A note on synchronization of a fractional order Coullet chaotic system

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高级英语Book5学习资料lesson1

高级英语Book5学习资料lesson1

LessonOne Salvation1. 课文译文救赎兰斯顿.休斯在我快13岁那年,我的灵魂得到了拯救,然而并不是真正意义上的救赎。

事情是这样的。

那时我的阿姨里德所在的教堂正在举行一场盛大的宗教复兴晚会。

数个星期以来每个夜晚,人们在那里讲道,唱诵,祈祷。

连一些罪孽深重的人都获得了耶稣的救赎,教堂的成员一下子增多了。

就在复兴晚会结束之前,他们为孩子们举行了一次特殊的集会——把小羊羔带回羊圈。

里德阿姨数日之前就开始和我提这件事。

那天晚上,我和其他还没有得到主宽恕的小忏悔者们被送去坐在教堂前排,那是为祷告的人安排的座椅。

我的阿姨告诉我说:“当你看到耶稣的时候,你看见一道光,然后感觉心里似乎有什么发生。

从此以后耶稣就进入了你的生命,他将与你同在。

你能够看见、听到、感受到他和你的灵魂融为一体。

”我相信里德阿姨说的,许多老人都这么说,似乎她们都应该知道。

尽管教堂里面拥挤而闷热,我依然静静地坐在那里,等待耶稣的到来。

布道师祷告,富有节奏,非常精彩。

呻吟、喊叫、寂寞的呼喊,还有地狱中令人恐怖的画面。

然后他唱了一首赞美诗。

诗中描述了99只羊都安逸的待在圈里,唯有一只被冷落在外。

唱完后他说道:“难道你不来吗?不来到耶稣身旁吗?小羊羔们,难道你们不来吗?”他向坐在祷告席上的小忏悔者们打开了双臂,小女孩们开始哭了,她们中有一些很快跳了起来,跑了过去。

我们大多数仍然坐在那里。

许多长辈过来跪在我们的身边开始祷告。

老妇人的脸像煤炭一样黑,头上扎着辫子,老爷爷的手因长年的劳作而粗糙皲裂。

他们吟唱着“点燃微弱的灯,让可怜的灵魂得到救赎”的诗歌。

整个教堂里到处都是祈祷者的歌声。

最后其他所有小忏悔者们都去了圣坛上,得到了救赎,除了一个男孩和依然静静地坐着等侯的我。

那个男孩是一个守夜人的儿子,名字叫威斯特里。

在我们的周围尽是祈祷的修女、执事。

教堂里异常闷热,天色也越来越暗了。

最后威斯特里小声对我说:“去他妈的上帝。

我再也坐不住了,我们站起来吧,就可以得到救赎了。

高三英语艺术批评方法科学严谨运用单选题30题

高三英语艺术批评方法科学严谨运用单选题30题

高三英语艺术批评方法科学严谨运用单选题30题1. The artist's work is often described as _____, showing a unique blend of styles.A. revolutionaryB. conventionalC. mundaneD. derivative答案:A。

本题中,“revolutionary”意为“革命性的”,符合描述独特风格融合的艺术作品;“conventional”表示“传统的”,与独特风格不符;“mundane”意思是“平凡的,世俗的”,不能体现作品的独特;“derivative”指“模仿的,派生的”,不符合独特融合的特点。

2. The painting is criticized for being too _____, lacking depth and complexity.A. superficialB. profoundC. intricateD. elaborate答案:A。

“superficial”表示“肤浅的”,符合缺乏深度和复杂性的批评;“profound”意为“深刻的”,与批评内容相反;“intricate”指“复杂精细的”,不符合题意;“elaborate”意思是“精心制作的”,也不符合缺乏深度的描述。

3. The sculpture is praised for its _____ form, which catches theviewer's eye immediately.A. amorphousB. symmetricalC. asymmetricalD. chaotic答案:B。

“symmetrical”表示“对称的”,能让人眼前一亮;“amorphous”意为“无定形的”,通常不具备吸引眼球的特点;“asymmetrical”指“不对称的”,可能不够直接吸引;“chaotic”意思是“混乱的”,不符合吸引人的描述。

象征主义文学简介

象征主义文学简介

象征主义文学简介阿洲整理象征主义文学是起源于19世纪中叶的法国,并于20世纪初期扩及欧美各国的一个文学流派,是象征主义思潮在文学上的体现,也是现代主义文学的一个核心分支,主要涵盖诗歌和戏剧两大领域,其影响力一直持续到今天。

