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中英文翻译中英文翻译精选推荐花旗测试扫描视网膜取款技术Citigroup is testing new technology that will allow customers to withdraw money using retinal scanning.花旗银行(Citigroup)正在测试允许客户通过扫描视网膜取款的新技术。
The bank wants to replace PIN codes with biometric scanners that could identify customers using only their eyes.花旗银行打算用仅通过客户的眼睛即可识别其身份的生物识别扫描仪来取代个人识别号码。
Customers would use a smartphone app to key in the amount they want to draw out ahead of time.客户只需在智能手机客户端上提前输入他们想取出的金额就可以了。
As they approached the ATM, the app would link up to the machine and use retinal scanning to confirm the customer’s identity.当客户走近自动取款机时，该客户端将与自动取款机连接，并通过扫描视网膜确认其身份。
The ATM would then release the cash, providing the scanner recognises the individual.若扫描仪识别出客户的身份，自动取款机就会吐出现金。
Citigroup said the retinal scans would take 15 seconds to complete compared to 45 seconds for traditional transactions.花旗银行表示，传统交易方式需花费45秒，而视网膜扫描技术可在15秒内完成交易。
最新英语短文中英文翻译资料
1.Today my friend and I are taking a walk.suddenly, we are seeing a boy sit on the chair,he is crying,we go and ask him.“what’s the matter with you” he tell us“I can’t find my dog can you help me”.“yes,I can”.And we help him find his dong .oh it stay underthe big tree!今天我和我的朋友一起去散步。
今天我和我的朋友一起去散步。
突然我们看见一个男孩坐在椅子上，突然我们看见一个男孩坐在椅子上，突然我们看见一个男孩坐在椅子上，他哭的很伤心。
他哭的很伤心。
我们走过去问他：“你怎么了”。
他告诉我们：“我的狗不见了，你们能帮我找到它吗”。
“是的，我们能帮你找到你的狗”然后我们帮助他找到了他的狗，原来是它呆在一棵大树下。
然后我们帮助他找到了他的狗，原来是它呆在一棵大树下。
2.One day an old man siselling a big elephant.A young man comes to the elephant and begins to look at it slowly.The old ma begins to look at it slowly.The old man goes up to him and says inhis ear,“Don't say n goes up to him and says inhis ear,“Don't sayanything about the elephant before I sell it,then i'll give you some money.”“All right,”says the young man.After the old man slles the elephant,he gives the young man some money and says,“Now,can you tell me how you find the bad ears of theelephant?”“I don't find the bad ears,”says the young man.“Then why do you look at the elephant slowly?”asks the old man.The young man answers,“Because I never see an elephant before,and I want to know what it looks like.”一天，一个老的男人正在卖一头大象。
岩土工程中英文对照外文翻译文献
中英文对照外文翻译(文档含英文原文和中文翻译)原文:Safety Assurance for Challenging Geotechnical Civil Engineering Constructions in Urban AreasAbstractSafety is the most important aspect during design, construction and service time of any structure, especially for challenging projects like high-rise buildings and tunnels in urban areas. A high level design considering the soil-structure interaction, based on a qualified soil investigation is required for a safe and optimised design. Dueto the complexity of geotechnical constructions the safety assurance guaranteed by the 4-eye-principle is essential. The 4-eye-principle consists of an independent peer review by publicly certified experts combined with the observational method. The paper presents the fundamental aspects of safety assurance by the 4-eye-principle. The application is explained on several examples, as deep excavations, complex foundation systems for high-rise buildings and tunnel constructions in urban areas. The experiences made in the planning, design and construction phases are explained and for new inner urban projects recommendations are given.Key words: Natural Asset; Financial Value; Neural Network1.IntroductionA safety design and construction of challenging projects in urban areas is based on the following main aspects:Qualified experts for planning, design and construction;Interaction between architects, structural engineers and geotechnical engineers;Adequate soil investigation;Design of deep foundation systems using the FiniteElement-Method (FEM) in combination with enhanced in-situ load tests for calibrating the soil parameters used in the numerical simulations;Quality assurance by an independent peer review process and the observational method (4-eye-principle).These facts will be explained by large construction projects which are located in difficult soil and groundwater conditions.2.The 4-Eye-PrincipleThe basis for safety assurance is the 4-eye-principle. This 4-eye-principle is a process of an independent peer review as shown in Figure 1. It consists of 3 parts. The investor, the experts for planning and design and the construction company belong to the first division. Planning and design are done accordingto the requirements of the investor and all relevant documents to obtain the building permission are prepared. The building authorities are the second part and are responsible for the buildingpermission which is given to the investor. The thirddivision consists of the publicly certified experts.They are appointed by the building authorities but work as independent experts. They are responsible for the technical supervision of the planning, design and the construction.In order to achieve the license as a publicly certified expert for geotechnical engineering by the building authorities intensive studies of geotechnical engineering in university and large experiences in geotechnical engineering with special knowledge about the soil-structure interaction have to be proven.The independent peer review by publicly certified experts for geotechnical engineering makes sure that all information including the results of the soil investigation consisting of labor field tests and the boundary conditions defined for the geotechnical design are complete and correct.In the case of a defect or collapse the publicly certified expert for geotechnical engineering can be involved as an independent expert to find out the reasons for the defect or damage and to develop a concept for stabilization and reconstruction [1].For all difficult projects an independent peer review is essential for the successful realization of the project.3.Observational MethodThe observational method is practical to projects with difficult boundary conditions for verification of the design during the construction time and, if necessary, during service time. For example in the European Standard Eurocode 7 (EC 7) the effect and the boundary conditions of the observational method are defined.The application of the observational method is recommended for the following types of construction projects [2]:very complicated/complex projects;projects with a distinctive soil-structure-interaction,e.g. mixed shallow and deep foundations, retaining walls for deep excavations, Combined Pile-Raft Foundations (CPRFs);projects with a high and variable water pressure;complex interaction situations consisting of ground,excavation and neighbouring buildings and structures;projects with pore-water pressures reducing the stability;projects on slopes.The observational method is always a combination of the common geotechnical investigations before and during the construction phase together with the theoretical modeling and a plan of contingency actions(Figure 2). Only monitoring to ensure the stability and the service ability of the structure is not sufficient and,according to the standardization, not permitted for this purpose. Overall the observational method is an institutionalized controlling instrument to verify the soil and rock mechanical modeling [3,4].The identification of all potential failure mechanismsis essential for defining the measure concept. The concept has to be designed in that way that all these mechanisms can be observed. The measurements need to beof an adequate accuracy to allow the identification ocritical tendencies. The required accuracy as well as the boundary values need to be identified within the design phase of the observational method . Contingency actions needs to be planned in the design phase of the observational method and depend on the ductility of the systems.The observational method must not be seen as a potential alternative for a comprehensive soil investigation campaign. A comprehensive soil investigation campaignis in any way of essential importance. Additionally the observational method is a tool of quality assurance and allows the verification of the parameters and calculations applied in the design phase. The observational method helps to achieve an economic and save construction [5].4.In-Situ Load TestOn project and site related soil investigations with coredrillings and laboratory tests the soil parameters are determined. Laboratory tests are important and essential for the initial definition of soil mechanical properties of the soil layer, but usually not sufficient for an entire and realistic capture of the complex conditions, caused by theinteraction of subsoil and construction [6].In order to reliably determine the ultimate bearing capacity of piles, load tests need to be carried out [7]. Forpile load tests often very high counter weights or strong anchor systems are necessary. By using the Osterberg method high loads can be reached without install inganchors or counter weights. Hydraulic jacks induce the load in the pile using the pile itself partly as abutment.The results of the field tests allow a calibration of the numerical simulations.The principle scheme of pile load tests is shown in Figure 3.5.Examples for Engineering Practice5.1. Classic Pile Foundation for a High-Rise Building in Frankfurt Clay and LimestoneIn the downtown of Frankfurt am Main, Germany, on aconstruction site of 17,400 m2 the high-rise buildingproject “PalaisQuartier” has been realized (Figure 4). The construction was finished in 2010.The complex consists of several structures with a total of 180,000 m2 floor space, there of 60,000 m2 underground (Figure 5). The project includes the historic building “Thurn-und Taxis-Palais” whose facade has been preserved (Unit A). The office building (Unit B),which is the highest building of the project with a height of 136 m has 34 floors each with a floor space of 1340 m2. The hotel building (Unit C) has a height of 99 m with 24 upper floors. The retail area (Unit D)runs along the total length of the eastern part of the site and consists of eight upper floors with a total height of 43 m.The underground parking garage with five floors spans across the complete project area. With an 8 m high first sublevel, partially with mezzanine floor, and four more sub-levels the foundation depth results to 22 m below ground level. There by excavation bottom is at 80m above sea level (msl). A total of 302 foundation piles(diameter up to 1.86 m, length up to 27 m) reach down to depths of 53.2 m to 70.1 m. above sea level depending on the structural requirements.The pile head of the 543 retaining wall piles (diameter1.5 m, length up to 38 m)were located between 94.1 m and 99.6 m above sea level, the pile base was between 59.8 m and 73.4 m above sea level depending on the structural requirements. As shown in the sectional view(Figure 6), the upper part of the piles is in the Frankfurt Clay and the base of the piles is set in the rocky Frankfurt Limestone.Regarding the large number of piles and the high pile loads a pile load test has been carried out for optimization of the classic pile foundation. Osterberg-Cells(O-Cells) have been installed in two levels in order to assess the influence of pile shaft grouting on the limit skin friction of the piles in the Frankfurt Limestone(Figure 6). The test pile with a total length of 12.9 m and a diameter of 1.68 m consist of three segments and has been installed in the Frankfurt Limestone layer 31.7 m below ground level. The upper pile segment above the upper cell level and the middle pile segment between the two cell levels can be tested independently. In the first phase of the test the upper part was loaded by using the middle and the lower part as abutment. A limit of 24 MN could be reached (Figure 7). The upper segment was lifted about 1.5 cm, the settlement of the middle and lower part was 1.0 cm. The mobilized shaft friction was about 830 kN/m2.Subsequently the upper pile segment was uncoupled by discharging the upper cell level. In the second test phase the middle pile segment was loaded by using the lower segment as abutment. The limit load of the middle segment with shaft grouting was 27.5 MN (Figure 7).The skin friction was 1040 kN/m2, this means 24% higher than without shaft grouting. Based on the results of the pile load test using O-Cells the majority of the 290 foundation piles were made by applying shaft grouting. Due to pile load test the total length of was reduced significantly.5.2. CPRF for a High-Rise Building in Clay MarlIn the scope of the project Mirax Plaza in Kiev, Ukraine,2 high-rise buildings, each of them 192 m (46 storeys)high, a shopping and entertainment mall and an underground parking are under construction (Figure 8). The area of the project is about 294,000 m2 and cuts a 30 m high natural slope.The geotechnical investigations have been executed 70m deep. The soil conditions at the construction site are as follows: fill to a depth of 2 m to 3mquaternary silty sand and sandy silt with a thickness of 5 m to 10 m tertiary silt and sand (Charkow and Poltaw formation) with a thickness of 0 m to 24 m tertiary clayey silt and clay marl of the Kiev and But schak formation with a thickness of about 20 m tertiary fine sand of the But schak formation up to the investigation depthThe ground water level is in a depth of about 2 m below the ground surface. The soil conditions and a cross section of the project are shown in Figure 9.For verification of the shaft and base resistance of the deep foundation elements and for calibration of the numerical simulations pile load tests have been carried out on the construction yard. The piles had a diameter of 0.82 m and a length of about 10 m to 44 m. Using the results of the load tests the back analysis for verification of the FEM simulations was done. The soil properties in accordance with the results of the back analysis were partly 3 times higher than