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Teaching Digital Design to Computing Science Students in a Single Academic TermJos´e Nelson Amaral,Paul Berube,Paras MehtaDepartment of Computing ScienceUniversity of Alberta,Edmonton,Canadaamaral,berube,paras@cs.ualberta.caMailing Address:Jos´e Nelson AmaralDepartment of Computing ScienceUniversity of AlbertaEdmonton,AlbertaCanada,T6G2E8Phone:(780)492-5411Fax:(780)492-1071AbstractHow should digital design be taught to Computing Science students in a single one-semester course?This paper advocates the use of state of the art design tools and pro-grammable devices and presents a series of laboratory exercises to help students learn digitallogic.Each exercise introduces new concepts and produces the complete design of a stand-alone apparatus that is fun and interesting to use.These exercises lead to the most challengingcapstone designs for a single semester course of which the authors are aware.Fast progress ismade possible by providing students with pre-designed input/output modules.Student feed-back demonstrates that the students approve this methodology.An extensive set of slides,support teaching material,and lab exercises are freely available for downloading.Keywords:Digital logic design,digital systems,teaching laboratory,Field-Programmable Gate Arrays(FPGA).1IntroductionThe teaching of digital design in Electrical and Computer Engineering(ECE)curricula is well established.However,the teaching of digital design to Computing Science(CS)students has not been discussed at length in the engineering education literature.Additional constraints ina CS program include(1)reduced number of hours dedicated to hardware-related subjects;and(2)incoming students’lack of background on switching theory,analog circuits,electronics,and limited exposure to the concepts of concurrency,feedback,and timing.Even when incoming CS students lack what would be considered essential prerequisites in an ECE program,a well planned,one-semester course on digital design can produce adequate state-of-the-art training on digital design,expose students to key digital design principles,and allow the students to design and implement non-trivial apparatuses that work.This paper presents a methodology for the teaching of digital design in a single semester course in a Computing Science program.Section2examines alternative approaches to teaching logic design.Lecture material and teaching methodology are discussed in Section3.Then Sections4,5,and6present the laboratory environment and exercises,and Section7presents results from the student evaluation of the class.2Related ApproachesThis section reviews experiences and reflections about the transition from plug-boards to pro-grammable logic.The digital logic education literature provides extensive arguments against starting design labswith complex devices such as FPGAs.Kleinfelder et al.,Areibi,and Nickels advocate that when transitioning from low density logic devices mounted in plug-boards to programmable logic, digital design classes should retain some component of non-programmable small or medium-scale integrated circuits[1,2,3].Newman et al.chose to make the transition from plug-boards to programmable logic devices(PLDs),which are simpler than FPGAs[4].Nixon argues that the complexity of FPGAs are inappropriate for afirst course on logic design[5].Most of these observations stem from experiences within an ECE program where more time(in comparison with a CS program)is dedicated to digital design.In order to reach the state of the art in one term,the authors forgo the“touch and feel”experience awarded by lower scale integration.With careful planning and support material,an aggressive schedule of increasingly complex designs can be successfully implemented in one semester.Although the often extolled debugging of wire connections is absent from this lab environment,the use of an external keyboard,audio-set,Light Emitting Diode(LED)displays and pushbuttons gives the students an appropriate level of interaction with the devices that they design.Once FPGAs are selected to be used from the start of the course,a set of design tools must be chosen.Calazans and Moraes suggest that the availability of design tools and FPGAs allows the combined teaching of computer architecture and digital design early in a CS program(third term), and they recommend a combination of industry-grade and educational tools[6].Although some authors of educational tools are their strongest advocates(such as Rodr´ıguez-Pardo et al.[7]), others argue for industry-grade tools[8].In a curriculum with a single digital design course,the use of industry-grade tools is recommended because they afford the students the best training fora career that might include logic design.Instructors interested in switching to FPGA-based digital design laboratories will alsofind relevant description of experiences in[9]-[10].The course plan described here is distinct from these experiences because it focus on transitioning from very basic design skills to challenging capstone designs in one term.This goal is accomplished through the use of supporting modules for I/O operations.3Lecturing MethodologyIn-class time is effectively used by relying on an extensive set of slides for the lectures[11]. These slides are carefully designed to allow in-class interaction with the students.1Animation techniques are often used to allow in-class quizzes.Students are asked to put printout of slides aside and to take out paper and pencil to solve these quizzes.Logic gate construction follows Yale Patt’s abstraction of light switch to represent a transistor[12].The initial chapters of the adopted textbook,by John F.Wakerly,discuss number systems and electronic technology[13].This material is made into reading assignments with scheduled10-minute in-class quizzes.Homework assignments are regularly assigned,but in order to rationalize Teaching Assistants’(TAs)time the solutions are not collected for grading.Instead,short,scheduled,in-class quizzes test the same material at the homework due-date.The use of FPGAs requires the inclusion of VHSIC Hardware Description Language(VHDL)2 learning in the one-term course.The lab exercises were designed to minimize the in-class time(a)XSA-50+XStend,in custom enclosure(b)XSA-50+XStendFigure1:Development boards as used in the laboratory,from XESS Corp dedicated to VHDL.The students are told on thefirst day of class that they are expected to learn VHDL on their own.3Once this level of expectation is set,only two50-minute lectures are required to discuss the most important principles of VHDL modeling in class.The careful use of technology and old fashioned common-sense allows the development of a challenging but exciting one-term digital design course for a CS curriculum.Students now look forward to,and praise(Section7),this third year optional class in the program.4Laboratory EnvironmentThe exercises where used in a laboratory with20workstations,each workstation with a XSA-50FPGA board and an XStend daughter-board.4Desk fastened custom plastic enclosures min-imize wear and tear,accidental damage,or unsupervised removal and allows24-hour operation for the lab.Figure1(a)shows the enclosed boards connected to a parallel port of a host computer, to