Chapter 7 Recursion-

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Unit 7 课文解释

Unit 7 课文解释

Unit 8 课文解释注释:1. assorted: 各种各样的。

2. social dislocation: 社会混乱。

3. probity: 德行,正直。

4. Palme d'Or: “金棕榈奖”,为成立于1939年的戛纳电影节的最高奖项,得奖作品为最佳影片,象征了导演的最高荣誉,电影节上其他奖项还有“评委会特别奖”及“最佳导演”等个人奖。

5. paranoid: 有妄想狂倾向的,多疑的。

名词形式为paranoia,“偏执狂,多妄想狂”。

6. caveat: (为防止误解而作的)解释。

7. canny, savvy, nobody's fools: 精明、有见识、不会轻易上当受骗。

8. lap up: <口>爱看。

9. Pardoner: 忏悔者,这里指英国文艺复兴时期著名作家乔叟的《坎特伯雷故事集》里的人物;Del Boy: 是20世纪90年代备受关注的电视喜剧片“Only Fools and Horses”中的主人公,是一个讨人喜欢的伦敦流氓。

10. Scrooge: 英国作家狄更斯小说A Christmas Carol(《圣诞颂歌》)里的人物,是个令人憎恶的老吝啬鬼。

11. judicious canniness: 机智精明。

12. blithely: 漫不经心地。

13. rectitude: 公正,值得信赖。

14. megaton: 百万吨。

15. scam: 骗局,欺诈。

16. BBC Watchdog: 英国广播公司“监察”节目,是一档关于消费者事务的节目,采取多种形式对电视观众进行民意调查。

17. gullibility: 易受骗,易上当。

18. bald question:一个不加掩饰的问题,即直率的问题。

19. swan off: (像天鹅般)到处走动,漂游;sleazy: 低级庸俗的。

20. palpable: 明显的,可感知的。

21. pedestrianisation: (街道等)成为行人专用区。

Chapter 7 Nobody wins P92,93

Chapter 7 Nobody wins P92,93
3.Practise reading the article on the text book.
To arouse the students’ interests of learning English.
To make the Ss be able to read and understand what they’ve learnt in the passage.
V. Consolidation
Workbook p31
Grammar Practice Book p38
Students are required to do some exercises to consolidate what they’ve learnt.
To make the students put what they have learnt into practical use.e students inquire about information by asking questions and offer information by giving responses.
To train the students’ ability of reading.
2. Students’ Book8Apage92,93
Teaching procedures:
Contents
Activities
Purpose
I. Warming-up:
Learn the cartoon.
1. Make sure students understand the order of the speech bubbles in the cartoon.
Attract the students’ attention.

研究生英语综合教程UNIT7课文及翻译(含汉译英英译汉)

研究生英语综合教程UNIT7课文及翻译(含汉译英英译汉)

UNIT71. Several leading modern business leaders seem, surprisingly, to downplay the importance of strategy. You can make too much fuss about strategy, they imply--- you have a few clear options; just choose one and get on with it. is it really that simple?2. “Strategy is straightforward---just pick a general direction and implement like hell.”Jack Welch, for example---the chairman and CEO of the USA’s General Electric Company; the man who grow the company from a market capitalization of $27 billion to a $140 billion, making GE the largest and most valuable company in the world. he must know a thing or two about strategy. But here’s what he says: “In real life, strategy is actually very straightforward. You pick a general direction and you implement like hell.”Or Allan leighton, the man who was recruited by Archie Norman to help res cue the UK’s ailing Asda supermarket chain, and went on to build the company into one of Britain’s most successful retailers. “Strategy is important,” says Leighton, “but it is a compass, not a road map. It tells you in which direction you are heading, but the important bit is how you get there.”Or Louis Gerstner, the man who rescued IBM in the 1990’s when the struggling mainframe supplier was about to be driven into extinction by the new, smaller and more agile personal computer manufacturers. “It is extremely difficult to develop a unique strategy for a company; and if the strategy is truly different, it is probably highly risky. Execution really is the critical part of a successful strategy. Getting it done, getting it done right, getting it done better than the next person is far more important than dreaming up new visions of the future.”3. So strategy is simple. And having an ingenious new strategy is less important than carrying it out successfully. In fact it might be dangerous. It that right?Let’s look at one last quote from Mr. Welch. “When I became CEO in 1981, we launched a highly publicized initiative: be number one or number two in every market, and fix, sell or close to get there. This was not our strategy, although I’ve often heard it descri bed that way.It was a galvanising mantra to describe how we were going to do business going forward. Our strategy was much more directional. GE was going to move away from businesses that were being commoditized toward businesses that manufactured high-value technology products or sold services instead of things.”Grand strategy versus strategy4. I would argue that these CEO’s blue chip corporations are taking a slightly Olympian view of the concept of “strategy.” Let’s call what hey are talking about “grand strategy” a strategy, but in the overarching sense, like the American car industry saying that they are going to move out gas-guzzlers and into smaller, more fuel-efficient models. 1.一些领先的现代企业领导人似乎,奇怪的是,淡化战略的重要性。

哈利波特与魔法石英文版第七章前情提要

哈利波特与魔法石英文版第七章前情提要

哈利波特与魔法石英文版第七章前情提要English:In the seventh chapter of Harry Potter and the Philosopher's Stone, Harry wakes up on his eleventh birthday to find that his friends Ron and Hermione have sent him presents and letters. He receives a letter from Hagrid, inviting him to Hogwarts School of Witchcraft and Wizardry and also revealing the truth about Harry's past. It turns out that Harry's parents were a witch and a wizard who were killed by the dark wizard Voldemort, but Harry survived and the lightning bolt-shaped scar on his forehead is a physical mark of this event. Hagrid also gives Harry his first real wand, made of holly with a phoenix feather core. When Dudley, Harry's spoiled cousin, demands to know what's in the mysterious letter that Harry is trying to hide, Harry's temper flares and he unknowingly causes the glass front door to disappear. In the end, Harry decides to go to Hogwarts and begin his training as a wizard.Translated content:在哈利波特与魔法石的第七章中,哈利在他的十一岁生日上醒来,发现他的朋友罗恩和赫敏给他寄了礼物和信。

剑桥国际少儿英语第二版第七单元逐课讲解

剑桥国际少儿英语第二版第七单元逐课讲解

剑桥国际少儿英语第二版第七单元逐课讲解Unit 7: Animals in the WildWelcome to the in-depth lesson-by-lesson guide on Unit 7 of Cambridge Young Learners English (YLE) Starters, second edition. In this unit, children will explore the theme "Animals in the Wild" through various activities and exercises. Let's dive into the details of each lesson!Lesson 1: Zoo AnimalsIn this lesson, children will learn about different zoo animals and practice identifying them. The teacher can start by introducing vocabulary related to zoo animals such as lion, giraffe, and elephant. Use flashcards or pictures to enhance the learning experience. Children can then participate in group activities where they match animal names with the correct pictures or play memory games.Lesson 2: Animal SoundsIn this lesson, children will discover the unique sounds animals make. The teacher can play audio recordings of animal sounds and ask children to identify the corresponding animals. This activity not only teaches animal vocabulary but also helps develop listening skills. Additionally, the teacher can encourage children to imitate animal sounds, making the lesson more interactive and fun.Lesson 3: Animal HomesThis lesson focuses on where animals live and their habitats. To begin, the teacher can show pictures or videos of different animal homes such asnests, burrows, and caves. Children can work in pairs or small groups to match animals with their appropriate habitats. This activity promotes critical thinking and encourages children to learn about animals in their natural environments.Lesson 4: Animal Body PartsIn this lesson, children will learn about the different body parts of animals. The teacher can use visual aids to introduce vocabulary related to animal body parts, such as wings, fins, and tails. Children can then participate in interactive activities, like labeling animal diagrams or playing "Simon Says" to mimic animal movements. These activities not only teach vocabulary but also promote physical coordination.Lesson 5: Animal ActionsThis lesson focuses on the actions animals perform. The teacher can use pictures or videos to showcase animal behaviors like running, swimming, or flying. Children can imitate these actions individually or in pairs, promoting physical movement and enhancing vocabulary retention. Additionally, the teacher can organize a game of charades where children act out animal actions for others to guess.By following this lesson-by-lesson guide, teachers can effectively deliver Unit 7 of the Cambridge YLE Starters, second edition, ensuring an engaging and comprehensive learning experience for young learners. Remember to tailor the activities to suit the specific needs and language level of your students. Enjoy teaching "Animals in the Wild" and watch your students' English skills flourish!。

7. Strehl Ratio

7. Strehl Ratio

The spherical wave coherence diameter determines the system resolution. The angular resolution looking up is λ/rosL, and that looking down is λ/ros0. For distant sources rosL ≈ r0, which allows ro to be used in resolution calculations looking towards space. For HV-21 turbulence r0 is about 5 cm at 0.5 μm. For a system looking down from 100 km above the earth the coherence diameter is 2.2 m at this wavelength, which is a factor of 44 times the resolution looking up. This is why the resolution of an imaging system looking down toward the earth is much greater than that of an imaging system on the ground looking at an object in space.
7.1 Strehl Ratio for Propagation Through Turbulence
The problem of determining the on-axis intensity of a plane wave propagating through atmospheric turbulence was analyzed by Fried (1966), and the resultant integral was evaluated numerically. Here a compact analytic expression for the Strehl ratio is obtained. A second form expressible as an infinite series is also obtained. This second solution is more convenient, since a few series terms give an accurate answer for small levels of turbulence. An asymptotic series is obtained that is applicable when turbulence is more severe. It is shown that the first two terms of the series give an accurate result in the regime in which most astronomical telescopes operate.

