Abstract Towards More Realistic Sound in VRML

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EASE Focus 2 User's Guide

EASE Focus 2 User's Guide

EASE FocusVersion 2Developed byAFMG Ahnert Feistel Media GroupThe creators of EASE, EASERA, SysTunewww.afmg.euSoftware Manual, Rev. 1, October 2010Copyright © 2009-2010 AFMG Technologies GmbHTable of Contents1. Introduction to EASE Focus 2 (4)1.1 Software Overview (4)1.2 System Requirements (5)1.3 How to Install (5)1.4 User Interface (7)1.5 Program Conventions (8)1.6 Shortcut List (11)2. Venue Definition and Line Arrays (12)2.1 Project Properties (12)2.2 Top View (13)2.3 Side View (16)2.4 Adding Audience Zones (17)2.5 Editing Audience Zones (18)2.6 Copying Areas between Zones (23)2.7 Saving Projects (25)2.8 Loading Projects (25)2.9 Importing System Definitions (26)2.10 Adding Line Arrays (26)2.11 Editing Line Arrays (28)2.12 Auto Splay (29)2.13 Copying Setups between Similar Line Arrays (31)2.14 Configurable Loudspeakers, Steerable Columns (33)3. Mapping and Calculation Results (34)3.1 Mapping Toolbar (34)3.2 Calculations Background (35)3.3 Mapping Options (35)3.4 Levels (37)3.5 Distribution Graph (38)3.6 Adding Receivers (39)3.7 Frequency Response (40)3.8 Sound Source Groups (41)3.9 Audience Area Groups (43)3.10 Exporting Pictures (45)3.11 Creating Reports (45)4. Options (47)4.1 View (47)4.2 Grid and Snap (48)4.3 Environment (49)5. Advanced Features (51)5.1 Setting Layout Pictures (51)5.2 Adding Section Planes (53)5.3 Filter (54)5.4 Filter Settings for Line Arrays (55)5.5 Time Response (56)5.6 Moving the Origin (57)5.7 Noise Settings (57)6. References (59)1.Introduction to EASE Focus 21.1.Software OverviewEASE Focus 2 is a three-dimensional, acoustic simulation software for the configuration and modeling of line array systems and of adjustable loudspeakers, such as digitally steered columns. The software is publicly available and it is free.In EASE Focus 2, each line array or column loudspeaker is described by a so-called system definition which contains the mechanical, electronic and acoustic properties of the loudspeaker system. This system definition is stored in an EASE GLL file which can be compiled with the EASE SpeakerLab software.GLL data files are created and supplied by loudspeaker manufacturers. Any GLL file can be loaded into the EASE acoustic modeling software. However, in order to create a GLL that can be used in EASE Focus 2 a loudspeaker company needs to be licensed by AFMG.The EASE Focus 2 software program was developed over a period of more than 2 years and is related to EASE Focus 1. However, EASE Focus 2 takes a large step forward towards more realistic modeling of complex sound systems by including the following major features:•3D modeling of direct sound, displayed in horizontal and vertical cutting planes.•Full support for EASE GLL files and data exchange with EASE and other AFMG software packages.•Capability to use multiple line array systems in a single project.•Virtual equalizer for tuning a line array in the simulation.•Support for digitally steered columns and other configurable loudspeakers; this requires an additional proprietary DLL that can provide e.g. beam steering filters.•Full frequency range from 20 Hz to 20 kHz.•High accuracy due to high internal data resolution and GLL data format. See AFMG white papers and AES articles for details.Great efforts have been made to keep EASE Focus intuitive and easy-to-use while introducing three-dimensional coordinates and many new features. It can be considered a tool for both the end user, who needs to set up the sound system for a show, as well as for the R&D engineer, who is interested in the acoustic qualities of the array design. EASE Focus is the optimal tool for easy and quick prediction of the sound system performance in a given venue.Compared to conventional aiming software the applicability of EASE Focus is much larger. It is not fixed to a single loudspeaker product. System definition files for different types of line arrays can be created and added to the software database at any time and without changing a single line of code.As an outlook, future versions of EASE Focus are planned to provide simulation capabilities for subwoofer arrays and to take into account wind effects. Also, a separate version for Apple Macintosh computers is being discussed, as well.EASE Focus is developed by Ahnert Feistel Media Group. Located in Berlin, Germany, AFMG is a worldwide leader in software for the pro-audio industry and has created the industry standards EASE and EASERA software for acoustic simulation and measurement as well as their related products EASE Focus, SysTune, EASE Address and EASE SpeakerLab. AFMG works closely with leading university faculties, manufacturers anddesign clients to apply the latest developments in acoustical research and computer technology. For more information, including the latest news and forum posts, visit http://afmg.eu.1.2.System RequirementsMinimum software requirements•Microsoft Windows 2000, XP, Vista or 7.•Acrobat Reader 5.0 (or later).•Microsoft .NET Framework v 2.0 or 2.0 SP1, which can be downloaded here:/downloads/details.aspx?displaylang=en&FamilyID=0856eacb-4362-4b0d-8edd-aab15c5e04f5Minimum hardware requirements• 1 GB RAM (2 GB or more recommended, especially for Vista and 7)•990 x 600 display resolution (1024 x 768 or higher recommended display resolution)• 1.5 GHz processor speed or higher (multiple cores are supported and recommended)1.3.How to InstallTo install EASE Focus 2, unpack the ZIP file and double click on the executable named “setup”. This will launch the setup utility that will install the program in a few easy steps. Note that for the installation you will need administrator rights on your computer.EASE Focus 2 can be installed on a computer that already has Focus 1 installed. By default it will be installed to a new location. While you can change the suggested target location, it is strongly recommended that you do not install Focus 2 in the same folder as Focus 1.After the installation has completed successfully you can launch EASE Focus 2 using the desktopicon or the Windows Start menu. The software can be found in the AFMG folder. If you should experience problems with EASE Focus 2 at any time later, try starting the software with its default settings. This option is available as a command from the Windows Start menu.Initial Setup of the ProgramUpon start-up, the software will prompt you with the question if you would like to sign up for the AFMG newsletter in order to be informed about program updates and other AFMG news. We strongly recommend subscribing to the newsletter. You can do that by either pressing Y ES on the initial dialog window or by selecting the command S IGN U P FOR N EWS from the H ELP menu. This will take you to the AFMG registration website where you can enter personal details as needed and make your choice about which news you would like to receive.EASE Focus ships with a number of language options: English, German, Spanish, Italian and Portuguese. Normally the first time EASE Focus 2 is run it will detect the language of your operating system and use it automatically. If you wish to change the default language, press F9 for the O PTIONS window and switch to the E NVIRONMENT page. Then select the desired language from the L ANGUAGE drop-down list at the very top. (See §4.3)The installation package of EASE Focus 2 includes a number of line array types and digitally steered columns by default. But if you have new or updated system definition files, that is, GLL or DLL files, you may want to add them to your local database in order to make them available in EASE Focus 2. To do that press Ctrl+I or select I MPORT S YSTEM D EFINITION File from the E DIT menu. A file dialog will open which allows you to select the GLL file of interest. Note that the program will make a full copy of this file so you don’t have to worry about removing it from the original location after the import. (See §2.9)er InterfaceIf you are familiar with Focus 1, you will notice that, due to the fact that the 3rd dimension was added to the software and that multiple line arrays can now be configured, the user interface had to be extended to support both top view and elevation view. Generally, objects are added and selected in the Top View. Their properties can be viewed and modified in the Properties window as well as in the Side View. The Object Properties window displays the properties of the selected object or, if no object is selected, a list of the objects in the project. You can select an object directly from the list, and then see its properties with the S HOW P ROPERTIES button, or go back to the list with the S HOW O BJECT L IST button.The software GUI is subdivided into 4 screen areas:•Left: Project Properties (§2.1) and Object Properties, used for editing Line Arrays (§2.11) and Loudspeakers/Columns (§2.14), Audience Zones (§2.5), Receivers (§3.6) and Section Planes (§5.2).•Top: Top View (§2.2), horizontal coverage. This allows selecting, entering and modifying Audience Zones, Receivers, Line Arrays, Loudspeakers/Columns and Section Planes in the X-Y-domain.