a power supply,to a PS2keyboard,and to a headphone set.Figure1(b)is a closer view of the XStend and the XSA-50outside the plexiglass encasing.4.1Hardware and Software EnvironmentsThe XStend boards have an8-segment bar-graph LED used to display binary values,a7-segment digital LED used as an alphanumerical display,and a stereo codec used for audio output. Inputs are accepted through the buttons on the XStend board,through the parallel port data lines, and from a keyboard attached to the PS2port.Students are provided with a module to interface with the keyboard.Once learned,this interface is re-used in several exercises.The XSA’s8MB Dynamic Random Access Memory(DRAM)and a128KB Flash memories are used to create designs that function without constant input from the user.The Xilinx Integrated Software Environment(ISE)5.2i is used for design entry.ISE presents a hierarchical view of the design process which clearly illustrates the dependencies and sequenc-ing of implementation tasks.VHDL Simili from Sonata Electronic Design Automation(EDA)is used for testbench-based simulation.VHDL Simili is more intuitive and user friendly for be-ginner students than the industry-strong ModelSim from Mentor Graphics.Testbench writing is challenging to the novice designer,thus students are provided rudimentary testbenches for all but the capstone labs.4.1.1TestbenchesWhen using a testbench the student can detect errors and identify signals that are assigned incorrectly.Testbenching also allows for easier grading of lab exercises.Teaching assistants (TAs)are provided with testbenches that are not published to the students,and hence can do a thorough,fast and fair comparison of designs.A simplified testbench driver is supplied to allow students to perform initial testing,and to provide the basis for a more complete testbench. Testbench inputs for self-checking testbenches are supplied as a textfile,and the corresponding correct outputs are provided in anotherfile.If simulated outputs do not match supplied outputs, an error message is generated.4.1.2DemonstrationSuccessfully simulated designs may not necessarily work in hardware since timing issues and hazards may not be simulated completely.Also,complex behaviors,such as the PS2protocol, are not simulated;instead,the PS2output is simulated.Hence,if the keyboard interface is not correctly connected to the keyboard pins,this error would not be simulated.Conversely,unsuc-cessful simulations do not imply total failure.To allow partial marks for partial functionality, demonstration is the only way to assess the extent of the student effort.5Term Lab ExercisesThis section provides only brief descriptions of thefirstfive plete descriptions and VHDL modules are found in the course web-page.Initial lab exercises familiarize the students with the integrated development environment and with the design of combinatorial circuits. Simple Alarm System.Design the logic for the control circuit of an alarm from a natural lan-guage specification.The students are required to build both a schematic diagram and a VHDL design so that they can contrast the advantages of both input formats.Parity Checker.Design a circuit to read a hexadecimal digit from a keyboard and calculate its parity.The parity is displayed as a numerical digit on a7-segment LED,while the input is represented in binary on a bar-graph LED.This lab introduces the board’s input/output features,structural VHDL,and the VHDL Simili simulator.Treehouse Encryption.Implement a bit-scrambling encryption algorithm.A standard PS2 keyboard is used as plete modules in VHDL and partially completed VHDL code are provided for the students to examine.Portions of the design are provided as spec-ifications that require the students to build a hierarchical design using submodules. Scrolling Message Display.Produce a scrolling message in the two neighboring7-segment LEDs of the XStend boards.The message to be displayed is stored in an Off-Chip Memory in ASCII format.The end of the message is detected by a special ASCII code.When the end of the message is reached,the message has to be scrolled in reverse order until the begin-ning of the message is reached,whereupon it will scroll forward again.A PS2keyboardFigure2:Block diagram for the Scrolling Message Display system.is used to control the speed of the scrolling.A block diagram for this lab is shown in Fig.2.Besides the VHDL code for the input and output interfaces,the students are also givena skeleton for the design of the Address-LED Multiplexer and for the Controlpletion of the code in these skeletons will produce the basic functionality of the simple scrolling device.However,to obtain the continuing forward-reverse scrolling function,the Control Unit must be re-designed.With a functional forward scrolling system,the use of a hierarchical design for the new Control Unit should be natural.Also,the control of the scrolling speed through the keyboard interface requires that the students implement a variable counter in the Control Unit to determine how often a new character has to be read from the Off-Chip Memory.This exercise introduces counters, multiplexing,and component reuse,and practices hierarchical design.Multi-Mode Calculator.Design afinite state machine that implements a two-digit hexadecimal calculator that handles input expressions in prefix,infix,or postfix form.The PS2interface is used both to select the operation mode,and to input the operations to be performed bythe calculator.The7-segment LEDs display the result of the calculations and the current operation mode.Numerical inputs are two digits.Addition,subtraction,and multiplication operations are supported in all modes.This calculator can be implemented as a single largefinite state machine(FSM)in which numerical inputs,arithmetic operators,and commands to change mode of operation are the inputs.However,a better strategy is for the student to break this FSM into smaller ones.For this lab no block diagrams are provided,and the students are free to build their design however they desire.6Capstone DesignsThefinal lab exercise is the capstone for the class.A collection of different exercises can be rotated as the capstone design in order to keep the course interesting and introduce some variation in the undergraduate program.Currently there are two capstone designs:a music recorder and an interactive game.6.1Music RecorderThe Music Recorder is the design of a musical keyboard played through the audio codec whose output can be recorded to and played back from the RAM.The design must also be able to transpose the music up or down by as much as one octave.The amount of transposition is set from the keyboard.Students are given only a natural(i.e.,English)language specification of the design.Students are provided with the keyboard interface and a series of VHDL modules that produce an audio interface with the codec that translates Musical Instrument Digital Interface(MIDI) note signals into sounds.Students are responsible for the design of the Control Modules. As a bonus,the students may expand their design to display the transposition of notes on the LEDs.This requirement demands that shared lines between the LEDs and the RAM memory be multiplexed.Important features of this lab include:(a)tones must be held