Network_ATM_PostGraduate_2_2005
05年作文考研英语
05年作文考研英语In 2005, the topic for the English composition section of the postgraduate entrance exam was "The Impact of the Internet on People's Lives". This topic has been widely discussed and debated, as the Internet has become an integral part of modern society. Below is a high-quality essay based on this topic, with a word count of over 1500 words.The Impact of the Internet on People's Lives。
In the past few decades, the Internet hasrevolutionized the way people live, work, and communicate. With the click of a button, we can access a wealth of information, connect with people around the world, and even shop for groceries without leaving our homes. The Internet has transformed our lives in ways we never could have imagined, but it has also brought about a host of challenges and concerns.One of the most significant impacts of the Internet on people's lives is the way it has changed the way we communicate. In the past, communication was limited toface-to-face interactions, phone calls, and letters. Now, we can send emails, instant messages, and video calls to anyone, anywhere in the world. This has made it easier than ever to stay in touch with friends and family, but it has also made it easier to become disconnected from the people around us. With the rise of social media, many people spend more time interacting with their screens than with the people in their lives, leading to feelings of isolation and loneliness.Another major impact of the Internet is the way it has changed the way we work. With the rise of remote work and freelancing, more and more people are able to work from anywhere in the world, as long as they have an Internet connection. This has led to greater flexibility and freedom for workers, but it has also blurred the lines between work and personal life. Many people find themselves checking their work emails late into the night or on weekends, leading to burnout and stress. Additionally, the rise ofthe gig economy has led to a lack of job security and benefits for many workers, as companies can easily hire and fire employees at will.The Internet has also had a profound impact on the way we access information. In the past, we had to rely on libraries, newspapers, and encyclopedias to find information on a particular topic. Now, we can simply type a few keywords into a search engine and instantly access millions of articles, videos, and websites on any subject imaginable. This has democratized access to information, making it easier for people to educate themselves and stay informed on current events. However, it has also led to the spread of misinformation and fake news, as anyone can publish content online without fact-checking or verification.In addition to these impacts, the Internet has also changed the way we shop, entertain ourselves, and even find love. With the rise of e-commerce, we can now buy anything we want with just a few clicks, and have it delivered to our door in a matter of days. Streaming services likeNetflix and Spotify have revolutionized the way we consume media, allowing us to watch movies and listen to music on demand. And dating apps like Tinder and Bumble have made it easier than ever to meet new people and find love, but they have also led to a rise in hookup culture and shallow relationships.Overall, the Internet has had a profound impact on people's lives, both positive and negative. While it has made it easier than ever to communicate, work, and access information, it has also led to feelings of isolation, stress, and misinformation. As we continue to navigate the digital age, it is important to be mindful of the ways in which the Internet is shaping our lives, and to strive for a healthy balance between online and offline interactions. Only then can we truly harness the power of the Internet to improve our lives and the world around us.。
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英语二自学教程课后作文题目和答案
英语二自学教程课后作文题目和答案全文共3篇示例，供读者参考篇1Title: Self-Study Tutorial for English II - Post-Homework Essay Questions and AnswersIntroduction:In this self-study tutorial for English II, students are encouraged to delve deeper into various topics covered in the course through essay questions. These questions are designed to test their comprehension, critical thinking skills, and ability to express themselves effectively in written English. Below are some sample essay questions along with model answers.Essay Question 1:Discuss the impact of technology on communication in the 21st century. How has the rise of social media and digital communication platforms changed the way people interact with each other?Model Answer:Technology has revolutionized the way people communicate in the 21st century. The advent of social media platforms such as Facebook, Twitter, and Instagram has made it easier for individuals to connect with others, share their thoughts and ideas, and stay updated on current events. These platforms have broken down barriers of time and space, allowing people to communicate instantaneously with others from around the world. However, this increased connectivity has also raised concerns about privacy, cyberbullying, and the spread of misinformation. Overall, technology has both positively and negatively impacted communication in the modern age.Essay Question 2:Discuss the role of education in promoting social equality. How can access to quality education help bridge socioeconomic disparities and empower individuals from marginalized communities?Model Answer:Education plays a crucial role in promoting social equality