indicated in the geotechnical report. Figure 10 shows the results of the load test No. 2 and the numerical back analysis. Measurement and calculation show a good accordance.The obtained results of the pile load tests and of the executed back analysis were applied in 3-dimensionalFEM-simulations of the foundation for Tower A, taking advantage of the symmetry of the footprint of the building. The overall load of the Tower A is about 2200 MN and the area of the foundation about 2000 m2 (Figure11).The foundation design considers a CPRF with 64 barrettes with 33 m length and a cross section of 2.8 m × 0.8m. The raft of 3 m thickness is located in Kiev Clay Marl at about 10 m depth below the ground surface. The barrettes are penetrating the layer of Kiev Clay Marl reaching the Butschak Sands.The calculated loads on the barrettes were in the range of 22.1 MN to 44.5 MN. The load on the outer barrettes was about 41.2 MN to 44.5 MN which significantly exceeds the loads on the inner barrettes with the maximum value of 30.7 MN. This behavior is typical for a CPRF.The outer deep foundation elements take more loads because of their higher stiffness due to the higher volume of the activated soil. The CPRF coefficient is 0.88 =CPRF . Maximum settlements of about 12 cm werecalculated due to the settlement-relevant load of 85% of the total design load. The pressure under the foundation raft is calculated in the most areas not exceeding 200 kN/m2, at the raft edge the pressure reaches 400 kN/m2.The calculated base pressure of the outer barrettes has anaverage of 5100 kN/m2 and for inner barrettes an average of 4130 kN/m2. The mobilized shaft resistance increases with the depth reaching 180 kN/m2 for outer barrettes and 150 kN/m2 for inner barrettes.During the construction of Mirax Plaza the observational method according to EC 7 is applied. Especially the distribution of the loads between the barrettes and the raft is monitored. For this reason 3 earth pressure devices were installed under the raft and 2 barrettes (most loaded outer barrette and average loaded inner barrette) were instrumented over the length.In the scope of the project Mirax Plaza the new allowable shaft resistance and base resistance were defined for typical soil layers in Kiev. This unique experience will be used for the skyscrapers of new generation in Ukraine.The CPRF of the high-rise building project MiraxPlaza represents the first authorized CPRF in the Ukraine. Using the advanced optimization approaches and taking advantage of the positive effect of CPRF the number of barrettes could be reduced from 120 barrettes with 40 mlength to 64 barrettes with 33 m length. The foundation optimization leads to considerable decrease of the utilized resources (cement, aggregates, water, energy etc.)and cost savings of about 3.3 Million US$.译文:安全保证岩土公民发起挑战工程建设在城市地区摘要安全是最重要的方面在设计、施工和服务时间的任何结构,特别是对具有挑战性的项目,如高层建筑和隧道在城市地区。
建筑消防安全中英文对照外文翻译文献
建筑消防安全中英文对照外文翻译文献建筑消防安全中英文对照外文翻译文献(文档含英文原文和中文翻译)建筑消防安全中英文对照外文翻译文献原文：Fire Safety Design of Indoor Pedestrian Streets of Large Commercial BuildingAbstractIndoor pedestrian streets in China developed rapidly in recent years. The current national fire safety standards do not give clear requirements on fire protection design. Fire safety design departments have difficulties in controlling the design, so there are many problems in the fire protection design to be solved. Based on structure characteristics and application status of large-scale commercial buildings, focusing on various existing difficulties in the indoor pedestrian streets fire protection design process, this thesis defines indoor pedestrian streets fire design ideas, and puts forward fire safety measures that should be taken in the interior pedestrian streets in the layout, fire separation, fire facilities, etc.Key words:large-scale commercial buildings; indoor pedestrian streets; fire safety measures 1. IntroductionWith the diversification of market demands and diversity of business modes, the traditional commercial buildings for shopping only are gradually transformed into multifunctional large commercial buildings in various forms, which integrate hopping, dining, entertainment, culture, arts and other consumer functions. While the indoor pedestrian streets can not only improve environment application conditions and climate adaptability, but also integrate the space and functions of connected commercial buildings, which greatly improves space efficiency.Indoor pedestrian streets is shown in Fig.1.However, its unique function and structure brings many problems in fire zone separation, evacuation, smoke exhaust and other aspects in fire protection design. Now there is no domestic specific regulation for indoor pedestrian streets design. It is not only a theoretical topic of academic research, but also an urgent practical problem to solve that how to avoid the blindness in fire design of indoor pedestrian streets, proper handling and solving all the process, and ensuring fire safety of indoor pedestrian streets. Combining the problems encountered in engineering practice, I建筑消防安全中英文对照外文翻译文献make analysis on fire design of indoor pedestrian streets and put forward fire prevention measures that should be taken.Fig. 1.Indoor Pedestrian streets2. Difficulties in fire design of indoor pedestrian streetsAs there are entrances set in shops on both sides of indoor pedestrian streets, the customers can flow in the shops through the pedestrian streets. In addition, the commercial buildings on both sides of indoor pedestrian streets vary in forms, with not only small shops in tight rows, but also large supermarkets and main shops, both enclosed space, and open or semi-open circulated space. Therefore, the fire safety design difficulties mainly exist in the following aspects:(1) In accordance with current fire design specifications, indoor pedestrian streets as a limited interior space, the closed space surrounded by buildings should comply with the relevant provisions of the atrium, and fire compartment area should be calculated by overlying the connected areas of upper and lower floors. If using roller shutters or walls to separate fire compartments, it will undoubtedly undermine the effect of architectural design, but not separating will result in over-large compartment area, exceeding regulatory requirements.(2) Evacuation distance from indoor outdoor pedestrian streets to a safe outdoor place often exceeds the specified safe evacuation distance.(3) Fire escapes of the shops are set in the pedestrian streets, and evacuation must be done through the indoor pedestrian streets.(4) The smoke design of current national fire safety design specifications is not applicable for indoor pedestrian streets. Designers often design natural smoke exhaust by referring to specifications on the requirements of atrium natural smoke exhaust, but there are some problems which can not be overlooked: first, due to "laminarization" phenomenon, for the建筑消防安全中英文对照外文翻译文献ceiling with clearance height greater than 12m, whether natural smoke exhaust windows can produce real effects; second, in many cases, indoor pedestrian streets also burdens safe evacuation of the shops , which meets atrium smoke exhaust design requirements of current fire protection standards. Whether it can ensure the evacuation safety of people in indoor pedestrian streets.(5) Although the indoor pedestrian streets is used for people passage,some problems may appear in the operation of commercial buildings: first, various temporary booths or stands set in the indoor pedestrian streets will not only increase the fire load, but also affect the safe evacuation; second, to protect the shopping environment from the outdoor weather conditions, in the course of business operation some commercial buildings open the smoke exhaust outlets and set doors and windows at the entrances and on the top of the indoor pedestrian streets, which changes the conditions of safe evacuation and smoke exhaust, posing a fire hazard.3.Indoor pedestrian streets fire design ideasThe biggest difference of indoor pedestrian streets from the outdoor one lies in the roof, so it does not have equal safety of outdoor street. The people evacuated from the shops on both sides have to pass the pedestrian streets before reaching a safe location outdoors. So pedestrian streets is a transition area and an additional part of the evacuation passage. Ideally, the people in an indoor pedestrian streets can enjoy equal safety conditions of outdoors during evacuation. Therefore, the question whether indoor pedestrian streets can serve as an evacuation safe zone, will directly affect the business layout and building fire safety design. For this purpose, I put forward the following design ideas:(1) Control the fire within the shops, to avoid it spreading to the indoor pedestrian streetsWhen fire occurs in shops on the side, try to control the fire in a small range as possible, in particular, to avoid fire and smoke spreading to the indoor pedestrian streets. Usually this can be done by taking active and passive fire protection measures.Separate fire compartment reasonably.Separate the shops that face the pedestrian streets using certain fire-resistant dividers to separate the fire, to limit the spread of fire within the shop. In the shops, automatic fire alarm system, smoke exhaust system and建筑消防安全中英文对照外文翻译文献automatic sprinkler systems shall be installed to timely detect the fire, control early fire and smoke spread, and limit the spread of fire from the shops into the pedestrian streets.Indoor pedestrian streetss should have sufficient width, to ensure that even though the fire spreads out of the shops, it will not reach the other side of the pedestrian streets.(2) Avoid the pedestrian streets from being the route of fire spreadIn order to avoid indoor pedestrian streetss from being the route of fire spread, ensure that the floor, wall, and ceiling material will not lead to the spread of the fire. Non-combustible material can be considered; load-bearing structure should have sufficient fire resistance to ensure the safety of evacuation and fire fighting and rescue.Measures should be taken to limit the spread of smoke in the pedestrian streets. The ideal condition of smoke control is that, the smoke exhaust systems in the shops can start in time and exhaust the smoke effectively, to prevent the smoke from spreading into the pedestrian streets. However, considering that the fire in the shops may go out of control, or the smoke exhaust systems in the shops do not start in time or start effectively, or the fire uncontrolled by the fire extinguishing system will soon nullify the indoor exhaust system, etc.there are possibilities that the smoke in the shops spreads to the pedestrian streets. And sometimes unavoidably there are small amounts of combustible that can produce smoke when fire occurs, so it is necessary to install smoke exhaust system in the pedestrian streets.To prevent movable combustible in the pedestrian streets, such as holiday decorations, temporary stands,etc.from causing fire, it should be considered to install automatic sprinkler system or automatic scanning and positioning fire extinguishing system in the corridor and larger atrium of the indoor pedestrian streets.(3) Ensure that people within the indoor pedestrian streets can be quickly evacuated to the outsideThe people detained in the shops and pedestrian streets may not be familiar with building and evacuation routes. Even if the building provides relatively safe evacuation routes and fire exits independent of the pedestrian streets, it should also be considered due to unfamiliarity people may evacuate through the pedestrian streets, resulting in extended time of evacuation. Indoor pedestrian streets, after all, does not have the equal safety of outdoors, so measures should be taken in favor of quick evacuation.建筑消防安全中英文对照外文翻译文献The pedestrian streets should not be used for purposes other than human passage. There should be no arrangement of fixed commercial stalls or obstacles impeding the evacuation, and adequate width should be maintained to meet the evacuation needs and to avoid being overcrowded, which will affect the speed of evacuation.If the exit of shop connects directly to the indoor pedestrian streets, and extends to a safe place outside via the pedestrian streets, the distance from the exit of shop to the exit of the pedestrian streets should be controlled without being too long.As a main channel for safe evacuation, the pedestrian streets should have good emergency lighting and evacuation instructions to ensure smooth evacuation in case of fire. For indoor pedestrian streets with more complex or longer evacuation routes, emergency lighting should be strengthened, intelligent evacuation signs should be set, and fire emergency broadcast system should be allocated, to guide the evacuation in order.