Immersive authoring of tangible augmented reality applications
【精品】翻译综合
一个抑制肿瘤的连续模型-------艾丽斯H伯杰,阿尔弗雷德G. Knudson 与皮埃尔保罗潘多尔菲今年,也就是2011 年,标志着视网膜母细胞瘤的统计分析的第四十周年,首次提供了证据表明,肿瘤的发生,可以由两个突变发起。
这项工作提供了“二次打击”的假说,为解释隐性抑癌基因(TSGs)在显性遗传的癌症易感性综合征中的作用奠定了基础。
然而,四十年后,我们已经知道,即使是部分失活的肿瘤抑制基因也可以致使肿瘤的发生。
在这里,我们分析这方面的证据,并提出了一个关于肿瘤抑制基因功能的连续模型来全方位的解释肿瘤抑制基因在癌症过程中的突变。
虽然在1900 年之前癌症的遗传倾向已经被人认知,但是,是在19 世纪曾一度被忽视的孟德尔的遗传规律被重新发现之后,癌症的遗传倾向才更趋于合理化。
到那时,人们也知道,肿瘤细胞中的染色体模式是不正常的。
接下来对癌症遗传学的理解做出贡献的人是波威利,他提出,一些染色体可能刺激细胞分裂,其他的一些染色体 a 可能会抑制细胞分裂,但他的想法长期被忽视。
现在我们知道,这两种类型的基因,都是存在的。
在这次研究中,我们总结了后一种类型基因的研究历史,抑癌基因(TSGs),以及能够支持完全和部分失活的肿瘤抑制基因在癌症的发病中的作用的证据。
我们将抑制肿瘤的连续模型与经典的“二次打击”假说相结合,用来说明肿瘤抑制基因微妙的剂量效应,同时我们也讨论的“二次打击”假说的例外,如“专性的单倍剂量不足”,指出部分损失的抑癌基因比完全损失的更具致癌性。
这个连续模型突出了微妙的调控肿瘤抑制基因表达或活动的重要性,如微RNA(miRNA)的监管和调控。
最后,我们讨论了这种模式在┲⒌恼锒虾椭瘟乒 讨械挠跋臁!岸 未蚧鳌奔偎?第一个能够表明基因的异常可以导致癌症的发生的证据源自1960 年费城慢性粒细胞白血病细胞的染色体的发现。
后来,在1973 年,人们发现这个染色体是是第9 号和第22 号染色体异位的结果,并在1977 年,在急性早幼粒细胞白血病患者中第15 号和第17 号染色体易位被识别出来。
孙悟空影评英语作文
Title: "Review of 'The Legend of the Demon Monk': The Enchanting Journey of Sun Wukong"In the enchanting world of Chinese mythology, the figure of Sun Wukong, also known as the Monkey King, stands tall as a legendary hero. The character, originally introduced in theancient classic"Journey to the West,"has captivated generations with his cheeky wit, remarkable powers, and unwavering loyalty. His story, retold countless times in various mediums, continues to inspire and captivate, making him a timeless icon of Chinese culture. In the 1961 animated film "The Legend of the Demon Monk," Sun Wukong's character is brought to life with vivid animation and charming narrative. The filmcaptures the essence of the Monkey King's personality,展现了他机智勇敢、顽皮不羁的一面,同时也展现了他对师父唐僧的深厚情感。
外刊每日精读 Clause for thought
外刊每日精读 | Clause for thought文章脉络【1】新式解码器首次让人们可以通过非入侵方式读懂思想。
【2】最新的人工智能技术终于将读心术带入了现实世界,但有些硬性限制。
【3】解码器解读大脑活动的过程。
【4】大约有一半时间,文本与原词的意思非常接近,有时甚至完全吻合。
【5】解码器能够利用大脑活动准确描述其中的一些内容。
【6】科学家们认为非入侵性读心术是一种真正的飞跃,但也在努力减轻人们对这种新技术的担忧。
【7】大阪大学大脑活动视觉图像重构的先驱西本真司教授认为这项重要的发现,可以为脑机接口的发展奠定基础。
经济学人原文Clause for thought: first non-invasive way to read minds as AI turns brain activity into text【1】An AI-based decoder that can translate brain activity into a stream of text has been developed, in a breakthrough that allows thoughts to be read non-invasively for the first time. The decoder could reconstruct speech with uncanny accuracy while people listened to a story – or even silently imagined one – using only fMRI scan data. Previous language decoding systems have required surgical implants, and the latest advance raises the prospect of new ways to restore speech in patients strugglingto communicate as a result of stroke or motor neurone disease. Dr Alexander Huth, a neuroscientist who led the work at the University of Texas at Austin, said: “We were kind of shocked that it works as well as it does. I’ve been working on thisfor 15years … so it was shocking and exciting when it finally did work.”【2】Mind-reading has traditionally been the preserve of sci-fi, in characters such as the X-Men’s Jean Grey, but the latest AI technology has finally taken the concept into the real world. This decoder’s achievement overcomesa fundamental limitation of fMRI: while the technique can map brain activity toa specific location with incredibly high resolution, there is an inherent time lag, which makes tracking activity in real time impossible. The lag exists because fMRI scans measure the blood-flow response to brain activity, which peaks and returnsto baseline over about 10 seconds, meaning even the most powerful scanner cannot improve on this. “It’s this noisy,sluggish proxy for neural activity,” said Huth. This hard limit has hampered the ability to interpret brain activity in response to natural speech because it gives a “mishmash of information” spread over a few seconds.【3】However, the advent of large language models – the kind ofAI underpinning OpenAI’s ChatGPT – provided a new way in. These models are able to represent, in numbers, the semantic meaning of speech, allowing the scientists to look at which patterns of neuronal activity corresponded to strings of words with a particular meaning rather than attempting to read out activity word byword. The learning process was intensive: three volunteers were required to lie ina scanner for 16 hours each, listening to podcasts. The decoder was trained to match brain activity to meaning using the large language model GPT-1, a precursor to ChatGPT. Later, the same participants were scanned listening to a new storyor imagining telling a story and the decoder was used to generate text from brain activity alone.【4】About half the time, the text closely – and sometimes precisely– matched the intended meanings of the original words. “Our system works at the level ofideas, semantics, meaning,” said Huth. “This is the reason why what we get out is not the exact words, it’s the gist.” For instance, when a participant was played the words: “I don’t have my driver’s licence yet,” the decoder translated as: “She has not even started to learn to drive yet.”【5】In another case, the words: “I didn’t know whether to scream, cry or run away. Instead, I said: ‘Leave me alone!’” was decoded as: “Started to scream and cry, and then she just said: ‘I told you to leave me alone.’” The participants were also askedto watch four short, silent videos while in the scanner, and the decoder was able to use their brain activity to accurately describe some of the content, the paper in Nature Neuroscience reported.【6】“For a non -invasive method, this is a real leap forward compared to what’s been done before, which is typically single words or short sentences,” Huth said. Jerry Tang, a doctoral student at the University of Texas at Austin and co-author, said: “We take very seriously the concerns that it could be used for bad purposes, and have worked to avoid that. “We want to make sure people only use these typesof technologies when they want to and that it helps them.”【7】Prof Shinji Nishimoto of Osaka University, whohas pioneered the reconstruction of visual images from brain activity, described the paper as a “significant advance”. He said: “This is a non-trivial finding and can be a basis for the development of brain-computer interfaces.” The team now hope to assess whether the technique could be applied to other, more portable brain-imaging systems, such as functional near-infrared spectroscopy (fNIRS).。
当代研究生英语 第七单元 B课文翻译
价格的利润生物公司正在吞噬可改变动物DNA序列的所有专利。
这是对阻碍医学研究发展的一种冲击。
木匠认为他们的贸易工具是理所当然的。
他们买木材和锤子后,他们可以使用木材和锤子去制作任何他们所选择的东西。
多年之后来自木材厂和工具储藏室的人并没有任何进展,也没有索要利润份额。
对于那些打造明日药物的科学家们来说,这种独立性是一种罕见的奢侈品。
发展或是发现这些生物技术贸易中的工具和稀有材料的公司,对那些其他也用这些工具和材料的人进行了严格的监控。
这些工具包括关键基因的DNA序列,人类、动物植物和一些病毒的基因的部分片段,例如,HIV,克隆细胞,酶,删除基因和用于快速扫描DNA样品的DNA 芯片。
为了将他们这些关键的资源得到手,医学研究人员进场不得不签署协议,这些协议可以制约他们如何使用这些资源或是保证发现这些的公司可以得到最终结果中的部分利益。
许多学者称这抑制了了解和治愈疾病的进程。
这些建议使Harold得到了警示,Harold是华盛顿附近的美国国家卫生研究院的院长,在同年早期,他建立了一个工作小组去调查此事。
由于他的提早的调查,下个月出就能发布初步的报告。
来自安阿伯密歇根大学的法律教授,该工作组的主席Rebecea Eisenberg说,她们的工作组已经听到了好多研究者的抱怨,在它们中有一份由美国联合大学技术管理组提交的重量级的卷宗。
为了帮助收集证据,NIH建立了一个网站,在这个网站上研究者们可以匿名举报一些案件,这些案件他们相信他们的工作已经被这些限制性许可证严重阻碍了。
迫使研究人员在出版之前需要将他们的手稿展示给公司的这一保密条款和协议是投诉中最常见的原因之一。
另一个问题是一些公司坚持保有自动许可证的权利,该许可证是有关利用他们物质所生产的任何未来将被发现的产品,并且这些赋予他们对任何利用他们的工具所赚取的利润的支配权利的条款也有保有的权利。
Eisenberg说:“如果你不得不签署了许多这样的条款的话,那真的是一个大麻烦”。
好看的漫画书推荐英语作文
As an experienced English teacher,I often find myself in the delightful position of recommending captivating comic books to my students. Comics,or graphic novels,as they are sometimes called,are a unique blend of visual storytelling and literature that can engage readers of all ages and backgrounds.Here,I will share a selection of comic books that have not only entertained but also educated and inspired my students.One of the most beloved series I recommend is Maus by Art Spiegelman. This Pulitzer Prizewinning graphic novel recounts the harrowing experiences of the authors father during the Holocaust.The use of anthropomorphic animals to represent different nationalities is both a creative storytelling device and a poignant commentary on the dehumanizing effects of war.The stark black and white illustrations complement the heavy subject matter,making Maus a powerful and unforgettable read.For those interested in the superhero genre,Watchmen by Alan Moore and Dave Gibbons is a mustread.Set in an alternate history where superheroes emerged in the1940s,Watchmen delves into the complexities of morality,power,and the human condition.Its intricate plot and rich character development have made it a classic in the comic book world.Another title that has captured the imaginations of my students is Persepolis by Marjane Satrapi.This autobiographical graphic novel tells the story of the authors childhood in Iran during the Islamic Revolution.With its simple yet expressive black and white illustrations,Persepolis provides a personal and intimate perspective on a significant historical period.For readers who appreciate a mix of fantasy and humor,Saga by Brian K. Vaughan and Fiona Staples is an excellent choice.This epic space opera follows characters from various alien races as they navigate war,family, and love.The vibrant artwork and engaging storyline make Saga a compelling read that is both entertaining and thoughtprovoking.In the realm of Japanese manga,Naruto by Masashi Kishimoto stands out as a popular recommendation.The story of Naruto Uzumaki,a young ninja with dreams of becoming the strongest in his village,is filled with action, adventure,and personal growth.The detailed illustrations and welldeveloped characters make Naruto a favorite among my students.For those looking for something a bit more lighthearted,The Complete Calvin and Hobbes by Bill Watterson is a timeless collection of comic strips. The adventures of a curious boy and his stuffed tiger,who comes to life in Calvins imagination,are both humorous and insightful,often reflecting on the nature of childhood and the world around them.Lastly,Bone by Jeff Smith is a fantasy adventure comic series that has been a hit with younger readers.The story follows the Bone cousins as they navigate a mysterious valley filled with strange creatures and ancient secrets.The whimsical illustrations and engaging plot make Bone a delightful read for all ages.In conclusion,comic books offer a diverse range of stories and styles that can cater to various interests and age groups.From historical narrativeslike Maus to the fantastical world of Naruto,these graphic novels provide a rich and immersive reading experience.By recommending these titles,I aim to inspire my students to explore the vast world of comics and discover the stories that resonate with them the most.。
2020高考英语三模前阅读理解专题练05(学生版)三年真题研读专练