by providing individuals with the knowledge and skills they need to succeed in life. Access to quality education can help bridge socioeconomic disparities by leveling the playing field and empowering individuals from marginalized communities topursue higher education, secure better job opportunities, and improve their quality of life. Education also promotes critical thinking, creativity, and problem-solving skills, which are essential for social mobility and economic advancement. In essence, education is a powerful tool for reducing inequality and creating a more inclusive society.Essay Question 3:Discuss the impact of globalization on cultural diversity. How has the spread of Western culture through media, technology, and international trade affected local traditions and values in different parts of the world?Model Answer:Globalization has led to the homogenization of cultures and the spread of Western values and norms to virtually every corner of the globe. The dominance of Western culture in mainstream media, technology, and international trade has resulted in the erosion of local traditions and values in many parts of the world. While globalization has brought about increased interconnectedness and economic growth, it has also led to the loss of cultural diversity and heritage. It is important for societies to strike a balance between embracing global influences and preserving their unique cultural identity.Conclusion:In conclusion, the essay questions presented in thisself-study tutorial for English II are designed to stimulate critical thinking and foster deeper understanding of key concepts related to communication, education, and globalization. By reflecting on these questions and crafting thoughtful responses, students can enhance their writing skills, analytical abilities, and cultural awareness. Through continuous self-study and engagement with course material, students can maximize their learning experience and achieve academic success in English II.篇2Title: Self-Study Tutorial for English II: Post-Lesson Essay Questions and AnswersIntroductionIn this self-study tutorial for English II, students are provided with a series of essay questions at the end of each lesson to test their understanding of the material covered. In this document, we will provide sample answers to some of these essay questions to help students better grasp the concepts and improve their writing skills.Essay Question 1: Discuss the significance of character development in a novel you have read.Answer:Character development plays a crucial role in shaping the narrative of a novel and engaging the readers. In the novel "To Kill a Mockingbird" by Harper Lee, the evolution of characters such as Scout and Atticus Finch is central to understanding the themes of racism, morality, and innocence. Scout, the protagonist, undergoes significant growth throughout the novel as she learns valuable lessons about empathy, racism, and equality from her father, Atticus.Atticus Finch, a compassionate and principled lawyer, serves as a moral compass in the novel, imparting wisdom and integrity to both his children and the community. Without the compelling character development of Scout and Atticus, the novel would lack depth and fail to convey its powerful message about social injustice and the importance of standing up for what is right.Overall, character development enhances the richness and complexity of a novel, allowing readers to connect with the characters on a deeper level and appreciate the underlying themes and messages conveyed by the author.Essay Question 2: Analyze the use of symbolism in a poem you have studied.Answer:Symbolism is a powerful literary device that adds layers of meaning to a poem and enables readers to interpret the text on multiple levels. In the poem "The Road Not Taken" by Robert Frost, the diverging paths symbolize the choices and decisions we make in life, and the consequences that follow. The poet's dilemma of choosing between two equally appealing paths reflects the universal human experience of uncertainty and doubt.The yellow wood mentioned in the poem symbolizes the season of autumn, a time of transition and change, mirroring the speaker's contemplation of his life choices. Furthermore, the diverging paths represent the different directions one's life could take, highlighting the uncertainty and unpredictability of the future.Through the use of symbolism, Frost invites readers to reflect on the significance of choices and the impact they have on our lives. The poem encourages us to embrace uncertainty and take risks, as each decision we make shapes our destiny and defines who we are.ConclusionThrough the analysis of character development in a novel and symbolism in a poem, we have demonstrated the importance of these literary devices in enhancing the depth and meaning of a text. By engaging with these essay questions and exploring the complexities of literature, students can deepen their understanding of the material and develop their critical thinking and writing skills.