•Bottom: Side View (§2.3), vertical coverage. This allows entering and modifying Audience Areas for the selected Zone or changing the aiming and position of the selected Line Array system. Additional tabs can be used to select Frequency Response (§3.7), Levels (§3.4) and Distribution (§3.5). In the Extended mode, Time Response (§5.5), source Filter and Global Filter (§5.3) are also available. For information on how to activate the Extended mode, see §4.3.•Right: Rigging view.At the top of the main window you can find the menu bar, a panel displaying the manufacturer’s logo and the Mapping Toolbar (§3.1).At the bottom is the status bar. On its left side readouts for mouse position are shown as you navigate maps and graphs of many windows in Focus (see §1.5 for more). On its right side you find the input voltage for the selected Sound Source (§3.2), error and warning count relative to Sound Sources (§2.11) and Audience Zones (§2.5), and an icon showing the status of system definitions (it should be green, if there is no error; red otherwise). Clicking on the errors and warnings you can open a window listing them in detail; clicking on the system definitions status icon you can restart scan or open E NVIRONMENT options (§4.3).Note that you can move windows by grabbing their title bar or tab caption. You can also change their size relative to the other windows. Use the command V IEW |R ESET L AYOUT to return to the original settings. Use the S TORE and R ESTORE commands in the V IEW menu to create and recall your own window layouts.1.5.Program ConventionsDefinition of TermsThere are four major types of objects in EASE Focus:•Audience Zones (§2.4): Audience Zones are two-dimensional shapes roughly circumscribing the audience in one direction when looking from the stage. They contain one or more Audience Areas(§2.5). An Audience Area is always part of a Zone; it is defined by starting and ending points and is stretched out over the width of the Zone: this is the actual area where the audience is located.•Sound Source: Based on the related system definition (GLL), a Sound Source consists of one or multiple point sources each of which is considered the origin of a sound wave. Technically, a Sound Source can be one of two types, either a Line Array (§2.10) or a Loudspeaker/Column (§2.14).Depending on the properties of the Sound Source, the respective GUI elements may be different.•Receiver (§3.6): A Receiver is a representative point for detailed acoustic analysis, such as with respect to the local time or frequency response. This item has no acoustic relevance.•Section Plane: A Section Plane is a user-defined, virtual surface that can be added to the project in order to view mapping data in an arbitrary vertical cutting plane (see §5.2). Like the Receiver, this item is purely virtual and has no effect on the computational results.A Project is the set of all objects as defined before combined with the settings associated with the projectsuch as regarding height limits or noise levels. Projects can be loaded from and saved to files with the extension .fc2.Coordinate SystemThe main coordinate system in EASE Focus uses XYZ coordinates. The origin marker is displayed by default in the Top View (but can be hidden, see §4.1) and can be moved to another location (§5.6). XYZ coordinates are used in the Object Properties window to indicate the position of all objects. The current mouse location in Top View, Side View and Rigging windows is shown in the status bar, along with the SPL value at that point, if an active Sound Source exists. For all other windows that display a plot you can also see current mouse coordinates in the status bar.Another important coordinate system is DZ coordinates, used in Side View, Rigging and Levels windows. The DZ origin marker can be optionally hidden in Side View as well. While Z still refers to the elevation from the ground, D is relative to the position of the object whose section is displayed in Side View, and reflects the distance, along the object’s main axis, from its reference point: the location for Sound Sources (§2.10, §2.14)and Receivers (§3.6), the front center point for Audience Zones (§2.4), or the starting point for Section Planes (§5.2). You can see how relative D values relate to XY coordinates in the status bar, while you move your mouse over Side View, Rigging and Levels windows.The difference between positive and negative D values is given by a simple convention of EASE Focus 2 that descends from Focus version 1: in short, Sound Sources are expected to be radiating from left to right in Side View, and the audience is expected to face from right to left. For this reason, the Side View relative to Sound Sources is always showing them pointing right, while relative to Receivers, Audience Zones and Section Planes it shows them pointing left. If you have any doubt when using Audience Zones or Section Planes, refer to the yellow arrow appearing in the middle of those objects when they are selected, and pointing to their front center point (for Audience Zones) or starting point (for Section Planes): this is the same arrow that appears in the Side View, pointing left, and these two arrows are oriented in the same direction.EASE Focus 2 – User’s Guide 1. Introduction to EASE Focus 21.6.Shortcut ListHere is a list of all keyboard shortcuts available in Focus, for quick reference.2.Venue Definition and Line ArraysThis section gives a brief introduction into the main features you need to know in order to model a small project with EASE Focus 2. We will explain how to enter a simple venue and then add line array systems to it. More advanced topics will be covered in the subsequent chapters.The next chapters will guide you through the main steps of editing a project. Whenever you make a mistake, you can revert any modification to the project, or recover a reverted modification, with the menu items E DIT |U NDO (Ctrl+Z) and E DIT |R EDO (Ctrl+Y).2.1.Project PropertiesThe Project Properties window is located on the left side of the main window. It contains basic information about the project (title, company, author, notes) as well as some settings that are relevant for calculations (temperature, air pressure, humidity).From here you can also access the P ROJECT S ETTINGS window, where you can edit ear height values for Audience Areas. Three values are available: S ITTING, S TANDING and C USTOM. When editing Audience Zones, you will be able to choose one of these values for each Area (§2.5). In the P ROJECT S ETTINGS window youcan also define default project-wide height limits for Sound Sources. When editing a Source you can choose whether to apply project limits or to define individual limits (§2.11).When working in Extended mode, you can access the N OISE S ETTINGS from a button within the Project Properties window as well (§5.7). See §4.3 to learn how to activate Extended mode.2.2.Top ViewThe Top View displays a plan of the venue, and contains all objects in the project: Audience Zones, Sound Sources, Receivers and Section Planes. To select an object, click on it with the left mouse button; to move it, just drag it around the window. In addition, objects have either aiming lines (Sound Sources and Receivers) or yellow handles (Audience Zones, Section Planes) to rotate them and resize them with a simple mouse drag. The Top View toolbar is located on the top left corner of this window. It includes the following buttons:Zoom inFit the zoom to the projectZoom outAdd Layout Picture (§5.1)Add Audience Zone (Rectangle) (§2.4)Add Audience Zone (Circular Sector) (§2.4)Add Audience Zone (Annular Sector) (§2.4)Add Audience Zone (Trapezoid) (§2.4)Add Audience Zone (Right-Angled Trapezoid) (§2.4)Add Sound Source (§2.10, §2.14)Add Section Plane (§5.2)Add Receiver (§3.6)To add an object, first click on the button in the toolbar corresponding to the desired object. Then move the mouse to the desired location in the drawing, click the left button and drag with your mouse until you are satisfied with the size and orientation of the object. If you click without dragging, the object will be centered on mouse location and take on the default size and orientation, which you can then modify later.Clicking anywhere in the Top View with the right mouse button will open the context menu, where you can perform any of the following actions:•A DD A UDIENCE Z ONE: inserts a new Audience Zone into the Project (R ECTANGLE, C IRCULAR S ECTOR,A NNULAR S ECTOR, T RAPEZOID, R IGHT-A NGLED T RAPEZOID), as an alternative method to the toolbarbuttons (§2.4).•A DD S OUND S OURCE: inserts a Line Array (§2.10) or a Loudspeaker/Column (§2.14) into the Project, as an alternative method to toolbar buttons.•C OPY (Ctrl+C): copies the selected object to the clipboard.•P ASTE (Ctrl+V): pastes any previously copied object into the Project.•D ELETE (Del): removes the selected object.•C OPY A REAS(Ctrl+Shift+C): when an Audience Zone is selected, stores its Audience Areas to be subsequently applied to another Audience Zone (§2.6).•P ASTE A REAS(Ctrl+Shift+V): when an Audience Zone is selected, and Audience Areas have been copied from another Zone, pastes them to the selected Zone (§2.6).•C OPY S ETUP(Ctrl+Shift+C): when a Sound Source is selected, stores its setup to be subsequently applied to a compatible Source (§2.13).