(4)Create favorable conditions for external fire fighting and rescueEven if the pedestrian streets is equipped with automatic fire extinguishing system, it does not rule out the case for various reasons fire occurs and spreads, which will need fire fighting service and rescue. Basic fire fighting and rescue measures are:Overall planning and rational setting of commercial building’s fire track create favorable external conditions for the fire brigade to perform rescue, and facilitate quick access for fire engines to the inside or fire site of commercial building.If the indoor pedestrian streets is relatively long, indoor pedestrian streets entrances should be set on the first floor at certain intervals for firefi ghters’ access. Fire rescue operation site should be set on the side of the building more than 24m in height, and window entrance for firefighters should be set on each floor on the wall where fire operation is performed. For the convenience of access to water, in addition to setting the fire hydrant within the shops, the fire hydrant and hose reel should also be set up within the pedestrian streets4.Indoor pedestrian streets fire protection measuresEach layer of indoor pedestrian streets, through the atrium gallery and escalator are connected with each other, creating an open, transparent continuous interior space. This open建筑消防安全中英文对照外文翻译文献and transparent settings,the commercial building shopping personnel can easily recognize direction,on emergency evacuation is very beneficial,but also insightful space indoor pedestrian streets has enough smoke storage space, slowing the smoke sedimentation velocity. But because the evacuation through indoor pedestrian streets to via staircases were evacuated, so need to ensure indoor pedestrian streets fire bining the stated fire safety design ideas, I propose the following fire protection measures:4.1. LayoutRational design of indoor pedestrian streets layout has a positive significance in reducing fire hazards to people and property, reducing economic losses and facilitating fire rescue.To reduce fire risk, commercial buildings should not operate or store commodities with fire risk properties classified as A and B, and no food stands should not be set on the pedestrian streets. To prevent the fire in the shops or in the pedestrian streets from spreading to or along the pedestrian streets, the pedestrian streets width shall meet requirements of fire prevention distance, 8m at least. The pedestrian streets should not be longer than 300m. If it is longer than 300m, open passage with width not less than 6m should be set at places within 300m, in order to facilitate the evacuation, and to delay and prevent the spread of fire, working as a fire barrier.The exits of shops on sides should connect directly to the pedestrian streets, and the exits connecting the shops and the pedestrian streets can be designed as fire escapes. The distance from the shop exit to a nearest outdoor place of safety should not be greater than 60m, in order to facilitate safe evacuationLoop fire engine track should be set around the commercial buildings. If there are difficulties, fire engine tracks with width not less than 6m should be set on two long sides of the building. If the length of the build ing’s outer boundary is greater than 150m or the total length is greater than 220m, a track through the building should be set. To facilitate fire engines’ access, do not set obstacles at the entrance of the street, or set seats, landscape, and other facilities in the street. Do not affect fire fighting or the passage of fire engines. Set fire track signs on the ground, in which there should be no obstacles or open doors & windows or steps, etc.建筑消防安全中英文对照外文翻译文献4.2. Fire separation(1) For non-food shops, shop building area should not exceed 300 m2, and the pedestrian streets and shops should be separated with 1.0h window-type spray cooling system protective tempered glass for fire separation; if the building area is more than 300 m2, 2.0h type one should be used.(2) The shop door that opens to the indoor pedestrian streets should be able to automatically shut down when fire occurs, and it should be sealed well to prevent the smoke entering into the interior pedestrian streets. The door should meet the fire resistance of not less than 1.0h.A space no less than 500mm should be left between the top of the door and the ceiling as smoke accumulating space. It is recommended to use a two-way spring door with electromagnetic absorber, so that the doors automatically close in case of emergency power-off due to fire. And ensure that both sides can be opened and automatically closed after opening.(3) The fire resistance of the walls between the shops with building area less than 300m2 should not be lower than 2.0h; for shops greater than 300m2, use walls with fire resistance not less than 3.0h to separate the adjacent shops; the walls should be built to the bottom of the upper floor. The horizontal distance between the door and window openings on both sides of the walls should be no less than 2.0m.(4) Fire damper which can be automatically closed at 70 should be set in the air conditioner and ventilation pipe through the fire wall of the shop, and smoke damper which can be automatically closed at 280 should be set in the smoke exhaust pipe.4.3. Fire fighting facilities(1) Fire extinguishing system: automatic sprinkler system should be set in the pedestrian streets corridor, and fast response sprinklers should be used. For atrium area fixed fire monitor system should be used. Fire hydrant and hose reel should be set at intervals of 50m in the indoor pedestrian streets.(2) Fire detection and alarm system: point-type smoke detectors should be set in the pedestrian streets corridor; beam line smoke detectors can be set at the top of the pedestrian streets.建筑消防安全中英文对照外文翻译文献(3) Smoke system: natural draft system can be used in the pedestrian streets. Sufficient natural draft windows should be arranged in the ceiling, exhausting the smoke in the street timely by reliable linkage starting. The area of natural draft windows should be no less than 20% of the pedestrian streets surface.(4) The emergency lighting and evacuation signs: centralized power and centralized control type should be used. Light-type evacuation signs which can maintain a visual continuity should be set on the ground the evacuation routes of the pedestrian streets. The evacuation signs should use safe voltage, and the intervals of ground evacuation signs should be no greater than 5m.5.ConclusionIndoor pedestrian streets in China developed rapidly in recent years. The current national fire safety standards do not give clear requirements on fire protection design. Fire safety design departments have difficulties in controlling the design , so there are many problems in the fire protection design to be solved. Basically, the proposed fire safety measures are able to meet the current needs of using indoor pedestrian streets, which are also realistic and can provide new ideas for indoor pedestrian streets fire safety design. Only reasonable measures can reduce fire risk, to ensure fire safety of indoor pedestrian streets.Reference[1] GB50016-2006.Code of design on building fire protection and prevention.[2] Fire Bureau of Ministry of Public Security, Handbook of Fire Protection[M]. Science and Technology Publishing of Shanghai.2007.[3] HUO Ran,YUAN,HongYong Performance based fire prevention analysis and design ofbuildings[M]. Science and Technology Publishing of Anhui,2003.[4] NFPA Life Safety Code, NFPA (Fire) 101, National Fire Protean, Association, 2005.译文：大型商业综合体室内步行街消防安全设计建筑消防安全中英文对照外文翻译文献摘要近几年中国的室内步行街发展迅速。
工程管理专业外文文献翻译(中英文)【精选文档】
xxxxxx 大学本科毕业设计外文翻译Project Cost Control: the Way it Works项目成本控制：它的工作方式学院（系）: xxxxxxxxxxxx专业: xxxxxxxx学生姓名: xxxxx学号： xxxxxxxxxx指导教师： xxxxxx评阅教师：完成日期：xxxx大学项目成本控制：它的工作方式在最近的一次咨询任务中，我们意识到对于整个项目成本控制体系是如何设置和应用的,仍有一些缺乏理解。
所以我们决定描述它是如何工作的.理论上，项目成本控制不是很难跟随。
首先，建立一组参考基线。
然后，随着工作的深入，监控工作,分析研究结果,预测最终结果并比较参考基准。
如果最终的结果不令人满意，那么你要对正在进行的工作进行必要的调整，并在合适的时间间隔重复。
如果最终的结果确实不符合基线计划，你可能不得不改变计划.更有可能的是，会 (或已经) 有范围变更来改变参考基线，这意味着每次出现这种情况你必须改变基线计划。
但在实践中，项目成本控制要困难得多，通过项目数量无法控制成本也证明了这一点。
正如我们将看到的，它还需要大量的工作，我们不妨从一开始启用它。
所以，要跟随项目成本控制在整个项目的生命周期.同时，我们会利用这一机会来指出几个重要文件的适当的地方。
其中包括商业案例，请求（资本)拨款（执行），工作包和工作分解结构，项目章程（或摘要),项目预算或成本计划、挣值和成本基线。
所有这些有助于提高这个组织的有效地控制项目成本的能力。
业务用例和应用程序（执行）的资金重要的是要注意，当负责的管理者对于项目应如何通过项目生命周期展开有很好的理解时,项目成本控制才是最有效的。
这意味着他们在主要阶段的关键决策点之间行使职责。
他们还必须识别项目风险管理的重要性，至少可以确定并计划阻止最明显的潜在风险事件。
在项目的概念阶段•每个项目始于确定的机会或需要的人.通常是有着重要性和影响力的人,如果项目继续,这个人往往成为项目的赞助。
离骚英文全译本(中文+英文+中文翻译)
《离骚》译文郭沫若译我本是古帝高阳氏的后裔，号叫伯庸的是我已故的父亲。
太岁在寅的那一年的正月，庚寅的那一天便是我的生辰。
先父看见了我有这样的生日，他便替我取下了相应的美名。
替我取下的大名是叫着正则，替我取下的别号是叫着灵均。
我的内部既有了这样的美质，我的外部又加以美好的装扮。
我把蘼芜和白芷都折取了来，和秋兰纽结着做成了个花环。
我匆忙地就象是在赶路一般，怕的是如箭的光阴弃我飞掉。
我在春天去攀折山上的木兰，我在冬天去收揽水边的青藻。
金鸟和玉兔匆匆地不肯停留，夏天和秋天轮流着在相替代。
想到草和木都时刻地在雕零，怕的是理想的佳人也要早衰。
你应该趁着年少以自图修洁，为甚总不改变你那样的路数？我驾着骏马正要打算去奔驰，你来吧，我要为你在前面引路。
古时候曾有过纯而粹的三王，在那时固然是群芳之所聚会。
木本的申椒、菌桂也多所戴插，不仅把香茝和蕙草纫成环佩。
想唐尧和虞舜真是伟大光明，他们已经是得着了正当轨道。
而夏桀和殷纣怎那样地胡涂，总爱贪走捷径反而屡自跌跤。
有一批胡涂的人们会苟且偷安，他们的道路诚暧昧而又加狭隘。
我并不怕自己的身子会要遭殃，我怕的是君王的乘舆要被破坏。
我匆匆地在前在后效力奔走，我想要追赶上先王们的步武。
你既不肯鉴察我胸中的愚诚，更反而听信谗言给我以恼怒。
我诚然知道梗直是不能讨好，但我却忍耐着痛苦不肯抛弃。
我要请九重的上天做我证人，我悃忱地忠于君王并无他意。
在当初呵，你既已经和我约定，你奈何翻悔了，又改变了心肠。
我和你的分离也不怎么难堪，只叹息你的为人呵太没主张。
我已经种下了九顷地的春兰，我又曾栽就了百亩园的秋蕙。
我曾把留夷和揭车种了一田，更夹杂了些杜衡和芳芷之类。
希望着它们的枝叶茂盛起来，等到开花时我便要加以收割。
我自己就萎谢了也不算什么，可悲的是一群芳草要遭践踏。
大家都竞争着在以酒食为征逐，贪财好利的心事全然不知满足。
大家都宽恕着自己而猜忌别人，大家都在斗着心机而互相嫉妒。
大家也都在狂奔着争权夺利，那些都不是我心中之所贪图。
道路与桥梁工程中英文对照外文翻译文献
中英文对照外文翻译(文档含英文原文和中文翻译)Bridge research in EuropeA brief outline is given of the development of the European Union, together withthe research platform in Europe. The special case of post-tensioned bridges in the UK is discussed. In order to illustrate the type of European research being undertaken, an example is given from the University of Edinburgh portfolio: relating to the identification of voids in post-tensioned concrete bridges using digital impulse radar.IntroductionThe challenge in any research arena is to harness the findings of different research groups to identify a coherent mass of data, which enables research and practice to be better focused. A particular challenge exists with respect to Europe where language barriers are inevitably very significant. The European Community was formed in the 1960s based upon a political will within continental Europe to avoid the European civil wars, which developed into World War 2 from 1939 to 1945. The strong political motivation formed the original community of which Britain was not a member. Many of the continental countries saw Britain’s interest as being purelyeconomic. The 1970s saw Britain joining what was then the European Economic Community (EEC) and the 1990s has seen the widening of the community to a European Union, EU, with certain political goals together with the objective of a common European currency.Notwithstanding these financial and political developments, civil engineering and bridge engineering in particular have found great difficulty in forming any kind of common thread. Indeed the educational systems for University training are quite different between Britain and the European continental countries. The formation of the EU funding schemes —e.g. Socrates, Brite Euram and other programs have helped significantly. The Socrates scheme is based upon the exchange of students between Universities in different member states. The Brite Euram scheme has involved technical research grants given to consortia of academics and industrial partners within a number of the states—— a Brite Euram bid would normally be led by partners within a number of the statesan industrialist.In terms of dissemination of knowledge, two quite different strands appear to have emerged. The UK and the USA have concentrated primarily upon disseminating basic research in refereed journal publications: ASCE, ICE and other journals. Whereas the continental Europeans have frequently disseminated basic research at conferences where the circulation of the proceedings is restricted.Additionally, language barriers have proved to be very difficult to break down. In countries where English is a strong second language there has been enthusiastic participation in international conferences based within continental Europe —e.g. Germany, Italy, Belgium, The Netherlands and Switzerland. However, countries where English is not a strong second language have been hesitant participants }—e.g. France.European researchExamples of research relating to bridges in Europe can be divided into three types of structure:Masonry arch bridgesBritain has the largest stock of masonry arch bridges. In certain regions of the UK up to 60% of the road bridges are historic stone masonry arch bridges originally constructed for horse drawn traffic. This is less common in other parts of Europe as many of these bridges were destroyed during World War 2.Concrete bridgesA large stock of concrete bridges was constructed during the 1950s, 1960s and 1970s. At the time, these structures were seen as maintenance free. Europe also has a large number of post-tensioned concrete bridges with steel tendon ducts preventing radar inspection. This is a particular problem in France and the UK.Steel bridgesSteel bridges went out of fashion in the UK due to their need for maintenance as perceived in the 1960s and 1970s. However, they have been used for long span and rail bridges, and they are now returning to fashion for motorway widening schemes in the UK.Research activity in EuropeIt gives an indication certain areas of expertise and work being undertaken in Europe, but is by no means exhaustive.In order to illustrate the type of European research being undertaken, an example is given from the University of Edinburgh portfolio. The example relates to the identification of voids in post-tensioned concrete bridges, using digital impulse radar.Post-tensioned concrete rail bridge analysisOve Arup and Partners carried out an inspection and assessment of the superstructure of a 160 m long post-tensioned, segmental railway bridge in Manchester to determine its load-carrying capacity prior to a transfer of ownership, for use in the Metrolink light rail system..Particular attention was paid to the integrity of its post-tensioned steel elements.Physical inspection, non-destructive radar testing and other exploratory methods were used to investigate for possible weaknesses in the bridge.Since the sudden collapse of Ynys-y-Gwas Bridge in Wales, UK in 1985, there has been concern about the long-term integrity of segmental, post-tensioned concrete bridges which may b e prone to ‘brittle’ failure without warning. The corrosion protection of the post-tensioned steel cables, where they pass through joints between the segments, has been identified as a major factor affecting the long-term durability