唐常杰翻译的计算理论导引

唐常杰翻译的计算理论导引

内容 Chapters 0 - 8.3 (up to the PSPACE-completeness of TQBF)
27.02.2019 1
关于选择教材的体会
2001-2002 我们采用教材为: Lewis, Harry R., and Papadimitriou, Christos H., Elements of the Theory of Computation, 2nd ed. Prentice-Hall, 1997.
27.02.2019
27.02.2019 2

电子教案下载
电子教案可在下面三个网址 下载: 川大计算机学院: /~tangchangjie/teach/tang_teaching.htm 川大教师主页: /waim03/scu_cs/teach/tang_teching.htm 后两各地址 可能更新 及时一些。
2003-2006 采用 Sipser, Michael, Introduction to the Theory
of Computation. PWS Publishing Company, 1997. (Both first and second printing are okay.)
这两本书 是目前世界上主要大学采用最多的教材。 经验表明,如果学生数学基础好,用前者较好,如学生计算机 基础好,用后者更受学生欢迎。 目前欧美大学中计算机专业 用后者的大学越来越多。网上赞誉 甚多
四川大学计算机学院 可计算理论 课程说明和教学计划(2006.2-7)
学分3 时间 周学时 4 每周三 8:00-11:35 任课教师 唐常杰 地点 研 3-301
教材 Material: Michael Sipser (MIT)

小妇人各章节内容英语概括

小妇人各章节内容英语概括

小妇人各章节内容英语概括Chapter 1- Amy, the youngest March sister, is preparing for a party while her mother and sisters are out. She is disappointed that her nose is red and begins to worry about her appearance.Chapter 2- The March sisters, Meg, Jo, Beth, and Amy, struggle with poverty while their father is away serving as a chaplain in the Civil War. They receive a surprise visit from their wealthy Aunt March.Chapter 3- Jo, the tomboyish second eldest sister, learns that her short story has been rejected by a publisher. She decides to pursue her passion for writing and declares that she will not conform to society's expectations.Chapter 4- The March sisters befriend their wealthy neighbor, Theodore "Laurie" Laurence, who becomes an honorarymember of their family. Meg attends a party with Laurie and meets John Brooke, Laurie's tutor.Chapter 5- Meg is invited to attend a dance at the Moffats' home, where she meets the charming Mr. Brooke once again. However, she becomes embarrassed by her simple dress and feels out of place among the wealthier guests.Chapter 6- Jo becomes friends with Laurie and listens to his troubles. She offers to take him to a play, despite his protests, and they enjoy a lively evening together.Chapter 7- The March sisters put on a play and invite Laurie to watch. Jo portrays a male character and is praised for her performance. After the play, the girls receive a surprise visit from Marmee, their mother.Chapter 8- Marmee encourages the girls to help those less fortunate by donating their Christmas breakfast to a poor family. The sisters agree to make sacrifices and find joy in giving to others.Chapter 9- Amy becomes envious of her older sisters and seeks to improve her social standing. She attempts to actlike a lady but ends up humiliated at a party when her hand is accidentally burned.Chapter 10- Jo takes a job as a governess to help support her family, but she struggles to fit in with the wealthy family she works for. She maintains her independent spirit but faces challenges in her new role.。

《新编简明英语语言学教程》第二版课后习题答案chapter7

《新编简明英语语言学教程》第二版课后习题答案chapter7

Chapter 7 Language Change1. The vocabulary of English consists of native and also thousands of borrowed words. Look up the following words in a dictionary which provides the etymologies (history) of words. In each case speculate as to how the particular word came to be borrowed from a particular language. a. size b. skill c. royal d. ranch e. robot f. potato g. astronaut h. emerald i. pagoda j. khaki k. bulldoze 1. hoodlum 答:a. size (< old French) b. skill (< old Norse) c. royal (< old French < Latin) d. ranch (< Spanish < French) e. robot (< Czech < old Church Slavonic) f. potato (< Spanish < Taino) g. astronaut (< French) h. emerald (< Middle English & old French) i. pagoda (< Persian < Sanskrit) j. khaki (< Hindi <Persian) k. bulldoze (< bull(Botany Bay Slang) < old English) l. hoodlum (< German) 2. The Encyclopedia Britannica Yearbook has usually published a new word list, which is, in the Britannica’s Britannica’s editor's editor's editor's view, view, view, a a a list list list of of of those those those words words words that that that had had had entered entered entered the the the language language language during during during the the the year. year. Would you expect a yearbook to publish a “lost -word list” rec o rding the words dropped from the ording the words dropped from the language during the year? Defend your answer. 答:(略) 3. Below is a passage from Shakespeare's Hamlet, King: Where is Pelonius? Hamlet: In heaven, send thither to see. If your messenger find him not there, seek him i' the other place yourself. But indeed, if you find him not within this month, you shall nose him as you go up the stairs into the lobby. Act IV , scene iii Study Study these these these lines lines lines and and and identify identify identify every every every difference difference difference in in in expression expression expression between between between Elizabethan Elizabethan Elizabethan and and Modern English that is evident. 答:In modern English, these lines are more likely written as: King: Where is Pelonius? Hamlet: In heaven, send to see there. If your messenger cannot find him there, yourself seek him at the other place. But indeed, if you cannot find him within this month, you shall notice him as you go up the stairs into the lobby. 4. Comment with examples on the following statement “Words and expressions will be forced into use in spite of all the exertions of all the writers in the world.”答:答: The statement means that when necessary, people will make use of available uses even if there there is is is no no no writers' writers' writers' efforts. efforts. efforts. For For For example, example, example, there there there are are are more more more and and and more more more new new new words words words and and and expressions expressions which which are are are introduced introduced introduced into into into language language language not not not by by by writers, writers, writers, e.g., e.g., e.g., email, email, email, hacker, hacker, hacker, IBM IBM IBM (international (international (international big big mouth, means a person who acts like a gossip.) 5. Suppose you are outside a government office where doors still bear the notice, “This door must not be left in an open position.” Now try to explain the notice in simple and plain English.答:答: “Keep the door dote. ” or “The door must be kept close.”6. Give at least two examples showing the influence of American English on British English. 答:(略) 7. Find in any books, newspapers, or journals newly coined words in association with social and political needs, internet or computer language. 答:答: For example: SARS, Golden week, euro, e-mail, bi-media(双媒体的), cybernaut 计算机(网络)漫游者, DVD, eyephone(视像耳机), etc .8. With examples, give some plausible explanations for linguistic change. 答:(略) 。

大学思辨英语教程 精读2课件Unit 7

大学思辨英语教程 精读2课件Unit 7

Background Knowledge
honorable discharge, he returned to the University of Chicago to study Spanish in 1944. After spending the summer of 1945 in the University of Puebla, Mexico, Purdy went to teach English in Havana, Cuba. He returned to the US the next year to teach Spanish at Lawrence College in Appleton, Wisconsin for the next nine and a half years. Purdy had kept his interest in writing alive and had produced a significant number of stories even though his attempts to get anything published had almost all failed. So far he had only been able to manage to sell two short stories. In the mid-1950s, he gave up his teaching job and moved back to Chicago to pursue a writing career that was apparently not quite promising. Sponsored by businessman and critic Osborn Andreas, Purdy had his first

新编英语教程7 (Unit 1-14 Text I 译文)

新编英语教程7 (Unit 1-14 Text I 译文)

Unit One English and American Concepts of Space Edward T. Hall英国人和美国人的空间概念人们说英国人和美国人是被同一种语言分离开的两个伟大的民族。

英美民族之间的差异使得英语本身受到很多指责,然而,这些差异也许不应该过分归咎于语言,而应该更多的归因于其他层面上的交流:从使很多美国人感到做作的英式语音语调到以自我为中心的处理时间、空间和物品的不同方法。

如果说这世上有两种文化间的空间关系学的具体内容迥然不同,那就是在有教养(私立学校)的英国人和中产阶级的美国人之间了。

造成这种巨大差异的一个基本原因是在美国人们借助空间大小来对人或事加以分类,而在英国决定你身分的却是社会等级制度。

在美国,你的住址可以很好的暗示你的身分(这不仅适用于你的家庭住址,也适用于你的商业地址)。

住在纽波特和棕榈滩的人要比布鲁克林和迈阿密的人高贵时髦得多。

格林尼治和科德角与纽华克和迈阿密简直毫无类似之处。

座落在麦迪逊大道和花园大道的公司要比那些座落在第七大道和第八大道的公司更有情调。

街角办公室要比电梯旁或者长廊尽头的办公室更受尊敬。

而英国人是在社会等级制度下出生和成长的。

无论你在哪里看到他,他仍然是贵族,即便是在鱼贩摊位的柜台后面。

除了阶级差异,英国人和我们美国人在如何分配空间上也存在差异。

在美国长大的中产阶级美国人觉得自己有权拥有自己的房间,或者至少房间的一部分。

当我让我的美国研究对象画出自己理想的房间或办公室时,他们毫无例外的只画了自己的空间,而没有画其他人的地方。

当我要求他们画出他们现有的房间或办公室时,他们只画出他们共享房间里自己的那部分,然后在中间画一条分隔线。

无论是男性还是女性研究对象,都把厨房和主卧划归母亲或妻子的名下,而父亲的领地则是书房或休息室,如果有的话;要不然就是工场,地下室,或者有时仅仅是一张工作台或者是车库。