篇3Title: English II Self-Study Tutorial Homework Questions and AnswersAs a student enrolled in an English II self-study tutorial program, I have encountered various thought-provoking homework questions that have challenged me to deepen my understanding of the English language. In this document, I will provide answers to several of these questions in the hopes of furthering my own learning and assisting others who may be struggling with similar concepts.1. Question: Write an essay discussing the importance of literature in shaping society's values.Answer: Literature plays a crucial role in shaping society's values by providing a platform for writers to explore complex themes and ethical dilemmas. Through the power of storytelling, literature has the ability to challenge prevailing norms and beliefs, provoke critical thinking, and inspire empathy and understanding. By engaging with a diverse range of perspectives and experiences, readers are exposed to different ways of thinking and are encouraged to question their own assumptions and biases. In this way, literature serves as a mirror reflecting society's values and allows for meaningful conversations about what it means to be human.2. Question: Compare and contrast the themes of love and power in two Shakespearean plays.Answer: In Shakespeare's plays "Romeo and Juliet" and "Macbeth," the themes of love and power are depicted in contrasting ways. While "Romeo and Juliet" explores the destructive power of forbidden love and the consequences of feuding families, "Macbeth" delves into the corrupting influence of unchecked ambition and the thirst for power. In "Romeo and Juliet," the protagonists' love defies societal expectations and ultimately leads to tragedy, highlighting the intense emotions and sacrifices that love can entail. In contrast, "Macbeth"portrays the devastating effects of power-hungry ambition and the moral decay that comes with the relentless pursuit of dominance. By examining these themes in both plays, we gain insight into the complexities of human relationships and the enduring relevance of Shakespeare's work.3. Question: Analyze the role of symbolism in a novel of your choice.Answer: In George Orwell's dystopian novel "1984," symbolism plays a central role in conveying the oppressive atmosphere of the totalitarian regime and the protagonist's struggle for freedom. The symbol of Big Brother, the omnipresent leader of the Party, represents the loss of individual autonomy and the constant surveillance that permeates society. The image of the Thought Police serves as a reminder of the dangers of controlling thoughts and suppressing dissent. Through these symbols, Orwell effectively communicates the theme of the power of language and the manipulation of truth in shaping reality. By unraveling the layers of symbolism in "1984," readers are invited to reconsider the implications of unchecked authority and the importance of preserving intellectual freedom.In conclusion, these challenging homework questions have prompted me to explore complex themes, analyze literary works,and develop critical thinking skills. Through engaging with these questions, I have deepened my appreciation for the power of language and the ways in which literature influences society. I look forward to continuing my journey of self-study and discovering new insights into the world of English language and literature.。
空卡英语二大作文
空卡英语二大作文In the modern era, technology has become an integral part of our daily lives, and its influence on education is both profound and multifaceted. This essay will explore the waysin which technology has transformed educational practices and the implications of these changes for students, teachers, and the learning process as a whole.Firstly, the advent of digital learning platforms has revolutionized the way educational content is delivered. Online courses, webinars, and virtual classrooms have made learning more accessible to a wider audience. Students from different parts of the world can now access high-quality education without the constraints of geographical location. This has led to a democratization of knowledge, where the barriers of entry into higher education have beensignificantly reduced.Secondly, technology has enabled personalized learning experiences. Through the use of adaptive learning software, educators can tailor their teaching methods to meet the individual needs of each student. This approach allows for a more engaging and effective learning process, as students can progress at their own pace and focus on areas where they need the most improvement.However, the integration of technology in education is not without its challenges. One of the primary concerns is thedigital divide, where unequal access to technology can exacerbate existing educational inequalities. Students from underprivileged backgrounds may not have the same access to technological resources as their more affluent peers, which can hinder their ability to fully benefit from technological advancements in education.Moreover, the overreliance on technology can sometimes leadto a decrease in critical thinking and problem-solving skills. With the abundance of information at their fingertips,students may become complacent and less inclined to engage in deep, analytical thinking. It is crucial for educators tostrike a balance between utilizing technology as a tool and fostering the development of essential cognitive skills.In conclusion, technology has brought about significant changes in the field of education, offering bothopportunities and challenges. It has the potential to enhance learning experiences and make education more inclusive, butit also requires careful consideration to ensure that it is used effectively and ethically. As we continue to navigatethe complexities of integrating technology into education, it is essential to remain mindful of its impact on the learning process and the need to support all students in their educational journey.。
雅思大作文graduates who cannot find
