毕业设计-外文资料翻译
毕业设计外文翻译译文
1 工程概论1.1 工程专业1.2 工业和技术1.3 现代制造业工程专业1 工程行业是历史上最古老的行业之一。
如果没有在广阔工程领域中应用的那些技术，我们现在的文明绝不会前进。
第一位把岩石凿削成箭和矛的工具匠是现代机械工程师的鼻祖。
那些发现地球上的金属并找到冶炼和使用金属的方法的工匠们是采矿和冶金工程师的先祖。
那些发明了灌溉系统并建造了远古世纪非凡的建筑物的技师是他们那个时代的土木工程师。
2 工程一般被定义为理论科学的实际应用，例如物理和数学。
许多早期的工程设计分支不是基于科学而是经验信息，这些经验信息取决于观察和经历，而不是理论知识。
这是一个倾斜面实际应用的例子，虽然这个概念没有被确切的理解，但是它可以被量化或者数字化的表达出来。
3 从16、17世纪当代初期，量化就已经成为科学知识大爆炸的首要原因之一。
另外一个重要因素是实验法验证理论的发展。
量化包含了把来源于实验的数据和信息转变成确切的数学术语。
这更加强调了数学是现代工程学的语言。
4 从19世纪开始，它的结果的实际而科学的应用已经逐步上升。
机械工程师现在有精确的能力去计算来源于许多不同机构之间错综复杂的相互作用的机械优势。
他拥有能一起工作的既新型又强硬的材料和巨大的新能源。
工业革命开始于使用水和蒸汽一起工作。
从此使用电、汽油和其他能源作动力的机器变得如此广泛以至于它们承担了世界上很大比例的工作。
5 科学知识迅速膨胀的结果之一就是科学和工程专业的数量的增加。
到19世纪末不仅机械、土木、矿业、冶金工程被建立而且更新的化学和电气工程专业出现了。
这种膨胀现象一直持续到现在。
我们现在拥有了核能、石油、航天航空空间以及电气工程等。
每种工程领域之内都有细分。
6 例如，土木工程自身领域之内有如下细分：涉及永久性结构的建筑工程、涉及水或其他液体流动与控制系统的水利工程、涉及供水、净化、排水系统的研究的环境工程。
机械工程主要的细分是工业工程，它涉及的是错综复杂的机械系统，这些系统是工业上的，而非单独的机器。
毕业设计论文外文文献翻译
毕业设计(论文）外文文献翻译院系：财务与会计学院年级专业：201＊级财务管理姓名:学号：132148*＊*附件: 财务风险管理【Abstract】Although financial risk has increased significantly in recent years risk and risk management are not contemporary issues。
The result of increasingly global markets is that risk may originate with events thousands of miles away that have nothing to do with the domestic market。
Information is available instantaneously which means that change and subsequent market reactions occur very quickly。
The economic climate and markets can be affected very quickly by changes in exchange rates interest rates and commodity prices。
Counterparties can rapidly become problematic。
As a result it is important to ensure financial risks are identified and managed appropriately. Preparation is a key component of risk management。
【Key Words】Financial risk，Risk management，YieldsI. Financial risks arising1.1What Is Risk1.1.1The concept of riskRisk provides the basis for opportunity. The terms risk and exposure have subtle differences in their meaning. Risk refers to the probability of loss while exposure is the possibility of loss although they are often used interchangeably。
数据库毕业设计---外文翻译
附录附录A: 外文资料翻译－原文部分：CUSTOMER TARGETTINGThe earliest determinant of success in the development of a profitable card scheme will lie in the quality of applicants that are attracted by the marketing effort. Not only must there be sufficient creditworthy applicants to avoid fruitless and expensive application processing, but it is critical that the overall mix of new accounts meets the standard necessary to ensure ultimate profitability. For example, the marketing initiatives may attract sufficient volume of applicants that are assessed as above the scorecard cut-off, but the proportion of acceptances in the upper bands may be insufficient to deliver the level of profit and lesser bad debt required to achieve the financial objectives of the scheme.This chapter considers the range of data sources available to support the development of a credit card scheme and the tools that can be applied to maximize the flow of applications from the required categories.Data availabilityThe data that makes up the ingredients from which marketing campaigns can be constructed can come from many diverse sources. Typically, it will fall into four categories:1 the national or regional register of voters;2 the national or regional register of court judgments that records the outcomeof creditor-debtor legislation;3 any national or regional pooled information showing the credit history of clients of the participating lenders; and4 commercially compiled data including and culled from name and address lists, survey results and other market analysis data, e.g. neighborhoods and lifestyle categorization through geo-demographic information systems.The availability and quality of this data will vary from country to country and bureau to bureau.Availability is not only governed by the extent to which the responsible agency has undertaken to record it, but also by the feasibility of accessing the data and the extent (if any) to which local consumer legislation or other considerations (e.g. religious principles) will allow it to be used. Other limitations on the use of available data may lie in the simple impossibility or expense of accessing the information sources, perhaps because necessary consumer consent for divulgence has been withheld or because the records are not yet stored electronically.The local credit information bureaux will be able to provide guidance on all of these matters, as will many local trade or professional associations or the relevant government departments.Data segmentation and AnalysesThe following remarks deal with the ways in which lawfully obtained data may then be processed and analyzed in order to maximize its value as the basis of a marketing prospect list. Examples of the types and uses of data that will play a role in the credit decision area are discussed later in the chapter, within the context of application processing.The key categories into which prospects may be segmented include lifestyle, propensity to purchase specific products (financial or otherwise) and levels of risk. The leading international information bureaux will be able to provide segmentation systems that are able to correlate each of these data categories to provide meaningful prospect lists in rank order. Additionally, many bureaux will have the capability to further enhance the strength and value of the data. Through the selective purchasing of data from bona fide market sources, and by overlaying generic factors deduced from the analysis of the broad mass of industry information that routinely passes through their systems, the best international operators are now able to offer marketing and credit information support that can add significantly to the quality of new applicants.The importance of the role and standard of this data in influencing the quality of the target population for mailings, etc. should not be underestimated. Information that is dated or inaccurate may not only lead a marketer and the organization into embarrassment and damage their reputations, but it will also open the credit card scheme to applicants from outside either the target sector or ,worse still, applicants outside the lender’s view of an acceptable credit risk.From this, it follows that you should seek to use an information bureau whose business principles and operating practices comply with the highest levels of both competence and integrity.Developing the prospect databaseThis is the process by which the raw data streams are brought together and subjected to progressive refinement, with the output representing the refined base from which prospecting can begin in earnest. A wide experience-often across many different markets and countries-in the sourcing, handling and analysis of data inevitably improves the quality of the ideas and systems that a bureau can offer for the development of the prospect database.In summary, the typical shape of the service available from the very best bureaux will support a process that runs as follows:1.collect and consolidate all data to be screened for inclusion;2.merge the various streams;3.sort and classify the data by market and credit categories;4.screen the date using predetermined marketing and credit criteria; and5.consolidate and output the refined list.Bureaux will charge for the use of their expertise and systems.Therefore, consideration should be given to the volumes of data that are to be processed and the costs involved at each stage. The most cost-effective approach to constructing prospect databases only undertakes the lowest-cost screening process within the earlier stages. The more expensive screening processes are not employed until the mass of the data has been reduced by earlier filtering.It is impossible to be prescriptive about the range and levels of service that are available, but reference to one of the major bureaux operating in the region could certainly be a good starting point.Campaign Management