西方主流学术界认为象征主义文学的诞生是古典文学和现代文学的分水岭。

法国诗人夏尔·波德莱尔和美国诗人爱伦·坡是象征主义的先驱。

尽管“象征主义”一词最早出现于1886年,但波德莱尔和爱伦·坡早在19世纪中叶的创作就最初涉及到了一些象征主义的理念。

一、概述(一)、什么是象征:象征(Symbol),在古希腊是指“拼凑”、“类比”。

最早指一块书板的两个半块,互相各取半块,作为信物。

逐渐用来指那些参加神秘活动的人借以互相秘密认识的一种标志、秘语或仪式。

象征就是指甲事物与乙事物有着重要的密切的关系,甲事物代表、暗示着乙事物。

在象征活动中,象征是用小事物来暗示、代表一个远远超出其自身涵义的大事物,如十字架-基督,用具体的人的感觉可以感知的物象来暗指某种抽象的不能感知的人类情感或观念,如狼-贪婪。

神话世界就是象征的世界,又因为神话是文学之母,所以文学与象征不可分离。

(二)、什么是象征主义:作为一种创作美学,象征主义古已有之,与浪漫主义、现实主义一道,是文学史上具有原型意义的三种基本创作美学。

始于柏拉图,他不统一的物质世界分为二元的现象世界和本体世界,现象世界是本体世界的模本。

欧美现代主义文学中最早出现的一个流派。

产生于19世纪中叶的法国,然后波及欧洲其他国家,至20世纪20年代,有了进一步发展,成为国际性文学流派。

反对肤浅的抒情和直露的说教,主张情与理的统一,通过象征、暗示、意象、隐喻、自由联想和语言的音乐性去表现理念世界的美和无限性,曲折地表达作者的思想和复杂微妙的情绪、感受。