美国女性如果想独处,可以走进卧室、关上门。

信息论与编码理论中的英文单词和短语

信息论与编码理论中的英文单词和短语

信息论与编码理论中的英文单词和短语读书破万卷下笔如有神信息论与编码理论bits (binary digits)比natural digits自然entropy function熵函数Theories ofInformationprobability vector可能向conditional entropy条件熵and Codingdiscrete memory channel离散记忆信transition probability过渡可能性output产marginal distritution边际分布介绍第一章mutual information互信heuristic启发joint entropy联合熵Introduction Chapter 1 Venn diagram维恩Markov chain马尔可夫链information theory信息definite function限定函coding theory编码理tandem串emit发data-processing configuration数据过程配bit字convex combination凸组binary二进manipulation操binary symmetric source二进制对称shorthand速记binary symmetric channel二进制对称信communication system通信系统raw bit error probability 原始字节错误率continuous source outputs 连续信息输出encode编码coder 编码员bit error probability 字节错误率map 映射noise 噪音destination目标redundant 冗余data-processing theorem 数据过程定理cross check 相互校验discrete quantization 离散量化codding algorithm 编码算法refinement /精炼改进error pattern 错误模式density密度synthesis 综合mean value theorem 中值定理Hamming code汉明码superficial resemblance 表面相似single-error-correcting code 单独错误校正码mesh网格rate速率differential entropy 微分熵binary entropy function 二进制熵函数Jensen inequality 琴生不等式capacity能量determinate channel确定信道channel coding theory信道编码理论第二章信息理论Information TheoryChapter 2读书破万卷下笔如有神第三章离散无记忆信第四章离散无记忆信源和扭曲道和容量成本率方程方程Chapter 4 Discrete DiscreteMemoryless Sources and Memory less Channels Chapter 3their Rate-Distortion Equations and their Capacity-Cost Equationssource alphabetinput sign system源字母输入符号系discrete memoryless sourcesoutput sign system输出符号系离散无记忆信source statisticsimagine想统计object signmemoryless assumption目标符无记忆假distortionaverage cost平均成扭distortion measurecapacity-cost equation扭曲容量成本方average distortiontest-source平均扭验证源test channeln-dimensional admissible test sources维容许验证测试通distortion rate扭曲admissible cost容许成source coding theorem源编码定r-symmetry对backwards test channel向后测试通道rate of system系统比率Hamming distortion measure 哈莫名扭曲度rates above channel capacity 超过信道容量率error probability distortion rate 错误扭曲率length 长data-compression theorem 数据压缩定理bits per symbol 每个符号的比特destination symbols 目的符号decoding rule 编码规则data compression scheme 数据压缩系统distinct code 区别代码penalty function 罚函数indicator function 指示函数unrestricted sum 无限制和random coding 随机编码inner sum内部和expected value期望值weak law of large numbers 弱大数定律decoding sphere 编码范围第五章高斯信道和信源Chapter 5 Gaussian Channel and Sourcevoltage 伏特transmit 传送signal信号.读书破万卷下笔如有神source statisticswatts信源统rate of transmissiondissipate传送耗conflictjoule焦冲source-channel coding theoremwhite Gaussian noise process白高斯噪声过理noise spectral density噪声错误密data-processing theorem数据传输定bandwidth带intermediate vector中间向band-limited波段限worst-case distortion最坏扭power-limited功率限per-symbol basis每个符号基n-th capacity-cost function项容量成decomposition分函transmitted codingsquared-error传送编平方错affordoinkoverallcapacity-costfunction总的容量成本负density数噪声密tradeoff交arithmetic-geometric average value几何均算realizable region可实现区Gaussiandiscrete-timememoryless离散时间无记standpoint观点source高斯信源mean-squared error criterion第一部分访问gaussion distribution 高斯分布per-symbol均值平方错误标准第七章Gaussiansource高斯信源每个符先进标题per-symbol mean-squared distortion号均值平方扭曲Chapter 7 Survey of Advanced Topics for 信道编码第六章信源-Part One理论twin pearls孪生珍珠finite Abelian commutative group有限阿贝尔交换群Source-Channel Coding Theory Chapter 6 ergodic random process各态经历随机过程information source 信息源entropy熵noisy source 噪声源additive ergodic noise channel添加各态噪音信data processing 道数据处理asymptotic average property quantization 量子化渐进线均分性质Gaussian process modulation 高斯过程调节multiterminal channel successive block多终端信道连续块feedback emit channel output symbols反馈发出信道输出符号seeder 发送人one-to-one correspondence 一对一通信receiver接受人test source 实验来源multi-access channel 多通道信道source sequence 信源序列erasure symbol 擦掉符号destination sequence 目的序列contradiction矛盾读书破万卷下笔如有神rate比率practical standpoint实际观broadcast channel广播信generator matrix生成矩capacity region容量区row space行空high degree of symmetry 高对称parity-check matrix奇偶校验矩test sources测试信canonical form规范形input signal channel输入符号信error pattern错误模global maximum全局最coset傍additive ergodic noise添加各态噪symmetric channel对称信reliability exponent of channel信道的可靠性Hamming wight汉明table lookupcritical rate关键表格查standard arraylinear code线性标准排italicizedtime-varying convolutional强时间改变卷积metric spaceencoder-channel-decoder度量空编信译Hamming distanceouter channel汉明距外部信interectinner code内部编穿minimum weightouter code最小权外部编single-error-correctingweak converse弱颠单错误校perfect codesstrong converse强颠完全repetition codesterm术重复binary Hamming codesrate of transmission二进制汉明传输detecterror exponent错误指检e-correctingstrong similarity电子校强近H-detectingrather duality选择两重检Fparity-check matrixdistortion rate theory扭曲率理类似校验矩double-error-detectingsource coding method源编码双错误检weight enumeratorsingle-letter distortion measure单字母扭曲度权重计数homomorphismimplication含同multiplicative groupconfiguration轮趋于增加组indeterminate error probability 错误可能性不确定half-plane bound 半平面界reception接待discrete-time stable离散时间稳定高第九章循环码斯信源stable Gaussian sequence 稳定高斯序列spectral density 谱密度Chapter 9 Cyclic Codes tree codes树码burst errors突发性错误definition of innocuous-appearing 表面无害定理cyclic shift 循环位移第八章线性码trivial cyclic 一般循环no-information code无信息码Linear codesChapter 8读书破万卷下笔如有神depth-3 interleavingsingle-parity-check code单等价校验度交interleaving operationno-equivalent code无等价交错操elaborate algorithmright cyclic shift右循环位复杂算Fire codegenerating function法尔母函Fire constructiongenerator polynomial法尔结生成多项burst-trapping algorithmreciprocal爆发阻塞算互惠burst-error-correcting codecyclic property爆发错误校正循环性decomposition分left-justified左对transmitted codeword传送编trap陷阱,阻shift-register encoder转换登记编burst-error pattern爆发错误模flip-flops adders突变加法Meggitt lemma米戈蒂引constant multipliers常数乘法shift-register切换显delay延circuit环impulse response脉冲响leftmost flip-flop y香最左面的突state vector状态向量state polynomial 状态多项式input stream 输入流reverse order 反顺序第十章农码和相关linear recursion 线性递归rightmost flip-flop 最右面的突变的码mod-2 adder 模2加法器cyclic 循环two-field二域Chapter 10 Shannon Codes and Related primitive polynomial 原始多项式Codes decoding cycle 译码循环circular journey 循环旅程Shannon code香农码lower shift register 低位移寄存器Vandermonde determinant theory范德蒙德行列式burst-error-correcting 突发错误校正理论pattern 模式original parity-check matrix 初始相同检验矩burst description 突发描述阵location 位置minimal polynomial 最小多项式ambiguity 含糊不清key equation关键方程zero run零操作discrete Fourier transform 离散傅里叶变换burst-error correcting code 突发错误校正码time-domain 时间领域Abramson bounds 阿布拉门逊界frequency-domain 频数领域strict Abramson bound严格阿布拉门逊subtlety 细致界time shift 时间转换weak Abramson bound 弱阿布拉门逊界phase shift 相位转换Reiger bound Reiger界support set 支撑集合loose松散evaluator polynomial 评估多项式Abramson code 阿布拉门逊码formal derivative规范派生interleaving 交错frequency-domain recursion 频数主导递归De-interleaving交错De读书破万卷下笔如有神frequency-domainsubscript下频数Golay codelocator polynomial戈莱定位多项extended Golay codeerror pattern扩展戈莱错误模byte implementationtwisted error pattern字节工扭曲错误模table loopreduced mode表复原模error location错误定位error-evaluator polynomial 错误评估多项式Euclid algorithm 欧几里得算法第十一章卷积码quotient 份额facilitate促进time-domain approach 时间主导方法Chapter 11 Convolution Codes error-locator 错误定位器trial and error 试错法matrix polynomial矩阵多项pseudocode fragment伪码片shift-register approach转移登记方recursion递scalar matrix纯量矩abnormal反state-diagram approach状态图方elaborate theory复杂理memory记忆,内multiple-error-correcting linear code多倍错误校正constraint length约束长性k-tudecode character代码字L-th section截平maximum-distance separable codes最大距离可分state-diagram状态interpolation property插值法性track轨道,足information set信息集trellis diagram格子interpolation algorithm插值算survivors幸存recursive completion递归结Viterbi decoding algorithm维特比译码算pseudocode伪path weight enumerator路权重concatenated coding 连锁elaborate labels复杂burst-error-correction爆发错误校complete path enumerator完全路径depict描error events错误时间unfactor 非因子first error probability 最早错误可能性flaw缺陷bit error probability 比特错误可能性erasure symbol 擦掉符号free distance自由距离transmitted symbol 传递符号sequential decoding algorithm 连续译码算法enlarge扩大tree diagram 树形图minimum-distance decoding 最小距离译码binary tree 二进制树erasure set擦除集合bifurcation 分枝erasure-location polynomial擦除位置多项式abandoned 抛弃errors and erasures-locator-polynomial错误擦除位置多stack algorithm 栈算法项式Fano algorithm 法诺算法errors-and-erasures-evaluator 错误擦除评估多different lengths 差异长度polynomial项式flowchart流程图modified syndrome polynomial 修正综合多项式polynomial multiplication多项式乘法.读书破万卷下笔如有神第十二章变量长度源编码Chapter 12 Variable-length Source Codingmethod of variable-length source 变量长度源编码coding法string of length k 长度串kempty string 空字符串substring子串。

