chapter1-2

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正版香港朗文版2A试卷(1-2)最新版

二年级朗文英语（2A）Chapter 1—2写出下列中文意思1. ferry B . friend2. A . bus B. but3. A . tram B . train4. A . hit B. sit5. A . live B .like6. A . MTR B. LRT7. A . minibus B . mini book8. A . try B. fry9. A . how B . her10. A . what B. where读下列句子1. A . How old are you ? B . How are you ?2. A . How do you go to school? B . How do you come to school?3. A . I come to school by bus ? B . I come to school by minibus?4. A . Let’s get in this taxi. B . Let’s get into a group.5. A . Where do you live ? B . What do you like ?6. A . I live in Chai Wan. B . I live in Wan Chai.7 . A . Nice to see you . B . Nice to meet you.8 . A . I live in Hong Kong . B . I live on Hong Kong Island9. A . How many pupils come on foot ?B . How many pupils come by MTR?10. A . What’s your telephone number ?B . It is a telephone.用恰当的词填空1. A . I _______ seven. （我七岁了） B. I _______ fine.2. A . Four pupils come______（走路）. B. I ________ on foot.3. A . It is________（在…上面）the shelf. B. I live______ Sha Tin.4. A . They _______（be）cars. B. It ______( be ) a car.5. A . There ______( be ) four . B. They _____( be ) buses.6. A . Nice to see you. B. See you.7. A . _____(它) is blue. B. It _____( be ) a rabbit.8. A . He is _________（eat）. B. I _____（be ）eating.9. A .Yes ,it is . B. No, they aren’t.10. A . They are_____ （在……里面）the box. B. They are ________（仓鼠）.圈出正确的单词1 . Where do you ( ) ?I live ( ) Hong Kong Island.2. ( ) do you( ) to school.3. Ask your ( )（朋友）Le t’s ( ) （加入）into the group .I. Choose and write. ( 根据图片选择正确的单词，写在横线上。

Chapter 1-2 基础

基于TMS320C5416 DSK的DSP实验课程书本书框架结构⏹第一章DSP概述⏹第二章TMS320C5416结构及其开发环境⏹第三章DSP软件开发详解⏹第四章DSP算法实现之一FFT⏹第五章DSP算法实现之二FIR⏹第六章外设和DSK⏹第七章DSP系统设计第一章DSP概述DSP的含义狭义理解可为Digital Signal Processor 数字信号处理器。

广义理解可为Digital Signal Processing 译为数字信号处理技术。

前者是指用于数字信号处理的可编程微处理器，后者则是指数字信号处理的理论和方法。

DSPDSP的结构特点⏹哈佛结构⏹多总线结构⏹指令系统的流水线（pipeline）操作⏹专用的硬件乘法器⏹特殊的DSP指令⏹快速的指令周期⏹硬件配置强DSP的结构特点⏹哈佛结构⏹多总线结构⏹指令系统的流水线（pipeline）操作⏹专用的硬件乘法器⏹特殊的DSP指令⏹快速的指令周期⏹硬件配置强DSP的结构特点⏹哈佛结构⏹多总线结构⏹指令系统的流水线操作⏹专用的硬件乘法器⏹特殊的DSP指令⏹快速的指令周期⏹硬件配置强指令系统的流水线（DSP的结构特点⏹哈佛结构⏹多总线结构⏹指令系统的流水线（pipeline）操作⏹专用的硬件乘法器⏹特殊的DSP指令⏹快速的指令周期⏹硬件配置强专用的硬件乘法器∑-()()A kB n kDSP的结构特点⏹哈佛结构⏹多总线结构⏹指令系统的流水线（pipeline）操作⏹专用的硬件乘法器⏹特殊的DSP指令⏹快速的指令周期⏹硬件配置强快速的指令周期随着集成电路工艺的发展，DSP广泛的采用微米CMOS制造工艺，其运算速度越来越快。

以TMS320C54x为例，其运算速度可达100MIPS以上。

DSP的结构特点⏹哈佛结构⏹多总线结构⏹指令系统的流水线（pipeline）操作⏹专用的硬件乘法器⏹特殊的DSP指令⏹快速的指令周期⏹硬件配置强硬件配置强新一代的DSP芯片的接口功能越来越强，片内具有串口、主机（HPI）、DMA控制器等等。

二语习得引论-读书笔记-chapter-1-2

一．概论Chapter 1. Introducing SLA1.Second language acquisition (SLA)2.Second language (L2)（也可能是第三四五外语） also commonly called a target language (TL)3.Basic questions:1). What exactly does the L2 learner come to know?2). How does the learner acquire this knowledge?3). Why are some learners more successful than others?4.linguistic; psychological; social.Only one (x) Combine (√)Chapter 2. Foundations of SLAⅠ. The world of second languages1.Multi-; bi-; mono- lingualism1)Multilingualism: the ability to use 2 or more languages.(bilingualism: 2 languages; multilingualism: >2)2)Monolingualism: the ability to use only one language.3)Multilingual competence (Vivian Cook, Multicompetence)Refers to: the compound state of a mind with 2 or more grammars.4)Monolingual competence (Vivian Cook, Monocompetence)Refers to: knowledge of only one language.2.People with multicompetence (a unique combination) ≠ 2 monolingualsWorld demographic shows:3.Acquisition4.The number of L1 and L2 speakers of different languages can only beestimated.1)Linguistic information is often not officially collected.2)Answers to questions seeking linguistic information may not bereliable.3) A lack of agreement on definition of terms and on criteria foridentification.Ⅱ. The nature of language learning1.L1 acquisition1). L1 acquisition was completed before you came to school and thedevelopment normally takes place without any conscious effort.2). Complex grammatical patterns continue to develop through the1) Refers to: Humans are born with an innate capacity to learnlanguage.2) Reasons:♦Children began to learn L1 at the same age and in much the same way.♦…master the basic phonological and grammatical operations in L1 at 5/ 6.♦…can understand and create novel utterances; and are not limited to repeating what they have heard; the utterances they produce are often systematically different from those of the adults around them.♦There is a cut-off age for L1 acquisition.♦L1 acquisition is not simply a facet of general intelligence.3)The natural ability, in terms of innate capacity, is that part oflanguage structure is genetically “given” to every human child.3. The role of social experience1) A necessary condition for acquisition: appropriate socialexperience (including L1 input and interaction) is2) Intentional L1 teaching to children is not necessary and may havelittle effect.3) Sources of L1 input and interaction vary for cultural and socialfactors.4) Children get adequate L1 input and interaction→sources has littleeffect on the rate and sequence of phonological and grammatical development.The regional and social varieties (sources) of the input→pronunciationⅢ. L1 vs. L2 learningⅣ. The logical problem of language learning1.Noam Chomsky:1)innate linguistic knowledge must underlie language acquisition2)Universal Grammar2.The theory of Universal Grammar:Reasons:1)Children’s knowledge of language > what could be learned from theinput.2)Constraints and principles cannot be learned.3)Universal patterns of development cannot be explained bylanguage-specific input.Children often say things that adults do not.♦Children use language in accordance with general universal rules of language though they have not developed the cognitive ability to understand these rules. Not learned from deduction or imitation.♦Patterns of children’s language development are not directly determined by the input they receive.。