•P ASTE S ETUP (Ctrl+Shift+V): when a Sound Source is selected, and a setup has been copied from a compatible Source, applies it to the selected Source (§2.13).Please note that copying objects, copying Audience Areas and copying Sound Source setups are three independent functions that do not override or affect each other. However, copying objects and copying pictures (see below) both use the Windows clipboard, and will override each other.•E DIT: performs an action affecting the selected object. You can F LIP H ORIZONTALLY, F LIP V ERTICALLY, R OTATE C LOCKWISE, R OTATE C OUNTERCLOCKWISE.•S AVE P ICTURE TO: saves the content of the Top View as an image file (§3.10).•C OPY P ICTURE TO C LIPBOARD: copies the content of the Top View as an image in the Windows clipboard, to be pasted into any Windows application that supports it.•M OVE O RIGIN H ERE: specifies a new origin for the Project coordinates (§5.6).•P ROPERTIES (F4): when an object is selected, shows the Object Properties window for that object if it is hidden and brings it to the top.•O BJECT L IST (F4): when no object is selected, shows the object list if it is hidden and brings it to the top.Note that all drawing and editing options snap by default to the displayed grid; this can be changed in the options (§4.2). Holding the Alt key will also temporarily deactivate the snap to the grid. Holding the Shift key before dragging with the mouse will measure any distance in length and time delay.On the bottom right corner you can see a miniature map of the whole project, displaying the portion currently being viewed: this small frame can be collapsed if you don’t need it. To the left of it, a Mapping Progress Bar will appear whenever mapping data are being calculated. The Mapping Legend appears by default on the right edge of the Top View whenever color mapping is active and visible, but it can also be collapsed by clicking on the three small triangles in the upper left of its window.2.3.Side ViewThe Side View has an interface similar to the Top View, except it will not show the whole project, but only a vertical section of it, referring in general to the selected object. The section is taken along the central axis of the object: for Audience Zones this is the line going through the orientation arrow displayed in the Top View, for Sound Sources and Receivers it is the aiming line, and for Section Planes the plane itself.To understand in which direction you are looking when an Audience Zone or a Section Plane is selected, use the yellow arrow in the top left corner: it replicates the arrow appearing on these two types of objects when they are selected, and points in the same direction. When a Sound Source is selected, the Side View displays it to the left, with the aiming line oriented rightwards; the aiming line points leftwards instead, in the case of Receivers.You can also see the related Side View of an object which is not selected. Use the Lock symbol in the upper right corner of the Side View window to keep the side view of an object while manipulating another one. This is helpful, for example, when you want to adjust the location of a Receiver in the Side View of a Line Array or change the splay angles of a Line Array while viewing an audience zone.Just like the Top View, the Side View has its toolbar in the top left corner as well. It displays these buttons:Zoom inFit the zoom to the projectZoom outAdd Layout Picture (when an Audience Zone or a Section Plane is being displayed) (§5.1)Add Audience Area (when an Audience Zone is being displayed) (§2.5)Add Receiver (§3.6)A Mapping Progress Bar will appear in the bottom right corner whenever mapping data are being calculated. The Side View window is particularly useful to edit Audience Zones (§2.6), Line Arrays (§2.11) and Loudspeakers/Columns (§2.14) with a graphical interface.2.4. Adding Audience ZonesAudience locations are defined on two levels. First, Audience Zones are entered in the Top View and should include all particular seating areas in one direction looking towards the center or stage of the venue. In a second step, a profile consisting of one or multiple Audience Areas is defined for each Zone.A Zone is basically a simple 2D shape that can be understood as the circumjacent projection of the seating areas in one part of the venue on the horizontal plane. It is defined by a location, orientation and properties specific to the shape, such as the width and depth of a rectangle.Use the shape icons in the top view to select a particular shape for insertion:Then add an Audience Zone by clicking or dragging.2.5.Editing Audience ZonesSelect a Zone by simple left-click.When active, the Zone will be highlighted in dark red. It will also show yellow handles that allow you to resize, rotate or change the shape of the Zone. A Zone can be moved relative to other objects by simply left-dragging it with the mouse. The yellow arrow (blue when the Zone is deselected) indicates the viewing direction of the spectators.An Audience Area is always part of a Zone and is defined by a starting point and an ending point relative to the Zone. There can be multiple Areas inside a Zone. In 3D, these Areas are assumed to be stretched out over the width of the entire Zone, depending on the symmetry of the shape.Selecting a Zone will show the Zone’s profile in the side view.Use the line icon to enter a new Area for this Zone. Note that you can also left-drag the yellow handles at the ends of an Area to resize it or left-drag the center of an Area to move it. Left-drag the white background of the drawing to move the objects relative to the screen.The horizontal dotted line at the bottom of the Side View indicates the Audience Zone. The Audience Zone above consists of three Audience Areas denoted by the solid lines with the yellow handles. The dotted lines that are parallel to the Audience Areas indicate the selected listening heights.Properties of Audience Zones can also be modified from the Object Properties window. Below is a short description of all Audience Zone types and of the attributes available for each one.Rectangle: a rectangular Zone, with the audience facing one of the edges•O RIENTATION: the direction the Audience Zone is facing (0° = facing left)•D EPTH: the size of the Zone along its axis•W IDTH: the size of the Zone across its sides•F RONT C ENTER, F RONT L EFT, F RONT R IGHT, B ACK L EFT, B ACK R IGHT: position of the main reference pointsCircular Sector: a Zone whose shape is a circular sector (like a piece of pie), with the audience facing the corner point•O RIENTATION: the direction the Audience Zone is facing (0° = facing left)•D EPTH: the size of the Zone along its axis•S WEEP A NGLE: the angular width of the sector•F RONT C ENTER, B ACK L EFT, B ACK R IGHT: position of the main reference pointsAnnular Sector: a Zone whose shape is an annular sector (a portion of a ring), with the audience facing the center of the circle•O RIENTATION: the direction the Audience Zone is facing (0° = facing left)•D EPTH: the size of the Zone along its axis•I NNER R ADIUS: distance between the inner circle and the center of the circle (outer radius = inner radius + depth)•S WEEP A NGLE: the angular width of the sector•F RONT C ENTER, F RONT L EFT, F RONT R IGHT, B ACK L EFT, B ACK R IGHT: position of the main reference pointsTrapezoid: a Zone whose shape is an isosceles trapezoid, with the audience facing one of the parallel edges •O RIENTATION: the direction the Audience Zone is facing (0° = facing left)•D EPTH: the size of the Zone along its axis•F RONT W IDTH: the size of the parallel edge faced by the audience•B ACK W IDTH: the size of the parallel edge behind the audience•F RONT C ENTER, F RONT L EFT, F RONT R IGHT, B ACK L EFT, B ACK R IGHT: position of the main reference pointsRight-Angled Trapezoid: a Zone whose shape is a right-angled trapezoid, with the audience facing one of the parallel edges•O RIENTATION: the direction the Audience Zone is facing (0° = facing left)•D EPTH: the size of the Zone along its axis•F RONT W IDTH: the size of the parallel edge faced by the audience•B ACK W IDTH: the size of the parallel edge behind the audience•O RTHOGONAL S IDE: specifies which of the two non-parallel edges is orthogonal with respect to the parallel edges (left or right, with respect to the audience)•F RONT C ENTER, F RONT L EFT, F RONT R IGHT, B ACK L EFT, B ACK R IGHT: position of the main reference pointsAudience Areas can even be added or removed from the Object Properties window, and their profile can be copied to other Zones (§2.6). For every Audience Area you can set the following attributes: •D1: distance between the front side of the Area and the front side of the Zone•D2: distance between the back side of the Area and the front side of the Zone•Z1: height of the front side of the area•Z2: height of the back side of the area•L ENGTH: size of the Audience Area along its axis (diagonal, accounting for height difference between front and back)•T ILT: angle between the Audience Area and the horizontal plane•E AR H EIGHT: ear height of the audience, selected from three pre-defined values (see §2.1)Note that D2 / Z2 and L ENGTH / T ILT are redundant. If you change one of the numbers, the program will automatically compute the other quantities.If two Audience Areas intersect, error messages will be shown, both in the Audience Zone related Object Properties and Side View and in the status bar.。