Unit 7 Letter to a B Student课文翻译综合教程二

Unit 7 Letter to a B Student课文翻译综合教程二

Unit 7 Letter to a B Student课文翻译综合教程二Dear Student。

XXX a final grade of B for the course。

This is a XXX "Gentleman's C" that was once the XXX。

it is important to note that in those days。

receiving an A was a rare occurrence。

with only two out of twenty-five students achieving such a grade。

Over time。

our standards have shifted。

and as a result。

you may XXX graduate school and special programs。

and I acknowledge that nothing I say can XXX disappointment.Moving forward。

XXX on your performance in the course and identify areas where you can improve。

While a B is a respectable grade。

there is always room for growth and development。

XXX.Overall。

I commend you on your effort and hard work throughout the course。

While a higher grade may have been yourgoal。

it is XXX grades do not define your worth as a student or individual。

英语语言学复习资料

英语语言学复习资料

英语语言学复习资料注: 1.试题类型为选择题,填空题,语料分析题和问答题.2.未标习题的章节为一般了解.Chapter 1Language and Linguistics: An Overview1.1 What is language?1.2 Features of human languages(i) Creativity (or productivity)Productivity is the first and foremost striking feature of human language._________ is the first and foremost striking feature of human language.A. DualityB. ArbitrarinessC. CreativityD. Displacement(ii) Duality( ) Language contains two subsystems, one of speaking and the other of writing. (iii) Arbitrariness( ) The Swiss linguist de Saussure regarded the linguistic sign as composed of sound image and referent.(iv) Displacement( ) Modern linguistics is prescriptive rather than descriptive.( ) Language can be used to refer to things real or imagined, past, present or future.(v) Cultural transmission(vi) Interchangeability(vii) Reflexivity1.3 Functions of language(i) The ideational function(ii) The interpersonal function(iii) The textual functionWhich of the following does not belong to the language metafunctions illustrated byM.A.K. Halliday?A.Ideational functionB. Interpersonal functionC.Textual function. D. Logical function1.4 Types of language( ) Chinese is an agglutinating language.1.5 The myth of language: language origin1.6 Linguistics: the scientific study of language1.6.1 Linguistics as a science1.6.2 Branches of linguistics(i) Intra-disciplinary divisions(ii) Inter-disciplinary divisions1.6.3 Features of modern linguisticsChapter 2 Phonetics: The Study of Speech Sounds2.1 The study of speech soundsThe study of speech sounds is called ________.A. PhoneticsB. Articulatory phoneticsC. PhonologyD. Acoustic Phonetics2.2 The sound-producing mechanism2.3 Phonetic transcription of speech sounds2.3.1 Unit of representation2.3.2 Phonetic symbols2.4 Description of English consonants2.5 Description of English vowels( ) Not all vowels are voiced.2.6 Phonetic features and natural classesI. Write the phonetic symbol that corresponds to the articulatory description. (10%) Example: vowel front high [i:]1.bilabial nasal2.voiced labiovelar glide3.literal liquid4.voiced bilabial stop5.front high laxII. Transcribe the sound represented by the underlined letter(s) in the words and then describe it. (10%)Example: heat [i:] vowel front high1.write2.actor3.city4.worry1.yesChapter 3 Phonology: The Study of Sound Systems and Patterns3.1 The study of sound systems and patterns( ) The study of speech sounds is called Phonology.3.2 Phonemes and allophones3.3 Discovering phonemes3.3.1 Contrastive distributionSip and zip, tip and dip, map and nap, etc, are all ______.A. minimal pairsB. minimal setsC. allophonesD. phomes3.3.2 Complimentary distribution( ) The voiceless bilabial stop in pin and the one in spin are in complementary distribution.Pronounce the words key and core, ski and score, paying attention to the phoneme /k/. What difference do you notice between the first pair and the second pair in terms of the phonetic features of the voiceless velar stop? (10%)3.3.3 Free Variation( ) If segments appear in the same position but the mutual substitution does not result in change of meaning, they are said to be in free variation.3.3.4 The discovery procedure3.4 Distinctive features and non-distinctive features3.5 Phonological rules3.6 Syllable structureEvery syllable has a(n) _______, which is usually a vowel.A. onsetB. nucleusC. codaD. rhyme3.7 Sequence of phonemes3.8 Features above segments3.8.1 Stress3.8.2 Intonation3.8.3 Tone( ) Tone is the variation of pitch to distinguish utterance meaning.Which of the following does not belong to suprasegmental features?B.Stress B. IntonationC. ToneD. Syllable3.8.4 The functioning of stress and intonation in EnglishI.How would you read the phrases in the two columns? What does each of them mean? (10%)Column I Column IIa. a bluebird a blue birdb. a lighthouse keeper a light housekeeperII.Explain the ambiguity of the following sentences. (10%)1. Those who went there quickly made a fortune.2. A woman murdererChapter 4 Morphology: The Study of Word Structure4.1 Words and word structure1.________ is defined as the study of the internal structure and the formation of words.A. MorphologyB. SyntaxC. LexiconD. Morpheme4.2 Morpheme: the minimal meaningful unit of language4.3 Classification of morphemes4.3.1 Free and bound morphemes( ) In the phrases a herd of cattle, a flock of sheep, both cattle and sheep contain only onemorpheme.In the phrases a herd of cattle, a flock of sheep, both cattle and sheep contain _____ morphemes.A. oneB. twoC. threeD. four4.3.2. Inflectional and derivational morphemes4.4 Formation of English words4.4.1 Derivation4.4.2 Compounding( ) The meaning of compounds is always the sum of meaning of the compounds. ( ) A greenbottle is a type of bottle.( ) Compounding, the combination of free morphemes, is a common way to form words.4.4.3 Other types of English word formationTell the process of word formation illustrated by the example and find as many words as you can that are formed in the same way. (10%)a) flub) OPECc) Nobeld)televisee) better (v.)_____ is a process that puts an existing word of one class into another class.A. ClippingB. BlendingC. EponymD. ConversionChapter 5 Syntax: the Analysis of Sentence Structure5.1 Grammaticality5.2 Knowledge of sentence structure5.3 Different approaches to syntax5.4 Transformational-generative grammar5.4.1 The goal of a TG grammar5.4.2 Syntactic categories5.4.3 Phrase structure rules5.4.4 Tree diagramsDraw two tree diagrams of the following ambiguous sentence. (10%)Pat found a book on Wall Street.5.4.5 Recursion and the infinitude of language5.4.6 Subcategorization of the lexicon5.4.7 Transformational rules5.5 Systemic-functional grammar5.5.1 Two perspectives of syntactic analysis: chain and choice5.5.2 The three metafunctions5.5.3 Transitivity: syntactic structure as representation of experienceMaterial processesRelational processesMental processesVerbal processesBehavioral processesExistential processesIdentify the type of transitivity process in each of the following sentences. (10%)1. John washed the car.2. John likes the car.5.5.4 Mood and modality: syntactic structure as representation of interaction5.5.5 Theme and rheme: syntactic structure as organization of message Chapter 6 Semantics: the Analysis of Meaning6.1 The study of meaning6.2 Reference and sense6.2.1 Reference6.2.2 Sense6.3 Classification of lexical meaningsBoth pretty and handsome mean good-looking but they differ in ________ meaning.A. collocativeB. socialC. affectiveD. reflected6.3.1 Referential meaning and associative meaning6.3.2 Types of associative meaning6.4 Lexical sense relations6.4.1 Synonymy6.4.2 Antonymy6.4.3 Homonymy6.4.4 Polysemy6.4.5 HyponymyExplain the relation between bank1(the side of a river) and bank2(the financial institute). (5%)6.5. Describing lexical meaning: componential analysis6.6 Words and concepts6.6.1 Categorization6.6.2 Prototypes6.6.3 Hierarchies6.7 Semantic relations of sentencesTell the semantic relation within the given sentence and that between the two sentences.(15%)a)My uncle is male.b)The spinster is married.c)Jim is an orphan. Jim lives with his parents.d)Sam is the husband of Sally. Sally is the wife of Sam.e)He has gone to London. He has gone to England.6.8 Metaphors6.8.1 From rhetorical device to cognitive device6.8.2 The components of metaphors6.8.3 Features of metaphorsChapter 7 Pragmatics: Analysis of Meaning in Context7.1 The pragmatic analysis of meaning7.2 Deixis and reference7.3 Speech ActsWhat are the three dimensions that a speech act consists of?7.4 Cooperation and implicatureWhat are the four maxims of the Cooperative Principle?7.5 The politeness principle7.6 The principle of relevance7.7 Conversational structure______ refers to having the right to speak by turns.A.Adjacency pairs B. Turn-talkingC.Preferred second parts D. Insertion sequencesChapter 8 Language in Social Contexts8.1 Sociolinguistic study of languageHow do sociolinguists classify the varieties of English?8.2 Varieties of a language1. ______ is a term widely used in sociolinguistics to refer to “varieties according to use.”A. RegisterB. FieldC. ModeD. Tenor2. British English and American English are ______ varieties of the English language.A. functionalB. socialC. regionalD. standard8.3 Grades of formality8.4 Languages in contactHow do you distinguish pidgin from Creole?8.5 Taboos and euphemisms8.6 Language and culture8.7. Communicative competenceChapter 9 Second Language Acquisition9.1 What is second language acquisition?In _____ stage, children use single words to represent various meanings.A. telegraphicB. two-wordC. holophrasticD. babbling9.2 Factors affecting SLA9.3 Analyzing learners' language_____ is the approximate language system that the learner constructs for use in communication through the target language.A. MetalanguageB. InterlanguageC. SignD. Esperanto9.4 Explaining second language acquisitionChapter 10 Linguistics and Foreign Language Teaching10.1 Foreign language teaching as a system10.2 Contribution of linguistics: applications and implications10.3 Linguistic underpinning of syllabus design10.4 Method as integration of theory and practice10.5 Linguistics in the professional development of language teachers[文档可能无法思考全面,请浏览后下载,另外祝您生活愉快,工作顺利,万事如意!]。