雅思大作文graduates who cannot find Nowadays, the employment of college students is becoming more and more of a problem. According to statistics, about 30% of graduate students can't find a job after graduation. These college student who cannot find jobs are at their worst. Why college graduates have difficulty finding jobs？ Why is it a big problem that puzzled people for years？ The reason for it is various. The main reason has the following points： Firstly, the number of the college student is increasing faster and faster these years. In addition, many colleges and universities fail to adapt their courses to the development of economy. Secondly, It's easy for some students to find work. But the fact is that some students don't want to do the job, they except to find a work with a higher salary. In addition, some graduates did not work hard in college, so they are not competent for jobs they want. Last but not least, some college students cannot come to terms with themselves and with the world around them. They pursue too high goals and are too particular about such factors as working conditions, salary, and so on. Therefore, they are reluctant to accept the job when they are offered to them. How can we deal with the problem？ In my opinion, students who are in colleges must work harder than before to keep theircompetitiveness. Only in this way can we find a suitable job. The government should take effective measures to expand employment. I do believe that this problem will be resolved soon.。
22-11-0040-01-0000-p802-22-d2-sponsor-ballot-comments-database
2Reddy, Ranga Approve Editorial1077.7.217 3Reddy, Ranga Approve Editorial1097.7.21.317 4Reddy, Ranga Approve Editorial1107.7.21.46 5Reddy, Ranga Approve Editorial1107.7.21.414 6Reddy, Ranga Approve Editorial1117.7.21.527Reddy, Ranga Approve Editorial1117.7.21.610 8Reddy, Ranga Approve Editorial1117.7.21.6149Reddy, Ranga Approve Editorial1127.7.21.811 10Reddy, Ranga Approve Editorial1137.7.248 11Reddy, Ranga Approve Editorial1187.8.5312Reddy, Ranga Approve Editorial1237.9.54 13Reddy, Ranga Approve Editorial1427.14.22814Reddy, Ranga Approve Editorial1447.14.22 15Reddy, Ranga Approve Editorial1557.14.2.102 16Reddy, Ranga Approve Editorial251829 17Reddy, Ranga Approve Editorial2528.1.12118Reddy, Ranga Approve Editorial2528.1.226 19Reddy, Ranga Approve Editorial2538.1.22820Reddy, Ranga Approve Editorial2538.1.445 21Reddy, Ranga Approve Editorial2548.2.12622Reddy, Ranga Approve Editorial2548.2.147 23Reddy, Ranga Approve Editorial2588.2.2.48 24Reddy, Ranga Approve Editorial2608.2.2.72025Reddy, Ranga Approve Editorial2628.2.3.250 26Reddy, Ranga Approve Editorial2638.2.3.2427Reddy, Ranga Approve Editorial2658.2.3.2.121 28Reddy, Ranga Approve Editorial2668.2.3.2.32329Reddy, Ranga Approve Editorial2668.2.3.2.326 30Reddy, Ranga Approve Editorial2668.2.3.2.326 31Reddy, Ranga Approve Editorial2688.2.3.2.5532Reddy, Ranga Approve Editorial2708.2.4.6.1.129 33Reddy, Ranga Approve Editorial2718.2.4.6.1.25 34Reddy, Ranga Approve Editorial2808.3.2.33535Reddy, Ranga Approve Editorial2828.4.22 36Reddy, Ranga Approve Editorial2828.4.23 37Reddy, Ranga Approve Editorial51013.1.2.5.329 38Reddy, Ranga Approve Editorial51113.1.2.5.3.1.92339Reddy, Ranga Approve Editorial42410.7.1.39 40Reddy, Ranga Approve Editorial25181941Reddy, Ranga Approve Editorial2538.1.22142Reddy, Ranga Approve Editorial2528.13 43Reddy, Ranga Approve Editorial237 6.23.3.2.2.42 44Reddy, Ranga Approve Editorial237 6.23.3.2.2.52 45Reddy, Ranga Approve Editorial237 6.23.3.2.2.62 46Reddy, Ranga Approve Editorial456131 47Reddy, Ranga Approve Editorial11648Gurley, Thomas Approve Editorial1407.14.1.23 49Gurley, Thomas Approve Editorial1457.14.2.26 50Gurley, Thomas Approve Editorial3599.12.2.126 51Gurley, Thomas Approve Editorial3599.12.2.129 52Ko, Gwangzeen Approve Editorial1141 53Rahman, Mohammad Approve Editorial623C2.10.23 54Rahman, Mohammad Approve Editorial623C2.10.25 55Rahman, Mohammad Approve Editorial623C2.10.21856Rahman, Mohammad Approve General625C2.10.32 57Rahman, Mohammad Approve Editorial625C2.10.310 58Rahman, Mohammad Approve Editorial625C2.10.31759Rahman, Mohammad Approve Editorial617C2.9 60Rahman, Mohammad Approve Technical623C2.1061Struik, Rene Disapprove Technical42 62Struik, Rene Disapprove Technical5263Struik, Rene Disapprove Technical2998.6.2.3is done by the Registration process. After a device is authenticated, theregistration process determines if a CPE has the capabilities to supportoperation in the network. If it does, the BS authorizes the CPE by providing the appropriate configuration in the REG-RSP, if the CPE doesn't, the BS de-registers the CPE.In Table 160, the text describing the Transaction ID and Encoded AttributesNo refer to messages that no longer exist in the draftSCM messages facilitate authentication not authorization NoNo SCM messages facilitate authentication not authorization. Also, the CPE andAAA server authenticate each otherSCM messages facilitate authentication not authorization NoNo SCM messages facilitate authentication not authorization. Also, the CPE andAAA server authenticate each otherSCM messages facilitate authentication not authorization NoNo SCM messages facilitate authentication not authorization. Also, the CPE andAAA server authenticate each otherNo SCM messages facilitate authentication not authorization. Also, the CPE andAAA server authenticate each otherIn the authentication exchange with the AAA, certain SAs are configured forNo each CPE.SCM messages facilitate authentication not authorization No SCM messages facilitate authentication not authorization NoNo SCM messages facilitate authentication not authorization. Also, the CPE andAAA server authenticate each