三模前阅读理解专题练05题组一AHistorian Tom Holland is the award-winning author of Rubicon, Persian Fire and Millennium. He appears regularly on radio, TV and in print. His latest book Dynasty is published in paperback by Abacus.Moominsummer Madness By Tove JansoonWhat I love about this book, as a child and still today, is its mix of the fantastical and normal. On the one hand, it’s about a family and their friends all enjoying themselves, quite happy not doing much. On the other hand, it’s about characters that can change into odd shapes, magicians coming down from the moon and peculiar creatures emerging from the roof. That mix of the familiar and the extraordinary informs all my writing.The Histories By HerodoTusBy the time I was 12, I was obsessed by Ancient Greece and Rome. At first, I found the early section of The Histories a real grind because it’s like a long shaggy dog In the second half I was rewarded with the stories I’d been waiting for, like the battles of Marathon, Salamis and Thermopylae. Over the years, I come to value the infectious curiosity of the first half and the portrait of the world in the fifth century BC seen through the eyes of this extraordinary Greek historian.A Distant Mirror By BarBara W TucHmanTuchman’s book The Guns of August won the Pulitzer Prize, but it’s this slightly less well-known work that provided me with a role model for my own writing. Both scholarly and interesting, it’s a portrait of the 14th century in Western Europe and vividly evokes medieval civilization buffeted by cataclysms: the Black Death, the Peasants’ Revolt and the Great Papal Schism. I felt I knew what it was to die of the plague or to have a sword put through me— real56. Tom Holland now finds the first half of The Histories _______.A. off the pointB. culture-centeredC. really boringD. quite entertaining57. Which book does Tom Holland appreciate and try to copy its style?A. The HistoriesB. A Distant MirrorC. The Guns of AugustD. Moominsummer MadnessBIn Weapons of Math Destruction, data scientist Cathy O’Neil explains how big data exists everywhere in our lives, and that we hardly even notice it until it affects us directly. One application that has become particularly common is the use of algorithms(算法)to evaluate job performance.She tells the story of Sarah Wysocki, a teacher who, despite being widely respected by her students, their parents and her colleagues, was fired because she performed poorly according to an algorithm. When an algorithm rates you poorly, you are immediately branded as an underperformer and there is rarely an opportunity to appeal against those judgments. In many cases, methods are considered secrets and no details are shared. And data often seems convincing.As a matter of fact, the belief that school performance in America is declining is based on a data mistake. A Nation at Risk is the report that rang the initial alarm bells about declining SAT(Scholastic Assessment Test)scores. Yet if they had taken a closer look, they would have noticed that the scores in each smaller group were increasing. The reason for the decline in the average score was that more disadvantaged kids were taking the test. However, due to the data mistake, teachers as a whole were judged to be failing.Wall Street is famous for its mathematicians who build complex models to predict market movements and develop business plans. These are really smart people. Even so, it is not at all uncommon for their models to fail. The key difference between those models and many of the ones being used these days is that Wall Street traders lose money when their data models go wrong. However, as O’Neil points out in her book, the effects ofwidely-used machine-driven judgments are often not borne by those who design the algorithms, but by everyone else.As we increasingly rely on machines to make decisions, we need to ask these questions: What assumptions are there in your model? What hasn’t been taken into account? How are we going to test th e effectiveness of theconclusions? Clearly, something has gone terribly wrong. When machines replace humans to make a judgment, we should hold them to a high standard. We should know how the data was collected. And when numbers lie, we should stop listening to them.58. What does the example of Sarah Wysocki mainly show?A. The drawback of big data.B. The popularity of big data.C. The new challenge teachers face.D. The misunderstanding about algorithms.59. Widely-used machine-driven judgments _______.A. never make any economic lossB. can lead to many innocent victimsC. are more complicated than Wall Street’s data modelsD. can go wrong more easily than Wall Street’s data models60. What does the author suggest in the last paragraph?A. Making decisions without machines.B. Making sure that the data are reliable.C. Making the algorithms more effective.D. Making the data and algorithms public.CRonald Reagan ever said, “It’s true hard work never killed anybody, but I figure, why take the chance?” To some extent, extra effort seems to be self-defeating. Studies suggest that, after 50 hours a week, employee productivity falls sharply.But that doesn’t stop some managers from demanding that workers stay chained to their desk for long periods. Jack Ma, the founder of Alibaba, recently praised the “996” model, where employees work from 9 a.m. to 9 p.m., 6 days a week, as a “huge blessing”. Apparently, presenteeism(出勤主义)is the curse of the modern office worker.There will be days when you do not have much to do: perhaps because you are waiting for someone else in a different department, or a different company, to respond to a request. As the clock ticks past 5 pm, there may be no purpose in staying at your desk. But you can see your boss hard at work and, more importantly, they can see you. So you make an effort to look busy.Some of this may be a self-continuing cycle. If bosses do not like to go home before their employees, and employees fear leaving before their bosses, everyone is trapped. Staff may feel that they will not get a pay rise, or a promotion, if they are not seen to be putting in maximum effort. This is easily confused with long hours. Managers, who are often no good at judging employees’ performance, use time in the office as a measu re. The consequence is often wasted effort. We pretend to work and managers pretend to believe us. Rather than work hard, you try tomake bosses think that you are. Leaving a jacket on your office chair, walking around purposefully with a notebook and sending out emails at odd hours are three of the best-known tricks. After a while this can result in collective self-delusion that this pretence is actual work.But presenteeism has more serious consequences. It is perhaps most common in Japan, where people attend the office even when they are in discomfort. In doing so, they are doing neither themselves nor their employers any favours. As well as reducing productivity, this can increase medical expenses for the employer. According to a study in the Journal of Occupation and Environmental Medicine, these costs can be six times higher for employers than the costs of absenteeism among workers. Those workers were more likely to experience greater pain and to suffer from depression.In the evolution of humanity, presenteeism is a recent phenomenon. In the industrial era, workers were paid not for their output but for their time, and were required to clock in and out. But modern machinery like smartphones and laptops is portable. Turning an office into a prison, with prisoners allowed home for the evenings, does nothing for the creativity that is increasingly demanded of office workers as routine tasks are automated. To be productive you need presence of mind, not being present in the flesh.61. What can we learn from Paragraph 2 and Paragraph 3?A. Employees often have to work extra hours.B. Extra effort improves employees’ productivity.C. “996” model is well received around the world.D. Both bosses and employees are devoted to their jobs.62. What does the underli ned “This” in Paragraph 4 refer to?A. Hoping to get a pay rise.B. Going home after the boss.C. Putting in maximum effort.D. Judging employees’ performance.63. Which of the following is one the results of long-time presenteeism?A. Reducing medical costs of employees.B. Making employees more hard-working.C. Increasing the competition among employees.D. Worsening employees’ physical and mental condition.64. What does the author want to tell us in the last paragraph?A. Employees should be treated as prisoners.B. Productivity can’t be measured by presenteeism now.C. Office tasks usually can’t be carried out automatically.D. Office workers should be allowed to be absent-minded.DTo learn to think is to learn to question. Those who don’t ques tion never truly think for themselves. These are simple rules that have governed the advancement of science and human thought since the beginning of time. Advancements are made when thinkers question theories and introduce new ones. Unfortunately, it is often the great and respected thinkers who end up slowing the progress of human thought. Aristotle was a brilliant philosopher whose theories explained much of the natural world, often incorrectly. He was so esteemed by the scientific community that even 1, 200 years after his death, scientists were still trying to build upon his mistakes rather than correct them!Brilliant minds can intimidate up-and-coming thinkers who are not confident of their abilities. They often believe they are inferior to the minds of giants such as Aristotle, leading many to accept current paradigms instead of questioning them.I, like many thinkers of the past, once believed in my mental inferiority. I was certain that my parents, my teachers—adults in general—were always right. The y were like a textbook to me; I didn’t question what was written on those pages. I respected them, and accepted whatever they told me. But that attitude soon changed. My mind’s independence was first stimulated in the classroom.A stern, 65-year-old elementary-school science teacher once told me that light is a type of wave. I confidently went through years of school believing that light is a wave. One day,however I heard the German exchange student mention that light could be made up of particles. As the others laughed at his statement, I started to question my beliefs.Maybe the teachers and textbooks hadn’t given me the whole story. I went to the library, did some research and learned of the light-as-a-wave versus light-as-a-particle debate. I read about Einstein’s discovery of the dual nature of light and learned the facts of a paradox(悖论) that puzzles the world’s greatest thinkers to this day. Light behaves as both a particle and a wave, it is both at once. I realized I had gone through life accepting only half of the story as the whole truth.Each new year brought more new facts, and I formulated even more questions. I found myself in the library after school, trying to find my own answers to gain a more complete understanding of what I thought I already knew. I discovered that my parents and teachers are incredible tools in my quest for knowledge, but they are never the final word. Even textbooks can be challenged. I learned to question my sources, I learned to be a thinker. I once believed that everything I learned at home and at school was certain, but I have now discovered to re-examine when necessary.Questions are said to be the path to knowledge and truth, and I plan to continue questioning. How many things do we know for sure today that we will question in the future? At this moment, I know that our