(三)、概述:19世纪80年代中期在法国正式打出旗号的象征主义是对以孔德为代表的实证主义哲学和以左拉为代表的自然主义文学的反拨。

全程检测英语七年级上册a版

全程检测英语七年级上册a版

全程检测英语七年级上册a版全文共3篇示例,供读者参考篇1English Class and the Full Blast TextbookHey there! Let me tell you about my experience with the English textbook we're using this year - Full Blast 7 Student's Book A. As a seventh grader, learning English is pretty important, and this textbook has been quite a journey so far.When I first got my hands on the Full Blast book, I'll admit I was a bit intimidated. It's a thick book with a lot of pages and content. But as I started flipping through it, I realized it's actually really well-organized and engaging. The layouts are colorful and visually appealing, with lots of pictures, illustrations, and graphics that make it fun to work through.One thing I really like about Full Blast is how it's structured into units with different themes. Each unit covers a particular topic, like sports, technology, or the environment. This helps keep things interesting because you're always learning about something new. And within each unit, there's a good variety ofactivities - reading passages, listening exercises, grammar practice, writing tasks, and more.The reading texts are probably my favorite part. They're just the right level of challenge for a seventh grader like me. Not too easy, but also not mind-bendingly difficult. The topics are pretty cool too, ranging from articles about extreme sports to stories set in different cultures around the world. After the readings, there are comprehension questions to test how well you understood, as well as vocabulary exercises to build your word power.The listening portions are great for practicing thoseall-important listening skills. There are recordings of conversations, announcements, and other audio material. Sometimes it's tricky to catch everything at first, but the exercises allow you to listen multiple times and really train your ear. My teacher is good about going over the tough parts too.For grammar, the book covers all the basics like verb tenses, parts of speech, and sentence structure. But it doesn't just throw a bunch of boring grammar rules at you. There are lots of examples, practice activities, and even some fun comics to illustrate the concepts. The writing sections build on thegrammar, giving you frameworks for different types of writing like emails, stories, and persuasive essays.What I maybe like least are the speaking exercises because, you know, as a shy seventh grader the idea of talking out loud in English is still pretty nerve-wracking! But I know it's important practice. The role-plays and dialogues in the book do start to make it feel more natural over time.There are also sections focused on developing broader skills like critical thinking, research, note-taking, and giving presentations. These are hard but useful skills to work on. And I appreciate that the book has a multi-skillssection in each unit that combines reading, writing, listening, and speaking into bigger projects.Overall, I'd say Full Blast does a good job of making English class engaging while still covering all the key skills we need to learn. Is it always easy? No way. Is it always fun? Well, it's still school. But the textbook makes the journey of learning English about as enjoyable as it could be.There's a nice mix of interactive material, clear instruction, real-world topics and themes, and lots of opportunity to practice.I feel like I've improved my English abilities quite a bit since starting the book. And hey, even if English class can be a grindsometimes, at least I'm getting a solid education about the language.I've got to wrap this up because I've got English homework to do (shocking, I know!) But that's my take on the Full Blast 7 textbook we're using. It's a quality resource that makes the most of seventh grade English instruction. Until next time!篇2My Journey with the "All-through English" TextbookAs a seventh-grader, the "All-through English for Grade 7, Volume A" textbook has been my constant companion in navigating the exciting, yet sometimes daunting, world of English language learning. This textbook, with its vibrant colors and engaging illustrations, has not only been a source of knowledge but also a gateway to broadening my horizons and fostering a deeper appreciation for diverse cultures.From the moment I cracked open its pages, I was immediately captivated by the well-structured layout and the thoughtful organization of the units. Each unit presents a central theme, skillfully woven through a variety of engaging tasks, vocabulary exercises, and stimulating reading passages. The themes range from exploring different hobbies and interests todelving into environmental issues and appreciating cultural diversity – all of which have been instrumental in expanding my understanding of the world around me.One aspect that truly sets this textbook apart is the emphasis on developing all four language skills: listening, speaking, reading, and writing. The listening exercises, accompanied by authentic dialogues and narratives, have honed my ear for different accents and intonations, preparing me for real-life conversations. The speaking activities, ranging from role-plays to group discussions, have given me the confidence to express myself freely and articulately in English.The reading passages have been a treasure trove of knowledge, introducing me to a myriad of topics, from ancient civilizations to cutting-edge technologies. Each passage is meticulously crafted, with a gradual increase in complexity, ensuring that my reading comprehension skills are continuously challenged and refined. The accompanying questions and exercises have taught me valuable strategies for understanding complex texts, such as identifying main ideas, making inferences, and drawing conclusions.However, it is the writing section that has truly transformed my relationship with the English language. The textbookprovides a structured approach to developing writing skills, guiding me through the process of brainstorming, organizing ideas, and composing coherent and well-structured pieces. From crafting persuasive essays to creative narratives, I have learned to express my thoughts and emotions with clarity and precision.Moreover, the textbook's emphasis on grammar and vocabulary has been invaluable. The dedicated grammar sections have demystified the intricacies of English syntax, while the vocabulary exercises have enriched my lexical repertoire, enabling me to communicate with greater precision and nuance.Beyond academics, this textbook has also fostered a deeper appreciation for cultural diversity. The inclusion of authentic texts, dialogues, and cultural notes has exposed me to various traditions, customs, and perspectives from around the globe. This exposure has not only broadened my understanding but has also instilled in me a profound respect for different ways of life.As I near the end of this textbook, I can't help but reflect on the incredible journey it has taken me on. From the initial trepidation of tackling a new language to the current confidence and proficiency I possess, this textbook has been an indispensable companion. It has not only equipped me with the necessary skills to excel in English but has also cultivated a lovefor language learning and a curiosity to explore the world beyond my immediate surroundings.Looking ahead, I eagerly anticipate the next volume of the "All-through English" series, as it promises to take me on yet another exhilarating adventure in the realm of language and culture. With this textbook by my side, I am confident that my English proficiency will continue to soar, opening doors to new opportunities and enabling me to communicate effectively in an increasingly interconnected world.篇3Ah, the dreaded English textbook series we all love to hate –Full-term English Detection. As a bright-eyed and bushy-tailed 7th grader just starting out on this multi-year journey, I can already feel the impending sense of dread creeping up my spine. But alas, such is the life of a middle schooler trying to trudge through the murky waters of mandatory English education.Volume 1, Version A was our first introduction to this tome of torment. It came adorned with a snazzy cover depicting students in varied states of engagement and disengagement, no doubt foreshadowing the emotional rollercoaster we were all about to embark upon. The first few units started off relativelytame, easing us in with simple conversational phrases and vocabulary fitting for pre-teens. Fodder for starting to "detect" English, I suppose.But then the real fun began. Suddenly we were bombarded with increasingly complex grammar rules, tenses, and structure –all looming like a thick fog of confusion ready to envelop our pubescent minds. The examples progressively became more obscure and irrelevant to our actual lived experiences as middle schoolers. When would we really need to discuss negotiating trade deals or the migratory patterns of arctic waterfowl?The reading comprehension passages were a beast all their own. What sadistic collector of literature decided that snippets about defunct Mesopotamian civilizations or the contributing factors behind the Dissolution of the Monasteries would be appropriate for 12-year-old non-native speakers? These intense bouts of highly scholastic content were then followed up with even more grammar analysis and rote memorization of vocabulary lists spanning multiple pages. It was a vicious cycle not for the faint of heart.Group activities and pairwork exercises did provide a brief reprise from the onslaught of deluge. At least we could struggle and stumble through the nonsensical dialogues together,giggling at our botched pronunciations and inevitable failures to grasp the material fully. These tiny shreds of social interaction scattered around the units acted as life rafts, keeping our motivation for continuing semi-afloat.The workbooks, oh those thrice-damned workbooks, were their own recurring nightmare. Rows upon rows ofmind-numbing fill-in-the-blanks and mad-lib styled sentence completions. Had we been enrolled in an English cloistered monastery training to become grammarian-linguists, such an intense paper ration may have been justified. But for the rest of us mere temporarily-perceived laypeople, it always felt like an exercise in excessive academic flagellation.Don't even get me started on the audio materials, which always seemed to feature an overenthusiastic and gratingly cheery British narrator spouting off these inane dialogues with her wildly affected accent at a pace far too rapid for our underdeveloped auditory processing skills. The recordings may as well have been beamed in from an alternate universe.It's hard to articulate the true anguish and sense of helplessness we felt slogging through each chapter of Full-term English Detection Grade 7 Volume 1 Version A. The tears, thetantrums, the crushing blows to our fragile pre-teen egos – all seemingly par for the course with this curriculum.Yet, as much as we cringed, cried, and wanted to take that cursed textbook out behind the bike shed for a Old Yeller-style termination of its misery, I must admit there was a tadbit of backhanded merit to the approach. Nobody could accuse it of being an "easy A" - we certainly had to work our little buns off. And I'd be lying if I said my English language foundations and fundamentals didn't level up at least a smidge after completing that inaugural volume.Perhaps the real value of such a mentally груелинговый experience was theitud tempering it produced within us former students. Not only did we build up our lingual core strength through Volume 1's exercises, but we also developed a ferocious sense of determination and grit. If we could persevere through that convoluted and unnecessarily elevated curriculum, then we could withstand pretty much any intellectual hazing the future had in store.So love it or hate it (and most of us vacillated between those two poles on an hourly basis), Full-term English Detection Grade 7 Volume 1 Version A was the trial by fire that molded us. We may have emerged from that first textbook frazzled, frayed, andquestioning all our life choices, but goddammit we made it through to the other side. Battered, bruised, but never broken – a badge of honor we semi-literate anglophiles would wear forever after.。