麦田守望者 1-2章概括英文

Summary: Chapter 1Holden Caulfield writes his story from a rest home to which he has been sent for therapy. He refuses to talk about his early life, mentioning only that his brother D.B. is a Hollywood writer. He hints that he is bitter because D. B. has sold out to Hollywood, forsaking a career in serious literature for the wealth and fame of the movies. He then begins to tell the story of his breakdown, beginning with his departure from Pencey Prep, a famous school he attended in Agerstown, Pennsylvania.Holden’s career at Pencey Prep has been marred by his refusal to apply himself, and after failing four of his five subjects—he passed only English—he has been forbidden to return to the school after the fall term. The Saturday before Christmas vacation begins, Holden stands on Thomsen Hill overlooking the football field, where Pencey plays its annual grudge match against Saxon Hall. Holden has no interest in the game and hadn’t planned to watch it at all. He is the manager of the school’s fencing team and is supposed to be in New York for a meet, but he lost the team’s equipment on the subway, forcing everyone to return early.Holden is full of contempt for the prep school, but he looks for a way to “say goodbye” to it. He fondly remembers throwing a football with friends even after it grew dark outside. Holden walks away from the game to go say goodbye to Mr. Spencer, a former history teacher who is very old and ill with the flu. He sprints to Spencer’s house, but since he is a heavy smoker, he has to stop to catch his breath at the main gate. At the door, Spencer’s wife greets Holden warmly, and he goes in to see his teacher.Summary: Chapter 2“Life is a game, boy. Life is a game that one plays according to the rules.”(See Important Quotations Explained)Holden greets Mr. Spencer and his wife in a manner that suggests he is close to them. He is put off by his teacher’s rather decrepit condition but seems otherwise to respect him. In his sickroom, Spencer tries to lecture Holden about his academic failures. He confirms Pencey’s headmaster’s assertion that “[l]ife is a game” and tells Holden that he must learn to play by the rules. Although Spencer clearly feels affection for Holden, he bluntly reminds the boy that he flunked him, and even forces him to listen to the terrible essay he handed in about the ancient Egyptians. Finally, Spencer tries to convince Holden to think about his future. Not wanting to be lectured, Holden interrupts Spencer and leaves, returning to his dorm room before dinner.Analysis: Chapters 1–2Holden Caulfield is the protagonist of The Catcher in the Rye,and the mostimportant function of these early chapters is to establish the basics of his personality. From the beginning of the novel, Holden tells his story in a bitterly cynical voice. He refuses to discuss his early life, he says, because he is bored by “all that David Copperfield kind of crap.” He gives us a hint that something catastrophic has happened in his life, acknowledging that he writes from a rest home to tell about “this madman stuff” that happened to him around the previous Christmas, but he doesn’t yet go into specifics. The particularities of his story are in keeping with his cynicism and his boredom. He has failed out of school, and he leaves Spencer’s house abruptly because he does not enjoy being confronted by his actions.Beneath the surface of Holden’s tone and behavior runs a more idealistic, emotional current. He begins the story of his last day at Pencey Prep by telling how he stood at the top of Thomsen Hill, preparing to leave the school and trying to feel “some kind of a good-by.” He visits Spencer in Chapter 2 even though he failed Spencer’s history class, and he seems to respond to Mrs. Spencer’s kindness. What bothers him the most, in these chapters and throughout the book, is the hypocrisy and ugliness around him, which diminish the innocence and beauty of the external world—the unpleasantness of Spencer’s sickroom, for instance, and his hairless legs sticking out of his pajamas. Salinger thus treats his narrator as more than a mere portrait of a cynical postwar rich kid at an impersonal and pressure-filled boarding school. Even in these early chapters, Holden connects with life on a very idealistic level; he seems to feel its flaws so deeply that he tries to shield himself with a veneer of cynicism. The Catcher in the Rye is in many ways a book about the betrayal of innocence by the modern world; despite his bitter tone, Holden is an innocent searching desperately for a way to connect with the world around him that will not cause him pain. In these early chapters, the reader already begins to sense that Holden is not an entirely reliable narrator and that the reality of his situation is somehow different from the way he describes it. In part this is simply because Holden is a first-person narrator describing his own experiences from his own point of view. Any individual’s point of view, in any novel or story, is necessarily limited. The reader never forgets for a moment who is telling this story, because the tone, grammar, and diction are consistently those of an adolescent—albeit a highly intelligent and expressive one—and every event receives Holden’s distinctive commentary. However, Holden’s narrative contains inconsistencies that make us question what he says. For instance, Holden characterizes Spencer’s behavior throughout as vindictive and mean-spirited, but Spencer’s actions clearly seem to be motivated by concern for Holden’s well-being. Holden seems to be looking for reasons not to listen to Spencer.。