sun will burn for another five billion years, and I know nothing can escape the gravity of a black hole. This knowledge, however, may change in the next 20 years—maybe even in the next two. The one thing we can control now is our openness to discovery. Questions are the tools of open minds, and open minds are the key to intellectual advancement.65. In the first paragraph, Aristotle is taken as an example to show that _______.A. he is the greatest and respected philosopher of all timeB. huge influence of great thinkers may block human thoughtC. advancements are made when thinkers question theoriesD. great thinkers often make mistakes and then correct them66. What does the underlined word “intimidate” in Paragraph 2 mean?A. Frighten.B. Encourage.C. Strength.D. Persuade.67. The author began to question his previous beliefs because _______.A. what he learned from textbooks before turned out to be wrongB. he was inspired by the different ideas from an exchange studentC. he was laughed at by other students for his unacceptable statementD. he was not satisfied with his life and desperate to achieve success68. According to the passage, the author _______.A. looks down upon great thinkers all the timeB. never doubts what he has learned in the textbookC. always throws himself into the laboratoryD. determines to be a thinker and questioner69. We can conclude from the last paragraph that _______.A. the author is not quite sure about his futureB. we human beings don’t dare to predict futureC. questioning is necessary to promote advancementD. the theory of black holes will change in two years70. What does the passage mainly talk about?A. Following rules.B. Challenging yourself.C. Questioning giants.D. Predicting future.题组二A56. Which hotel is related to environmental protection?A. GLENEAGLES HOTELB. COMO HOTELC. TREMEZZO HOTELD. CRUISES HOTEL57. The purpose of this passage is to _______.A. explain how to enjoy holiday livesB. introduce some winning worksC. attract more people to travel thereD. advertise for hotel serviceBElderly women who eat foods higher in potassium(钾)are less likely to have strokes and die than women whoeat less potassium-rich foods, according to new research in the American Heart Association. “Previous studies have shown that potassium consumption may lower blood pressure. But whether potassium intake could prevent stroke or death wasn’t clear,” said Smoller, professor of the department of population health at Albert Einstein College of Medicine, Bronx, NY.Researchers studied 90,137 women, aged from 50 to 79 for an average 11 years. They looked at how much potassium the women consumed, as well as if they had strokes, including ischemic strokes(缺血性中风), or died during the study period. Women in the study were stroke-free at the start and their average dietary potassium intake was 2,611 mg/day. Results of this study are based on potassium from food, not supplements.The researchers found: Women who ate the most potassium were 12 percent less likely to suffer stroke in general and 16 percent less likely to suffer an ischemic stroke than women who ate the least. Women who ate the most potassium were 10 percent less likely to die than those who ate the least. Among women who did not have high blood pressure, those who ate the most potassium had a 27 percent lower ischemic stroke risk and 21 percent reduced risk for all stroke types, compared to women who ate the least potassium in their daily diets. Among women with high blood pressure, those who ate the most potassium had a lower risk of death, but potassium intake did not lower their stroke risk.“Our findings suggest that women need to eat more potassium-rich foods. You won’t find high potassium in junk food. Some foods rich in potassium include white and sweet potatoes, bananas and white beans.”The U.S. Department of Agriculture recommends that women eat at least 4,700 mg of potassium daily. “Only 2.8 percent of women in our study met or went beyond this level. The World Health Organization’s daily potassium recommendation for women is lower, at 3,510 mg or more. Still, only 16.6 percent of women we studied met or went beyond that,” said Smoller.While increasing potassium intake is probably a good idea for most elderly women, there are some people who have too much potassium in the ir blood, which can be dangerous to the heart. “People should check with their doctor about how much potassium they should eat,” she said.The study was observational and included only elderly women. Researchers also did not takesodium(钠)intake into consideration, so the potential importance of a balance between sodium and potassium is not among the findings. Researchers said more studies are needed to determine whether potassium has the same effects on men and younger people.58. The benefits of potassium intake to elderly women do not include _______.A. preventing strokesB. lowering blood pressureC. cutting down death risksD. reducing heart attacks59. Which of the following figure meets the daily potassium intake recommendation of the World HealthOrganization?A. 2,500 mg.B. 3,000 mg.C. 3,500 mg.D. 4,000 mg.60. What conclusion can be drawn from the research findings?A. Increasing potassium is definitely a good idea for all elderly women.B. Potassium intake is more beneficial to those without high blood pressure.C. Elderly women with high blood pressure benefit more from potassium.D. There was not any association between potassium intake and ischemic strokes.CA dozen international coffee experts shuffle(把脚挪来挪去)around a long wooden table, pausing at each steaming cup, heads dipping and sniffing deeply. Then the slurping(吃喝或吸吮的声音)begins. In the wings, coffee farmer Yang Fan watches intently as the judges circle, awaiting a verdict(裁定)on her latest crop of beans.China may be the spiritual home of tea, but it is fast developing a reputation as a top coffee producer. This tasting was a side event to the first ever Pu’er International Specialty Coffee Expo in China’s southwestern Yunnan province, which ran this winter and drew more than a thousand attendees, including industry aficionados(酷爱者) from across the globe.“Coffee has huge potential in China,” says Liu Ying, who swapped her life working in private-equity(私人股权)investment in Beijing to grow coffee in Pu’er five years ago. “The younger generation prefers to drink coffee in their offices much more than tea.” Still, Pu’er remains synonymous with tea.This bustling(喧闹的)town near the Laos border is surrounded by the green hills scored with tea plantations; it produces a variety of tea which is also called Pu’er, considered one of China’s most refined. But the region’s mild climate is also perfect for growing Arabica coffee. And as China’s fast-living millennials move away from traditional tea in favor of the invigoratin g coffee, Pu’er’s farmers are catering to the demand.Yunnan accounts for 98% of China’s coffee harvest, with half coming from the misty landscape around Pu’er. Today, China is the 13th biggest coffee producer in the world—rising from zero output three decades ago to 136,000 tons annually today.In April, Seattle’s annual Specialty Coffee Expo decided to showcase China as its portrait country of origin. It follows on the heels of Starbucks’ launching its first single-origin Yunnan coffee last year after eight years of partnership with Yunnan farmers.With global coffee prices at record lows, Y unnan farmers are processing beans in bespoke ways to create distinct flavors—allowing them to enter the market of specialty coffee.“At current coffee prices, I can’t even feed my family,” says the farmer Yang. “My only way out is to produce specialty coffee, to make the best coffee beans.” That means letting beans dry in their cherries, thus producing a wild, fruity flavor via environmental fermentation(发酵),or allowing them to "honey" in their sugary inner layer, which adds a subtle sweetness.Back in the tasting room, Yang awaits the experts’ verdict on whether all that extra effort was worthwhile. “If I told you this was Colombian or Panama coffee, nobody would argue with me,” says Samuel Gurel, CEO of Pu’er’s Torch Coffee Roasters, as Yang breaks into a huge grin. “It’s a great example of how Chinese coffee is evolving.”61. What caused Liu Ying to quit her former job to grow coffee in Pu’er?A. Yunnan accounts for 98% of China’s coffee harvest.B. There is a huge potential of coffee market in China.C. She wants to introduce the younger generation to coffee.D. She is tired of her work in private-equity investment.62. According to the passage, we know that Arabica coffee _______.A. is mainly grown in YunnanB. appeals to Chinese, especially the youngC. is a more invigorating drink compared with teaD. needs mild climate to grow63. The “extra effort” in the last paragraph refers to _______.A. processing coffee beans in bespoke ways to create distinct flavorsB. forming a business partnership with StarbucksC. lowering the price of Y unnan coffee beansD. replacing Yunnan coffee with Colombian or Panama coffee64. What does Samuel Gurel think of Yang’s coffee bean s?A. praiseworthyB. arguableC. inferiorD. unsatisfactoryDHave you ever fallen for a novel and been amazed not to find it on lists of great books? Or walked around a sculpture known as a classic, struggling to see why it is famous? If so, you’ve probably thought about the question a psychologist, James Cutting, asked himself: How does a work of art come to be considered great?The direct answer is that some works of art are just great: of inner superior quality. The paintings that win prime spots in galleries, get taught in classes are the ones that have proved their artistic value over time. If youcan’t see they’re superior, that’s your problem. But some social scientists have been asking questions of it, raising the possibility that artistic canons(名作目录)are little more than old historical accidents.Cutting, a professor at Cornell University, wondered if a psychological pattern known as the “mere-exposure effect” played a role in deciding which paintings rise to the top of the cultural league. C utting designed an experiment to test his hunch(直觉). Over a lecture course he regularly showed undergraduates works of impressionism for two seconds at a time. Some of the paintings canonical, included in art-history books. Others were lesser known but of comparable quality were exposed four times as often. Afterwards, the students preferred them to the canonical works, while a control group liked the canonical ones best. Cutting’s students had grown to like those paintings more simply because they had seen them more.Cutting believes his experiment casts light on how canons are formed. He reproduced works of impressionism today bought by five or six wealthy and influential collectors in the late 19th century. Their preferences given to certain works made them more likely to be hung in galleries and printed in collections. And the fame passed down the years. The more people were exposed to, the more they liked it, and the more they liked it, the more it appeared in books, on posters and in big exhibitions. Meanwhile, academics and critics added