and AnalysisAgain, this is an area where excellent support is available from the best-of-breed bureaux. They will provide both the operational support and software capabilities to mount, monitor and analyse your marketing campaign, should you so wish. Their depth of experience and capabilities in the credit sector will often open up income: cost possibilities from the solicitation exercise that would not otherwise be available to the new entrant.The First Important Applications of DBMS’sData items include names and addresses of customers, accounts, loans and their balance, and the connection between customers and their accounts and loans, e.g., who has signature authority over which accounts. Queries for account balances are common, but far more common are modifications representing a single payment from or deposit to an account.As with the airline reservation system, we expect that many tellers and customers (through ATM machines) will be querying and modifying the bank’s data at once. It is vital that simultaneous accesses to an account not cause the effect of an ATM transaction to be lost. Failures cannot be tolerated. For example, once the money has been ejected from an ATM machine ,the bank must record the debit, even if the power immediately fails. On the other hand, it is not permissible for the bank to record the debit and then not deliver the money because the power fails. The proper way to handle this operation is far from obvious and can be regarded as one of the significant achievements in DBMS architecture.Database system changed significantly. Codd proposed that database system should present the user with a view of data organized as tables called relations. Behindthe scenes, there might be a complex data structure that allowed rapid response to a variety of queries. But unlike the user of earlier database systems, the user of a relational system would not be concerned with storage structure. Queries could be expressed in a very high level language, which greatly increased the efficiency of database programmers. Relations are tables. Their columns are headed by attributes.Client –Server ArchitectureMany varieties of modern software use a client-server architecture, in which requests by one process (the client ) are sent to another process (the server) for execution. Database systems are no exception, and it is common to divide the work of the components shown into a server process and one or more client processes.In the simplest client/server architecture, the entire DBMS is a server, except for the query interfaces that the user and send queries or other commands across to the server. For example, relational systems generally use the SQL language for representing requests from the client to the server. The database server then sends the answer, in the form of a table or relation, back to client. The relationship between client and server can get more complex, especially when answers are extremely large. We shall have more to say about this matter in section 1.3.3. there is also a trend to put more work in the client, since the server will be a bottleneck if there are many simultaneous database users.附录B: 外文资料翻译－译文部分：客户目标：最早判断发展可收益卡的成功性是在于受市场影响的被吸引的申请人的质量。
毕设设计类外文翻译
Interior Design Supports Art Education: A Case StudyInterior design, as a field of study, is a rapidly growing area of interest – particularly for teenagers in the United States. Part of this interest stems from the proliferation ofdesign-related reality shows available through television media. Some art educators and curriculum specialists in the nation perceive the study of interior spaces as a ‘practical application’ of the arts.This article discusses an experiential design problem, originally used in higher education interior design studio courses that was modified and shared with students in third grade to address national academic standards. Later, this same project was modified for use with high school students in the educator’s community a nd with international design students in South Korea.Lastly, the project was presented in a workshop to art education students at a higher education institution. The project was modified to address (1) the age group level and (2) a topic relevant to the audience. Goals of the design project were: (1) to explore creative problem-solving, (2) to explore the application of design elements and principles, and (3) to increase student understanding of spatial relationships within an interior environment. Findings indicate that the project supported several visual art standards, including perception and community. This project may be of interest to current and future art educators and others interested in the potential of interior design content supporting art education.IntroductionThe design of interior spaces is a growing area of interest in the United States. Studies indicate that people spend 90 per cent of their time indoors, thereby making the quality design of interiors critical to the health and welfare of the population. Youth have been unconsciously encouraged since their childhood to develop awareness of their personal interior spaces and furnishings through popular storybooks they read that introduce the awareness of scale, proportion and ergonomics at a very young age (e.g. Three Little Bears and Alice in Wonderland). More recently, teens in the United States have become unexpectedly ‘hooked’ on design related reality shows such as Trading Spaces, Changing Rooms and Design on a Dime. Although Trading Spaces was originally intended for adults, according to the Wall Street Journal article titled ‘The Teen-Room Makeover’ (18 October 2002) the audience has more than 125,000 viewers aged 12 to 17 [1]. In support of that finding, a survey conducted in 2003 for a national chain of hardware stores discovered 65 per cent of teens said they have watched home improvement-related television shows [2].Teens seemingly have a growing interest in the design of interior spaces.In the United States in 2002, a qualitative study was developed to determine if interior design subject-matter could support national academic standards in elementary and secondary schools (kindergarten – twelfth grade) [3]. Findings of the study indicated that art educators and curriculum specialists perceived interior design to be supportive in meeting their standards as a type of ‘practical application’ of the arts. Perceptions of the curriculum specialists indicated they were looking for new ways to interpret fine art standards in their existing curriculum and that interior design offered one solution. As a result, the researcher, who was an interior design educator, was encouraged to identify and develop a project or lesson plan that could introduce children and youth to the importance of well-designed interior spaces yet support an art education standard in the nation.This article discusses an experiential interior design project that was modified from an exercise used in the freshman and sophomore college studio classes and shared with students in third grade, high school, and with international students in South Korea by this interior design educator. The educator was later invited to present this project to art education teachers at her university. The project supported several school district visual art standards, including perception and community. It was modified to address (1) the age group level and (2) a topic relevant to the audience. Goals of the design project were: (1) to explore creative problem solving, (2) to explore the application of design elements and principles, and (3) to increase student understanding of spatial relationships within an interior environment. This project may be of interest to current and future art educators and others interested in the potential of interior design content supporting visual art standards.Review of literatureThe review of literature briefly discusses (1) experiential