Toida’s Conjecture is True

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怀疑真理的英语作文带翻译

怀疑真理的英语作文带翻译

怀疑真理的英语作文带翻译Doubting the Truth。

Truth is a concept that has been debated for centuries. Some people believe that there is an absolute truth, while others argue that truth is subjective and varies from person to person. As for me, I tend to lean towards the latter. I believe that truth is not a fixed concept, but rather a fluid one that can change depending on the circumstances.One reason why I doubt the existence of absolute truth is because of the diversity of human experience. Every person has their own unique set of experiences, beliefs, and values that shape their perception of the world. What may be true for one person may not be true for another. For example, one person may believe that eating meat is morally wrong, while another person may believe that it is necessary for their health. Who is to say which belief is more true?Another reason why I doubt the existence of absolute truth is because of the fallibility of human perception.Our senses can be easily deceived, and our minds can be influenced by biases and prejudices. We may think we know the truth, but in reality, we are only seeing a small partof the picture. For example, a witness to a crime maybelieve they saw the perpetrator clearly, but in reality, their memory may be distorted by their emotional state or the lighting conditions.Despite my doubts about the existence of absolute truth, I do believe that there are certain universal principlesthat can guide our actions. For example, the Golden Rule, which states that we should treat others as we would liketo be treated, is a principle that is found in manycultures and religions. While the application of this principle may vary depending on the context, the underlying idea remains the same.In conclusion, while I may doubt the existence of absolute truth, I do believe that there are certainuniversal principles that can guide our actions. By being open-minded and willing to consider different perspectives, we can gain a deeper understanding of the world around us and make more informed decisions.。

英语阅读教案:一场寻找圣诞老人的冒险

英语阅读教案:一场寻找圣诞老人的冒险

英语阅读教案:一场寻找圣诞老人的冒险English Reading Lesson: An Adventure in Search of Santa ClausIt was a chilly December morning in the small town of Willow Creek. The snow had been falling heavily throughout the night and the streets were covered in a blanket of white.A group of young children, all bundled up in their winter coats and hats, were walking excitedly towards the town square. They were on a mission to find Santa Claus, who they believed would be visiting their town that day.The children had heard rumors that Santa Claus was traveling across the country to visit different towns before Christmas. They were determined to meet him and tell him what they wanted for Christmas. As they walked towards the town square, they chattered excitedly, discussing what they would say to Santa Claus when they met him.When they arrived at the town square, they were disappointed to find that Santa Claus was nowhere to be seen. They looked around for a while, but there was no sign of him. However, they spotted a sign that read 鈥楽anta鈥檚 secrethideout 鈥?this way鈥? The children looked at each other in excitement and followed the sign, not knowing what they would find.The sign led them to an old, abandoned house on the outskirts of the town. The house was surrounded by a large fence, with a sign that read 鈥楴o Trespassing鈥?attached to it. The children looked at each other nervously. Was this really Santa鈥檚 secret hideout?One of the children, a boy named Timmy, bravely walked up to the fence and pushed it open. The other children followed him, all feeling a sense of excitement mixed with fear. They walked towards the house, which was covered in a thick layer of snow.As they approached the house, they heard a strange noise coming from inside. It sounded like someone was hammering something. But who could it be? The children looked at each other nervously, wondering if they should continue.Finally, Timmy mustered up the courage to walk up to the front door and knock. He waited for a moment, but there was no answer. Then he pushed the door open and walked inside.The other children followed him, all feeling a sense of adventure mixed with fear.Inside the house, they found themselves in a large room filled with toys. The room was messy and disorganized, with toys scattered everywhere. The children looked around in wonder, amazed at all the toys they saw. But there was no sign of Santa Claus.Suddenly, they heard a voice from upstairs. It was ajolly voice, sounding just like Santa Claus. The children looked at each other in excitement and ran up the stairs. When they reached the top, they found themselves in a room filled with Christmas decorations. There was an old man sitting in a chair, wearing a red suit and a bushy white beard.The children looked at each other in amazement. It was Santa Claus! They ran towards him, shouting and laughing with joy. Santa Claus greeted them warmly, asking what they wanted for Christmas. The children told him their wishes, and Santa Claus listened patiently.As they were about to leave, Santa Claus smiled and said, 鈥楻emember, the true spirit of Christmas is not about getting gifts, but about giving to others鈥? The children nodded, understanding the true meaning of Christmas. Theysaid goodbye to Santa Claus and left the house, feeling happy and fulfilled.As they walked back towards the town square, the children talked excitedly about their adventure. They had gone on a mission to find Santa Claus, but they had found something much more valuable 鈥?the true spirit of Christmas.。

老外最常用的英文短语200句

老外最常用的英文短语200句

老外最常用的英文短语200句英语对很多学生来说都是难以迈过的槛,很多同学就是被英语成绩拖累了后腿,导致在班级的名次一直不怎么好。

下面是老外最常用的200句英文短语,希望为大家提供参考帮助。

1. Have a niceday. 祝你今天愉快2. So far, so good. 目前为止一切都好3. Take it orleave it. 要就要,不要就拉倒4. Keep it up! 继续努力,继续加油5. Good foryou. 好啊!做得好!6. Time flies!时光如梭7. Time is money. 时间就是金钱8. That's life.这就是人生9. Now you're talking. 这才对嘛10. have butterflies in one's stomach 紧张11. You asked for it. 你自找的12. read between the lines 字里行间的言外之意13. The rest is history. 众所皆知14. A little bird told me. 我听说的15. It never rains but it pours. 祸不单行16. Mind your own business. 不关你的事儿17. Hang in there. 坚持下去18. could be worse 可能更糟19. Money talks. 金钱万能20. count me out 不要算我21. Over my dead body! 想都别想(除非我死了)22. go fifty-fifty on sth. 平分23. You can say that again! You said it! 你说的没错;你说对了24. Look who's talking! 看看你自己吧!25. It's Greekto me. 这我完全不懂26. take my word for it 相信我的话27. not one's cup of tea 不感兴趣;不合胃口28. Get real ! 别闹了;别开玩笑了29. head over heels 深陷;完全地30. Suit yourself. 随你高兴31. What's the catch? 有什么意图?32. let the cat out of bag 泄漏秘密33. sth. is touch and go 危险的情况;惊险的;一触即发的34. beat a dead horse 白费劲35. The sky's the limit. 没有限制36. once in a blue moon 千载难逢;难得一次37. Be prepared. 准备好38. It's easier said than done. 说的比做的简单39. have second thoughts 考虑一下;犹豫40. behind someone's back 在某人背后;背着某人41. Better lucknext time. 下次运气更好42. come inhandy 派得上用场43. rains catsand dogs 倾盆大雨44. First come,first served. 先来先招待;捷足先登。

名言警句英语翻译

名言警句英语翻译

名言警句英语翻译名言警句英语翻译导读:1、以真理为灯火,以真理为支柱,不要以别的东西为支柱。

——释迦In truth, for lights, pillar, be truth don't prop for something else.2、人的一生就是进行尝试,尝试的越多,生活就越美好。

——爱默生Person's life is to try, try, the more the more beautiful life.3、不管我们踩什么样的高跷,没有自己的脚是不行的。

——布莱希特No matter what we step on stilts, does not have its own feet.4、良心是守护个人为自我保存所启发的社会秩序的保护神。

——毛姆Conscience is to protect individual for self-preservation inspired the patron saint of social order.5、只有受过一种合适的教育之后,人才能成为一个人。

——夸美纽斯Only with a proper education, people can become a person.6、人生应该如蜡烛一样,从顶燃到底,一直都是光明的。

——萧楚女Life should be like a candle, burning from the top to the end, is always bright.7、生命的长短以时间来计算,生命的价值以贡献来计算。

——裴多菲The length can be calculated by time of life, the value of life to contribute to calculate.8、天才不过是不断的思索,凡是有脑子的人,都有天才。