to their popularity. After all, it’s not just the masses who tend to rate what they see more often more highly. Critics’ praise is deeply mixed with publicity. “Scholars”, Cutting argues, “are no different from the public in the effects of mere exposure.”The process described by Cutting show a principle that the sociologist Duncan Watts calls “cumulative advantage”: once a thing becomes popular, it will tend to become more popular still. A few years ago, Watts had a sim ilar experience to Cutting’s in another Paris museum. After queuing to see the “Mona Lisa” at the Louvre, he came away puzzled: why was it considered so superior to the three other Leonardos, to which nobody seemed to be paying the slightest attention?Whe n Watts looked into the history of “the greatest painting of all time”, he discovered that, for most of its life, the “Mona Lisa” remained in relative obscurity. In the 1850s, Leonardo da Vinci was considered no match for giants of Renaissance art like Tit ian and Raphael, whose works were worth almost ten times as much as the “Mona Lisa” It was only in the 20th century that “Mona Lisa” rocketed to the number-one spot. What brought it there wasn’t a scholarly re-evaluation, but a theft. In 1911 a worker at the Louvre walked out of the museum with the “Mona Lisa” hidden under his coat. Parisians were shocked at the theft of a painting to which, until then, they had paid little attention. When the museum reopened, people queued to see it. From then on, the “Mona Lisa” came to represent Western culture itself.The intrinsic(本质的)quality of a work of art is starting to seem like its least important attribute. But perhapsit’s more significant than our social scientists admit. Firstly, a work needs a certain quality to reach the top of the pile. The “Mona Lisa” may not be a worthy world champion but it was in the Louvre in the first place, and not by accident. Secondly, some objects are simply better than others. Read “Hamlet” after reading even the greatest of Shake speare’s contemporaries, and the difference may strike you as unarguable.A study suggests that the exposure effect doesn’t work the same way on everything, and points to a different conclusion about how canons are formed. Great art and mediocrity(平庸)can get confused, even by experts. But that’s why we need to see, and read, as much as we can. The more were exposed to the good and the bad, the better we are at telling the difference.65. What is the function of the questions in the first paragraph?A. To ar ouse readers’ interest in the topic to be discussed.B. To serve as an introduction to the topic to be discussed.C. To explain the reasons for some works being great.D. To share the similarity of classics to sculpture.66. What was the result of Cuttings experiment?A. His subjects liked the famous paintings because of their comparable quality.B. His subjects liked lesser known works because of more exposure to them.C. His subjects showed no difference between the two types of works.D. All the subjects preferred the famous works shown to them.67. What caused the superiority of the Mona Lisa to Leonardo’s other works according to Watts?A. The preference of wealthy and influential collectors.B. The theft of the painting by a worker.C. The fame of Leonardo Da Vinci.D. The cumulative advantage.68. What does the underline words “remained in relative obscurity” in Para 6 mean?A. remained relatively unknownB. became publicly knownC. was widely recognizedD. remained totally unchanged69. “Hamlet” is mentioned in paragraph 7 mainly to illustrate that _______.A. “Hamlet” is the greatest work of ShakespeareB. the “Mona Lisa” is no comparable to “Hamlet”C. the greatest of an art work lies in its inner valueD. The works of Shakespeare are worse than his contemporaries70. What can be a suitable title for the passage?A. How exposure leads to fameB. Why the Mona Lisa stands outC. Cumulative advantage makes great worksD. The Mona Lisa, the greatest painting of all time题组三AChina Experience ToursChina Experience TripBeijing→ Shanghai→Xi’an(8days)Price: Adult $1,517 p/p Under 17$1,230◆Imagine you are a king or queen when entering the great Forbidden City◆Have a hike on the world famous Great Wall◆Discover the Terracotta Warriors◆Admire Shanghai where east meets west and walk around some local marketsGlories of ChinaBeijing→Xi’an→Guilin→Yangshuo→Shanghai(11days)Price: Adult $2,219 p/p. Under 17 $1,650◆Discover more of China’s extraordinary history from Beijing and Xi’an◆visit the easy part of the Great Wall at Mutianyu and use the cablecar(缆车)there◆Cycle near Yangshuo and admire the beautiful rural scenery◆Discover Shanghai lifestyles ancient and modernChina Impression ExperienceBeijing→XI’an→ Yangtze River→ shanghai(11 days)Price: Adult $2, 329 p/p. Under 17 $1, 810Explore both the ancient cultures and modern features, and relax on the yangtzeriver Cruise(乘船游览)to see the various ideas of China. Your guides will show youaround not only the most classic spots, like the Forbidden City, the Great Wall, theTerra-cotta Army, the Bund, Yuyuan Garden and the Three gorges but also take。
如果你很擅长英语你会帮助别人吗英语作文
如果你很擅长英语你会帮助别人吗英语作文全文共3篇示例,供读者参考篇1If You Are Good at English, Would You Help Others?As a student, being skilled at something often comes with a sense of privilege and responsibility. When you excel at a particular subject or activity, there's an expectation that you'll share your knowledge and help those who struggle. This sentiment rings especially true for proficiency in the English language, a skill that holds immense value in our increasingly globalized world. If you find yourself among the fortunate few who possess a strong command of English, the question arises: would you use this advantage to assist others in their language learning journey?Personally, I believe that having the ability to speak and write English fluently is a tremendous asset that should be leveraged to uplift and empower those around us. English has become the lingua franca of the modern era, serving as a bridge that connects people from diverse cultures and backgrounds. Mastering this language opens doors to countless opportunities,from academic and professional pursuits to personal growth and cross-cultural understanding.Growing up, I was fortunate to have parents who recognized the importance of English proficiency and enrolled me in language classes from a young age. Through dedicated study and immersive experiences, I developed a strong grasp of the language, enabling me to communicate effectively in both written and spoken forms. However, I quickly realized that not everyone shared the same privileges. Many of my peers struggled with English, hindered by limited resources, inadequate educational support, or personal circumstances that made language acquisition a daunting challenge.It was during those formative years that I witnessed firsthand the transformative power of lending a helping hand. I vividly remember the joy and gratitude on the faces of my classmates when I took the time to explain a grammatical concept, clarify a confusing idiom, or offer guidance on essay writing. Their progress was tangible, and their newfound confidence in using English was a sight to behold.Beyond the classroom, the ability to communicate effectively in English has far-reaching implications. It can open doors to better employment opportunities, facilitate access to qualityeducation and healthcare, and foster cross-cultural understanding and cooperation. By sharing our language skills with those who lack proficiency, we can help bridge the gap between communities and empower individuals to unlock their full potential.Moreover, the act of teaching and helping others can be an incredibly rewarding and enriching experience. As we strive to explain complex concepts in simple terms, we deepen our own understanding of the language. We develop patience, empathy, and effective communication skills – qualities that are invaluable in any sphere of life. Teaching English becomes a reciprocal exchange, where both the learner and the teacher grow and benefit from the experience.Of course, the path to assisting others in their language learning journey is not without its challenges. It requires a significant investment of time, effort, and dedication. We must be prepared to adapt our teaching methods to suit different learning styles, cultural backgrounds, and proficiency levels. There may be moments of frustration and setbacks, but the rewards of witnessing someone's progress and seeing their confidence soar make it all worthwhile.Furthermore, in today's digital age, the opportunities to share our English language skills extend far beyond traditional classroom settings. Online platforms, language exchange programs, and collaborative learning communities have made it possible to connect with learners from around the globe. We can leverage technology to create engaging, interactive resources, share our knowledge through tutorials and virtual classes, and foster a supportive community of language enthusiasts.Ultimately, the decision to help others with their English language skills is a personal one, influenced by our values, priorities, and sense of social responsibility. For some, it may be a calling rooted in a desire to make a positive impact on the lives of others. For others, it could be a way to give back to the community and pay forward the support they themselves received on their language learning journey.Regardless of our motivations, one thing is certain: by sharing our proficiency in English, we have the power to change lives. We can unlock doors to educational and professional opportunities, foster cross-cultural understanding, and empower individuals to find their voice in a world where communication is the currency of progress.So, if you find yourself among the fortunate few who possess a strong command of the English language, I implore you to consider using this gift to uplift others. Whether it's through tutoring, mentoring, creating educational resources, or simply being a patient and supportive presence, your efforts can make a profound difference. Together, we can build bridges of communication, break down barriers, and create a more inclusive, interconnected world where language is a unifying force rather than a dividing one.