A Feedback-based Approach to Reduce Duplicate Messages
解决自然资源过度消耗问题的英语作文
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In the face of escalating global environmental challenges, the overconsumption of natural resources stands as a critical issue that requires immediate and comprehensive attention. The relentless depletion of our planet's finite reserves, exacerbated by population growth, industrialization, and unsustainable consumption patterns, not only threatens biodiversity and ecosystems but also jeopardizes human well-being and prospects for future generations. This essay presents a multifaceted approach to tackle this complex problem, encompassing technological innovation, policy interventions, societal transformation, and international cooperation.I. Technological Innovation: A Catalyst for Resource EfficiencyTechnological advancements play a pivotal role in mitigating the overconsumption of natural resources by enhancing efficiency, promoting circular economies, and fostering the transition to renewable energy sources.A. Resource-Efficient Technologies: Innovations in manufacturing processes, product design, and infrastructure can significantly reduce resource consumption. For instance, industrial symbiosis models, where waste from one industry becomes input for another, minimize waste generation and promote resource recycling. Moreover, digital technologies like the Internet of Things (IoT) and artificial intelligence (AI) enable precision agriculture, reducing water and fertilizer use while increasing crop yields. In the built environment, green building design and smart energy management systems optimize energy and material usage, contributing to substantial resource savings.B. Circular Economy: Embracing a circular economy model, where materials are kept in use for as long as possible, is crucial for decoupling economic growth from resource consumption. This involves designing products for durability, repairability, and recyclability, implementing effective waste management systems, and fostering a market for secondary raw materials. Breakthroughs in material science, such as the development of biodegradable plastics and novel composites, further facilitate the transition to a more sustainable material cycle.C. Renewable Energy Transition: Shifting from fossil fuels to renewable energy sources like solar, wind, hydro, and geothermal power is essential for reducing the reliance on non-renewable resources and mitigating greenhouse gas emissions. Technological advancements in energy storage, grid integration, and distributed energy systems have made renewables increasingly competitive and scalable, paving the way for a low-carbon energy future.II. Policy Interventions: Steering Societies towards Sustainable ConsumptionEffective policies are indispensable in steering societies towards more sustainable consumption patterns, incentivizing eco-innovation, and ensuring the equitable distribution of resource benefits.A. Economic Instruments: Implementing economic instruments such as carbon pricing, taxes on resource extraction or consumption, and subsidies for environmentally friendly alternatives can internalize the costs of resource depletion and incentivize more efficient resource use. Additionally, tradable permits or cap-and-trade systems can create market incentives for reducing resource consumption and emissions.B. Regulatory Frameworks: Strengthening regulatory frameworks to enforce resource efficiency standards, ban environmentally harmful practices, and promote circular economy principles is vital. This includes establishing extended producer responsibility (EPR) schemes, mandating eco-design requirements, and enforcing strict waste management regulations.C. Education and Awareness: Public awareness campaigns, educational programs, and consumer labeling initiatives can empower individuals to make informed choices, foster a culture of responsible consumption, and drive demand for sustainable products and services.III. Societal Transformation: Changing Mindsets and BehaviorsAddressing overconsumption necessitates profound changes in societal values, lifestyles, and consumption habits, which can be facilitated through education, cultural shifts, and community engagement.A. Education for Sustainability: Incorporating sustainability education into formal curricula and lifelong learning initiatives can nurture a generation of environmentally literate citizens who understand the implications of resource overconsumption and are equipped to adopt sustainable lifestyles.B. Cultural Shifts: Encouraging a shift away from the prevalent 'throwaway culture' and promoting values of sufficiency, sharing, and collaboration can help reduce excessive consumption. This involves fostering a re-evaluation of the concept of prosperity, moving beyond the narrow focus on material wealth to encompass well-being, social connectedness, and ecological harmony.C. Community Engagement: Empowering communities through participatory decision-making, local initiatives, and grassroots movements can stimulate bottom-up solutions for resource conservation and sustainable living. Community-based projects, such as urban gardening, shared mobility schemes, and repair cafes, not only conserve resources but also foster social cohesion and resilience.IV. International Cooperation: Tackling a Global ChallengeOverconsumption of natural resources is a global challenge that necessitates collective action and international cooperation.A. Multilateral Agreements: Strengthening and expanding multilateral environmental agreements, such as the Paris Agreement and the Convention on Biological Diversity, can provide a framework for coordinating global efforts to reduce resource consumption, mitigate climate change, and protect biodiversity.B. Knowledge Sharing and Capacity Building: Facilitating knowledge exchange, technology transfer, and capacity building between nations can accelerate the adoption of resource-efficient technologies and practices, particularly in developing countries where resource consumption is rapidly increasing.C. Financing Mechanisms: Mobilizing financial resources from public, private, and philanthropic sectors to support resource conservation initiatives, especially in underprivileged regions, is crucial. Innovative financingmechanisms like green bonds, impact investing, and results-based financing can channel investments towards sustainable projects.In conclusion, addressing the overconsumption of natural resources requires a holistic, multi-stakeholder approach that harnesses the power of technological innovation, policy interventions, societal transformation, and international cooperation. By embracing these strategies, we can chart a path towards a more sustainable future where the Earth's finite resources are managed responsibly, ensuring the well-being of current and future generations while preserving the integrity of our planet's ecosystems.。
写作反馈对比分析:教师反馈和同伴反馈
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Literature Review on Feedback in EFL Writing: Teacher Feedback and Peer Feedback摘要:写作是一种重要的语言技巧,相比较听力、口语和阅读,写作更能全面的展现学习者的语言精准水平。
所以我们需要对英语写作的教与学投入更多的精力。
然而我们当前的大学英语写作教学收效并非显著。
一方面,老师花费大量的精力和时间去阅读和修改学生的英语写作,但成效颇低;另一方面,学生只是表面肤浅的理解老师的建议及评语或者甚至直接忽视老师给予的纠错反馈。
在一定程度上来看,造成这种现象的原因可以追溯到结果教学法在英语写作教学中的广泛应用而带来的影响。
结果教学法把英语写作过程看成是一个线性的活动,在这一过程中没有课堂活动部分,没有互动。
而与之相对应的过程教学法把写作看成是一个复杂的、相互重叠的认知过程,在这个过程中有学生的积极参与。
反馈作为过程教学法的重要组成部分而引起广泛的关注,它包括:教师反馈、同伴反馈、自我反馈和计算机辅助反馈。
其中,教师反馈和同伴反馈是其主要的两大部分。
在二语学习环境下关于这两种反馈效果的研究很多,但研究结果有所不同,有的研究者认为教师反馈的效果更佳而有的研究更倾向于在写作中使用同伴反馈。
在以往的研究中,研究者们大多只侧重于其中一种反馈方式在大学英语写作教学中的应用,而将两者教学方法结合起来应用的研究不是很多。
因此,本研究尝试将两种反馈应用到大学英语写作教学中并期待通过实证研究能够在不久将来证实其可行性和效度。
关键字:反馈;教师反馈;同伴反馈;外语写作Abstract: As an important language skill, writing can comprehensively present the learners’language proficiency compared with other basic skills such as listening, speaking and reading. Therefore, much attention should be paid to the teaching and learning of English writing. However, at present time, our college English writing instruction seems unsatisfactory. On the one hand, teachers contribute a great deal of time and energy to reading and correcting student’s composition but with low efficiency; on the other hand, students spend less time superficially understanding teacher’s suggestions and comments or even directly neglect teacher’s error correction.To a certain extent, this current situation can be traced back to the prevailing traditional product-oriented approach which assumes writing as a liner process, in which there is no students’ interaction within writing activities. On the contrary, the process-oriented approach assumes writing as a cognitive process, with which students can actively participant in writing activities. Feedback, an indispensable part of process-oriented approach of writing, has attracted great attention, which mainly encompasses teacher feedback and peer feedback. In ESL context, many studies on the effects of two types of feedback has been done. Nevertheless, the results of them varied greatly in these studies. Some scholars reviewed that teacher feedback is more favorable in writing class while others prefer to use peer feedback. Up to now, most of the researchers just focus on either peer feedback or teacher feedback, and few researchers have combined the two kinds of feedback in the context of the EFL writing. Hence, the study attempts to apply peer feedback and teacher feedback into EFL writing through an empirical study and look forward to its feasibility and effectiveness will be approved in the near further study in writing pedagogy. Keywords: feedback; teacher feedback; peer feedback; EFL writing1.IntroductionFeedback plays a prominent role in improving student’s learning ability and strengthening his or her learning achievement in language pedagogy. In writing, feedback refers to “reader’s comprehensible input from author whose function is offering information to reader to modify composition” (Zhu, 2010). The efficiency of writing feedback will directly affect students’ writing level as well as reflecting the effectiveness of teacher’s writing strategies. Feedback in EFL writing mainly focus on: teacher feedback; peer feedback; self-feedback and computer-generated feedback. From which teacher feedback refers to the input provided by the teacher for the revision of students’ writings or assessment of learning performance (Keh, 1990) and peer feedback is defined as a system in which individuals evaluate counterparts’or peers’achievements of language learning including writing and reading (Topping, 1998). Teacher feedback plays a dominant role in L2 writing, while in recent yearsteacher feedback was given great attention through the popularity of process writing approach. Domestic and foreign scholars have already conducted a great deal of empirical research on teacher and peer feedback, but have not reached a consensus on the effectiveness and the ranges, methods and strategies of application. And many researches paid attention to the single study on different modes of feedback as well as focusing less on the comparative study of the efficiency, merits and demerits of integrating teacher feedback and peer feedback. Based on which this study will explore the effectiveness of combining teacher feedback and peer feedback and look forward to providing practically and significantly instructional feedback in EFL writing.2.Related Studies of Teacher Feedback and Peer Feedback at Home and AbroadThe study of writing feedback began in the 1950s. The scholars made a comparison between teacher’s error correction and peer’s error correction with the guidance of teachers, the results of which examined that the efficiency of the latter is better than the former one. In the following 60 years, domestic and international scholars made a detail study on the practical effectiveness of peer feedback (Keh, 1990; Ferris, 1995, 1997, 1999, 2006; Paulus, 1999; Tsui & Ng, 2000; Ming, 2005; Liu, 2002; Gong, 2007; Meng, 2009; Wang, 2010; Xu, 2010; Guo, 2011; Hu & Zhang, 2011). These researchers stated that singly using teacher feedback will not truly and efficiently improve students’writing ability. “Teachers often spend a great deal of time and energy in modifying composition and putting forward many comments and suggestions on writing, however, students always neglect teachers’correction comments as well as superficially understand the correction suggestions. This kind of single and passive feedback have no effect on stimulating student’s learning interests and enthusiasm”(Zhou, 2013: 121). On the contrary, peer feedback attracted more attention to scholars and teachers. They found that in the process of face-to-face communication, negotiation and discussion, peer feedback can mutually, actively and accurately state what students want to express. Meanwhile, student’s self-learningability and collaborative spirit could be exerted to the utmost as well as writing and thought ability being exerted to a higher extent.Some other studies investigated the essence of teachers’feedback behaviors (Connors & Lunsford 1993: 200-223; Ferris, 1997: 315-339; ); the effectiveness of feedback types (Ferris & Roberts, 2001: 161-184; Kepner, 1991: 305-313); students’perceptions of feedback (Cohen & Cavalcanti, 1990: 155-177; Hedgocock & Left-kowtz, 1994: 141-165). Totally, students generally considered that peer feedback is much more effective than teacher feedback. In terms of teacher feedback, domestic researches focused more on the importance and values of student’s recognition process and its development (Zhang et al., 2000: 24-28; Xie, 2011: 50-51); and its efficiency in improving student’s attention and their ability (Li & Wu, 2005; Bei, 2009); and its influences on the accuracy, fluency and complexity of student’s writing (Wang & Liu, 2012: 49-53); or even the effectiveness of different types of teacher feedback and correction and teachers’and students’attitudes towards teacher feedback (Wang, 2006: 24-30; Zhang & Liu, 2010: 115-118). These studies just singly focused on different aspects of teacher feedback, there are less studies on the combination of peer feedback and teacher feedback and explanation of theirs reliability and efficiency in EFL writing.In recent writing instruction, peer feedback (Richards et al., 2005: 128) refers to “the activity in the process of composition modifying and in this activity where students read peers’ composition in groups and then make comments and suggestions on them”. International writing researches firmed the application of peer feedback in ESL writing (Hansen & Liu, 2005: 31-38; Jacobs et al., 1998: 301-317 ). Also many scholars conducted researches from the perspective of cognition, who put forward that peer feedback could cultivate student’s analytic ability and expand their thinking space (Paulus, 1999: 265-289). In addition, students could also communicate with peers and improve the ability of using target language in specific communicative contexts (Hansen, 2005: 31-38). However, the researchers pointed out that although peer feedback could