looking up definitions or taking notes, but using them for social media, messaging, or other non-academic activities would be prohibited.Ultimately, I believe that the decision of whether to allow phones in the classroom should be left to individual instructors and departments. They are best positioned to assess the needs of their students and determine whether the potential benefits of phones outweigh the risks in their specific educational contexts.However, no matter what policies are put in place, it's important that we as students take responsibility for our own learning and use phones in the classroom judiciously. We should be mindful of how our device usage affects not just ourselves, but those around us. If we can exercise self-control and use our phones as intended – as educational tools rather than distractions – they can be a valuable asset in the classroom.At the end of the day, the debate around phones in the classroom is complex, with valid arguments on both sides. But by approaching the issue thoughtfully and finding a balance that works for our individual learning styles and classroomenvironments, we can harness the power of these devices while minimizing their negative impacts. It's a challenge, but one that's worth taking on to ensure we get the most out of our educational experiences.篇3Should Students Be Allowed to Bring Phones to Class?As a college student, I can't even imagine going to class without my phone. It's like a lifeline – keeping me connected to friends, family, important updates, and pretty much my whole life. But I get why some professors are against allowing phones in the classroom. They can be a huge distraction and make it way too easy to tune out instead of focusing on the lecture. Still, I think there are some really good reasons why we should be allowed to have our phones with us during class.First off, our phones are how we keep track of everything these days. My phone is basically my calendar, planner, notebook, calculator, and about a million other tools all rolled into one device. I use it to make entries for assignment due dates, keep track of my work schedule, figure out calculateulations for my accounting class, look up vocabulary words for French...the list goes on and on. Heck, I even store all my textbooks and noteson it so I don't have to lug around a bunch of heavy books all day.It's basically a mobile mini-computer that has everything I need for my classes. Can you imagine having to run back to your dorm room every time you need to check a date or make a note? That would be impractical and such a waste of time.Plus, being in college now, we're just used to having that level of connectivity and access to information at our fingertips at all times. It's how we're wired as a generation. We use our phones for everything from researching topics for papers to collaborating on group projects. Banning them entirely would cut us off from survival tools that we not only rely on, but that are actually making us more efficient and productive learners.I get that phones can be a huge distraction if somebody is just zoning out and watching YouTube or scrolling on social media all class. And some students definitely have trouble controlling themselves and end up misusing their phones during lectures. But I think the solution is to have reasonable rules about phone use and expectations around respect—not outright bans. Maybe allow phones out on desks for quick tasks like making calendar entries or looking something up, but have guidelines that they get put away when not in use. Basically, treat us like adults and give us the independence to use them as。
大学生在课堂上应该使用手机的英语作文
大学生在课堂上应该使用手机的英语作文The Use of Mobile Phones in Classrooms by College StudentsIn today's digital age, mobile phones have become an essential tool for communication, research, and entertainment. However, the use of mobile phones in classrooms has sparked debate among educators and students alike. Some argue that mobile phones are a distraction during lectures and can hinder academic performance, while others believe that they can be beneficial for learning and enhance the classroom experience. In this essay, we will explore the pros and cons of using mobile phones in classrooms by college students.One of the main arguments against the use of mobile phones in classrooms is that they can distract students from paying attention to the lecture. With social media, messaging apps, and games at their fingertips, students may be tempted to browse their phones instead of focusing on the lesson. This can lead to a decrease in academic performance and hinder their ability to retain information. In addition, the constant buzz of notifications and alerts can disrupt the flow of the class and disturb other students.On the other hand, mobile phones can also be a valuable tool for learning in the classroom. With access to the internet, students can quickly look up information, research topics, and access online resources to supplement their learning. Mobile phones can also be used for note-taking, organizing schedules, and collaborating with classmates on group projects. In addition, educational apps and online platforms can provide interactive and engaging learning experiences that cater to different learning styles.Furthermore, mobile phones can enhance communication between students and professors. In larger lecture halls where it may be difficult to ask questions or engage in class discussions, students can use their phones to send messages or emails to their professors. This can encourage shy or introverted students to participate more actively in class and seek clarification on confusing topics. Additionally, professors can use mobile phones to send out important announcements, reminders, and study materials to students in a timely manner.In conclusion, the use of mobile phones in classrooms by college students has its pros and cons. While they can be a distraction and disrupt the learning environment, mobile phones also have the potential to enhance learning, facilitatecommunication, and provide access to valuable resources. It is important for educators to set clear guidelines and expectations for the use of mobile phones in classrooms and encourage students to use them responsibly and in a way that supports their academic success. By striking a balance between using mobile phones for educational purposes and minimizing distractions, students can make the most of their classroom experience and improve their overall academic performance.。
The-art-of-public-speaking-chapter-1-.2-.3幻灯片
McGraw-Hill
© 2007 Stephen E. Lucas. All rights reserved.