and consequent strength of this type of bridge. The identification of voids in grouted tendon ducts at vulnerable positions is recognized as an important step in the detection of such corrosion.Description of bridgeGeneral arrangementBesses o’ th’ Barn Bridge is a 160 m long, three span, segmental, post-tensionedconcrete railway bridge built in 1969. The main span of 90 m crosses over both the M62 motorway and A665 Bury to Prestwick Road. Minimum headroom is 5.18 m from the A665 and the M62 is cleared by approx 12.5 m.The superstructure consists of a central hollow trapezoidal concrete box section 6.7 m high and 4 m wide. The majority of the south and central spans are constructed using 1.27 m long pre-cast concrete trapezoidal box units, post-tensioned together. This box section supports the in site concrete transverse cantilever slabs at bottom flange level, which carry the rail tracks and ballast.The center and south span sections are of post-tensioned construction. These post-tensioned sections have five types of pre-stressing:1. Longitudinal tendons in grouted ducts within the top and bottom flanges.2. Longitudinal internal draped tendons located alongside the webs. These are deflected at internal diaphragm positions and are encased in in site concrete.3. Longitudinal macalloy bars in the transverse cantilever slabs in the central span .4. Vertical macalloy bars in the 229 mm wide webs to enhance shear capacity.5. Transverse macalloy bars through the bottom flange to support the transverse cantilever slabs.Segmental constructionThe pre-cast segmental system of construction used for the south and center span sections was an alternative method proposed by the contractor. Current thinkingire suggests that such a form of construction can lead to ‘brittle’ failure of the ententire structure without warning due to corrosion of tendons across a construction joint，The original design concept had been for in site concrete construction.Inspection and assessmentInspectionInspection work was undertaken in a number of phases and was linked with the testing required for the structure. The initial inspections recorded a number of visible problems including:Defective waterproofing on the exposed surface of the top flange.Water trapped in the internal space of the hollow box with depths up to 300 mm.Various drainage problems at joints and abutments.Longitudinal cracking of the exposed soffit of the central span.Longitudinal cracking on sides of the top flange of the pre-stressed sections.Widespread sapling on some in site concrete surfaces with exposed rusting reinforcement.AssessmentThe subject of an earlier paper, the objectives of the assessment were:Estimate the present load-carrying capacity.Identify any structural deficiencies in the original design.Determine reasons for existing problems identified by the inspection.Conclusion to the inspection and assessmentFollowing the inspection and the analytical assessment one major element of doubt still existed. This concerned the condition of the embedded pre-stressing wires, strands, cables or bars. For the purpose of structural analysis these elements、had been assumed to be sound. However, due to the very high forces involved,、a risk to the structure, caused by corrosion to these primary elements, was identified.The initial recommendations which completed the first phase of the assessment were:1. Carry out detailed material testing to determine the condition of hidden structural elements, in particularthe grouted post-tensioned steel cables.2. Conduct concrete durability tests.3. Undertake repairs to defective waterproofing and surface defects in concrete.Testing proceduresNon-destructi v e radar testingDuring the first phase investigation at a joint between pre-cast deck segments the observation of a void in a post-tensioned cable duct gave rise to serious concern about corrosion and the integrity of the pre-stress. However, the extent of this problem was extremely difficult to determine. The bridge contains 93 joints with an average of 24 cables passing through each joint, i.e. there were approx. 2200 positions where investigations could be carried out. A typical section through such a joint is that the 24 draped tendons within the spine did not give rise to concern because these were protected by in site concrete poured without joints after the cables had been stressed.As it was clearly impractical to consider physically exposing all tendon/joint intersections, radar was used to investigate a large numbers of tendons and hence locate duct voids within a modest timescale. It was fortunate that the corrugated steel ducts around the tendons were discontinuous through the joints which allowed theradar to detect the tendons and voids. The problem, however, was still highly complex due to the high density of other steel elements which could interfere with the radar signals and the fact that the area of interest was at most 102 mm wide and embedded between 150 mm and 800 mm deep in thick concrete slabs.Trial radar investigations.Three companies were invited to visit the bridge and conduct a trial investigation. One company decided not to proceed. The remaining two were given 2 weeks to mobilize, test and report. Their results were then compared with physical explorations.To make the comparisons, observation holes were drilled vertically downwards into the ducts at a selection of 10 locations which included several where voids were predicted and several where the ducts were predicted to be fully grouted. A 25-mm diameter hole was required in order to facilitate use of the chosen horoscope. The results from the University of Edinburgh yielded an accuracy of around 60%.Main radar sur v ey, horoscope verification of v oids.Having completed a radar survey of the total structure, a baroscopic was then used to investigate all predicted voids and in more than 60% of cases this gave a clear confirmation of the radar findings. In several other cases some evidence of honeycombing in the in site stitch concrete above the duct was found.When viewing voids through the baroscopic, however, it proved impossible to determine their actual size or how far they extended along the tendon ducts although they only appeared to occupy less than the top 25% of the duct diameter. Most of these voids, in fact, were smaller than the diameter of the flexible baroscopic being used (approximately 9 mm) and were seen between the horizontal top surface of the grout and the curved upper limit of the duct. In a very few cases the tops of the pre-stressing strands were visible above the grout but no sign of any trapped water was seen. It was not possible, using the baroscopic, to see whether those cables were corroded.Digital radar testingThe test method involved exciting the joints using radio frequency radar antenna: 1 GHz, 900 MHz and 500 MHz. The highest frequency gives the highest resolution but has shallow depth penetration in the concrete. The lowest frequency gives the greatest depth penetration but yields lower resolution.The data collected on the radar sweeps were recorded on a GSSI SIR System 10.This system involves radar pulsing and recording. The data from the antenna is transformed from an analogue signal to a digital signal using a 16-bit analogue digital converter giving a very high resolution for subsequent data processing. The data is displayed on site on a high-resolution color monitor. Following visual inspection it isthen stored digitally on a 2.3-gigabyte tape for subsequent analysis and signal processing. The tape first of all records a ‘header’ noting the digital radar settings together with the trace number prior to recording the actual data. When the data is played back, one is able to clearly identify all the relevant settings —making for accurate and reliable data reproduction.At particular locations along the traces, the trace was marked using a marker switch on the recording unit or the antenna.All the digital records were subsequently downloaded at the University’s NDT laboratory on to a micro-computer.（The raw data prior to processing consumed 35 megabytes of digital data.） Post-processing was undertaken using sophisticated signal processing software. Techniques available for the analysis include changing the color transform and changing the scales from linear to a skewed distribution in order to highlight、突出certain features. Also, the color transforms could be changed to highlight phase changes. In addition to these color transform facilities, sophisticated horizontal and vertical filtering procedures are available. Using a large screen monitor it is possible to display in split screens the raw data and the transformed processed data. Thus one is able to get an accurate indication of the processing which has taken place. The computer screen displays the time domain calibrations of the reflected signals on the vertical axis.A further facility of the software was the ability to display the individual radar pulses as time domain wiggle plots. This was a particularly valuable feature when looking at individual records in the vicinity of the tendons.Interpretation of findingsA full analysis of findings is given elsewhere, Essentially the digitized radar plots were transformed to color line scans and where double phase shifts were identified in the joints, then voiding was diagnosed.Conclusions1. An outline of the bridge research platform in Europe is given.2. The use of impulse radar has contributed considerably to the level of confidence in the assessment of the Besses o’ th’ Barn Rail Bridge.3. The radar investigations revealed extensive voiding within the post-tensioned cable ducts. However, no sign of corrosion on the stressing wires had been foundexcept for the very first investigation.欧洲桥梁研究欧洲联盟共同的研究平台诞生于欧洲联盟。
儿童教育外文翻译文献
儿童教育外文翻译文献(文档含中英文对照即英文原文和中文翻译)原文：The Role of Parents and Community in the Educationof the Japanese ChildHeidi KnipprathAbstractIn Japan, there has been an increased concern about family and community participation in the child’s educat ion. Traditionally, the role of parents and community in Japan has been one of support and less one of active involvement in school learning. Since the government commenced education reforms in the last quarter of the 20th century, a more active role for parents and the community in education has been encouraged. These reforms have been inspired by the need to tackle various problems that had arisen, such as the perceived harmful elements of society’spreoccupation with academic achievement and the problematic behavior of young people. In this paper, the following issues are examined: (1) education policy and reform measures with regard to parent and community involvement in the child’s education; (2) the state of parent and community involvement at the eve of the 20th century.Key Words: active involvement, community, education reform, Japan, parents, partnership, schooling, supportIntroduction: The Discourse on the Achievement GapWhen western observers are tempted to explain why Japanese students attain high achievement scores in international comparative assessment studies, they are likely to address the role of parents and in particular of the mother in the education of the child. Education mom is a phrase often brought forth in the discourse on Japanese education to depict the Japanese mother as being a pushy, and demanding home-bound tutor, intensely involved in the child’s education due to severe academic competition. Although this image of the Japanese mother is a stereotype spread by the popular mass media in Japan and abroad, and the extent by which Japanese mothers are absorbed in their children is exaggerated (Benjamin, 1997, p. 16; Cummings, 1989, p. 297; Stevenson & Stigler, 1992, p. 82), Stevenson and Stigler (1992) argue that Japanese parents do play an indispensable role in the academic performance of their children. During their longitudinal and cross-national research project, they and their collaborators observed that Japanese first and fifth graders persistently achieved higher on math tests than American children. Besides reciting teacher’s teaching style, cultural beliefs, and organization of schooling, Stevenson and Stigler (1992) mention parent’s role in supporting the learning conditions of the child to explain differences in achievement between elementary school students of the United States and students of Japan. In Japan, children receive more help at home with schoolwork (Chen & Stevenson, 1989; Stevenson & Stigler, 1992), and tend to perform less household chores than children in the USA (Stevenson et al., 1990; Stevenson & Stigler, 1992). More Japanese parents than American parents provide space and a personal desk and purchase workbooks for their children to supplement their regular text-books at school (Stevenson et al., 1990; Stevenson & Stigler, 1992). Additionally, Stevenson and Stigler (1992) observed that American mothers are much more readily satisfied with their child’s performance than Asian parents are, have less realistic assessments of their child’s academic perform ance, intelligence, and other personality characteristics, and subsequently have lower standards. Based on their observation of Japanese, Chinese and American parents, children and teachers, Stevenson and Stigler (1992) conclude that American families can increase the academic achievement of their children by strengthening the link between school and home, creating a physical and psychological environment that is conducive to study, and by making realistic assessments and raising standards. Also Benjamin (1997), who performed ‘day-to-day ethnography’ to find out how differences in practice between American and Japanese schools affect differences in outcomes, discusses the relationship between home and school and how the Japanese