while a keyboard key is de-pressed and stopped when the key is released(therefore,both key presses and releases must be monitored);(b)RAM must be accessed for both reading and writing;meaning control signals must be properly generated;and(c)control inputs can arrive from the keyboard asynchronously.A successful design depends on the proper interaction of several fairly complex state machines.6.2Type,Type,Revolution!Type,Type,Revolution!is based on a popular arcade game of similar name,“Dance,Dance, Revolution!”This assignment involves designing an interactive game using FPGAs.Students are given only high-level design specifications for this game.The game itself is fairly simple:the system reads an instruction from memory,selected from a set of directional keys(up,down,left,right),and displays the instruction on two7-segment LEDs on the XStend board.The user must then press the key corresponding to the displayed instruction before the next instruction is displayed.Three mistakes or missed keys are allowed before the game ends.At the end of the game the number of sequences completed is displayed.When the sequence ends,the user is credited one additional allowable mistake(to a maximum total ofthree),and the sequence repeats.Students are also encouraged to develop additional functionality for bonus marks.Suggestions include increasing the game speed after each completed sequence and making the length of time for each key variable.7Student FeedbackThis section presents results from a standard student evaluation of courses and a summary of a qualitative evaluation of the labs through written comments in the lab reports.Year#of Students Registered#of Responses5The size of the cohort for some questions and years was not published by the university,but it should be similarYear StronglyDisagree Neutral AgreeStronglyPercentile Disagree AgreeIn-class time was used effectively200011210650%of8510200101320750%2002010191150%2003001102775%Overall,the quality of the course content was excellent20001137850%of8523200100719550%200211615850%2003004151975%Table2:Student’s reaction to various statements evaluating the coursethe answers are compared with all sessions evaluated in that term at the University of Alberta. The disruption caused by the adoption of VHDL and FPGAs caused a significant reduction in the number of students who consider the lab environment appropriate in2001and2002.However,on the third edition of the new course(2003),the student responses were more positive than before these changes.As glitches were eliminated from the lab experiments,the software environment and lecture material were improved.The instructor acquired experience teaching the class,thus the evaluation of the course improved significantly.The most significant changes are in the number of studentswho consider the workload appropriate and the course content excellent.The workload of this course is higher than in similar courses in other universities,and it is also higher than similar courses in the same term at the University of Alberta.However,over the three-year period in which the changes were implemented,the expectation of the students changed,and the additional effort required for the course is now considered“normal”by the students.A clear evidence of the students’approval of the changes and of their benefit from the course is that this elective class and the enrollment has not dropped in spite of the additional effort that the class requires.Review of Student CommentsStudents are requested to include in the report submitted with each lab a brief evaluation of the lab exercise.In this evaluation they discuss the lab specification and indicate any problems that they had with the lab presentation.During the annual updating of the labs,these comments are reviewed to make corrections for the next year.Here is a summary of the comments about the capstone labs(Music Recorder in2001;Type,Type,Revolution!in2002and2003): In2001,students were given less guidance in early labs;thus they were exposed to the process of conceptualizing a design from a natural language specification earlier.They found Lab6challenging but not overburdening.In2001,students frequently wrote that they were excited to have designed and implemented an apparatus“that does something”(play music).In2002,block diagrams and conceptual designs to the earlier labs were added in an attempt to help out the students.This addition proved to be a wrong decision because the studentsfelt that there was a major gap between the earlier labs and Lab7.Students felt that timing issues were not discussed in class to the extent needed in the lab.This class is offered to CS students,and they have a hard time working with difficult to reproduce behavior during testing.The problem was corrected in2003by including one extra lecture on timing and by warning students at the start of the term that they could encounter non-deterministic behavior in the lab.In order to address these problems less design information(no block diagrams)was provided in earlier labs in2003,and the discussion of designflow and timing issues in the classroom was expanded.Also,test benches were introduced to allow more comprehensive testing during simulation,and the twofirst lab exercises were redesigned to emphasize VHDL-based,as opposed to schematic,design input.Although sometimes students spend frustrating hours in the lab because of the challenging nature of the exercises,student comments are very positive and indicate an enjoyment of the exercises.Students were included in the process of improving the labs,and they often offered constructive feedback.While reading the comments one cannot fail to feel the sense of accom-plishment and triumph over a challenge that many students expressed.8Final RemarksThis paper addresses the problem of introducing Computing Science students to state-of-the-art digital design.This task often falls to ECE faculty or to CS faculty with ECE background. The experience described here demonstrates that with careful planning and well developed lecturematerial and lab exercises,CS students can be offered an engaging and rewarding digital design experience.The material presented in this paper is publicly available in the course webpage in the hope that it will be of benefit to colleagues elsewhere.AcknowledgementsStudents were supported by Summer Fellowships from the Natural Sciences and Engineering Research Council(NSERC)of Canada.Xilinx Co.donated the boards and software for the lab.References[1]S.Areibi,“Afirst course in digital design using VHDL and programmable logic,”in31stASEE/IEEE Frontiers in Education Conference,vol.31.ASEE/IEEE,October2001,pp.19–23.[2]M.W.Kleinfelder,M.D.Gray,and L.-C.G.Dudevoir,“A hierarchical approach to dig-ital design using computer-aided design and hardware description languages,”in29th ASEE/IEEE Frontiers in Education Conference.ASEE/IEEE,November1999,pp.18–22.[3]K.Nickels,“Pros and cons of replacing discrete logic with programmable logic in intro-ductory digital logic courses,”in Proceedings–2000ASEE Annual Conference.ASEE, 2000.[4]K.E.Newman,J.O.Hamblen,and T.S.Hall,“An introductory digital design course using alow-cost autonomous robot,”IEEE Transactions on Education,vol.45,no.3,pp.289–296, August2002.