哈利波特与魔法石英文版第七章内容概括

哈利波特与魔法石英文版第七章内容概括

哈利波特与魔法石英文版第七章内容概括Chapter 7: The Sorting HatThe seventh chapter of "Harry Potter and thePhilosopher's Stone" revolves around the Sorting Hat ceremony at Hogwarts School of Witchcraft and Wizardry. Here is a detailed summary of the chapter:The chapter begins with Harry and the other first-year students lining up in the entrance hall, nervous and excited about being sorted into their respective houses. Professor McGonagall leads them into the Great Hall, where they seefour long tables, each representing one of the four Hogwarts houses: Gryffindor, Hufflepuff, Ravenclaw, and Slytherin.A stool is placed in the middle of the hall, with an ancient hat perched on top of it. This hat is known as the Sorting Hat, which has the ability to determine the qualities and personalities of students and sort them into theappropriate houses. The Sorting Hat has been making these decisions for centuries, and its song indicates the four houses' defining characteristics.Dumbledore, the Headmaster of Hogwarts, delivers a speech, welcoming the students and reminding them of the importanceof unity and friendship within their respective houses. He assures them that no matter which house they are sorted into, Hogwarts will be their home for the next seven years.One by one, the first-year students are called up to have the Sorting Hat placed on their heads. The hat then converses silently with the student and announces their house to the whole school. The sorting process is filled with anticipation and tension, as each student wonders which house they will be assigned to.Harry is among the last few students to be sorted. Whenthe Sorting Hat is placed on his head, it begins analyzinghis qualities. During the internal conversation between Harryand the hat, Harry expresses his desire to not be inSlytherin due to its association with dark wizards. The Sorting Hat recognizes the bravery present in Harry and contemplates placing him in Gryffindor, but it also acknowledges his potential for greatness in Slytherin.After a brief internal struggle, the Sorting Hat announces that Harry will be placed in Gryffindor. The Gryffindor table erupts in applause, and Harry joins them, relieved and thrilled to be a part of the same house as his newfound friends Ron and Hermione.The Sorting Hat continues sorting the remaining students, and the chapter concludes with Dumbledore's closing remarks, encouraging unity among the houses. The feast begins, and the students spend their first night at Hogwarts celebrating with their housemates.In summary, Chapter 7 primarily focuses on the Sorting Hat ceremony at Hogwarts. It introduces the concept of housesorting, highlighting the defining characteristics of Gryffindor, Hufflepuff, Ravenclaw, and Slytherin. The chapter culminates in the sorting of Harry into Gryffindor, marking the beginning of his journey as a member of this renowned house.。

unit7-大学英语综合教程答案

unit7-大学英语综合教程答案

unit7-⼤学英语综合教程答案BOOK 1 - Unit 7 - Language Focus - Vocabulary1.Fill in the gaps with words or phrases given below. Change the form where necessary.1). The financial (财政的) help they got from the local government didn't [go far / go very far] toward solving the problem. 2). Their retail (零售) business in Asia [has expanded] rapidly since the early 1990s.3) .[In the interest of / In the interests of] world peace, we must promote (增进) mutual understanding among nations with different social systems.4). I thought it was still early, yet I got to the library [only to] find it closed.5. On the train I [encountered] an old lady who happened to be a neighbor of my daughter's when she lived in Los Angeles.6. Our company [has cooperated] with several American companies for the past few years in joint ventures.7. Phil looked around at the other competitors (竞争对⼿) and [assessed] his chances of winning.8. The police believed that the reason they failed to find anything suspicious in that guy's bag was that members of the gang (⼀伙⽍徒) [(had) switched] bags at the airport.9. Our visit to the Far East has certainly broadened our [horizons].10. Emily felt increasingly uncomfortable under the woman's steady [gaze].11. Everything was going smoothly until suddenly the [disaster] struck.12. Smallpox (天花), which used to be a severe epidemic (流⾏性的) disease, has been completely [wiped out] .2. Rewrite each sentence with the word or phrase in brackets, keeping the same meaning. The first part has been written for you.1. Whether the book should be published or not was once an issue people disagreed about fora long time. (controversy over sth.)There used to be [a long controversy over whether the book should be published or not / a long-running controversy over whether the book should be published or not].2. Kate's first meeting with Tom went smoothly, which made her feel less uneasy. (relieve) Kate [felt relieved after her first meeting with Tom had gone smoothly].3. I was in the middle of writing the essay when my computer suddenly stopped working properly. (go wrong)Something [suddenly went wrong with my computer when I was in the middle of writing the essay].4. Clearly our company is still maintaining its position as market leader in software. (obvious)It [is obvious that our company is still maintaining its position as market leader in software].5. She insists on a pay rise, otherwise she will stop working for them. (give in)She is determined not to [give in until they give her a pay rise].3. Complete the following, using the words or phrases in brackets. Make additions or changes where necessary.1. Scientists [have undertaken] various kinds of [original] research projects [to explore] animal intelligence, but they still can't reach an agreement on whether it exists or not. (explore, original, undertake)2. Lots of [evidence convinced us] us that the lost ancient tunnel (地道) must have run right [underneath] the city, [extending to] the seashore. (extend, convince, evidence, underneath)3.We should try [to negotiate] a win-win solution when resolving issues we [encounter] in foreign trade. First we need [to figure out] what caused the problems. Then we should proceed to [explore] ways of solving them that are beneficial to bothsides. (encounter, figure out, explore, negotiate)BOOK 1 - Unit 7 - Language Focus - Confusable WordsFill in the gaps with at first or first or firstly according to the context. 1. Phil studies management science [firstly] because he enjoys it and secondly because he wants to get a good job.2. Tickets can be bought here on a [first] come, [first] served basis.3. [At first] I thought the house was empty, then I heard a woman's voice come from the kitchen.4. [Firstly / First] I have to send the email to John, then I'll come shopping with you.5.When people get their newspaper, which page do they read [first]?BOOK 1 - Unit 7 - Language Focus - UsageFind eight similar phrases from the text and tell how the attributive noun modifies another noun.BOOK 1 - Unit 7 - Language Focus - Comprehensive Exercises1. Complete the following interview with Eugene Linden with words chosen from the Words and Phrases to Drill box. Change the form where necessary.Interviewer: You mention the case of one whale helping to save another in an [emergency](1). What does this suggest? Linden: Well, it seems to me that this is clearly [evidence](2) of [original] (3) thought. Here we see an animal [sizing up](4) a situation and then taking appropriate action in cooperation with humans.Interviewer: And when Jendry [negotiates](5) with Colo, what does that [reveal](6)? Linden: It shows that some animals, gorillas at least, are intelligent enough to bargain, to [make a deal] (7).Interviewer: Then there is the case of Miles and Chantek.Linden: Oh, yes. We like to think of ourselves as the [dominant](8) species, but that doesn't mean animals can't sometimes play tricks on us when it's [in their interest / in their interests](9).Interviewer: Like Melati [deceiving](10) Shewman?Linden: Exactly.Interviewer: So would you say your approach to the problem settles the [controversy](11) over animal intelligence? Linden: That's not an easy [judgment](12) to make, but it does, I think, open up interesting new paths to [explore](13).2. Read the following passage carefully until you have got its main idea, and then select one appropriate word for each gap from the box following the passage.Behavior is the way that animals act. For example, how do they get food or take care of their young? How do they find a place to live in or [protect] (1) themselves from danger? Much behavior is innate; that is, animals are born with it. [However] (2), animals learn much other behavior. There are several kinds of learned behavior.One simple [type] (3) of learned behavior is habituation. This happens when an animal learns to feel comfortable in a new [situation] (4) and doesn't pay attention to it anymore. For example, young horses are often afraid of noisy streets. But after a while, they learn to pay no attention to the normal [sights] (5) and sounds of a city.Another kind of learned behavior is conditioning. It is a way of learning by association —that is, by putting [together] (6) different ideas. In 1900, Ivan Pavlov, a Russian biologist, studied conditioning in dogs. Dogs innately salivate (produce liquid in the mouth) when they smell food. Pavlov [rang] (7) a bell every time he gave food to a dog. Soon the dog started to [associate] (8) the sound of the bell with the smell of food. After some time, it salivated when it heard a bell alone, [without] (9) food.Learning is important for all animals in a new [environment] (10). It allows an animal to be adaptable —that is, able to change in a new situation.3. Translate the following sentences into English, using the words or phrases in brackets.1. 当地⼀家公司承担了此项⼯程,但⼯程没完成就破产了。