mother is involved in the academic performance standards reached by Japanese children. She argues that Japanese parents are willing to pay noticeable amounts of money for tutoring in commercial establishments to improve the child’s performance on entrance examinations, to assist in ho mework assignments, to facilitate and support their children’s participation in school requirements and activities, and to check notebooks of teachers on the child’s progress and other school-related messages from the teacher. These booklets are read and written daily by teachers and parents. Teachers regularly provide advice and reminders to parents, and write about homework assignments of the child, special activities and the child’s behavior (Benjamin, 1997, p. 119, p. 1993–1995). Newsletters, parents’ v isits to school, school reports, home visits by the teacher and observation days sustain communication in later years at school. According toBenjamin (1997), schools also inform parents about how to coach their children on proper behavior at home. Shimahara (1986), Hess and Azuma (1991), Lynn (1988) and White (1987) also try to explain national differences in educational achievement. They argue that Japanese mothers succeed in internalizing into their children academic expectations and adaptive dispositions that facilitate an effective teaching strategy, and in socializing the child into a successful person devoted to hard work.Support, Support and SupportEpstein (1995) constructed a framework of six types of involvement of parents and the community in the school: (1) parenting: schools help all families establish home environments to support children as students; (2) communicating: effective forms of school-to-home and home-to-school communications about school programs and children’s progress; (3) volu nteering: schools recruit and organize parents help and support; (4) learning at home: schools provide information and ideas to families about how to help students at home with homework and other curriculum-related activities, decisions and planning; (5) decision making: schools include parents in school decisions, develop parent leaders and representatives; and (6) collaborating with the community: schools integrate resources and services from the community to strengthen school programs, family practices, and student learning and development. All types of involvement mentioned in studies of Japanese education and in the discourse on the roots of the achievement gap belong to one of Epstein’s first four types of involvement: the creation of a conducive learn ing environment (type 4), the expression of high expectations (type 4), assistance in homework (type 4), teachers’ notebooks (type 2), mother’s willingness to facilitate school activities (type3) teachers’ advice about the child’s behavior (type 1), observ ation days by which parents observe their child in the classroom (type 2), and home visits by the teachers (type 1). Thus, when one carefully reads Stevenson and Stigler’s, Benjamin’s and other’s writings about Japanese education and Japanese students’ high achievement level, one notices that parents’ role in the child’s school learning is in particular one of support, expected and solicited by the school. The fifth type (decision making) as well as the sixth type (community involvement) is hardly ever mentioned in the discourse on the achievement gap.In 1997, the OECD’s Center for Educational Research and Innovation conducted a cross-national study to report the actual state of parents as partners in schooling in nine countries, including Japan. In its report, OECD concludes that the involvement of Japanese parents in their schools is strictly limited, and that the basis on which it takes place tends to be controlled by the teacher (OECD, 1997, p. 167). According to OECD (1997), many countries are currently adopting policies to involve families closely in the education of their children because (1) governments are decentralizing their administrations; (2) parents want to be increasingly involved; and (3) because parental involvement is said to be associated with higher achievement in school (p. 9). However, parents in Japan, where students already score highly on international achievement tests, are hardly involved in governance at the national and local level, and communication between school and family tends to be one-way (Benjamin, 1997; Fujita, 1989; OECD, 1997). Also parent–teacher associations (PTA, fubo to kyoshi no kai ) are primarily presumed to be supportive of school learning and not to participate in school governance (cf. OECD, 2001, p. 121). On the directionsof the occupying forces after the second world war, PTA were established in Japanese schools and were considered with the elective education boards to provide parents and the community an opportunity to participate actively in school learning (Hiroki, 1996, p. 88; Nakata, 1996, p. 139). The establishment of PTA and elective education boards are only two examples of numerous reform measures the occupying forces took to decentralize the formal education system and to expand educational opportunities. But after they left the country, the Japanese government was quick to undo liberal education reform measures and reduced the community and parental role in education. The stipulation that PTA should not interfere with personnel and other administrative tasks of schools, and the replacement of elective education boards by appointed ones, let local education boards believe that parents should not get involved with school education at all (Hiroki, 1996, p. 88). Teachers were regarded to be the experts and the parents to be the laymen in education (Hiroki, 1996, p. 89).In sum, studies of Japanese education point into one direction: parental involvement means being supportive, and community involvement is hardly an issue at all. But what is the actual state of parent and community involvement in Japanese schools? Are these descriptions supported by quantitative data?Statistics on Parental and Community InvolvementTo date, statistics of parental and community involvement are rare. How-ever, the school questionnaire of the TIMSS-R study did include some interesting questions that give us a clue about the degree of involvement relatively compared to the degree of involvement in other industrialized countries. The TIMSS-R study measured science and math achievement of eighth graders in 38 countries. Additionally, a survey was held among principals, teachers and students. Principals answered questions relating to school management, school characteristics, and involvement. For convenience, the results of Japan are only compared with the results of those countries with a GNP of 20650 US dollars or higher according to World Bank’s indicators in 1999.Unfortunately, only a very few items on community involvement were measured. According to the data, Japanese principals spend on average almost eight hours per month on representing the school in the community (Table I). Australian and Belgian principals spend slightly more hours and Dutch and Singaporean principals spend slightly less on representing the school and sustaining communication with the community. But when it comes to participation from the community, Japanese schools report a nearly absence of involvement (Table II). Religious groups and the business community have hardly any influence on the curriculum of the school. In contrast, half of the principals report that parents do have an impact in Japan. On one hand, this seems a surprising result when one is reminded of the centralized control of the Ministry of Education. Moreover, this control and the resulting uniform curriculum are often cited as a potential explanation of the high achievement levels in Japan. On the other hand, this extent of parental impact on the curriculum might be an indicator of the pressure parents put on schools to prepare their children appropriately for the entrance exams of senior high schools.In Table III, data on the extent of other types of parental involvement in Japan and other countries are given. In Japan, parental involvement is most common in case of schools volunteering for school projects and programs, and schools expecting parents to make sure that thechild completes his or her homework. The former is together with patrolling the grounds of the school to monitor student behavior most likely materialized through the PTA. The kinds and degree of activities of PTA vary according to the school, but the activities of the most active and well-organized PTA’s of 395 elementary schools investigated by Sumida (2001)range from facilitating sport and recreation for children, teaching greetings, encouraging safe traffic, patrolling the neighborhood, publishing the PTA newspaper to cleaning the school grounds (pp. 289–350). Surprisingly, less Japanese principals expect from the parents to check one’s child’s completion of homework than principals of other countries. In the discourse on the achievement gap, western observers report that parents and families in Japan provide more assistance with their children’s homework than parents and families outside Japan. This apparent contradiction might be the result of the fact that these data are measured at the lower secondary level while investigations of the roots of Japanese students’ high achievement levels focus on childhood education and learning at primary schools. In fact, junior high school students are given less homework in Japan than their peers in other countries and less homework than elementary school students in Japan. Instead, Japanese junior high school students spend more time at cram schools. Finally, Japanese principals also report very low degrees of expectations toward parents with regard to serving as a teacher aid in the classroom, raising funds for the school, assisting teachers on trips, and serving on committees which select school personnel and review school finances. The latter two items measure participation in school governance.In other words, the data support by and large the descriptions of parental of community involvement in Japanese schooling. Parents are requested to be supportive, but not to mount the territory of the teacher nor to be actively involved in governance. Moreover, whilst Japanese principals spend a few hours per month on communication toward the community, involvement from the community with regard to the curriculum is nearly absent, reflecting the nearly absence of accounts of community involvement in studies on Japanese education. However, the reader needs to be reminded that these data are measured at the lower secondary educational level when participation by parents in schooling decreases (Epstein, 1995; OECD, 1997; Osakafu Kyoiku Iinkai, unpublished report). Additionally, the question remains what stakeholders think of the current state of involvement in schooling. Some interesting local data provided by the Osaka Prefecture Education Board shed a light on their opinion.ReferencesBenjamin, G. R. (1997). Japanese lessons. New York: New York University Press.Cave, P. (2003). Educational reform in Japan in the 1990s: ‘Individuality’ and other uncertainties. Comparative Education Review, 37(2), 173–191.Chen, C., & Stevenson, H. W. (1989). Homework: A cross-cultural examination. Child Development, 60(3), 551–561.Chuo Kyoiku Shingikai (1996). 21 seiki o tenbo shita wagakuni no kyoiku no arikata ni tsu-ite [First Report on the Model for Japanese Education in the Perspective of theCummings, W. K. (1989). The American perception of Japanese parative Education, 25(3), 293–302.Epstein, J. L. (1995). School/family/community partnerships. Phi Delta Kappan , 701–712.Fujita, M. (1989). It’s all mother’s fault: childcare and the socialization of working mothers in Japan. The Journal of Japanese Studies , 15(1), 67–91.Harnish, D. L. (1994). Supplemental education in Japan: juku schooling and its implication. Journal of Curriculum Studies , 26(3), 323–334.Hess, R. D., & Azuma, H. (1991). Cultural support for schooling, contrasts between Japanand the United States. Educational Researcher , 20(9), 2–8, 12.Hiroki, K. (1996). Kyoiku ni okeru kodomo, oya, kyoshi, kocho no kenri, gimukankei[Rights and duties of principals, teachers, parents and children in education. InT. Horio & T. Urano (Eds.), Soshiki toshite no gakko [School as an organization](pp. 79–100). Tokyo: Kashiwa Shobo. Ikeda, H. (2000). Chiiki no kyoiku kaikaku [Local education reform]. Osaka: Kaiho Shup-pansha.Kudomi, Y., Hosogane, T., & Inui, A. (1999). The participation of students, parents and the community in promoting school autonomy: case studies in Japan. International Studies in Sociology of Education, 9(3), 275–291.Lynn, R. (1988).Educational achievement in Japan. London: MacMillan Press.Martin, M. O., Mullis, I. V. S., Gonzalez, E. J., Gregory, K. D., Smith, T. A., Chrostowski,S. J., Garden, R. A., & O’Connor, K. M. (2000). TIMSS 1999 Intern ational science report, findings from IEA’s Repeat of the Third International Mathematics and ScienceStudy at the Eight Grade.Chestnut Hill: The International Study Center.Mullis, I. V. S., Martin, M. O., Gonzalez, E. J., Gregory, K. D., Garden, R. A., O’Connor, K. M.,Chrostowski, S. J., & Smith, T. A.. (2000). TIMSS 1999 International mathemat-ics report, findings from IEA’s Repeat of the Third International Mathematics and Science Study at the Eight Grade.Chestnut Hill: The International Study Center. Ministry of Education, Science, Sports and Culture (2000).Japanese government policies in education, science, sports and culture. 1999, educational reform in progress. Tokyo: PrintingBureau, Ministry of Finance.Monbusho Ed. (1999).Heisei 11 nendo, wagakuni no bunkyoshisaku : Susumu kaikaku [Japanese government policies in education, science, sports and culture 1999: Educational reform in progress]. Tokyo: Monbusho.Educational Research for Policy and Practice (2004) 3: 95–107 © Springer 2005DOI 10.1007/s10671-004-5557-6Heidi KnipprathDepartment of MethodologySchool of Business, Public Administration and TechnologyUniversity of Twente P.O. Box 2177500 AE Enschede, The Netherlands译文：家长和社区在日本儿童教育中的作用摘要在日本，人们越来越关心家庭和社区参与到儿童教育中。