研究生英语多维教程第一册听力原文Chapter 1-2

研究生英语——多维教程——熟谙第一册原文TypescriptChapter 1 Learning to Listen1. Using What You Already KnowExercise 1Student: Excuse me.Counselor: Yes?Student: Do I need to make an appointment to register for an ESL class?Counselor: No, but you first have to take a placement test.Student: A test?Counselor: We need to find out what your ESL level is.Student: Oh, Okay. Where do I go to take the test?Counselor: We will be giving the test tomorrow at 3 o’clock in room 303. Can you come then? Student: Yes.Counselor: Good. Now, let me give you some forms to fill out so we can begin the registration process. Please write your name and address here, and your ID number here.Student: Okay. What do I write under teacher and section?Counselor: You can leave those blan k. We’ll fill it in tomorrow.Exercise 2Student A: I didn’t really understand what Ms. Smith was saying about the id, the superego and the ego.Student B: Oh, that’s easy. Look here on page 53. The id is the part of our personality that wants instant gratification. The ego tries to help the id get what it wants, but in a logical and practical way. The superego is like the personality’s police force. It monitors the id and the ego.Student A: Oh, I think I’m getting it. You mean the id, ego and superego are all part of our personality?Student B: Right. They are all interacting.Student A: Do you think we’ll need to give definitions?Student B: I don’t know. We may just have to match the names with the definitions. But we’d better study this some more just to be safe.2. Scanning for the Main IdeaExercise：A: I can’t believe it’s closed. I’ve got a class from 7 o’clock to 10 o’clock. What am I going to do? B: Well, there are some food machines in the Student Union. You could always go there.A: No way! I tried that once last semester and I got as s ick as a dog. There’s got to be something better.B: Well, we can go down to Main Street. There are a couple of places that I’m sure are open.A: We’d never make it back in time. It’s already 6:40. I think I’ll pass out if I don’t get something.I came her e right from work. I didn’t have time to stop by my apartment.B: I think there’s a stand in front of Smith Hall. You can at least get something warm there.A: Well, I guess we don’t have any other choice.B: Yeah, it’s either the canteen or three hours of listening to your stomach growl.3. Scanning for the Important PointsExercise：●Teacher: Good evening class. Before we begin tonight’s lesson. I want to remind you aboutnext Thursday’s midterm. Remember to review chapters one through eight in the book. You will be responsible for knowing all of the information in the chapters plus all of the other topics we have discussed in class. This test will include multiple choice, True/False, and essay questions. You will not be able to use any books, notes or dictionaries.●Now, last week, I spoke about the importance of using note cards and visual aids to prepareyour speeches. Tonight I’m going to talk about specific things that will help you with your speech delivery. Please take careful notes so you can use those techniques to improve your speech delivery.The first and perhaps the most important element of good speech delivery is eye contact. It is extremely important, especially in the English-speaking world, to make eye contact with your entire audience. This may be very difficult for you if you come from a culture where making direct eye contact is a sign of disrespect. But, you really need to practice this skill until you are comfortable looking directly at all of your audience members when you are speaking to them. Please note that you need to look at the entire audience. Please don’t direct your attention to just one person or one side of the room, and really be sure not to stare into the eyes of anyone for too long of a period.●Next, you need to make sure that when you talk to your audience, you are enthusiastic aboutyour topic and excited to share it with your audience. Vitality is a way of maintaining the audience’s attention and indicating to them that you firmly believe in what you are saying.V olume, intonation, facial expressions, and gestures all add to the vitality of your speech.Think abut a speaker you really liked. Did he or she just stand there and read words from a piece of paper? No, of course not. Probably the speaker was full of life and his or her energy forced you into becoming involved in caring about the topic of the speech.4. Inferencing (Making Intelligent Guesses)Exercise:Dr. Stevens: Ted, can I speak to you a minute?Ted: Yes, Doctor Stevens?Dr. Stevens: I finished reading your essay and before I return it to you, I was hoping you might be able to come in and speak with me about it.Ted: Oh, uh, okay, sure.Dr. Stevens: Can you come during my office hours?Ted: I think so. When are they again?Dr. Stevens: Tuesdays and Thursdays from 3 o’clock until 4:30.Ted: That’s no problem. Oh, wait a minute, I have football practice every day from 2 o’clock until 5 o’clock.Dr. Stevens: Hmm. Well, how about if we get together tomorrow right before class?Ted: Sure.5. Scanning for Specific Pieces of InformationExercise:You have reached the Student Union Activity Hotline. The following is a list of information and events for Thursday, September 18.The Student Union is open from 7:00 a.m. until 11:30 p.m. The cafeteria will be serving breakfast from 7 o’clock until 8:30, lunch from 11 o’clock until 1 o’clock, and dinner from 5 o’clock until 7 o’clock, The snack bar will be open from 9:00 a.m.—8:00 p.m.Assembly member Carole Berg will be speaking on the topic: “Parity pay for Women: It’s St ill Not Here.” Assembly woman Berg will speak in the Oak Room from 9 o’clock. Admission is free, and a question/answer period will follow.The Student Council will meet in room 27 from noon until 1:30. Elections will be held for all major offices. All students are welcome.The campus folk dance club meets in the Green Room from 2 o’clock until 5 o’clock today. All are welcome to attend; dance experience is not necessary.Bette Milder will be performing live in the Campus Corner Cabaret. The show begins at 8 o’clock. Tickets are available at the Ticket Office. All seats are $7.00.Tonight’s movie, the experimental “Dial Tones,” will be shown in the Union theater at 7:00 and 9:00 p.m. Tickets for both shows are $5.00 and are available at the ticket office.If you have missed anything on this recording, please press the pound key for the message to repeat. Thank you for calling the Student Union.6. Using Context CluesExercise 1A: Let’s exchange phone numbers. That way, if one of us is absent, we can call eac h other for the homework assignments.B: That’s a great idea. My number is 555---A: Wait a second, this pen just died. Let me get another one.B: Here, take my pencilA: Thanks. Okay, what was it?Exercise 21. Sentence: H e’s a real stickler.A: Who’s you r history professor?B: I’m in Dr. Leydorf’s class.A: Oh, How is he?B: The class is interesting and I really like him, but he’s a real stickler. If you’re more than fifteen minutes late, he marks you absent, and you have to hand in every assignment on time or he lowers your grade.A: Ooh! He sounds really tough.2. Sentence: you could have knocked me over with a feather!A: How did you do on your composition?B: Oh, you won’t believe it. I hadn’t worked on it very long and I didn’t have time to check it o ver. When the teacher returned it to me with an “A” on it, you could have knocked me over with a feather!A: Wow. That’s great. You must be really smart.B: Or else just lucky.3. Sentence: I’ve got to cram for a test.A: Let’s go to a movie tonight.B: So rry, I’ve got to cram for a test tonight. I haven’t had a chance to study before now.A: Well, how about going to the late show?B: No, I’m going to need a good night’s sleep. I want to make sure that I’m ready for the test.4. Sentence: Let’s get cracking.A: All right. We promised each other we’d get this report done today. Let’s get cracking.B: Aw, it’s such a beautiful day. Can’t we go for a walk and do this later?A: No, we’ll need to return these books to the library by five o’clock. We really have t o do this now.5. Sentence: Fat chance.A: Gee. It’s already a quarter after ten. Maybe Ms. Hughes is absent today.B: Fat chance. She’s never been absent a day in her life. I was in her class last year and she even came in when she had the flu.A: Well I guess she really loves teaching. Oh, here she comes now.7. Using Structure and Intonation CluesUsing StructureExercise 11. I’m taking Biology 101 this semester.2. I’m going to the Student Union at 7:00.3. We’re discussing parapsychological phenomena.4. When are you returning to the computer lab?5. We’re meeting with Dr. Stevens at the end of the lesson.Exercise 21.I am transcribing my sociology notes.2.John is defending his dissertation on Tuesday.3.We are forming a study group on the first day of class.4.I’m applying for financial aid to help pay my tuition and expenses.5.Ms. Wilson is correcting our essays over the weekend.Exercise 31.The professor is coming.2.The professor is coming in a little while.3.The Shakespeare Theater Group is performing Romeo and Juliet on the 17th.4.The Shakespeare Theater Group is performing Romeo and Juliet.5.The campus bookstore is having a big sale on all college sweatshirts.6.The campus bookstore is having a big sale on all college sweatshirts during Spring Break.Using Intonation CluesExercise1.I really wanted the new David Sedaris book. The professor in my contemporary lit classpraised it all last semester. The bookstore hasn’t been able to get a single copy for the last month. Oh, well. Maybe I can find a copy on .2.I used the new computer registration system to charge my tuition on my credit card, and theytotally messed it up. They were supposed to charge me $500 for the two art classes, and instead, it says that I’m enrolled in three history classes to the tun e of $900. This is ridiculous!3.Today is my graduation day. I am done! Now, I can finally spend my weekends doingsomething other than cramming for exams and writing term papers. Yippee!4.This schedule is baffling. It says that English 90 is offered at both the midtown and downtowncampuses, but the times are vague. Look here; does this nine mean AM or PM? Hmm, I’m stumped.5.Oh yeah. I absolutely recommend professor Ponz. She’s a real dilly, let me tell you. If youenjoy writing endless term papers on meaningless subjects, participating in class activities that have zero relevance to the topic of the course, she’s the teacher for you!Chapter TwoPart Two Main DialogueDenise: Excuse me, miss, how much does it cost to ride BART?Stranger: Well, that depends on your destination. From here to Glen Park it’s only a dollar ten, but if you go as far as Fremont, it costs a lot more.Tom: We’re going to Berkeley. Do you know what the fare is?Stranger: There are two stations in Berkeley. Which one are you interested in?Denise: Oh, gee, I’m not sure. We’re from out of town. We’re visiting my sister. She told me her house is just a stone’s throw from the UC Berkeley campus. Which station is that?Stranger: The downtown Berkeley station is really close to the university. I’m sure that’s the one you want.Denise: Tom, are you going to remember this, or should I be jotting this down?Tom: What is there to write down, Denise? The woman is giving us very simple directions. So, how much is the fare to downtown Berkeley?Strang er: Let’s go take a look at the map over there. You see, the map shows you how much it costs to go from one station to another. Ah, there it is: two dollars and sixty-five cents.Tom: Two sixty-five? That’s highway robbery for such a short distance!Denise: You think that’s expensive? Tom from our house to Amherst it costs twice as much as that. Tom: Yeah, but that’s an hour ride. You really get your money’s worth.Stranger: Yeah…Uh…Well, did your sister explain which train to take?Tom: Berkeley. We take the Berkeley train to Berkeley, right?Stranger: Well, no actually. That’s just one stop on the Richmond line. Here, let me show you on this map. Here we are a t Powell Street in San Francisco, and it’s basically a straight shot on the Richnond line to the downtown Berkeley station.Denise: Yes, my sister said we wouldn’t have to change trains.Stranger: Uh-oh, what time is it?Denise: It’s 8:15.Stranger: You can’t go directly to Berkeley from San Francisco after 8:04.Tom: Uh-oh. Is there another train we can catch?Stranger: Don’t worry. You can take the Pittsburg line. Look here, take the Pittsburg line to the 12th Street Station in Oakland, and then transfer to the Richmond train. The Richmond train willstop in Berkeley. Get off at the downtown station. From there you can walk to your sister’s house. Denise: We want to be there by 9 o’clock. If we have to transfer, we might be late. Do you think we’ll make it in time?Stranger: It doesn’t take that long. Let’s see; there’s a train from here at 8:18. It arrives at the 12th Street Oakland station at 8:34. You can get a Richmond train right away at 8:34, and you’ll arrive in Berkeley at 8:46.Tom: Let’s see if I’ve go t this right: We take the 8:18 Pittsburg train and arrive in Oakland at 8:34. Then we take the 8:34 Richmond train to Berkeley. That should be a snap.Stranger: Yeah, you’ll have no trouble.Tom: Thank you very much for your help, Miss. You’re a very kind young lady.Denise: And so pretty and smart, too! Tell me dear, I notice you’re not wearin g a ring. Stranger: Well, no, uh…Denise; You know, my sister’s son is very handsome. I think you two would like each other…Stranger: Uh, well; oh! I think I hear your train coming! You’d better hurry so you don’t miss it!Part ThreeExercise 3AThe BART system is a modern metro that links thirty-nine stations throughout Northern California’s San Francisco Bay Area. The trains are operated by computers and the BART station platforms have electronic signs that light up with information about trains that will be arriving.Exercise 3C1.How long does it take to get from JFK Boulevard to Town Plaza? That’s JFK Boulevard toTown Plaza.2.What is the fare from Oxford Avenue to College Avenue? That’s Oxford Avenue to CollegeAvenue.3.How much does it cost an dhow long does it take to go from Fifth Street/Florida to GroveStreet? Again, that’s both the fare and time from Fifth Street/Florida to Grove Street.4.How much is a round-trip ticket from 75th Street to Kentucky Street? That’s a round-tripticket from 75th Street to Kentucky.5.How much time does it take to travel from Kansas Street to 20th Street? Again, how muchtime does it take to travel from Kansas Street to 20th Street?6.You are at the Alabama Street station. It’s twelve noon and you just got on the train. Wha ttime will you arrive at the Madrid Avenue station? Again, it’s twelve noon and you’re going from Alabama Street to Madrid Avenue. What time will you arrive at the Madrid Avenue station?7.What time does the 4:07 PM train from Yonkers arrive at Grand Central Terminal? Again,what time does the 4:07 PM train from Yonkers arrive at Grand Central Terminal?8.What time does the 6:20 AM train from Grand Central Terminal arrive in Yonkers? That’sthe 6:20 AM train from Grand Central Terminal arrive in Yonkers.9.9. How many trains are there from Grand Central Terminal to Yonkers from 4:20PM until7:53 Pm? Again, how many trains are there from Grand Central Terminal to Yonkers from 4:20PM until 7:53 PM?10.How long is the trip from Yonkers to Grand Central Terminal? Again, that’s the time fromYonkers to Grand Central Terminal.11.Which trains from Yonkers to Grand Central Terminal do not stop at 125th Street? Again,which trains do no stop at 125th Street going from Yonkers to Grand Central Terminal? 12.Look at your watch. What time is it right now? What time will the next train from GrandCentral Terminal arrive at 125th Street? Again, using the time now, when will the next train from Grand Central Terminal arrive at 125th Street?Part FourExercise 11.Was her flight from New York on time?2.Did you get the rental car information?3.Which bus do I take to go downtown?4.Is Alice meeting us at the train station?5.Why was the man yelling at the stranger?6.Are you going to call the travel agent today?7.How long do we have to wait for the next bus?8.Where are you going after the meeting?9.What did you do with your extra ticket?10.Were you going to go to the airport alone?Exercise 21.What time did the plane arrive?2.How often do you take the bus?3.Did someone meet them at the airport?4.Why didn’t she tell us she would be late?5.Who will pay for the extra ticket?6.Were you at the bus station yesterday?7.How far is it from here to New Jersey?8.Which bus do you think we should take?9.Whose purse was left on the bus?10.Are you meeting your brother at the bus station?Part FiveExercise 11.How much is the fare to Kansas ST.?2.When is the next Yonkers train?3.Does this bus go to City Hall?4.How long does it take to get to Park Lane?5.Which line do I need to take to get to the Macarthur Station?6.Can you tell me how far the trip from Boston to San Diego is?7.What’s the fastest way to get to Grand Central Terminal from here?8.Do you know where the train for Atlanta stops?9.Exercise 21.The 12:20 train to Seattle will leave in two minutes.2.The next train to Yonkers will leave from Grand Central Terminal in ten minutes.3. A round-trip ticket from JFK Boulevard to Kansas St. is $2.90.4.We’re sorry, but the 12:10 train Riverdale will be six minutes late.5.The bus from Los Angles to Burbank leaves every fifteen minutes at that time of the day.6.The next Fremont train will leave from platform number 4 in half an hour.Exercise 31.Question: Where does this person want to go?A: Pardon me, how much does it cost to go to the Jefferson Auditorium?B: That’s $1.80 one way, but you can’t go directly there after 6:00 PM. You’ll have to take a Lenox train at that hour and then transfer to a Hastings train at the Portsmouth station. 2．Question: What time will the next bus for Chicago leave?A: Excuse me, when does the next bus to downtown Chicago leave?B: Let’s see. One just left at 8:00. The schedule says that that bus leaves every fifteen minutes, so…A: Uh-oh;it’s already 8:10. I’d better hurry.B: Ooh, I hope you make it.2.Question: What is the total round-trip fare for the children?A: May I help you?B: Yeah, we’d like to get tickets from Portland to Long beach.A: When are you planning on going?B: We were thinking of going the week of June 15th.A: Gook. That’s far enough in advance to take advantage of our supersaver fares. If you purchase your tickets thirty days in advance, it will only cost $240 round trip.B: $240. That sounds good.A: How many people are in your party?B: There’s my wife and me, plus our two kids.A: Ooh, we have a special discount available for our young travelers. Let’s see, kids under twelve fly for half price and those under three can go for free.B: Well, Evelynne is six and Renee is two.A: Very good. Let me check the computer to see which flights are open the week of the 15th. Exercise 41.It’s really easy to get to school from my house by bus.2.Greenwich is very close to London.3.I take a 20-minute bus ride from home to work every day.4.I leave my house each day at 8 am.5.We’re going to Hawaii for our next vacation.6.According to this, the train to Vancouver will arrive in ten minutes.7.Do I need a Bakerloo or a Victoria train to get to Picadilly Circus?8.How much is a ticket to Baltimore and then back again?9.You need to take a #5 bus to the Berman Station. Then, catch a #12.10.This bus is too crowded between 7am and 9am.。