——莫泊桑Genius is nothing but constantly thinking, anyone with a brain that is genius.9、在无利害观念之外,互相尊敬似乎是友谊的另一要点。

is surprisingly true用法

is surprisingly true用法

is surprisingly true用法
“is surprisingly true”通常用于描述某种情况或观点,这种观点或情况是出乎意料且真实的。

它可以用来强调某件事情的真实性,或者表达对某件事情的惊讶之情。

例如:
1. The forecast for rain was surprisingly true - we got buckets of rain!
天气预报下雨了,这是出乎意料的真实 - 我们真的得到了大量的雨水!
2. I didn't expect her to be so mean, but it turns out she is surprisingly true to form.
我没想到她会这么刻薄,但事实证明她确实是出乎意料的真实。

3. The rumor about the celebrity's scandal is surprisingly true.
关于这位名人的丑闻的传闻是出乎意料的真实。

请注意,“is surprisingly true”通常用于描述正面或中性的情况,而不是负面情况。

如果描述负面情况,可能需要使用不同的表达方式。

英语作文寓言故事三个和尚

英语作文寓言故事三个和尚

英语作文寓言故事三个和尚Once upon a time, in a small village nestled among the rolling hills, there lived three monks who were known for their wisdom and devotion to the teachings of the Buddha. These three monks, each with their own unique personality and perspective, shared a deep bond that was forged through years of study, meditation, and service to their community.The first monk, named Jian, was a man of few words, but his actions spoke volumes. He was known for his unwavering discipline and his ability to find peace in even the most challenging of situations. Jian spent his days in silent contemplation, often sitting for hours on end, his eyes closed, his mind focused on the present moment.The second monk, named Dao, was a true seeker of knowledge. He was always eager to learn, constantly immersing himself in the teachings of the Buddha and the writings of great philosophers. Dao's thirst for understanding was insatiable, and he would often spend long hours in the village library, poring over ancient texts and engaging in lively discussions with the other scholars.The third monk, named Zhen, was the most outgoing of the three.He had a warm and charismatic personality that drew people to him like a magnet. Zhen was known for his ability to connect with the villagers, offering guidance and support to those in need. He would often lead the community in ceremonies and rituals, his voice ringing out with a deep and resonant tone that seemed to touch the very soul of those who heard it.Despite their differences, the three monks shared a deep respect and admiration for one another. They would often gather together, sharing their insights and experiences, and working to deepen their understanding of the teachings of the Buddha.One day, as the three monks were walking through the village, they came across a group of young children playing in the street. The children were engaged in a heated argument, each one trying to convince the others that their way of thinking was the correct one.Jian, Dao, and Zhen watched the scene unfold, and each of them felt a sense of compassion for the children. They knew that the children's disagreement was rooted in a fundamental misunderstanding of the nature of reality, and they felt compelled to intervene.The three monks approached the children and sat down in the middle of the group. Jian, the man of few words, spoke first. "Children," he said, "why do you argue so fiercely? What is it that youare trying to prove?"The children looked up at Jian, their eyes wide with curiosity. "We are arguing about who is right," one of the children said. "We each have our own ideas, and we want to show the others that our way is the best."Dao, the seeker of knowledge, nodded thoughtfully. "I understand your desire to be right," he said. "But tell me, what is the purpose of your argument? What do you hope to achieve by proving that your way is the best?"The children fell silent, unsure of how to respond. They had never really thought about the purpose of their argument; they had simply been caught up in the heat of the moment.Zhen, the charismatic leader, spoke up then, his voice gentle and soothing. "Children, the truth is that there is no single right way. Each of us has our own perspective, our own understanding of the world. And that is what makes life so rich and beautiful."The children listened, their eyes fixed on Zhen's face. "But how can we know what is true?" one of them asked.Zhen smiled. "The truth is not something that can be found in asingle person or a single idea," he said. "It is something that emerges from the collective wisdom of all who seek it."Jian nodded in agreement. "The Buddha teaches us that the path to enlightenment is not one of competition or conflict, but one of cooperation and understanding," he said. "When we come together and listen to one another, we can discover the truth that lies within each of us."Dao leaned forward, his eyes shining with enthusiasm. "And that is the beauty of the teachings of the Buddha," he said. "They show us that the path to wisdom is not one of individual achievement, but one of collective growth and understanding."The children were silent for a moment, their minds processing the words of the three monks. Then, slowly, they began to nod their heads in agreement."You are right," said one of the children. "We should not be arguing, but learning from one another."Another child spoke up, his voice filled with wonder. "I never thought about it that way before. It's like the three of you are the three legs of a stool, each one supporting the others."Zhen laughed, his deep, resonant voice echoing through the streets. "Exactly!" he said. "And that is the lesson we hope to teach you today. When we come together and support one another, we can achieve so much more than we ever could on our own."The children nodded, their faces alight with understanding. And from that day on, they became known as the "Three Wise Children," always working together to solve their problems and learn from one another.As for the three monks, they continued on their journey, sharing their wisdom and their compassion with all who crossed their path. And though they may have been different in many ways, they were united in their commitment to the teachings of the Buddha and their desire to help others find the path to enlightenment.。