[5]M.S.Nixon,“On a programmable approach to introducing digital design,”IEEE Transac-tions on Education,vol.40,no.3,pp.195–206,August1997.[6]N.L.V.Calazans and F.G.Moraes,“Integrating the teaching of computer organization andarchitecture with digital hardware design early in undergraduate courses,”IEEE Transac-tions on Education,vol.44,no.2,pp.109–119,May2001.[7]L.Rodr´ıguez-Pardo,M.Moure,M.Vald´e s,and E.Mandado,“VISCP:A virtual instrumen-tation and CAD tool for electronic engineering learning,”in1998Frontiers in Education Conference.ASEE/IEEE,1998.[8]G.Puvvada and M.A.Breuer,“Teaching computer hardware design using commercial CADtools,”IEEE Transactions on Education,vol.36,no.1,pp.158–162,February1993. [9]E.I.Boemo,“Computer-based tools for electrical engineering education:Some informalnotes,”in Proceedings of Computer Aided Engineering Conference1999,1999,pp.7–13.[10]A.Leva,“A hands-on experimental laboratory for undergraduate courses in automatic con-trol,”IEEE Transactions on Education,vol.46,no.2,pp.263–272,May2003.[11]J.N.Amaral,“Cmput329webpage,”http://www.cs.ualberta.ca/amaral/courses/329,2003.[12]Y.N.Patt and S.J.Patel,Introduction to Computing Systems:from bits&gates to C&beyond.McGrawHill Press,2001.[13]J.F.Wakerly,Digital Design Principles&Practices.Prentice Hall,2002. BiographiesJos´e Nelson Amaral received the Ph.D.in Electrical and Computer Engineering from the Uni-versity of Texas at Austin,in1994,the M.E.from the Instituto Tecnol´o gico de Aeron´a utica, S˜a o Jos´e dos Campos,SP,Brazil,in1989and the B.E.from the Pontif´icia Universidade Cat´o lica do Rio Grande do Sul(PUCRS),RS,Brazil,in1987.He is a Professor in the Department of Computing Science at the University of Alberta,Canada.He was a post-doctoral researcher at the University of Delaware from1998to2000,and was Associate Professor of Electrical Engineering at PUCRS before that.His previous research includes theory and applications of Artificial Neural Networks,Combinatorial Optimization Prob-lems,Parallel Architectures for Symbolic Processing,and Multi-Threaded Architectures and Programming Models.His current research interests include Compiler Design and Op-timization,Cache-Conscious Algorithms,Applications of Programmable Logic,and High-Performance Computer Systems.Dr.Amaral is a Senior Member of the IEEE,an associate editor for the IEEE Transactions on Computers,and served in the organization of many international conferences.Paul Berube received a B.Sc.in Computing Science from the University of Alberta in2003.He was awarded a competitive Natural Sciences and Engineering Research Council(NSERC)of Canada graduate fellowship in2003and is currently pursuing a M.Sc.in Computing Science at the University of Alberta.His research interests include Compiler Design and Optimization,Computer Architecture,and Programmable Logic Devices.Paras Mehta received the B.Sc.in Computing Science from the University of Alberta in2004.He received a Undergraduate Student Research Awards(USRA)from NSERC in2003and 2004.Mr.Mehta is a recipient of the Terence Holowach Memorial Prize and of the Amdahl Academic Achievement Scholarship in Computing Science.His currently research interest is on parallel programming systems.。
英文信件模板:取消通知

英文信件模板:取消通知模板1Date:Name of Authorized Person/Cancellation DepartmentName of Company/Service ProviderMailing Address/PO Box no.City, State, Zip CodeRe: Cancellation of Membership/Subscription No: #_(specify number)_Dear Sir/Madam,I am sending this written notice to request the cancellation of my Subscription/membership with effective date _(mm/dd/yy)_. I would appreciate if you send me a written confirmation of the same within 30 days. I am enclosing a bank draft worth US$ _(specify amount)_ towards full and final payment of my outstanding membership/subscription fees. Please ensure that no further payments are applied to my account henceforth.Thank you for your prompt attention to this matter.Sincerely,-s/dSender's NameSender's Mailing addressSender's Contact number模板2Date:Name of Authorized Person/Cancellation DepartmentName of Company/Service ProviderMailing Address/PO Box no.City, State, Zip CodeRe: Membership Number: #_(specify number)_Dear Sir/Madam,This letter serves to request an immediate cancellation of my membership at your vacation club/gym/golf club, etc. All obligations have been fulfilled by myself with regard to this membership. I request you to waive off any cancellation charges applicable, considering my long association with your company. Please confirm the receipt of this request by return mail at your earliest convenience.Sincerely,-s/dSender's NameSender's Mailing addressSender's Contact number。
程序员面试的问题

程序员面试的问题1.Are you the principal applicant?2.What is your marital status? When did you get married?3.Do you remember the date of your marriage?4.What is your current mailing address?5.Do you have any children?6.Do you have a passport?7.When did you graduate from the university?8.What is the major of your university degree?9.What are the major courses of your university major?10.When did you start working?11.What is your current occupation?12.When did you become an assistant engineer?13.When did you become an engineer? 14.What do you do at your current position?15.When did you change your job to the currentposition?16.Do you have an immigration agent?17.Which city in Canada do you intent to move in 18.How much money do you earn each month? 19.How much money do you have to bring over to Canada?20.Why did you choose Toronto as your immigration destination?21.How many workers in your work unit?22.How many employees are there in your group?23.How many engineers and clerks are there in your group?24.Could you explain your first job on a daily basis?25.What are the names of projects that you had finished in the past few years?26.Could you explain your academic research at the institute?27. Why did you want to immigrant to Canada instead of other countries, such as USA, or Australia?28.How are you going to find a job in Canada?29.IF you could not find a job in the first years, what are you going to do ?30.Have you done anything for your preparation of immigration to Canada?31.Do you know anything about the Canadian labor market?32.Do you have any friend in Canada?33.How much money do you have that is transferable to Canada?34.Do you know anything about Toronto?35.Please explain in details of how you do research on N.C system?36.What kind of computer language do you know?37.What kind of automatic control system do you research?38.What is your wife’s occupation? 39Do you have any relatives in Canada?39.What is the name of your friend in Canada (if you have)?40.Are you going to study in Canada?41.Could you write down what are you going to do tomorrow in English?42.What’s a computer?43.Can you explain the concept of a programming language to me?44.What’s a software package?45.Can you give me a definition of a network?46.Can you explain the concept of client/server architeture?47.Please illustrate the formal steps of developing a user needed software system.48.What’s the Internet?49.What’s C programming language?50.What’s objet-oriented method?51.What can you do with a computer?52.How much programming language do you know?53.What’s an operating system?54.Can you give me the definition of Windows?55.Can you give me a definition of DOS? 57.How much operating system do you know?56.What’s a protocol?57.Can you explain TCP/IP?58.Can you explain FTP?59.What’s an email?60.What’s word processing?61.Would you please to write a simple program in c/pascal/basic?62.What’s a database?63.What’s a process? 66.What’s a thread?64.What’s the main differences between C and BASIC?65.What’s a UNIX system?66.How many years have you used computer? What have you done?67.What’s a user interface? Can you give me an example?68.What’s a web site?69.What’s a homepage? 73.What’s www?69.How to write a homepage?70.What’s HTTP?71.What’s a database system?72.What’s java language?[程序员的问题]相关文章:。