选修六unit1课文翻译及要点

选修六unit1课文翻译及要点

选修六Unit1 A SHORT HISTORY OF WESTERN PAINTING西方绘画艺术简史Art is influenced by the customs and faith of a people. 艺术是受着人民生活习俗和信仰的影响的。

Styles in Western art havechanged many times. 西方的艺术风格经历了多次变革。

As there are so many different styles of Western art, it would be impossible to describe all of them in such a short text.由于西方的艺术风格多种多样,在短短的一篇课文里不可能进行全面的描述。

Consequently, this text will describe only the most important ones, starting from the sixth century AD.因此,本文只谈及从公元6世纪以来最主要的几种艺术风格。

The Middle Ages (5th to the 15th century AD) 中世纪(公元5世纪到15世纪)During the Middle Ages,the main aim of painters was to represent religious themes. 在中世纪,画家的主要任务是把宗教的主题表现出来。

A conventional artist of this period was not interested in showing nature and people as they really were. 一个传统的艺术家无意于如实地展现自然和人物。

A typical picture at this time was full ofreligious symbols, which created a feeling of respect and love for God. 那个时期的典型的绘画充满了宗教的(象)特征,体现出了对上帝的爱戴与敬重。

如何说服父母接受自己职业目标英语作文

如何说服父母接受自己职业目标英语作文

如何说服父母接受自己职业目标英语作文全文共6篇示例,供读者参考篇1How to Convince Your Parents About Your Dream JobHi there! My name is Jamie, and I'm a 10-year-old kid who loves animals and wants to be a veterinarian when I grow up. But lately, my parents have been saying that being a vet is too hard and that I should choose something else. They think I won't be able to handle all the studying and the long hours. But I know deep down that this is what I'm meant to do, and I'm not going to give up on my dream that easily!If you're like me and your parents don't seem to understand your career goals, don't worry. I've got some tips that might help you convince them. Remember, parents just want what's best for us, but sometimes they need a little convincing.First, do your research! Learn everything you can about the job you want. For me, that means reading books about animals and how vets take care of them. I've also been watching lots of videos and documentaries about veterinary medicine. The more Iknow, the better I can explain to my parents why this is the perfect job for me.Next, make a list of all the reasons why you want this career. For me, it's because I love animals and want to help them feel better when they're sick or hurt. I also like science and learning about how animals' bodies work. And I'm really good at being patient and gentle, which are important qualities for a vet.Then, practice explaining your reasons to your parents. Use examples and stories to show them how passionate you are about this job. Maybe you could even do a little presentation for them, like a school project. That way, they'll see how much effort you've put into learning about your dream career.Another good idea is to find people who already have the job you want and ask them questions. If you know a vet, see if you can interview them or even shadow them for a day. That way, you can learn firsthand what the job is really like, and you can share that with your parents. They'll be impressed by how mature and dedicated you are.If your parents are worried about the education or training required, do some research on that too. For me, I know I'll need to go to college for several years after high school and then go to veterinary school. It's a lot of work, but I'm prepared to studyhard and stay focused. Showing your parents that you understand what it takes can help ease their concerns.Sometimes, parents might be worried about the cost of education or the potential salary of the job you want. If that's the case, look up information on scholarships, grants, and the average pay for that career. That way, you can show them that it's possible to make a good living doing what you love.Another thing that might help is finding role models or mentors who have the job you want. If you can introduce your parents to someone who has achieved their dream career, they might feel more confident in your ability to do the same.Lastly, don't get discouraged if your parents don't seem convinced right away. Keep working hard in school, staying out of trouble, and showing them that you're responsible and dedicated. Over time, they'll see how serious you are about your goals, and they might just come around.Remember, your parents love you and want the best for you, even if they don't always understand your dreams. With patience, hard work, and a little bit of convincing, you might just be able to change their minds. Good luck, and never give up on your dreams!篇2Title: Let Me Follow My Dreams!Hi there! My name is Jamie, and I'm 10 years old. I'm here to share my story about how I convinced my parents to let me pursue my dream career as a video game designer.You see, ever since I was a little kid, I've been obsessed with video games. I remember spending hours upon hours playing all sorts of games, from action-packed adventures to mind-bending puzzles. I was always in awe of how these games were created, with their intricate storylines, captivating graphics, and challenging gameplay.As I grew older, my fascination with video games only deepened. I started to learn how to code, and I would spend my free time creating simple games or modifying existing ones. It was during this time that I realized that video game design was my true passion, and I wanted to make it my career.However, when I shared my dreams with my parents, they weren't exactly thrilled. They wanted me to pursue a more "traditional" career, like becoming a doctor or a lawyer. They thought that video game design was just a hobby and not a "real" job.But I wasn't going to give up that easily. I knew I had to find a way to convince them that video game design was a legitimate and lucrative career path. So, I did my research and prepared a presentation to show them just how serious I was about this.First, I talked about the massive growth of the gaming industry. I showed them statistics that proved how video games were becoming a multi-billion dollar business, with job opportunities galore. I even highlighted successful game developers who had made millions from their creations.Next, I explained the various roles within the video game design industry, from programmers and artists to writers and sound designers. I emphasized that these were highly skilled and well-paid positions that required a lot of creativity and technical expertise.Then, I shared my own experiences with coding and game modding, showcasing the projects I had worked on. I explained how much I enjoyed the process of bringing my ideas to life and how passionate I was about learning and improving my skills.Finally, I talked about my future plans. I discussed the importance of getting a solid education in computer science, game design, or a related field. I even researched potentialcolleges and universities that offered excellent programs in these areas.Throughout my presentation, I made sure to address my parents' concerns. I assured them that video game design was not just a frivolous hobby, but a legitimate and rewarding career path. I also emphasized that I was willing to work hard and dedicate myself to my studies to achieve my goals.After my presentation, my parents were visibly impressed. They could see how much effort and thought I had put into this, and how serious I was about pursuing my dreams. They admitted that they had underestimated the video game industry and the opportunities it provided.In the end, my parents agreed to support my aspirations to become a video game designer. They even offered to help me research potential colleges and scholarships, and to enroll me in coding classes or summer programs to further develop my skills.Looking back, I'm so grateful that I took the time to educate my parents and convince them to accept my career goals. It wasn't easy, but it taught me the importance of perseverance, research, and effective communication.If you're in a similar situation where your parents don't understand or support your dreams, don't give up. Do your research, prepare a compelling presentation, and most importantly, stay true to your passion. With hard work and determination, you can convince your parents to see things from your perspective.Remember, your dreams are valid, and you have the power to make them a reality. So, keep chasing those dreams, and never let anyone tell you that they're not worth pursuing.Good luck, and may all your dreams come true!篇3How to Convince Your Parents to Accept Your Dream JobHi, my name is Timmy and I'm 10 years old. Like a lot of kids my age, I've got a pretty awesome dream job in mind - I want to be a professional video game designer when I grow up! The idea of creating the next big hit game that all my friends love playing sounds like the coolestjob ever. But my parents aren't really on board with this plan. They keep trying to steer me towards more "realistic" careers like becoming a doctor, lawyer, or engineer. While those jobs are great for some people, they just don't excite me the way designing video games does. So how can I get myparents to accept and support my passion? Here are some tips I'm going to try:Make Them See It's Not Just Playing Games All DayOne of my parents' biggest concerns is that all I'll be doing is playing video games rather than working hard. But there's a lot more to being a game designer than just playing games! I need to learn about computer programming, 3D modeling, storytelling, level design, and all sorts of other skills. It takes a lot of creativity and hard work to build those huge open-world adventures from scratch. I'm going to show them examples of all the different roles involved and the intense process of game development. That should convince them it's not just an excuse to be lazy.Explain the Bright Career ProspectsMy parents want me to have good job security and make enough money to live comfortably. What they don't realize is the video game industry is massive and still growing rapidly every year! There are so many studios hiring talented designers, programmers, artists, and more. Games aren't just a small niche hobby anymore - they're mainstream entertainment. I can point out statistics about the industry's size, growth projections, andaverage salaries to put their minds at ease about the career prospects.Highlight My Passion and Natural TalentsFrom a young age, I've been obsessed with video games andAnything I'm passionate about, I tend to pour all my energy into and work really hard at. My parents have seen firsthand how I can hyperfocus for hours building levels on game creation programs or drawing up designs for my dream games. They know I have a super creative mind and a knack for solving problems in innovative ways. If I can channel those talents into a career I genuinely love, I'll be set up to really thrive and excel at it. Reminding them of my skills and drive should reassure them.Make a Solid Plan for My Education PathPromise To Keep an Open Mind About Other OptionsEven with all of the above, my parents may still have lingering worries about me pursuing such a unique career path. In that case, I can assure them that getting a game design degree doesn't篇4How to Convince Your Parents to Accept Your Dream JobHi there! My name is Emily and I'm 10 years old. I love art and drawing more than anything in the whole world. I can sit for hours with my colored pencils or paints, creating pictures of animals, landscapes, and anything else I can imagine. My biggest dream is to become a professional artist when I grow up.But there's just one little problem - my parents don't seem to think being an artist is a very good job. Whenever I tell them I want to be an artist, they frown and say things like "That's nice dear, but you need to think about a career that will allow you to make enough money to support yourself." Or they'll say "Art is just a hobby - you need to find a real job that is more practical."I understand why they feel that way. Most parents want their kids to have stable, well-paying jobs that will allow them to be financially secure. Jobs like doctors, lawyers, engineers, accountants, and business managers. Creative fields like art don't seem as secure or lucrative. But I'm determined to make my parents understand that being a professional artist is my true calling, and that it can absolutely be a viable career. Here's my plan for convincing them:Research Successful ArtistsThe first step is to show my parents examples of artists who have been able to turn their passion into a real career thatprovides a good living. There are lots of graphic designers, illustrators, animators, and fine artists out there making great money doing what they love. I'll find interviews and articles highlighting their career paths