Slide 7
PS & intercultural communicative competence
Slide 9
Cultural Diversity and Public Speaking
Diversity and multiculturalism are such basic facts of life that can play a role in almost any speech you give:
public speaking
job hunting
Force and empowerment
various competitions
personal life
McGraw-Hill
© 2007 Stephen E. Lucas. All rights reserved.
Slide 6
Genre of public speaking
• Public speaking is more highly structured
• Public speaking requires more formal language
• Public speaking requires a different method of delivery
McGraw-Hill
10%
• Lecture Report
make notes during lectures for reference ater on
make notes during lectures for reference ater on【实用版】目录1.为什么要在讲座中做笔记2.如何在讲座中做有效笔记3.讲座后如何利用笔记进行复习正文在讲座中做笔记是一种非常有效的学习方法，可以帮助我们更好地理解和记忆讲座内容。
很多学生在听讲座时，常常会感到信息量过大，难以全部记住。
这时，做笔记就是一个很好的解决方案。
通过记录讲座中的关键信息，我们可以在讲座后进行复习，加深对知识的理解和记忆。
那么，如何在讲座中做有效笔记呢？首先，我们需要准备好笔记本和笔。
在讲座开始前，把笔记本打开，准备好记录。
在讲座过程中，要尽量保持注意力集中，关注讲座者的每一句话。
同时，要注意记录关键信息，如主题、观点、例子等。
为了保证笔记的清晰易懂，可以使用简短的语句、缩写和符号。
此外，还可以通过画图、列表等方式来呈现信息，使笔记更加直观。
讲座结束后，我们应该如何利用笔记进行复习呢？首先，可以通读一遍笔记，对讲座的内容有一个整体的回顾。
然后，针对笔记中的重点和难点进行深入思考和研究。
在这个过程中，可以尝试用自己的话来复述讲座的内容，以检验自己对知识的理解和掌握程度。
同时，还可以将笔记与相关资料进行对比，以发现讲座中的观点和理论是否与学术界的共识一致。
通过这样的复习，我们可以更好地消化讲座内容，将其转化为自己的知识。
总之，在讲座中做笔记是一种非常有效的学习方法。
通过记录关键信息，我们可以在讲座后进行复习，加深对知识的理解和记忆。
要想在讲座中做有效笔记，我们需要保持注意力集中，关注讲座者的每一句话，并采用简短的语句、缩写和符号等方法来记录信息。
通知大家讲座如何正确使用手机英语作文
通知大家讲座如何正确使用手机英语作文全文共3篇示例，供读者参考篇1Notice: How to Correctly Use Mobile Phones in LecturesDear students,With the widespread use of smartphones, it has become common for students to use their phones in lectures. However, it is important to remember that using phones during lectures can be disruptive to both yourself and your peers. Therefore, we would like to provide some guidelines on how to use your mobile phones correctly in lectures.First and foremost, please ensure that your phone is in silent mode during lectures. This means turning off the ringer and vibrating function to avoid any disruptions. If you need to take an important call, please step outside the lecture hall to do so.Secondly, avoid using your phone for non-academic activities during lectures. This includes texting, browsing social media, playing games, or watching videos. These activities can be distracting to those around you and can hinder your ability to focus on the lecture material.If you need to use your phone for academic purposes, such as taking notes or looking up relevant information, please do so discreetly and considerately. Sit at the back of the lecture hall or use a screen protector to avoid distracting others with the light from your phone.Lastly, remember that the use of phones is a privilege, not a right. If you consistently violate these guidelines, you may be asked to put your phone away or leave the lecture hall.We hope that these guidelines will help you use your mobile phones responsibly and respectfully during lectures. Thank you for your cooperation.Sincerely,[Your Name]篇2Notice on How to Properly Use Mobile Phones during LecturesDear students,It has come to our attention that there has been a rise in the misuse of mobile phones during lectures. As a result, we feel it isimportant to remind everyone of the proper etiquette and guidelines for using mobile phones in class.First and foremost, it is essential to silence your mobile phone before entering the lecture hall. This simple act can prevent disruptions and distractions during the lecture. We kindly ask that you refrain from answering calls or sending text messages during the lecture as this can be disruptive to both the speaker and your fellow classmates.If you must use your phone for note-taking or to access course materials, please do so discreetly and without drawing unnecessary attention to yourself. It is important to remember that the primary focus during the lecture should be on the speaker and the material being presented.Additionally, we ask that you refrain from using social media or browsing the internet during the lecture. This can be distracting not only to yourself but to those around you as well. If you need to use your phone for any reason, please step out of the lecture hall to do so.We understand that mobile phones are an important tool for communication and information, but it is crucial to use them responsibly during lectures. By following these guidelines, wecan create a more focused and respectful learning environment for everyone.Thank you for your attention and cooperation.Sincerely,[Your Name]篇3Notice: How to Properly Use Mobile Phones in LectureDear all students,In our modern society, mobile phones have become an indispensable part of our daily lives. We use them for communication, entertainment, and even as a tool for learning. However, as convenient as they may be, mobile phones can also be a distraction, especially in a learning environment such as a lecture.We have noticed that some students have been using their mobile phones inappropriately during lectures, such as texting, browsing social media, or playing games. This not only distracts you from the important information being presented in the lecture but also distracts those around you.Therefore, we would like to remind you of some guidelines on how to properly use your mobile phones in lectures:1. Turn off your ringer: Before the lecture begins, make sure to turn off your ringer or put your phone