other. When a CPE can't be authenticated, theBS shall have to de-register it not send a denial of service (you can't send aDOS).No SCM messages facilitate authentication not authorization. Also, the CPE andAAA server authenticate each otherNo Clause 8 defines means for authentication, and MAC addresses is transmittedto BS during RNG-REQ.No Lines 29-30 do not provide any additional benefit, and these concepts arediscussed earlier in the draft.SCM messages facilitate authentication not authorization NoSCM messages facilitate authentication not authorization No SCM messages facilitate authentication not authorization. Also, the text for theNo sentence that starts on 28 and ends on 29, doesn't seem to be complete.No SCM messages facilitate authentication not authorization. We also don't allowfor a selection of authentication methods, as we have standardized on EAP-TLS/TTLS. What this text here refers to options for protecting data messages.SCM messages facilitate authentication not authorization No SCM messages facilitate authentication not authorization No SCM messages facilitate authentication not authorization No SCM messages facilitate authentication not authorization. Also the sentence onNo lines 20-21, pg 260 is not completeThe name of the ASM state is incorrect.NoNo An SAID is used to identify an SA. TEK state machines are used to maintainkeys for the SA itself, not the SAIDSCM messages facilitate authentication not authorization NoNo SCM messages facilitate authentication not authorization. Also, the term "FSM"is not really defined anywhereSCM messages facilitate authentication not authorization. Also, the term "FSM"No is not really defined anywhereNo SCM messages facilitate authentication not authorization. Also, the term "FSM"is not really defined anywhereNo The 2-A action is incorrectly described, the event to be referenced in the TEKstate machine diagram and table (figure 115, table 189) refer to the event as Authenticated.SCM messages facilitate authentication not authorization No SCM messages facilitate authentication not authorization NoNo An SAID is used to identify an SA. TEK state machines are used to maintainkeys for the SA itself, not the SAIDSCM messages facilitate authentication not authorization No For grammar, after "mode" pls add "is used"No SCM messages facilitate authentication not authorization No SCM messages facilitate authentication not authorization NoThe definition of access URL information in 10.7.1.3, doesn't match the formatwe adopted for 10.7.1.1NoThe text here on lines 19 through 22 are confusing. Right now the draft doesn't support optional support of execution of authentication services. A CPE must be authenticated. This is because the authentication process sets up keying that is used to protoect MAC management messages. We do however, support optional configuration fo securiy for user data. Support of security for user data is negotiated during the authentication exchange. The text in this paragraph should be updated to reflect this. Also, if a CPE can not be authenticated it should be de-registered/shutdown. THe CPE should then attempt association with one of the other wran services it detected on initializaton.NoThe text here on lines 21-24, refers to BS and CPE authenticating each other.This is incorrect, the CPE and AAA authenticate each other. Also we need tomention here that during authentication exchange, keying to protectmanagement messages is setup and optional protection of user data isnegotiated.NoSCM messages facilitate authentication not authorization No This section is numbered wrong No This section is numbered wrong No This section is numbered wrong No In clause 13, pls update all section/table/figure references to align with current numbering elsewhere in the draftNoPls run through draft with spell/grammar check to correct any grammar/spellingissuesNo "shall acquires" should be "shall acquire"No "shall acquires" should be "shall acquire"NoPer minutes of 17 Feb PHY call, Table 229 applies only to connector, not cable.NoPer minutes of 17 Feb PHY call, Table 229 applies only to connector, not cable.NoReplace EEC with ECC No the semicolon (;) is missed at the end of sentence, also line 8No NCPPP, also line 13No also line 20, 22, 23: the indention is not well done for the sentences NoHalf of the round brackets ')' is input at the end of the sentence by mistake No The word 'and' is missed in sentence "This is an optional step (and) the block is shown..."Noalso line 19, The round brackets () is not correctly shown in the Equations (7)and (8)NoThe section title mentions CBM. However, CBM includes only upto C2.9.3.No C.2.9.4 is a different method: Improved energy detection for analog TVThe sensing methods for DVB-T dont work good enough without smartNo threshold setting.