最新英文书信地址书写格式

英文地址书写格式报名参加各类考试,都有要填写:Mailing Address 1:Mailing Address 2:Mailing Address 3:都怎么填呀?英文地址从小到大写与中文的向反英文地址翻译参考:常见地址参考:***室/房Room ******单元Unit ******村*** Vallage***号楼/栋*** Building***号No.******公司*** Com.或*** Crop或***LTD.CO***号宿舍*** Dormitory***厂*** Factory***楼/层***/F***酒楼/酒店*** Hotel***住宅区/小区*** Residential Quater***县*** County甲/乙/丙/丁A/B/C/D***镇*** Town***巷/弄Lane ******市*** City***路*** Road***省*** Prov.***花园*** Garden***院*** Yard***街*** Street***大学*** College***信箱Mailbox*** ***区*** District**表示序数词,比如1st、2nd、3rd、4th……如果不会,就用No.***代替,或者直接填数字!另外有一些***里之类难翻译的东西,就直接写拼音*** Li。
而***东(南、西、北)路,直接用拼音也行,写*** East(South、West、North)Road也行。
还有,如果地方不够可以将7栋3012室写成:7-3012。
201室Room 20112号No.122单元Unit 2长安街Chang An street3号楼Building No.3长安公司Chang An Company南京路Nanjing road宝山区BaoShan District赵家酒店ZhaoJia hotel钱家花园Qianjia garden孙家县Sunjia county李家镇Lijia town广州市Guangzhou city广东省Guangdong province中国China地址翻译实例:宝山区南京路12号3号楼201室room 201,building No.3,No.12,nan jing road,BaoShan District如果地方不够可以将3号楼201室写成:3-201宝山区示范新村37号403室Room 403,No.37,SiFan Residential Quarter,BaoShan District中华人民共和国民政部政策研究中心北京河沿大街147号No.147# HeiYian Street the policy center of civil administration department the People’Republi c of China虹口区西康南路125弄34号201室Room 201,No.34,Lane 125,XiKang Road(South),HongKou District北京市崇文区天坛南里西区20楼3单元101Room 3-101 building No.20,TianTan-NanXiLi Residential ChongWen District BeiJing City江苏省扬州市宝应县泰山东村102栋204室Room 204 building No.102, East TaiShan Residential BaoYin County JiangSu Province473004河南省南阳市中州路42号王坤Wang KunRoom 42,Zhongzhou Road,Nanyang City,Henan Prov.China 473004中国四川省江油市川西北矿区采气一队1 Team CaiQi ChuanXiBei Mining Area JiangYou City SiChuan Province China中国河北省邢台市群众艺术馆The Masses Art Centre XinTai City HeBei Prov.China江苏省吴江市平望镇联北村七组7 Group LiBei Village PingWang Town WeJiang City JiangSu Province434000湖北省荆州市红苑大酒店王坤Wang KunHongyuan Hotel,Jingzhou city,Hubei Prov. China 434000473000河南南阳市八一路272号特钢公司王坤Wang KunSpecial Steel Corp,No.272,Bayi Road,Nanyang City,Henan Prov. China 473000528400广东中山市东区亨达花园7栋702 王坤Wang KunRoom 702, 7th Building,Hengda Garden, East District,Zhongshan, China 528400361012福建省厦门市莲花五村龙昌里34号601室王坤Wang KunRoom 601, No.34 Long Chang Li,Xiamen, Fujian, China 361012361004厦门公交总公司承诺办王坤Mr. Wang KunCheng Nuo Ban, Gong Jiao Zong Gong Si Xiamen, Fujian, China 361004266042山东省青岛市开平路53号国棉四厂二宿舍1号楼2单元204户甲王坤Mr. Zhou WangcaiNO. 204, A, Building NO. 1,The 2nd Dormitory of the NO. 4 State-owned Textile Factory, 53 Kaiping Road, Qingdao,Shandong, China 266042--------------------------------------------------------------------------------英文地址的写法[英文地址]中国MPA在线的英文地址:Rome1232,Youth building,No.34 West Beisanhuan Road, Beijing,China一、寄达城市名的批译:我国城市有用英文等书写的,也有用汉语拼音书写的。
英文求职信 地址格式

英文求职信地址格式[Your Name][Your Address][City, State, Zip Code][Email Address][Phone Number][Date][Hiring Manager’s Name][Company Name][Company Address][City, State, Zip Code]Dear [Hiring Manager’s Name],I am writing to express my interest in the [position title] position at [company name], as advertised on [where you found the job listing]. With [number] years of experience in [relevant field or industry], I believe that I have the skills and qualifications necessary to excel in this role.I graduated with a [degree] from [University Name], where I honed my [relevant skills such as communication, problem-solving, teamwork, etc.]. During my time at [University Name], I also completed internships at [Company Name], where I gained valuable hands-on experience in [specific tasks or projects relevant to the position].In my current role at [Current Company Name], I havesuccessfully [mention specific accomplishments or projects that demonstrate your skills and qualifications]. I have a proven track record of [mention any relevant achievements or awards]. I am confident that my experience and abilities make me a strong candidate for the [position title] position at [company name].I am particularly drawn to [company name] because of [specific reasons why you are interested in the company, such as its reputation, values, products, or services]. I am impressed by [specific examples of the company’s work or accomplishments]. I am excited about the prospect of contributing to such a dynamic and innovative team.I am passionate about [specific interests or skills that are relevant to the position], and I am eager to bring my expertise to [company name]. I am confident that my background and experience make me a strong fit for the [position title] role.Thank you for considering my application. I look forward to the opportunity to discuss how my skills and experiences align with the needs of [company name]. Please find my resume attached for your review. I am available for an interview at your earliest convenience.Thank you for your time and consideration.Sincerely,[Your Name]。
通讯录用英语怎么说

通讯录用英语怎么说通讯录是一般在日常生活中用笔记录,然而现在很多都被手机电脑等取代了。
你知道通讯录用英语怎么说吗?下面随店铺一起来学习一下关于通讯录的英语知识吧。
通讯录的英语说法address listaddress book通讯录相关英语表达秘密通讯录 Secret Contacts校通讯录 School address book共用通讯录 global address list通讯录的英语例句1. That list of addresses is outdated, many have changed.那个通讯录已经没用了, 许多地址已经改了.2. He walked by my table and, casually as you please, picked up my address book.他走到我的桌旁,非常随意地拿起了我的通讯录。
3. I forgot the address so I must look in my address book.我忘了地址,得查通讯录.4. Remove my name from your mailing list.把我的名字从你的通讯录上划掉.5. Communicator is unable to import this file into the address book.通信器无法把此文件导入到通讯录中.6. Our " MOYU address book " has registered over 100 members.五、本帮的《魔域通讯录》,现已有一百多名成员已登记.7. All Address Book database workarounds are implemented within this component.通讯录的所有数据库的替代方法是实施此元件.8. Imports an address book from a tab - delimited or comma - separated ( CSV ) text file.从以TAB键分隔或逗号分隔 ( csv ) 的文本文件中导入通讯录.9. We can remove his name from the mailing list.我们可以从通讯录上将他的名字除掉.10. The man who stole my wallet took my address book as well.偷走我钱包的那个人把我的通讯录也拿走了.11. Then click OK to complete the group and close the address book.然后按ok完成群组并且关闭通讯录.12. Imports mail and address books from Outlook '97 or Outlook '98.从outlook'97或outlook'98导入邮件和通讯录.13. Error importing address book % S, all addresses may not have been imported.导入通讯录%S出错, 所有地址不能导入.14. I have a phone directory but I'm afraid it's out - of - date.我是有个通讯录,但恐怕年代久远没什么用了.15. ACCESS database using ODBC to connect the address book program.使用ODBC连接ACCESS数据库的通讯录程序.通讯录英文阅读:iPhone被盗小偷寄回手写版通讯录A best man from central China whose iPhone was stolen after a stag night was “stunned” when the thief posted him a handwritten list of more than 1,000 contacts stored on the device.在中国中部的一个城市,一个小伙子在参加单身派对时iPhone被偷了,但使他“震惊”的是,小偷居然把他电话里存的1000多个联系人的号码全部手抄了一遍,然后给他寄了回去。
英文地址书写格式

室/房Room
村Vallage
号No.