2024年万唯中考试题研究英语卷子

2024年万唯中考试题研究英语卷子

2024年万唯中考试题研究英语卷子全文共6篇示例,供读者参考篇12024 Gaokao English Test AnalysisHi friends! I'm super excited to tell you all about the English part of the 2024 national college entrance exam (Gaokao)! Even though I'm just an elementary school kid, I've been studying really hard and I think I've got some good insights to share.First off, let me give you an overview of the test format. The English section had four parts - listening, reading comprehension, cloze test, and writing. There were a total of 150 questions and the whole thing took about 2 hours. Definitely a marathon, not a sprint!The listening part had 3 long conversations and 2 passages you had to listen to. The conversations were about daily life topics like shopping, travel plans, etc. The passages covered more academic subjects like history and science. My tips would be to listen reeeeeally carefully for key details and take notes on the key points as you go. Those short-answer questions can be tricky!As for the reading part, there were 5 different passages ranging from narratives to expo texts to argumentative essays. The questions tested things like main ideas, inferencing, vocabulary in context, and author's purpose. My advice? Read the passages slowly and carefully, underlining or circling any confusing parts to come back to. The more you understand the overall meaning, the easier the questions will be.The cloze test was pretty hard in my opinion. You had to fill in 20 blanks in a passage by choosing the right words from a bank of choices. There weren't really any tips besides knowing a ton of vocab words and understanding context clues. Those grammar rules we've learned really came in handy too!Finally, the writing task asked us to write an argumentative essay stating our opinion on whether fitness requirements should be mandatory for university admission. We had to support our view with reasons and examples. I made sure to follow the standard 5 paragraph essay format - introduction with thesis, 3 body paragraphs, and a conclusion restating my position.Overall, I thought the reading passages and cloze section were the hardest parts. The listening was pretty manageable if you concentrated hard enough. And the writing allowed us toexpress our thoughts which was kinda fun! Having a plan for how to approach each section was super important.In the end, the test evaluated our all-around English skills - reading, writing, listening, vocabulary, and grammar. It required stamina, focus, and applying everything we've learned over the years. I'm just glad it's over so I can enjoy my summer break!I know the Gaokao can seem really intimidating. But try to stay positive and confident in all your hard work. You've got this! And just think - in a year, you could be headed off to your dream university. How cool is that?Let me know if you have any other questions! I'll do my best to draw on my experiences and insights to help out. We're all in this together friends!篇22024 Wanwei Middle School English Exam: A Kid's TakeHello there, fellow kids! It's me again, coming at you with the inside scoop on the 2024 Wanwei Middle School English exam. As a current 6th grader who just took this test, I've got all the deets fresh in my mind. So let's dive right in and go over the juicy details!The Reading SectionAh yes, the reading section - every student's favorite part (not!). This year, they really switched things up by including some pretty wild passages. We had everything from excerpts about the mating habits of the blobfish to a firsthand account of skateboarding down an active volcano. I'm not kidding!My advice? Don't get too bogged down in understanding every single word. Focus on getting the main idea and key details. The questions tend to be more about the big picture rather than nitpicky vocabulary. Oh, and pay super close attention to the questions asking about the author's tone or purpose behind writing the passage. Those really tripped me up.The Writing SectionTime to break out those pencils and get creative, young writers! The writing prompts covered a decent range of topics this year. One asked us to describe our dream career as an adult. As a major Roblox gamer, I naturally wrote about becoming a professional game developer. The other prompt wanted us to explain whether we feel social media is a positive or negative influence overall.My hot tip? Have a solid plan before you start writing. Jot down an outline with your key points and examples. Don't just start freestyling paragraphs right away. The graders are looking for clear organization and logical progression of ideas. Using transition words like "additionally," "moreover," etc. can also boost your score.The Listening SectionOkay, let's talk about those crazy listening exercises! Why they gotta play those audio clips at the speed of lightning is beyond me. The accents were pretty all over the place too - everything from British royalty to Australian outback guides. I had to stay mega focused.One theme I noticed was that many of the recordings centered around exploring different cultures and traditions around the world. Whether it was listening to someone describe their favorite Egyptian holiday or the process of making traditional Polish pierogies, getting familiar with stuff like that paid off.My pro tip? Read the questions for each listening exercise carefully BEFORE it starts playing. That way, you'll know exactly what details to listen for. Seriously, it's a game-changer!The Speaking SectionOof, the speaking section...the cause of endless anxiety for English students everywhere. Having to rattle off coherent responses with a time crunch is so nerve-wracking! This part of the exam had us covering all the usual bases - expressing opinions, describing experiences, answering hypothetical situations, etc.My words of wisdom? Practice giving longer responses out loud as much as you can before the test. The more you get comfortable putting forth logical, multi-sentence answers, the better. Don't be afraid to use filler words like "well" or "you know" to buy yourself some extra think time too.The Surprise Wildcard SectionJust when we all thought we were in the clear, the Wanwei exam throwers hit us with a total curveball - an extra wildcard section! Rumor has it this part gets completely revamped every year, so we had no way to study for it. Let me tell you, it was pretty wacky...For this section, we had to describe the taste and texture of various foods just from looking at pictures of them. From pickled seaweed to lutefisk (whatever that is?!), we had to draw from ourexperiences and imaginations to justify our responses. Talk about an odd way to test English skills!My advice? Stay calm if you encounter something surprising like this on the exam. Don't psych yourself out! Use context clues from the questions and pictures to form logical guesses. A thoughtful, creative response can still earn you points, even if you're not 100% sure of the right answer.The VerdictAll in all, I'd say the 2024 Wanwei English exam was challenging but fair. It really put our reading, writing, listening, and speaking abilities to the test in some funky new ways. The key is to roll with the punches and apply strategies to overcome the tricky sections.Was it the most fun way to spend a Saturday morning? Not quite. But I certainly walked away feeling like I showed off my English know-how to the best of my ability. With some hard work and the tips I've provided, you can too!Welp, that's all I've got for now, my English exam-taking friends. Power through those practice tests, stay confident, and snack strategically during breaks. You've totally got this in the bag! Catch you on the flip side!篇3Certainly! Here's an article about analyzing the 2024 Wanwei Zhongkao (Middle School Entrance Examination) English paper, written from a primary school student's perspective, with a length of around 2,000 words.Wanwei Zhongkao English Paper: A Student's BreakdownHey there, fellow students! It's me, your friendly neighborhood primary school buddy, ready to dive into the depths of the 2024 Wanwei Zhongkao English paper. I know, I know, exams can be a real drag, but trust me, this one was a wild ride! So, let's break it down together, shall we?First things first, the Reading Comprehension section was a real doozy! They threw all sorts of texts at us, from quirky stories about talking animals to mind-boggling scientific articles about black holes (which, let's be real, might as well be written in ancient Greek). But you know what? We powered through it like champs! Those tricky questions? We outsmarted them with our wits and a little bit of luck (okay, maybe more than a little).Next up, the Writing section. Now, this is where things got real interesting. They gave us prompts that ranged from describing our favorite superhero to convincing the principal toinstall a giant chocolate fountain in the cafeteria (hey, a kid can dream, right?). Of course, we had to flex our creative muscles and put our grammar skills to the test. Let's just say, my hand was cramping by the end, but it was all worth it for those sweet, sweet points!But wait, there's more! The Listening section was a true test of our concentration powers. They played all sorts of dialogues and monologues, from a quirky grandma talking about her knitting obsession to a science teacher droning on about the wonders of photosynthesis (yawn). It was like a real-life game of "Spot the Keywords," and let me tell you, my ears were ringing by the end!And lastly, the Speaking section. This was our chance to shine, folks! They asked us to describe pictures, role-play situations, and even give our opinions on controversial topics (like whether pineapple belongs on pizza – the answer is a resounding no, by the way). We got to show off our language skills and charm the examiners with our wit and charisma. Okay, maybe not so much with the charm, but hey, we tried!All in all, the 2024 Wanwei Zhongkao English paper was a rollercoaster ride of emotions, challenges, and occasional moments of pure confusion (seriously, what's with all the blackhole questions?). But you know what? We made it through, and that's what counts!So, to all my fellow primary school pals out there, let's give ourselves a big round of applause for tackling this beast of an exam. And to those who are still preparing for it, don't worry –just keep studying, practicing, and believing in yourselves. With a little bit of hard work and a whole lot of determination, you'll be ready to conquer this thing too!Now, who's up for a celebratory ice cream sundae? My treat!