换言之 翻译教程 第七章 笔记

换言之 翻译教程 第七章  笔记

Chapter 7 Pragmatic equivalenceWe need to get away form the linguistic organization and look at reality, precisely because that reality is encoded in situations and texts for the translator and not in languages.The text cannot be considered as a static specimen of language, but essentially as the verbalized expression of an author's intention as understood by the translator as reader, who when recreates this whole for another readership in another culture.In this chapter we conclude our discussion of language and translation with a brief look at how a given text comes to make sense to a given readership. Here, we will be concerned with the way utterances are used in communicative situations and the way we interpret them in context, known as pragmatics.Pragmatics is the study of meaning, not as generated by the linguistic system but as conveyed and manipulated by participants in a communicative situation.Coherence and implicature explore the question of making sense and in highlighting areas of difficulty in cross-cultural communication.7.1. Coherence7.1.1. Coherence VS cohesionLike cohesion, coherence is a network of relations which organize and create a text:.cohesion is the network of surface relations which links words and expressions to other words and expressions in a text, and coherence is the network of conceptual relations which underlie the surface text.In the case of cohesion, stretches of language are connected to each other. In the case of coherence, they are connected by virtue of conceptual or meaning depdendencies as perceived by language users.Hoey sums up the differences between them as follows:We will assume that cohesion is a property of the text and that coherence is a facet of the reader's evaluation of a text. In other words,cohesion is objective,capable in principle of automatic recognition, while coherence is subjective and judgements concerning it may vary from reader to reader.We could say that cohesion is the surface expression of coherence relations, that it is a device for making conceptual relations explicit.Generally speaking, the mere presence of cohesive markers cannot create a coherent text; cohesive markers have to reflect conceptual relations which make sense.What actually gives texture to a stretch of language is not the presence of cohesive markers but our ability to recognize underlying semantic relations which establishing continuity of sense.The main value of cohesive markers seems to be that they can be used to facilitate and possibly control the interpretation of underlying semantic relations.7.1.2. Is coherence a feature of text or situation?No text is inherently coherent or incoherent. In the end, it all depends on the receiver, and on his ability on interpret the indications present in the discourse so that, finally ,he manages to understand it in a way which seems coherent to him.The ability to make sense of a stretch of language depends on the hearer's of reader's expectations and experience of the world.The coherence of a text is a result of the interaction between knowledge presented in the text and the reader's own knowledge and experience of the world.Even a simple cohesive relation of co-reference cannot be recognized, and therefore cannot be said to contribute to the coherence of a text.Blum-Kulka's definition of coherence as a covert potential meaning relationship among parts of a text, made overt by the reader or listener through processes of interpretation implies that she sees meaning , or coherence as a property of a ext, even though it is only accessible through processes of interpretation.Sinclair(personal communication) similarly states that processes such as the recall of past experience and knowledge of the world...are not part of the meaning of a text, but part of the human apparatus for working out the meaning of a text, which again suggests that meaning exists in texts but can only be accessed through various processes of interpretation on the part of the reader.Firth asserts that meaning is a property of the mutually relevant people, things, events in the situation.Kirsten Malmkjaer(personal communication) does not accept the view that meaning is in text and suggests instead that meaning arise in situation involving language.A reader's cultural and intellectual background determine how much sense she or he gets out of a text.Regardless of whether meaning is a property of text or situation, coherence is not a feature of text as such but of the judgement made by a reader on a text.A translator has to take account of the range of knowledge available to his or her target readers and of the expectations they are likely to have about.We can only make sense of new information in terms of our own knowledge, beliefs, and previous experience of both linguistic and non-linguistic events.7.2. Coherence and processes of interpretation: implicatureThe difference between supplemental interpretations and explanatory interpretations is that the former never lead to the explication of a thematic continuity, whereas the latter justify this continuity.One of the most important notions which have emerged in text studies in recent years is that of implicature, which refers to what the speaker means or implies rather than what she or he literally says.Grice suggests that a speaker can signal an implied meaning conventionally and non-conventionally. To signal an implied meaning conventionally, a speaker uses the textual resources which are conventionally understood to signal certain relationships between propositions. Grammatical structure is another.Grice suggests that discourse has certain important features:for instance, it is connected; it has a purpose; and it is a co-operative effort. These features give rise to a general principle of communication, the Co-operative Principle(CP).Implied meaning which is not signalled conventionally derives from the Co-operative Principle and a number of maxims associated with it: quantity, quality, relevance and manner.Grice's maxims provide a point of orientation for participants even when they are flouted, so that flouting them is recognized as a way os exploiting the convention in order to convey anintended meaning.Apart from observing the maxims, a language user can deliberately flout a maxim and in doing so produce what Grice called a conversational implicature.例证:do you know what time it is?分析:it may means"I don's know the time""I wish to know the time. Levinson calls this type of meaning a standard implicature. It could convey a meaning such as "you are very late", this is what Grice would call a conversational implicature.Conversational implicature can be conveyed by flouting any or several of the maxims.7.3. Coherence, implicature, and translation strategies7.3.1. The conventional meanings of words and structures and the identity of references7.3.1.1. The conventional meanings of words and structuresAs well as the conventional meaning of words, each language also employs conventionalized expressions and patterns of conveying implicatures. In other words, in every language there will be conventional associations between certain linguistic patterns and certain inferable meanings.Typographic features also play a role in conveying certain implicatures.7.3.1.2. The identity of any references that may be involvedThe English translator attempts to bridge the gap between the textual world and the world of the target reader by explaining the unfamiliar in terms of the familiar.Identifying reference is not just a question of identifying roughly who or what the referent is but, crucially, of knowing enough about the referent to interpret the particular associations it is meant to trigger in our minds in a given context.It is the ability to interpret the significance of a given reference and the way it links with other features of the context and co-text that contributes to the continuity of sense or coherence of a text and enables us to draw any intended implicatures.The ability to identify a referent may also be influenced by one's perspective.7.3.2. The Co-operative Principle and its maximsGrice suggests that the CP and its maxims are not arbitrary but are a feature of any rational behaviour, be it linguistic or non-linguistic.CP and its maxims are universal, on the assumption that linguistic behaviour is just one type of rational behaviour and that all human beings are rational.A certain type of implicature, say quality implicature, is never used by the speakers of a particular language, or that the contexts in which a type of implicature will be used will differ from one language community to the next.Even within the same cultural and linguistic community, there are sometimes special contexts in which one or more of the maxims do not apply.The four maxims do not represent an exhaustive list and suggested that other maxims such as "be polite" may be added. It would suggest that the maxim of quality and manner are easily overrien by considerations of politeness in some cultures.Hatim and Mason's comment on quantity that what is required for any given communicative purpose within a TL cultural environment is...a matter for the translator's judgement.An important factor which seems to override Grice's maxims and support the possibility that they are both language- and culture-specific relates to norms of discourse organization and rhetorical functions in different languages.Weakness of definition aside, it is interesting that Grice's maxims seem to reflect directly notions which are known to be valued in the English-speaking world, for instance sincerity, brevity, and relevance. These do not necessarily have the same value in other cultures, nor should they be expected to represent any ideal basis for communication.A more plausible suggestion would be that all discourse, in any language, is essentially co-operative and that the phenomenon of implicature(rather than the specific maxims suggested by Grice) is universal. In other words, the interpretation of a maxim or the maxims themselves may differ from one linguistic community to anther, but the process of conveying intended meaning by means of exploiting whatever maxims are in operation in that community will be the same.7.3.3. The context, linguistic or otherwise, of the utteranceThe context in which an utterance occurs determines the range of implicatures that may sensibly be derived from it.Sperber and Wilson suggest that the context does much more than filter out inappropriate interpretations; it provides premises without which the implicature cannot be inferred at all.The inability to relate a piece of information to his or her own context can lead the reader to draw the wrong inferences from a text.When a person describe something, recounts an event, or lists a number of items, she or he will normally follow a preferred sequence rather than a random one.Levinson relates the question of normal ordering of events in the real world to the sub-maxim of manner, “be orderly”. He suggests that it is because we expect participants in a discourse to respect the maxim"Be orderly" that we expect them to recount events in the order in which they happened.T emporal order may be a widespread or universal ordering strategy, but there are other types of preferences for ordering strategies which tend to be language- and culture-specific.The "sense of apropriateness" could provide the context for interpreting the additional maxim 'Be polite' posited earlier.7.3.4.. Other items of background knowledgeThere is a great deal of overlap between identifying reference and accessing relevant background information.The study of implicature may provide a practical solution to the well known problem of deciding what parts of the original shared context should be built into the text of the translation and what should be provided separately, for example in footnotes. Information essential to the success of conversational implicatures should be included in the text if the translation is to be coherent and sensible. It is unrealistic and working against the pragmatic nature of language to put such information into footnotes.As well as expanding a text to provide the necessary background information, a translator may decide to delete information that the target readership can be assumed to be familiar with .In any act of communication, a text does not necessarily have to conform to the expectations of its readership. Readers' versions of reality, their expectations, and their preferences can be challenged without affecting the coherence of a text, provided the challenge is motivated and the reader is prepared for it.7.3.5. The availability of all relevant items falling under the previous headingsIn order to convey an intended meaning, the speaker or writer must be able to assume that the hearer or reader has access to all the necessary background information, features of the context...The less the writer assumes that the reader has access to the more she or he will provide in the way of explanation and detail.In translation, anything that is likely to violate the target reader's expectations must be carefully examined and, if necessary, adjusted in order to avoid conveying the wrong implicatures or even failing to make sense altogether.Unless motivated, a deviant configuration at any linguistic level may block a participant's access to the conventional meaning of the words and structures used and can directly affect the coherence of a text.Any disturbance to the normal organizational patterns of language must therefore be motivated, otherwise the reader will not be able to make sense of it.Most professional translators appreciate the need to fulfil a reader's expectations about the organization of the target language in order to maintain the coherence of a text and avoid giving rise to unwanted implicatures.Reader's expectation do not necessarily have to be fulfilled.We are normally prepared to accept a great deal of unusual and even bizarre linguistic behaviour provided it can be justified, for instance on the basis of poetic creativity or humour.The suggestion that deviations form normal patterning have to be motivated implies that they have to occur in a context that is interpretable by the hearer or reader.Blackmore suggests that a speaker or writer who wants his or her utterance to be interpreted in a certain way must expect it to be interpreted in a context that yields that interpretation.in order to maintain coherence translators often have to minimize discrepancies between the model of the world presented in the source text and that with which the target reader is likely to be familiar. The extent of intervention varies considerably and depends in the final analysis on 2 main factor:①The first is the translator 's ability to access the knowledge and expectations of the target reader--the more the target reader is assumed to know, the less likely that the translator will be inclined to intervene with lengthy explanations likewise, the more harmony is assumed to exist between the model of the world presented in the source text and the target culture's version os the world, the more inclined the translator will be to remain invisible, i.e.refrain from direct intervention.②The second factor is the translator's own view of his or her role and of the whole question of where his or her loyalties ought to lie--whether they ought to lie with the source text or with the target reader.The main difficulties seem to be concerned with the ability to assess the target reader's range of knowledge and assumptions about various aspects of the world, and to strike a reasonable balance between, on the one hand, fulfilling their expectations and, on the other hand, maintaining their interest in the communication by offering them new or alternative insights.Brown and Y ule suggest that the principle of analogy and local basis of the assumption of coherence in our experience of life in general, hence in our experience of discourse as well.In attempting to fill gaps in their reader's knowledge and fulfil their expectations of what is normal or acceptable, translator should be careful not to 'overdo' things by explaining too much and leaving the reader with nothing to do.。