篇2If you excel at English, would you help others with it? This is a question that many students have likely pondered. Personally, I believe that if one possesses a talent or skill, it is not only a privilege but also a responsibility to share it with others who may benefit from it. In the case of excelling at English, this could manifest in various forms of assistance, each with its own merits and challenges.To begin with, tutoring or mentoring fellow students who struggle with the language could be an immensely rewarding endeavor. English proficiency is a crucial asset in today's globalized world, opening doors to academic, professional, and personal opportunities. By offering personalized guidance, onecould help others overcome their linguistic barriers, fostering confidence and unlocking their potential. However, this path requires patience, empathy, and a genuine commitment to tailoring one's teaching approach to the individual needs of each learner.Moreover, volunteering in educational initiatives or community programs that promote English literacy could be a noble pursuit. Many organizations strive to provide language instruction to underprivileged communities or individuals from diverse backgrounds. By lending one's expertise in such settings, one could contribute to breaking down social and economic barriers, empowering individuals to communicate effectively and access better prospects. Nonetheless, this endeavor demands a deep understanding of cultural sensitivities and a willingness to adapt to diverse learning environments.Furthermore, one could leverage digital platforms and social media to create educational content or resources aimed at enhancing English proficiency. In an era where online learning is increasingly prevalent, crafting engaging videos, podcasts, or written materials could reach a global audience and provide accessible learning opportunities. This approach necessitatescreativity, technical skills, and a keen understanding of effective communication through various media channels.Alternatively, for those with a penchant for writing, contributing to educational publications or websites could be a meaningful way to share one's linguistic expertise. By authoring articles, blog posts, or study guides, one could provide valuable insights, tips, and strategies for improving English skills. This route requires strong research abilities, a talent for clear and concise writing, and a dedication to staying updated on evolving language trends and pedagogical practices.Regardless of the path chosen, assisting others in mastering English can be a profoundly rewarding experience. It not only fosters personal growth and a sense of purpose but also contributes to bridging linguistic divides and fostering greater mutual understanding among diverse communities. However, it is crucial to approach this endeavor with humility, empathy, and a genuine desire to make a positive impact on the lives of others.In conclusion, if one excels at English, the question should not be whether to help others but rather how to do so most effectively. By embracing the responsibility that comes with linguistic proficiency, one can make a tangible difference in thelives of those seeking to unlock the power of communication and open doors to new opportunities.篇3If I Was Really Good at English, Would I Help Others?As an avid language learner, the idea of being highly proficient in English is something that excites me. English is a global language that opens doors to countless opportunities, both personal and professional. However, with great skills often comes great responsibility. If I found myself in a position where I was truly exceptional at English, the question of whether I would utilize those abilities to assist others is one that warrants careful consideration.Firstly, let's address the notion of what it truly means to be "very good" at English. In my opinion, being proficient in a language goes beyond mere grammar and vocabulary comprehension. It encompasses a deep understanding of the nuances, idioms, and cultural contexts that give language its richness and depth. To be truly skilled in English would mean having the ability to not only communicate effectively but also to appreciate the subtleties and intricacies that make the language so beautiful and expressive.With that in mind, the prospect of sharing such a gift with others becomes increasingly appealing. Language is a powerful tool that can bring people together, foster understanding, and break down barriers. Imagine being able to help someone who is struggling to grasp the complexities of English, whether it's a non-native speaker trying to navigate a new culture or a native speaker seeking to improve their command of the language. The ability to impart knowledge, offer guidance, and facilitate communication could prove invaluable in a world where global connections are increasingly important.Furthermore, being proficient in English can open doors to educational and professional opportunities that might otherwise remain closed. By sharing one's expertise, individuals could empower others to pursue their dreams, whether it's securing a better job, accessing higher education, or simply communicating more effectively in their daily lives. The act of teaching and mentoring not only benefits the learner but also reinforces one's own mastery of the subject matter.However, it's important to acknowledge that the decision to help others is a personal one, and it should be driven by genuine altruism rather than a sense of obligation or external pressure. True fulfillment comes from intrinsic motivation and a genuinedesire to make a positive impact. If one's heart is not fully invested in the endeavor, the quality of the assistance provided may suffer, ultimately doing a disservice to those seeking help.Additionally, there are practical considerations to take into account. Helping others can be a time-consuming and demanding task, requiring patience, dedication, and a willingness to adapt to different learning styles and cultural backgrounds. It may involve sacrificing personal time and energy, which could potentially conflict with other responsibilities or pursuits. Finding a healthy balance and setting realistic expectations would be crucial to avoid burnout and ensure that the assistance provided is sustainable and effective.Ultimately, if I possessed a truly exceptional command of the English language, I believe I would feel compelled to share that knowledge and assist others in their language learning journeys. The ability to communicate effectively and appreciate the richness of language is a profound gift, and one that should be shared whenever possible. By fostering understanding, breaking down barriers, and opening doors to new opportunities, the act of helping others with English could have far-reaching and positive consequences.However, this decision would not be taken lightly. It would require a genuine passion for teaching, a willingness to adapt to diverse learners, and the ability to strike a healthy balance between personal commitments and the desire to make a difference. Additionally, it would be essential to approach the task with humility, recognizing that learning is a two-way street and that every individual brings their own unique perspectives and experiences to the table.In the end, the decision to help others with one's language skills is a deeply personal one, shaped by individual values, motivations, and circumstances. For me, the opportunity to empower others, break down barriers, and foster genuine connections through the power of language would be a privilege and a responsibility that I would embrace wholeheartedly.。
u3aNew
For centuries smallpox killed or left weakness and hideous scars. When late in the 18th century Edward Jenner, a young physician, claimed that people who had cowpox would not get smallpox, his theory was scorned. After many years, however, doctors began using Jenner's method, based upon his theory of preventing smallpox. He called the method vaccination. By 1979 the disease was declared eradicated.
对数据区进行格式化将会擦除所有媒体内容,您要继续么?
receive new alternatives
-- consider other possibilities; take in new ideas Doctor and philosopher Edward de Bono — Edward de Bono who was both a doctor and a philosopher 爱德华· 博诺 德· (1933---,美国哲学家)
Erase: 擦除
Examples:
Time cannot erase his memories of the war.
时间抹不掉他对战争的记忆。
Please erase his name from the list.
学术英语 医学 Unit 6 Text A 翻译
Unit 6 Text A寻求临终护理数十年前,大多数人在自己家中去世,但是医疗方面的进步已经改变了这一情况。
如今,大多数美国人在医院或是疗养院中度过生命的最终时光。
他们中有些人是为了治疗疾病进了医院,有些可能是选择长期住在疗养院。
越来越多的人在生命的尽头开始选择临终关怀。
死亡没有一个称得上“合适”的地点。
何况,我们死亡的地方,大多数情况下也并非我们可以决定的。
但如果有选择的机会,每个人及其家属,都应该考虑究竟怎样的临终护理最为适合,在哪里可以享受到这样的关怀,家人和朋友能否提供帮助,以及他们应该如何支付相应的费用。
医院及疗养院64岁的George有充血性心力衰竭病史。
一天晚上,他因为胸痛被送入医院。
他与他最亲近的人事先便已决定,在任何情况下都要让医生使用最大努力来延续他的生命。
所以当他需要相应的治疗时,他选择了医院,因为那里有全天候工作的医生和护士。
医院提供一整套的治疗、检查及其他医疗照护。
一旦George的心脏出现持续衰竭,医院的重症监护病房(ICU)或冠心病重症监护病房(CCU)就可以提供及时的救护。
尽管医院有相关的规定,在有些情况下执行具有一定的弹性。
如果George的医生认为他的病情并没有因为治疗有所好转,并濒临死亡,他的家属可以要求更加宽松的探视时间。
如果他的家属想从家中给他带一些私人物品,可以向工作人员询问物品的尺寸限制或是是否需要消毒。
不论George住在ICU、CCU还是两病床的病房,其家属都可以要求更多的私人空间。
在医院环境中,对临终病人来说,身边永远会有知道该如何照料他的医务人员。
这一点令病人及其家属得以安心。
已有越来越多的人在生命尽头的时候选择疗养院,因为在这里,护理人员是随叫随到的。
疗养院有时也被称为专业护理所,在临终护理方面有利有弊。
与医院不同,疗养院里并不是全天候都有医生在场。
然而,由于临终护理可以事先安排,在病人濒临死亡时,不需要事先咨询医生而开展照护。
如果濒死病人已经在疗养院住了一段时间,家属很可能已经和护理人员建立了一定的关系,因而与医院相比,这里的护理工作更具个性化。
我阅读了许多书籍英语作文
Reading has always been a passion of mine, and over the years, Ive immersed myself in a vast sea of literature. The journey through the pages of countless books has been nothing short of an adventure, each one taking me to new worlds, introducing me to diverse characters, and expanding my understanding of the human experience.My love affair with books began in my early childhood, with the enchanting tales of fairy tales and fables. The Brothers Grimm and Hans Christian Andersen were my first literary mentors, weaving stories that were both fantastical and profound. As I grew older, my reading list evolved, encompassing a wide array of genres from science fiction to historical novels, from biographies to poetry.One of the most impactful books Ive read is To Kill a Mockingbird by Harper Lee. This novel, set in the American South during the 1930s, explores themes of racial injustice and moral growth. The character of Atticus Finch, a lawyer who defends a black man falsely accused of rape, has become a symbol of integrity and courage for me. His unwavering commitment to justice, despite societal pressures, taught me the importance of standing up for what is right.Another book that left a deep impression on me is 1984 by George Orwell. This dystopian novel paints a chilling picture of a totalitarian society where individuality is suppressed, and surveillance is omnipresent. The protagonist, Winston Smith, struggles against the oppressive regime of Big Brother, and his journey is a stark reminder of the value of freedom and the dangers of unchecked power.My exploration of literature has not been limited to fiction. Ive also delved into nonfiction, with biographies and autobiographies offering me insights into the lives of remarkable individuals. The Diary of a Young Girl by Anne Frank is a poignant account of a young Jewish girls life during the Holocaust. Her diary entries, filled with hope and resilience, are a testament to the human spirits ability to endure even the most harrowing circumstances.In addition to broadening my perspective on life, reading has also been instrumental in enhancing my language skills. The diverse vocabulary, intricate sentence structures, and varied writing styles found in books have enriched my understanding of the English language. Ive learned to appreciate the beauty of wellcrafted sentences and the power of words to evoke emotions, paint pictures, and tell stories.Moreover, reading has been a source of solace and escape during challenging times. When the pressures of school and life became overwhelming, I would lose myself in the pages of a good book, finding comfort in the knowledge that there are worlds beyond my own to explore. The characters Ive met in these books have become my companions, their journeys mirroring my own in some ways, and offering me a sense of connection and understanding.As I continue to read, I am constantly amazed by the breadth and depth of human experience that literature captures. Each book is a window into different cultures, histories, and perspectives, and I feel privileged to beable to step through these windows and gain a broader view of the world.In conclusion, my journey through the world of books has been a transformative one. It has not only expanded my knowledge and understanding but has also shaped my values and worldview. The characters, stories, and lessons Ive encountered have become an integral part of who I am, and I look forward to the many more books that await me on my literary voyage.。