宿舍Dormitory
楼/层F
住宅区/小区Residential Quater
甲/乙/丙/丁A/B/C/D
巷/弄Lane
单元Unit
楼/栋Building
公司Com./Crop/LTD.CO
厂Factory
酒楼/酒店Hotel
路Road
花园Garden
街Street
***住宅区/小区*** Residential Quater
***县*** County
甲/乙/丙/丁A/B/C/D
***镇*** Town
***巷/弄Lane ***
***市*** City
***路*** Road
***省*** Prov.
***花园*** Garden
***院*** Yard
***街*** Street
如果地方不够可以将3号楼201室写成:3-201
宝山区示范新村37号403室
Room 403,No.37,SiFan Residential Quarter,BaoShan District
中华人民共和国民政部政策研究中心北京河沿大街147号
No.147# HeiYian Street the policy center of civil administration department the People’Re。
注意:其中路名、公司名、村名等均不用翻译成同意的英文,只要照写拼音就行了。
因为您的支票是中国的邮递员送过来,关键是要他们明白。技术大厦您写成Technology Building,他们可能更迷糊。注意:填写姓名时,姓在前,名在后,中间空格,首字母大
address的用法和例句

address的用法和例句Address,英语单词,主要用作名词、动词。
作名词时意为“地址,住址;网址;电子邮箱地址;演讲,演说”。
作动词时意为“演说,演讲;处理,设法解决;在(信封、包裹等)上写姓名和地址,致函”等。
单词释义英[əˈdres] 美[əˈdres]n. 地址,住址;网址;电子邮箱地址;演讲,演说;(电子表格中某个单元格的)位置;<古>(对他人的)谈吐;<古>谦恭(或脉脉含情)的方式;<旧>机敏,迅速;位置存储编码v. 演说,演讲;处理,设法解决;在(信封、包裹等)上写姓名和地址,致函;<正式> 向……讲话;称呼;<正式>(向某人)提出(陈述、投诉等);(高尔夫)就位击(球)短语搭配email address 电子邮箱信箱ip address 网络地址,IP地址address book 通讯簿;住址名册home address 家庭住址;标识地址;内部地址mailing address 邮寄地址network address 网络地址address space 地址空间address as 称呼e-mail address 电子邮件地址public address 公用地址;扩音装置address system 地址系统;称谓系统inaugural address 就职演说address translation 地址转换;位址翻译public address system 扩声系统;有线广播系统;公用地址系统correspondence address 通讯地址;通信地址specific address 专用地址full address 全地址physical address 物理地址;实际地址permanent address 永久地址;永久住址;原籍mail address 邮件地址;信件地址双语例句1、They had no permanent address. 他们没有固定的地址。
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COERCED MARKOV MODELS FOR CROSS-LINGUAL LEXICAL-TAG RELATIONS Pascale FungComputer Science DepartmentColumbia Universitypascale@CURRENT MAILING ADDRESS:1.INTRODUCTIONThe analysis,transfer,and synthesis paradigm for machine translation is readily amenable to statistical methods(Brown et al.1993).Since the transfer stage is designed to exploit mapping knowledge about different linguistic relationships between the source and target languages,statis-tical information can be incorporated into this stage.Typical types of mapping relations include sentence to sentence,word to word,or part-of-speech(POS)tags to tags.Statistical algorithms generally model the word to word lexical relations between a pair of sentences in the target and source languages with probabilities(Brown et al.1993;Dagan et al.1993;Dagan&Church1994; Fung&McKeown1994;Wu&Xia1994;Fung1994).These probabilities help in the transfer stage to constrain or prune the search for an optimal sequence of translated words.Linguistic information such as part-of-speech has also found to be useful for constraining this search.(Chang&Chen1994; Papageorgiou et al.1994).In this paper we investigate an underutilized source of constraints,namely,the mapping be-tween words in the source language and parts-of-speech in the target language.Such information would also constrain search in the translation model.We believe the mapping relations can be automatically learned from bilingual corpora.However,to our knowledge no such attempt has been made,perhaps to the modeling difficulties in the problem.We introduce a Coerced Markov Model(CMM)representation that accommodates mapping relations between source-words and target-tags in a statistical framework.Although there has been work on mapping between source language tags and target language tags,(Chang&Chen1994;Papageorgiou et al.1994),this mapping might not be meaningful or sufficiently helpful for translation.In the common scenario,texts of both languages are tagged by their respective POS taggers.A tag to tag mapping between the two languages is obtained from the tagged text.However,most part-of-speech classes are determined by human according to the linguistic knowledge in that particular language.It is not evident that there should be1a direct correspondence between POS classes in two different languages,especially in language pairs which do not share any common root such as English and Chinese.The relationship we derive from English and Chinese part-of-speech mapping is therefore not necessarily a good constraint for translation search.On the other hand,source language words are capable of giving much more discriminative information about target tags than source tags are.Moreover,a reliable tagger for source languages such as Chinese may not be available in thefirst place.We propose to capture the correlation between source words and target tags with the Coerced Markov Model.As we discuss below, CMMs are a particular case of discrete,first-order,hidden Markov models such that the state sequence is determined by coercion from some second state sequence from outside the model.One application of the CMM is that it can predict the English tag sequence corresponding to a given Chinese sentence.This tag sequence can be used as a constraint to the pruned search of the transfer model for the production of an English lexical sequence.Since a transfer model produces an English translation sentence by choosing the individual English words corresponding to the individual words in the Chinese sentence,it can produce a number of translation hypotheses.An alternative application of CMM is to provide a measure of the goodness of the hypotheses.In the following sections,wefirst define the CMM formalism,and then describe its training and testing stages.2.COERCED MARKOV MODELSMarkov chains are widely used for characterizing parametric random processes.The basic theory of Hidden Markov Models(HMM)was proposed by Baum&Petrie(1966);Baum&Egon (1967)as early as the1960s.It was later adapted by Baker(1975);Jelinek et al.(1975)for processing speech signals.The fundamental assumption of using a Markov model for a linguistic2mapping(in our case between words in one language and tags in the other language)is that the mapping is a stochastic process and its parameters are estimable.A Markov chain describes the changes of states of a system.For example,at time,the system is in state,it changes to state at time,then there is a state transition from to with certain probability.First order Markov chain assumes the probabilistic dependency of a state is only on its preceding state.i.e.At a given state,there is an output from the state.This output can be continuous,such as the spectral signal of speech in a speech recognition system,or discrete,such as the weather condition of a meteorology system.If we regard the mapping between Chinese word sequences and the tag sequence of its corresponding English translation as a stochastic process,the Coerced Markov Model for the process is discrete.A Markov model is hidden if its states are not deterministically observable.Given an observation sequence,the underlying states are non-deterministic.Hidden Markov Model(HMM)are typically used in speech processing where the underlying states of a model do not correspond to something explicit such as a phoneme or a word.CMM states are also non-deterministic and therefore hidden because the same output sequence can be generated from different state sequences given a particular model.For our application in Chinese-English translation,the CMM is coercing English tags into Chinese language modeling.In other words,the CMM says that English tags cannot just follow the rules in English language models,they also have to consider the fact that they are now“partners”of Chinese words which also have their own rules.CMM is modeling the“adaptation”of English tags to Chinese word orders.This is a step beyond monolingual language modeling such as word3N-gram or class N-gram computation.CMM’s purpose and strength is to model cross-lingual class1.N-grams.An example of a four-state CMM is illustrated in FigureFormally,we define the following elements:1.the state variable:Hidden Chinese states,with coerced English tag class values2.the observable symbol:Chinese wordsOur definition of and is to optimize the both the modeling and the discriminative