learning theory, (2) findings from a qualitative study involving art educators, and (3) the interior design link with art education. The interior design project description and process of application will follow.Experiential learningExperiential learning theory, as an application of cognitive/perceptual models, is a tool toenhance the cognitive process of students. Specifically, the experiential learning cycleinvolves a concrete experience that leads to observations and reflections then to formation of abstract concepts and generalisations, before finally testing implications from concepts in new situations [4].The Association for Experiential Education defines experiential education astheprocess by which a learner constructs knowledge, skill and value from direct experience [5]. Drengson [6] defines experiential education as the process of practical engagement withconcepts and skills applied in a practical setting and delivered through physical and practical mental activity.One of the key components to enhance student learning is reflection. Dewey [7] suggests that to have meaning, an experience must be combined with thought. Kolb [8] suggests that reflections can offer a potential source of powerful data to link theory to practice. The mental engagement of an experiential learner can involve questioning, investigation, experimentation, curiosity, problem-solving, assuming responsibility, creativity and the construction of meaning [9].Experiential learning offers the spontaneous opportunity for learning, whether from unplanned moments, natural consequences, mistakes or successes [10]. Holistically, it involves not only the cognitive but also any combination of the senses, the emotions, and the physical [11].Qualitative study involving art educatorsIn 2001, a study was conducted to determine if interior design may be supportive tokindergarten – twelfth grade (K–12) teachers in meeting national academic standards,including the arts [12]. To understand perceptions of experts in interior design and elementary and secondary education, five focus group session sand six personal interviews were conducted with interior design educators, practitioners,K–12 teachers (elementary, junior high, and high school levels), national standards curriculum specialists (local and state level), and school-to-career curriculum specialists from June 2001 to April 2002[13].Focus group findings indicated that K–12teachers, at both elementary and secondary levels, felt that interior design could be supportive in meeting visual art standards because youth are frequently analysing their personal and public spaces. Participants described specific examples of interior design materials they currently needed in their course work to include: examples of good and bad interior spaces, information about elements and principles of design as they relate to interior spaces, and hands-on col our wheels of sturdy materials. In addition they requested that the materials be low cost, stimulating,‘touchable’,recyclable, self-contained, and fun. Lesson plans the visual art teachers suggested included:• reinvention of the ‘shoe box’ projec t;• development of well-known stories (The Three Pigs, Three Little Bears, and Alice in Wonderland) into space models to teach proportion and scale. In addition, it was suggestedthe following lesson plan: use of Goldilocks story to analyse ‘client or consumer needs’;• use of a Dr Seuss story (literary passage) to generate a conceptual model that enhances creativity;• study of cultural spaces at the junior high level that would enhance study of personal expression of identity in interiors [14].The visual arts curriculum specialists indicated hat interior design –as a ‘practical application’ should be introduced in elementary levels where there is a ‘small window of opportunity’ to give good information about the visual arts. See Table 1 fo r an example of the visual art standards in kindergarten – third grade levels. One visual art specialist advocated that the design process was more important to teach than a particular design method. He suggested moving students from designing personal spaces – and the study of elements and principles of design – in elementary levels to the analysis of private and public spaces in the junior high level. Then the high school levels could be reserved for additional indepth Exploration.Today, junior high and high school students are quite attracted to design-related reality shows. Over the last five years, the number of designrelated television shows has increased dramatically [15]. Why are these shows so attractive to teens and young adults? Rodriguez [16]has suggested that this interest is linked to the teens need for expression of self andself-identity.An individual’s unique identity is established through personalisation of space, which is critical to overall development of self [17]. Developing a sense of self involves the use of symbols to communicate to others one’s personal underlying identity.Interior design link with art educationIt is not common for interior design to be linked with art education in K–12 grade levels in the United States. However, the Foundation for Interior Design EducationResearch[18]standards and guidelines – the accreditation organization for higher education interior design programmes in the nation – reveal that there are many shared areas between visual arts and interior design (e.g.elements and principles of design).Rasmussen and Wright [19]advocate the need for a new model for art education. The new model should offer youth an aesthetic education that does more than just serve the traditional concerns of established arts curriculum. Experiences indicate that young people try to make sense of their own lives by creating contextual understanding through actively, and intentionally, making connections to signs, perceptions and experiences. This is a challenge to develop a new art education model that creates a balance between social andcontextual needs, knowledge of young people, and theaesthetic medium itself.The study of interior spaces offers one such context for learning in the physical environment.People spend 90 per cent of their time in interior spaces [20]. Youth consciously or unconsciously, analyse and respond to their near environment. They also learn best if they understand why they are learning what they are learning. Application of design and art to everyday life can assist in making connections in student learning, and develop more awareness of good design as well as an appreciation of the arts. Youth need theopportunity to learn more about design and human behavior so they can learn they have choices about how supportive their environments can be. Children can [determine] how design influences their behaviors; howdesign can be used to manipulate behavior; how design can encourage or discourage conversation, establish status, put people in power positions, increase or decrease anxiety [21].Therefore, based on (1) the experiential learning theoretical underpinnings, (2) recommendations made by art educators and curriculum specialists, and (3) a call for a new ways of teaching art education, an interior design educator at a higher education institution modified an experiential design project that involved the use of elements and principles of design and an opportunity for self-expression of personal spaces. The designproblem of the personal space was changed based on the grade level.Case study project descriptionAlthough art educators and curriculum specialists perceived that interior design content could be supportive to visual art standards, it was determined that a case study project needed to be developed and presented to various grade levels. It was also determined that a conceptual model of interior spaces should be used toenhance student creativity and exploration rather than a finite model that would offer too many rules and boundaries. Project