典范英语7-4中英文对照翻译Oh,otto!Oh,otto!
典范英语7-4中英⽂对照翻译Oh,otto!Oh,otto! 4第四篇Oh,otto!《哦，奥托》1.Somethingimportant重要的事情ThechildreninClassF ourwerebusyworking。
Thentheirteacher,MissUnderwood,said:‘Ihavesomethingveryimportanttotellyou.’四班的孩⼦们正忙着功课。
他们的⽼师，安德伍德⼩姐说：“我有⾮常重要的事情要跟你们讲”。
Shesmiledandsaid:‘Anewboyiscoming toourclass.HisnameisOttoandhecomesfromfar,faraway.Infact,hecomesfromouterspace…’她笑着说：“⼀个新男孩将来到我们班，他的名字叫奥托。
他来⾃很远很远的地⽅，事实上，他来⾃外太空……”(thisisOtto’sfirstdayatearthschool.Hereheis…)（这是奥托在地球学校的第⼀天。
他来了……）Thedooropenedandaboycamein.helookedjustliketheotherchildren-buthewasadifferentcolour.hewasgreen.门开了，⼀个男孩⾛了进来，他看上去就像其他孩⼦⼀样，但是（肤⾊）颜⾊不同。
他是绿⾊的。
MissUnderwoodtoldOttotositwithJoandCharlieandJosh.安德伍德⼩姐让奥托和乔、查理、乔什坐在⼀起，ThenshelookedatJoandadded,‘Iwantyouto takecareofournewboyandgivehimahandifheneedsit.’然后她看着乔，补充道：“我想要你照顾下我们的新男孩，如果他需要，就伸只⼿帮帮他。
”‘please,Miss,’saidOtto.‘I’mnotNEW.I’msevenandahalf.AndIdon’talready.Look!’“拜托，⼩姐，”奥托说，“我不是“新的”，我已经七岁半了。
英文翻译成中文
第四部分翻译Part Ⅰ英译汉练习：Unit 11.年轻时，他对学业漫不经心，加之他一直不愿考虑运动员以外的职业，到这时候，这一切终于给他带来了不幸。
2.护士们对不得不日复一日地参与欺骗病人的做法也许深恶痛绝，但要抵制却感到无能为力。
3.我不会在初版的《失乐园》上乱写乱画，就像我不会把一幅伦勃朗的原作连同一套蜡笔交给我的婴儿任意涂抹一样。
4.只有假设地球表面呈曲线状，这一现象才能得到解释。
5.鹿减少生存所需的能耗以增加越冬生存的机会，从生物学的角度看是合情合理的。
6.不论好坏，不论是何结果，美国人不仅会一概接受，还要去铲除那些反对者，尽管对于成千上万的人来说，这决定与自己的意愿背道而驰。
7.你可曾为了接电话在洗澡时从浴室冲出来，或是嚼着饭从饭桌旁站起来，或是昏昏沉沉的从床上爬起来，而结果却是有人打错了。
8.实际上，大把花钱的满足感大于商品本身带给他们的乐趣。
9.但是蓝色也可以表示伤感（我很伤感），白色常代表纯洁，尽管在中国，人们在婚礼上穿白的，在葬礼上穿黑的。
10. 晚上十点到十二点，美国处在权力真空状态——除了纽约广播公司总部和两家大的新闻机构之外，全国范围内就再没有别的信息中心。
Unit 21) 1800年英国与法国之间将爆发一场持续15后的大战。
2) 我相信，到1816年，英国将在滑铁卢村附近赢得一场伟大战役的胜利。
3) 然而，到1870年，对于英国来说，德国将成为一个比法国更具危险性的国家。
4) 在20世纪初，俄国、美国和日本将成为大国，而英国将不再是世界上最强大的国家了。
5) 反过来，农民的业绩大小取决于农业的组织形式，经济环境，市场结构这些与之息息相关的因素。
6) 他被接回来时，不停地跟人讲，一些可怕的怪物瞪着眼睛盯着他，把他带到了一个宇宙飞船上。
7) 烫伤大多数发生在老人和孩子身上，往往是由于浴室里水温太高而造成的。
8) 尽量多地了解可能发生的事情，这样你可以提前做好准备。
9) 市场的变化迫使很多网站关闭，而其它网站也仅是勉强维持。
段落翻译 中英文对照
1. The Dragon Boat Festival, also called the Duanwu Festival, is celebrated on the fifth day of the fifth month according to the Chinese calendar. For thousands of years, the festival has been marked by eating Tzung Tzu and racing dragon boats.The most important activities of this festival are the dragon boat races. Competing teams drive their colorful dragon boats forward to the rhythm（节奏,韵律） of beating drums. These exciting races were inspired by the villager's attempts to rescue Chu Yuan from the Mi Lo River. This tradition has remained unbroken for centuries.A very popular dish during the Dragon Boat festival is tzung tzu. This tasty dish consists of rice dumplings with meat, peanut, egg yolk（蛋黄）, or other fillings wrapped in bamboo leaves. The tradition of tzung tzu is meant to remind us of the village fishermen scattering rice across the water of the Mi Low River in order to appease the river dragons so that they would not devour Chu Yuan.一，端午节龙舟节也叫做端午节，它位于每年农历的五月初五，经过几千年的时间，划龙舟和吃粽子已经成为这个节日的标志。
英文写作手册中文翻译
英语写作讲义Part One Manuscript Form第一部分文稿格式As we are learning to write, we should have a clear idea of what is good manuscript form. We should do everything-writing the title，leaving margins，indenting，capitalizing，and dividing words—according to generally accepted rules. Whenever we write something，we should work carefully，write neatly and clearly，and try to make as few mistakes as possible。
Before handing in our essay or exercise，we should proofread it once or twice，because we may need to make some final corrections and changes。
If we always work in this way, we are sure to make to progress。
当我们学习写作的时候，应该清楚地知道什么是好的文稿格式。
我们应该做的每件事是-—写标题，留页边距，缩进，首字母大写，并拆分单词-—根据普遍接受的规则。
每当我们写东西时，应该仔细，字迹工整清楚，尽可能少犯错误。
在上交我们的文章或练习前,应该校对一或两次,因为我们可能需要一些最后的修正和变更。
如果我们总是用这种方式工作，肯定能取得进步。
Ⅰ。
Arrangement一、排版Writing in correct manuscript form is very important，because it makes it easy to read what is written and prevents misunderstanding。
中英文翻译 (3)
英文翻译原文:(一)BORING AND BORING MACHINESAs carried out on a lathe, boring produces circular internal profiles in hollow work-pieces or on a hole made by drilling or another process, Boring is done with cutting tools that are similar to those used in turning. Because the boring bar has to reach the full length of the bore, tool deflection and, therefore, maintainance of dimensional accuracy can be a significant problem.The boring bar must be sufficiently stiff—that is, made of a material with high elastic modulus, such as tungsten carbide –to minimize deflection and avoid vibration and chatter. Boring bars have been designed with capabilities for damping vibration.Although boring operations on relatively small work-pieces. Can be carried out on a lathe, boring mills are used for large work-pieces. These machines are either vertical or horizontal, and are capable of performing operations such as turning, facing, grooving, and chamfering. A vertical boring machine is similar to a lathe but has a vertical axis of work-piece rotation.The cutting tool (usually a single point made of M-2 and M-3 high-speed steel and C-7 and C-8 carbide) is mounted on the tool head, which is capable of vertical movement (for boring and turning) and radial movement (for facing), guided by the cross-rail. The head can be swiveled to produce conical (tapered) surfaces.In horizontal boring machine, the work-piece is mounted on a table that can move horizontally in both the axial and radial directions. The cutting tool is mounted on a spindle that rotates in the headstock, which is capable of both vertical and longitudinal movements. Drills, reamer, taps, and milling cutters can also be mounted on the machine spindle.Boring machine are available with a variety of features. Although work-piece diameters are generally 1 m-4 m(3ft-12ft),work-piece as large as 20 m(60ft) can be machined in some vertical boring machines. Machine capacities range up to 150 kw (200hp).these machines are also available with computer numerical controls, which allow all movements to be programmed. With such controls, little operaror involvement is required and consistency and productivity are improved. Cutting speeds and feeds for boring are similar to those for turning.(For capabilities of boring operations)Jig borers are vertical boring machines with high –precision bearings. Although they are available in various sizes and used in tool rooms for making jigs and fixtures,they are now being replaced by more versatile numerical control machines.Design considerations for boring. Guidelines for efficient and economical boring operations are similar to those for turning. Additionally, the following factors should be considered：a.Whenever possible, through holes rather than blind holes should bespecified.(The term blind hole refers to a hole that does not go thoughthe thickness of the work-piece )b.The greater the length –to –bore-diameter ratio, the more difficult it is tohold dimensions because of the deflections of the boring bar due tocutting forces.c.Interrupted internal surfaces should be avoided.（2）Fundamentals of Machine Tools In many cases products form the primary forming processes must undergo further refinements in size and surface finish to meet their design specifications. To meet such precise tolerances the removal of small amounts of material is needed. Usually machine tools are used for such operation.In the United States material removal is a big business-in excess of $ per year, including material, labor, overhead, and machine-tool shipments, is spent. Since 60 percent of the mechanical and industrial engineering and technology graduates have something connection with the machining industry either through sale, design, or operation of machine shops, or working in related industry, it is wise for an engineering student to devote some time in his curriculum to studying material removal and machine tools.A machine tool provides the means for cutting tools to shape a workpiece to required dimensions; the machine supports the tool and the workpiece in a controlled relationship through the functioning of its basic members, which are as follow:(a) Bed, Structure or Frame. This is the main member which provides a basis for, and a connection between, the spindles and slides; the distortion and vibration under load must be kept to a minimum.(b) Slides and Sideways. The translation of a machine element (e.g. the slide) is normally achieved by straight-line motion under the constraint of accurate guiding surfaces (the slideway).(c) Spindles and Bearings. Angular displacements take place about an axis of rotation; the position of this axis must be constant within extremely fine limits in machine tools, and is ensured by the provision of precision spindles and bearings.(d) Power Unit. The electric motor is the universally adopted power unit for machine tools. By suitably positioning individual motors, belt and gear transmissions are reduced to a minimum.(e) Transmission Linkage. Linkage is the general term used to denote the mechanical, hydraulic, pneumatic or electric mechanisms which connect angular andlinear displacements in defined relationship.There are two broad divisions of machining operations:(a) Roughing, for which the metal removal rate, and consequently the cutting force, is high ,but the required dimensional accuracy relatively low .(b) Finishing, for which the metal removal rate, and consequently the cutting force, is low, but the required dimensional accuracy and surface finish relatively high . It follows that static loads and dynamic loads, such as result form an unbalanced grindingwheel, are more significant in finishing operations than in roughing operations, The degree of precision achieved in any machining process will usually be influenced by the magnitude of the deflections, which occur as a result of the force acting.Machine tool frames are generally made in cast iron, although some may be steel casting or mild-steel fabrications. Cast iron is chosen because of its cheapness, rigidity, compressive strength and capacity for damping the vibrations set-up in machine operations, To avoid massive sections in castings, carefully designed systems of ribbing are used to offer the maximum resistance to bending and torsional stresses. Two basic types of ribbing are box and diagonal. The box formation is convenient to produce, apertures in walls permitting the positioning and extraction of cores. Diagonal ribbing provides greater torsional stiffness and yet permits swarf to fall between the sections; it is frequently used for lathe beds.The slides and slideways of a machine tool locate and guide members which move relative to each other, usually changing the position of the tool relative to workpiece .The movement generally takes the form of translation in a straight line, but is sometimes angular rotation, e.g. tilting the wheel-head of a universal thread-grinding machine to an angle corresponding which the helix angle of the workpiece thread. The basic geometric elements of slides are flat, vee, dovetail and cylinder. These elements may be used separately or combined in various ways according to the applications . Features of slideways are as follows :(a) Accuracy of Movement. Where a slide is to be displaced in a straight line, this line must lie in two mutually perpendicular planes and there must be no slide rotation. The general tolerance for straightness of machine tool slideways is 0~0.02mm per 1000mm; on horizontal surfaces this tolerance may be disposed so thata convex surface results, thus countering the effect of "sag" of the slideway.(b) Means of Adjustment. To facilitate assembly, maintain accuracy and eliminate "play" between sliding members after wear has taken place, a strip is sometimes inserted in slides. This is called a gibstrip. Usually, the gib is retained by socket-head screws passing through elongated slots；and is adjusted by grub-screws secured by lock nuts.(c) Lubrication. Slideways may be lubricated by either of the following systems：1)Intermittently through grease or oil nipples, a method suitable wheremovements are infrequent and speed low．2) Continuously e.g. by pumping through a metering valve and pipe-work to the point of application; the film of oil introduced between surfaces by these means must be extremely thin to avoid the slide “floating”．If sliding surfaces were optically flatoil would be squeezed out，resulting in the surfaces sticking. Hence in practice slide Sill"faces are either grourld using the edge of a cup wheel，or scraped. Both processes produee minulte surface depressions，which retain‘‘pocket” of oil,and complete separation of the parts may not occur at all points.(d) Protection．To maintain slideways in good order, the following conditions must be met：1) Ingress of foreign matter，e．g．swarf，must be prevented. Where this is no possible，it is desirable to have a form of slideway，which does not retain swarf，e.g. the inverted vee.2) Lubricating oil must be retained．The adhesive property of oil for use on vertical or inclined slide surface is important; oils are available which have been specially developed for this purpose. The adhesiveness of oil also preverts it being washed away by cutting fluids．3) Accidental damage must be prevented by protective guards．译文:(一)镗削加工和镗床像车床加工零件一样，镗床能在中空的工件或由钻削加工或其它工艺所加工的孔上进行内轮廓圆的加工。
毕业设计英文翻译中英文对照版
Feasibility assessment of a leading-edge-flutter wind power generator前缘颤振风力发电机的可行性评估Luca Caracoglia卢卡卡拉克格里亚Department of Civil and Environmental Engineering, Northeastern University, 400 Snell Engineering Center, 360 Huntington A venue, Boston, MA 02115, USA美国东北大学土木与环境工程斯内尔工程中心400，亨廷顿大道360，波士顿02115This study addresses the preliminary technical feasibility assessment of a mechanical apparatus for conversion of wind energy. 这项研究涉及的是风能转换的机械设备的初步技术可行性评估。