power of the CMM.If we had chosen individual lexical items to be the states,there would be a lot of cases where word never follows word given any in the dictionary.There would be many restrictions on which state interconnects with which and makes our model neitherflexible nor powerful.Instead,it is logical to use POS classes as the states of a CMM because these classes have some physical(or rather,linguistic)significance.In addition,since presumably any POS class can follow any other POS class given a large enough corpus,there can be interconnection between any two given states.This means that the CMM is an ergodic model.This makes CMM potentially4moreflexible and powerful.It follows that,the observable symbols should be the lexical items in the other language.Once we have defined the nature of and,we have to choose which language and should come from.We choose to be the English POS classes,because English POS taggers are readily available and there has been enough agreement in thefield as to which once the basic “good”English POS classes are.On the other hand,due to the short history of Chinese natural language processing,most Chinese taggers are still under research,and there is still a lack of a general paradigm for POS classes determination in Chinese.It follows that is the set of Chinese words in the dictionary.Referring again to Figure1,each state in the CMM corresponds to an English POS class.For our experiments,we use Brill(1993)’s tagger of English tag classes.Given any two states,there is a weighted transition going in either direction from one to the other.Each state can also transit into itself.The output from a state is an array of Chinese words with different weights.The next three sections of this paper discuss methods and experiments for three fundamental problems of CMMs:1.Estimation:Given a CMM(i.e.,its topology),estimate its parameters so as to best describean observed training sequence.2.Path recovery:Given a CMM,its parameters,and a test observation sequence,determine theoptimal hidden state sequence.Can be used to suggest constraints on translation hypotheses.3.Scoring:Given a CMM and its parameters,determine the probabilistic score of a sequenceof states.Can be used to score translation hypotheses.It may be helpful,in order to understand these three problems,to note a certain parallel between them and the three fundamental problems of HMM(Rabiner&Juang1993),although the cross-lingual coercion leads to substantial differences.We will see that problem(1)is the parameter5estimation process for a CMM,and that problems(2)and(3)can be used for two different translation applications that each yield an experimental evaluation.3.ESTIMATIONIn this section we describe how we estimate1.the transition probabilities2.the output probabilitiesgiven a word-aligned parallel corpus.Remember that the objectives of training the CMM are,first, to best model the stochastic process of Chinese word sequences co-occuring with their English tag counterparts,and second,to supply the most useful constraints possible to help prune the search process in a statistical transfer model.Transition probabilities We have defined the state and output symbols of CMM,now we need to train the parameters of CMM.In this section,we describe how to compute the transition probabilities where and are any two states in CMM.To use an example,the Chinese sentencehas the English alignmentThese arrangements enhance our ability<to>maintain monetary stability.with their POS tags as shown in Table1.The tag sequence$contains as null tags since there is no English word alignment to the Chinese word at that position.According to this Chinese sentence and its aligned English words,there is a transition from initial state to,to,to,….Here,the6English tag sequence is coerced into modeling the Chinese word sequence.If our training data had this single sentence only,then we would get a total of13transitions and each transition probability would be=1/13.The null tag state comes from the particular phenomenon in Chinese/English translations where many Chinese words are not aligned to any English words due to a relatively large linguistic difference between the two languages.We believe these null alignments give highly unreliable information.In our experiments we penalize the transitions into and out of the null state by assigning a very low probability to them.Thefinal transition probabilities are converted into the logarithmic form for computational purpose.In general,since the probabilities are less than one,the logs become negative numbers,therefore we take the negation of the logarithm probabilities for computation.So the formula for transition probabilities is:number of transitions from i to jTable1:Training data formatAlignment position English POS1DT2NNS4VB5PRP$8VB9JJ10NN6NN16.Using a similar negative logarithmic form withflooring as transition probabilities,the output probabilities we get are:number of Chinese word k observed when in state j4.English word alignment to the individual Chinese words were found by using a Estimation-Maximization model(Wu&Xia1994)5.Filtering of the training corpus was done by applying criteria described in(Wu1995)We obtained a total of1885Chinese sentences with aligned English words and English POS tags as our training corpus.An example of the training corpus format is shown in thefirst four columns of Table1.Using this training data,we trained CMM as follows:pute initial probabilities:pute transition probabilities:there are1969null transitions probabilities out of atotal of11236transitions.pute output probabilities:4.OPTIMAL PATH RECOVERYWe use two different evaluation methods corresponding to the solutions of problem(2)and problem(3)in CMM design.Evaluation one was to produce a English tag sequence from a Chinese sentence.We use a Chinese sentence from the corpus which was not included in the training set as the test sample.The Chinese and its corresponding English aligned words and their tags are shown in Table2.We use the Chinese part of sentence in Table2as input to this test,and compare the output to the English tag sequence.Tofind the solution for predicting the best state sequence,i.e. English tag sequence from the observation sequence,i.e.the Chinese sentence of length C,we use a Viterbi algorithm(Viterbi1967;Forney1973)as the9following,considering that transition probabilities and output probabilities are in the negative logarithmic form:Initializationwherewhere probability of being the initial statewhereRecursionwhereTerminationViterbi scorestate sequencePath reconstruction10Table2:Test sentenceEnglish word Transitions </s>We PRP2provide VB22additional JJ5CD090CD011<>14homes NNS18attention NN17places NNS23The state sequence obtained is compared to the tag sequence in the corpus as follows:Viterbi tag sequence PRP MD IN NN JJ<>CD CD CD CD NNS NN:CC<>:<>. Corpus tag sequence PRP MD VB JJ JJ<>CD CD CD CD<>NN NNS CC NN NNS NNS. Mismatchings*******We can see that our tag sequence output corresponds mostly to the original one.All the mismatchings are due to either the Chinese word not being found in the dictionary or there being no English word alignment for a Chinese word.This illustrates the fact that CMM can generate English tags from Chinese words when Chinese word was correctly segmented and found in the dictionary.However,when we actually apply CMM to constrain a translation model,we can easily deal with these two cases by applying a null CMM constraint default.i.e.:111if not found in dictionary||no English word alignment2=translation model probability;3else4=+translation model probability;5.SCORING TRANSLATION HYPOTHESESAnother way of using CMM for translation is in the solution to problem(3):given an English state sequence,we try to score it by CMM.Statistical machine translation models can generate a number of translation hypotheses sentences according to the EM-based