make up drawbacks for teacher feedback, its accuracy, reliability and efficiency are being questioned and the practical operation is needed to beexplored further.From the above review, we can conclude that domestic and international scholars just singly conducted researches on either teacher feedback or peer feedback or made studies on the types, characteristics or strategies of feedback as well as a comparative study on peer feedback and teacher feedback. However, there are less researches on combing this two kinds of feedback from now on. Based on which, this study looks forward to making contribution to feedback in EFL writing by integrating peer feedback and teacher feedback.3. Definition of Terms3.1 Feedback TheoryFeedback is wisely seen in education as crucial for both encouraging and consolidating learning (Anderson, 1982; Vygotsky, 1978), and the importance has also been acknowledged in the field of English writing. In the traditional American dictionary (2006), feedback is defined as “transferring process and system input into a part of output”. In the process of writing, the effects of writing cannot be neglected. Keh (1990: 302) referred to feedback as an indispensable part in the process writing pedagogy.In language learning, feedback means evaluative remarks which are available to language learners concerning their language proficiency or linguistic performance (Larsen-Freeman, 2005). In the field of teaching and learning, feedback is defined as many terms, such as response, review, correction, evaluation or comment. No matter what the term is, it can be defined as “comments or information learners receive on the success of a learning task, either from the teacher or from other learners (Richards et al., 1998)”.A more detail description of feedback in terms of writing is that the feedback is “input from the reader to a writer with the effect of providing information to the writer for revision”(Keh, 1990). From the presentation of general grammatical explanation to the specific error correction is all the range of feedback. The purpose is to improve the writing ability of students by the description and correction of theerrors.The role of feedback is to make writers learn where he or she has misled or confused the reader by supplying insufficient information, illogical organization, lack of development of ideas, or something like inappropriate word-choice or tense (Keh, 1999).From the perspective of teachers, feedback can be seen as a form of evaluation, aiming at producing a supportive teaching environment and helping students finish assignments better with the aid of feedback from the previous ones. From the perspective of learners, feedback can be considered as a self-assessment, which enables learners to see in what area they need to improve and understand. And feedback can be classified as teacher feedback and peer feedback in terms of the source of feedback which writers receive.3.1.1Teacher FeedbackTeacher feedback refers to the input provided by the teacher for the revision of students’writings or assessment of learning performance (Keh, 1990). Students usually hole the view that teacher feedback is more believable for the reason that it is originated from the influence of the traditional product-oriented approach in writing. And many teachers feel that they have the duty to make substantial comments on students’compositions for the purpose of giving a response to students’efforts, offering assistance for the improvement of students’ writing performance and justify the grades they acquired (K, Hyland, 2003).Researchers considered teacher feedback from various aspects—examining the nature of teacher’s responding behaviors in order to find out the effectiveness of teacher feedback (Connors & Lunsford, 1993; Ferris, 1997; Sommers, 1982; Zamel, 1985); comparing students’ perceptions of teacher feedback with those peer feedback (Chaudron, 1984); and analyzing students’views on teacher’s feedback (Cohen & Cavalcanti, 1990; Hedgcock & Leftkowtz, 1992). The main method of response to the writing is the handwritten commentary on students drafts and teacher feedback is most emphasized in students’expectation for revision. One of the major issues thathave been addressed is whether teachers’ written comments can help students enhance their writing ability without checking the texts appropriately (Brannon & Knoblauch, 1982; Straub, 1996, 1997).In fact, several early L1 studies that teacher feedback does not serve serve as a mean of effective communication between teacher and student (Brannon & Knoblauch, 1982; Faigley & Witte, 1981). However, the role of teacher feedback on students’ writing has transferred when it refers to second language learning. Although this mode may cause some wrong communication and misunderstanding between teacher and student, teacher feedback has the potential value for stimulating students to revise their drafts (Saito, 1994; Zhang, 1995) and to improve their writing (Fathman & Whalley, 1990; Ferris, 1995, 1997, 2006; Goldstein & Conrad, 1990). 3.1.2 Peer FeedbackDifferent from teacher feedback, peer feedback is defined as the use of learners as sources of information and interaction for each other in such a way that learners assume roles and responsibilities normally taken on by formally trained teacher, tutor or editor in commenting on and critiquing each others drafts in both written and spoken formats in the process of writing (Liu & Hansen, 2002). For many years, the unique benefits of language learners can offer to each other were ignored in writing classrooms, especially in ESL and EFL classrooms. The Process Writing Theory and The Collaborative Learning Theory have justified the use of peer feedback activities in the writing process. These theories have provided the evidence that peer feedback activities not only help L2 learners improve their writing ability but also their overall language abilities through the negotiation of meaning which typically take place during these activities.There are various forms in peer feedback, such as offering spoken suggestions and correcting errors in written form. The well-known mode of peer feedback of SL writing class is that students who work in pairs in small groups read peer’s compositions carefully, pointing out problems and doubts, and offer suggestions and comments (Richards et al., 2005). The essence of feedback is to hear multipleperspectives from a wide audience (Shepherd, 1992; Cho, Schunn, & Charney, 2006). This method, which is supported by the writing workshop pedagogy, and is widespread in the first language teaching.4. Theoretical Foundations of Feedback4.1 Collaborative LearningCollaborative learning, also called cooperative learning, is the second theoretical basis that back for the application of feedback in writing class (Hiltz, 1997). It is feasible that students communicate actively with each other in the classroom.Collaborative learning emphasizes that both students and instructors participate and communicate actively (Hiltz, 1997). Collaborative learning is viewed from both behavioral and humanistic perspectives (Slavin, 1987). The behavioral perspective stresses that students are encouraged to study under a cooperative situation and rewarded in the form of group rather than individual ones. From the humanistic perspective, more understanding and better performance are gained from the interaction among peers. Hence, it is obvious that collaborative learning puts more attention to the influence of peers, which is different from the previous EFL writing theories (Johnson and Johnson, 1986).Collaborative learning makes it possible that students discuss and accomplish tasks that they can not do finish by themselves without higher motivation. Students acquire certain kinds of knowledge and benefit from each other in the way of spoken and written communication, which occurs in the atmosphere of collaborative learning.Researches in L1 writing has found that the writing is strengthened with the help of collaborative learning strategies (Bruffee, 1984). For example, students in writing groups negotiate meaning as they revise the peers’writings; learning in writing teams is conducive to improving the students’writing proficiency (Gere, 1987).As to the impact of collaborative learning on L2 writing instruction, many benefits of applying collaborative learning strategies in the classroom has also beenstated in the study. In some researches it is mentioned that students can make decisions reasonably and effectively compare notes from the content and application through the group work. Collaborative learning also offers students raise opportunities review and use their growing knowledge of L2 writing through interaction with peers in writing groups (Hivela, 1999: 8). There are many opportunities for students to share and communicate ideas with each other.4.2 Process-Oriented ApproachCompared with the product-oriented approach, the process approach is an essential component of composition instruction and research. It is obvious that product-oriented approach attaches great importance to grammar, spelling, punctuation and vocabulary and so on. The process-oriented approach in EFL writing began to appear in the late of 1960s and early 1970s in L1 writing (Elbow, 1973; Emig, 1971). The process-oriented approach was introduced to L2 studies by Vivan Zamel (1976). She argues that advanced L2 writers who are similar to L1 writers would benefit from this approach (Matsuda, 2003). Although there are various process approaches in writing instruction, some noticeable features can be concluded. The features of process-oriented approach are as followed:1)Putting attention to the process of writing rather than the final product;2)Offering suggestions and help to compose student’s writing;3)Putting forward strategies of pre-writing, drafting and rewriting;4)Attaching great importance to the stage of revising;5)Assisting students find the correct content when they write the compositions;6)Emphasizing feedback no matter from teachers or peers;7)Encouraging to hold individual feedback meetings in the groups throughout theprocess of writing.A process-oriented approach, which lays the first theoretical foundation for feedback that attaches great importance to the cyclical phases of writing, for example, pre-write, draft, revision, and edit and final draft. At the beginning, many tasks including producing a topic through reading or listening or analyzing the structure thathas been carried out to the writing. Next, students from create the first drafts for further reading and revising by forming their ideas into a liner structure. Then, the second draft appears and the interactive activity among peers can be repeated after the second on the condition that there is enough for students to discuss their compositions. Finally, students accomplish the final draft based on the feedback from both peers and the teachers. Therefore, it is clear that process of writing is the center of process-oriented approach (Keh, 1990: 294). And the reader’s feedback exerted great influence on the multiple-draft process because it is the motivation for the writer get the final draft through the writing process.The importance of the revision process of writing has been strengthened (Leki, 1990) and how to revise the writing from the reader’s feedback has also become the focus of the process of writing (Zhang, 1995). 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The University of Michigan Press, 2002.[18] Lin, N. F. & Careless, D. Peer Feedback: The learning element of peer assessment [J]. CATESOL Journal, 2001, (3): 5-17.[19] Min, H. T. 2005. “Training students to become successful peer reviewers”. System 33/2.[20] Paulus, T. The effect of peer and teacher feedback on students’writing [J]. Journal of Second Language Writing, 1999, 8(3): 265-289.[21] Richards, C. J. and R. Schmidt. (eds.). Longman Dictionary of Language Teaching and Applied Linguistics[J]. Beijing: Foreign Language Teaching and Research press, 2005.[22] Saito, H. 1994. “Teachers ‘practices and students’preferences for feedback on second language writing: A case study of adult ESL learners ”. TESL Canada Journal 11.[23] Sommers, N. Responding to Student Writing [J]. College Composition and Communication, 1982, (33): 148-156.[24] Topping, K. Peer feedback between students in colleges and universities [J]. Review of Educational Research, 1998, 68(3): 249-276.[25] Tsui, A. B. & Ng, M. Do secondary L2 writers benefit from peer comments? [J]. Journal of Second Language writing, 2000, 9(2): 147-170.[26] Vygotsky, L. S.Mind in Society: The development of higher psychological process [M]. Cambridge: Harvard University Press, 1978.[27] Zamel, V. Writing: The process of discovering meaning [J]. TESOL Quarterly, 1982, 16: 195-209.[28] Zamel, V. Responding to student writing [J]. TESOL Quarterly, 1985 (1): 79-101.[29] Zhang, S. Q. Examining the affective advantage of peer feedback in the ESL writing class [J]. Journal of Second Language Writing, 1995, 4(3): 209-222.[30] Zhu, W. Effects of teaching for peer feedback on students’comments and interaction [J]. Written Communication, 1995, 12(4): 492-528.[31] 贝晓武. 写作任务的练习效应和教师反馈对不同外语水平学生写作质量和流利度的影响[J]. 现代外语, 2009(4): 389-398+437.[32] 郭晓英. 英语写作评价模式的多元化设计[J]. 北京邮电大学学报(社会科学版), 2011, (4): 105-113.[33] 龚晓斌. 英语写作教学: 优化的同伴反馈[J]. 国外外语教学, 2007, (3): 49-53.[34] 韩冰. 同伴互评在大学英语写作教学中的功效—基于写作流利性, 复杂性及准确性的实证研究[J]. 教育理论与实践, 2009(21): 40-42.[35] 胡茶娟, 张迎春. 大学英语写作教学中的同伴互评效果的比较研究—基于135名学生的分组对照试验[J]. 湖南农业大学学报, 2011, (3): 68-72.[36] 李红, 吴胜梅. 英语写作中教师反馈对学生注意影响的研究概况[J]. 重庆大学学报(社会科学版), 2005(2): 88-91.[37] 孟晓. 同伴反馈在英语写作教学中的应用研究[J]. 山东外语教学, 2009, (4): 61-64.[38] 王俊菊. 总体态度, 反馈类型和纠错种类—对大学英语教师书面反馈的探究[J]. 国外外语教学, 2006(3): 24-30.[39] 王颖, 刘振前. 教师反馈对英语写作准确性, 流利性, 复杂性和总体质量作用的研究[J]. 外语教学, 2012(6): 49-53.[40] 徐颖. 英语写作教学中的同伴反馈[J]. 四川教育学院学报, 2010, (10): 76-79.[41] 谢晓燕. 大学英语专业课堂教师反馈研究[J]. 解放军外国语学院学报, 2011(2): 50-55.[42] 杨苗. 中国英语写作课教师反馈和同伴反馈对比研究[J]. 现代外语, 2006, (3): 293-301.[43] 朱秋娟. 反馈机制与写作教学—国内外研究及对大学英语写作教学的启示[J]. 长春理工大学学报(社会科学版), 2010, (3): 160-162.[44] 张义君, 刘燕梅. 教师反馈类型对大学生英语写作的影响[J]. 首都经贸大学学报, 2010(1): 115-118.[45] 周一书. 论同伴反馈在大学英语写作课堂中的有效性[J]. 江苏教育学院学报, 2013, (2): 121-124.。
英语作文反馈意见