chapter1-2准同期并列的基本原理

软件开发
在软件开发中，多个团队成员可以同时进行不同的任务，以提高开发效率。
建筑工程
在建筑工程项目中，不同的施工工作可以同时进行，以缩短项目的时间。
管弦乐团
在音乐表演中，各个乐器的演奏需要与其他乐器保持准同期并列，以产生和谐的音乐效果。
准同期并列的优势和限制
准同期并列具有许多优势和一些限制，下面我们将介绍其中的一些。图片 illustrate 一个人戴着思考的帽子。
1
统一目标
确保所有参与者对准同期并列的目标有清晰的理解，并共同努力实现它们。
2
有效沟通
及时分享信息和意见，保持协同工作的高效性。
3
协调安排
制定明确的时间表和工作计划，协调参与者的行动。
准同期并列使用的注意事项
要确保准同期并列能够顺利进行，需要注意以下要点。图片 illustrate 三个人站在不同的轨道上。
优势
• 提高工作效率 • 降低工作风险 • 加强团队协作
限制
• 沟通障碍 • 任务冲突 • 依赖他人的时间表
准同期并列的未来发展趋势
准同期并列在不断发展和进化，以下是未来发展的一些趋势。图片 illustrate 技术发展的趋势。
1 智能化
通过引入人工智能和自动化技术，进一步提高准同期并列的效率和可靠性。
第一章-准同期并列的基本原理
在本章中，我们将介绍准同期并列的基本原理。了解准同期的定义和概述，以及其在实际应用中的优势和限制。
准同期的定义和概述
准同期是指两个或多个事件、过程或行动在时间上几乎同时进行的情况。它是一种在实际生活和工作中广泛应用的并列方式。图片 illustrate 表示两个人在一起工作时。