《算法导论》习题答案

《算法导论》习题答案

《算法导论》习题答案Chapter2 Getting Start2.1 Insertion sort2.1.2 将Insertion-Sort重写为按非递减顺序排序2.1.3 计算两个n位的二进制数组之和2.2 Analyzing algorithms2.2.1将函数用符号表示2.2.2写出选择排序算法selection-sort 当前n-1个元素排好序后,第n个元素已经是最大的元素了.最好时间和最坏时间均为2.3 Designing algorithms计算递归方程的解(1) 当时,,显然有T((2) 假设当时公式成立,即,则当,即时,2.3.4 给出insertion sort的递归版本的递归式2.3-6 使用二分查找来替代insertion-sort中while循环j?n;if A[i]+A[j]&lt;xi?i+1elsej?j-1if A[i]+A[j]=xreturn trueelsereturn false时间复杂度为。

或者也可以先固定一个元素然后去二分查找x减去元素的差,复杂度为。

Chapter3 Growth of functions3.1Asymptotic notation3.1.2证明对于b时,对于,时,存在,当时,对于,3.1-4 判断与22n是否等于O(2n)3.1.6 证明如果算法的运行时间为,如果其最坏运行时间为O(g(n)),最佳运行时间为。

最坏时间O(g(n)),即;最佳时间,即3.1.7:证明定义3.2 Standard notation and common functions 3.2.2 证明证明当n&gt;4时,,是否多项式有界~与设lgn=m,则?lgn~不是多项式有界的。