篇4The 2024 Wanwei English Exam: A Student's TakeWhew, what a doozy that was! The 2024 Wanwei English exam had us all sweating bullets. As an elementary student, I thought I had studied real hard, but boy was I wrong. That test was no joke!The reading section completely threw me for a loop. I thought I was a pretty decent reader, able to understand most passages and stories we did in class. But those reading prompts were like a whole other language! The vocabulary was super advanced with lots of big words I'd never seen before. And theconcepts were just mind-boggling complex for a kid my age. One passage was analyzing the philosophical implications of a novel I've never even heard of! How's a 10-year-old supposed to understand that?I had to take a totally random guess on most of the reading comprehension questions. I tried my best to decode the clues in the questions and match them to what seemed relevant in the passage. But it was really just a shot in the dark for the most part. I'm usually a good test-taker, but this section made me feel so inadequate and dumb. Hopefully I salvaged a few points through some educated guesswork!As difficult as the reading was, at least it was in a format I was familiar with - written passages with questions. The listening section was even weirder and more frustrating. Instead of just listening to conversations or stories like we practice, there were all these bizarre audio clips thrown at us. One was someone giving a commencement speech filled with metaphors and analogies I couldn't begin to comprehend. Another was a scientist lecturing about some theoretical physics concept that just went way over my head.And the real kicker - we had to answer comprehension questions immediately after each audio clip, with no chance tolisten again! By the time my young brain could attempt to process the advanced ideas and vocabulary, the recording was over and I had to hurry up and answer the questions before running out of time. I pretty much had to take a stab in the dark for all of those too based on the few words I caught here and there. So unfair for an elementary student!At least the writing and speaking sections allowed me to showcase the English skills I do have, even if the prompts felt overly ambitious. For writing, I had to write a persuasive essay about my stance on a super controversial geopolitical issue. How am I, a 10-year-old, supposed to formulate a coherent argument on that?! I just wrote something about the importance of sharing and cooperation using the vocabulary I knew.The speaking had us give a mock presentation about an area of science we're passionate about. I don't really have academic passions yet beyond like, plants and animals. So I just spoke about how much I love dogs and included some facts about dogs I could remember, like they'rehman's best friend. Probably not the visionary science oration they were looking for, but it's legit what I could muster!By the end, I was mentally and physically spent from that marathon of an exam. As I turned in my test booklet, I just had tolaugh at the absurdity of it all. Either the test writers think today's elementary students are miniature geniuses who imbibe scholarly journals and academic lectures for fun...or they simply failed at designing an age-appropriate English assessment.Whatever the reason, one thing's for sure - that Wanwei test could use a major overhaul to reasonably match its difficulty level to what kids my age are actually capable of understanding and articulating. Or maybe I'll get thrown a softball next year and it'll seem easy by comparison. Only time will tell!For now, I'm just looking forward to decompressing over summer break. Bring on the fun and freedom, no Wanwei-level academic hurdles in sight! An elementary student's idyllic summer dream. Hopefully that exam didn't zap my spirit and love of learning English entirely. If I survived the 2024 gauntlet, I can tackle anything...right?篇5Whew, the 2024 Wanhui Exams are finally over! I worked so hard studying for months leading up to the tests. Now that it's done, I want to take a look back at the English section and share my thoughts. Maybe it will help someone preparing for next year's exams.The reading comprehension passages were pretty tricky this year, at least in my opinion. There was one about the history of chocolate that had a lot of difficult vocabulary words I'd never seen before, like "cacao" and "Mesoamerica." Thank goodness I've been practicing my context clues skills! I was able to use the sentences around those hard words to try and figure out what they meant.There were also some really long and complex sentences in that chocolate reading that I had to re-read a few times to fully understand. The grammar concepts they tested, like identifying subordinate clauses, definitely came in handy. I'm glad I spent extra time reviewing those!The questions about the main idea and the author's purpose for that passage stumped me at first. But after re-reading the intro and conclusion paragraphs carefully, I was able to come up with the right answers. Paying close attention to those important structural elements is so key for comprehension questions.Then there was a reading about environmental conservation that included lots of statistics and data about things like declining rainforest acreage and endangered species populations. I struggled a bit making sense of all those numbers.Having to interpret data from graphs and charts is always one of the most challenging reading skills for me.Moving on to the other sections, I'd have to say the grammar and usage questions weren't too bad this year. There were the usual sentence correction problems testing stuff like subject-verb agreement, punctuation, and parallelism. But nothing too crazy that we hadn't practiced a million times.The writing section, on the other hand, was brutal! The prompt asked us to write a persuasive essay arguing for or against having a school dress code. As soon as I read it, my mind went blank trying to decide which side to take. I ended up writing a so-so introduction and thesis, but then I got stuck trying to come up with enough convincing supporting arguments.By the time I got to the body paragraphs, I realized I was just rambling and repeating myself instead of giving focused evidence to back up my points. Organizing a cohesive, logical essay in the time allotted is something I clearly need to work on more. Constructing solid conclusion paragraphs that restate the main idea has also been an area of struggle for me in past writing assignments.At least the vocabulary section played more to my strengths. I've really been trying to exponentially increase my word power this year, so I felt pretty confident about using context to figure out meanings and identifying roots, prefixes, and suffixes. The analogies were a piece of cake too!All in all, while there were some rough patches, I think my score on the Wanhui English test will be decent this year. I just need to keep chipping away at my weaknesses like data analysis, persuasive writing structure, and dealing with complex sentence syntax. Tests are always a great opportunity to pinpoint the skills I need more practice with.For any fellow English learners out there prepping for next year's exams, here's my advice: Do as many practice reading passages and writing prompts as you can get your hands on! The more exposure you get to different topics, question types, and tasks, the better prepared you'll be on test day. Don't neglect the sometimes boring-seeming grammar rules and vocabulary building either. Nailing down those fundamentals provides such a crucial foundation.Most importantly, try to stay calm and confident when you sit down to take the test. Tests can be stressful, but just do your best and feel proud of how hard you've worked. Like they say,"smooth seas never made a skilled sailor." The English exams may be choppy waters at times, but they'll only make you a stronger learner and test-taker in the long run. Good luck out there!篇6Wanwei Middle School English Exam 2024 - A Kid's TakeHey there, fellow kids! Chinese Charlie here with a super important research topic - the 2024 Wanwei Middle School English exam. I know, I know, you're probably thinking "English?? Boring!!" But trust me, this one's gonna be a doozy.You see, Wanwei is like THE middle school everyone wants to get into around these parts. Their English program istop-notch, which means acing that test is crucial. Cue my intense investigation into what this crazy exam will be like next year!I started my research by hitting up my cousin Billy, who's a current Wanwei 7th grader. After plying him with enough chocolate to make Willy Wonka jealous, he spilled all the deets. Apparently, the reading section is no joke - tons of long, fancy passages to plow through about things like classic literature and global current events. Hey teachers, throw us kids a bone with some video game texts, would ya?Billy also warned me that the writing part is an absolute monster. In addition to boring old essay questions, there's a section where you have to construct logical arguments and use "persuasive techniques." What does that even mean?? I'm 11, the closest I've come to persuasive writing is conning my parents into letting me stay up past bedtime.But you know what has this amateur examologist really sweating? The listening comprehension portion. From what I gathered, they play all these conversations and lectures at blistering speeds, then pummel you with questions testing how much you absorbed. Who can even focus that long without a snack break?Despite the hurdles, I'm determined to help my squad prepare for this epic English showdown. We've been running vocabulary drills where we quiz each other on those ridiculous GRE words no normal human uses. You know, gems like "sanguine" and "obfuscate." Good luck getting those bad boys to stick in our video game and TikTok-addled brains!We're also doing read-alouds to work on our speaking skills and fluency. It's pretty funny hearing a bunch of 11-year-olds try to wrap their mouths around tongue-twisters like "the selfish shellfish shamelessly shunned thesha-sha-sha..." You get theidea. Our English teacher just chuckles and tells us to keep practicing. Harsh critique, Ms. Wang!While preparing for the Wanwei exam honestly seems about as fun as a root canal, I can't deny it will be an amazing opportunity for anyone who survives it. I mean, this is Wanwei we're talking about! Students there have gone on to attend fancy schmancy universities and pursue dream careers.Who knows, if I somehow manage to join the hallowed halls of Wanwei next year, maybe I'll be on track to become...an international Canadian pop star sensation? A brilliant, eccentric inventor? Or, ya know, probably just a tired office worker somewhere. Hey, at least the English will come in handy for those emails!No matter what the future holds, you can bet your Boba I'll be grinding away to try and conquer this English beast. Flashcards? Check. Practice tests? You know it. Earning weird looks from passersby while reciting vocab words under my breath in public? It's all part of the glamorous life of a pre-teen academic warrior.So to all my fellow kids out there with Wanwei ambitions, I salute your drive and commitment! Let's hit those English books hard and show that exam who's boss. And to any currentstudents graciously helping us newbies - thanks a million, you're all heroes in my book.Okay, break time's over. Back tostudying ..."melancholy"..."obsequious"..."profusely"...man, English is wacky!。