(TR) Clause 2, p. 4, l. 43: RFC 2437 (PKCS#1, v2.0), if so, this would allowYes RSA MultiPrime and, thereby, RSA schemes with different cryptographicproperties than the original scheme. It is unclear whether this is intended.Moreover, NIST SP 800-56 explicitly rules out support for MultiPrime, thusmaking it a less suitable choice to support in case this standard would also beused by US Government agencies. Suggested remedy: Refer to a specificversion of PKCS#1 - early enough version without support for RSA MultiPrime.Yes (TR) Clause 2, p. 5, l-12: To my knowledge, the SEC4 specification is only adraft specification and, thereby, may be subject to change. A standard shouldnot reference external specifications as normative references, it the latter areonly draft standards. Suggested remedy: Create an Annex that specifies the fulldetails of the SEC4 scheme as used in the IEEE 802.22 standard, so as to be independent of any changes made by an external standards body. Please notehere that the latest draft on the SECG website is v0.91 (dated November 18,2008) and, although the final specification was supposed to be published priorto end of February 2011, this did not happen. Note: Please note also IACRePrint 2009-620. Is it known that the composition of ECQV and ECPVS issecure (I have seen convincing papers on these individually, but not acompositional proof).Yes (TR) Clause 8.6.2.3, p. 299, Table 135: This table suggests the use of ellipticcurves of bit-size 163-bits, thus offering a cryptographic strength of just 80-bits.This would not be allowed according to key management guidelines of NISTSP 800-57, since 80-bit crypto strength is not to be endorsed from 2011onwards. Suggested remedy: specify an elliptic curve with higher cryptographicbit strength.Pls follow the editorial instruction in 22-11/0036r1Agree on line 17, pg 109, replace "authorization" with "authentication"Agree Pls follow the editorial instruction in 22-11/0036r1Agree on line 14, replace "Authorization" with "Authentication"Agree Pls follow the editorial instruction in 22-11/0036r1Agreeon line 10, replace "Authorization" with "Authentication"Agree Pls follow the editorial instruction in 22-11/0036r1AgreePls follow the editorial instruction in 22-11/0036r1Agree Change the status definition in Table 173 for 0x0E to 'reject-not-configured-forAgree the requested-SAID'Replace both instances of "authorization" in 7.8.5 with "authentication"Agree Replace both instances of "authorization" in 7.9.5 with "authentication"Agree Pls follow the editorial instruction in 22-11/0036r1AgreeIn Figure 34, update a) change "BS authorizes CPE?" to "AAA authenticatesAgree CPE?" b) change "Log BS authorization denial and remove BS from immediate consideration" to "Log authentication denial and remove BS from immediate consideration"Pls update text for 7.14.2.10 according to 22-11/0036r1AgreeDelete the text on lines 29-30, pg 251AgreeAgree on line 21, pg 252 replace "Authorization Exchange" with "authenticationexchange"Remove "/reauthorization" line 26, pg 252Agree Modify text on lines 28-29, pg 253 as indicated in 22-11/xxxr0AgreeOn line 45, pg 253, section 8.1.4, remove "authorization,"Agree On line 26, pg 254, 8.2.1, replace "A CPE is authorized for a GSA," with "ACPE is configured for a GSA,"AgreeOn line 47 pg 254, 8.2.1, replace "authorized" with "configured"Agree On lne 8, pg 258, 8.2.2.4, relace "authorized" with "configured"AgreeReplace the text on lines 20-21, pg 260, 8.2.2.7 (between tables 187 and 188) with the following: "Table 188 below gives an example of how the'Authenticator' can signal the 'Supplicant' with the values for SCM parameters as well as the cryptographic suite configuration of any SAs the CPE is configured for."Agreeon line 50, pg 262, 8.2.3.2, replace "Rekey Reauthorize Wait" with "Rekey Reauthenticate Wait"Agree See 22-11/0036r1 for proposed modification of text Agree One line 21, pg 265, 8.2.3.2.1, replace "Authorization" with "Authentication"AgreeOn lines 23-24, pg 266, 8.2.3.2.3: a) replace "Authorization FSM" with"Authentication state machine", b) replace "TEK FSM" with "TEK statemachine"AgreeOn lines 26-27, pg 266, 8.2.3.2.3: a) replace "Authorization FSM" with"Authentication state machine", b) replace "TEK FSM" with "TEK statemachine"AgreeOn lines 32, pg 266, 8.2.3.2.3: a) replace "Authorization FSM" with"Authentication state machine", b) replace "TEK FSM" with "TEK statemachine"Agree On line 5, pg 268, 8.2.3.2.5: replace Authorized with Authenticated AgreeOn line 29, pg 270, 8.2.4.6.1.1, replace Authorization with "initial Authentication"AgreeOn line 5 pg 271, 8.2.4.6.1.2, replace Authorization with "initial Authentication"Agree On line 35, pg 280, 8.3.2.3, replace the text "For each of its authorized SAIDs,the CPE" with "For each SA the CPE is configured for, the CPE"Agree On line 2, pg 282, 8.4.2, replace "Authorization" with "Authentication"AgreeAgree replace "authorization" with "authentication"Agree replace "authorized" with "configured"AgreeSee 22-11/0036r1 for proposed modification of text Agree See 22-11/0036r1 for proposed modification of text AgreeSee 22-11/0036r1 for proposed modification of text AgreeModify Figure 113, and replace "Authorization/SA Control" with "SA Control"Agree section numbering should be 7.23.3.2.2.4?Agree section numbering should be 7.23.3.2.2.5?Agree section numbering should be 7.23.3.2.2.6?AgreeAgreeAgreeDelete "s"Agree Delete "s"Agree Delete "coaxial cable and its"Agree Delete "Coaxial cable and" from title Agree Replace EEC with ECC Agree add the semicolon at the end of sentence Agree NCPPP should be italic, CPPP should be subscript AgreeAgree The sentences need to be indented to keep them to be uniform with the othersentencesplease correct Agree add the word 'and', the sentence becomes "This is an optional step and theAgree block is shown..."please correct Agreeplease clarifyAdd few lines of text metioning threshold setting method.Suggested remedy: Refer to a specific version of PKCS#1 - early enough version without support for RSA MultiPrime.Suggested remedy: Create an Annex that specifies the full details of the SEC4 scheme as used in the IEEE 802.22 standard, so as to be independent of any changes made by an external standards body. Please note here that the latest draft on the SECG website is v0.91 (dated November 18, 2008) and, although the final specification was