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英语作文反馈意见As an English essay writer, feedback is an essential part of the writing process. Constructive criticism helps us improve our writing skills and become better communicators. In this article, we will discuss the importance of feedback in English writing and provide some tips on how to give and receive feedback effectively.Feedback is crucial in English writing because it helps writers identify their strengths and weaknesses. By receiving feedback from others, writers can gain valuable insights into their writing style, grammar, and structure. This feedback allows writers to make necessary revisions and improvements to their work, ultimately enhancing the overall quality of their writing.When giving feedback on someone's English writing, it is important to be specific and constructive. Instead of simply stating that the writing is "good" or "bad," provide specific examples and suggestions for improvement. For example, instead of saying, "Your introduction is weak," you could say, "Your introduction could be strengthened by providing more background information or a clearer thesis statement."It is also important to consider the writer's feelings when giving feedback. Writing can be a very personal and vulnerable process, so it is essential to offer feedback in a supportive and encouraging manner. Focus on the positives in the writing, and offer constructive criticism in a respectful and helpful way.When receiving feedback on your own writing, it is important to approach it with an open mind. Remember that feedback is meant to help you improve, not to criticize or discourage you. Take the feedback as an opportunity to learn and grow as a writer. Consider each suggestion carefully and be willing to make changes to your writing based on the feedback you receive.In addition to receiving feedback from others, self-assessment is also an essential part of the writing process. Take the time to review your own writing critically andidentify areas for improvement. Consider your writing style, grammar, vocabulary, and overall structure. Look for ways to make your writing more clear, concise, and engaging.In conclusion, feedback is a valuable tool for improving English writing skills. By giving and receiving feedback effectively, writers can enhance the quality of their work and become more effective communicators. Remember to be specific, constructive, and supportive when giving feedback, and approach feedback with an open mind when receiving it. By incorporating feedback into the writing process, writers can continue to grow and develop their skills.。
鼓励中学生自主学习英语作文
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鼓励中学生自主学习英语作文Here is an essay on the topic of "Encouraging High School Students to Learn English Independently", with a word count over 1000 words, written entirely in English without any additional punctuation marks.Empowering High School Students to Embrace Independent English LearningIn the ever-evolving landscape of education, the ability to communicate effectively in English has become an invaluable asset for students aspiring to thrive in the global arena. As we navigate the 21st century, equipping our high school students with the skills and mindset to learn English independently has become a paramount concern. By fostering a culture of self-directed learning, we can empower these young individuals to take ownership of their language development and unlock a world of opportunities.One of the primary reasons why encouraging independent English learning among high school students is crucial is the adaptability it fosters. In a rapidly changing world, the ability to adapt and learn new skills independently is a hallmark of success. By cultivating a mindset of self-directed learning, high school students can developthe resilience and agility to tackle the evolving demands of the workforce and higher education. As they navigate the complexities of the English language, they will hone their problem-solving abilities, critical thinking skills, and the capacity to seek out and utilize resources effectively.Moreover, independent English learning empowers students to tailor their language acquisition to their unique interests and learning styles. No two students are alike, and a one-size-fits-all approach to language instruction often falls short of meeting the diverse needs of a classroom. By encouraging students to take charge of their own learning, we can enable them to explore various learning strategies, experiment with different resources, and discover the methods that resonate most with them. This personalized approach not only enhances their language proficiency but also fosters a sense of ownership and investment in their own learning journey.Another compelling reason to promote independent English learning among high school students is the long-term benefits it can provide. As students progress through their academic and professional careers, the ability to learn and adapt independently will become increasingly valuable. By instilling these skills during their formative high school years, we are equipping them with the tools to navigate the ever-evolving landscape of language learning, whether it be acquiring a new language, staying up-to-date with industry-specificterminology, or adapting to the linguistic demands of their chosen fields.Furthermore, independent English learning can have a profound impact on a student's overall academic and personal development. When students take charge of their language learning, they often develop a deeper appreciation for the subject matter, a stronger sense of self-efficacy, and an enhanced ability to manage their time and resources effectively. These transferable skills can positively influence their performance across various academic disciplines, as well as their ability to navigate the challenges of everyday life.To effectively encourage independent English learning among high school students, educators and educational institutions must adopt a multifaceted approach. This may include providing access to a diverse range of learning resources, from online platforms and language-learning apps to curated reading materials and interactive learning tools. Additionally, fostering a supportive and collaborative learning environment where students can share their experiences, seek guidance, and learn from one another can be instrumental in nurturing a culture of self-directed language learning.Equally important is the role of educators in this process. By shifting from a traditional lecture-based approach to a more facilitative one, teachers can empower students to take the lead in their learning.This may involve guiding students in setting personalized learning goals, helping them develop effective study habits, and providing feedback and encouragement along the way. Furthermore, educators can incorporate project-based learning, collaborative activities, and real-world applications into their curriculum, further enhancing the relevance and engagement of the learning experience.Beyond the classroom, schools and communities can play a vital role in supporting independent English learning. This may include organizing language-focused extracurricular activities, such as language clubs, conversation groups, or international exchange programs, which allow students to practice their skills in authentic settings. Partnerships with local businesses, community organizations, or language institutes can also provide valuable opportunities for students to apply their language skills in practical, real-world contexts.By embracing a comprehensive approach to encouraging independent English learning, we can empower high school students to become lifelong learners, equipped with the skills and mindset to navigate the ever-changing demands of the 21st century. As these young individuals embark on their educational and career journeys, the ability to learn and adapt independently will serve as a powerful catalyst for their personal and professional success.In conclusion, the importance of encouraging high school students to embrace independent English learning cannot be overstated. By fostering a culture of self-directed language acquisition, we can equip these young minds with the adaptability, problem-solving skills, and sense of ownership that will serve them well throughout their lives. Through a collaborative effort involving educators, educational institutions, and the broader community, we can inspire and empower our high school students to become confident, independent learners, ready to embrace the limitless possibilities that lie ahead.。
赏识教育的外文文献
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赏识教育的外文文献Title: Appreciative Education: A Holistic Approach to Fostering Scholarly DelightAbstract:Appreciative Education is a comprehensive pedagogical approach that emphasizes the recognition and enhancement of students' strengths and talents. It focuses on fostering an atmosphere of positivity, empathy, and mutual respect within the educational setting. By shifting the focus from adeficit-based approach to one that appreciates and builds upon students' capacities, Appreciative Education aims to promote learner engagement, motivation, and academic success. This paper explores the theoretical framework of Appreciative Education, its core principles, and its potentialimplications for transformative educational practices.Introduction:In traditional educational models, students' weaknesses and deficiencies receive more attention than their strengths and abilities. This deficit-based approach often results in demotivation, disengagement, and low self-esteem among students. In response to these challenges, Appreciative Education emerged as an alternative approach that seeks to cultivate an environment of flourishing and celebration of students' unique qualities. Grounded in positive psychology, this pedagogical philosophy acknowledges the power ofpositive reinforcement, authentic feedback, and collective appreciation.Theoretical Underpinnings of Appreciative Education:Appreciative Education draws from several theoretical perspectives such as positive psychology, positive organizational scholarship, and strength-based theories. It incorporates concepts such as positive emotions, character strengths, resilience, and well-being into the educational framework. By focusing on students' inherent strengths and abilities, educators can create a learning environment that fosters personal and academic growth, deep engagement, and a sense of accomplishment.Core Principles of Appreciative Education:1. Asset-Based Thinking: Appreciative Education encouragesboth educators and students to adopt an asset-based thinking approach. Rather than focusing on problems and deficits, the emphasis is placed on identifying and nurturing students' unique talents, strengths, and passions.2. Strengths-Based Feedback: Feedback in Appreciative Education revolves around acknowledging and building on students' strengths. Educators provide specific, genuine, and constructive feedback that aims to capitalize on students' existing skills while encouraging continuous improvement.3. Inclusive and Empathetic Community: Appreciative Education promotes the development of an inclusive and empathetic school or educational community. It involves fostering positive relationships, creating a sense of belonging, and valuing diversity among students and educators.Implications for Transformative Educational Practices: Appreciative Education has the potential to transform traditional educational practices by creating student-centered learning environments. It has been linked to increased student engagement, academic achievement, andoverall well-being. Additionally, it can foster positiveteacher-student relationships, enhance intrinsic motivation, and promote a culture of collaboration and support.Conclusion:Appreciative Education offers a paradigm shift in how education is conceptualized and implemented. By focusing on students' strengths and talents, this approach helps build resilient, self-confident, and successful learners. Further research and practical implementation of Appreciative Education principles can contribute to the creation of more joyful, inclusive, and effective educational settings globally.。
HR专业词典(中文版)
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Career-Long Employment Case studies Case Study Training Method Cash Cashier CBT-Computer Based Training Central Tendency Change agent Change management Channel Sales Manager Channel Sales Representative Channel Sales Supervisor Charisma Chief Executive Officer (CEO) Chief Operations Officer (COO) CIPP-Context,Input,Process,Product CIPP CIRO-Context Evaluation, Input Valuation, Reaction Evaluation, Output Evaluation CIT-Critical Incident Technique Classification Method Classroom Training Clear Expectations Clerk Clinic Doctor Clinic Research Administrator Clinic Research Manager Clinic Research Supervisor Clinical Closed question Closed Shop CMI-Computer-managed Instruction Coaching Co-Determination Coercive Power Cognitive Aptitude Test Cohesiveness Colleague Appraisal Collective Bargaining collective contract College recruiting Commission Commissioned courses Commitment Common Understanding Communicate about career development opportunities Communication Company culture
全面提升医疗质量经典案例范文
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全面提升医疗质量经典案例范文英文回答:Case Study: Comprehensive Enhancement of Healthcare Quality.Background:The healthcare industry has been facing increasing pressure to improve the quality of care while reducing costs. In response to these challenges, many healthcare organizations have embarked on comprehensive quality improvement initiatives. One such organization is a large academic medical center that implemented a multi-faceted approach to enhance its quality of care.Approach:The medical center adopted a systems approach to quality improvement, focusing on the following key areas:Leadership and Culture: Engaging senior leaders and creating a culture of continuous improvement.Patient Engagement: Empowering patients to actively participate in their care.Evidence-Based Practice: Using the latest evidence to guide clinical decisions.Process Improvement: Streamlining processes and eliminating unnecessary variations.Performance Measurement and Feedback: Establishing robust performance metrics and providing regular feedback to providers.Implementation:The medical center implemented a range of initiatives to address each of these areas, including:Leadership Development Program: Senior leaders received training on quality improvement methods and their role in fostering a culture of quality.Patient Advisory Council: A council was formed to gather patient feedback and provide input on quality improvement initiatives.Clinical Decision Support Tools: Advanced tools were developed to support clinicians in making evidence-based decisions.Lean Six Sigma Projects: Cross-functional teams used Lean Six Sigma methods to identify and eliminate waste in processes.Dashboard and Feedback System: A centralized dashboard was created to monitor performance metrics and providereal-time feedback to providers.Results:The comprehensive approach to quality improvement led to significant improvements in key performance indicators, including:Reduction in patient readmission rates.Improvement in patient satisfaction scores.Increased compliance with evidence-based guidelines.Reduction in medical errors.Conclusion:The academic medical center's comprehensive quality improvement initiative demonstrates the benefits of adopting a systems approach to enhance healthcare quality. By focusing on leadership, patient engagement, evidence-based practice, process improvement, and performance measurement, the organization was able to achieve measurable improvements in patient outcomes and reduce costs.中文回答:案例分析,全面提升医疗质量。
努力寻找解决问题英语翻译