transfer model.This is analogous to the N-best algorithm used for speech recognition and is found to be more optimal in choosing the best candidate sentence().This sentence would be the best translation in our case.Given a hypothesis English sentence with length,we obtain a tag sequence by the following way:Scorewhere the Chinese word aligned to the English wordand length of the English sentenceFor our test,we manually generated a list of13-best translation hypotheses according to the Chinese words in the sentence500012Since the Chinese character sequence can be segmented in different ways into word sequences,the total number of Chinese words in a sentence can be different.For each Chinese sentence with a particular length,we manually generate an alignment English word to the individual Chinese words. Some Chinese words can be aligned to multiple English words leading to multiple hypotheses. Each of these hypothetical sentence is tagged by Brill’s tagger.We score the tag sequence of each hypothesis by summing the logarithmic transition probabilities from one tag to the following one,normalized by the length of the sentence.The English hypotheses,their tag sequences sorted by CMM scores are shown in Table3.The lowest score indicates the best translation.The best candidate was chosen to be We will provide the age and additional5000home and care home places.which is indeed the reference translation for the sentence in the original corpus.Note that CMM scoring cannot choose between two sequences which differ only in their lexical items but not tag sequences.For example,sequence(9)and(10)differ only by theirfinal word places versus seats,these two words are both tagged as,therefore the scores for(9)and(10) are the same.However,this lexical choice is obviously a problem of English language modeling, and we can hope that the synthesis part of the statistical translation model will make an intelligent decision between the two.6.DISCUSSIONA problem of CMM which might deserve more research is how to better model the null states. Since there are many null alignments of Chinese words to English,one can try to come up with a more powerful model by looking at the classes of Chinese words which typically have null alignments or other patterns for these alignments.We used a single English POS class to represent a state in the CMM,it would be worth experimenting with a more complex state such as POS bigrams.POS bigrams are a feature of monolingual language modeling and their inclusion can possibly render CMM more powerful.13Table3:13-best translation hypotheses and their CMM scores11.364408We will provide the aged an additional5000home and attention home places.PRP MD VB DT JJ DT JJ CD NN CC NN NN NNS.11.932087We will provide old people in addition5000old people home and attention home places.PRP MD VB JJ NNS IN NN CD JJ NNS NN CC NN NN NNS.11.982643We will for the old people increase5000old people homes and attention attention homes places.PRP MD IN DT JJ NNS NN CD JJ NNS NNS CC NN NN NNS NNS.12.153794We will for the aged an additional5000home and attention attending home places.PRP MD IN DT JJ DT JJ CD NN CC NN VBG NN NNS.12.219560We will for the aged add5000home and attention home places.PRP MD IN DT JJ VB CD NN CC NN NN NNS.12.342510We will provide the aged additional5000home and attention home places.PRP MD VB DT JJ JJ CD NN CC NN NN NNS.12.766230We will for the aged increase5000aged people home and caring and attention home places.PRP MD IN DT JJ NN CD VBN NNS NN CC NN CC NN NN NNS.12.827581We will provide the aged an additional5000aged home and attention home places.PRP MD VB DT JJ DT JJ CD VBN NN CC NN NN NNS.12.928034We will provide the aged increasing5000old people home and attention attention home places.PRP MD VB DT JJ NN CD JJ NNS NN CC NN NN NN NNS.12.928034We will provide the aged increasing5000old people home and attention attention home seats.PRP MD VB DT JJ NN CD JJ NNS NN CC NN NN NN NNS.13.120893We will provide the aged an additional5000the aged home and attention home places.PRP MD VB DT JJ DT JJ CD DT JJ NN CC NN NN NNS.13.371675We will provide the aged adding5000aged home and attention home place.PRP MD VB DT JJ NN CD VBN NN CC NN NN NN.13.402670We will for the aged addition5000home and caring attending old people home places.PRP MD IN DT JJ NN CD NN CC VBG VBG JJ NNS NN NNS.We have used a predefined English POS classes for training our CMM,it might be worthwhile to investigate how different POS class definitions can affect CMM.Finally,we would like to point out that there is another similarity between CMM and HMM which is that CMM can also be regarded as a generator of observations:given,,,,and a sequence of English tags as input,CMM can generate a observation sequence of Chinese words. This would seem to be an application in English to Chinese translation.147.CONCLUSIONWe have seen that the Coerced Markov Model is effective in modeling the relationship between lexical sequence of a sentence in one language and part-of-speech sequence in its translated version. The model coerces the English tag sequence into modeling Chinese word sequence structure,and can be seen as a form of cross-lingual language modeling.We have formally specified the CMM states,transitions,and output symbols.A method was given for estimating its parameters from a word-aligned training corpus,corresponding to the solution to thefirst fundamental problem of CMMs.We have shown two applications to improving the statistical transfer model,corresponding to the solutions of fundamental problems(2)and(3)of CMMs:first,we showed that CMM can predict a English tag sequence given a Chinese sentence, providing tag constraints to the search of best English lexical sequence as translation;second,we showed that CMM scoring of a N-best list of translation hypotheses can help to select the best one.ReferencesB AKER,J.K.1975.The Dragon system–An overview.IEEE Trans.Acoustics,Speech,SignalProc.,23(1):24–29.B AUM,L.E.&J.A.E GON.1967.An inequality with applications to statistical estimation forprobabilistic functions of a Markov process and to a model for ecology.Bull.Amer.Meteorol.Soc.,73:360–363.B AUM,L.E.&T.P ETRIE.1966.Statistical inference for probabilistic functions offinite stateMarkov chains.Ann.Math.Stat.,37:1554–1563.B RILL,E RIC,1993.A corpus-based approach to language learning.University of Pennsylvaniadissertation.B ROWN,P.F.,S.A.D ELLA P IETRA,V.J.D ELLA P IETRA,&R.L.M ERCER.1993.The mathematicsof machine translation:Parameter putational Linguistics,19(2):263–311.15C HANG,J YUN-S HENG&H UEY-C HYUN C ing partically aligned parallel text andpart-of-speech information in word alignment.In Proceedings of the First Conference of the Association for Machine Translation in the Americas,16–23,Columbia,Maryland.D AGAN,I DO&K ENNETH W.C HURCH.1994.Termight:Identifying and translating technicalterminology.In Proceedings of the4th Conference on Applied Natural Language Processing, 34–40,Stuttgart,Germany.D AGAN,I DO,K ENNETH W.C HURCH,&W ILLIAM A.G ALE.1993.Robust bilingual word alignmentfor machine aided translation.In Proceedings of the Workshop on V ery Large Corpora: Academic and Industrial Perspectives,1–8,Columbus,Ohio.F ORNEY,G.D.1973.The Viterbi algorithm.In Proceedings of the IEEE,volume61,268–278.F UNG,P ASCALE,1994.A pattern matching method forfinding noun and proper noun translationsfrom noisy parallel corpora.In submission.F UNG,P ASCALE&K ATHLEEN M C K EOWN.1994.Aligning noisy parallel corpora across languagegroups:Word pair feature matching by dynamic time warping.In Proceedings of the First Conference of the Association for Machine Translation in the Americas,81–88,Columbia, Maryland.F UNG,P ASCALE&D EKAI W U.1994.Statistical augmentation of a Chinese machine-readabledictionary.In Proceedings of the2nd Annual Workshop on V ery Large Corpora,Kyoto,Japan. 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