The proposed device, designated as ‘‘leading-edge-fl utter wind power generator’’, employs aeroelastic dynamic instability of a blade airfoil, torsionally rotating about its leading edge. 这种被推荐的定义为“前缘颤振风力发电机”的设备，采用的气动弹性动态不稳定叶片翼型，通过尖端旋转产生扭矩。
Although the exploitation of aeroelastic phenomena has been proposed by the research community for energy harvesting, this apparatus is compact, simple and marginally susceptible to turbulence and wake effects.虽然气动弹性现象的开发已经有研究界提出可以通过能量采集。
外刊英文原版+中文翻译
We’ll Be Less Touchy-feely and Far More Wary我们会更少地跟别人身体接触，并且会在这方面会更加谨慎In a normal week, it’s hard to count how many times we come into physical contact with other human beings. For many who are isolating alone, this may be the longest period in their lives that they’ve gone without skin-to-skin human touch. We are faced with the problem of how to return to reality. How do we interact with each other in a way that keeps us safe but doesn’t offend?在平时正常的一周里，很难计算出我们与其他人进行身体接触的次数。
对于许多独自隔离的人来说，这可能是他们一生中最长的一段没有与人有肌肤接触的时间。
我们面临着一个如何回归现实的问题：我们如何以确保我们安全但又不会冒犯到别人的方式来相互交流？Now we’re preparing to go out into the world once more, all those ingrained habits may have to stop. The double-air-kiss beloved by the French could be a vector of transmission; the warm embrace of Italians greeting potentially too dangerous.现在，我们正准备再次进入到这个世界（回归到正常生活），所有那些根深蒂固的习惯可能都必须停止。
Word在线翻译怎么使用
Word在线翻译怎么使用我们有时需要编写或者阅读英文文档，这时候word中的在线翻译功能就成了很好的工具了，帮助我们准确快速地翻译，那么具体怎么使用呢?具体操作过程见下文。
Word在线翻译怎么使用?1、选中需要被翻译的句子，再点击“审阅”选项卡→ “翻译”小三角→ 翻译所选文字(或者翻译文档即是全文翻译)。
2、之后右侧会出现一个小窗口，我们选择将“英文”翻译为“中文”，再点击右上角的箭头(为什么不是下面的箭头?因为下面那个是本地翻译，上面的是在线翻译，更准确)。
3、之后在英文段落下面回车一次，再拉动右侧的窗口，点击“插入”即可完成翻译。
补充：word中shift和ctrl常用组合快捷键[shift+F2]组合键：复制文本[shift+F3]组合键：改变字母大小写[shift+F4]组合键：重复查找或定位[shift+F12]组合键：选择“文件”菜单中的“保存”菜单项[shift+F5]组合键：跳转文档中上一次编辑位置[shift+←] 组合键：选中光标左侧一个字符[shift+→] 组合键：选中光标右侧一个字符[shift+↑] 组合键：选中光标当前位置至上一行之间的内容[shift+↓] 组合键：选中光标当前位置至下一行之间的内容[ctri+F2] 组合键：打印预览[ctri+F4] 组合键：关闭窗口[ctri+F6] 组合键：在打开的文档之间切换[ctri+F12] 组合键：打开“打开”对话框[ctri+1] 组合键：单倍行距[ctri+2] 组合键：双倍行距[ctri+5] 组合键：1.5倍行距[ctri+O] 组合键：段前添加一行间距[ctri+A] 组合键：全选[ctri+B] 组合键：字符变为粗体[ctri+C] 组合键：复制[ctri+shift+D] 组合键：分散对齐[ctri+E] 组合键：段落居中[ctri+F] 组合键：查找[ctri+G] 组合键：定位[ctri+H] 组合键：替换[ctri+I] 组合键：字符变为斜体[ctri+J] 组合键：两端对齐[ctri+K] 组合键：超级连接[ctri+L] 组合键：左对齐[ctri+N] 组合键：新建文档[ctri+M] 组合键：左侧段落缩进[ctri+O] 组合键：打开文档[ctri+P] 组合键：打印[ctri+Q] 组合键：插入点所在行向左移动一个字符[ctri+Q] 组合键：取消段落格式[ctri+R] 组合键：右对齐[ctri+S] 组合键：保存[ctri+T] 组合键：创建悬挂缩进[ctri+U] 组合键：为字符添加下划线[ctri+V] 组合键：粘贴[ctri+W] 组合键：[ctri+X] 组合键：剪贴[ctri+Shift+Z] 组合键：格式清除[ctri+ shift] 组合键：输入法转换[ctri+F8] 组合键：打开“宏”的对话框[ctri+空格] 组合键：中、西文转换[ctri+Enter] 组合键：插入分页符[ctri+ shift+M] 组合键：取消左侧段落缩进[ctri+ shift+F12] 组合键：选择“文件”菜单中的“打印”菜单项[ctri+ shift+F] 组合键：改变字体[ctri+ shift+P] 组合键：改变字号[ctri+ shift+>] 组合键：增大字号[ctri+ shift<] 组合键：减小字号[ctri+ shift+]] 组合键：逐磅增大字号[ctri+ shift+[] 组合键：逐磅减小字号[ctri+ shift+C] 组合键：复制格式[ctri+ shift+V] 组合键：粘贴格式[ctri+ shift+T] 组合键：减小悬挂缩进量[ctri+ Enter] 组合键：插入分页符[ctri+ shift+←] 组合键：将光标移到单词开始处[ctri+ shift+→] 组合键：将光标移到单词结尾处[ctri+ shift+↑] 组合键：将光标移到段首[ctri+ shift+↓] 组合键：将光标移到段尾相关阅读：word冷门但实用方法技巧1、如何快速选中文字按住Ctrl键，可以选中不连续的多个文字。
中英文翻译对照
PARAOXONASE-1 ACTIVITY IN SUBFERTILE （低生育力）MEN AND RELATIONSHIP TO SPERM PARAMETERS2008对氧磷酶1活性在低生育力男性及精子参数的关系该文提到特发性不育男性与精液异常低生育男性比较，前者显示高ROS水平，PON-1活性改变无统计学意义，后者PON-1活性降低有统计学意义AbstractOxidative stress has been implicated in the pathogenesis of male infertility. Paraoxonase-1 (PON-1) is a high density lipoprotein associated antioxidant enzyme that prevents oxidative modification of low density lipoprotein. Our aims of the study were to investigate i) Seminal PON-1 activity in subfertile men ii) whether it had any relationship with semen parameters. The study included 28 idiopathic subfertile, 32 subfertile male with abnormal semen parameters and 30 fertile volunteers. Seminal PON-1 activity was measured spectrophotometrically. Seminal total antioxidant status (TAS) and total oxidant status (TOS) were determined by using colorimetric methods. Oxidative stress index (OSI) was calculated as [(TOS/TAS) ×100]. TOS and OSI were significantly higher and PON-1 activity and TAS were significantly lower in subfertile men than in idiopathic subfertile men and fertile donors. PON-1 activity was also strongly correlated with sperm concentration (r=0.68, p<0.0001), motility (r=0.58, p<0.0001) and morphology (r=0.62, p<0.0001) in overall group. The receiver operating characteristic curve (ROC) analysis revealed a high diagnostic value for PON-1 activity with respect to male factor subfertility, with an area under curve of 0.95 (95% confidence interval (CI) =0.89-1.01), sensitivity = 97 % and specificity = 88%. Men with abnormal semen parameters have decreased levels of PON-1 activity in their seminal plasma. This may play an important role in the pathogenesis of male factor subfertility.摘要在男性不育症的发病机制，氧化应激有牵连。
儿童教育外文翻译文献
儿童教育外文翻译文献(文档含中英文对照即英文原文和中文翻译)原文：The Role of Parents and Community in the Educationof the Japanese ChildHeidi KnipprathAbstractIn Japan, there has been an increased concern about family and community participation in the child’s educat ion. Traditionally, the role of parents and community in Japan has been one of support and less one of active involvement in school learning. Since the government commenced education reforms in the last quarter of the 20th century, a more active role for parents and the community in education has been encouraged. These reforms have been inspired by the need to tackle various problems that had arisen, such as the perceived harmful elements of society’spreoccupation with academic achievement and the problematic behavior of young people. In this paper, the following issues are examined: (1) education policy and reform measures with regard to parent and community involvement in the child’s education; (2) the state of parent and community involvement at the eve of the 20th century.Key Words: active involvement, community, education reform, Japan, parents, partnership, schooling, supportIntroduction: The Discourse on the Achievement GapWhen western observers are tempted to explain why Japanese students attain high achievement scores in international comparative assessment studies, they are likely to address the role of parents and in particular of the mother in the education of the child. Education mom is a phrase often brought forth in the discourse on Japanese education to depict the Japanese mother as being a pushy, and demanding home-bound tutor, intensely involved in the child’s education due to severe academic competition. Although this image of the Japanese mother is a stereotype spread by the popular mass media in Japan and abroad, and the extent by which Japanese mothers are absorbed in their children is exaggerated (Benjamin, 1997, p. 16; Cummings, 1989, p. 297; Stevenson & Stigler, 1992, p. 82), Stevenson and Stigler (1992) argue that Japanese parents do play an indispensable role in the academic performance of their children. During their longitudinal and cross-national research project, they and their collaborators observed that Japanese first and fifth graders persistently achieved higher on math tests than American children. Besides reciting teacher’s teaching style, cultural beliefs, and organization of schooling, Stevenson and Stigler (1992) mention parent’s role in supporting the learning conditions of the child to explain differences in achievement between elementary school students of the United States and students of Japan. In Japan, children receive more help at home with schoolwork (Chen & Stevenson, 1989; Stevenson & Stigler, 1992), and tend to perform less household chores than children in the USA (Stevenson et al., 1990; Stevenson & Stigler, 1992). More Japanese parents than American parents provide space and a personal desk and purchase workbooks for their children to supplement their regular text-books at school (Stevenson et al., 1990; Stevenson & Stigler, 1992). Additionally, Stevenson and Stigler (1992) observed that American mothers are much more readily satisfied with their child’s performance than Asian parents are, have less realistic assessments of their child’s academic perform ance, intelligence, and other personality characteristics, and subsequently have lower standards. Based on their observation of Japanese, Chinese and American parents, children and teachers, Stevenson and Stigler (1992) conclude that American families can increase the academic achievement of their children by strengthening the link between school and home, creating a physical and psychological environment that is conducive to study, and by making realistic assessments and raising standards. Also Benjamin (1997), who performed ‘day-to-day ethnography’ to find out how differences in practice between American and Japanese schools affect differences in outcomes, discusses the relationship between home and school and how the Japanese mother is involved in the academic performance standards reached by Japanese children. She argues that Japanese parents are willing to pay noticeable amounts of money for tutoring in commercial establishments to improve the child’s performance on entrance examinations, to assist in ho mework assignments, to facilitate and support their children’s participation in school requirements and activities, and to check notebooks of teachers on the child’s progress and other school-related messages from the teacher. These booklets are read and written daily by teachers and parents. Teachers regularly provide advice and reminders to parents, and write about homework assignments of the child, special activities and the child’s behavior (Benjamin, 1997, p. 119, p. 1993–1995). Newsletters, parents’ v isits to school, school reports, home visits by the teacher and observation days sustain communication in later years at school. According toBenjamin (1997), schools also inform parents about how to coach their children on proper behavior at home. Shimahara (1986), Hess and Azuma (1991), Lynn (1988) and White (1987) also try to explain national differences in educational achievement. They argue that Japanese mothers succeed in internalizing into their children academic expectations and adaptive dispositions that facilitate an effective teaching strategy, and in socializing the child into a successful person devoted to hard work.Support, Support and SupportEpstein (1995) constructed a framework of six types of involvement of parents and the community in the school: (1) parenting: schools help all families establish home environments to support children as students; (2) communicating: effective forms of school-to-home and home-to-school communications about school programs and children’s progress; (3) volu nteering: schools recruit and organize parents help and support; (4) learning at home: schools provide information and ideas to families about how to help students at home with homework and other curriculum-related activities, decisions and planning; (5) decision making: schools include parents in school decisions, develop parent leaders and representatives; and (6) collaborating with the community: schools integrate resources and services from the community to strengthen school programs, family practices, and student learning and development. All types of involvement mentioned in studies of Japanese education and in the discourse on the roots of the achievement gap belong to one of Epstein’s first four types of involvement: the creation of a conducive learn ing environment (type 4), the expression of high expectations (type 4), assistance in homework (type 4), teachers’ notebooks (type 2), mother’s willingness to facilitate school activities (type3) teachers’ advice about the child’s behavior (type 1), observ ation days by which parents observe their child in the classroom (type 2), and home visits by the teachers (type 1). Thus, when one carefully reads Stevenson and Stigler’s, Benjamin’s and other’s writings about Japanese education and Japanese students’ high achievement level, one notices that parents’ role in the child’s school learning is in particular one of support, expected and solicited by the school. The fifth type (decision making) as well as the sixth type (community involvement) is hardly ever mentioned in the discourse on the achievement gap.In 1997, the OECD’s Center for Educational Research and Innovation conducted a cross-national study to report the actual state of parents as partners in schooling in nine countries, including Japan. In its report, OECD concludes that the involvement of Japanese parents in their schools is strictly limited, and that the basis on which it takes place tends to be controlled by the teacher (OECD, 1997, p. 167). According to OECD (1997), many countries are currently adopting policies to involve families closely in the education of their children because (1) governments are decentralizing their administrations; (2) parents want to be increasingly involved; and (3) because parental involvement is said to be associated with higher achievement in school (p. 9). However, parents in Japan, where students already score highly on international achievement tests, are hardly involved in governance at the national and local level, and communication between school and family tends to be one-way (Benjamin, 1997; Fujita, 1989; OECD, 1997). Also parent–teacher associations (PTA, fubo to kyoshi no kai ) are primarily presumed to be supportive of school learning and not to participate in school governance (cf. OECD, 2001, p. 121). On the directionsof the occupying forces after the second world war, PTA were established in Japanese schools and were considered with the elective education boards to provide parents and the community an opportunity to participate actively in school learning (Hiroki, 1996, p. 