and incomes to prove it's possible.For example, there are illustrators working for book publishers, magazines, advertisements, and movie studios - creating drawings and designs that allow their creativity to shine while earning a paycheck. According to PayScale, the average book illustrator makes around 50,000 per year. That's a great living!And let's not forget about the potential to become a famous, financially successful fine artist. While that's certainly not easy or guaranteed, there are plenty of contemporary examples like Banksy, Damien Hirst, Jeff Koons, and others who make millions from their artwork, sculptures, and installations. I could aim to have my art showcased in galleries, do commissions, and potentially have my works appreciated and collected in a big way.Layout My PlanAfter showing my parents the possibilities, I'll lay out my specific plan for developing my artistic abilities and making a career out of it:Take as many art classes as I can through school, community centers, summer camps, etc. to refine my skills. I'll create a portfolio of my best work.Get experience with things like internships at design firms, doing commission artwork for people, helping out art teachers, entering art contests, etc.Attend an arts college or university to get a Bachelors or Masters in Fine Arts or a related degree like illustration, graphic design, or animation.During and after college, work towards building up a client base and income stream through things like graphic design work, selling my artwork, illustration gigs, teaching art classes, etc. I'll start out working really hard to establish myself while potentially having a part-time job on the side if needed.Eventually, my goal is to have a full-time career as a working artist making a sustainable income through galleries, selling artwork, doing freelance design, illustrations, commissions, etc.Highlight the BenefitsFinally, I'll emphasize all the wonderful benefits of having a career that aligns with my innate passion and talents. Things like:Being able to go to work every day and spend my time doing something I absolutely love - creating beautiful things through my art. Having a career I'm truly passionate about will make me much happier than being stuck in an office from 9-5 doing something I'm not passionate about.The freedom and flexibility that often comes with careers like art and creative fields. I can have flexible hours, be my own boss, and won't be tied to the typical corporate 9-5 grind if I don't want to be.Contributing something positive, inspiring, and beautiful to the world through my art. My work could bring joy to people, support important causes, communicate meaningful messages, or simply make the world a little brighter.Unlimited potential for creativity and growth. With art, the possibilities are limitless for developing my skills and taking my creativity in new directions. I'll never be bored!The ability to turn my biggest passion and talent into something profitable. Not everyone gets to do what they absolutely love for a living - I'll be one of the lucky ones.I know my parents just want what's best for me and for me to be able to support myself. But I'm determined to show them that artistic careers can be incredibly viable and rewarding ways of making a living doing something you love. With careful planning, lots of hard work and perseverance, developing multiple income streams, and turning my passion into a profession - it can be done! I just need them to be supportive and allow me to pursue my biggest dreams and talents. Pretty pleeeeease?篇5Title: Helping Mom and Dad Understand My Dream JobHi there! My name is Emma, and I'm 10 years old. I love playing with my friends, reading books, and dreaming about what I want to be when I grow up. Like many kids my age, I've had lots of different ideas – a teacher, a doctor, an astronaut, and even a superhero! But lately, I've been really interested in becoming a video game designer. I know it might sound a bit unusual, but I truly think it's the perfect job for me.You see, I've always loved playing video games. They allow me to explore different worlds, solve puzzles, and use my imagination in ways that books and movies can't. But what reallyfascinates me is how those games are made. The characters, the stories, the levels, and the challenges – they're all carefully designed by creative people who understand what makes a game fun and engaging.Whenever I play a new game, I find myself thinking about how I might have designed certain aspects differently. Maybe I would have given the main character a cooler power or added an extra level with more challenging obstacles. Sometimes, I even come up with ideas for entirely new games that I think would be really exciting to play.At first, I didn't think too much about these ideas. I just enjoyed playing games and letting my imagination run wild. But then, one day, my teacher told us about different careers we could consider. When she mentioned video game design, it was like a lightbulb went off in my head. That's what I wanted to do! I could use my creativity and love of games to design amazing new worlds and challenges for people to explore.The problem is, when I told my parents about my dream, they didn't seem too excited. My dad said that video game design isn't a "real" career, and my mom worried that I wouldn't be able to find a stable job in that field. They both encouragedme to consider more "practical" options, like becoming a doctor or a lawyer.I understand that they're just trying to look out for me and ensure that I have a secure future. But I also know that if I don't follow my passion, I'll never be truly happy. So, I've decided to try my best to convince them that video game design is a legitimate and rewarding career choice.Here's my plan:First, I'll do my research. I'll learn about the different roles and responsibilities in the video game industry, the education and training required, and the job prospects for video game designers. I'll gather information from reliable sources, like industry websites and articles, to show my parents that this is a real and growing field.Next, I'll highlight my skills and strengths. I'm creative, detail-oriented, and I love solving problems – all qualities that are essential for a successful video game designer. I'll give examples of how I've used these skills in school projects or when coming up with game ideas on my own.I'll also emphasize the importance of following your passions. I'll explain to my parents that when you truly love what you do,you'll be more motivated, work harder, and ultimately be more successful. I'll share stories of people who have found fulfillment and success by pursuing their dreams, even if those dreams seemed unconventional at first.Additionally, I'll address their concerns about job stability and financial security. While it's true that the video game industry can be competitive, there are many successful companies and opportunities for talented designers. I'll provide examples of successful video game designers and the projects they've worked on, showing that it is indeed possible to build a stable career in this field.Finally, I'll ask my parents to keep an open mind and support me in exploring this path. I'll reassure them that even if video game design doesn't work out, the skills and experiences I gain along the way will be valuable in any career. And who knows? Maybe one day, I'll design the next big hit game that everyone will be talking about!I know that convincing my parents won't be easy. They only want what's best for me, and their concerns are valid. But I truly believe that video game design is my calling, and I'm determined to follow my dreams. With patience, hard work, and a solid plan,I'm confident that I can help them understand and support my career goals.Wish me luck!篇6Title: How to Make Mom and Dad Say "Yes" to Your Dream JobHave you ever told your parents what you want to be when you grow up, and they just didn't seem excited about it? Maybe they said things like, "That's not a real job," or "You can't make money doing that." It can be really frustrating when thegrown-ups in your life don't understand or support your big dreams. But don't worry, I've got some tips to help you explain your career goals in a way that might just make Mom and Dad change their minds!First things first, you need to do your research. Grown-ups love it when kids have facts and details to back up their ideas. So, start by learning everything you can about the job you want. What kind of education or training does it require? What are the typical job duties and responsibilities? How much money can you expect to make? Knowing these details will show yourparents that you're serious and have put some real thought into your career choice.Next, make a list of all the reasons why you're interested in this particular job. Do you love working with animals and want to be a veterinarian? Are you fascinated by outer space and dream of becoming an astronaut? Or maybe you have a knack for building things and want to be an engineer. Whatever your reasons, write them down and be prepared to explain them to your parents in a clear and convincing way.Now it's time to address any concerns your parents might have. For example, if they're worried about job security or earning potential, you can share the research you've done on the job outlook and average salaries in that field. If they think the job sounds too difficult or dangerous, you can explain the training and safety measures involved. The key is to show them that you've thought through the potential challenges and have a plan for overcoming them.Another great way to convince your parents is to find someone who already has your dream job and ask them to talk to your parents about it. Hearing from a real-life professional can go a long way in helping your parents understand and appreciate the career path you're interested in.Remember, your parents just want what's best for you, and they may have different ideas about what that looks like. But if you can show them that you're passionate, responsible, and have a solid plan, they'll be more likely to get on board with your dreams.Here's an example of how you could present your case to your parents:"Mom, Dad, I know you've been a little skeptical about my dream of becoming a marine biologist, but I've done a lot of research, and I really think this is the perfect career for me. First of all, I've always loved the ocean and learning about the amazing creatures that live there. But marine biology is about so much more than just studying fish – it's also about protecting our oceans and the environment, which is something I care a lot about."I know you're probably wondering how I can make a good living doing this, so let me tell you what I've learned. Marine biologists can work for universities, government agencies, or private companies, and the average salary is around 60,000 a year. That's not too shabby, right?"Of course, becoming a marine biologist won't be easy. It requires at least a bachelor's degree, and many jobs also need amaster's or even a Ph.D. But I'm prepared to work hard and get the education I need. I've already been looking into some great marine biology programs at universities near the coast."I know you might also be worried about the job security or the idea of me having to travel a lot for work. But the cool thing about marine biology is that there are so many different career paths I could take. I could work in a lab, teach at a university, or even become a consultant for companies that need expertise on ocean-related issues."I've also reached out to a marine biologist named Dr. Sarah Wilson, who works at the aquarium downtown. She's offered to talk to you both about her job and what it's really like to work in this field. I think hearing from someone with firsthand experience could help put your minds at ease."Mom, Dad, I know this might not be the career you had envisioned for me, but I'm really passionate about it, and I truly believe it's the right path for me. I promise to work hard, stay focused, and make you proud. All I'm asking is for you to keep an open mind and support me in pursuing my dreams."See, with the right approach, you can help your parents understand why this career means so much to you and why you're well-prepared to make it happen. Just remember to bepatient, respectful, and willing to listen to their concerns, too. It might take some time and effort, but if you can have an open and honest conversation with your parents, they just might surprise you by saying, "Yes, we support your dream job!"。