新理念英语阅读初一第1-2册译文复习过程

新理念英语阅读初一第1-2册译文新理念英语阅读初一第1~2册译文孙老师初一英语阅读《新理念》第一册译文第一篇走进苗圃Chapter1等奶奶今天，外面尘土飞扬。

风拍打着土地，卷起团团棕色的泥土，充斥着整个小镇。

我就坐在门口的台阶上看着下班回家的女人。

终于，我看见奶奶背着她的篮子。

她满身尘土，看起来很疲惫，但看到我时她还是露出了微笑。

“你在干什么，Kemzie ？”她问。

“在等你。

”我说。

“我想要你来帮我种树。

”“树？”奶奶问。

我告诉奶奶，今天有人到学校和我们说有关植树的事。

我告诉她我想要到他们种树的地方——小镇外的苗圃帮忙。

“我们需要树木给我们提供木头，树荫和水果，而且有助于很好地保护地球。

”我快速地说。

奶奶笑了，把她的篮子放了下来。

“如果你想你就去吧，但我必须要做晚餐。

”她说。

这片刻我感觉很糟糕。

我不应该现在离开奶奶。

我应该帮她砍生火用的木头，做她从市场上得来的食物。

自从妈妈爸爸去世后，奶奶一直在照顾我们这个家。

这对她是困难的工作。

Chapter2镇外我看着奶奶，不确定做什么。

“去吧！去吧！但是回来的时候带些木头和水果。

” 她开玩笑道。

“好的！”我说。

我转身，以最快的速度跑出门，沿着那条多尘的街道向小镇外跑去。

我顺着一条通往小山的旧的小路。

突然，我看见苗圃就在我的面前。

它像一片绿色的海，有各种各样的树和一个巨大的菜园。

我跨进了大门。

这儿很宁静，没有受到外面大风的侵扰，闻起来是那么清新。

Chapter3欢迎来苗圃有人说：“你好。

我今天在学校看见你了，不是吗？”我猛地转身去，看到那个到班级和我们交谈的人。

“欢迎。

”她说，并且伸出她的手。

“我是麦凯伦。

”“我是凯梅希。

”我说。

在苗圃的后面，人们正把小树苗放进麻布袋里。

他们中的一个是我的朋友，安妮。

我们帮忙把这些树装到一辆卡车的后面，准备好让麦凯伦把它们带到农场种植下去。

这是艰难的工作，但是和安妮在一起是有趣的。

她对一切都可以开玩笑。

麦凯伦给我们带来了一些饮料和香蕉。

Chapter 1-2 基础

狭义理解可为Digital Signal Processor 数字信号处理器。广义理解可为Digital Signal Processing 译为数字信号处理技术。前者是指用于数字信号处理的可编程微处理器，后者则是指数字信号处理的理论和方法。
5
主要内容
1.1 数字化的发展
1.2 DSP芯片技术的特点
56600 56600
Data ROM 20k x 16 PROM 48K x 24
一、数字化对社会和人类的影响
二、DSP的应用举例
三、DSP的市场前景四、DSP开发工具
43
一、数字化对社会和人类的影响
1. 程控交换机 2. 移动通信系统 3. 手机已不仅仅是通话的工具 4. 数字照相机 5. 高清晰度电视（ 7. 电视台和电台的数字设备 8. 家庭影院
最初
记录
脱机非实时
12
2.快速傅立叶变换算法（FFT）是数字信号处理发展史上的一个重要里程碑
现代数字处理（ Cooley-Tukey 1965年提出FFT ）将傅立叶变换的时间缩短了几个数量级
指出了数字信号处理快速算法发展方向为实时处理带来了希望
13
3. DSP统治未来成为必然
大规模集成电路快速高效算法实际工作的需要
DSP实验教程 ——基于TMS320C5416 DSK
1
本书框架结构
• 第一章
• 第二章 • 第三章 • 第四章 • 第五章 • 第六章 • 第七章
DSP概述
TMS320C5416结构及其开发环境 DSP软件开发详解 DSP算法实现——FIR DSP算法实现——FFT 外设、中断和DSK DSP系统设计
地址总线
U

2010-Chapter 1-2

14
杨朝燕©
Lexicology
“heart”
• • • • • • • • • • • at heart by heart a change of heart a heart of gold lose one’s heart to steal one’s heart break one’s heart cross one’s heart cry one’s heart out eat one’s heart out heart and hand heart and soul with half a heart with all (one’s) heart from the depth of one’s heart have one’s heart in one’s mouth wear one’s heart upon one’s sleeve One’s heart sinks within one.
9
杨朝燕©
Lexicology
1.1 Basic Word Stock 1.1.1 Features of basic word stock:
A. All national character 全民性— denote the most common things and phenomena B. Stability 稳定性— be likely to remain unchanged C. Productivity 能产性– form compounds D. Polysemy多义性— possess over one meaning. E. Collocability 搭配能力强 – form idioms, proverbs etc.
13
杨朝燕©

Chapter 1-2剖析

linguistic signs/sound bear no natural or intrinsic relationship to their meanings.
10
#
(i) Arbitrariness (Saussure)
B. However arbitrariness of language is not absolute and there seems to be different levels of arbitrariness.
• Book •书 • ほん
5
#
• ③vocal: the primary medium is sound for all
languages, no matter how well developed are
their writing systems. All evidence shows that
• The features that define our human languages can be called design features.
9
#
(i) Arbitrariness (Saussure)
A. definition • It refers to the fact that the forms of
13
#

C. Significance of arbitrariness
• Arbitrariness of language makes it potentially creative, makes it possible to have unlimited sources of expressions. We can use new sets of sounds or coin new words to represent newly invented things or new ideas.

二语习得引论读书笔记chapter1-2

二语习得引论读书笔记chapter1-2一．概论Chapter 1. Introducing SLA1.Second language acquisition (SLA)2.Second language (L2)（也可能是第三四五外语）also commonly called a target language (TL) Scopes Takes place in ExamplesInformal L2 learning Naturalistic contexts “pick up”Interacting Formal L2 learning Classes or courses ClassesL2 learning that involves a mixture of formal and informal learning Naturalistic contextscombined with Classesor coursesInteracting and learning inclasses at the same time3.Basic questions:1). What exactly does the L2 learner come to know2). How does the learner acquire this knowledge3). Why are some learners more successful than othersFields EmphasizeLinguists Characteristics of the differences and similarities in thelanguages that are being learned;The linguistic competence (underlying knowledge) andlinguistic performance (actual production).Psychologists and psycholinguists The mental or cognitive processes involved in acquisition; The representation of languages in the brain.Sociolinguists Variability in learner linguistic performance;Communicative competence (pragmatic competence).Social psychologists Group-related phenomena;The interactional and larger social contexts of learning.Applied linguists about SLA Any one or more perspectives above; Theory and research for teaching.4.linguistic; psychological; social.Only one (x) Combine (√)Chapter 2. Foundations of SLAⅠ. The world of second languages1.Multi-; bi-; mono- lingualism1)Multilingualism: the ability to use 2 or more languages. (bilingualism: 2languages; multilingualism: >2)2)Monolingualism: the ability to use only one language.3)Multilingual competence (Vivian Cook, Multicompetence)Refers to: the compound state of a mind with 2 or more grammars.4)Monolingual competence (Vivian Cook, Monocompetence)Refers to: knowledge of only one language.2.People with multicompetence (a unique combination) ≠2 monolingualsWorld demographic shows:3.Acquisition4.The number of L1 and L2 speakers of different languages can only be estimated.1)Linguistic information is often not officially collected.2)Answers to questions seeking linguistic information may not be reliable.3) A lack of agreement on definition of terms and on criteriafor identification.Ⅱ. The nature of language learning1.L1 acquisition1). L1 acquisition was completed before you came to school and thedevelopment normally takes place without any conscious effort.2). Complex grammatical patterns continue to develop through the school years.Time Children will< 6 months (infant) Produce all of the vowel sounds and most of theconsonant sounds of any language in the world.Learn to discriminate the among the sounds that make adifferent in the meaning of words (the phonemes)< < 3 years old Master an awareness of basic discourse patterns< 3 years old Master most of the distinctive sounds of L1< 5 or 6 years old Control most of the basic L1 grammatical patterns1) Refers to: Humans are born with an innate capacity to learn language.2) Reasons:Children began to learn L1 at the same age and in much the same way.…master the basic phonological and grammatical operations in L1 at 5/ 6.…can understand and create novel utterances; and ar e not limited torepeating what they have heard; the utterances they produceare oftensystematically different from those of the adults around them.There is a cut-off age for L1 acquisition.L1 acquisition is not simply a facet of general intelligence.3)The natural ability, in terms of innate capacity, is that part of languagestructure is genetically “given” to every human child.3. The role of social experience1) A necessary condition for acquisition: appropriate social experience (includingL1 input and interaction) is2) Intentional L1 teaching to children is not necessary and may have little effect.3) Sources of L1 input and interaction vary for cultural and social factors.4) Children get adequate L1 input and interaction→sources has little effect onthe rate and sequence of phonological and grammatical development.The regional and social varieties (sources) of the input→pronunciationⅢ. L1 vs. L2 learningStates L1 L2Initial state Innate capacity Innate capacity; L1 knowledge;World knowledge; Interaction skillsIntermedia te states BasicprocessesChildgrammarMaturation Learnerlanguage(interlanguage-IL)TransferNecessaryconditionsInputreciprocalinteractionInputFacilitatingconditionsFeedback; aptitude;motivation;instruction…Final state Native competence Multilingual competence2.Understanding the statesⅣ. The logical problem of language learning1.Noam Chomsky:1)innate linguistic knowledge must underlie language acquisition2)Universal Grammar2.The theory of Universal Grammar:Reasons:1)Children’s knowledge of language > what could be learned from the input.2)Constraints and principles cannot be learned.3)Universal patterns of development cannot be explained by language-specificChildren often say things that adults do not.Children use language in accordance with general universal rules of language though they have not developed the cognitive ability to understand these rules. Not learned from deduction or imitation.Patterns of children’s language development are not directly determined by the input they receive.≤1950s 1960s 1970s 1980s 1990sL Structuralism Transformational-GenerativeGrammar Functionalism Principles andParametersModelMinimalistProgramP Behaviroism NeurolinguisticsInformationProcessing HumanisticmodelsConnectionism processabilityS Socioculturaltheory Ethnography ofCommunicationVariation TheoryAcculturationTheoryAccommodationTheoryPsychologyPerspective Focus FrameworkLinguistic Internal Transformational-Generative Grammar;Principles and Parameters Model;Minimalist ProgramExternal FunctionalismPsychological Languagesand the BrianNeurolinguisticsLearning processes Informational Processing; Processability; ConnectionismIndividualdifferencesHumanistic ModelsSocial Microsocial Variation Theory;Accommodation Theory; Sociocultural Theory Macrosocial Ethnography of Communication;Acculturation Theory; Social Psychology。