88; Nakata, 1996, p. 139). The establishment of PTA and elective education boards are only two examples of numerous reform measures the occupying forces took to decentralize the formal education system and to expand educational opportunities. But after they left the country, the Japanese government was quick to undo liberal education reform measures and reduced the community and parental role in education. The stipulation that PTA should not interfere with personnel and other administrative tasks of schools, and the replacement of elective education boards by appointed ones, let local education boards believe that parents should not get involved with school education at all (Hiroki, 1996, p. 88). Teachers were regarded to be the experts and the parents to be the laymen in education (Hiroki, 1996, p. 89).In sum, studies of Japanese education point into one direction: parental involvement means being supportive, and community involvement is hardly an issue at all. But what is the actual state of parent and community involvement in Japanese schools? Are these descriptions supported by quantitative data?Statistics on Parental and Community InvolvementTo date, statistics of parental and community involvement are rare. How-ever, the school questionnaire of the TIMSS-R study did include some interesting questions that give us a clue about the degree of involvement relatively compared to the degree of involvement in other industrialized countries. The TIMSS-R study measured science and math achievement of eighth graders in 38 countries. Additionally, a survey was held among principals, teachers and students. Principals answered questions relating to school management, school characteristics, and involvement. For convenience, the results of Japan are only compared with the results of those countries with a GNP of 20650 US dollars or higher according to World Bank’s indicators in 1999.Unfortunately, only a very few items on community involvement were measured. According to the data, Japanese principals spend on average almost eight hours per month on representing the school in the community (Table I). Australian and Belgian principals spend slightly more hours and Dutch and Singaporean principals spend slightly less on representing the school and sustaining communication with the community. But when it comes to participation from the community, Japanese schools report a nearly absence of involvement (Table II). Religious groups and the business community have hardly any influence on the curriculum of the school. In contrast, half of the principals report that parents do have an impact in Japan. On one hand, this seems a surprising result when one is reminded of the centralized control of the Ministry of Education. Moreover, this control and the resulting uniform curriculum are often cited as a potential explanation of the high achievement levels in Japan. On the other hand, this extent of parental impact on the curriculum might be an indicator of the pressure parents put on schools to prepare their children appropriately for the entrance exams of senior high schools.In Table III, data on the extent of other types of parental involvement in Japan and other countries are given. In Japan, parental involvement is most common in case of schools volunteering for school projects and programs, and schools expecting parents to make sure that thechild completes his or her homework. The former is together with patrolling the grounds of the school to monitor student behavior most likely materialized through the PTA. The kinds and degree of activities of PTA vary according to the school, but the activities of the most active and well-organized PTA’s of 395 elementary schools investigated by Sumida (2001)range from facilitating sport and recreation for children, teaching greetings, encouraging safe traffic, patrolling the neighborhood, publishing the PTA newspaper to cleaning the school grounds (pp. 289–350). Surprisingly, less Japanese principals expect from the parents to check one’s child’s completion of homework than principals of other countries. In the discourse on the achievement gap, western observers report that parents and families in Japan provide more assistance with their children’s homework than parents and families outside Japan. This apparent contradiction might be the result of the fact that these data are measured at the lower secondary level while investigations of the roots of Japanese students’ high achievement levels focus on childhood education and learning at primary schools. In fact, junior high school students are given less homework in Japan than their peers in other countries and less homework than elementary school students in Japan. Instead, Japanese junior high school students spend more time at cram schools. Finally, Japanese principals also report very low degrees of expectations toward parents with regard to serving as a teacher aid in the classroom, raising funds for the school, assisting teachers on trips, and serving on committees which select school personnel and review school finances. The latter two items measure participation in school governance.In other words, the data support by and large the descriptions of parental of community involvement in Japanese schooling. Parents are requested to be supportive, but not to mount the territory of the teacher nor to be actively involved in governance. Moreover, whilst Japanese principals spend a few hours per month on communication toward the community, involvement from the community with regard to the curriculum is nearly absent, reflecting the nearly absence of accounts of community involvement in studies on Japanese education. However, the reader needs to be reminded that these data are measured at the lower secondary educational level when participation by parents in schooling decreases (Epstein, 1995; OECD, 1997; Osakafu Kyoiku Iinkai, unpublished report). Additionally, the question remains what stakeholders think of the current state of involvement in schooling. Some interesting local data provided by the Osaka Prefecture Education Board shed a light on their opinion.ReferencesBenjamin, G. R. (1997). Japanese lessons. New York: New York University Press.Cave, P. (2003). Educational reform in Japan in the 1990s: ‘Individuality’ and other uncertainties. Comparative Education Review, 37(2), 173–191.Chen, C., & Stevenson, H. W. (1989). Homework: A cross-cultural examination. Child Development, 60(3), 551–561.Chuo Kyoiku Shingikai (1996). 21 seiki o tenbo shita wagakuni no kyoiku no arikata ni tsu-ite [First Report on the Model for Japanese Education in the Perspective of theCummings, W. K. (1989). The American perception of Japanese parative Education, 25(3), 293–302.Epstein, J. L. (1995). School/family/community partnerships. Phi Delta Kappan , 701–712.Fujita, M. (1989). It’s all mother’s fault: childcare and the socialization of working mothers in Japan. The Journal of Japanese Studies , 15(1), 67–91.Harnish, D. L. (1994). Supplemental education in Japan: juku schooling and its implication. Journal of Curriculum Studies , 26(3), 323–334.Hess, R. D., & Azuma, H. (1991). Cultural support for schooling, contrasts between Japanand the United States. Educational Researcher , 20(9), 2–8, 12.Hiroki, K. (1996). Kyoiku ni okeru kodomo, oya, kyoshi, kocho no kenri, gimukankei[Rights and duties of principals, teachers, parents and children in education. InT. Horio & T. Urano (Eds.), Soshiki toshite no gakko [School as an organization](pp. 79–100). Tokyo: Kashiwa Shobo. Ikeda, H. (2000). Chiiki no kyoiku kaikaku [Local education reform]. Osaka: Kaiho Shup-pansha.Kudomi, Y., Hosogane, T., & Inui, A. (1999). The participation of students, parents and the community in promoting school autonomy: case studies in Japan. International Studies in Sociology of Education, 9(3), 275–291.Lynn, R. (1988).Educational achievement in Japan. London: MacMillan Press.Martin, M. O., Mullis, I. V. S., Gonzalez, E. J., Gregory, K. D., Smith, T. A., Chrostowski,S. J., Garden, R. A., & O’Connor, K. M. (2000). TIMSS 1999 Intern ational science report, findings from IEA’s Repeat of the Third International Mathematics and ScienceStudy at the Eight Grade.Chestnut Hill: The International Study Center.Mullis, I. V. S., Martin, M. O., Gonzalez, E. J., Gregory, K. D., Garden, R. A., O’Connor, K. M.,Chrostowski, S. J., & Smith, T. A.. (2000). TIMSS 1999 International mathemat-ics report, findings from IEA’s Repeat of the Third International Mathematics and Science Study at the Eight Grade.Chestnut Hill: The International Study Center. Ministry of Education, Science, Sports and Culture (2000).Japanese government policies in education, science, sports and culture. 1999, educational reform in progress. Tokyo: PrintingBureau, Ministry of Finance.Monbusho Ed. (1999).Heisei 11 nendo, wagakuni no bunkyoshisaku : Susumu kaikaku [Japanese government policies in education, science, sports and culture 1999: Educational reform in progress]. Tokyo: Monbusho.Educational Research for Policy and Practice (2004) 3: 95–107 © Springer 2005DOI 10.1007/s10671-004-5557-6Heidi KnipprathDepartment of MethodologySchool of Business, Public Administration and TechnologyUniversity of Twente P.O. Box 2177500 AE Enschede, The Netherlands译文：家长和社区在日本儿童教育中的作用摘要在日本，人们越来越关心家庭和社区参与到儿童教育中。
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HUNAN UNIVERSITY英文文档翻译（中文翻译）设计（论文）题目J2EE平台上高质量的网络程序开发学生姓名张刚专业班级10级软件工程5班指导老师李珩系主任（院长）林亚平评阅人2014年4 月16 日J2EE平台上高质量的网络程序开发Harshad B. Praj'apati Information Technology Department Dharmsinh Desai University Nadiad, India Vipul K. Dabhi Information Technology DepartmentDharmsinh Desai University Nadiad, India 摘要：网络应用程序的质量在它的成功中起着重要的作用。
而且通过运用高品质的网页设计过程来提高网络应用程序的质量的效果是现而易见的。
强大开发平台和强大程序的体系结构，不仅可以网页程序高质量和强劲的结构化，而且在网络应用程序开发过程中可以满足客户不断变化的要求和高效率操作代码的方法。
即使在用户交互式应用架构发展迅速的前提下，模型 - 视图 - 控制器（ MVC）设计模式仍然是架构设计的基本模式。
在本文中，我们讨论了实现高质量属性的Web应用程序，使用了支持Web应用程序开发和要求严格的J2EE平台。
本次研究将帮助很多不同规模的网络应用程序开发，使他们从初始阶段本身或者已成型的Web应用程序转型到未来的高质量的Web成品。
关键词：MVC模式;网页程序;Java EE;高质量对象;高质量的Web程序开发.1.介绍随着网络应用的普遍和普适计算时代的巨大需求，在网络应用程序的开发过程中，一些相关的网络应用程序的质量问题[1]也获得了极大的关注。
在这场商业互联网竞争的比赛中，应用程序的业绩使得开发人员更注重程序的质量。
如果一个Web应用程序能够在不断变化的客户需求和商业需求中存活下来，那这个程序将是非常有价值的。
建设高品质的网络应用确实是一个困难的，具有挑战性的任务。
但如果选择了正确的开发进程，方法，工具，人员，那么开发出高质量的应用程序将成为可能。
由于开发平台的选择也会影响相关的开发过程，方法，工具，和程序员，所以开发平台的选择也是构建高效，稳健，和高品质的应用程序的重要角色。
Java EE平台[7]是开放的，基于标准的N [ 8 ]和硬件上的分布式企业应用程序,独立于操作系统平台。
作为应用程序对于Java EE平台是独立的，所以企业不会与遇到供应商锁定的问题。
基于Java EE平台的网络应用程序使用模型/视图/控制器（MVC ） [ 2 ]设计模式[ 3 ]的三个架构组件：表示逻辑，控制逻辑和实体/业务逻辑。
我们讨论了传统的基于GUI的应用程序中使用MVC设计模式的情况，并讨论它是如何适应在基于Java EE平台的网络应用程序的架构。
我们按照（一）质量属性的要求分析了Java EE平台[ 1 ] Web的应用程序（ ii）就开发过程中相关的支持（ iii）与开发过程中涉及到人员的支持.目前我们的研究结果结果表明，在Java EE平台的Web应用程序中，开发出高品质的网络应用程序，能满足不断变化的客户需求，满足不断变化的商业业务的需求的程序，是非常有价值的网络程序。
在本文所提出的任务中，运用程序发展过程中不同的观点，集中讨论了在Java EE平台下如何实现高质量的程序开发。
相关的工作情况如下：使用MVC设计模式开发的Web应用程序在[4]，在[5]中是用了和JSP框架的设计模式，里面包含了MVC，应用程序的质量特性和属性都在[1]中进行说明。
第二节讨论了传统的GUI应用程序体系结构的MVC设计模式及其在网络应用架构适应。
在第三部分提出了Web应用程序的开发过程，并在Java EE平台为它提供支持。
在第四部分提出了关于Java EE平台的Web应用程序提供有价值的功能。
第五部分介绍了Java EE平台的分析和实现网络应用程序及其组件的高品质的结果。
最后的第六部分提出了结论和方向，为今后的研究工作。
2.J2EE平台上使用MVC设计模式的网页架构即使在用户交互式应用程序的体系结构发生巨大变化的今天，MVC[2]设计模式[3]仍然是基本的架构设计模式。
所以，在讨论它在Java EE平台上的网络应用结构之前，我们想给读者提供一些简要的介绍。
A.MVC设计模式MVC设计模式被广泛的使用于程序设计，软件架构，和GUI组件开发。
MVC设计模式，如图1，由三种对象：模型，视图，控制器组成，他们处理任何部件的三个基本职责：实体（数据），边界（演示文稿），和控制（行为）。
该模型封装了应用程序的数据和业务逻辑;视图处理应用程序的数据和可视化界面呈现;控制器处理与应用程序用户的交互。
MVC设计模式，建立订阅/他们之间的协议通知分离视图和模型。
一个视图对象必须保证其外观体现了模型的状态。
模型对象是独立于视图和控制器对象，所以它是不可能有相同的模型（数据）的多个视图（演示文稿）。
所有相关的视图可以与模型和订阅模型，通知他们有关其状态的变化。
当用户与MVC设计模式的GUI表单或页面交互，所有触发的事件是由控制器对象捕捉。
然后，控制器决定了烧制事件是否与改变模型的状态或改变view.As一个例子，状态，当用户触发事件相关的文本字段改变值时，控制器调用模型的方法来改变其内容。
但如果用户执行水平或垂直滚动，向上或向下滚动，模型内容不改变，并且只有该视图应通知以反映改变其外观。
B.Java EE 平台上的网页架构在一个独立的应用程序，一般的模型，视图和控制器住在同一台机器上。
但在分布式网络应用，该应用程序的体系结构是不同的;然而，MVC设计模式是如此普遍，它仍然可以应用到它的体系结构。
在基于Java EE平台网络应用程序使用基于MVC架构，如图2所示。
在Java EE平台的Web应用程序体系结构中，servlet[10]组件用作控制器;在Java Bean组件被用来作为一种模型;Java Servlet Page[11]（JSP）页面作为视图模板。
企业级Java Bean（EJB）[12]可用作model，它可以位于不同环境的Java Bean中.JSP技术是用于创建视图;JSP页面被认为是一个视图模板。
JSP页面的执行可以生成相应的视图 - HTML [13]的内容。
Java EE平台为网络应用程序组件提供了很多系统服务。
Java Bean平台提供了安全认证，授权事务的支持。
数据库连接管理由Java EE平台的处理，它是配置在外部部署描述符，因此模型组件并不需要担心这些细节。
因此，模型组件的责任就是为仅处理业务数据和业务逻辑。
身份验证和授权服务也提供了Java EE平台，servlet和该服务也可配置在外部部署描述符。
该Servlet组件和Web 浏览器之间的容器调解为每个HTTP[14]的要求和应用服务配置在开发描述符。
3.Java EE 平台上网页程序的开发过程在本节中，我们将讨论有关在Java中平台Web应用程序的开发过程[7]，对应的支持平台是Java EE。
A.网页开发过程在Java EE平台中的典型开发过程涉及以下任务：设计，编码，创建部署描述符，包装，组装和部署。
这些任务同样也适用于网络应用的发展。
Java EE平台规范了企业开发过程中人员的分配和对应的职责。
目前存在的这些角色都有指定的任务，对应于开发的各个阶段。
表一显示了在开发过程中发挥参与人的主要角色，其基于角色的责任，以及各自具体的发展阶段介入。
B.开发进程中的支持如果在编码，测试，集成，部署和维护阶段能够得到有效的工具/技术的支持，那么开发过程将极为高效。
这里我们将讨论在所有这些阶段的Java EE平台如何提供支持，使开发过程更有效。
1).编码支持：开发环境应提供避免错别字的机制，在增加新功能上花费最少的精力，要能够提供标准的基础技术和工具的支持。
软件开发的大型工具有Java EE， NetBeans IDE[15]和Eclipse IDE[16]。
这些IDE都配备了先进的编辑器，自带了代码的自动完成，重新分解，代码插入，语法高亮，避免错字错误，修复包导入，getter / setter方法，以及代码插入调用的EJBs.在开发servlet，JSP，Java Bean时这些功能有很大的帮助。
2).测试支持:良好的调试和单元测试的支持是测试过程中的基本要求。
Java平台[9]自带了调试器JDB和集成开发环境，如NetBeans和Eclipse提供就有良好的调试支持。
JUnit的[17]提供了回归测试框架，可以进行单元测试，这样就可以加速编程，提高代码的质量。
JUnit提供的API也可以轻松地创建Java测试案例，全面断言设施，测试运行器运行测试，汇聚设备和报告，所有这些功能能帮助开发者做多行测试。
（在实际代码调用和结构化的方式手工制作的测试结果，可以执行非常的差，轻易不能被复制到类似的类继续使用）3).集成和部署的支持：网络应用的集成和部署应尽可能容易，尽量减少部署时间和停机时间，以及部署过程中应独立于不同的主机应用服务器.自从Java技术被标准化后[9]，开发的Web应用程序使用它可以运行在任何Java EE符合[8]应用程序服务器，而不需要再次编写.这使得针对不同操作系统的修改成本大大降低。
Java EE平台指定供应商中立的配置标准部署描述符和厂商特定的部署描述符.供应商特定的配置包括抽象的安全角色映射与目标系统的安全性，数据源引用，和其他资源配置。
4).维护支持：Java EE平台规范明确规定不同参与人的角色和责任。
如上所讨论的，所有这些角色适用于网站以及企业模块/应用程序的开发。
三个主要角色：开发者，组装者和部署简化整个开发任务。
所有的三个基本组成部分：servlet，JSP和JavaBean/ EJB组件可以分别由对应的开发人员进行实施和维护。
4.在网页开发过程中的有价值的功能因为Java技术[9]是面向对象而且平台独立的，它的Java类或者组件自带了许多功能，如可扩展性，可移植性，可重用性，安全性，高性能，灵活性等。
Servlet[10]和Java Bean组件是Java 类，所以上述的特点它们都包含。
这也特点同样也适用于EJB[12]组件，一个用来收集java类和部署描述的组件.JSP[11]脚本语言用于创建JSP page，尽管一个JSP页面看起来像一个HTML[13]类型的网页，但在执行时间它被转换为需要执行的Java类文件。
总之，所有的三个组成部分：servlet Java Bean/ EJB和JSP中所使用的MVC实现[2]设计模式[3]在Java EE平台[7]是可扩展的，可移植的，可重用的，安全的，高性能的，灵活的。