descriptionThe experiential interior design project involved the construction of athree-dimensional concept model using 44 triangular and rectangular pieces of cardstock (stiff) paper in a neutral colour [22]. The objective was to discover, manipulate and create interior spaces based on a given design problem (e.g. design your space station on a planet of your choice or design your home in the Rocky Mountains of Colorado). The purpose ofthe project was to encourage students to design a conceptual structure from the interior out, keep-ing in mind the function of the building. The student’s model had to incorporate a minimum of six spaces and three levels to encourage vertical as well as horizontal volumes. All 44 pieces of cardstock had to be used in the finished model, which sometimes posed achallenge to the youth. The cardstock pieces could not be ripped, torn, or pierced. However, they could be bent and shapedaccording to the whim of the student.Flow from one space to another and one level to another was emphasized. The decision-making design process was explained and encouraged.Outcomes consisted of a three-dimensional abstract model which, if successfully executed, demonstrated the break-down of traditional spatial paradigms. Design problemsEach student grade level was given a different design problem based on the academic standards that were to be met in that class. In some cases, several academic standards were addressed at the same time. Two national standards for visual arts in the United States were selected to be supported with this project: communication and perception. The communication standard indicates that students in kindergarten – third grade should recognise the use of the visual arts as a means of communication (e.g. select and use visual images, themes and ideas in their own work). The perception standard indicates that students know, understand and apply elements of visual arts and principles of design (e.g. Identify elements and principles of design).Third grade studentsAfter procuring appropriate permission, the design educator brought volunteer college-age interior design students to the elementary school to help administer the project. Three third grade classes (twenty students in each class) had just finished a science unit on space and orbits and were studying specific visual art standards. The children were asked to design a personal space station on a planet of their choice. The goal was to help students relate the newly learned science information to something in real life (e.g. Their home), yet encourage exploration of visual arts (see Figs. 2–4).Each team of students was given the same 44 pieces of cardstock (all cut out) in a plastic bag, a cardboard base (15” x 15” square) on which to build the model, and cellophane tape to use in constructing the model. To enhance reflection of this experiential project, each team of three students was asked to give a two-minute verbal presentation in front of the class on their finished model. In this manner, they could discuss their design solution and the design educator could assess their use of creativity through design elements and principles.The college students and design educator rotated through the three classrooms of students to answer questions, encourage use of design elements and principles, and applaud their creative exploration. The third grade teachers assisted in supporting the structure of the class and encouraging shy students who were reluctant to begin.It was interesting to observe that the children rarely built the models on their provided classroom tables. Instead,they moved to the floor space, located the base for the model in between team members, and began construction. Each team member assumed a role in the process. One team member seemed t o act as the ‘designer’, one as the ‘builder/construction crew’ and the last as the ‘supplier’ of materials. Students excitedlydiscussed the positioning of the triangular pieces of cardstock in their model, their rooms in their space stations, and the different ways to turn the model to create different vantage points.The teams of third graders had one hour to complete the models. Then their verbal presentations began, interspersed with questions and comments from the design educator and third grade teachers. Informal observations indicatedthat application of design elements and principles was strong – perhaps due to the consistent rectangular and triangular shapes that had been provided – thereby supporting the visual arts perception standard. Manipulation of shapes was innovative. Line, shape and form were used to provide movement through adjoining spaces and offered a sense of verticality. Interior volumes were created that supported human behaveour in interior spaces. For example, one team’s presentation discussed how their space station boasted an exercise room with trampolines to strengthen human muscles that weakened as a result of zero gravity in outer space. The communication standard was supported in their finished models in a couple ways. First there was a theme of design as it relates to protection from foreign objects. For example, one team’s space station on Saturn incorporated a force field to protect it from flying rocks. Other visual themes of security and safety evoked the implementation of security cameras, alien detectors, missile launchers, telescope laboratories, control stations and transport rooms. Another visual theme related to circulation. Circulation within the structure was depicted by the third graders through the use of escalators, stairs, elevators and poles. A third visual theme was unique human needs as they relate to interior spaces. Almost every team’s space station incorporated a room for their mothers! In addition, depending on the students’ personal interests, unique space station features ranged from chemical rooms to sandboxes. It was obvious in their multiple unique design solutions their use of creativity had been explored and enhanced.Evaluation and assessment that took place, after the classes were dismissed, indicated that the third grade teachers perceived that this experiential design project supported the visual arts standards in both the communication and perception components as well as the third grade science academic standard concerning space and orbits. In addition, the experiential component of the project had unexpected results when certain quiet, unassuming students in the class became animated and highly engaged in learning. One teacher shared her excitement with the design educator about a new connection that wasformed with one of students that she had not been able to connect with before the design exercise.High school studentsAfter the case study with the third grade students, it was determined to offer this project to high school students. Diversity students in a nearby community were invited to attend a complimentary design workshop at a local library. The interior design educator was asked to present a design problem that would relate to arteducation (see Figs. 6–8).Their problem was to use the same experiential project and shapes to design and construct a conceptual model of their new home or cabin in the Rocky Mountain region. The same project constraints existed. Due to the students’ ages, discussions took place prior to the exercise about innovative problem-solving, the exploration of creativity and the elements and principles of design used within the design process. Some of these elements and principles included:Scale. Awareness of human scale was addressed to develop understanding of proportion and scale of the structure and interior spaces. Shape. Triangular shapes were deliberately selected to encourage students to break paradigms of rectangular interior spaces.Colour. The cardstock pieces were of a neutral colour to enhance spatial composition rather than draw attention to colour usage or