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努力寻找解决问题英语翻译In order to solve problems effectively, it is essential to adopt a systematic approach that seeks to identify the root cause of the problem and develop solutions accordingly. This process often requires input from multiple stakeholders and involves various steps, including problem analysis, solution ideation, and implementation planning.One useful method for problem-solving is the Six Sigma methodology, which is widely used in the business world. This approach involves the use of data and statistical analysis to identify and reduce defects in a process, ultimately leading to improved efficiency and quality. The Six Sigma framework includes five stages: define, measure, analyze, improve, and control, which provide a step-by-step guide for problem-solving, from defining the problem to implementing and monitoring the solution.Another important aspect of effective problem-solving is the ability to think creatively and outside the box. This requires approaching problems from multiple angles and considering all possible solutions, even unconventional ones. Brainstorming and idea generation sessions can be helpful in this regard, allowing for the free-flowing exchange of ideas among team members.Effective problem-solving also involves effective communication and collaboration among team members. This requires developing strong listening and interpersonal skills, as well as the ability to provide and receive constructive feedback. Clear and concise communication is essential for ensuring that all team members are on the same page and that everyone has a clear understanding ofthe problem and potential solutions.In order to ensure successful problem-solving, it is also important to set realistic goals and timelines, as well as to monitor progress and adjust course as necessary. This means establishing clear benchmarks for success, tracking progress toward those goals, and making adjustments to the solution as needed based on feedback and data.Ultimately, effective problem-solving requires a combination of analytical skills, creativity, communication, and collaboration. By following a systematic approach and leveraging the skills and expertise of team members, organizations can address problems efficiently and effectively, leading to improved performance and success.。
曹胖学位英语分享
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曹胖学位英语分享IntroductionIn the vast expanse of linguistic studies, English has emerged as a global lingua franca, opening doors to international communication, academia, and professional opportunities. Cao Pang, a distinguished scholar and enthusiast for the English language, has embarked on a journey to share his insights and experiences in mastering English for academic purposes. This document serves as a comprehensive guide, detailing Cao Pang's approach to learning English, strategies for success, and the benefits of obtaining an English degree.The Importance of English in Academia1. Global Communication: English is the primary language of international discourse, making it essential for scholars to communicate their research findings to a broader audience.2. Access to Literature: A significant portion of academic literature is published in English, necessitating proficiency for comprehensive access to scholarly work.3. Collaboration Opportunities: English facilitates collaboration across borders, allowing researchers to work with peers from different countries.Cao Pang's JourneyCao Pang's path to fluency in English was marked by dedication and a strategic approach to learning. Here's an overview of his journey:1. Foundation Building: Cao began with a strong foundation in grammar and vocabulary, using textbooks and online resources to build a solid base.2. Immersive Learning: He immersed himself in English by watching English-language films, listening to podcasts, and engaging in conversations with native speakers.3. Academic Focus: Recognizing the importance of academic English, Cao specialized in reading and writing skillscrucial for scholarly articles and discussions.4. Degree Pursuit: Cao pursued a degree in English, which not only honed his language skills but also provided a deep understanding of English literature and culture.Strategies for English LearningCao Pang advocates the following strategies for effective English learning:1. Consistent Practice: Regular engagement with the language is key to improvement.2. Diverse Sources: Utilize a variety of learningmaterials, including books, videos, and interactive online platforms.3. Active Participation: Engage in discussions, debates, and public speaking to enhance speaking and listening skills.4. Cultural Immersion: Understanding the cultural context of the English language can enhance language acquisition.5. Feedback Loop: Seek constructive feedback and be open to correction to refine language skills.Benefits of an English DegreeAn English degree offers numerous benefits, including:1. Enhanced Communication Skills: Adeptness in English allows for effective communication in diverse settings.2. Broadened Career Prospects: Many fields, from education to international business, value professionals with strong English skills.3. Cultural Literacy: An English degree fosters an appreciation for literature and cultural nuances of English-speaking countries.4. Critical Thinking: Analyzing complex texts and ideasis a hallmark of English studies, developing criticalthinking abilities.5. Research Skills: The degree equips students with the skills necessary to conduct thorough research and present findings effectively.Challenges and SolutionsLearning English, especially for academic purposes, can present challenges:1. Pronunciation: Cao recommends using pronunciation guides and practicing with native speakers.2. Vocabulary: Building a robust vocabulary is essential. Cao suggests using flashcards and engaging with diverse texts.3. Writing Skills: Academic writing requires a specific style and structure. Cao emphasizes the importance ofstudying exemplary texts and seeking feedback.4. Cultural Differences: Understanding culturalreferences can be challenging. Cao encourages learners to explore English-speaking cultures through media andliterature.ConclusionCao Pang's English degree sharing underscores the transformative power of language proficiency. His journey and the strategies he shares provide a roadmap for othersaspiring to master English for academic and professional success. As English continues to be a vital tool in theglobalized world, Cao's insights serve as a valuable resource for those on a similar path.References- Brown, H. D. (2017). _Teaching by Principles: An Interactive Approach to Language Pedagogy_. Pearson.- Crystal, D. (2015). _The Cambridge Encyclopedia of the English Language_. Cambridge University Press.- Hyland, K. (2009). _Academic Discourse: English in a Global Context_. Continuum.This document is structured to provide a clear and comprehensive overview of Cao Pang's experiences and advice regarding the pursuit of an English degree. It is written in a formal and informative tone, suitable for an academic or professional audience interested in English language studies.。
三明治法英语作文
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三明治法英语作文The Sandwich Method: A Balanced Approach to CommunicationIn the realm of effective communication, the Sandwich Method stands out as a technique that combines both positive and constructive feedback. This approach involves startingwith a positive comment, followed by a suggestion or critique, and then ending with another positive remark. The method is aptly named for its structure, which resembles the layers ofa sandwich.The first slice of the sandwich, the positive comment, serves to put the recipient at ease and establish a connection. It could be a recognition of a job well done oran appreciation for the individual's efforts. This initial positivity sets a tone of encouragement and respect, makingthe recipient more receptive to what follows.The middle layer, the critique or suggestion, is theheart of the message. This is where the communicator delivers the main point, which could be an area for improvement or a suggestion for change. The key to this layer is to bespecific, clear, and solution-oriented. It's important tofocus on the behavior or action, not the person, and to offer a path forward rather than just pointing out a problem.The final slice of the sandwich, another positive remark, helps to end the conversation on a high note. This could bean expression of confidence in the person's ability to make the suggested improvements or a reminder of their overall value and contributions. Ending on a positive note leaves the recipient feeling motivated and supported, rather than criticized or demoralized.The Sandwich Method is particularly useful in professional settings where feedback is a critical component of personal and team growth. It fosters an environment of continuous improvement without the fear of negative repercussions. By using this method, leaders can provide feedback that is both honest and encouraging, helping their team members to grow and excel in their roles.In conclusion, the Sandwich Method is a powerful tool for effective communication. It ensures that feedback is delivered in a way that is constructive and well-received. By starting and ending with positivity, it maintains a positive relationship between the communicator and the recipient, while the central critique provides valuable guidance for improvement. This method exemplifies the art of balancing critique with encouragement, making it a valuable skill in any communicative context.。
品质管理培训计划英文翻译
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品质管理培训计划英文翻译IntroductionQuality management is a critical aspect of any organization, as it is crucial for ensuring that products and services meet customer satisfaction and organization's goals. A well-structured and comprehensive quality management training program is essential for equipping employees with the necessary skills and knowledge to effectively manage and improve quality processes within an organization. This training program aims to provide participants with a thorough understanding of quality management principles, tools, and techniques, and to help them develop the skills required to implement and maintain a robust quality management system.ObjectivesThe main objectives of this quality management training program are as follows:1. To provide participants with an in-depth understanding of quality management concepts, principles, and methodologies.2. To equip participants with the necessary skills and knowledge to effectively identify, analyze, and solve quality-related issues within an organization.3. To help participants develop the ability to design, implement, and monitor a comprehensive quality management system.4. To empower participants to drive continuous improvement in quality processes and drive organizational excellence.5. To enable participants to effectively use quality management tools and techniques to enhance product and service quality.Target AudienceThis quality management training program is suitable for individuals working in various roles and levels within an organization, including quality assurance professionals, production supervisors, operations managers, project managers, and senior executives. Employees who are directly or indirectly involved in quality management processes, and those who are responsible for ensuring product or service quality, will benefit from this training program.Training MethodologyThe quality management training program will be delivered through a combination of interactive lectures, group discussions, case studies, and hands-on exercises. The training sessions will be facilitated by experienced quality management experts who will share their practical insights and real-world experiences. Participants will also have the opportunity tolearn from each other through group activities and peer-to-peer learning. The training program will be intensive and engaging, designed to ensure that participants gain a deep understanding of quality management concepts and can apply them effectively in their workplace.Training ModulesThe quality management training program will be divided into the following modules: 1. Introduction to Quality Management- Understanding the importance of quality management- Key principles and concepts of quality management- The role of quality management in organizational success2. Quality Management Systems- Overview of quality management systems (QMS)- Types of QMS standards (ISO 9001, Six Sigma, Total Quality Management)- Implementing and maintaining a QMS3. Quality Planning and Control- Developing a quality management plan- Tools and techniques for quality control- Statistical process control and quality assurance4. Quality Improvement Techniques- Continuous improvement methodologies (Kaizen, Lean, Six Sigma)- Problem-solving tools and techniques- Root cause analysis and corrective action5. Customer Focus and Satisfaction- Understanding customer needs and expectations- Methods for measuring and monitoring customer satisfaction- Customer feedback and complaint handling6. Quality Audits and Inspections- Conducting internal and external quality audits- Quality inspection techniques- Compliance with quality standards and regulations7. Supplier Quality Management- Supplier evaluation and selection- Supplier quality assurance and control- Managing supplier performance and relationships8. Risk Management and Quality- Identifying and assessing quality-related risks- Risk mitigation and prevention strategies- Implementing a risk-based approach to quality management9. Data Analysis for Quality Management- Data collection and analysis techniques- Interpretation of quality-related data- Using data to drive quality improvement10. Implementing a Culture of Quality- Building a quality-focused organizational culture- Engaging employees in quality improvement initiatives- Leadership's role in promoting quality and excellenceTraining ScheduleThe quality management training program will be conducted over a period of 5 days, with each training session lasting approximately 8 hours. The training schedule will be flexible to accommodate the needs of the participants, and may be conducted in a classroom setting, online, or through a blended learning approach.Training MaterialsParticipants will receive comprehensive training materials, including course handouts, case studies, and reference materials. They will also have access to online resources and tools to support their learning and practical application of quality management concepts.Assessment and CertificationAt the conclusion of the training program, participants will undergo an assessment to evaluate their understanding of quality management principles and their ability to apply them in real-world scenarios. Upon successful completion of the assessment, participants will be awarded a certificate of completion, recognizing their achievement and competency in quality management.ConclusionA well-designed quality management training program is essential for empowering employees with the knowledge and skills to effectively manage and improve quality processes within an organization. By equipping participants with a thorough understanding of quality management principles, tools, and techniques, this training program aims to drive continuous improvement and excellence in quality across all organizational functions. Through a combination of interactive learning and practical application, participants will be able to contribute to the success of their organization by ensuring customer satisfaction and product/service quality.。