善意的谎言名言英语

善意的谎言名言英语

善意的谎言名言英语导读:本文是关于善意的谎言名言英语,如果觉得很不错,欢迎点评和分享!1、谣言是越散播越浓厚的东西。

Rumors are spreading more and more strong.2、爱情,是我们都相信的谎言。

Love, is we all believe lies.3、谄媚从来不会出自伟大的心灵。

Flattery never out great minds.4、好人迫不得已的时候也会说谎。

Good people will lie when forced.5、给自己辩护的人,告发了他自己。

To defend himself, turn on his own.6、智慧之于灵魂犹如健康之于身体。

Wisdom is to the soul what health is to the body.7、常识是我所知道的最高的通情达理。

Common sense is the highest I know is reasonable.8、相信谎言的人必将在真理之前毁灭。

People who believe in lies will destroy before truth.9、生命不可能从谎言中开出灿烂的鲜花。

Lies in the life can't leave from the bright flowers.10、大家都不听谎言,说谎的人也就绝迹了。

Everyone don't listen to your lies, liar would be extinct.11、为了他人能够更好的生存下去,而说的谎。

For others will be better able to survive, but tell lies.12、生活中,善意的谎言可以让生活增添色彩。

Life, white lies can make life add color.13、真情告白坦率无忌是一种伤害,我选择谎言。

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TOIDA’S CONJECTURE IS TRUEEDWARD DOBSON AND JOY MORRISAbstract.Let S be a subset of the units in Z n.LetΓbe a circulant graph oforder n(a Cayley graph of Z n)such that if ij∈E(Γ),then i−j(mod n)∈S.Toida conjectured that ifΓ is another circulant graph of order n,thenΓandΓare isomorphic if and only if they are isomorphic by a group automorphism of Z n.In this paper,we prove that Toida’s conjecture is true.We further prove Zibin’sconjecture,a generalisation of Toida’s conjecture.In1967,´Ad´a m conjectured[1]that two Cayley graphs of Z n are isomorphic if and only if they are isomorphic by a group automorphism of Z n.Although this conjec-ture was disproven by Elspas and Turner three years later[7],the problem and its generalizations have subsequently aroused considerable interest.Much of this inter-est has been focused on the Cayley Isomorphism Problem,which asks for necessary and sufficient conditions for two Cayley graphs on the same group to be isomorphic. Particular attention has been paid to determining which groups G have the property that two Cayley graphs of G are isomorphic if and only if they are isomorphic by a group automorphism of G.Such a group is called a CI-group(CI stands for Cayley Isomorphism).One major angle from which the Cayley Isomorphism problem was considered was the question of which cyclic groups are in fact CI-groups.The problem raised by´Ad´a m’s conjecture has now been completely solved by Muzychuk[15]and [16].He proves that a cyclic group of order n is a CI-group if and only if n=k,2k or 4k where k is odd and square-free.The proof uses Schur rings and is very technical. Many special cases were obtained independently along the way to this result.In1977,Toida published a conjecture refining the conjecture that had been pro-posed by´Ad´a m in1967and disproven in1970.Toida’s conjecture[20]suggests thatif X= X(Z n;S)and if S is a subset of Z∗n ,then X is a CI-digraph.Although thisconjecture has aroused some interest,until recently it had only been proven in the special case where n is a prime power.This proof was given by Klin and P¨o schel[11], [12]and Golfand,Najmark and P¨o schel[8].In this paper,we will prove Toida’s Con-jecture.We remark that Muzychuk,Klin and P¨o schel[10]have also independently proven Toida’s Conjecture.In fact,they(as we do)verify a conjecture of Zibin’[23] that includes Toida’s Conjecture as a special case,although it is straightforward to show that Zibin’s Conjecture and Toida’s Conjecture are in fact equivalent.Also, Muzychuk,Klin,and P¨o schel’s result uses the method of Schur rings,and does not use the Classification of the Finite Simple Groups.The proof presented here makes use of a result that does depend on the Classification of the Finite Simple Groups. Our proof also proves these conjectures explicitly for the case of directed Cayley graphs,while theirs is written for the undirected case.We would recommend that12EDWARD DOBSON AND JOY MORRISthose readers interested in a survey of the Cayley Isomorphism Problem see[13].This work appears as one chapter in the Ph.D.thesis of Joy Morris[14].1.Background Definitions and TheoryThe notation used in this paper is something of a hodge-podge from a variety of sources,based sometimes on personal preferences and sometimes on the need for consistency with earlier works.For any graph theory language that is not defined within this paper,the reader is directed to[4].In the case of language or notation relating to permutation groups,the reader is directed to Wielandt’s authoritative work on permutation group theory[22],although not all of the notation used by Wielandt is the same as that employed in this paper.For terminology and notation from abstract group theory that is not explained within this paper,the reader is referred to[9]or[19].1.1.Graph Theory.Many results for directed graphs have immediate analogues for graphs,as can be seen by substituting for a graph the directed graph obtained by replacing each edge of the graph with an arc in each direction between the two end vertices of the edge.Consequently,although the results of this paper are proven to be true for all digraphs,the same proofs serve to prove the results for all graphs. Although for the sake of simplicity we assume in this paper that directed graphs are simple,this assumption is not actually required in any of the proofs that follow. We do allow the digraphs to contain digons.Definition1.The wreath product of two digraphs X and Y,denoted by X Y, is given as follows.The vertices of the new digraph are all pairs(x,y)where x is a vertex of X and y is a vertex of Y.The arcs of X Y are given by the pairs{((x1,y1),(x1,y2)):(y1,y2)is an arc of Y},together with{((x1,y1),(x2,y2)):(x1,x2)is an arc of X}.In other words,there is a copy of the digraph Y for every vertex of X,and arcs exist from one copy of Y to another if and only if there is an arc in the same direction between the corresponding vertices of X.If any arcs exist from one copy of Y to another,then all arcs exist from that copy of Y to the other.The concept of wreath product of digraphs will be considered in the fully generalised context of digraphs whose arcs have colours associated with them.In the context of digraphs whose arcs are not coloured,simply ignore all references to colour in this discussion.Definition2.The digraph X is said to be reducible with respect to if there exists some digraph Y,such that X is isomorphic to Y E k for some k>1.If a digraph is not reducible with respect to ,then it is said to be irreducible with respect to .TOIDA’S CONJECTURE IS TRUE31.2.Permutation Group Theory.Notation3.Let V be any orbit of G.Then the restriction of the action of g∈G to the set V is denoted by g|V .This ignores what the action of g may be within other orbits of G.For example, g|V =1indicates that for every element v ∈V ,g(v )=v ,but tells us nothing about how g may act elsewhere.Sometimes the action of a permutation group G will break down nicely according to its action on certain subsets of the set V.Certainly,this happens when G is intransitive,with the orbits of G being the subsets.However,it can also occur in other situations.Definition4.The subset B⊆V is a G-block if for every g∈G,either g(B)=B, or g(B)∩B=∅.In some cases,the group G is clear from the context and we simply refer to B as a block.It is a simple matter to realise that if B is a G-block,then for any g∈G, g(B)will also be a G-block.Also,intersections of G-blocks are themselves G-blocks. Definition5.Let G be a transitive permutation group,and let B be a G-block.Then, as noted above,{g(B):g∈G}is a set of blocks that(since