心理英语整理笔记1-2

CHAPTER 1 What is Psychology?1. Definitionsa more recent definition by Atkinson et al (1991) suggests that psychology is: ‘The scientific study of behaviour and mental processes．Just giving this simple definition, however, is a bit misleading, since psychologists now and throughout their history have not only disagreed about the definition of psychology but have also strongly disagreed about what should be studied in the subject and how it should be studied.2 . The history of psychologyA .Where did psychology come from?a.PHILOSOPHY (1)Empiricism - which argued that humans should only measure data that is objectively observable, such as behaviour. (2)Positivism - which argued that the methods and principles of science should be applied to human behaviour.b.BIOLOGY (1) Evolution- Darwin's suggestion that humans have evolved from other animals. The discoveries in genetics that followed from his evolutionary theroy have had many important implications for the study and understanding of behaviour.(2) Physiology - the discoveries, mostly by the medical profession, of the structure and function of the brain, nervous, and endocrine system have significantly contributed to the understanding of behaviour.c.PHYSICS Physicist, such as Fechner started applying their subject to huaman behaviour and experience (psychophysics) in the nineteenth century, with some success.B .When did psychology started?The date 1879 is usually said to be the start of psychology as a separate scientific discipline, since it was when Wilhelm Wundt created the first psychology laboratory in Leipzig.Wundt is, therefore, regarded as the “founding father”of psychology, although Americans tend to suggest that William James should have this honor since his 1890 book (which took 12 years to write) entitled Principle of Psychology was a major landmark in psychology’s literature and he began teaching a course on the relationship between physiology and psychology at Harvard University in 1875.C .How did psychology develop?a.StructuralismStructuralism-was the first approach to investigating psychology, pioneered by Wundt himself, who thought that the object of psychological investigation should be the conscious mind, and that it should be studied by introspection (looking inwards at one’s own mental experience) in order to break it down into its component parts (such asimages, sensations and feelings) like the science of chemistry had done with chemicals.One structuralist, Titchener, claimed there were a total of 46,708 basic sensations that combined to form the structure of the human mind, but the approach was very limited in its ability to explain and was replaced by functionalism.b.FunctionalismFunctionalism-the approach William James advocated. James was influenced by Darwin’s views and argued that the workings of the mind are functional,to survive and adapt, so we should investigate what behavior and thought are for.Many of James’s insights remain valid today, but functionalism was superseded by the next two very powerful approaches that both started around the turn of the century.c.PsychoanalysisPsychoanalysis-was in fact a method of the therapy developed by Sigmund Freud in Austria, but in many major books, such as The interpretation of dreams(1900), Freud began describing in detail an underlying theory of the human mind and behavior that has had an enormous (and controversial) impact on psychology.Freud argued that the proper object of psychological investigation should be the unconscious mind, and that our behavior is determined byprocesses of which we are not aware.d.BehaviorismBehaviorism-Behaviorists, such as John Waston, were extremely critical of all the approaches that concerned themselves with “mind”, and proposed that psychology should only investigate observable behavior if it want to be an objective science.e.Cognitive psychologyCognitive psychology-aims to investigate the mind by using computer information processing ideas to arrive at testable models of how the brain works, and then applying scientific methods to confirm these models. The cognitive approach has enjoyed much success and is a very dominant one in psychology today.f.Humanistic approachThe Humanistic approach, however, has had less of an impact on psychology, since it has deliberately adopted a less scientific view of the human mind by arguing that psychology should focus on each individual’s conscious experience and aims in life.g.Biological approachThe Biological approach has advanced evolutionary, physiological, and genetic explanations for human behavior throughout the history of psychology.Chapter 2 RESEARCH METHODS1 .VariablesA variables is any object, quality or event that changes or varies in some way. Examples include: aggression, intelligence, time, height, amount of alcohol, driving ability, attraction.Operationalisation Many of the variables that psychologists are interested in are abstract concepts, such as aggression or intelligence. Operationalisation refers to the process of making variables physically measurable or testable. This is done in psychology by recording some aspect of observable behavior that is assumed to be indicate of the variable under consideration.Reification regarding hypothetical variables like intelligence as having a real physical existence. It is a danger, however.OBSERV ATION, CASE STUDIES, SURVEYS, ETC.In these methods variable are precisely measured in varying amounts of detail.CorrelationsVariables are measured and compared to see how they co-vary with each other (what relationship they have together).2 . ExperimentsOne variable (the independent variable) is altered to see what effect it hason another variable (the dependent variable).A.The independent variable is the variable that is manipulated in two or more conditions to see what effect it has on the dependent variable.B.The dependent variable is the main measured outcome of the experiment, hopefully due to the manipulation of the independent variable.C.However, many extraneous variables (other variables that could potentially influence the dependent variable apart from the independent variable), could spoil the experiment and so controls are employed to prevent extraneous variables from becoming confounding variables (those that actually affect the dependent variable strongly enough to distort the effect of the independent variable).D.Extraneous variables can be random or constanta.unsystematic variables that can affect the dependent variable but should not affect one condition more than another.b.those that have a systematic effect on one condition more than another.c.While random errors will reduce the accuracy of the results, only constant errors usually truly confound the experimental results.3 . HypothesesHypotheses are precise, testable statements. They should be bold,precise, and refutable.Hypotheses can be experimental hypotheses and correlational hypotheses.A . Bold2-tailed hypotheses simply predict an effect, such as a difference or correlation.1-tailed hypotheses predict a particular direction in the effect, e.g. that one condition will do better than another, or that a positive correlation will occur.B . PrecisePrecise hypotheses should contain fully operationalised variables and the words “statistically significant”if inferential statistics are to be conducted on the results.C . RefutableTo be scientific every hypothesis should be capable of being shown to be wrong. For this reason a null hypothesis is proposed that states that there will be no significant effect (either difference or correlation). Sometimes, however, it is the null hypothesis which researchers wish to study.D . Experimental hypothesesPredict significant differences in the dependent variable between the conditions of the independent variable.E . Correlational hypothesesPredict significant patterns of relationship between two or more variables.4 . Experimental methodsA.EXPERIMENTSAn experiment involves the manipulation of the independent variable to see what effect it has on the dependent variable, while attempting to control the influence of all other extraneous variables.a. LABORATORY(1)In the laboratory the researcher deliberately manipulate the independent variable while maintaining strict control over extraneous variables through standardized procedures.(2)The most scientific method because the:Manipulation of the independent variable indicate cause and effect. Laboratory increase control and accurate measurement of variables thus more objectivity.Laboratory standardization means greater ability to replicate (repeat again) the study.(3)Disadvantage:Total control over all variables is not possible.Artificial laboratory conditions may produce unnatural behavior that lacks ecological validity ( results do not generalize to real life).Results more likely to be biased by sampling, demand characteristic, experimenter expectancy.May raise ethical problems of deception, etc.b.FIELD(1)The researcher deliberately manipulates the independent variable, but does so in the subject’s own natural environment.(2)Advantage:Has greater ecological validity than laboratory experiments, since behavior occurs in its own natural environment.Less bias from sampling (subject do not have to be brought into the laboratory ) and demand characteristic ( if subject are unaware of being tested).(3)Disadvantage:More bias likely from extraneous variables, due to greater difficulty of controlling all aspects of experiment outside the laboratory.More difficult to replicate exactly.Possibly more time consuming.Ethical problems of consent, deception, invasion of privacy, etc.c.NATURAL/QUASI(1)The independent variable is changed by natural occurrence; the researcher just records the effect on the dependent variable. Quasi experiments are any where control is lacking over the IV.(2)Advantage:Has great ecological validity, since a “natural”change (not induced directly by the experimenter) occurs in a natural environment.Very little bias from sampling or demand characteristic (if subjects are unaware of being observed by experimenters).(3)DisadvantageHarder to infer cause and effect due to little control over extraneous variables and no direct manipulation of the independent variable. Virtually impossible to replicate exactly.Bias if subjects are aware of being studied.Ethical problems of consent, deception, invasion of privacy, etcB . Non-experimental methods 1a.OBSERV ATIONSObservations involve the precise measurement of naturally occurring behavior in an objective way.(1) NaturalisticNaturalistic observations involves the recording of spontaneously occurring behavior in the subject’s own natural environment.(2)ControlledControlled observation involves the recording of spontaneously occurring behavior, but under conditions contrived by the researcher.(3)ParticipantParticipant observations involve the researcher becoming involved in the everyday life of the subjects, either with or without their knowledge.b.Data recording techniquesBehavior sampling methods(1)Event samplingKey behavioral events are recorded every time they occur.(2)Time samplingBehavior is observed for discrete periods of time.(3)Point samplingThe behavior of just one individual in a group at a time is recorded.C. Non-experimental methods 2Questioning peoplea.InterviewsAll interviews involve direct verbal questioning of the subject by the researcher, but differ in how structured the questions are:(1)Structure interviews (2)Semi-structured interviews(3)Clinical interview (4)Unstructed interviewb.QuestionnairesQuestionnaires are written methods of gaining data from subjects that do not necessarily require the presence of a researcher.They include:(1)Opinion surveys (2)Psychological testD . Non-experimental methods 3a.Case studyb.CorrelationsE . Statistical Reasoninga.Mode:the most frequently occurring score in a distributionb.Mean:the arithmetic average of a distribution .Obtained by adding the scores and then dividing by the number of scoresc.Median:the middle score in a distribution. Half the scores are above it and half are below it.d.Range:the difference between the highest and lowest scores in a distribution.e.Standard Deviation:a computed measure of how much scores vary around the mean.f.Statistical Significance:a statistical statement of how likely it is that an obtained result occurred by chance.。