Feedback Ferret反馈抑制器
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Feedback Ferret ®Dprecision stereo digital dynamicanit-feedback filter arrayOperatingManualWICHTIGE SICHERHEITSHINWEISEINSTRUCTIONS IMPORTANTES DE SECURITEINSTRUCCIONES IMPORTANTES PARA SU SEGURIDADFeedback Ferret® Dprecision stereo digital dynamic anti-feedback filter arrayFind it and eliminate it. The Feedback Ferret D solves your feedback problems automatically. With the Feedback Ferret D Dual Channel Digital Anti-Feedback System on the job, feedback can be eliminated in stereo, or eliminated independently in either channel when configured as a dual mono processor. The Feedback Ferret D features precise digital filters, fast feedback analysis and an audio friendly approach to feedback elimination.The Feedback Ferret D applies 16 stereo digital dynamic filters (or 2 filters in dual mono mode) at a resolution of 24-bits, automatically controlling feedback without sacrificing volume or tone. The Feedback Ferret D, armed with sophisticated algorithms, distinguishes between music and feedback, seeking and destroying the feedback, leaving your music alone. Although there is no substitute for a good soundperson, the Feedback Ferret D can greatly improve your sound application. Please read this guide carefully to ensure your personal safety as well as the safety of your equipment.FEATURES:• Sophisticated seek and destroy algorithms that find‚ lock in and reduce offending frequencies• 24-bit converters and a sample rate of 48 kHz• 16 stereo, dynamically controlled digital notch filters (or 32 filters in dual mono mode) configured for 1/12 octaveperformance give the Feedback Ferret D more feedback control than any other unit on the market• Four preset locations allow you to store settings for your most common performance venues• Disable button located on rear panel allows you to quickly disable the front panel once your settings are made• +4 or -10 dB switches on each in/out• Wide/Narrow button changes the width of filters• Reset button resets some or all of the filtersQUICK SETUP1. Turn off power to all units in your signal path.2. Insert the Feedback Ferret D into your signal path between the mixer and power amp. Make sure your speakers are connected. Connect the mixer’s main output and/or monitor output (depending on your application) to the FeedbackFerret D’s input. Connect one of the Feedback Ferret D’s outputs to the power amp input. Connect all microphones.. Power up all units with the master volume completely down. (Remember: You should turn your power amp on lastand off first.) Make sure the Feedback Ferret D is set to Fixed Filter Learn (LED ON). (Remember: you want a fairlyquiet room with the microphone levels up and no signal going through the system.)4. Slowly bring up the master volume. The Feedback Ferret D starts to work as feedback occurs‚ beginning withfilter 1. The filter LEDs will blink as the filters are needed‚ letting you know that a feedback frequency has been foundand the filter defined. Expect some LEDs to light solidly as filters lock down on a problem! Increases the volume onlyas much as needed.5. Once the feedback is eliminated and filters are set‚ depress the Normal button on the front panel of the FeedbackFerret D and return the mixer gain to a normal level. That’s it! Your Feedback Ferret D is working for you.FOR BEST RESULTS, PLEASE READ THE ENTIRE OPERATING GUIDE.Feedback Ferret ® D SpecificationsFeatures and specifications subject to change without notice.Input Impedance:40 k ohm Output Impedance: 120 k ohmDynamic Range:10 dBr @ 1 kHz ref to +18 dBu Output22 Hz to 22 kHz unweighted Total Harmonic Distortion: 0.005% @ 1 kHz typical Input Sensitivity:+4 dBu nominal, +18 dBu full scale Output Drive:+4 dBu nominal+18 dBu full scaleDimensions:Width: 19.000" (48.26cm)Depth: 8.000" (20. 2cm)Height: 1.750" (4.45 cm)Weight: 7.1 lbs ( .95 kg)Power:Domestic:120VAC; 60 Hz; 25 Watts Export:2 0 VAC; 50/60 Hz; 25 WattsBypass:True power-off bypass Mounting:One EIA rack spaceConnections:Balanced combo female XLR/female 1/4" TRS for input Separate balanced male XLR and female 1/4" TRS for outputSample Rate:48 kHz Converters:24 bitFrequency Response:+/- 0.5 dB(20 Hz to 20 kHz, ref. 1 kHz) Input Level: +4 dBu Output Level:+4 dBuGain:Unity balanced -6 dB unbalanced Other Back Panel Controls:Front panel disablePower-up recall selectPEAVEY ELECTRONICS CORPORATION LIMITED WARRANTYEffective Date: July 1, 1998Features and specifications subject to change without notice.Peavey Electronics Corporation • 5022 Hartley Peavey Dr • Meridian, MS 9 05(601) 48 -5 65 • FAX (601) 486-1278 • © 2005 80 0 161。
英语翻译中文学习计划数学
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英语翻译中文学习计划数学数学学习计划Introduction 简介Mathematics is a subject that is both fascinating and fundamental. It is the language of science and technology, and its applications can be found in every aspect of our daily lives. However, for many students, mathematics can be a daunting and challenging subject. This learning plan aims to provide a structured approach to learning mathematics, with the goal of developing a strong foundation in mathematical concepts and problem-solving skills. By following this plan, students will be able to build their confidence and competence in mathematics, and ultimately achieve success in their studies.Mathematics Goals 数学目标The goals of this learning plan are as follows:• To develop a deep understanding of fundamental ma thematical concepts and theories. • To enhance problem-solving skills and critical thinking abilities.• To build confidence and competence in tackling mathematical problems and challenges.• To prepare for standardized testing and examinations.• To devel op a love for mathematics and an appreciation for its beauty and importance. Mathematics Learning Plan 数学学习计划This learning plan is divided into several key areas:Foundation Building: This phase of the learning plan will focus on developing a solid understanding of basic mathematical concepts, including arithmetic, algebra, geometry, and trigonometry. It will include a review of fundamental principles and properties, as well as practice exercises and problems to reinforce learning.Advanced Study: Once a strong foundation has been established, students will move on to more advanced topics in mathematics, such as calculus, statistics, and discrete mathematics. This phase will involve a deeper exploration of mathematical theories and applications, as well as more challenging problem-solving exercises.Test Preparation: In this phase of the learning plan, students will focus on preparing for standardized tests and examinations, such as the SAT, ACT, or GRE. This will involve familiarizing themselves with test formats and question types, as well as practicing sample questions and taking mock tests to gauge their readiness.Enrichment Activities: To further deepen their understanding and appreciation of mathematics, students will engage in enrichment activities, such as participating in math competitions, attending math workshops and seminars, and exploring real-world applications of mathematics.Study Resources: Throughout the learning plan, students will have access to a variety of study resources, including textbooks, online tutorials, practice problems, and study groups. They will be encouraged to make use of these resources to support their learning and reinforce their understanding of mathematical concepts.Assessment and Feedback: Regular assessments and feedback will be provided to track students' progress and identify areas for improvement. This will help students to tailor their learning and focus on areas where they need the most help.Conclusion 结论Through this structured learning plan, students will be able to develop a strong foundation in mathematics, enhance their problem-solving skills, and build confidence in their ability to tackle mathematical challenges. By following this plan, students will be well-prepared for standardized testing and examinations, and will develop a love for mathematics that will serve them well in their future studies and careers. With dedication, hard work, and the support of knowledgeable teachers and study resources, students can achieve success in their mathematics studies and beyond.。
降低成本的途径英语作文
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降低成本的途径英语作文1. One way to reduce costs is to streamline operations. By eliminating unnecessary steps or processes, companies can save both time and money. This could involve reorganizing workflows, automating tasks, or outsourcing certain functions. The goal is to find more efficient ways of doing things without compromising quality.2. Another approach is to negotiate better deals with suppliers. By leveraging their buying power, companies can often secure lower prices or discounts on raw materials or components. This could involve exploring alternative suppliers, bulk purchasing, or forming strategic partnerships. The key is to find ways to lower the cost of inputs without sacrificing quality or reliability.3. Cutting unnecessary expenses is also crucial in cost reduction. This could involve scrutinizing every line item in the budget and identifying areas where spending can be reduced or eliminated. For example, companies could reviewtheir travel and entertainment expenses, office supplies, or marketing campaigns. By focusing on the most essential expenses and eliminating waste, companies can significantly reduce their overall costs.4. Investing in technology can also help reduce costsin the long run. While there may be upfront expenses associated with implementing new systems or software, the efficiency gains and cost savings can outweigh the initial investment. For example, adopting cloud-based solutions can reduce the need for physical infrastructure and maintenance costs. Similarly, implementing data analytics tools can help companies identify areas for improvement and makedata-driven decisions to optimize operations.5. Cross-training employees is another way to lower costs. By equipping employees with a diverse set of skills, companies can reduce reliance on external contractors or specialists. This not only saves money but also increases flexibility and agility within the organization. Employees can be trained to handle multiple tasks or roles, allowing for smoother operations and reducing the need foradditional hires.6. Lastly, continuous improvement and innovation are essential for cost reduction. By constantly seeking ways to improve processes, products, or services, companies canfind more efficient and cost-effective solutions. This could involve gathering feedback from customers, conducting regular performance reviews, or encouraging employees to suggest improvements. The key is to foster a culture of innovation and continuous learning, where everyone is encouraged to contribute ideas for cost reduction.In conclusion, there are various ways to reduce costs in a company. Streamlining operations, negotiating better deals with suppliers, cutting unnecessary expenses, investing in technology, cross-training employees, and fostering a culture of continuous improvement and innovation are all effective strategies. By implementing these measures, companies can achieve cost savings without compromising quality or performance.。
如何操作减少损失英语作文
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如何操作减少损失英语作文To effectively reduce losses in English composition,one must adopt a systematic approach aimed at improving various aspects of writing. Here are some strategies to consider:1. Develop Strong Writing Skills: Enhance your proficiency in grammar, vocabulary, sentence structure, and punctuation. Regularly practice writing exercises and seek feedback from peers or tutors.2. Expand Vocabulary: Cultivate a diverse vocabulary by reading extensively across different genres and topics. Make use of tools like vocabulary builders, flashcards, and language learning apps to reinforce new words.3. Master Sentence Structure: Understand the nuances of sentence construction, including subject-verb agreement, parallelism, and proper use of modifiers. Varied sentence structures can enhance the flow and clarity of your writing.4. Improve Cohesion and Coherence: Ensure that your ideas are logically organized and interconnected. Use transitional phrases and cohesive devices to guide readers smoothly through your essay.5. Enhance Clarity and Conciseness: Strive for clarity by expressing ideas succinctly and avoiding ambiguous language. Cut down on unnecessary words or phrases to convey your message more effectively.6. Practice Writing Under Time Constraints: Develop the ability to write efficiently under timed conditions, such as in exams or timed essays. Time management skills are crucial for producing coherent and well-structured compositions within limited time frames.7. Revise and Edit Thoroughly: Allocate sufficient time for revising and editing your drafts. Pay attention to grammar errors, awkward phrasing, and inconsistencies. Consider seeking feedback from teachers or mentors to identify areas for improvement.8. Read Model Essays: Analyze exemplary essays to understand the characteristics of high-quality writing. Pay attention to the use of language, organization, and argumentation techniques employed by proficient writers.9. Practice Writing in Different Formats: Familiarize yourself with various types of writing formats, such as narrative, expository, persuasive, and descriptive essays. Each format requires a different approach, so practicing across different genres can broaden your writing skills.10. Seek Guidance and Support: Don't hesitate to seek assistance from teachers, tutors, or writing centers for personalized feedback and guidance. Collaborating with others can provide valuable insights and help you address specific areas of weakness.By implementing these strategies consistently and dedicating time to hone your writing skills, you can effectively reduce losses in English composition and become a more proficient writer over time. Remember thatcontinuous practice and feedback are essential for improvement.。
2024年6月大学英语四级作文