英语小说主人公简介作文
Growing up, I was always captivated by the world of literature, where characters come to life through the power of words. One of the most memorable characters I encountered was the protagonist of a novel that left a profound impact on me. This character was not just a fictional figure but a beacon of inspiration, embodying qualities that resonated deeply within me.The novel, set in the backdrop of a tumultuous historical period, introduced me to a character named Thomas, a young man of extraordinary courage and resilience. Thomas was born into a humble family, yet his spirit was anything but ordinary. He was a character who, despite the hardships he faced, never lost sight of his dreams and aspirations.From the very beginning of the novel, Thomas was portrayed as a dreamer, someone who dared to envision a future beyond the confines of his small town. His life was a testament to the power of perseverance. He worked tirelessly, often laboring under the scorching sun or braving the harsh winter winds, all in pursuit of a better life for himself and his family.What struck me most about Thomas was his unwavering determination. He faced numerous setbacks and adversities, yet he never succumbed to despair. Instead, he used these challenges as stepping stones to grow stronger and wiser. His resilience was a source of inspiration, a reminder that no matter how insurmountable our obstacles may seem, we always have the power to overcome them.Thomass journey was not just about personal growth but also about the impact he had on those around him. He was a beacon of hope for his community, using his influence to inspire change and uplift others. His kindness and generosity knew no bounds, and he often went out of his way to help those in need, regardless of their social status or background.One of the most poignant moments in the novel was when Thomas, despite his own struggles, opened his home to a family that had lost everything. His selflessness and empathy were a stark contrast to the selfishness and greed that pervaded the society of the time. This act of kindness was a turning point in the narrative, highlighting the transformative power of compassion and empathy.As the story progressed, Thomass character evolved, revealing layers of complexity and depth. He was not just a symbol of strength and resilience he was also a deeply flawed individual, grappling with his own insecurities and fears. This made him more relatable and human, reminding us that even the strongest among us have moments of vulnerability.The novel concluded with Thomas achieving his dreams, not through luck or circumstance, but through sheer determination and hard work. His success was a culmination of years of struggle and sacrifice, a testament to the power of the human spirit. It was a powerful reminder that with perseverance and resilience, we can overcome any obstacle and achieve our dreams.In conclusion, Thomas, the protagonist of this novel, was a character thatleft an indelible mark on my heart. His journey was a reminder of the power of resilience, determination, and the human spirit. He was a character that inspired me to face my own challenges with courage and to believe in the possibility of achieving my dreams, no matter how distant they may seem. His story was a testament to the fact that even in the darkest of times, there is always a glimmer of hope, and it is up to us to seize it and make it our own.。
三体英文原版 单词量
三体英文原版单词量Title: The Word Count of "The Three-Body Problem" English Original VersionIntroduction:"The Three-Body Problem" is a renowned science fiction novel written by Liu Cixin. It has gained global recognition and has been translated into multiple languages. In this article, we will explore the word count of the English original version and its implications for readers.Word Count Significance:The word count of a novel provides insights into its complexity, depth, and reading difficulty. It reflects the author's ability to craft a compelling narrative while maintaining readers' engagement. Understanding the word count of "The Three-Body Problem" can shed light on the language proficiency required to fully grasp the story.The Word Count of "The Three-Body Problem":"The Three-Body Problem" English original version, including all three volumes, has a word count of approximately 416,000 words. The first volume contains around 135,000 words, the second volume has 140,000 words, and the final volume consists of approximately 141,000 words. The significant word count indicates the extensive storyline, intricate world-building, and comprehensive character development within the series.Reading Difficulty:Due to its substantial word count, "The Three-Body Problem" poses a considerable reading challenge. The novel delves deep into scientific concepts, exploring complex themes such as astrophysics and advanced theoretical physics. Readers should possess a solid grasp of English language proficiency, particularly in scientific and technical terms, to fully comprehend the intricacies of the narrative.Vocabulary Enhancement:Reading "The Three-Body Problem" can significantly contribute to expanding one's vocabulary. Liu Cixin employs a rich and diverse range of vocabulary, including scientific terminology and descriptive language. As readers engage with the novel, they will encounter new words, phrases, and expressions that can enhance their overall language proficiency.Cultural Exchange:"The Three-Body Problem" has been translated into multiple languages, facilitating cultural exchange and promoting understanding between different communities. The availability of the English original version allows readers worldwide to immerse themselves in the unique narrative and experience the story as close to its original form as possible.Language Learning:For English language learners, "The Three-Body Problem" English original version can serve as an excellent resource for language acquisition and improvement. Through reading and analyzing the novel, learners can strengthen their reading comprehension skills, expand their vocabulary, and gain a deeper understanding of the English language.Impact on the Science Fiction Genre:"The Three-Body Problem" has revolutionized the science fiction genre and has become a milestone in contemporary literature. Its English original version further solidifies the novel's global impact, making it accessible to a broader audience. The extensive word count reinforces the depth and complexity of the story, contributing to its reputation as a modern science fiction masterpiece.Conclusion:"The Three-Body Problem" English original version captivates readers with its intricate and thought-provoking narrative. The significant word count reflects the novel's depth, complexity, and extensive world-building. While posing a reading challenge, it offers an enriching experience for those interested in science fiction, language learning, and cultural exchange.。
他陶醉了陶醉在三体里面的英语作文
他陶醉了陶醉在三体里面的英语作文英文回答:In the grand tapestry of science fiction, few works have captivated readers as profoundly as Cixin Liu's "The Three-Body Problem." This epic trilogy, imbued with philosophical depth, scientific brilliance, and an almost mythical allure, has become a global phenomenon,captivating the imaginations of millions worldwide.The story unfolds in a world where the search for extraterrestrial life takes an unexpected and terrifying turn. The Trisolarans, an alien civilization whose own planet is on the brink of collapse, set their sights on Earth. As humanity races to prepare for the impending invasion, a group of scientists, soldiers, andintellectuals find themselves at the forefront of thebattle for the survival of their species.Throughout the trilogy, Liu explores profound questionsabout the nature of existence, the limits of human knowledge, and the power of scientific discovery. He weaves together elements of astrophysics, particle physics, and ancient Chinese philosophy, creating a rich and complex tapestry that challenges our understanding of the universe and our place within it.The characters of "The Three-Body Problem" are etched into the annals of science fiction with their intricate personalities and compelling motivations. Ye Wenjie, the brilliant astrophysicist who unwittingly invites the Trisolarans to Earth, grapples with her own moral dilemmas as she bears witness to the consequences of her actions. Luo Ji, the strategist who outwits the Trisolarans at every turn, embodies the indomitable spirit of humanity in the face of overwhelming odds.Liu's prose is both lyrical and incisive, capturing the awe-inspiring grandeur of the universe and the intimate details of human emotion. He seamlessly blends scientific exposition with philosophical insights, creating a reading experience that is both intellectually stimulating andemotionally resonant."The Three-Body Problem" is not merely a sciencefiction epic; it is an exploration of the human condition,a reflection on our place in the vastness of space and time. It is a story that transcends the boundaries of genre and provokes deep contemplation about the future of humanityand the limits of our imagination.中文回答:在宏伟的科幻小说画卷中,鲜有作品能像刘慈欣的《三体》一样,如此深刻地吸引着读者。
2010年英语一第四篇阅读译文
2010年英语一第四篇阅读译文
【最新版】
目录
1.文章背景和研究目的
2.研究方法和过程
3.研究结果和分析
4.研究意义和结论
正文
这篇文章是一篇 2010 年英语一第四篇阅读译文。
文章主要介绍了一项关于人类认知的研究,研究目的是探索人类大脑如何处理和记忆信息。
为了达到这个目的,研究者们采用了一系列先进的科学研究方法和技术。
首先,研究者们选取了一组志愿者,让他们完成一系列的记忆任务。
这些任务包括了记忆单词、图片和数字等不同类型的信息。
在完成任务的过程中,研究者们利用功能性磁共振成像技术(fMRI)对志愿者的大脑活动进行了实时监测。
研究结果显示,人类大脑在处理不同类型的信息时,会有不同的反应。
例如,记忆单词时,大脑的语言区会活跃起来;而记忆图片时,视觉区则会变得活跃。
这表明,人类大脑具有高度的专业性,不同区域负责处理不同类型的信息。
此外,研究还发现,大脑在记忆信息时,会根据信息的重要性和关联性进行筛选和整理。
例如,当志愿者被要求记忆一组单词时,那些与个人生活和经历相关的单词更容易被记住。
这说明,大脑在记忆过程中,会根据信息的个人相关性和实际应用价值进行筛选。
这项研究为我们揭示了人类大脑在处理和记忆信息过程中的一些规律。
这些规律对于我们了解人类的认知过程、提高学习和记忆效率具有重
要意义。
同时,这项研究也为相关领域的科学家提供了新的研究方向和思路。
总之,这篇文章通过介绍一项关于人类认知的研究,让我们深入了解了大脑在处理和记忆信息过程中的机制。
谁是后现代主义小说之父_论博尔赫斯对后现代主义小说的首创之功
— — — 论博尔赫斯对后现代主义小说的首创之功
王钦峰
内容提要 关于谁是 “后 现 代 主 义 小 说 之 父 ” 的 问 题 , 是 西 方 学 术 界 长 期 的 后 现 代 论 争 所
遗留的问题之一 。 本文认为 , 伊哈布 · 哈桑和戴维 · 洛奇等学者所提出的后现代主义小说始于乔 伊斯或贝克特的观点是欠缺说服力的 。 文章通过对博尔赫斯代表作的发表时间 、 理论贡献 、 整体 创作实绩和对其他后现代主义作家的影响等方面的梳理 , 指出只有博尔赫斯才是名副其实的后现 代主义小说之父 。 关键词 哈桑 博尔赫斯 后现代主义小说 影响 模仿
⑦
谁是后现代主义小说之父?