supposed to be published prior to end of February 2011, this did not happen.Suggested remedy: specify an elliptic curve with higher cryptographic bit strength.Withdraw Aziz Rahman (email: 14 March 2011, 17:12:18 +0900):I will withdraw the comment #60, on 802.22 D2 as shownin the file: 802.22-11-40r0.Previous comment #100 from the first re-circulation.Previous comment #125 from the first re-circulation.Apurva's question:"IEEE 802.22 is planning to refer to the SEC4 Standardwhich is a Draft Standard under development as anormative reference."Micheller Turner's response:"The reference to the draft is fine. However, please makesure when it's referenced it includes the date and versionof the draft. Also, Please make sure the draft is readilyavailable, because we will need to footnote how the draftcan be obtained."Apurva:"IEEE SA is okay with us providing a normative referenceto a standard that is not complete, as long as it is readilyavailable and we refer to the exact version."Withdraw Rene Struik (email: 13 March 2011, 19:09:06 -0400):"Those are indeed the correct references and I confirm Iwill withdraw #1 you quoted below."OK Done.0 OK Done.0OK Done.0 OK Done.0OK Done.0 OK Done.0 OK Done.0OK Done.0 OK Done.0OK Done.0 OK Done.0OK Done.0 OK Done.0 OK Done.0OK Done.0 OK Done.0 OK Done.0OK Done.0 OK Done.0 OK Done.0 OK Done.0OK Done.0 OK Done.0OK Done.0OK Done.0 OK Done.0 OK Done.0 OK Done.0 OK Done.0 Still needs to be done.2OK Done.0 OK Done.0 OK Done.0 OK Done.0 OK Done.0 OK Done.0 OK Done.0 OK Done.0OK Done.0 OK Done.0 OK Done.0To be discussed with Aziz since this is4 NICT contribution.Since this is an NICT contribution, the5 suggested text could be added as an editorial matter related to this sensing method only if Aziz can provide the text.5 It is believed that the proposed changewas implemented in Draft 2.0 byspecifying an earlier version of the RFC throughout the Draft. Ranga to confirm.Need to specify the right version of the5 document (SECG version of November15, 2006) in section 2 and where it canbe found (URL?).OK No change.0。
自考英语二的相关作文
自考英语二的相关作文Title: The Importance of Self-Study in Learning English。
English is undoubtedly one of the most widely spoken languages in the world. Its importance in various aspectsof life, such as education, business, and technology,cannot be overstated. Therefore, mastering English proficiency has become a crucial skill for individuals seeking personal and professional growth. In the context of self-study for the English Language Proficiency Exam II, or 英语二自考, it is essential to understand the significanceof independent learning and its impact on achievinglanguage fluency.To begin with, self-study offers individuals the flexibility to tailor their learning experience accordingto their specific needs and preferences. Unlike traditional classroom settings, where the pace and content are predetermined, self-study allows learners to set their own learning objectives and progress at their own pace. Thispersonalized approach enables individuals to focus on areas where they need improvement, whether it be grammar, vocabulary, or pronunciation, thus maximizing their learning potential.Furthermore, self-study cultivates essential skills such as self-discipline, time management, and resilience. Learning a language requires consistent practice and dedication, which can be challenging without external supervision. However, through self-study, individuals learn to take responsibility for their learning journey, allocating time efficiently and persevering through difficulties. These skills are not only valuable for language acquisition but also transferable to other areas of life, contributing to overall personal development.Moreover, self-study encourages active engagement and critical thinking, essential components of language acquisition. Instead of passively receiving information from a teacher, learners are actively involved in the learning process, searching for resources, analyzing content, and applying knowledge in real-life contexts. Thisactive learning approach not only enhances comprehensionand retention but also fosters creativity and problem-solving skills, which are integral to effective communication in English.Additionally, self-study provides access to a vastarray of resources and learning materials, beyond what traditional classrooms offer. With the advent of technology, learners have access to online courses, interactive tutorials, language apps, and multimedia resources, all of which cater to different learning styles and preferences. Whether it's watching English movies, listening to podcasts, or participating in language exchange forums, self-study allows individuals to explore diverse learningopportunities and immerse themselves in the language environment.Furthermore, self-study promotes autonomy and independence, empowering learners to take control of their learning journey. Instead of relying solely on external guidance, learners become self-reliant, capable ofidentifying their strengths and weaknesses and devisingstrategies to overcome challenges. This autonomy not only fosters a sense of ownership and achievement but alsoinstills confidence in one's abilities, which is essential for success in language proficiency exams like 英语二自考.In conclusion, self-study plays a pivotal role in learning English effectively and achieving language fluency. By offering flexibility, cultivating essential skills, encouraging active engagement, providing access to diverse resources, and promoting autonomy, self-study empowers individuals to take charge of their learning journey and realize their full potential. Therefore, for anyone preparing for the 英语二自考 exam or seeking to improvetheir English proficiency, embracing self-study is not just a choice but a necessity in today's globalized world.。