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2024年6月大学英语四级作文Title: The Impact of Technology on Education in 2024In June 2024, the topic of technology in education continues to be a dominant force in shaping the future of learning. With the rapid advancement of technology, educational institutions are constantly evolving to meet the needs of a digital generation. In this essay, we will explore the impact of technology on education in 2024.One of the most notable changes in education is the integration of artificial intelligence (AI) and machine learning into the classroom. AI-powered tutors and personalized learning platforms have revolutionized the way students learn, providing tailored instruction and feedback based on individual progress. This personalized approach to learning has been shown to increase student engagement and comprehension, leading to improved academic performance.In addition to AI, virtual and augmented reality technologies have also transformed the educational landscape. Virtual reality simulations allow students to explore historical events, visitfar-off locations, and conduct scientific experiments in a safe and immersive environment. Augmented reality, on the other hand,enhances traditional textbooks with interactive elements such as videos, animations, and quizzes, making learning more interactive and engaging.Furthermore, the rise of online education has made learning more accessible than ever before. With the proliferation of online courses and digital learning platforms, students can now pursue higher education from anywhere in the world. This flexibility has allowed non-traditional students, working professionals, and individuals in remote areas to access quality education and further their careers.Another key aspect of technology in education is the use of big data and analytics to track student performance and tailor instruction. By analyzing student data and identifying patterns, educators can provide targeted interventions to support struggling students and challenge high achievers. Thisdata-driven approach to education has led to more effective teaching practices and has improved student outcomes.Despite the many benefits of technology in education, there are also challenges that must be addressed. One such challenge is the digital divide, which refers to the gap between students who have access to technology and those who do not. In order to ensure equal opportunities for all students, policymakers mustwork to bridge this gap and provide access to technology for underserved communities.In conclusion, technology has had a profound impact on education in 2024, revolutionizing the way students learn and educators teach. As we continue to embrace technological advancements, it is important to prioritize equity and ensure that all students have access to the tools and resources they need to succeed. By harnessing the power of technology, we can create a more inclusive and innovative educational system for future generations.。
减少过度捕捞英文作文
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减少过度捕捞英文作文英文:Overfishing is a serious problem that is affecting our oceans and marine life. It is the act of catching too many fish, which can lead to depletion of fish populations and damage to the ecosystem. In order to reduce overfishing, we need to take action at both the individual and government level.At the individual level, we can make a difference by making sustainable seafood choices. This means choosing seafood that is caught or farmed in a way that is not harmful to the environment. We can also reduce our consumption of seafood and choose alternative protein sources, such as plant-based options.At the government level, there are a number of policies that can be put in place to reduce overfishing. One example is implementing catch limits, which restrict the amount offish that can be caught in a certain area or during a certain time period. Another example is creating marine protected areas, which are designated areas where fishing is prohibited or restricted.It is important to take action to reduce overfishing, as it not only affects the fish populations, but also the livelihoods of those who rely on fishing for their income. By making sustainable seafood choices and supporting policies that promote sustainable fishing practices, we can help to protect our oceans and the marine life thatinhabits them.中文:过度捕捞是一个严重的问题,影响着我们的海洋和海洋生物。
双减初中英语作文
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双减初中英语作文The recent policy of "Dual Reduction" implemented in China has brought significant changes to the education system, particularly in the realm of middle school English composition. This policy, aimed at reducing the academic burden on students, has had a profound impact on the way English writing is approached and taught in middle schools.One of the key aspects of the Dual Reduction policy is the emphasis on streamlining the curriculum and reducing the amount of homework and extracurricular activities assigned to students. This has had a direct effect on the way English composition is taught in middle schools. Educators are now required to focus on the development of essential writing skills, rather than the production of lengthy, complex compositions that may have been the norm in the past.In this new educational landscape, middle school English teachers are tasked with finding a delicate balance between providing students with the necessary skills to express themselves effectively inwriting and ensuring that the workload remains manageable. This has led to a shift in teaching strategies, with a greater emphasis on targeted instruction and the use of scaffolding techniques to support students' writing development.One of the key changes in the approach to middle school English composition is the focus on concise and clear writing. Rather than encouraging students to produce lengthy, elaborate essays, teachers are now placing greater emphasis on the ability to convey ideas and arguments in a succinct and coherent manner. This aligns with the broader goals of the Dual Reduction policy, which aims to reduce the overall academic burden on students and promote a more balanced and healthy approach to learning.Another important aspect of the Dual Reduction policy is the emphasis on the development of critical thinking and problem-solving skills. In the context of middle school English composition, this translates to a greater emphasis on the exploration of complex topics and the ability to formulate well-reasoned arguments. Teachers are now encouraged to provide students with opportunities to engage in discussions, analyze texts, and develop their own unique perspectives on a variety of issues.To support this shift in focus, middle school English teachers are also exploring new teaching methods and resources. This includes the useof technology-based tools, such as online writing platforms and collaborative editing software, to facilitate the writing process and provide students with immediate feedback and support. Additionally, there is a greater emphasis on the integration of interdisciplinary learning, where English composition is linked to other subject areas, such as history, science, or social studies, to provide students with a more holistic understanding of the world around them.Despite the challenges posed by the Dual Reduction policy, middle school English teachers are rising to the occasion and finding innovative ways to nurture their students' writing skills. They are recognizing the importance of fostering a love for the written word and the ability to express oneself effectively, while also ensuring that the academic workload remains manageable and balanced.One of the key strategies employed by middle school English teachers is the use of personalized feedback and one-on-one coaching. By providing students with individualized attention and guidance, teachers are able to identify areas of strength and weakness and tailor their instruction accordingly. This approach not only helps students improve their writing skills but also fosters a sense of confidence and self-belief, which can be crucial in the development of young writers.Moreover, middle school English teachers are also placing a greateremphasis on the importance of writing as a process, rather than a product. They are encouraging students to engage in pre-writing activities, such as brainstorming, outlining, and revising, to help them develop a deeper understanding of the writing process and the skills required to produce high-quality compositions.Another key aspect of the Dual Reduction policy is the focus on the development of well-rounded individuals, rather than solely academic achievers. In the context of middle school English composition, this translates to a greater emphasis on the exploration of personal narratives, creative writing, and the expression of individual perspectives. Teachers are now providing students with opportunities to explore their own experiences, emotions, and unique voices through their writing, fostering a sense of self-discovery and personal growth.As middle school English teachers navigate the challenges posed by the Dual Reduction policy, they are also recognizing the importance of collaboration and professional development. By sharing best practices, engaging in peer-to-peer learning, and seeking out opportunities for continued education, teachers are able to stay informed about the latest trends and strategies in English composition instruction.Moreover, the Dual Reduction policy has also had a significantimpact on the way middle school English composition is assessed. Rather than relying solely on traditional, high-stakes examinations, teachers are now exploring a range of alternative assessment methods, such as portfolio-based evaluations, project-based assignments, and peer-to-peer feedback. This shift in assessment practices not only reduces the academic burden on students but also provides a more holistic and meaningful evaluation of their writing abilities.In conclusion, the implementation of the Dual Reduction policy in China has had a profound impact on the way middle school English composition is taught and approached. While the changes have presented their own set of challenges, middle school English teachers are rising to the occasion and finding innovative ways to nurture their students' writing skills, foster critical thinking, and promote a more balanced and healthy approach to learning. By embracing the principles of the Dual Reduction policy and adapting their teaching strategies accordingly, these educators are shaping the next generation of skilled and well-rounded communicators, poised to make a meaningful impact in an increasingly globalized world.。
设置一家水果超市英语作文
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Setting up a fruit supermarket can be an exciting venture,offering a variety of fresh produce to the community and potentially becoming a cornerstone of local commerce. Heres a comprehensive guide on how to set up a successful fruit supermarket in English, using a French approach to business planning and execution.1.Market Research and AnalysisConnaissance du marché:Understand the local market demand for fruits.Identify the types of fruits that are popular in your area and the potential for exotic or niche fruits. Analyse concurrentielle:Study the competition.Look at what other supermarkets offer in terms of variety,pricing,and customer service.2.Business PlanPlan daffaires:Develop a detailed business plan outlining your mission,vision,target market,and financial projections.Include a marketing strategy and a plan for sourcing fruits.3.Location SelectionChoix de lemplacement:Choose a location that is easily accessible and visible to your target customers.Consider factors such as foot traffic,parking availability,and proximity to residential areas.4.Legal RequirementsExigences légales:Ensure you comply with all local regulations,including obtaining necessary permits,licenses,and insurances.This may include health and safety regulations for food retail.5.Store Layout and DesignDisposition et conception du magasin:Design a store layout that is customerfriendly, with easy navigation and clear signage.Consider the placement of different fruit sections and the inclusion of a deli or bakery for added value.6.Sourcing and Inventory ManagementApprovisionnement et gestion des stocks:Establish relationships with local and international suppliers to ensure a consistent supply of fresh fruits.Implement an inventory management system to track stock levels and reduce waste.7.Staff Recruitment and TrainingRecrutement et formation du personnel:Hire knowledgeable and friendly staff who can provide excellent customer service.Train them on product knowledge,customer service skills,and store operations.8.Marketing and PromotionMarketing et promotion:Develop a marketing plan to create awareness about your e both traditional and digital marketing channels,such as social media, local newspapers,and radio.9.Opening Day PreparationsPréparations pour le jour de louverture:Ensure everything is in place for a smooth opening day.This includes setting up the store,stocking the shelves,and training staff on opening procedures.10.Ongoing Operations and Customer RelationsOpérations en cours et relations avec les clients:Once open,focus on maintaining high standards of customer service and product quality.Regularly engage with customers to gather feedback and make improvements.11.Financial ManagementGestion financière:Keep a close eye on your financials,including cash flow,profit margins,and expenses.Regularly review your financial performance and adjust your business strategies as needed.12.Expansion and GrowthExpansion et croissance:As your business grows,consider expanding your product range,opening additional locations,or exploring online sales to reach a wider audience.By following these steps and adapting them to the French approach to business,you can set up a fruit supermarket that is not only successful but also a delightful shopping experience for your customers.。
降低趋势英语