德伯家的苔丝英文分析

德伯家的苔丝英文分析

内容摘要在英国,许多的作家以幻灭为主题,将其融入到自己的作品当中。

在这些作家中最有代表性的是托马斯〃哈代。

在19世纪的英国,托马斯〃哈代是著名的批判现实主义作家,《德伯家的苔丝》是他作品中最有影响力的一部。

在这部作品中他的对比是:人和社会环境、人和大自然、人的外貌和他的内心世界。

《德伯家的苔丝》主要讲述了一个美丽善良的少女苔丝失身后所遭遇的悲惨故事。

他认为平民的生活是悲惨的,平民人物的命运也是悲剧,而主人公苔丝的命运就是平民命运的一个小缩影。

并且在18世纪到19世纪之交,维多利亚时期是一个以男性为中心的时代,男女不平等已经成为维多利亚时期根深蒂固的社会习俗,因此,当时妇女倍受压迫和歧视。

苔丝作为一个普通人,与当时社会的抗争是无助的,她的结局会像所有一切与道德伦理相悖的事物一样,成为这个社会的牺牲品。

苔丝的悲剧是又多方因素造成的,我的论文仅通过社会环境的描写、法律制度,伦理道德和宗教, 分析出造成苔丝悲惨命运的社会因素。

苔丝的悲剧是那个社会所造成的。

关键词:苔丝社会环境法律系统伦理道德宗教因素ABSTRACTMany novelists from England expressed disillusionment in their novels. The most typical one was Thomas Hardy who was a famous critical realistic writer at the run of the 19th century in England. In the novel, His contrasts are human and social environment, human and nature, surface and heart. Tess of the D’Urbervilles is the most influential one of all his works. This novel is a tragic story about one beautiful and kind Tess after she had been lost chastity. In his mind, the life of demos is tragic, and the destiny of Tess is a miniature display the life of demos is a tragedy. And at the turn of the century between 18th and 19th, women were oppressed and discriminated, due to the deeply inequality social culture between man and woman in Victorian Age, all of which existed in the Tess‟s livin g time. As a common person, Tess fought with the society is helpless. In the end, she turned out to be the sacrificial victim of society like all other things, which disobey the morality and ethic. The tragedy happened on Tess is caused by many reasons. My paper is about to analyze the tragedy of Tess though the social environment, law system,morality and religion factor at that time. Tess…s tragic life is caused by that society and it is the result of that time.KEY WORDS: Tess society environment law system morality ethic religion factorCONTENTSI. Introduction of author and novel (1)1.1 Introduction of Thomas Hardy (1)1.2 Introduction of Tess of the D’Urbervilles (2)II. Bac k gro und (4)2.1Background of the novel…………………………………………2.2 Background of Political, Economical and Cultural (4)2.3 Background of the Features of Victorian novels (5)III. Analyze the tragedy of Tess from social factors (5)3.1 Life environment for the peasants (7)3.2 Unfair law system for the peasants (9)3.3 The victim of morality for Female3.4 Contacting with religionIV. Conclusion (14)R E F E R E N C E S (15)I. The introduction of author and novel1.1 Introduction of Thomas HardyThomas Hardy was born on June 2, 1840, a village of southwestern England that was the focus of his novels. He got a love of music from his father and literature from his mother. In 1862, he went to London to work for a famous architect. During the time when he was free, he widely studied: language, literature, history, philosophy and art. At that time, he even gained two prizes for essays on architecture, but it was not his desired profession. He started to write poetry and paid more attention to poetry than novel when he was 25-year-old. But he had no chance to publish his poetry. He changed the matter to create novel. In 1871, his first long novel was published. Three years ago, the celebrated work was his fourth novel far from the Madding Crowd. He stopped construction industry and devoted to the novel creation. There were early 20 long novels in Hardy‟s life. The most famous novel is Tess of the D’Urbervilles. However his view has led considerably conflict with the moral of Victorian era. Some plots were deleted in the serial and the title of the novel is a true life of the pure woman that caused strong dissatisfaction among some people. They believe that is an affront on public moral because Tess gets the sympathetic and understanding from the author in the novel. Hardy‟s works reflected the changed of social economy, political, moral and tradition, which is the advanced thoughts in Victorian era. Especially, his novels exposed women‟s tragic life and morals, legal and religious. And his story is the people pursue a ideal life by describing the struggle, pursuit and disillusionment in his novel. Therefore, the story is full of the deep society-significance and philosophy. His works not only were the great tradition of England realism, but also were the way for 20th century British literature.1.2 Tess of the D’UrbervillesTess is a 16-year-old who is a beautiful and kind girl comes from a poor family in a village,the whole family make their living by transporting with an old horse. However the old horse was dead in a sudden accident. The poverty of the family forces her to claim help from the rich D‟Urbervilles.While visiting the D‟Urbervilles at the Slopes, Tess meets Alec D‟Urbervilles. Alec is a young master of the D‟Urbervilles and a playboy. Alec arranges for Tess to take care of his blind mother‟s poultry, and Tess moves to the Slopes. Alec seduces and rapes Tess.Tess returns home, gives birth to a son. His name is sorrow. Tess works as a field worker on nearby farms. Sorrow becomes ill and dies when he is a baby. People‟s opinion forces Tess makes another journey away from home to become a milkmaid on a dairy farm. There she meets Angel Clare. She falls in love with each other. On their wedding night, Tess displays her own past, Tess forgives Angel for his past, but Angel cannot forgive Tess for having a child with another man. Finally, he leaves her. Tess goes to her parents‟ home. Tess eventually leaves home to work in another town at Flint comb-Ash farm, where the working conditions are very harsh. Tess meets some of her friends from Talbot hays, and they are at Flint comb to the hard work. Tess wants to visit Angel‟s family, but she gives up at the last minute. On the way Flint comb, Tess meets Alec again. When Alec meets Tess, he leaves his position to pursue her. Alec follows Tess to Flint comb, asking her to marry him. Tess refuses in the strongest terms. However her father‟s death leads to the whole burden of thefamily on her, she is forced to go back to Alec.In the meantime, Angel returns from Brazil to look for Tess and begin his own farm in England. When Angel goes to Tess‟s family, they tell him that Tess has gone to a fashionable seaside in the south of England. In the meeting with Angel, Tess asks him to leave her. Angel does leave. After her meeting with Angel, she decides to accuse Alec. In a fit of anger, Tess kills Alec with a knife. Alec is dead. Tess tells Angel that Alec is dead. Angel has trouble believing Tess‟ story but welcomes her back. Their plan is to leave the country as soon as possible. They spend a week in a house.They are discovered, and the police take her away. Before she is executed for her crime, Tess has Angel promise to marry her sister Liza Lu. Angel agrees with her. The two, Angel and Liza Lu, leave together, and the tragic tale of Tess ends.II. Background2.1Background of the novelThis story happened in the late of Britain's Victorian era,in this time, Capitalist class controlled all right, and the law were serviced for them. Farmers were at the bottle of the society. They had never equal right as the capitalist class. Tess as a woman in the Victorian era,she cannot avoided the “Hegemony” father right awareness to “woman” nature understanding. And in the man society, tradition customs made women lost their independent status.。