juxtaposition. Volume/Mass. The mass of thethree-dimensional model was important in communicating the use of common elements and principles of design (e.g. line, rhythm). Line. A variety of different lines (e.g. diagonal, horizontal) were investigated in the manipulation of the shapes. Space. Space was created through the manipulation of shapes. Theories of complexity, mystery and refuge within interior spaces were discussed. Informal assessment of the finished design models indicated that the design solutions werevery creative.Later that semester, by invitation, the same design project was taken to college students training to be art educators in a mini-workshop format. The art education students found the exercise effective in enhancing creativity and understanding how interior design can enhance understanding of visual arts.International studentsAlthough there was no intention to meet a national visual arts academic standard at a specific grade level, this same experiential design project was presented in Seoul, South Korea to college-aged international students. The design problem was to use the same 44 pieces to develop a design concept model for acommercial building in Seoul. Language translators were used to help the design educatorintroduce the project, guide the students through the process, and understand their verbal presentations at the end of the workshop.Students commented during and after the workshop how the model enhanced their visual literacy skills (they used different words) and creativity within the context of everyday life. The experiential nature of the workshop was seemingly a pleasure to them (see Figs.9–11).Discussion and conclusionThis interior design case study project was designed to be experiential in nature to enhance student learning of the visual arts. Student and teacher assessment of the various groups indicated enthusiasm for the design project because it enhanced creativity, explored multiple design solutions, related to real life, and increased their understanding of human behaviour within the context of the physical environment. Teacherassessment of the age groups indicated that the project did support visual art standards at the appropriate grade level. In addition, their assessment indicated satisfaction with the manner in which the interior design project encouraged student usage of the design elements and principles and the application of design to everyday living. Several instructors indicated that quiet and shy students in their class became engaged in the learning process, which had not been previously observed. Perception of art educators and art education students was that this project supported a variety of visual art standards such as perception and communication. This interior design case study project can be modified for various age and cultural groups and may be of interest to educators who are interested in working collaboratively with colleagues from other disciplines.Visual art programmes in the United States are being cut from the K–12 curriculum. By linking visual arts to an up-and-coming aesthetic field, such as interior design, there may be new ways to sustain and grow visual art programmes in the nation.References1. Orndoff, K. (2003) ASID American Society of Interior Designers 2003 Strategic Environment Report. Future Impact Education, p. 9.2. Levitz, S. (2004) Teens Hooked on Home Décor, London Free Press (Ontario, CA), 24 June, p. D2.3. Clemons, S. (2002) Collaborative Links with K–12: A Proposed Model Integrating Interior Design with National Education Standards, Journal of Interior Design, Vol. 28, No. 1, pp.40–8.4. Rubin, S. G. (1983) Overcoming Obstacles to Institutionalization of Experiential Learning Programs, New Directions for Experiential Learning, Vol. 20, pp. 43–54.5. Luckman, C. (1996) Defining Experiential Education, Journal of Experiential Education, Vol. 19, No. 1, pp. 6–7.6. Drengson, A. R. (1995) What Means this Experience? in Kraft, R. J. & Sokofs, M. [Eds] The Theory of Experiential Education. Boulder, CO: Association for Experiential Education, pp. 87–93.7. Dewey, J. (1916) Democracy and Education. New York: Macmillan.8. Kolb, D. A. (1984). Experiential Learning: Experience as the Sources of Learning and Development. Englewood Cliffs, NJ: Prentice-Hall.9. Luckmann, C. op. cit.10. Ibid.11. Carver, R. (1996) Theory for Practice: A Framework for Thinking about Experiential Education, Journal of Experiential Education, Vol. 19, No. 1, pp. 8–13.12. Clemons, S. op. cit.13. Ibid.14. Ibid.15. Bien, L. (2003) Renovating how-to TV Shows in a Race to Duplicate Success of ‘Trading Spaces’. The Post Standard (Syracuse, NY), 31 October, p. E1.16. Rodriguez, E. M. (2003) Starting Young, Miami Herald, 28 December, p. H–1.17. Baillie S. & Goeters, P. (1997) Home as a Developmental Environment. Proceedings of the American Association of Housing Educators, New Orleans, LA, pp. 32–6.18. Foundation of Interior Design Education Research (FIDER) home page. Available from URL: / (Accessed 4th January 2005).19. Rasmussen, B & Wright, P. (2001) The theatre workshop as educational space: How imagined reality is voiced and conceived, International Journal of Education & the Arts, Vol. 2, No. 2, pp.1–13.20. Environmental Protection Agency (2006) An Introduction to Indoor Air Quality (online). Available from URL: /iaq/ ia-intro.html (Accessed 26th September 2006).21. InformeDesign (n.d.) Implications, Vol. 1, No. 2, p. 2 (online). Available from URL: /# (Accessed 4th January 2005).22. Curfman, J. & Clemons, S. (1992) From Forty-Four Pieces to a New Spatial Paradigm, in Birdsong, C. [Ed.] Proceedings of the Interior Design Educators Council Southwest Regional Meeting, New Orleans, pp. 2–4./detail/refdetail?tablename=SJWD_U&filename=SJWD00000744102&uid=WEEvR EcwSlJHSldSdnQ0SWZDdUlMV1dWZi9tOGkyYTBaTzBVQjVYeENXYVp4MVRJQjI3cmZRYS9YRmhvdnlxazJRPT 0=$9A4hF_YAuvQ5obgVAqNKPCYcEjKensW4IQMovwHtwkF4VYPoHbKxJw!!Interior Design in Augmented Reality EnvironmentABSTRACTThis article presents an application of Augmented Realitytechnology for interior design. Plus, an Educational InteriorDesign Project is reviewed. Along with the dramatic progress ofdigital technology, virtual information techniques are alsorequired for architectural projects. Thus, the new technology ofAugmented Reality offers many advantages for digitalarchitectural design and construction fields. AR is also beingconsidered as a new design approach for interior design. In an ARenvironment, the virtual furniture can be displayed and modifiedin real-time on the screen, allowing the user to have an interactiveexperience with the virtual furniture in a real-world environment.Here, AR environment is exploited as the new workingenvironment for architects in architectural design works, and thenthey can do their work conveniently as such collaborativediscussion through AR environment. Finally, this study proposesa newmethod for applying AR technology to interior designwork, where a user can view virtual furniture and communicatewith 3D virtual furniture data using a dynamic and flexible userinterface. Plus, all the properties of the virtual furniture can beadjusted using occlusion- based interaction method for a TangibleAugmented Reality. General TermsApplications of computer science in modeling, visualization andmultimedia, graphics and imaging, computer vision, human-computerinteraction, et al.KeywordsAugmented Reality, Tangible AR, CAAD, ARToolKit, Interiordesign.1. INTRODUCTIONVisualizing how a particular table or chair will look in a roombefore it is decorated is a difficult challenge for anyone. Hence,Augmented Reality (AR) technology has been proposed forinterior design applications by few previous authors, for example,Koller, C. Wooward, A. Petrovski; K. Hirokazu, et al. The relateddevices typically include data glassesconnected to a。
毕业设计外文文献翻译范文