G is transitive)partition the set V.We call this set the complete block system of G generated by the block B.Some of the basic language of blocks will be required in this paper.Notice that any singleton in V,and the entire set V,are always G-blocks.These are called trivial blocks.Definition6.The transitive permutation group G is said to be primitive if G does not admit nontrivial blocks.If G is transitive but not primitive,then G is said to be imprimitive.Using[22,Proposition7.1],the following theorem is straightforward to prove.The proof is left to the reader.Theorem7.Every complete block system of Z n consists of the orbits of some sub-group of Z n.Definition8.The stabiliser subgroup in G of the set V is the subgroup of G consisting of all g∈G such that gfixes V pointwise.This is denoted by Stab G(V ), or sometimes,particularly if V ={v}contains only one element,simply by G V ,or G v.In some cases,we allow the set V to be a set of subsets of V(where V is the set upon which G acts)rather than a set of elements of V.In this case,the requirement is that every element of Stab G(V )fix every set in V setwise.For example,if B is a complete block system of G,then Stab G(B)is the subgroup of G that consists of all elements of G thatfix every block in B setwise.Definition9.Let U and V be sets,H and K groups of permutations of U and V respectively.The wreath product H K is the group of all permutations f of U×V4EDWARD DOBSON AND JOY MORRISfor which there exist h∈H and an element k u of K for each u∈U such thatf((u,v))=(h(u),k h(u)(v))for all(u,v)∈U×V.Theorem10.Let x be an n-cycle in S n and n=mk.The centraliser in S n of x m is isomorphic to S m Z k.The proof of this theorem is straightforward,and is left to the reader.Proofs of this and other results whose proofs are omitted in this paper may be found in[14]. Notation11.Let G be a transitive permutation group admitting a complete block system B of m blocks of size k.For g∈G,define g/B in the permutation group S m by g/B(i)=j if and only if g(B i)=B j,B i,B j∈B.The following classical result of Burnside is quite useful.Theorem12([5],Theorem3.5B).A transitive permutation group of prime degree p is either doubly transitive and nonsolvable or has a regular normal Sylow p-subgroup. The following result is a combination of Theorems1.8and4.9of[17].Theorem13([17]).Let x and y be regular cyclic subgroups of degree n.Let n=p a1 1...p a rrbe the prime power decomposition of n,with m= r i=1a i.Then there existsδ∈ x,y such that x,δ−1yδ is solvable.Furthermore, x,δ−1yδ admits complete block systems B0,...,B m+1such that if B i∈B i,then there exists B i+1∈B i+1such that B i⊂B i+1and|B i+1|/|B i|is prime for every0≤i≤m+1.The following result will prove useful and is not difficult to prove.Again,its proof is left to the reader.Lemma14.Let G≤S n such that x ≤G.Assume that G admits a complete block system B of m blocks of size k formed by the orbits of x m .Furthermore,assume that Stab G(B)|B admits a complete block system of r blocks of size s formed by the orbits of x mr |B for some B∈B(rs=k).Then G admits a complete block system C of mr blocks of size s formed by the orbits of x mr .Definition15.The digraph X is a unit circulant if it is a circulant digraph oforder n whose connection set is a subset of Z∗n.1.3.Algebraic Graph Theory.Definition16.Let S be a subset of a group G.The Cayley digraph X= X(G;S) is the directed graph given as follows.The vertices of X are the elements of the group G.If g,h∈G,there is an arc from the vertex g to the vertex h if and only if g−1h∈S.In other words,for every vertex g∈G and element s∈S,there is an arc from g to gs.Notice that if the identity element1∈G is in S,then the Cayley digraph will have a directed loop at every vertex,while if1∈S,the digraph will have no loops.For convenience,we may assume that the latter case holds;it is immaterial to the results. Notice also that since S is a set,it contains no multiple entries and hence there are no multiple arcs.Finally,notice that if the inverse of every element in S is itself inTOIDA’S CONJECTURE IS TRUE 5S ,then the digraph is equivalent to a graph,since every arc can be paired with an arc going in the opposite direction between the same two vertices.Definition 17.The Cayley colour digraph X= X (G ;S )is very similar to a Cayley digraph,except that each entry of S has a colour associated with it,and for any s ∈S and any g ∈G ,the arc in Xfrom the vertex g to the vertex gs is assigned the colour that has been associated with s .All of the results of this paper also hold for Cayley colour digraphs.This is not always made explicit,but is a simple matter to verify without changing any of the proofs used.Definition 18.The set S of X (G ;S )is called the connection set of the Cayley digraph X.Definition 19.We say that the digraph Y can be represented as a Cayley digraph on the group G if there is some connection set S such that Y ∼= X(G ;S ).Sometimes we say that Yis a Cayley digraph on the group G .Definition 20.The automorphism group of the digraph Xis the permutation group that is formed of all possible automorphisms of the digraph.This group is denoted by Aut( X).Theorem 21.(Sabidussi [18],pg.694)Let Uand V be digraphs.Then Aut( U) Aut( V )≤Aut( U V ).This follows immediately from the definition of wreath product of permutation groups,and is mentioned only as an aside in Sabidussi’s paper and in the context of graphs.It is equally straightforward for digraphs.In the case where the digraph U is irreducible with respect to and V =E k for some k ,the group Aut( UV )will admit each set of vertices that corresponds to a copy of E k as a block.Consequently,there is a straighforward partial converse to the above theorem.Corollary 22.If Uis a digraph that is irreducible with respect to ,then Aut( U) Aut(E k )=Aut( U ) S k =Aut( U E k ).Let G be a transitive permutation group that admits a complete block system B of m blocks of size p ,where B is formed by the orbits of some normal subgroup N G .Furthermore,assume that Stab G (B )is not faithful.Define an equivalence relation ≡on B by B ≡B if and only if the subgroups of Stab G (B )that fix B and B ,pointwise respectively,are equal.We denote these subgroups by Stab G (B )B and Stab G (B )B ,respectively.Denote the equivalence classes of ≡by C 0,...,C a and let E i =∪B ∈C i B .The following result was proven in [6].Lemma 23.(Dobson,[6])Let X be a vertex-transitive digraph for which G ≤Aut( X )as above.Then Stab G (B )|E i ≤Aut( X )for every 0≤i ≤a (here if g ∈Stab G (B ),then g |E i (x )=g (x )if x ∈E i and g |E i (x )=x if x ∈E i ).Furthermore,{E i :0≤i ≤a }is a complete block system of G .6EDWARD DOBSON AND JOY MORRISWe now define some terms that classify the types of problems being studied in this paper.Definition 24.The digraph X is a CI-digraph on the group G if X = X (G ;S )is a Cayley digraph on the group G and for any isomorphism of X to another Cayley digraph Y = Y (G ;S )on the group G ,there is a group automorphism φof G that maps Xto Y .That is,φ(S )=S .If Xis a CI-digraph on the group G ,we will be able to use that fact together with the known automorphisms of G to determine all Cayley digraphs on G that are isomorphic to X.One of the most useful approaches to proving whether or not a given Cayley digraph is a CI-digraph has been the following theorem by Babai.This theorem has been used in the vast majority of results to date on the Cayley Isomorphism problem.Theorem 25.