英语二考研作文总结范文
英语二考研作文总结范文Title: A Summary of the Postgraduate English Test Level II Writing Sample。
Introduction:The postgraduate English test (Level II) is a crucial examination for Chinese students pursuing higher education. Among its components, the writing section demandsparticular attention, as it assesses students' ability to express ideas coherently and effectively in English. Inthis essay, we will analyze and summarize a widely downloaded sample essay found online, followed by a high-quality imitation of no less than 1500 words.Summary of the Sample Essay:The downloaded sample essay begins with a clear introduction that outlines the importance of the internet and its impact on people's lives. It proceeds to discussthe benefits of online communication, such as convenience and accessibility, as well as the drawbacks, including reduced face-to-face interaction and the spread of misinformation. The essay then presents a balanced view by suggesting that while the internet offers numerous advantages, it also poses challenges that need to be addressed. Additionally, the conclusion emphasizes the need for individuals to use the internet responsibly and critically.Imitation Essay:Title: The Influence of the Internet on Modern Society。
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5. ATM Adaptation Layer
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பைடு நூலகம்
1. QoS Service Catagories
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4. AAL1 • A function of the AAL associated with Class A data, AAL1, is to ensure that there is timing integrity between the sending and the receiving end.
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5. AAL2
• AAL2 defines the transport of VBR traffic that is timingsensitive, such as VBR audio and video.
Class B Required
Class C
Class D
Not required Variable
Constant Connection-oriented AAL 2
Connectionless AAL 3 AAL 5 AAL 4
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5. AAL2 (cont.) Initial AAL 2 header • CID Field The channel identifier field identifies the individual user channels within the AAL2, and allows up to 248 individual users within each AAL2 structure. • LI Field The length identifier identifies the length of the packet payload associated with each individual user, and assures conveyance of the variable payload. • UUI Field One current use for the User-to-user field is to negotiate a larger Maximum Transfer Unit (MTU) size for IP.
To ensure the integrity of the SN field, it is protected by the SNP (Sequence Number Protection) field, which is a three-bit CRC check with an additional even-parity bit.
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3. Usage of Adaptation Layer
AAL is used to adapt a source application to ATM ATM switching takes place in the ATM Layer.
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1. QoS Service Catagories (cont.) UBR operates on a 'best effort' basis, with no reservation of bandwidth. Signalling used to set up and clear down calls is normally transmitted as UBR,as is Local Area Network Emulation (LANE) traffic. GFR is a new service category which is still being defined. It is intended to provide a mechanism that will deliver frames (as cells). If one cell is lost they are all lost. What is guaranteed is a frame rate rather than a cell rate.
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4. AAL 1 (cont.)
5. ATM Adaptation Layer
To format Class A data into cells, the data stream at the defined operating speed is simply chopped up into 47-byte chunks. Each 47-byte SDU is preceded by a one-byte header, resulting in a 48-byte payload.
CBR
VBR-RT
Constant Bit Rate
Variable Bit Rate - Real Time
VBR-NRT
ABR
Variable Bit Rate - Non-Real Time
Available Bit Rate
UBR
GFR
Unspecified Bit Rate
Guaranteed Frame Rate (later)
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1. QoS Service Catagories (cont.) CBR has been defined to support constant bit rate connectionoriented traffic where end-to-end synchronisation is required. This is otherwise known as ITU-T Class A performance requirements. VBR-RT has been defined to support variable bit rate connection-oriented traffic where end-to-end synchronisation is required. This is otherwise known as Class B performance requirements. VBR-NRT is for types of traffic which are predictable, yet do not require a timing relationship to be maintained end-toend. ABR service is designed for economical support of applications with vague requirements for throughputs and delays.
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Classes as defined by ITU-T rec. I 362
Class A Timing between source and destination Bit rate Connection mode Relevant Adaptation Layer AAL 1
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6. AAL3/4 • The two workgroups, AAL3 and AAL4,discovered that they had produced near-identical processes. The two work groups subsequently joined forces to produce the single adaptation known as AAL 3/4. • AAL 3/4 has a relatively high overhead. In this case, 4 octets are consumed by the header and trailer fields. After subtracting this overhead, the payload has been reduced to 44 octets. • Although originally designed to carry all manner of traditional data traffic, AAL 3/4 was seen as overly complex to implement and also as inefficient due to its high overheads. Consequently, most data traffic is carried in AAL 5.