毕业设计外文文献翻译专业学生姓名班级学号指导教师优集学院外文资料名称：Knowledge-Based Engineeri--ng Design Methodology外文资料出处：Int.J.Engng Ed.Vol.16.No.1附件： 1.外文资料翻译译文2.外文原文基于知识工程(KBE)设计方法D. E. CALKINS1.背景复杂系统的发展需要很多工程和管理方面的知识、决策，它要满足很多竞争性的要求。
设计被认为是决定产品最终形态、成本、可靠性、市场接受程度的首要因素。
高级别的工程设计和分析过程(概念设计阶段)特别重要，因为大多数的生命周期成本和整体系统的质量都在这个阶段。
产品成本的压缩最可能发生在产品设计的最初阶段。
整个生命周期阶段大约百分之七十的成本花费在概念设计阶段结束时，缩短设计周期的关键是缩短概念设计阶段，这样同时也减少了工程的重新设计工作量。
工程权衡过程中采用良好的估计和非正式的启发进行概念设计。
传统CAD工具对概念设计阶段的支持非常有限。
有必要，进行涉及多个学科的交流合作来快速进行设计分析(包括性能，成本，可靠性等)。
最后，必须能够管理大量的特定领域的知识。
解决方案是在概念设计阶段包含进更过资源，通过消除重新设计来缩短整个产品的时间。
所有这些因素都主张采取综合设计工具和环境，以在早期的综合设计阶段提供帮助。
这种集成设计工具能够使由不同学科的工程师、设计者在面对复杂的需求和约束时能够对设计意图达成共识。
那个设计工具可以让设计团队研究在更高级别上的更多配置细节。
问题就是架构一个设计工具，以满足所有这些要求。
2.虚拟(数字)原型模型现在需要是一种代表产品设计为得到一将允许一产品的早发展和评价的真实事实上原型的过程的方式。
虚拟样机将取代传统的物理样机，并允许设计工程师，研究“假设”的情况，同时反复更新他们的设计。
真正的虚拟原型，不仅代表形状和形式，即几何形状，它也代表如重量，材料，性能和制造工艺的非几何属性。
本科毕业设计外文文献翻译
（Sheaｒ waｌl ｓt ｒuctural desigｎ ofh ｉgh-ｌev ｅl fr ａmeworkＷｕ Jiche ｎgＡbstract ： In t ｈis pape ｒ the basic c ｏｎcepts of ｍａn ｐow ｅr ｆｒom th ｅ ｆra ｍｅ sh ｅａr w ａｌl str ｕc ｔｕｒｅ, analy ｓis of the ｓtruct ｕr ａｌ des ｉgn ｏf th ｅ c ｏnt ｅnt ｏｆ t ｈe fr ａme she ａr wall, in ｃｌudi ｎg the ｓeism ｉc wa ｌl she ａr spa本科毕业设计外文文献翻译学校代码： 10128学 号：题 目：Shear wall structural design of high-level framework 学生姓名： 学 院：土木工程学院 系 别：建筑工程系 专 业：土木工程专业（建筑工程方向） 班 级：土木08-（5）班 指导教师： (副教授)ｎratiｏdesign, ａnd a concrｅtｅｓtruｃtuｒe in thｅmｏst co ｍmonｌy useｄframe shear walｌstｒｕcturｅtｈｅdesign of p ｏiｎｔs to note.Keyworｄs: cｏncrｅｔｅ; fｒaｍｅshｅａｒwall sｔｒucｔｕre；hiｇh－risｅbuildｉｎｇsThe wall is aｍoｄern high－rｉｓe buiｌdiｎgs is an iｍpo ｒｔant buiｌdinｇconｔｅnt, the ｓize of thｅfraｍe sheａr wall must comｐly with buildｉng reguｌａtｉons. The pｒｉnｃipｌe is ｔhat the largeｒsｉzｅbｕt the thｉｃknessｍuｓt ｂｅsmaller gｅoｍetric featｕrｅｓshoｕlｄｂe ｐｒeｓented ｔo the pｌatｅ,ｔｈe forｃe is close to cylｉndrｉcal.Ｔhe waｌl sｈｅar wa ｌl strｕｃｔure ｉs a flaｔcomｐonent. Itｓeｘposure to tｈe force aｌoｎg ｔhe ｐlane leｖｅl of theｒole ofｓｈear and momｅｎt, must also take ｉｎtｏａccounｔthe veｒｔical preｓsure.Opeｒate unｄer thｅcomｂiｎed actｉｏn oｆbenｄing momeｎts and axial force aｎｄsheａr forcｅbｙthe caｎtilｅｖｅr deep beａm uｎder ｔｈe acｔion of the force leveｌｔo lｏo ｋinto ｔｈe bottom mouｎted on ｔhe basｉs of. Sheaｒｗaｌl ｉｓdiｖidｅｄinｔo a whole walｌand ｔheａssoｃiated ｓｈeａr wall in thｅactual project,a wholｅwａlｌfor ｅxａmpl ｅ, suｃh as ｇenｅraｌhｏusiｎｇｃonstｒuction in tｈe gablｅｏr fish bｏne strｕcture ｆｉlｍwａｌls ａnd small opｅningｓwall.Cｏupled Sｈeａr ｗalls are ｃonnｅcted bｙｔhｅcｏupｌing ｂeam shｅａr wall.Buｔｂecause tｈeｇｅnerａlｃｏupling beaｍstｉｆfness is less thaｎｔhe wall stiｆfnｅsｓof the lｉmbs，ｓｏ. Wａlｌliｍb aｌonｅis obviｏus.The ｃｅntral beam of tｈeｉnflｅｃtion pｏｉnｔtｏpay aｔtenｔiｏｎto tｈeｗaｌl pressｕre thａn the limiｔs of the lｉmb axis. Will forｍa shortｗiｄe beａms，widｅcolｕmn wａll liｍｂｓhear wａll ｏpｅnings toｏlarge ｃomｐonｅnt aｔbothｅn ｄs ｗith jｕst the domain of vａｒiabｌe crosｓ－ｓecｔｉon ro ｄin ｔhe intｅrｎａｌforcｅｓｕnder tｈｅaｃtioｎof maｎy Ｗalｌlｉmb iｎflｅcｔion point Ｔhｅｒeｆoｒe, ｔhe cａｌcula ｔions ａｎd consｔruction sｈouldAccordinｇtｏappｒoxiｍａｔe tｈe framｅstｒucｔure to ｃonsideｒ.Tｈe desｉｇｎof ｓhｅａr walls ｓhoulｄbe based on the cｈａractｅrisｔics ｏf ａvａｒｉｅty oｆwall itseｌｆ,ａnd dｉfferｅnｔmeｃhanical ch ａrａcteｒisｔｉcｓand requireｍents,wall oｆthｅinternａｌforceｄistrｉbutｉon and failurｅmoｄｅs ｏf sｐecific and cｏmprehensive ｃonｓideration of the design rｅinｆorcemｅnt aｎd stｒuctural measｕres. Ｆrame sｈear wall ｓｔrｕctuｒe deｓiｇn is to cｏｎsider the ｓtructｕre of the oｖerall ａnａｌysis for ｂoｔh dｉrecｔｉｏｎsｏｆthｅhｏrｉzontal and vｅrtiｃalｅfｆects. Oｂtain thｅinternal force ｉs reｑuirｅd in ａccｏrdancｅｗｉｔｈtｈe bias or paｒtｉal ｐull normal sｅcｔｉon forｃｅｃaｌculatiｏn.The waｌl strｕcture oｆtheｆｒame sｈear ｗall ｓｔructural dｅsign of ｔhe coｎtent frame hｉgh-rise buildings, in ｔhe actual ｐrｏjeｃｔiｎｔhｅuse of thｅｍoｓt seisｍic ｗａlls have suffiｃient quantitｉeｓto meｅt ｔheｌｉmitsｏf the lａyer displacement, the loｃation iｓｒelａtiｖely flexiblｅ. Seiｓmic wａll for cｏntinuous layout，ｆulｌ-length ｔhroｕgh．Should bｅdesigned to avoid the waｌl mutaｔioｎs ｉn limb ｌｅｎgth and alignment is noｔuｐａnd down the ｈolｅ. The samｅtｉme．Tｈe inｓide of ｔhe hole marginｓcｏlｕｍｎshｏｕld not ｂｅｌｅssｔhan３00mm ｉｎordｅｒtｏguaraｎteｅtheｌengtｈof the colｕｍn ａs the edgｅof tｈe coｍponent and constｒａiｎt eｄgｅcｏｍponeｎts．Thｅbi-direc ｔiｏnal laｔerａl forｃe ｒesiｓting strucｔurａl fｏrm of verticａl aｎｄhorｉzontaｌwalｌcoｎnected.Eａｃh ｏｔhｅr as ｔhe ａffiｎiｔｙof the shｅar wall. Ｆor ｏnｅ, two seismic frａme sｈe ａr ｗalｌｓ,ｅｖen beam highｒatio ｓhould noｔgreateｒthan 5 aｎd a height of nｏt less thaｎ400mm.Midline colｕmnａnd beａmｓ,wall ｍｉdline shouｌdｎoｔbe greaｔer tha ｎthe ｃoｌｕmｎwidｔｈof1/4，ｉn ordｅr ｔｏreｄuce thｅtoｒsional eｆfect of the sｅiｓmｉｃacｔion ｏnｔｈｅｃolｕmn．Oｔhｅrwｉsｅcan be taken tｏstrengthｅn theｓtirruprａｔｉo iｎｔhe cｏlｕmn tｏmake ｕp.If thｅshear wａｌl sheａｒsｐａn ｔhａnｔhe ｂig twｏ. Ｅveｎthe beａｍcro ｓs-heｉｇht ratiｏgreateｒthan 2.5, ｔhen tｈe design presｓｕｒe ｏf thｅｃｕt shoulｄnoｔmａkｅａｂig 0.2. Howevｅｒ, ｉf the sheａｒwallｓheａr sｐａｎｒatiｏof ｌess than two couｐlinｇｂeａms sｐan of ｌeｓs than ２．5, then the shear coｍｐres ｓiｏn rａｔiｏis noｔgreaｔer thａn 0.15. Thｅｏther haｎｄ，ｔhe bｏttom oｆthe fraｍe ｓhｅar walｌstructure ｔo enhａnce tｈｅdｅsign sｈould ｎoｔbe leｓs thaｎ２０0mmａnd noｔlesｓthaｎstorey 1/１6，othｅｒｐaｒtｓｓhｏulｄnot be lｅss than 160mm ａnd ｎｏt ｌｅss thaｎｓtoｒey １/20. Arounｄthe wall of the frame ｓhｅar ｗall strucｔure sｈｏulｄbe set ｔo the beａm or dark bｅamａnd the sｉｄe columｎｔｏform a borｄｅr. Ｈoｒizｏntａl ｄｉｓtrｉbuｔioｎoｆsｈear waｌls cａn from the sheａr effect，tｈｉs design wｈen ｂuilｄｉng higｈｅr longeｒor fｒaｍｅｓtructｕre reinfoｒcｅment shｏuld be aｐprｏpｒiatelｙincｒeａｓed, ｅspｅcｉａlｌy in the sｅnｓitivｅｐarts of the beam pｏsition ｏr teｍperaｔuｒe, stiffnｅsｓchａnge is besｔappｒopriatｅly increased, ｔｈeｎcｏnsidｅration sｈoulｄbe ｇｉveｎｔo the wａlｌvertｉcaｌreiｎforｃemeｎt,becaｕse ｉt is mａinly fｒom the bｅnding efｆecｔ, aｎｄtake in ｓome ｍｕlti-ｓtorｅｙshｅａｒｗａll structuｒereinforcｅｄreｉnｆorceｍent rate -likｅlｅsｓconｓtｒained edgｅｏｆｔhｅcomｐonent or components reinforｃemeｎt of thｅedge ｃomｐｏnent.Referｅnces: [1 sad Hａyaｓhi,He Yaming. Ｏn the shorｔshｅar ｗall ｈigh-riｓe bｕilｄinｇｄesign ［J]．Kｅｙｕaｎ, 2008, (O2).高层框架剪力墙结构设计吴继成摘要: 本文从框架剪力墙结构设计的基本概念人手, 分析了框架剪力墙的构造设计内容, 包括抗震墙、剪跨比等的设计, 并出混凝土结构中最常用的框架剪力墙结构设计的注意要点。
毕业设计(论文)外文资料翻译(学生用)
毕业设计外文资料翻译学院：信息科学与工程学院专业：软件工程姓名： XXXXX学号： XXXXXXXXX外文出处： Think In Java (用外文写)附件： 1.外文资料翻译译文；2.外文原文。
附件1：外文资料翻译译文网络编程历史上的网络编程都倾向于困难、复杂，而且极易出错。
程序员必须掌握与网络有关的大量细节，有时甚至要对硬件有深刻的认识。
一般地，我们需要理解连网协议中不同的“层”（Layer）。
而且对于每个连网库，一般都包含了数量众多的函数，分别涉及信息块的连接、打包和拆包；这些块的来回运输；以及握手等等。
这是一项令人痛苦的工作。
但是，连网本身的概念并不是很难。
我们想获得位于其他地方某台机器上的信息，并把它们移到这儿；或者相反。
这与读写文件非常相似，只是文件存在于远程机器上，而且远程机器有权决定如何处理我们请求或者发送的数据。
Java最出色的一个地方就是它的“无痛苦连网”概念。
有关连网的基层细节已被尽可能地提取出去，并隐藏在JVM以及Java的本机安装系统里进行控制。
我们使用的编程模型是一个文件的模型；事实上，网络连接（一个“套接字”）已被封装到系统对象里，所以可象对其他数据流那样采用同样的方法调用。
除此以外，在我们处理另一个连网问题——同时控制多个网络连接——的时候，Java内建的多线程机制也是十分方便的。
本章将用一系列易懂的例子解释Java的连网支持。
15.1 机器的标识当然，为了分辨来自别处的一台机器，以及为了保证自己连接的是希望的那台机器，必须有一种机制能独一无二地标识出网络内的每台机器。
早期网络只解决了如何在本地网络环境中为机器提供唯一的名字。
但Java面向的是整个因特网，这要求用一种机制对来自世界各地的机器进行标识。
为达到这个目的，我们采用了IP（互联网地址）的概念。
IP以两种形式存在着：(1) 大家最熟悉的DNS（域名服务）形式。
我自己的域名是。
所以假定我在自己的域内有一台名为Opus的计算机，它的域名就可以是。
毕业设计(论文)外文资料翻译【范本模板】
南京理工大学紫金学院毕业设计（论文）外文资料翻译系：机械系专业：车辆工程专业姓名:宋磊春学号:070102234外文出处：EDU_E_CAT_VBA_FF_V5R9(用外文写)附件：1。
外文资料翻译译文；2.外文原文.附件1：外文资料翻译译文CATIA V5 的自动化CATIA V5的自动化和脚本：在NT 和Unix上：脚本允许你用宏指令以非常简单的方式计划CATIA。
CATIA 使用在MS –VBScript中(V5.x中在NT和UNIX3。
0 )的共用部分来使得在两个平台上运行相同的宏。
在NT 平台上：自动化允许CATIA像Word/Excel或者Visual Basic程序那样与其他外用分享目标。
ATIA 能使用Word/Excel对象就像Word/Excel能使用CATIA 对象。
在Unix 平台上:CATIA将来的版本将允许从Java分享它的对象。
这将提供在Unix 和NT 之间的一个完美兼容。
CATIA V5 自动化：介绍（仅限NT）自动化允许在几个进程之间的联系:CATIA V5 在NT 上：接口COM：Visual Basic 脚本(对宏来说)，Visual Basic 为应用（适合前:Word/Excel )，Visual Basic。
COM（零部件目标模型)是“微软“标准于几个应用程序之间的共享对象。
Automation 是一种“微软“技术,它使用一种解释环境中的COM对象。
ActiveX 组成部分是“微软“标准于几个应用程序之间的共享对象,即使在解释环境里。
OLE（对象的链接与嵌入）意思是资料可以在一个其他应用OLE的资料里连结并且可以被编辑的方法(在适当的位置编辑）.在VBScript,VBA和Visual Basic之间的差别：Visual Basic(VB）是全部的版本。
它能产生独立的计划,它也能建立ActiveX 和服务器。
它可以被编辑。
VB中提供了一个补充文件名为“在线丛书“(VB的5。
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理工学院毕业设计外文资料翻译专业：姓名：学号：外文出处：Matthew.Pro WPF in C# 2010.(用外文写)Apress.2010附件： 1.外文资料翻译译文；2.外文原文。
附件1：外文资料翻译译文WPF概述蜂窝无线电通信行业在过去十年中目睹了全球拥有了超过四十亿无线用户这一巨大发展，第一代（1G）模拟蜂窝系统只支持有限的漫游语音通信，而第二代（2G）数字系统比第一代有更高的容量和更好的语音质量。
此外，由于在各个国家特别是在欧洲国家对漫游有相同的标准和共同的频谱分配，因此使之变得更为普遍。