高二英语选修六 Unit 1 Art 教学PPT

高二英语选修六 Unit 1 Art 教学PPT

Read and discover:
People began to concentrate less on religious themes and adopt a more humanistic attitude to life. v. to give all your attention to sth Some Impressionist painters concentrate on representing the movement of light and shadow. Painters in Modern Art concentrate on certain qualities of the object.
2. What was the typical painting style during the Middle Ages? A typical picture at this time was full of religious symbols, which created a feeling of respect and love for God.
The blurry lines in the painting create a dreamy effect. Pictures of food create a feeling of hunger.
Read and discover:
He’s creatpainting. v. to invent or design something The government plans to create more jobs for young people. v. to make sth. happen or exist
Read and discover:

中考英语阅读理解单选题40题

中考英语阅读理解单选题40题

中考英语阅读理解单选题40题1. What is the main idea of the passage?A. The author's hobbies.B. A person's life story.C. A description of a place.D. An introduction to a book.答案:B。

这篇文章是人物故事类,主要讲述了一个人的生活经历,所以答案是B。

A 选项作者的爱好在文章中未提及;C 选项对一个地方的描述不符合文章内容;D 选项对一本书的介绍也与文章主题不符。

本题考查主旨大意题,需要通读全文,把握文章的核心内容。

2. According to the passage, where did the person grow up?A. In a big city.B. In a small town.C. In the countryside.D. Near the sea.答案:B。

文章中明确提到这个人在一个小镇长大。

A 选项大城市未在文中提及;C 选项乡村不符合;D 选项海边也不是这个人的成长地。

本题考查细节理解题,需要仔细阅读文章,找到与问题相关的信息。

3. Who is the main character in the story?A. A famous writer.B. A young student.C. An old man.D. A brave soldier.答案:C。

文章围绕一位老人展开故事。

A 选项著名作家不是文章的主角;B 选项年轻学生不符合;D 选项勇敢的士兵也不是。

本题考查细节理解题,通过对文章内容的分析确定主角。

4. What did the person do when he was young?A. He played football.B. He read a lot of books.C. He traveled around the world.D. He worked in a factory.答案:D。

新世纪研究生英语阅读C重点段落及翻译

新世纪研究生英语阅读C重点段落及翻译

Unit 1 science vs. the humanities1.Are the humanities useless frill—a vestigial appendage of our antiquated educational system? Has the importance of technology been stressed over that of the humanities at a time when perhaps the converse should be true? Should we bother at all to teach the humanities in our schools? These are questions which have often beset educators and serious-minded thinkers. Let us investigate these questions in their broad context, for our heritage depends to an extent on the answers.人文学科是否只是一种无用的装饰品,是我们陈旧时的教育体系中发育不全的附属体?在一个也许更需要更强调人文学科的重要性的是代理,是否相反过分强调了技术的重要性?我们究竟该不该在学校里不厌其烦地教授人文学科?这些是常常困扰教育家和理性思想家的问题。

让我们在更宽的范围内研究这些问题,因为我们文化遗产的传承在一定程度上取决于对这些问题的问答。

2.The humanities are not a mere device; they are not agencies for general improvement. The humanities in the broad cultural sense,and in the narrow academic one,have uses that are much more intimate and permanent. In any generation, persons are born who find books, music, works of art, and theaters in the world and are instinctively drawn to them. These people grow up with an ingrained desire for the objects of their interest and a preference for people of like taste. a larger group, though less intent, takes similar pleasure in artistic activities from time to time. The two groups together are strong enough to impose on the remainder the daily presence of what delights them.人文学科不是一种单纯的工具,也不会促成一般意义上的进步。