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降低趋势英语Title: Strategies to Reverse a Downward TrendIntroduction:In a constantly evolving world, individuals and organizations may occasionally experience downward trends. Whether it is a decline in personal motivation or a decrease in company profits, it is crucial to identify and implement strategies to reverse these trends. By adopting specific approaches, one can overcome obstacles and work towards achieving a positive outcome. This article will explore some effective strategies to reduce or reverse downward trends.1. Identify the root cause:The first step in reversing a downward trend is to identify its root cause. Without understanding the underlying issues, it is impossible to implement effective solutions. Take the time to thoroughly analyze the situation, conduct research, and gather relevant data. This will enable you to pinpoint the areas that need improvement and determine the appropriate course of action.2. Adapt and innovate:In today's fast-paced world, adaptability and innovation are crucial for success. If you find yourself in a downward trend, it may be necessary to reevaluate your current methods and approaches. Embrace change and explore new and creative ways to overcome challenges. Determine if there are any emerging trends or technologies that you can leverage to enhance your performance or offerings.3. Refocus and set clear goals:Reversing a downward trend requires a refocused mindset. Take a step back and assess your goals. Determine what you are trying to achieve and establish clear, measurable objectives. Setting specific and achievable targets will provide a sense of direction and motivation. These goals should be reviewed regularly, allowing for adjustments as needed.4. Invest in education and self-improvement:Investing in education and self-improvement is crucial for personal and professional growth. If you are experiencing a downward trend, take this as an opportunity to enhance your knowledge and skills. Enroll in training programs, attend workshops, or seek guidance from mentors. By continuously improving yourself, you will be better equipped to tackle challenges and reverse the downward trend.5. Seek feedback and adapt accordingly:Feedback is invaluable when trying to reverse a downward trend. Actively seek feedback from customers, employees, or trusted individuals. Their insights can help you identify areas that need improvement and provide valuable suggestions. Embrace constructive criticism and use it as fuel to make necessary changes and improvements. Regularly reassess and adjust your approach based on the feedback received.6. Maintain a positive mindset:Maintaining a positive mindset is crucial during times of downward trends. Being optimistic in the face of challenges allows you to stay motivated and determined. Celebrate even the smallestvictories and learn from failures. Surround yourself with positive and supportive individuals who can help you stay focused on your goals.Conclusion:Reversing a downward trend requires a proactive approach and a persistent mindset. By identifying the root cause, adapting to change, setting clear goals, investing in self-improvement, seeking feedback, and maintaining a positive mindset, individuals and organizations can overcome obstacles and achieve a positive outcome. Remember, with the right strategies and mindset, no downward trend is insurmountable.。
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A Feedback-based Approach to Reduce Duplicate Messages inUnstructured Peer-to-Peer NetworksCharis Papadakis1, Paraskevi Fragopoulou1, Elias Athanasopoulos1, Marios Dikaiakos2, AlexandrosLabrinidis3 and Evangelos Markatos11 Institute of Computer Science, Foundation for Research and Technology-HellasP.O. Box 1385, 71 110 Heraklion-Crete, Greece{adanar, fragopou, elathan, markatos}@ics.forth.gr2 Department of Computer Science, University of Cyprus, P.O. Box 537, CY-1678 Nicosia, Cyprusmdd@ucy.ac.cy3 Department of Computer Science, University of Pittsburgh, Pittsburgh, PA 15260, USAlabrinid@Abstract. Unstructured P2P systems have used flooding as their prevailing resource locationmethod. Flooding dictates that each node should forward each incoming query messages to all ofits neighbours until the query propagates up to a predefined maximum number of hops away fromits origin. Although this algorithm has excellent response time and is very simple to implement, itcreates a large volume of unnecessary traffic in today’s Internet because each node may receive thesame queries several times through different paths. In this paper, we propose an innovativetechnique, namely the feedback-based approach that aims to improve the scalability of flooding.The main idea behind our feedback-based algorithm is to monitor the number of duplicatemessages transmitted over each network connection, and to forward query messages preferablyover connections which do not produce excessive number of duplicates. During an initial andrelatively short warm-up phase, a feedback message is returned for each duplicate message to theupstream node. Following the warm-up phase, each node decides as to whether to forwardincoming query messages on each of its outgoing connections based on whether the percentage ofduplicates on that connection during the warm-up phase does not exceed some predefinedthreshold. Through extensive simulation we show that this algorithm exhibits significant reductionof traffic in random and small-world graphs, the two most common types of graph that have beenstudied in the context of P2P systems, while conserving network coverage.1 IntroductionIn unstructured P2P networks, such as Gnutella and KaZaA, each node is directly connected to a small set of other nodes, called neighbors. Most of today’s commercial P2P systems are unstructured and rely on random overlay networks [7,9]. Unstructured P2P systems have used flooding as their prevailing resource location method [7,9]. A node looking for a file issues a query which is broadcasted in the network. An important parameter in the flooding algorithm is the Time-To-Live or TTL. The TTL indicates the number of hops away from its source a query should propagate. The node that initiates the flooding sets the query’s TTL to a small positive integer, smaller than the diameter of the network. Each receiving node decreases by one the query TTL value before broadcasting it to its neighbors. The query propagation terminates when its TTL reaches zero.The basic problem with the flooding mechanism is that it creates a large volume of unnecessary traffic in the network mainly because a node may receive the same queries multiple times through different paths. The reason behind the duplicate messages is the existence of cycles in the underlying network topology. Duplicates constitute a large percentage of the total number of messages generated during flooding. In a network of N nodes and average degree d and for TTL value equal to the diameter of the graph, there are N(d-2) duplicate messages for a single query while only N-1 messages are needed to reach all network nodes. The TTL was incorporated in the flooding algorithm in order to reduce the number of messages produced thus reducing the overall network traffic. Since the paths traversed by the flooding messages are short, there is a small probability that those paths will form cycles and thus generate duplicates. However, as we will see below, even this observation is not valid for small-world graphs. Furthermore, a small TTL value can reduce the network coverage defined as the percentage of network nodes that receive a query.In an effort to alleviate the large volumes of unnecessary traffic produced during flooding several variations have been proposed in the literature [12]. Most of these rely on randomly or selectively propagating the query messages to a small number of each node’s neighbours. The neighbour selection criteria is the number of responses received, the node capacity, or the link latency. Although these methods succeed in reducing excessive network traffic, they usually incur significant loss in network coverage, meaning that only a small part of the network’s nodes are queried, thus a much smaller number of query answers are returned to the requesting node. This can be a problem especially when the search targets rare items for which often no response is returned. Other search methods such as random walkers or multiple random walkers suffer from slow response time.Aiming to alleviate the excessive network traffic problem while at the same time maintain high network coverage, in this paper, we devise an innovative technique, the feedback-based algorithm, that attacks the problem by monitoring the number of duplicates on each network connection and trying to forward queries over connections that do not produce an excessive number of duplicates. During an initial and relatively short warm-up phase, a feedback is returned for each duplicate that is encountered on an edge to the upstream node. Following the warm-up phase each node decides to forward incoming query messages on each of its incident edges based on whether the percentage of duplicates on that edge during the warm-up phase does not exceed some predefined threshold value. We show through extensive simulation, for different values of the parameters involved, that this algorithm is very efficient in terms of traffic reduction in random and small-world graphs, the two most common types of graph that have been studied in the context of P2P systems, while the algorithm exhibits minor loss in network coverage. Furthermore, a restricted version of the algorithm which gives the best results does not require any protocol modification.The remainder of this paper is organized as follows: Following the related work section, the feedback-based algorithm is presented in Section 3. The two most common types of graphs that were studied in the context of P2P systems, and on which we conducted our experiments, are presented in Section 4. The simulation details and the experimental results on static graphs are presented in Section 5. Finally, the algorithm’s behavior on dynamic graphs, assuming that nodes can leave the network and new nodes can enter at any time, is presented in Section 6. We conclude in Section 7 with a summary of the results.2 Related WorkMany algorithms have been proposed in the literature to alleviate the excessive traffic problem and to deal with the traffic/coverage trade-off [12]. One of the first alternatives to be proposed was random walk. Each node forwards each query it receives to a single neighboring node chosen at random. In this case the TTL parameter designates the number of hops the walker should propagate. Random walks produce very little traffic, just one query message per visited node, but reduce considerably network coverage and have long response time. As an alternative multiple random walks have been proposed. The node that originates the query forwards it to k of it neighbors. Each node receiving an incoming query transmits it to a single randomly chosen neighbor. Although compared to the single random walk this method has better behavior, it still suffers from low network coverage and slow response time. Hybrid methods that combine flooding and random walks have been proposed in [5].In another family of proposed algorithms query messages are forwarded not randomly but rather selectively to part of a node’s neighbors based on some criteria or statistical information. For example, each node selects the first k neighbors that returned the most query responses, or the k highest capacity nodes, or the k connections with the smallest latency to forward new queries [6]. A somewhat different approach named forwarding indices [2] builds a structure that resembles a routing table at each node. This structure stores the number of responses returned through each neighbor on each one of a pre-selected list of topics. Other techniques include query caching, and the incorporation of semantic information in the network [3,10,14].The specific problem we deal with in this paper, namely the problem of duplicate messages, has been identified and some results appear in the literature. In [13] a randomized and a selective approach is adopted and each query message is send to a portion of a node’s neighbors. The algorithm is shown to reduce the number of duplicates and to maintain network coverage. The performance of the algorithm is demonstrated on graphs of limited size. In another effort to reduce the excessive traffic in flooding, Gkatsidis and Mihail [5] proposed to direct messages along edges which are parts of shortest paths. They rely on the use of PING and PONG messages to find the edges that lie on shortest paths. However, due to PONG caching is this not a reliable technique. Furthermore, their algorithm degenerates to simple flooding for random graphs, meaning that in this case no duplicate messages are eliminated. Finally, in [8] the authors propose to construct a shortest paths spanning tree rooted at eachnetwork node. However, this algorithm is not very scalable since the state each network node has to keep is in the order of O(Nd), where N is the number of network nodes and d its average degree.3 The Feedback-based AlgorithmThe basic idea of the feedback based algorithm is to identify edges on which an excessive number of duplicates are produced and to avoid forwarding query messages over these edges. In the algorithm’s warm-up phase, during which flooding is used, a feedback message is returned to the upstream node for each duplicate message. The objective of the algorithm is to count the number of duplicates produced on each edge during this phase and subsequently, during the execution phase, to use this count to decide whether to forward a query message over an edge or not.In a static graph, a query message transmitted over an edge is a duplicate if this edge is not on the shortest path from the origin to the downstream node. One of the key points in the feedback-based algorithm is the following: Each network node A forms groups of the other nodes, and a different count is kept on each one of A’s incidents edges for duplicate messages originating at nodes of each different group. The objective is for each node A to group together the other nodes so that messages originating at nodes of the same group either produce many duplicates or few duplicates on each one of A’s incident edges. An incident edge of some node A that produces only a few duplicates for messages originating at nodes of a group belongs to many shortest paths connecting nodes of this group to the downstream node. An incident edge of node A that produces many duplicates for messages originating at nodes of a group belongs to few shortest paths connecting nodes of this group to the downstream node. Notice that if all duplicate messages produced on an edge were counted together (independent of their origin), then the algorithm would be inconclusive. In this case the duplicate count on all edges would be the almost the same since each node would receive the same query though all of its incident edges. The criteria used by each node to group together the other nodes are critical for the algorithm’s performance and the intuition for their choice is explained below.A sketch of the feedback-based algorithm is the following:•Each node A groups together the rest of the nodes according to some criteria.•During the warm-up phase, each node A keeps a count of the number of duplicates on each of its incident edges, originating at nodes of each different group.•Subsequently, during the execution phase, messages originating at nodes of a group are forwarded over an incident edge e of node A, if the percentage of duplicates for this group on edge e during the warm-up phase is below a predefined threshold value.Fig. 1. Illustration of the horizon criterion for node A and for horizon value 3 Two different grouping criteria, namely, the hops, the horizon, and a combination of them horizon+hops are used that lead to three variations of the feedback-based algorithm.