在第二代（2G）蜂窝系统中，有两个是比较广泛部署的，他们分别是GSM（全球移动通信系统）和CDMA（码分多址）。
相比于1G的模拟系统，2G系统主要支持语音通信。
在后来发布2G版本的标准中，主要介绍了其支持数据传输的能力。
然而，2G的数据传输速率普遍低于拨号连接支持，因此有了3G系统的出现，而ITU-R倡议的IMT-2000（国际移动电信2000年）为向3G的演进铺平了道路。
根据IMT-2000的倡议，相关部门发表了一系列要求，如2 Mb / s的峰值数据率和车辆的流动性支持。
GSM和CDMA形成了自己独立的3G合作伙伴项目（3GPP和3GPP2），使IMT-2000标准发展成基于CDMA技术的标准。
3GPP的3G标准被称为宽带CDMA（WCDMA），因为它使用了相比3GPP2的CDMA2000系统中1.25兆赫带宽来说更大的5兆赫带宽。
3GPP2还制定了一个5兆赫兹的版本，支持三个1.25兆赫到副载波，其被称为CDMA2000-3X。
为了分化从5兆赫兹的CDMA2000-3X的标准，1.25 兆赫兹的系统被称为CDMA2000-1X或者干脆称为3G-1X。
首次发布的3G标准并没有履行其所说的承诺，使高速数据传输的数据在实践中的支持率远远低于当时声称的标准。
因此其需要作出一系列认真努力来提高有效地数据来支持3G系统。
3GPP2中首先介绍了HRPD系统（高速率分组数据）系统使用的数据流量，如通道敏感的调度，快速链路自适应和混合ARQ等HRPD系统。
系统优化的各种先进技术，需要一个独立的1.25 兆赫兹载波和只支持没有语音的服务。
正因为如此，HRPD系统最初被称为CDMA2000-1xEVDO（演进数据）系统。
3GPP沿袭一种与之类似路径，并介绍HSPA（高速分组接入）技术提高对WCDMA系统的访问。
HSPA的标准重复使用许多相同的数据优化技术为HRPD系统。
然而，一个相对于HRPD系统来说的的差异是，在HSPA 上相同的两个5 MHz载波可以同时进行语音和数据传输。
平行于HRPD系统，3GPP2同时也制定了一个联合的语音数据标准，被称为CDMA2000-1xEVDV（演进数据语音）。
像HSPA 一样，CDMA2000-1xEVDV系统支持同一载波上语音和数据，但是它从不商业化。
在以后公布的HRPD，VoIP（互联网协议语音），介绍了其提供语音和数据服务在同一载体的能力。
现在，两个3G标准，即HSPA和HRPD系统终于能够实现3G的承诺，并已被广泛部署在主要的蜂窝市场提供无线数据接入。
1.1超越3G系统当HSPA HRPD系统得到了开发和部署，IEEE 802 LMSC（局域网/城域网标准委员会）也推出了IEEE 802.16e移动宽带无线接入的标准。
这个标准作为一种增强被引入到一个较早的IEEE802.16的标准固定宽带无线接入中去。
以802.16e标准命名的OFDMA（正交频分多址接入）采用不同的接入技术，并声称比HSPA和HRPD系统提供、更好的数据传输速率和频谱效率。
IEEE 802.16系列标准被正式称为IEEE无线都会网路，它被称为名为WiMAX论坛的一个产业群的WiMAX（全球微波接入互操作性）。
WiMAX论坛的使命是促进和认证宽带无线接入产品的兼容性和互操作性。
支持在IEEE 802.16e标准的移动WiMAX系统被称为移动WiMAX。
除了无线电技术的优势，移动WiMAX还雇用了一个简单的基于IP协议的网络架构。
引入移动WiMAX，3GPP和3GPP2超越基于OFDMA技术和网络架构，在类似的移动WiMAX 的3G系统上开发自己的版本。
在3GPP的3G系统之外，也被叫做进化的通用无线电台访问（进化UTRA），也被广泛称为LTE（长期演进），或被称为3GPP2版本的UMB（超移动宽带）如图1.1。
应当指出的是，这三个3G系统即超越移动WiMAX，LET，IMT-2000要求的UMB满足，因此它们可以满足IMT-2000标准。
图1.1 蜂窝系统演化。
表1.1 LTE系统的属性。
1.2长期演进（LTE）LTE的目标是提供一个高数据速率，低延迟技术支持和分组优化的无线接入技术，并支持灵活的带宽部署。
与此同时，新的网络架构的设计目标是，支持与分组交换通信的无缝移动性，优质的服务服和最低限度的延迟。
空中接口相关的属性总结在表1.1 中。
系统支持灵活的带宽OFDMA和SC-FDMA的访问，此外，FDD（频分双工）和TDD（时分双工），半双工FDD支持低成本的UE。
不像软驱，它在半双工FDD在同一时间内操作的问题上是不需要发送和接收的，这样就避免了为UE而需要的昂贵的双工器。
该系统主要是优化低转速可达15公里/小时。
然而，系统规范允许一些性能下降超过350公里/ 小时的流动性支持。
基于单载波频分多址的接入（SC-FDMA），由于低峰均值功率比（PAPR）相对的OFDMA上行接入，因此要增加上行覆盖。
该系统支持4×4 MIMO（多输入多输出）在20 MHz带宽326 Mb / s的下行峰值数据传输速率。
由于上行MIMO未受聘在首次发布的LTE标准，因此上行峰值数据传输速率被限制在86 Mb / s的20兆赫带宽。
除了峰值数据传输速率的改善外，LTE系统提供两到四倍较高的细胞相对推出6 HSPA系统的频谱效率。
在小区边缘的吞吐量为HSPA的部署，同时保持同一站点的位置观察到类似的改进。
在延迟方面，LTE无线接口和网络提供了一个数据包从网络到UE的传输延迟小于10毫秒的能力。
1.3演进到4G移动WiMAX和UMB无线电接口属性表和表1.1给出的LTE属性表是非常相似。
这三个系统都是支持灵活的带宽，下行的OFDMA和MIMO方案，FDD / TDD的双工。
有如一些分歧，就是在LTE上行SC-FDMA的基于OFDMA技术在移动WiMAX和UMB上。
三个系统的性能有所不同，因此预计将有微小的差别。
类似于IMT-2000的主动性， ITU-R的5D工作组指出的IMT-Advanced系统的要求。
其中，这些要求包括平均下行100 Mbit / s的广域网数据传输速率，最高可达1 Gbit / s的本地访问和低流动性的情景。
此外，在世界无线电通信大会上（WRC-2007），最大的428兆赫的新频谱被确定为IMT系统，其中还包括一个在全球性的基础上分配136兆赫的频谱。
3GPP和IEEE 802 LMSC正在积极发展自己的标准，以提交IMT-Advanced为目标，LTE和IEEE802.16的标准是要进一步提高系统的频谱效率和数据传输速率，同时支持各自的早期版本的向后兼容性。
其中几个增强，包括支持一个大于20 MHz的带宽和较高阶MIMO的LTE-Advanced和IEEE 802.16标准发展的一部分，目前正在讨论中，以满足IMT-Advanced的要求。
2网络架构和协议LTE的网络结构设计与无缝移动性，质量和服务质量（QoS）的最小延迟支持分组交换流量的目标。
分组交换的方式，允许所有服务，包括对语音通过数据包连接的支持。
结果一个高度简化的平坦架构只有两个节点，即演变节点B（ENB）和移动性管理实体/网关（MME /毛重）。
相反的，在目前的3G系统的分层网络架构有更多的网络节点。
一个重大变化是，从数据路径和无线网络控制器（RNC）被淘汰，到现在在ENB纳入其职能。
在单个节点接入网络的好处是减少延迟和多个eNB到RNC的处理负荷分布。
消除在接入网络的RNC是可能的，一方面是因为LTE系统不支持宏多样性或软切换。
在这一章中，我们讨论了单播和广播流量，QoS架构和接入网络的移动性管理的网络体系结构设计。
此外我们还简要讨论2层结构和不同的逻辑，运输和物理信道，随着它们的映射问题。
2.1网络架构所有的网络接口都基于IP协议。
通过S1接口的互连，如在图2.1所示的eNBs通过X2接口和MME /毛重实体。
S1接口支持MME的/毛重和eNBs的[1]之间的一对多的关系。
eNB和MME之间的功能分割关系图如图2.2所示。
两个实体的逻辑网关即服务网关（GW）和分组数据网网关（GW）。
S-GW作为本地移动锚转发和接收数据包，并服从ENB -UE 的服务。
与外部分组数据网络（如Internet）和IMS（PDNS）的P-GW的接口。
在P-GW 还执行了多个IP地址分配，执行政策，包过滤和路由等功能。
MME是一个信号的唯一实体，因此，用户的IP数据包是不通过MME的。
一个优势是一个单独的网络实体的信令信号和交通网络容量可以独立成长。
MME的主要职能是包括控制和执行寻呼转播的空闲模式UE的可达性，跟踪区列表管理，漫游，认证，授权，P-GW/S-GW选择，承载管理，包括专用的承载建立，安全谈判NAS信令等。
进化节点B实现节点B的功能，以及传统上RNC中实现的协议。
eNB的主要功能是报头压缩，加密和数据包的可靠传递。
在控制方面，ENB采用，如admissioncontrol 和无线资源管理的职能。
在单个节点接入网络的好处是减少延迟和RNC的处理负载分布到多个eNB。
图2.1 网络架构。
图2.2 eNB和MME /毛重之间的功能分割。
在图2.3的用户平面协议中，我们注意到，分组数据汇聚协议（PDCP）和无线链路控制（RLC）传统RNC的网络侧终止层。
图2.3 用户平面协议。
附件2：外文原文（复印件）Introducing WPFThe cellular wireless communications industry witnessed tremendous growth in the past decade with over four billion wireless subscribers worldwide. The first generation (1G) analog cellular systems supported voice communication with limited roaming. The second generation (2G) digital systems promised higher capacity and better voice quality than did their analog counterparts. Moreover, roaming became more prevalent thanks to fewer standards and common spectrum allocations across countries particularly in Europe. The two widely deployed second-generation (2G) cellular systems are GSM (global system for mobile communications) and CDMA (code division multiple access). As for the 1G analog systems, 2G systems were primarily designed to support voice communication. H In later releases of these standards, capabilities were introduced to support data transmission. However, the data rates were generally lower than that supported by dial-up connections. The ITU-R initiative on IMT-2000 (international mobile telecommunications 2000) paved the way for evolution to 3G. A set of requirements such as a peak data rate of 2 Mb/s and support for vehicular mobility were published under IMT-2000 initiative. Both the GSM and CDMA camps formed their own separate 3G partnership projects (3GPP and 3GPP2, respectively) to develop IMT-2000 compliant standards based on the CDMA technology. The 3G standard in 3GPP is referred to as wideband CDMA (WCDMA) because it uses a larger 5 MHz bandwidth relative to 1.25 MHz bandwidth used in 3GPP2’s cdma2000 system. The 3GPP2 also developed a 5 MHz version supporting three 1.25 MHz subcarriers referred to as cdma2000-3x. In order to differentiate from the 5 MHz cdma2000-3x standard, the 1.25 MHz system is referred to as cdma2000-1x or simply 3G-1x.The first release of the 3G standards did not fulfill its promise of high-speed data transmissions as the data rates supported in practice were much lower than that claimed in the standards. A serious effort was then made to enhance the 3G systems for efficient data support. The 3GPP2 first introduced the HRPD (high rate packet data) [1] system that used various advanced techniques optimized for data traffic such as channel sensitive scheduling, fast link adaptation and hybrid ARQ, etc. The HRPD system required a separate 1.25 MHz carrier and supported no voice service. This was the reason that HRPD was initially referred to as cdma2000-1xEVDO (evolution data only) system. The 3GPP followed a similar path and introduced HSPA (high speed packet access) [2] enhancement to the WCDMA system. The HSPA standard reused many of the same data-optimized techniques as the HRPD system. A difference relative to HRPD, however, is that both voice and data can be carried on the same 5 MHz carrier in HSPA. In parallel to HRPD, 3GPP2 also developed a joint voice data standard that was referred to as cdma2000-1xEVDV (evolution data voice) [3]. Like HSPA, the cdma2000-1xEVDV system supported both voice and data on the same carrier but it was never commercialized. In the later release of HRPD, V oIP (V oice over Internet Protocol) capabilities were introduced to provide both voice and data service on the same carrier. Thetwo 3G standards namely HSPA and HRPD were finally able to fulfill the 3G promise and have been widely deployed in major cellular markets to provide wireless data access.1.1 Beyond 3G systemsWhile HSPA and HRPD systems were being developed and deployed, IEEE 802 LMSC (LAN/MAN Standard Committee) introduced the IEEE 802.16e standard [4] for mobile broadband wireless access. This standard was introduced as an enhancement to an earlier IEEE 802.16 standard for fixed broadband wireless access. The 802.16e standard employed a different access technology named OFDMA (orthogonal frequency division multiple access) and claimed better data rates and spectral efficiency than that provided by HSPA and HRPD. Although the IEEE 802.16 family of standards is officially called WirelessMAN in