mememmmm2设,,是多项式有界的3.2.5比较lg(lg*n)与lg*(lgn)lg*(lgn)= lg*n-1设lg*n=x,lgx&lt;x-1较大。

Unit 7 The Chaser课文翻译综合教程三

Unit 7 The Chaser课文翻译综合教程三

John Henry Collier1 Alan Austen, as nervous as a kitten, went up certain dark and creaky stairs in the neighborhood of Pell Street, and peered about for a long time on the dim hallway before he found the name he wanted written obscurely on one of the doors.2 He pushed open this door, as he had been told to do, and found himself in a tiny room, which contained no furniture but a plain kitchen table, a rocking-chair, andanordinary chair. Ononeof thedirty buff-colouredwalls wereacouple of shelves, containing in all perhaps a dozen bottles and jars.3 Anoldmansatintherocking-chair, readinga newspaper. Alan, withoutaword, handed him the card he had been given. “Sit down, Mr. Austen,” said the old man very politely. I“amgladtomake your acquaintanc e. ”4 I“s it true, ”asked Alan, t“hat youhave a certainmixture that ha s …er …quite extraordinary effects?”5M“y dear sir,”repliedtheoldman, y stock intradeis notvery large— I don’t deal in laxative s and teething mixtures — but such as it is, it is varied. Ithink nothing I sell has effects which could be precisely described as ordinary.”6W“ell, the fact is … ”beganAlan.7 ere, for example, ”interruptedthe oldman, reachingfor a bo le from the shelf. “Here is a liquid as colourless as water, almost tasteless, quite imperceptible in coffee, wine, or any other beverage. It is also quite imperceptible toany knownmethodof autopsy. ”8 “Do you mean it is a poison?” cried Alan, very muc h horrified.9 “Call it a glove -cleaner if you like, ” said the old man indifferently. M“aybeitwill cleangloves. I havenever tried. Onemightcall ita life -cleaner. Lives needcleaningsometimes. ”10 “I want nothing of that sort,” sa id Alan.11 “Probably it is just as well,” said the o ld man. “Do you know the price of this? For one teaspoonful, which is sufficient, I ask five thousand dollars. Never less.Not a penny less. ”12 “I hope all your mixtures are not as expensive, ” said Alan apprehensively.13 “Oh dear, no,” said the old man. “It would be no good charging that sort of price for a love potion, for example. Young people who need a love potionvery seldom have five thousand dollars.Otherwise they would not need a love potion. ”14 “I am glad to hear that,” said Alan.15 “I look at it like this,” said the old man. “Please a customer with one article, and he will come back when he needs another. Even if it is more costly. He will save upfor it, if necessary. ”16 “So,” said Alan, “you really do sell love potions?”17 “If I did not sell love potions,” said the old man, reaching for another bottle, “I should not have mentioned the other matter to you. It is only when one is in a position to oblige that one can afford to be so confidential. “18 ndthese potions, ” said Alan. “They are not just …just … er …”19 “Oh, no,” said the old man. “Their effects are permanent, and extend far beyond the mere casual impulse. But they include it. Oh, yes they include it. Bountifully, insistently. Everlastingly. ”20 “Dear me!” said Alan, attempting a look of scientific detachment.“How very interesting!”21 “But consider the spiritual side,” said the old man.22 I“do, indeed, ”saidAlan.23 “For indifference, ” said the old man, “they substitute devotion. For scorn, adoration. Give one tiny measure of this to the younglady — its flavour is imperceptible inorangejuice, soup, or cocktails — andhowever gay andgiddy sheis, she will change altogether. She will want nothin gbutsolitude andyou. ”24 I“canhardly believe it, ”saidAlan. he is sofondof parties. ”25 “She will not like them anymore, ” said the old man. “She will begirls youmay meet. ”26 “She will actually be jealous?” cried Alan in a rapture. “Of me?”27 es, she will want tobe everythingtoyou. ”28 he is, already. Only she doesn’tcare about i t. ”29 hewill, whenshehas takenthis. Shewill careintensely. Youwill behersole interestinlife. ”30 “Wonderful!” cried Alan.31 he will want to know all you do, ”said the old man. ll that has happened to you during the day. Every word of it. She will want to know what you are thinkingabout, why yousmile suddenly, why youare lookingsad. ”32 “That is love!” cried Alan.33 es, ”saidtheoldman. ow carefully shewill look after you! Shewillnever allow you to be tired, to sit in a draught, to neglect your food. If you are an hour late, she will be terrified. She will think you are killed, or that some siren has caughtyou. ”34 I“canhardly imagine Diana like that!”cried Alan, overwhelmed withjoy.35 “You will not have to use your imagination,” said the old man. “ And, by the way, since there are always sirens, if by any chance youshould, later on, slipof course, but she will forgive you — intheend. ”36 “Tha t will not happen,” said Alan fervently.37 “Of course not,” said the old man. “Bu t, if it did, you need not worry. She would never divorce you. Oh, no! And, of course, she will never give youtheleast, the very least, grounds for —uneasiness. ”38 ndhow much, ”saidAlan, i“s this wonderful mixture?”39 “It is not as dear,” said the old man, “as the glove -cleaner, or life-cleaner, as I sometimes call it. No. That is five thousand dollars, never a pennyless. One has to be older than you are, to indulge in that sort of thing. One has to saveupfor it. ”40 “But the love potion?” said Alan.41 “Oh, that,” said the old man, opening the drawer in the kitchen table, and taking out a tiny, rather dirty- lookingphial. hat isjust a dollar.”42 “I can’t tell you how grateful I am,” said Alan, watching him fill it.43 “I like to oblige,” sai d the old man. “Then customers come back, laterwill find it very effective.”44 “Thank you again,” said Alan. “Good -bye. ”45 “Au revoir,”saidthe man.艾伦·奥斯丁,紧张得像只小猫,心里七上八下、忐忑不安的进了裴尔街区的一个楼道,黑乎乎的楼梯咯吱咯吱直响。

《汤姆叔叔的小屋》(英文,黑布林版)每章概括

《汤姆叔叔的小屋》(英文,黑布林版)每章概括

汤姆叔叔的小屋英文黑布林版每章概括《汤姆叔叔的小屋》(Uncle Tom's Cabin)是美国作家哈里埃特·比彻·斯托夫人(Harriet Beecher Stowe)于1852年出版的一部反奴隶制度的长篇小说。

以下是每章的概括,根据黑布林版(Blackburn edition)的章节划分:Chapter 1: In Which the Reader Is Introduced to a Man of Humanity 本章介绍读者与一个充满人道主义的人物相识。

Chapter 2: The Mother 本章主要讲述了一个名叫埃米莉亚的黑奴母亲和她的家庭背景。

Chapter 3: The Husband and Father 本章中,埃米莉亚的丈夫乔治被贩卖到另一个奴隶主那里,导致他们家庭分离。

Chapter 4: An Evening in Uncle Tom's Cabin 这一章节以晚上在汤姆叔叔的小屋中过夜为背景,展现了汤姆叔叔的善良和宽容。

Chapter 5: Showing the Feelings of Living Property on Changing Owners 本章节揭示了奴隶的心理状态及其在不同主人之间转换时的感受。

Chapter 6: Discovery 在这一章中,汤姆叔叔被新的主人哈利斯发现,哈利斯想要将汤姆叔叔卖掉。

Chapter 7: The Mother's Struggle 埃米莉亚努力保护自己的孩子们免受奴隶制度的伤害,这一章主要描写了她的奋斗。

Chapter 8: Eliza's Escape 本章中,伊莱扎成功逃离了奴隶主的追捕,并开始了逃亡之旅。

Chapter 9: In Which It Appears That a Senator Is but a Man 在这一章节中,一位参议员艾伦森展现出作为一个人的弱点。

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Triangular Numbers
Mathematical Induction(数学归纳法) Using induction, we could define the triangular numbers mathematically by saying: tri(n) = 1 if n = 1 tri(n) = n + tri(n–1) if n > 1 Defining something in terms of itself may seem circular, but in fact it’s perfectly valid (provided there’s a base case).
Triangular Numbers
Is Recursion Efficient?(递归高效吗?)
Control must be transferred
The arguments to the method and the address to which the method should return must be pushed onto an internal stack so that the method can access the argument values and know where to return. Recursion is usually used because it simplifies a problem conceptually, not because it’s inherently more efficient.
Method的调用是把程序运行控制权转移到Method的起 点。某个Method控制权的获得可能是来自Method内部 或外部。
Triangular Numbers
Passing the Buck(“把责任推给另一个人 or 踢皮 球”)
This process continues with each person passing the buck to another one. Where does this buck-passing end? Someone at some point must be able to figure out (算出)an answer that doesn’t involve asking another person to help. If this didn’t happen, there would be an infinite (无限)chain of people asking other people questions. In the case of triangle(), this would mean the method calling itself over and over in an infinite series that would eventually crash the program.
Triangular Numbers
Finding the Remaining Columns
int triangle(int n) { return( n + sumRemainingColumns(n) ); // (incomplete version) } It looks like writing the sumRemainingColumns() method is just as hard as writing the triangle() method in the first place. int triangle(int n) { return( n + sumAllColumns(n-1) ); // (incomplete version) } The sumAllColumns() method is doing exactly the same
Each time the triangle() method calls itself, its argument, which starts at 5, is reduced by 1. The method plunges down into(钻入) itself again and again until its argument is reduced to 1. Then it returns. This triggers an entire series of returns. The method rises back up, phoenix-like, out of the discarded versions of itself. Each time it returns, it adds the value of n it was called with to the return value from
Chapter 7 Recursion(递归)
Outline
Triangular Numbers(三角形数) Factorials(阶乘) Anagrams(由颠倒字母顺序而构成的字 ) A Recursive Binary Search The Towers of Hanoi(汉诺塔) Mergesort Eliminating Recursion* Some Interesting Recursive* Applications*
Factorials(阶乘)
The factorial of 0 is defined to be 1. Factorial numbers grow large very rapidly.
Factorials
int factorial(int n) { if(n==0) // base condition return 1; else return (n * factorial(n-1) ); } There are only two differences between factorial() and triangle(). First, factorial() uses a * instead of a + in the expression n * factorial(n-1) Second, the base condition occurs when n is 0, not 1.
Triangular Numbers
The triangle.java Program The main() routine prompts the user for a value for n, calls triangle(), and displays the return value. The triangle() method calls itself repeatedly to do all the work. Formula: nth triangular number = (n2+n)/2
What’s Really Happening? We’ll insert some output statements to keep track of the arguments and return values:
public static int triangle(int n) { System.out.println(“Entering: n=” + n); if(n==1) { System.out.println(“Returning 1”); return 1; } else { int temp = n + triangle(n-1); System.out.println(“Returning ” + temp); return temp;
Triangular Numbers
Why not use the triangle() method itself, instead of some other method? int triangle(int n) { return( n + triangle(n-1) ); // (incomplete version) }
Triangular Numbers
The Buck Stops Here
int triangle(int n) { if(n==1) return 1; else return( n + triangle(n-1) ); } The condition that leads to a recursive method returning without making another recursive call is referred to as the base case(基元).
Triangular Numbers
Finding the nth Term Using Recursion
第n项可看成是下面两部分之和: 1. The first (tallest) column, which has the value n. 2. The sum of all the remaining columns.
Provides a unique conceptual framework (概念框架)for solving many problems.
Triangular Numbers
1, 3, 6, 10, 15, 21, … Can you find the next member of this series?
The numbers in this series are called
triangular numbers
Triangular Numbers
Finding the nth Term Using a Loop
int triangle(int n) { int total = 0; while(n > 0) // until n is 1 {// add n (column height) to total total = total + n; --n; // decrement column height } return total; }
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