(Babai,see [3])Let X be a Cayley digraph on the group G .Then X is a CI-digraph if and only if all regular subgroups of Aut( X )isomorphic to G are conjugate to each other in Aut( X).The following result was first proven by Turner in 1967.Theorem 26.(Turner,[21])The permutation group Z p is a CI-group for any prime p .2.Main TheoremLet x :Z n →Z n by x (i )=i +1.We use this conceptualisation of the n -cycle x at times in what follows.We begin with a sequence of lemmas.Lemma 27.Let x,y ∈S n be n -cycles such that there exists a |n such that x a = y a .Let B be the complete block system of x,y formed by the orbits of x a = y a .Assume that x,y /B contains a normal elementary abelian p -subgroup K for some p |a and x a/p /B ≤K , y a/p /B ≤K .Then either Stab x,y (B )= x a , x a/p = y a/p ,or p |n a and there exists a normal elementary abelian subgroup K of x,y such that K /B =K and |K |≥p 2.Proof.For this lemma,it will be convenient notationally to assume that both x,y act on Z a/p ×Z p ×Z b ,where b =n/a ,in the following fashion:(1)B ={{(i,j,k ):k ∈Z b }:i ∈Z a/p ,j ∈Z p },(2)x a/p (i,j,k )=(i,j +1,k +αj ),where αj =1if j =p −1and αj =0otherwise.It is straightforward to see that x a (i,j,k )=(i,j,k +1)so that y a (i,j,k )=(i,j,k +d ),d ∈Z ∗b and ya/b (i,j,k )=(i,j +a i ,ωi,j (k )),where a i ∈Z ∗p and ωi,j ∈S b .As x a = y a ,y centralizes x a so by Theorem 10,we have that ωi,j (k )=k +b i,j ,b i,j ∈Z b for every i ∈Z a/p and j ∈Z p .As y a/p (i,j,k )=(i,j +a i ,k +b i,j ),we have that y a (i,j,k )=(i,j,k + p −1j =0b i,j ).Hence p −1j =0b i,j ≡d (mod b )for every i ∈Z a/p .Note that x −a/p (i,j,k )=(i,j −1,k −αj −1)so that for s ∈Z ∗p ,x−sa/p (i,j,k )=(i,j −s,k +γj ),where γj =−1if p −1−s ≤j ≤p −1and γj =0otherwise.Thus y a/p x −sa/p (i,j,k )=(i,j −s +a i ,k +γj +b i,j −s )for s ∈Z ∗p .If a i −s =0TOIDA’S CONJECTURE IS TRUE7[y a/p x−sa/p]p(i,j,k)=(i,j,k+pj=0b i,j+p−1j=0γj)=(i,j,k+d−s).If a i−s=0,then[y a/p x−sa/p]p(i,j,k)=(i,j,k+pb i,j−s+pγj).Now,if y a/p /B= x a/p /B,then y a/p x r∈Stab x,y (B)for some r∈Z∗p.Hence either Stab x,y (B)= x a or y a/p x ra/p∈ x a ,for some r∈Z∗p.In the latter case, y a/p∈ x a/p .In either case,the result follows.If y a/p /B= x a/p /B,then there exists u,v∈Z a/p such that a u≡a v(mod p),and,of course,a u,a v≡0(mod p).IfStab x,y (B)= x a ,then,as[y a/p x−sa/p]p∈Stab x,y (B)and a u−a v≡0(mod p), we would have that d−a u≡pb u,j−a u+pγj(mod a).If p|b,we then have that d−a u≡0(mod p)so that d≡a u(mod p).Analogous arguments will then show that d≡a v(mod p)so that a v≡a u(mod p),a contradiciton.Thus p|b.If Stab x,y (B)= x a ,p|b,and there exists u,v∈Z a/p such that a u=a v,then let K be a Sylow p-subgroup ofπ−1(K),whereπ: x,y →S a byπ(g)=g/B.Note that Ker(π)=Stab x,y (B)= x a ,and as a u=a v,we have that|K|=p.Then π−1(K) x,y and,of course, x a π−1(K).Furthermore,|π−1(K)|=|K|·b.As p|b,every Sylow p-subgroup ofπ−1(K)has order|K|.We conclude thatπ−1(K)= K · x a .Let k,κ∈K and x r∈ x a .Then(kx r)−1κ(kx r)=k−1κk∈K as every element of x,y centralizes x a .Whence K π−1(K).As a normal Sylow p-subgroup is characteristic,we have that K x,y .That K is elementary abelian follows from the fact that K /B=K so that K ∼=K.The result then follows. The proof of the following result is straightforward and left to the reader. Lemma28.Let m,k and s be integers,with gcd(m,s)=1.Then there exists some integer i≡s(mod m)such that gcd(i,mk)=1.Lemma29.Let X1be an irreducible CI-digraph of Z m and k≥2.Then X= X1 E k and X =E k X1are CI-digraphs of Z mk.Proof.We will show that X is a CI-digraph of Z mk.The proof that X is a CI-digraph of Z mk is similar,although not exactly analogous.As X1is irreducible,it follows by Corollary22thatAut( X)=Aut( X1) S k.As Z m Z k≤Aut( X), X is a Cayley digraph of Z mk.Furthermore,Aut( X)admits a complete block system B of m blocks of size k,formed by the orbits of x m .Let δ∈S n such thatδ−1 x δ≤Aut( X)and y=δ−1xδ.As X1is a CI-digraph of Z m,any two regular cyclic subgroups of Aut( X1)are conjugate.Hence there exists γ∈Aut( X)such thatγ−1yγ/B∈ x /B.For convenience,we replaceγ−1yγwith y and assume that y/B∈ x /B.AsStabAut( X)(B)=1SmS k,8EDWARD DOBSON AND JOY MORRISthere existsγ∈StabAut( X)(B)such thatγ−1y mγ=x m.Again,we replaceγ−1yγwith y and thus assume that y m=x m.Fix v0∈B0,and define s such that x(v0)=y s(v0).Since x/B and y/B are m-cycles and y/B∈x/B,we must have gcd(s,m)=1.By Lemma28,there exists some i such that| y s+im |=mk.Furthermore,it is clear that y s+im/B=x/B.Replace y s+im with y.Observe x,y ≤Z m Z k,and of course,Z m Z k≤Aut( X).We identify Z mk with Z m×Z k so thatx(i,j)=(i+1,j+σi(j)),whereσi(j)=0if i=m−1andσm−1(j)=1.Theny(i,j)=(i+1,j+b i),where b i∈Z k.As|y|=mk,we have thatΣm−1i=0b i≡b(mod k)and b∈Z∗k.Let β∈Aut( X)such thatβ(i,j)=(i,b−1j).We replace y withβyβ−1and thus assumethatΣm−1i=0b i≡1(mod k).Let x m=z0z1···z m−1where each z i is a k-cycle thatcontains(i,0).Letγ=z−(Σm−1i−1b i)1z−(Σm−1i=2b i)2···z−b m−1m−1.It is then straightforward to verify thatγ−1yγ=x andγ∈1SmZ k≤Aut( X). Lemma30.Let X be a circulant digraph of order n such that if x and y are distinct regular cyclic subgroups of Aut( X)and x,y admits a complete block system C,then X[C]=E|C|for every C∈C.Assume(inductively)that every such circulant digraph with fewer than n vertices is a CI-digraph.If x,y admits a complete block system B of n/p blocks of size p for some prime p|n and Stab x,y (B)is not faithful on some block of B,then X is a CI-digraph of Z n.Proof.By Lemma23,since the action of Stab x,y (B)is not faithful,there are clearly at least two blocks in the block system formed in Lemma23.Denote this block system by E.If vertices of X are labeled0,1,...,n−1,according to the action of x, then the vertices in the block E of E that contains the vertex0form the exponents of a proper subgroup of x ,by Theorem7.By hypothesis there are no arcs within the block E;and since the action of x is transitive on the blocks of E,there are no arcs within any block of E.If there is an arc from some vertex in the block B of B to some vertex in the block B of B,where B and B are in different blocks of E,then Lemma23tells us that all arcs from B to B exist(take x a |E ,where B∈E ).Thus X= X/F ( X[B])for B∈B.Since X[E]contains no arcs for any E∈E,we certainly have X[B]contains no arcs for any B∈B.Thus X= X/B E p.If X/B is reducible, say X/B= X E k,then X=( X E k) E p= X E kp.We continue this reduction until we reach a digraph X such that X is irreducible and X= X E kp for some k.Let x and y be distinct regular cyclic subgroups of Aut( X )such that x ,y admits a nontrivial complete block system C .Let D be the unique complete block system of x,y of n/kp blocks of size kp.Then,as Aut( X)=Aut( X ) S kp,there exist regular cyclic subgroups of Aut( X),say x1 and y1 such that x1 /D= xTOIDA’S CONJECTURE IS TRUE9and y1 /D= y /D.As x ,y admits C as a complete block system of,say,r blocks of size s,we have that x1,y1 admits a complete block system C of r blocks of size kps.Notice that if e is an edge of X between two vertices of C ∈C ,then there is an edge in X between two vertices of C∈C,where C is the block of C that corresponds to the block C .As there are no edges of X between two vertices of C∈C,there are no edges in X between two vertices of C ∈C .Thus,either Aut( X )contains a unique regular cyclic subgroup(in which case X is a CI-digraph), or by inductive hypothesis X is a CI-digraph.Then by Lemma29,since p≥2, X is a CI-digraph,and we are done. Lemma31.Let x,y be n-cycles acting on a set of n elements.Assume that every element of x,y commutes with x a for some0<a<n.Let ab=n,so that x,y admits a complete block system B of a blocks of size b.Assume that the action of Stab x,y (B)|B is not faithful for some B∈B.Then x,y admits a complete block system C b consisting of ab/b blocks of size b for every b |b;furthermore,there is some prime p|b such that the action of Stab x,y (C p)is not faithful.Proof.Notice thatStab x,y (B)|B= x a |Bfor any B∈B,since x a commutes with every element of x,y .Hence Stab x,y (B)|B admits blocks of every possible size b for which b |b.By Lemma14, x,y admits a complete block system with blocks of size b for any b |b.Suppose that b=rs.We choose r,s in such a way that r is as large as possible so that Stab x,y (C r)|C is faithful for every C∈C r.