•Hops criterion: Each node A keeps a different count on each of its incident edges for duplicates originating k hops away (k ranges from 1 up to the graph diameter).The intuition for this choice is that, as we will see below, in random graphs small hops produce few duplicates and large hops produce mostly duplicates. Thus, messages originating at close by nodes are most probably not duplicates while most messages originating at distant nodes are duplicates. In order for this grouping criterion to work each query message should store the number of hops traversed so far.•Horizon criterion: The horizon is a small integer, smaller than the diameter of the graph. A node is in the horizon of some node A if its distance in hops from A is less than the horizon value, while all other nodes are outside A’s horizon, Fig. 1. For each node inside A’s horizon a different count is kept by A on each of its incident edges. Duplicate messages originating at nodes outside A’s horizonare added up to the count of their entry node in A’s horizon. For example, in Fig. 1, duplicates produced by queries originating at node K are added up to the counters kept for node J, while duplicates produced by queries originating at nodes E,F,G,H,I are added up to the counters kept for node D. The intuition for the choice of this criterion is that shortest paths differ in the first hops and when they meet they follow a common route. For this criterion to be effective a message should store the identities of the last k nodes visited, where k is the horizon value.•Horizon+Hops criterion: This criterion combines the two previous. Duplicates are counted separately on each one of A’s incident edges for each node in A’s horizon. Nodes outside A’s horizon are grouped together according (1) to their distance in hops from A and (2) to the entry node of their messages in A’s horizon.Three variations of the feedback-based algorithm are presented based on the grouping criteria used. The algorithm using the hops criterion is show below:Feedback-based algorithm using the Hops criterion1.Warm-up phasea.Each incoming non-duplicate query message is forwarded to all neighbors exceptthe upstream one.b.For each incoming duplicate query message received, a duplicate feedback isreturned to the upstream node.c.Each node A, for each incident edge e, counts the percentage of duplicate feedbacksproduced on edge e for all queries messages originating k hops away. Let us denotethis count by C e,k2.Execution phasea.Each node A forwards an incoming non-duplicate query message that originates khops away over its incident edges e if the count C e,k does not exceed a predefinedthreshold.For the hops criterion to work each query message needs to store the number of hops traversed so far. The groups formed by node A in the graph of Fig. 1 according to the hops criterion are shown in Table 1.The algorithm using the horizon criterion is shown below:Feedback-based algorithm using the Horizon criterion1.Warm-up phasea. &b. Same as in Hops criterionc.Each node A, for each incident edge e, counts the percentage of duplicates producedon edge e for all query messages originating at a node B inside the horizon, orentered the horizon at node B. Let us denote this count by C e,B.2.Execution phasea.Each node A forwards an incoming non-duplicate query message that originates at anode B inside the horizon, or which entered the horizon at node B over its incidentedges e if the count C e,B does not exceed a predefined threshold value.For the horizon criterion to work each query message needs to store the identity of the last k nodes visited. The groups formed by node A in the graph of Fig. 1 according to the horizon criterion are shown in Table 2.Table 1. Groups of the Hops criterion based on the example of example of Fig. 1 Hops 1 2 3 4 5 6 7Groups of nodes formed by node A B C D, J E, K F G, H ITable 2. Groups of the Horizon criterion based on the example of example of Fig. 1 Node in A’s horizon B C D JGroups of nodes formed by node A B C D, E, F, G, H, I J, KThe algorithm using the combination of the two criteria described above, namely the horizon+hops, is shown below. For this criterion each message should store the number of hops traversed and the identity of the last k nodes visited. Feedback-based algorithm using the Horizon+Hops criterion1. Warm-up phasea. &b. Same as in Hops criterionc. Each node A, for each incident edge e, counts the percentage of duplicates producedon edge e for all queries messages originating at a node B inside A’s horizon, orwhich entered A’s horizon at node B and originated k hops away. Let us denote thiscount by C e,B,k .2. Execution phasea. Each node A forwards an incoming non-duplicate query message originating atsome node B inside A’s horizon, or which entered A’s horizon at node B andoriginated k hops away, over its incident edges e if the count C e,B,k does not exceeda predefined threshold.The groups formed by node A in Fig. 1 for the horizon+hops criterion are shown in Table 3.We should emphasize that in order to avoid increasing the network traffic due to the feedback messages, a single collective message is returned to each upstream node at the end of the warm-up phase.Table 3. Groups of the Horizon+Hops criterion based on the example of example of Fig. 1 Node in A’s horizonB C D JHops1 2 3 4 5 6 7 3 4 Groups of nodes formed by node A B C D E F G, H I J K4 Random vs. Small-World GraphsTwo types of graphs have been mainly studied in the context of P2P systems. The first is random graphs which constitute the underline topology in today’s commercial P2P systems [7,9]. The second type is small-world graphs which emerged in the modelling of social networks [4]. It has been demonstrated that P2P resource location algorithms could benefit from small-world properties. If the benefit proves to be substantial then the node connection protocol in P2P systems could be modified sothat small-world properties are intentionally incorporated in their network topologies.Fig. 2. (a) A clustered graph with no rewired edges(rewiring probability p=0). (b) A small-world graphproduced from the clustered graph with a smallrewiring probability (c) A random graph produced ifevery edge is rewired to a random node (rewiringprobability p=1) Fig. 3. By rewiring a few edges of the initial clustered graph to random nodes the average diameter of the graph is greatly reduced, without significantly affecting the clustering coefficientIn random graphs each node is randomly connected to a number of other nodes equal to its degree. Random graphs have small diameter and average diameter. The diameter of a graph is the length(number of hops for un-weighted graphs) of the longest among the shortest paths that connect any pair of nodes. The average diameter of a graph is the average of all longest shortest paths from any node to any other node.A clustered graph is a graph that contains densely connected “neighborhoods” of nodes, while nodes that lie in different neighborhoods are more loosely connected. A metric that captures the degree of clustering that graphs exhibit is the clustering coefficient. Given a graph G, the clustering coefficient of a node A of G is defined as the ratio of the number of edges that exist between the neighbors of A over the maximum number of edges that can exist between its neighbors (which equals k(k-1) for k neighbors). The clustering coefficient of a graph G is the average of the clustering coefficients of all its nodes. Clustered graphs have, in general, higher diameter and average diameter than their random counterparts with about the same number of nodes and degree.A small-world graph is a graph with high clustering coefficient yet low average diameter. The small-world graphs we use in our experiments are constructed according to the Strogatz-Watts model. Initially, a regular, clustered graph of N nodes is constructed as follows: each node is assigned a unique identifier from 0 to N-1. Two nodes are connected if their identity difference is less than or equal to k (in mod N arithmetic). In Fig. 2(a) such a graph is shown for N=16 and k=2. Subsequently, each edge of the graph is rewired to a random node according to a given rewiring probability p. If the rewiring probability of edges is relatively small, a small-world graph is produced (high clustering coefficient and small average diameter), as shown in Fig. 2(b). As the rewiring probability increases the graph becomes more random (the clustering coefficient decreases). For rewiring probability p=1, all graph edges are rewired to random nodes, and this results to a random graph, Fig. 2(c). In Fig. 3, we can see how the clustering coefficient and the average diameter of graphs vary as the rewiring probability p increases. Small-world graphs are somewhere in the middle of the x axis (p=0.01).The clustering coefficient of each graph is normalized with the respect to the maximum clustering coefficient of a graph with the same number of nodes and average degree. In what follows, when we refer to the clustering coefficient of a graph with N nodes and average degree d, denoted by CC, we refer to the percentage of its clustering coefficient over the maximum clustering coefficient of a graph with the same number of nodes and average degree. The maximum clustering coefficient of a graph with N nodes and average degree d is the clustering coefficient of the clustered graph defined according to the Strogatz-Watts model, Fig. 2(a), before any edge rewiring takes place.Fig. 4 shows the percentage of duplicates messages generated per hop over the messages generated on that hop on a random and on a small-world graph of 2000 nodes and average degree 6. We can see from this figure that in a random graph there are very few duplicate messages in the first few hops (1-4), while almost all messages in the last hops (6-7) are duplicates. On the contrary, in small-world graphs duplicate messages appear from the first hops and their percentage (over the total number of messages per hop) remains almost constant till the last hops.Fig. 4. Percentage of messages generated per hop, which are duplicates, in random and small-world graphs. In small-world graphs the percentage of duplicates in hops 2 to 11 is almost constant, while in random graphs, in small hops there are no duplicates and in large hops almost all messages are duplicates5 Experimental Results on Static GraphsThe simulation was performed using sP2Ps (simple P2P simulator) developed at our lab. The experiments were conducted on graphs with 2000 nodes and average degree 6. The clustering coefficient ranged from 0.0001 to 0.6, which is the maximum clustering coefficient of a graph with N=2000 and d=6. We shall refer to CC values from now on, as percentages of that max value. We conducted experiments for different values of the algorithm’s parameters. The horizon value varied from 0 (were practically the horizon criterion is not used) up to the diameter of the graph. Furthermore,we used two different threshold values, namely 75% and 100%, to select the connections over which messages are forwarded. For example a threshold of 75% indicates that if the percentage of duplicates on an edge e during the warm up phase exceeds 75% for messages originated at the nodes of a group, in the execution phase no query message from this group is forwarded over edge e. The TTL value is set to the diameter of the graph.The efficiency of our algorithm is evaluated based on two metrics, firstly the percentage of duplicates sent by the algorithm, in relation to the naive flooding and secondly the network coverage (defined as the percentage of network nodes reached by the query). Thus, the lower the duplicates percentage and the higher the coverage percentage, the better. Notice that a threshold value of 100% indicates that messages originating at the nodes of a group are not forwarded only over edges that produce exclusively (100%) duplicates for all nodes of that group during the warm-up phase. In this case we do not experience any loss in network coverage but the efficiency of the algorithm in duplicate elimination could be limited. In all experiments on static graphs, the warm-up phase included one flooding from each node. In the execution phase, during which the feedback-based algorithm is applied, again one flooding is performed from each node in order to gather the results of the simulation experiment.In Figs 5-10 we can see the experimental results for the feedback-based algorithm with the horizon criterion. In Fig. 5 we can see the percentage of duplicates produced as a function of the percentage of graph nodes in the horizon for three graphs (random with CC=0.16, clustered with CC=50, and small-world with CC=91.6) and for threshold value 100%, which means that there is no loss in network coverage. We can deduce from this figure that the efficiency of this algorithm is high for clustered graphs and increases with the percentage of graph nodes in the horizon. Notice that in clustered graphs, with a small horizon value a larger percentage of the graph is in the horizon as compared to random graphs. In Fig. 6 we plot the percentage of duplicates produced by the algorithm as a function of the clustering coefficient for horizon value 1 and threshold 100%. We can see that even for such a small horizon value the efficiency of the algorithm increases linearly with the clustering coefficient of the graph. We can thus conclude that the feedback-based algorithm with the horizon criterion is efficient for clustered and small-world graphs.Even if the percentage of graph nodes in the horizon decreases, in case the graph size increases and the horizon value remains constant, the efficiency of the algorithm will remain unchanged, because in clustered graphs the clustering coefficient does change significantly with the graph size. Thus, the horizon criterion is scalable for clustered graphs. In contrast, in random graph, in order to maintain the same efficiency as the graph size increases, one would need to increase the horizon value, in order to maintain the same percentage of graph nodes in the horizon. Thus the horizon criterion is not scalable on random graphs.Fig. 5. Percentage of duplicates as a function of the percentage of graph nodes in the horizon for three graphs with clustering coefficients 0.16, 50, and 91.6, and threshold value 100% Fig. 6. Percentage of duplicatesas a function of the clusteringcoefficient for horizon value 1and threshold value 100%Fig. 7. Percentage of duplicates as afunction of the percentage of graphnodes in the horizon for three graphswith different clustering coefficients(0.16, 50, and 91.6) and thresholdvalue 75%Figs 7-10 show the efficiency of the algorithm with the horizon criterion in duplicate elimination for threshold 75%. In Figs 7 and 8 we can see that the algorithm is very efficient on clustered graphs. From the same figures we can see that with this threshold value in random graphs (CC=0.16) most duplicate messages are eliminated but there is loss in network coverage. Thus, even if we lower the threshold value, the horizon criterion does not work well for random graphs. The algorithm’s behavior is summarized in Fig. 9, where duplicate elimination, denoted by D, and network coverage, denoted by C, are combined into one simple metric, defined as C2D.。