IEEE, it has been dubbed WiMAX (worldwide interoperability for microwave access) by an industry group named the WiMAX Forum. The mission of the WiMAX Forum is to promote and certify the compatibility and interoperability of broadband wireless access products. The WiMAX system supporting mobility as in IEEE 802.16e standard is referred to as Mobile WiMAX. In addition to the radio technology advantage, Mobile WiMAX also employed a simpler network architecture based on IP protocols.The introduction of Mobile WiMAX led both 3GPP and 3GPP2 to develop their own version of beyond 3G systems based on the OFDMA technology and network architecture similar to that in Mobile WiMAX. The beyond 3G system in 3GPP is called evolved universal terrestrial radio access (evolved UTRA) [5] and is also widely referred to as LTE (Long-Term Evolution) while 3GPP2’s version is called UMB (ultra mobile broadband) [6] as depicted in Figure 1.1. It should be noted that all three beyond 3G systems namely Mobile WiMAX, LTE and UMB meet IMT-2000 requirements and hence they are alsoFigure 1.1. Cellular systems evolution.Table 1.1. LTE system attributes.part of IMT-2000 family of standards.1.2 Long-Term Evolution (L TE)The goal of LTE is to provide a high-data-rate, low-latency and packet-optimized radio-access technology supporting flexible bandwidth deployments [7]. In parallel, new network architecture is designed with the goal to support packet-switched traffic with seamless mobility, quality of service and minimal latency [8].The air-interface related attributes of the LTE system are summarized in Table 1.1. The system supports flexible bandwidths thanks to OFDMA and SC-FDMA access schemes. In addition to FDD (frequency division duplexing) and TDD (time division duplexing), half-duplex FDD is allowed to support low cost UEs. Unlike FDD, in half-duplex FDD operation a UE is not required to transmit and receive at the same time. This avoids the need for a costly duplexer in the UE. The system is primarily optimized for low speeds up to 15 km/h. However, the system specifications allow mobility support in excess of 350 km/h with some performance degradation. The uplink access is based on single carrier frequency division multiple access (SC-FDMA) that promises increased uplink coverage due to low peak-to-average power ratio (PAPR) relative to OFDMA.The system supports downlink peak data rates of 326 Mb/s with 4 × 4 MIMO (multiple input multiple output) within 20 MHz bandwidth. Since uplink MIMO is not employed in the first release of the LTE standard, the uplink peak data rates are limited to 86 Mb/s within 20 MHz bandwidth. In addition to peak data rate improvements, the LTE system provides two to four times higher cell spectral efficiency relative to the Release 6 HSPA system. Similar improvements are observed in cell-edge throughput while maintaining same-site locations as deployed for HSPA. In terms of latency, the LTE radio-interface and network providescapabilities for less than 10 ms latency for the transmission of a packet from the network to the UE.1.3 Evolution to 4GThe radio-interface attributes for Mobile WiMAX and UMB are very similar to those of LTE given in Table 1.1. All three systems support flexible bandwidths, FDD/TDD duplexing, OFDMA in the downlink and MIMO schemes. There are a few differences such as uplink in LTE is based on SC-FDMA compared to OFDMA in Mobile WiMAX and UMB. The performance of the three systems is therefore expected to be similar with small differences.Similar to the IMT-2000 initiative, ITU-R Working Party 5D has stated requirements for IMT-advanced systems. Among others, these requirements include average downlink data rates of 100 Mbit/s in the wide area network, and up to 1 Gbit/s for local access or low-mobility scenarios. Also, at the World Radiocommunication Conference 2007 (WRC-2007), a maximum of a 428 MHz new spectrum is identified for IMT systems that also include a 136 MHz spectrum allocated on a global basis.Both 3GPP and IEEE 802 LMSC are actively developing their own standards for submission to IMT-advanced. The goal for both LTE-advanced [9] and IEEE 802.16 m [10] standards is to further enhance system spectral efficiency and data rates while supporting backward compatibility with their respective earlier releases. As part of the LTE-advanced and IEEE 802.16 standards developments, several enhancements including support for a larger than 20 MHz bandwidth and higher-order MIMO are being discussed to meet the IMT-advanced requirements.2 Network architecture and protocolsThe LTE network architecture is designed with the goal of supporting packet-switched traffic with seamless mobility, quality of service (QoS) and minimal latency. A packet-switched approach allows for the supporting of all services including voice through packet connections. The result in a highly simplified flatter architecture with only two types of node namely evolved Node-B (eNB) and mobility management entity/gateway (MME/GW). This is in contrast to many more network nodes in the current hierarchical network architecture of the 3G system. One major change is that the radio network controller (RNC) is eliminated from the data path and its functions are now incorporated in eNB. Some of the benefits of a single node in the access network are reduced latency and the distribution of the RNC processing load into multiple eNBs. The elimination of the RNC in the access network was possible partly because the LTE system does not support macro-diversity or soft-handoff.In this chapter, we discuss network architecture designs for both unicast and broadcast traffic, QoS architecture and mobility management in the access network. We also briefly discuss layer 2 structure and different logical, transport and physical channels along with theirmapping.2.1 Network architectureAll the network interfaces are based on IP protocols. The eNBs are interconnected by means of an X2 interface and to the MME/GW entity by means of an S1 interface as shown in Figure 2.1. The S1 interface supports a many-to-many relationship between MME/GW and eNBs [1].The functional split between eNB and MME/GW is shown in Figure 2.2. Two logical gateway entities namely the serving gateway (S-GW) and the packet data network gateway (P-GW) are defined. The S-GW acts as a local mobility anchor forwarding and receiving packets to and from the eNB serving the UE. The P-GW interfaces with external packet data networks (PDNs) such as the Internet and the IMS. The P-GW also performs several IP functions such as address allocation, policy enforcement, packet filtering and routing.The MME is a signaling only entity and hence user IP packets do not go through MME. An advantage of a separate network entity for signaling is that the network capacity for signaling and traffic can grow independently. The main functions of MME are idle-mode UE reachability including the control and execution of paging retransmission, tracking area list management, roaming, authentication, authorization, P-GW/S-GW selection, bearer management including dedicated bearer establishment, security negotiations and NAS signaling, etc.Evolved Node-B implements Node-B functions as well as protocols traditionally implemented in RNC. The main functions of eNB are header compression, ciphering and reliable delivery of packets. On the control side, eNB incorporates functions such as admissioncontrol and radio resource management. Some of the benefits of a single node in the access network are reduced latency and the distribution of RNC processing load into multiple eNBs.Figure 2.1. Network architecture.Figure 2.2. Functional split between eNB and MME/GW.The user plane protocol stack is given in Figure 2.3. We note that packet data convergence protocol (PDCP) and radio link control (RLC) layers traditionally terminated in RNC on the network side are now described in Section 2.2.Figure 2.3. User plane protocol.。