chapter2第1-2节反切、《切韵》系韵书

平声54韵（上平26韵、下平28韵）上声51韵去声56韵入声32韵
26
韵目

平声

一东，德红反二冬，都宗反反五支，章移反…… 一董，多动反二肿，之陇反反五旨，职雉反……
三钟，职容反
四江，古双

上声

三讲，古项反
四纸，诸氏

去声

一送，苏弄反二宋，苏统反反五窒，脂利反……
的读书音爲基礎，少量吸收了南北方音和古音成分。
37
① 《廣韻》與《切韻》語音系統相同(一)

《廣韻》比《切韻》韻數多的原因⑴
《切韻》
《廣韻》
歌哿箇(開合)
歌哿箇(開) 戈果過(合) 真軫震質(開) 諄凖稕術(合)
38
真軫震質(開合)
① 《廣韻》與《切韻》語音系統相同(二)

《廣韻》比《切韻》韻數多的原因⑵
（五）《切韵》缺陷

“苦其字少，复阙字义。”（王仁煦）收字12158个，比《说文解字》多出2806个。注释太过简单，一般不注明出处，有的根本没有解释，这是该书最大的缺点。
加字、补训、增注

31
三、唐代的韵书

（一）王仁煦《刊谬补缺切韵》

1．内容
“刊谬者，谓刊正谬误；补缺者，谓加字及训。”
23

於是更涉余学，兼从薄宦，十数年间，不遑修集。今返初服，私训诸弟子，凡有文藻，即须明声调。屏居山野，交游阻绝，疑惑之所，质问无从。亡者则生死路殊，空怀可作之叹；存者则贵贱礼隔，以报绝交之旨。遂取诸家音韵，古今字书，以前所记者定之，为《切韵》五卷。部析毫厘，分别黍累，可烦泣玉，未得县金。藏之名山，昔怪马迁之言大；持以盖酱，今叹扬雄之口吃。非是小子专辄，乃述群贤遗意；宁敢施行人世，直欲不出户庭。于时岁次辛酉，大隋仁寿元年。

英语词汇教程I-chapter1-2

Chapter 11. agreement 1.N-COUNT An agreement is a formal decision about future action that is made by two or more countries, groups, or people. 协议例：It looks as though a compromise agreement has now been reached.2.N-UNCOUNT Agreement on something is a joint decision that a particular course of action should be taken. 共识例：A spokesman said, however, that the two men had not reached agreement on the issues discussed.3.N-UNCOUNT Agreement with someone means having the same opinion as they have. 同意例：The judge kept nodding in agreement.4.PHRASE If you are in agreement with someone, you have the same opinion as they have. 意见相同2. cancel /ˈkænsəl/1.V-T/V-I If you cancel something that has been arranged, you stop it from happening. If you cancel an order for goods or services, you tell the person or organization supplying them that you no longer wish to receive them. 取消例：The Russian foreign minister yesterday cancelled his visit to Washington.2. V-T If someone in authority cancels a document, an insurance policy, or a debt, they officially declare that it is no longer valid or no longer legally exists. 废止; 废除例：He intends to try to leave the country, in spite of a government order cancelling his passport.3. curious /ˈkjʊərɪəs/1.ADJ If you are curious about something, you are interested in it and want to know more about it. 好奇的例：Steve was intensely curious about the world I came from.2. ADJ If you describe something as curious, you mean that it is unusual or difficult to understand. 不寻常的; 难以理解的例：The pageant promises to be a curious mixture of the ancient and modern.4. fact1.N-COUNT Facts are pieces of information that can be discovered. 实例例：There is so much information you can almost effortlessly find the facts for yourself.2.PHRASE You use in fact, in actual fact, or in point of fact to indicate that you are giving more detailed information about what you have just said. 确切地说例：We've had a pretty bad time while you were away. In fact, we very nearly split up this time.5. flexible /ˈflɛksɪbəl/1.ADJ A flexible object or material can be bent easily without breaking. 柔韧的例：...brushes with long, flexible bristles.2.ADJ Something or someone that is flexible is able to change easily and adapt to different conditions and circumstances as they occur. 灵活的表赞许例：...flexible working hours.6. odor /ˈəʊdə/1.N-VAR An odor is a particular and distinctive smell. 独特气味例：...the lingering odor of car exhaust.7. prepare /prɪˈpɛə/1.V-T If you prepare something, you make it ready for something that is going to happen. 准备例：Two technicians were preparing a videotape recording of last week's programme.2.V-T/V-I If you prepare for an event or action that will happen soon, you get yourself ready for it or make the necessary arrangements. (为…) 作准备; 准备(做某事)例：The party leadership is using management consultants to help prepare for the next election.8. suggest /səˈdʒɛst/1.V-T If you suggest something, you put forward a plan or idea for someone to think about. 建议例：He suggested a link between class size and test results of seven-year-olds.2. V-T If one thing suggests another, it implies it or makes you think that it might be the case. 暗示例：Earlier reports suggested that a meeting would take place on Sunday.Chapter 21. daily /ˈdeɪlɪ/1.ADV If something happens daily, it happens every day. 每天地例：Cathay Pacific flies daily nonstop to Hong Kong.2.ADJ Daily is also an adjective. 每天的例：They held daily press briefings.3. PHRASE Your daily life is the things that you do every day as part of your normal life. 日常生活例：All of us in our daily life react favorably to people who take us and our views seriously.2. entertain /ˈɛntəˈteɪn/1.V-T/V-I If a performer, performance, or activity entertains you, it amuses you, interests you, or gives you pleasure. 使娱乐; 娱乐例：They were entertained by top singers, dancers and celebrities.2. .V-T/V-I If you entertain, or entertain people, you provide food and drink for them, for example, when you have invited them to your house. 招待; 宴客例：I don't like to entertain guests anymore.3. experience /ɪkˈspɪərɪəns/1.N-UNCOUNT Experience is knowledge or skill in a particular job or activity that you have gained because you have done that job or activity for a long time. 经验例：He has also had managerial experience on every level.2. N-COUNT An experience is something that you do or that happens to you, especially something important that affects you. 经历例：His only experience of gardening so far proved immensely satisfying.3. V-T If you experience a particular situation, you are in that situation or it happens to you. 经历例：We had never experienced this kind of holiday before and had no idea what to expect.4. identity /aɪˈdɛntɪtɪ/1.N-COUNT Your identity is who you are. 身份例：Abu is not his real name, but it's one he uses to disguise his identity.2.N-VAR The identity of a person or place is the characteristics that distinguish them from others. 特性例：I wanted a sense of my own identity.5. negative /ˈnɛɡətɪv/1.ADJ A fact, situation, or experience that is negative is unpleasant, depressing, or harmful. 负面的; 消极的例：The news from overseas is overwhelmingly negative.2. ADJ If someone is negative or has a negative attitude, they consider only the bad aspects of a situation, rather than the good ones. 消极的; 持否定态度的例：When asked for your views about your current job, on no account must you be negative about it.6. original /əˈrɪdʒɪnəl/1.ADJ You use original when referring to something that existed at the beginning of a process or activity, or the characteristics that something had when it began or was made. 起初的例：The original plan was to go by bus.2. ADJ An original document or work of art is not a copy. 原件的; 原作的例：...an original film poster.7. produce 动词读作prəˈdjuːs。