(Notice that the transitivity of x,y means that if Stab x,y (C r)|C were not faithful for some C∈C r,then it would not be faithful for any C∈C r.)We have1≤r<b,and2≤s≤b,since Stab x,y (B)|B is not faithful.Let h∈Stab x,y (B)be such that h|B=1|B but h=1.Since Stab x,y (C r)|C is faithful for every C∈C r,and for any C⊂B we have h|C=1,but h=1,we must have h∈Stab x,y (C r).So if B ∈B is such that h|B =1,then there exists some C⊂B such that h(C)=C.Now,h|B =x i B a|B for some i B .Since there are s blocks of C r in B ,formed by the orbits of x sa ,we have h s=1,so x i B as=1. Hence b|i B s,say k B b=i B s.But b=rs,so k B rs=i B s,meaning that k B r=i B for any B .Thus h∈Stab x,y (C s).Since x i B a|B is nontrivial,this has shown that Stab x,y (C s)is not faithful.Now,suppose that gcd(r,s)=t=1.Let r be such that r t=r and let s be such that s t=s.Then for any B ,i B =k B r=k B tr ,and soh s | B=x i B as | B=x k B ts r a=x k B r as.Since C r is formed by the orbits of x sa,we have h s ∈Stab x,y (C r),so h s =1.It is not difficult to calculate that i B =k B rt,and since gcd(rt,s/t)=1,to see that in fact Stab x,y (C rt)is faithful,contradicting the choice of r.So we see that gcd(r,s)=1.10EDWARD DOBSON AND JOY MORRISLet p be any prime such that p|s.We claim that the action of Stab x,y (C p)is not faithful.Towards a contradiction,suppose that the action of Stab x,y (C p)were faithful. We will show that this supposition forces the action of Stab x,y (C rp)to be faithful, contradicting the choice of r.Let D be a block of C rp and let h∈Stab x,y (C rp)be such that h|D=1.If every such h is an element of the group Stab x,y (C r),then every such h=1and we are done.So we suppose that there is some such h that is not an element of the group Stab x,y (C r).As before,we can calculate that h|B =x i B a,and that i B =k B r; and,similarly,i B =k B p.Since gcd(s,r)=1,we have p |r,so i B =k B rp.Now,theintersection of the orbit of h containing the vertex v in B with the block D of C rp that contains the vertex v is clearly the singleton{v},since the block D is an orbit of x as/p.This shows that when hfixes the block D setwise,it in factfixes this block pointwise,so that h∈Stab x,y (C rp)with h|D=1in fact forces h=1,as required. This proves our claim.Thus,C p is a collection of blocks of prime size of x,y ,formed by the orbits of x n/p,upon which Stab x,y (C p)is not faithful. Theorem32.Let X be a circulant digraph such that whenever x and y are two distinct regular cyclic subgroups of Aut( X)and x,y admits a nontrivial complete block system B,then X[B]=E|B|for every B∈B.Then X is a CI-digraph. Proof.Let x,y be n-cycles in Aut( X).LetY={y ∈Aut( X):there existsγ∈Aut( X)such thatγ−1yγ=y }.By Theorem25,we need only show that x∈Y.Note that by Theorem13there existsδ∈ x,y such that x,δ−1yδ is solvable and x,δ−1yδ admits complete block systems B0,...,B m+1such that if B i∈B i,then there exists B i+1∈B i+1such that B i⊂B i+1and|B i+1|/|B i|is prime for every0≤i≤m+1,where|B0|=n and |B m+1|=1.We thus assume without loss of generality that x,y has the preceeding properties.In order to enable us to use Lemma29,the proof will proceed by induction on the number of prime factors of n.The base case where n is prime is given by Theorem 26,so in what follows,we can assume that any digraphs of strictly smaller order than n that satisfy the hypothesis of this theorem are in fact CI-digraphs.Choose y ∈Y in such a way that x a = (y )a ,where a is as small as possible (0<a≤n).If gcd(a,n)=k,then (y )k = x k ,so by the choice of a,k=a.Thus, we must have that a|n,say ab=n,and by[22,Proposition7.1],the orbits of x a are blocks of x,y ,yielding a complete block system B consisting of a blocks of size b. It follows by the proof of[17,Theorem4.9]that we may assume B=B i for some 0≤i≤m+1.Let p=|B i+1|/|B i|,B i+1∈B i+1and B i∈B i.As x,y admits B i+1as a complete block system(if not,conjugate it by an element of x,y as in Theorem13), x,y /B admits a complete block system C of a/p blocks of size p induced by B i+1.Hence CTOIDA’S CONJECTURE IS TRUE 11is formed by the orbits of x a/p /B and also by the orbits of (y )a/p /B .As x,y is solvable,Stab x,y /B (C )|C is solvable of prime degree p for every C ∈C ,so by Theorem 12Stab x,y /B (C )|C has a unique Sylow p -subgroup for every C ∈C .Let K be a Sylow p -subgroup of Stab x,y /B (C ).Then K Stab x,y /B (C )and is elementary abelian.As a Sylow p -subgroup is characteristic,we have that K x,y /B .It then follows by Lemma 27and our choice of a that Stab x,y (B )= x a or p |b and there exists a normal elementary abelian subgroup K of x,y such that K /B =K and |K |≥p 2.If Stab x,y (B )= x a ,then as x a = (y )a ,we have that every element of x,y centralizes x a .Hence by Theorem 10, x,y ≤ x,y /B Z b .As |Stab x,y (B )|>b ,we have that Stab Stab x,y (w )=1for every w ∈Z n .As Z b is regular in its action on Z b ,we conclude that Stab x,y (B )is not faithful on some block of B .By Lemma 31, x,y admits a complete block system C b consisting of ab/b blocks of size b for every b |b ;furthermore,there is some prime p |b such that the action of Stab x,y (C p )is not faithful.It then follows by Lemma 30that Xis a CI-digraph of Z n ,so that in this case a =1and we are done.If p |b and there exists a normal elementary abelian subgroup K of x,y such that K /B =K and |K |≥p 2,then x,y admits a complete block system C p of n/p blocks of size p ,formed by the orbits of K .As p 2divides |K |,p 2also divides |Stab x,y (C p )|.Then Stab x,y (C p )does not act faithfully on some block of C p andby Lemma 30, X is a CI-digraph of Z n .Thus a =1and the result follows.Corollary 33.Let Xbe a unit circulant digraph on n vertices.Then X is a CI-digraph.Proof.If Aut( X )contains a unique regular cyclic subgroup,then X is a CI-digraph as required.We let x be the regular representation of Z n contained in Aut( X ).If y is any other regular cyclic subgroup of Aut( X)and x,y admits a complete block system B ,then B is formed by the orbits of a normal subgroup of x ,so that B consists of cosets of a subgroup H of Z n .As X is a unit circulant digraph, X [B ]=E |B |and the result follows by Theorem 32. Let d be an arbitrary divisor of the positive integer n .Let (Z n )d ={z ∈Z n :gcd(z,n )=d }.The d −th layer of S ⊆Z n is defined as (S )d =S ∩(Z n )d .In 1975,Zibin’made the following conjecture.Conjecture 34(Zibin’,[23]).Let X and X be two isomorphic circulant graphs with connection sets S and T ,respectively.Then there exists m d ∈Z ∗n such that m d (S )d =(T )d for every divisor d of n .Note that if d =1,then (S )1⊆Z ∗n .Hence this special case of Zibin’s Conjecture is Toida’s Conjecture,so that Zibin’s Conjecture implies Toida’s Conjecture.Corollary 35.Toida’s Conjecture implies Zibin’s Conjecture.。

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