文集 ( 名为 Paracriticisms : Seven Speculations of the Times ) 中对乔伊斯的后现代性进行 了 专 文 芬尼根们觉醒 〉 与后现代想 探讨,标题为 《〈 象》 ( 该 文 亦 于 1987 年 收 入 《后 现 代 转
⑧ ), 折》 而在发表于 1982 年的 《 后现代主义概
一 、 一个悬而未决的问题
在西方文论界,尽管已有学者从西方文学 传统中找到了 诸 如 劳 伦 斯 · 斯 特 恩 ( Laurence Sterne ) 、 萨 德 侯 爵 ( Marquis de Sade ) 、 布 莱 克 ( William Blake ) 等众多的 “后现代主义先
① , 驱” 但这并不等于说,理 论 界 已 经 解 决 了 谁
③
是 “后 现 代 主 义 小 说 之 父 ” 这 一 问 题 。 因 为 , “先 驱 ” 这 一 概 相对于某一种文学思潮而 言 念所指涉的毕竟是文学史上某种遥远的非典型 的个案,它对于当下的同类思潮尚欠缺直接的 相关 性 或 催 发 性, 而 “父 亲 ” 这 一 概 念 所 指 涉的则是该文学思潮近期的 、 具有直接相关性 。因 的有影响个 案, 简 言 之 是 “直 接 缔 造 者 ” 此,关 于 谁 是 “后 现 代 主 义 小 说 之 父 ” 或 后 现代 主 义 小 说 的 “直 接 缔 造 者 ” 这 一 问 题,
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Immersive Authoring of Tangible Augmented Reality ApplicationsGun A. Leeα Claudia Nellesβ Mark Billinghurstβ Gerard Jounghyun Kimαα Virtual Reality Laboratory, Pohang University of Science and Technologyβ Human Interface Technology Laboratory New Zealand, University of Canterbury α {endovert, gkim}@postech.ac.kr β {claudia.nelles, mark.billinghurst}@AbstractIn this paper we suggest a new approach for authoring tangible augmented reality applications, called ‘immersive authoring.’ The approach allows the user to carry out the authoring tasks within the AR application being built, so that the development and testing of the application can be done concurrently throughout the development process. We describe the functionalities and the interaction design for the proposed authoring system that are specifically targeted for intuitive specification of scenes and various object behaviors. Several cases of applications developed using the authoring system are presented. A small pilot user study was conducted to compare the proposed method to a non-immersive approach, and the results have shown that the users generally found it easier and faster to carry out authoring tasks in the immersive environment.1.IntroductionIn recent years augmented reality (AR) has emerged as an important medium for education and entertainment. As the number of people building AR applications grows, it becomes increasingly apparent that a need exists for more efficient development tools. Most current AR applications are built using low level programming with dedicated tracking and graphics libraries, rather than from concrete “components” that content developers or artists are more used to. In this paper we describe a high level toolkit that enables rapid development of AR applications with no programming.Our toolkit is based on the Tangible AR input metaphor. Tangible AR [8] is an approach that combines tangible user interface [9] input methods with AR display and output. In this way the virtual content in the AR interfaces can be manipulated using physical objects, making these interfaces extremely intuitive. For example, in the VOMAR interface [7] a real paddle is used to pick up and place virtual furniture in a simple scene assembly program. Even complete novices were able to use the VOMAR application with ease.Tangible AR interfaces rely on accurate tracking of real objects. To achieve this we use the ARToolKit [1] computer vision tracking library which can calculate the position and orientation of a camera relative to square fiducial markers. ARToolKit makes the development of Tangible AR applications easier, yet it is still a software library that requires programming skills to be used. In contrast, desktop interactive multimedia contents can be easily built using various authoring tools, such as the Microsoft PowerPoint, or the Macromedia Director and Flash. These tools do not require the user to be an experienced programmer.Programs such as PowerPoint are relatively easy to use because they incorporate direct manipulation input with WYSIWYG (What You See Is What You Get) output. First used for desktop publishing, WYSIWYG editing is incorporated into most 2D authoring systems, providing fast, concurrent evaluation of the layout.The aim of our research is to develop an AR authoring interface that is as easy to use as desktop WYSIWYG interfaces. Our authoring tool uses Tangible AR interaction techniques and an authoring method called ‘immersive authoring’. Immersive authoring is an authoring method that allows the direct specification and testing of the content within the execution environment. Thus the development environment and the execution environments are the same, and the authoring environment provides the full experience of the building contents by itself.In the rest of the paper, we review previous work on authoring tangible augmented reality applications and interfaces that supported immersive authoring within immersive virtual reality environments. As a first step in developing the authoring environment, we analyzed the target application domain to define a Tangible AR application model to be used later in our authoring system. Based on this application model, we designed interaction methods for the authoring tasks and developed a prototype immersive authoring system. To illustrate the usability of this type of interface, wepresent several examples of Tangible AR applications built with our authoring system. In addition we compare our approach to a non-immersive authoring system in terms of the ease of use and task performance.2.Related workCreating an interactive virtual world consists of two major tasks. One is modeling the geometry (or form) of the virtual objects, and the other is describing the virtual object behaviors and interactions.Since it is a straightforward approach to use 3D interactions for modeling 3D geometries, there have been various attempts to construct (or model) a virtual world geometry within immersive virtual environments [4][13][15][20].In contrast, there have been few attempts to define the behaviors while immersed in the virtual environment. Stiles and Pontecorvo [19] suggested a conceptual virtual reality system called ‘Lingua Graphica’ that uses visual languages to program the virtual environment itself. However, the system remained as a concept and was never implemented. Steed and Slater [18] developed a system that visualized the links of data flow between the virtual objects, making users able to manipulate them directly. Lee et al. [11] pointed out that behavior authoring tasks could also benefit from direct 3D interactions and proposed to use a programming by demonstration approach for authoring virtual object behaviors.There have also been some attempts to construct virtual worlds from within AR environments. Poupyrev et al. [17] suggested a rapid prototyping tool for modeling virtual aircraft cockpits. The system provided a set of virtual gauges and instruments that can be copied over physical tiles. The users were able to test the layout using an AR interface. Kato et al. [7] suggested a generic interaction method for manipulating virtual objects within AR environments. They also showed their interaction method working in an AR modeling system for arranging furniture in a virtual room. Piekarski and Thomas [16] suggested 3D geometry modeling techniques for outdoor AR systems. The modeling system was for constructing virtual representations of physical landmarks while investigating the outdoor scenery. However, all of this work focused on modeling forms (or geometry) of virtual worlds within AR environments, and did not address authoring behaviors and interactions.In contrast with previous researches that have focused on 2D desktop authoring and then testing in AR environment [5][6][14], our research is focused on developing an AR tool that enables users to author AR contents (especially, the behaviors and interactions) from ‘within’ the AR interface. One particularly valuable approach for such a tool is to base it on the Tangible AR design principles. We describe this further in the next section.3.Application domain analysisTangible AR interfaces [8] are those in which 1) each virtual object is registered to a physical object and 2) the user interacts with virtual objects by manipulating the corresponding physical object. As the definition implies, there are mainly two kinds of entities in Tangible AR applications: virtual objects and physical objects.Virtual objects are the main entities that the users are interested in and want to interact with. They are visualized in various forms, such as 2D images or text and, of course, 3D geometries. On the other hand, physical objects serve as tangible interaction points on which the visualization of virtual objects are overlaid, and where the user inputs are sensed. Tangible AR applications typically use real physical objects as input devices.Since the interaction between virtual objects and the user is mediated by physical objects, there should be logical connections between the physical and virtual objects; physical objects that the user physically interacts with and virtual objects that the user virtually interacts with. In order to draw a virtual object registered on a physical object, the position and orientation data of physical objects are needed to be fed to the corresponding virtual objects.However, the connection between physical and virtual objects can be more than a direct mapping between their property values. For example, suppose that we want to change the size of a virtual object according to the proximity of the physical object to the user’s view. The distance should be obtained by calculating the norm of the relative position vector between them, and this requires a couple of arithmetic operations. To represent these logical (or arithmetic) operations, we introduce another type of entity named ‘logic box.’ A logic box might represent a single logical (or arithmetic) operator, or even a complex behavior such as controlling joint angles of a virtual character.Putting all these features together, we suggest a component based application model for Tangible AR applications. In our model, a Tangible AR application is described with a number of components and connections between their properties. Using the data flow model to describe the user interface for virtual environments traces back to an early virtual realityprogram named Body Electric [10] from VPL. And it also agrees with the previous work of Steed and Slater [18] that investigated on the immersive authoring in a virtual environment.There are three types of components in our application model: the physical object, the virtual object and the logic box. Each component has a set of properties that represents the state of the component, and each of these properties differs between different component types. Each property has a specific data type and read/write attribute according to the features of the component it represents. For instance, the position property of a physical object has a vector type value that represents a three-dimensional coordinate. Its value can be read but can’t be modified freely, since it is determined by the physical location of the physical object. Table 1 summarizes the properties of each type of components. Properties of physical objects are mainly related to their tracking results. The visibility of the physical object represents whether the object is successfully tracked, and the transformation, position and orientation properties represent the physical pose of it. Virtual objects have similar properties with physical objects, while they have writable attributes, meaning they can be freely modified. Some virtual objects representing sound sources also have boolean properties for playing the sound, in addition. Properties of logic boxes vary from one another. They are determined by the logical functions that the logic box represents. For instance, a vector addition logic box might have two input and one output vector properties, while a logic box representing a motor like behavior might have only a single property that gives the rotation value as the time flows.Table 1. Properties of each type of componentcomponent type property namedatatypeattribute visible boolean r transformation matrix r position vector r physical objectorientation vector r visible boolean r/w base transformation matrix r/w transformation matrix r/w position vector r/w orientation vector r/w scale scalar r/w virtual objectplay (optional) boolean r/w logic box - - -AR applications can be developed by connecting the components together. Properties of components can be connected to each other when they have compatible data types and attributes. For example, properties with scalar data types can be linked to those with scalar or boolean values, but cannot be linked to those with vectors, unless they are modified to a scalar value using a logic box. A property used as a target must be writable, while the readable attribute is sufficient for source properties.Once a property is linked to another, its value is updated according to the source property. For instance, a virtual object can be registered to a physical object simply by connecting the transformation attribute of the virtual object to that of the physical object. Typically, we introduce another property named ‘base transformation’ to virtual objects to represent the parent reference frame of the object.4. Immersive authoring designGiven the application model, we now analyze the task requirements for authoring tangible augmented reality applications. After specifying these requirements, we describe our interaction design chosen to fulfill the requirements.4.1. Task analysisThe authoring task can be regarded as building an application by describing it with the established application model, i.e. defining entities and filling out their property values declared in the model. Since our application model is a component based one, the main authoring task will be manipulating the components. Table 2 summarizes the main tasks and their subtasks for manipulating components.Table 2. Main tasks of component manipulation Main task Subtasks Create Select type Destroy Select a component to destroy Modify Select a component to modify Browse & select a property Change the value of the property Connect (or Link) Select components to connect Browse & select properties Connect/disconnect the properties The most basic tasks are creating and destroying the components. For creating a component, the userneeds a way to specify the type of the component s/hewants to create. Users need to browse through a list showing what kind of components they can define.This requires a menu-like interface to a set of items that users could browse through before choosing one of them. Some vital components, such as pre-defined physical objects, could exist without the need for being explicitly created. These components will be provided to the user from the beginning of the authoring process and the users would be able to use them immediately. Destroying a component requires the ability to select a component. Users need to select a component which they want to destroy, and this requires an interface for pointing to or selecting a specific virtual object.The created components may need to be modified to complete the AR application. According to the component model described in section 3, modifying a component is simply changing its property values. Prior to changing the component property value, a user needs to select the component and its property that s/he wants to change. This requires an interface for browsing over the list of properties and their values. After the property is selected, users need to specify a new value for it. The interface for specifying a component property value may vary according to the data type of the property. For example, simple scalar values are easy enough to modify with buttons or keypads while 3D transformations may be more conveniently modified with direct manipulation.The last main task of component manipulation is to connect their properties with each other. Similar to changing the property values, users first need to select components and the properties they want to connect or disconnect. Hence, the same interface could be reused for selecting properties, while a new interaction method is needed for specifying the status of their connection.4.2.Design guidelinesPrior to designing the interaction methods for our tangible authoring interface, we begin by presenting design guidelines for immersive authoring systems.First of all, the most important feature of an immersive authoring system is the concept of ‘What You Feel Is What You Get (WYFIWYG).’ This refers to the ability to feel all the sensory elements (visual, aural, and other elements if there are any) of the final content as it is being constructed. The main point of immersive authoring is to be able to experience the virtual worlds while they are being built. Therefore, immersive authoring systems are presumed to provide fast (or even concurrent) evaluation of the resulting content, a.k.a. WYFIWYG.Taking advantage of direct 3D manipulation is the next guideline for designing interactions for immersive authoring. Since the augmented reality environment implies interaction in three-dimensional real space, direct 3D manipulation of virtual objects is easy and efficient within immersive authoring AR environments.The third guideline is to maintain the application model transparency. Although direct manipulations are efficient for three-dimensional object manipulations, they might hide the details of the underlying application model. Users may need to explicitly assign specific values, such as the X coordinate of the object position, as well as to grab and drop it directly in the position and orientation they want to place it. Therefore, the system must provide transparent interfaces (or interaction methods) that show the details of the underlying application model, so that the users will have the ability to directly manipulate them.Finally, the interaction methods and interfaces for immersive authoring must be as similar as possible to the ones used in the target application domain being authored. We refer to this property as consistency. Adding different interfaces to the authoring environment implies context switching of the developers’ mental activity, and might distract their attention, delaying the development process. Distracting the user’s attentions might not only cause temporal delays to the development process, but also degrade the quality of the authoring virtual world. For instance, the presence, one of the most important quality measures of virtual (or augmented) environments, is degraded by distractions and makes it hard for developers to fully experience the authored virtual world and correctly evaluate it. Therefore, it is highly recommended to use similar (or at least non-conflicting) interfaces with the target application domain.4.3.Interaction designIn this section we illustrate our suggested interaction designs for each of the subtasks from Table 2. In order to maintain the consistency between the authoring environment and the final application, we avoided introducing new environmental setups. Instead, we only introduced props for the authoring task that can be used in the same environment with general Tangible AR applications. The physical props are simple pads and cubes that are commonly used in Tangible AR applications. Figure 1 shows three basic props used for the authoring task: a component browser, a manipulator and a disposer. Since only these props are added to the tangible AR application being built, the users are guaranteed to concurrently experience the final application without any disturbance throughout the development task, and this meets the ‘WYFIWYG’ design guideline.For creating a new virtual object component (or logic box components), users need to select the type of virtual object they want to create. The component browser provides a physical interface for browsing over available 3D virtual objects and selecting the desired one. Users can browse over the models one by one, by pressing (pointing) [12] the arrow buttons on the both sides of the browser. To create a new virtual object, users point at the target 3D model for a secondwith the cube manipulator (shown in Figure 2).Figure 1. The props for authoring task: componentbrowser, manipulator and disposerFigure 2. Creating a new virtual objectAfter a virtual object is selected with the manipulator prop, it moves according to the movement of the manipulator. The selected virtual object is kept in a fixed position relative to the manipulator when it is selected, and rotates according to the pose of the manipulator. To release (or unselect) the virtual object, the user simply needs to hide the manipulator for acouple of seconds. The virtual object will remain in the last position and orientation where it was placed. This interaction was designed following the notion of the ‘drag and drop’ metaphor, which is one of the most well known direct manipulation methods in 2D desktop graphical user interfaces.The picking up and dropping interaction method is used for destroying objects, as well as for placing (or modifying) them. The upper row of the Figure 3 shows moving a virtual object from one physical object to another, while the lower row shows destroying it bydropping on the disposer prop.Figure 3. Pick & drop interaction for moving anddestroying virtual objectsAlthough picking up an object and dropping it on a desired position and orientation takes advantage of the direct 3D manipulation, it hides the details of how the underlying application model is affected: the base transformation and visible properties of the moved virtual object are connected to the transformation and the visible properties of the physical object where the object is dropped, and the position and the orientation properties of the virtual object are changed in order to place the virtual object in an appropriate position relative to the physical object. Therefore to provide the model transparency, two more types of interfaces, inspector pads and keypads, were added. These elements provide detailed information about the selected components and let the users tweak them (seeFigure 4).Figure 4. Inspector pad and keypadThe interaction for selecting and deselecting a component with an inspector pad is similar to that of manipulators: pointing at a component for a second with the probe and hiding the interface. While the manipulators are only allowed to select virtual object components, users can also select physical objects with the inspector pads.Once a component is selected, the inspector pad shows the properties and their values of the selected component (see Figure 5). The users can browse through the properties by holding and manipulating the inspector pad. The list of properties shows up when the inspector pad is close enough to the users’ view, and the list can be scrolled up and down by tilting the inspector pad up and down. The property displayed on the middle of the inspector pad is selected when the inspector pad is moved away, and the inspector pad shows the value of the selected property. The display format of the value is changed according to its data type, and the read/write attributes are represented by the green arrows on each side of the inspector pad.Figure 5. Browsing through the properties and their values of a component with an inspector padTo change the value of the selected property, users can use a keypad together with the inspector pad. Since most of the properties can be represented by numeric values, keypads are used for providing an input method for these. We designed a keypad using occlusion based interaction [12], the same interaction method applied to the model browser. A number of visual markers used for tracking the prop are also used for the button pressing interaction. Figure 4 shows an instance of the keypads that has ‘+/-’ buttons together with a unit selection button on the middle. Users can select the unit between 0.1, 1 and 10, and by pressing the ‘+/-’ buttons, the value is raised or lowered by the selected unit. To change the value of the property selected on the inspector pad, the user connects the keypad to the inspector pad, and operates the keypad to modify the value. Figure 6 shows an example of using an inspector pad and a keypad to change the scaling property of a cube virtual object component.Figure 6. Changing scale property value with aninspector pad and a keypadConnecting object properties implies selection of multiple properties. Instead of introducing another selection method, here we simply duplicated the inspector pad to select two object properties being connected.The interaction method for connecting two selected properties can be designed in a various ways. We’ve first tried to directly map the logical connection between properties to the physical connection between inspector pads with puzzle cut edges. Although the physical connection worked as an easy and intuitive input method, it was not feasible to use it for displaying the current connection status, since they were not controllable in an automatic manner. In addition, direct mapping of physical and logical connections was poor to prevent incompatible connections, e.g. connecting properties with incompatible data types or attributes. To solve these problems, we’ve altered the interaction design to toggle between connected and disconnected states when two edges of inspector pads were contacted. Each vertical edge of the inspector pads were used as an input and output port of the selected property. And by contacting these edges together, a link was made (or destroyed) between them if the selected properties were compatible. The same method was used for connecting keypads and inspector pads (see Figure 6).Figure 7 shows an example of connecting properties of two components. The visibility property of a virtual fish is connected to the same property of a physical paddle, making the fish disappear when the paddle is hidden by the user’s hand.Figure 7. Connecting properties5.ImplementationThe authoring system described in this paper was developed on a consumer level personal computer. The computer was running Windows XP operating system on a Pentium 4 processor with 1GB main memory. A GeForce4 3D graphics card from NVIDIA was used to accelerate the OpenGL graphics processing.For tracking physical objects, we used a vision based tracking method. The ARToolKit [1] software library was used for calculating the 3D position and orientation of the visual markers, and a plain USB web camera from Logitech was used to acquire video images for the tracking. The capturing resolution was set to 320x240 and the shutter speed was 30 frames per second. The camera was mounted on a head mounted display to provide a real world view to the user, forming a video see-through AR configuration.We used our custom 3D model loader, based on the OpenGL library, to visualize the 3D graphics contents and the virtual authoring tools. To make the interaction easier for selecting components with the manipulator and inspector pads, bounding boxes are visualized around the component objects, and their colors are changed according to their status: normal, pointed and selected. These bounding boxes are only shown when there are authoring props within the user’s view.6.Case studies and discussion6.1.Development casesTo show the efficiency and feasibility of using our immersive authoring method, we have constructed several example Tangible AR applications.The first example is a simple scene with a windmill (see Figure 8). The scene consists of three virtual objects: the ground, a tower and a vane. It took about a minute to place the virtual objects and check that every thing was placed in the right place. A logic box representing a rotation behavior was used to specify the vane to spin around. The logic box was set invisible for viewing. It totally took less than 3 minutes total to construct the whole scene, connect the properties to define the behavior, and to validate thefinal product.Figure 8. An example application with animationIn addition to passive animations of virtual objects, interactive features can also be added. Figure 9 shows a sequence of images, constructing an interactive Tangible AR application similar to the Shared Space application [2]. The application shows two tiles with a virtual object on each, a hare and a tortoise for example. The user can examine the virtual objects by manipulating the tiles on which they are anchored. When two tiles are brought close together, different models are shown, such as the hare and the tortoisegreeting each other (see the last row of Figure 9).Figure 9. An interactive Tangible AR applicationTo build this application, four virtual objects were needed: the normal and greeting posed models for the hare and tortoise. First, the virtual objects were placed on two physical tiles, one for the hare and another for the tortoise. The visibilities of the virtual objects were controlled by the proximity value of the physical tiles. In order to check the distance and to control the visibilities, we used a logic box with a special function. The logic box had two input properties of position, and output properties with a boolean value that represented whether the two input positions were close enough or not. By connecting position properties of the two tiles to the logic box input, and connecting ‘near’ and ‘far’ boolean output properties of the logic box to four virtual objects’ visibility, properly, the application was completed. About 5 minutes were needed for building and testing the whole application.。