高分子物理复旦大学chapter1-2导言与高分子的大小和形状-文档资料

第二章高分子的大小和形状
Primary (一级): Secondary (二级): Tertiary (三级): Quaternary (四级):
第二章高分子的大小和形状
2.1 近程结构 (local)
-CH2-CH2-
局部的化学结构 2.1.1 构造 (Constitutions or Architectures) 2.1.1.1 结构单元的化学组成 2.1.1.2 键接结构 2.1.1.3 支化与交联
2.1.2 构型(Configurations)
化学键固定的原子在空间的几何排列改变构型(顺反和旋光)必须打断化学键!!!
2.2 远程结构 (glouble)
一根链整体的形状和大小
2.2.1 高分子链的质量
长度平均-数均分子量(number averaged)
Mn
n M w n w M
模型的局限性几何统计方法的局限性412242理想高分子链模型的概率统计方法422242以理想高分子链末端距h为变量的概率分布函数对于单个键矢量的概率分布函数rr某一构象组合态43满足末端距满足末端距rr的自由连接链的概率分的自由连接链的概率分布函数布函数ffrrnnrrnnrrnn11链节的空间坐标链节的空间坐标末端矩矢量末端矩矢量44fourierftiftiftkrkrsindexpkl47满足末端距满足末端距rr的自由连接链的概率分的自由连接链的概率分布函数布函数ffrr2222sinklklnklklexpexpaxbxdx48概率分布函数概率分布函数ffrrnn的物理意义的物理意义满足末端矩满足末端矩rr的自由连接链的概率分布函数的自由连接链的概率分布函数ffrrnnpath无规行走randomwalk49只考虑末端距长度不考虑方向的只考虑末端距长度不考虑方向的wwhh概率密度高斯分布ffrrnn径向分布50末端距分布函数末端距分布函数ffrrnn的应用的应用32hhnlnlh2n31251idealpolymerchain高斯链gaussianchain或理想链idealchain末端距满足高斯分布无限长的自由连接链无规飞行链randomwalk不同程度的刚性旋转不自由excludedvolumeeffect自避行走链selfavoidingwalkrealpolymerchain链节链节有相互作用链节溶剂分子有相互作用65saw52whendoesfreelyjointedchainworks等效自由连接链coarsegrained降低高分子链的分辨率消除局部的刚性和旋转的不自由将链重新划分成有效链节数nchainheadchainend调节溶剂链节的作用屏蔽掉体积排除效应和链节链节相互作用达到q温度的溶液测得无扰尺寸hmax链的轮廓长度contourlength53penele实验测得pe

CHAPTER 1-2-核物理基础-截面与反应率

宏观截面是一个中子与单位体积内所有原子核发生核反应的平均几率的大小的一种度量。单位为米-1 ，计算宏观截面必须知道单位体积内的核子数N，对于单元素材料
N N0
A
Ni i i
N0 为阿伏加德罗常数；ρ 为材料的密度；A为该元素的原子量
对于混合物以及化合物：
Ni i i
对于混合物：
上面讨论的是理想情况。实际的实验表明：在靶面积不变的情况下，ΔI 正比于中子束强度 I，靶厚度Δx 和靶的核密度 N ，即
I NIx
I I / I
NxI Nx
因此，σ代表了每个靶核分摊到的一个中子与靶的全部原
子核发生反应的几率，有面积的量纲，称为一个原子核的核反应微观截面。σ表征了一个中子和一个原子核发生核反应的概率大小，也可以看成是原子核与中子发生核反应的有效面积。单位是巴恩：
放射性活(强)度常用单位：居里 (Ci)；国际单位：贝克勒 (Bq) 1 Bq = 1 次核衰变／秒 1 Ci = 3.7×1010 Bq
衰变
原子核衰变是指原子核自发地放射出粒子而发生的转变。发射α（）射线的元素（母元素）发生α（）衰变，变成另外一种元素（子元素）。母元素的数量（或者母元素的放射性活度）减少一半所需要的时间称为半衰期。
N
[cm1] [# / cm3 ][cm2 ]
N为单位体积内原子核的数目。表征了一个中子和单位体积内所有的原子核发
生反应的概率大小。为一个中子在介质内穿行单位距离与原子核发
生反应的概率大小。
宏观截面的物理解释
表征了一个中子和单位体积内所有的原子核发生反应的概率大小。
为一个中子在介质内穿行单位距离与原子核发生反应的概率大小。
指数衰变律

5B朗文英语Chapter1-2单元测试卷

5B朗文英语Chapter1-2单元测试卷编辑整理：尊敬的读者朋友们：这里是精品文档编辑中心，本文档内容是由我和我的同事精心编辑整理后发布的，发布之前我们对文中内容进行仔细校对，但是难免会有疏漏的地方，但是任然希望（5B朗文英语Chapter1-2单元测试卷）的内容能够给您的工作和学习带来便利。

同时也真诚的希望收到您的建议和反馈，这将是我们进步的源泉，前进的动力。

本文可编辑可修改，如果觉得对您有帮助请收藏以便随时查阅，最后祝您生活愉快业绩进步，以下为5B朗文英语Chapter1-2单元测试卷的全部内容。

五年级朗文英语5B Chapter1～2单元测试卷听力部分（40分）一,听录音,选出含有相同发音的的单词，将编号写在题前的括号里，念两遍。

（5分）( ) 1 A souvenir B threw C bought（） 2 A plenty B bring C black（） 3 A feed B check C meet（ ) 4 A buffet B relative C ride（） 5 A choir B chair C chat二，选出你听到的句子，将句子编号写在题前的括号里，念两遍。

（5分)( )1 A Have you eaten any local food yet? B Have you met relatives yet?C Have you taken any photos yet?（）2 A Ken has already finished his homework。

B Lily has just finished her housework。

C Kate hasn't finished her homework yet.（ )3 A How many times have you seen kangaroos？？B How many times have you taken photos with kangaroos？C How many times have you taken photos with koalas？（）4 A Have you ever watched a parade?B I haven’t watched the fireworks yet.C We have fireworks competition every year .( ）5 A Mary has gone on a boat rides once.B Lily has never gone on a boat trip yet.C Danny hasn’t ridden a horse twice.三. 听问句选答句，听答句选问句，将句子编号写在题前的括号里,念两遍。

chapter1-2

正版香港朗文版2A试卷(1-2)最新版

Chapter 1-2 基础

二语习得引论-读书笔记-chapter-1-2

麦田守望者 1-2章概括 英文

研究生英语多维教程第一册听力原文Chapter 1-2

chapter1-2准同期并列的基本原理

新理念英语阅读初一第1-2册译文复习过程

Chapter 1-2 基础

2010-Chapter 1-2

Chapter 1-2剖析

二语习得引论读书笔记chapter1-2

心理英语整理笔记1-2

chapter2第1-2节反切、《切韵》系韵书

英语词汇教程I-chapter1-2

高分子物理复旦大学chapter1-2导言与高分子的大小和形状-文档资料

CHAPTER 1-2-核物理基础-截面与反应率

5B朗文英语Chapter1-2单元测试卷

麦田守望者 1-2章概括英文