on silent mode. This will prevent any disruptive noises from interrupting the lecturer or your fellow classmates.2. Keep your phone out of sight: Place your phone in your bag or pocket and refrain from placing it on your desk where it can tempt you to check it constantly.3. Use your phone for note-taking: Instead of using your phone for distractions, use it as a tool for taking notes. There are many note-taking apps available that can help you organize your thoughts and keep track of important information.4. Be respectful to the lecturer and your peers: Remember that the lecturer has put in a lot of effort to prepare for the lecture and deserves your full attention. Similarly, your classmates are also there to learn, so try to minimize any distractions that may disrupt their learning experience.By following these guidelines, we can create a more conducive learning environment for everyone. Let's all worktogether to make the most out of our lectures and use our mobile phones responsibly.Thank you for your cooperation.Sincerely,[Your Name][Date]。
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2. Satisfy Documentation Specifications
Require you provide sections addressing certain topics in your report, such as experimental problems, environmental impact, decisions reached, budget, and so on... Put limit not only on the number of words, but also the number of graphics your technical paper may include. Requirement for headings, spacing, and margin width. Some proposals to government agencies require specific format, in certain fonts, and restrict how many letters are permitted in one line.
Beijing University of Technology College of Materials Science and Engineering
Focus on Your Readers: Knowledge
Are my reader engineers in my field of expertise who are seeking technical information, and will they be offended or bored by elementary details? Are they engineers from different field who will need some general technical background first? Are they managers or supervisors who may be less knowledgeable in my field but who need to make executive decisions based on what I write? Are they technicians or others without my expertise and training but with a strong practical knowledge of the field? Are they nonexperts from marketing, sales, finance, or other fields who lack engineering or technical backgrounds but who are interested in the subject for nonengineering reasons? Are they a mixed audience, such as a panel or committee, made up of experts and laypeople?
Example of RFP for a government research program:
Each proposal shall consist of not more than five single spaced pages plus a cover page, a budget page,00 words, and a page detailing current research funding. All text shall be printed in single-column format on 8-1/2×11-inch paper with margins of at least 1 inch on all sides......
Beijing University of Technology College of Materials Science and Engineering
Beijing University of Technology College of Materials Science and Engineering
Focus on Your Readers: Ability
Am I communicating technical information on a level my audience can use? Am I using appropriate vocabulary, examples, definitions, and depth of detail? Am I expecting more expertise, skill, or action from my audience than I can reasonably expect?
Beijing University of Technology College of Materials Science and Engineering
1. Focus on Your Readers
Consider the needs, interests, levels of expertise, or possible reactions of those who must read Consider their abilities and expectations as you plan, write, and revise. Who your readers are: immediate group, in your company, professional and technical peers, your superiors, below you... You write because you expect resulting reaction. Your communication must bridge a gap between you and your target audience. This gap is likely to be caused by variations in knowledge, ability, and interest. Define who your audience is and then ask yourself...
Beijing University of Technology
College of Materials Science and Engineering
Focus on Your Readers: Interest
Why will my audience want to spend time reading this document? Does my document provide the right level of detail and technology to keep my audience’s interest without losing them or boring them? What is their current attitude likely to be —positive, neutral, or negative? Will my document give them the information they want? Who you are writing to and have a clear idea of their technical knowledge, expectation, and attitude towards the subject.
Beijing University of Technology College of Materials Science and Engineering
Ask Yourself the Following: Do I want to
Inform—to provide information without necessarily expecting any action on the part of my reader(s)? Request—to obtain permission, information, approval, help, or funding? Instruct—to give the information in the form of directions, instructions, procedures, or the like, so my readers will be able to do something? Propose—to suggest a plan of action or respond to a request for a proposal? Recommend—to suggest an action or series of actions based on alternative possibilities that I have evaluated? Persuade—to convince or “sell” my readers, or to change their behavior or attitudes based on what I feel to be valid opinion or evidence? Record—to document for the record how something was researched, carried out, tested, altered, or repaired?