英语六级(2010.06-2012.12)阅读题答案

英语六级(2010.06-2012.12)阅读题答案

At the heart of the debate over illegal immigration lies one key question: are immigrants good or bad for the economy?52 D. The general public thinks differently from most economists on the …53. B. They can get consumer goods at lower prices.54. C. They have a harder time getting a job with decent pay.55. D. It may place a great strain on the state budget.56. C. People are making too big a fuss about something of small impact.A recurring criticism of the UK's university sector is its perceived weakness in translating new knowledge into new products and services.57. A. they still have a place among the world leaders.58. B. It does not reflect the differences among universities.59. A. concentration of resources in a limited number of universities.60. A. Fully utilize their research to benefit all sectors of society.61. C. By promoting the efficiency of technology transfer agencies.As anyone who has tried to lose weight knows, realistic goal-setting generally produces the best results.52. D. Its negative effects have long been neglected.53. A. Goals with financial rewards have strong motivational power.54. B. They resorted to unethical practice to meet their sales quota.55. B. Its conclusion is not based on solid scientific evidence.56. A. Studying goal-setting can throw more light on successful business practices. Amid all the job losses, there’s one category of worker that the economic disruption has been good for: nonhumans.52. D The robotic industry has benefited from the economic recession.53. B Moving production to other countries.54.C They compete with human workers.55. B They beat humans in precision.56. D It will be applied in any field imaginable.Apparently everyone knows that global warming only makes climate more …57 A) They can attract people’s attention to their reports.58 D) There is no way to prove its validity.59 A) Demand for food has been rising in the developing countries.60 C) It has dropped greatly.61 B) They do a disservice to addressing the problem.Among the government‟s most interesting reports is one that estimates what parent s spend on..56 B Raising children is getting expensive.57 C Economic downturn.58A Optimism for the future59 D They don‟t rely on their children to support them in old age.60D To appeal for tax reduction for raising childrenA new st udy from the Center for Information and Research on Civic Learning andEngagement (CIRCLE)57 A) More young voters are going to the polls than before.58 C) Whether young people will continue to support Obama’s policy.59 D) Their lives in rela tion to Obama’s presidency.60 C) Their utilization of the Internet.61 D) They are indifferent to politics.Call it the “learning paradox”, the more you struggle and even fail while you‟re trying to learn new information, the better you‟re likely to recall and apply1C Failure more often than not breeds success.2C Giving students detailed guidance and instruction.3B It is a sensible way of leaching4D It should be difficult enough but still within their reach.5A Students will be grateful in the long run.For most of the 20th century, Asia asked itself what it could learn from the modern, innovating West.57. D) Free market plus government intervention.58. B) Government regulation hinders economic development.59. B) Effective measures adopted by the government.60. D) They give up the idea of smaller government and less regulation.61. D) Excessive borrowing.In the early 20th century, few things were more appealing than the promise of scientific knowledge.52) A solve virtually existing all problems53) D They realized that science and technology alone were no guarantee for a better54) C America is lagging behind in the STEMS disciplines.55) A Insufficient funding.56) C Humanistic thinking helps cultivate and define our culture and values.In 2011, many shoppers chose to avoid the frantic crowds and do their holiday sho pping from the comfort of their computer.52. A. It is more comfortable and convenient.53. C. They had no chance to touch them when shopping.54. A .To test his hypothesis about online shopping.55. B. More motivated to own it.56. D. Physical touch helps form a sense of possession.Just over a decade into the 21st century, women‟s progress can be celebrated acros s a range of fields.61A) It still leaves much to be desired.62B) Where women‟s rights are protected by law63D) They are underrepresented in politics64B) It does not guarantee a better life for the nation‟s women65D) Tap women‟s economic potential.Only two c ountries in the advanced world provide no guarantee for paid leave from work tocare for a newborn child52 A) America is now the only developed country without the policy.53 D) The opposition from business circles.54 B) Good parenting benefits society.55 B) They fail to provide enough support for parents.56 D) It is basically a social undertaking.Picture a typical MBA lecture theatre twenty years ago. In it the majority of students will have conformed to the standard model of the time: male, middle class and Western.57. A. Greater diversity.58. B. It will produce business leaders of a uniform style.59. C. Attitude and approach to business.60.C. Applicants from outside the traditional sectors.61.D. It is shifting towards more collaborative models.Space exploratio n has always been the province of dreamers: The human imagin ation readily soars where human ingenuity (创造力)struggles to follow.61A imagination is the mother of invention62C) It sounded very much like a dream63A) It may not bring about immediate economic gains.64D) Supportive65B) They can be solved sooner or later with human ingenuity.There was a time not long ago when new science Ph.D.s in the United States were expected to pursue a career path in academia (学术界).56C) They often have to seek jobs outside the academic circle.57A) It should be improved to better suit the job market58C) An IDP be made in consultation with an adviser.59B) help employees make the best use of their abilities to achieve their career goals 60A) It is an effective tool of self-assessment and introspection for better career plans. Vernon Bowman, a 75-year-old farmer from rural Indiana, did something that got him sued.61B) He planted soybeans without paying for the patent.62C) Rule against Monsanto‟s excessive extension of its patent rights.63A) Patent rights should be protected to encourage innovation64D) Whether patent for living things applies to their later generations.65D) The ruling would be in Bowman‟s favor if th e case were argued in a Hollywood movie.Will there ever be another Einstein? This is the undercurrent of conversation at Einstein memorial meetings throughout the year.57. D. It will be some time before a new Einstein emerges.58. B. His independent and abstract thinking59. D. They often go into fields yielding greater financial benefits.60. D. Nobody will read papers on apparently ridiculous theories.61. B. was little known in academic circlesWhat's the one word of advice a well-meaning professional would give to a recent college graduate?52D) It could lead to slower growth of the national economy53. A It indicates that economic activities in the US have increased.54. C Producers of agricultural goods and raw materials55. C People’s reluctance to spend56. B To increase their market share overseas.You’ve now heard it so many times, you can probably repeat it in your sleep. President Obama will no doubt make the point publicly when he gets to Beijing57A They had to tighten their belts.58C Improving China s social security system59D A healthy savings rate promotes economic prosperity.60C When Beijing mentions in public the huge debts America owes China.61A To urge the American government to cut defictis.。

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1.3 Environment
The current VRML sound model specifies no properties for the environment of a sound, so this is where most improvement is required. Noticeable effects of the environment on sounds include attenuation with distance, time delay, Doppler shift, ambience in interior spaces, occlusion of sound by intervening objects, reflection, refraction and interference. The earlier items in the list are relatively easy to model, becoming more and more expensive until interference, which requires an approach analogous to ray tracing. Attenuation with distance is already modelled, and is analogous to perspective in visual environments. Time delay and Doppler shift are important consequences of the low speed of sound. However, the diversity of applications for VRML imply that the sound speed should be settable by the world designer. For entertainment, especially, users have been conditioned to expect sound and vision to coincide exactly, even where large distances are involved. The sound speed must therefore be specified as a parameter of the world. Ambience and occlusion are more expensive effects. Both can already be modelled to some extent by overlapping different sound fields playing pre-filtered samples, but the applications for this often involve looped ambient sounds. In order to reduce the apparent repetition of these sounds, they are often large, and this is exacerbated by having to download multiple copies. By specifying transformations on these sounds, we can download a single instance of the sample data and use it again and again in different contexts.
1.2 Listener
The parameters for the listener are dependant on the individual user rather than the environment, and are thus properly addressed as a browser set-up and implementation problem rather than an issue for the world designer. However, for the implementer’s sake it is worth reviewing the properties of the listener. A complete listener model should take into account a head-related transfer function (HRTF) which applies different filter parameters to a sound depending on its direction relative to the head of the listener. An accurate HRTF model is surprisingly complex and is computationally expensive without specialized hardware. A much simplified HRTF just takes into account the position and direction of the listener’s ears, substituting the subtle filtering effects of the head and outer ear with a relatively cheap calculation of different volumes for each ear. This is already mandated by the VRML specification. More accurate direction perception can be accomplished at little extra cost by also modelling the time difference between the two ears.
2. PROPAGATION EFFECTS
Both time delay and Doppler shift can be explained and modelled effectively by regarding the propagation of sound. The delay between a stationary listener and a stationary source is almost trivial to calculate; it is simply the distance between them divided by the speed of sound. For a moving listener, the listening position will be different at the beginning and end of any particular period. Thus, over this period the portion of sound heard can be more or less than the actual sound emitted the same period.
1. AURALIZATION PROPERTIES
The current sound model takes into account only properties of each sound source itself, and the listener’s position relative to it. This is equivalent, in visual terms, to rendering only the light sources in a scene. A full auralization of the scene [6] is too expensive for modest hardware to perform in real time, so we must concentrate only on the most important aspects of the aural environment.
Towards More Realistic Sound in VRML
Sean Ellis* Superscape VR plc †
Abstract
While many pleasing effects are possible using the current VRML sound model [9], it falls short of producing convincing aural environments. Sound sources are not easily affected by their environment, and workarounds for this often increase file sizes dramatically. This paper presents possible methods for defining additional sound cues in such a way as to allow rendering of ambience, timeof-flight delays, and Doppler shifts within the limited processor power afforded by typical VRML browser systems. The proposed system will be easily scaleable to any number of sound sources and environmental parameters at any time. In addition, identification of aurally less important elements can be made simple and automatic, allowing dynamic load balancing with other tasks CR Categories and Subject Descriptors: I.3.7 [Computer Graphics]: 3-Dimensional Graphics and Realism - Virtual Reality Additional Keywords: virtual worlds, virtual environments, sound, auralization, infinite impulse response filters.
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