托福阅读TPO14答案解析

托福阅读TPO14答案解析

托福阅读答案1.prestige威望,声望,所以B的status正确。

原句说在很多地方马已经成为了什么的象征,后面一个让步说尽管牛羊也很重要,应该是说马更重要才对,所以兴趣的动物,利益的动物和要求的动物都不对。

2.以most mobile and most militarilistic做关键词定位至倒数第三句,说以马匹做运输工具和福利使得Inner Eurasia pastoralism最mobile,答案是B,C虽然提到了welfare,但不是 borrow的,所以不选。

3.profound深远的,所以答案far-reaching正确,选D。

原句说pastoralism的出现和发展对欧亚大陆内部有什么样的影响,后面又加了这个区域之外的欧洲和亚洲,所以应该是影响范围广大,所以答案是D。

C说反,后面都说了indirect;A奇特的B正面的没说。

4.首先找到对比,本段前两句分别说了游牧民族和定居民族的特点,一是依靠动物及其食物,一是驯养动物。

紧接着说了这种对比的结果,也就是作者做这个对比的目的。

游牧民族就像食肉动物一样,在食物链中占据了较高的等级,所以需要更多地盘。

所以对比的目的就是解释为什么游牧民族需要占领更多地方,答案是A。

此题特殊,修辞目的在修辞点所在句子后面,需要多加注意。

5.问题当中关键词难找,但可以从上题pastoralist和agriculturalist的对比,也就是本段的第一二两句中得出答案D,说游牧民族经常四处游走。

A和C原文都没说,B项与原文说反,原文第四句说游牧民族必须四处走以保证同样量的food and clothing,所以B错。

6.首先以Eastern Europe和Mongolia做关键词定位至第四句,原句单纯讲述了一个例子,所以往前看,前句说由于游牧民族的存在,出现了很大一块地域范围内共享相似的生态上的,文化上的甚至语言上的特点。

紧接着就说了语言上的一个例子,所以语言的这个例子是为了证明前文的,答案是D。

剑桥雅思阅读10真题解析(test2)

剑桥雅思阅读10真题解析(test2)

剑桥雅思阅读10真题解析(test2)雅思阅读部分的真题资料,同学们需要进行一些细致的总结,比如说解析其实就是很重要的内容,接下来就是店铺给同学们带来的关于剑桥雅思阅读10真题解析(test2)的内容,一起来详细的分析一下吧,希望对你们的备考有所帮助。

剑桥雅思阅读10原文(test2)READING PASSAGE 1You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 on the following pages.Questions 1-7Reading Passage 1 has seven paragraphs, A-G.Choose the correct heading for each paragraph from the list of headings below.Write the correct number,i-ix,in boxes 1-7 on your answer sheetList of Headingsi The search for the reasons for an increase in populationii Industrialisation and the fear of unemploymentiii The development of cities in Japaniv The time and place of the Industrial Revolutionv The cases of Holland, France and Chinavi Changes in drinking habits in Britainvii Two keys to Britain’s industrial revolutionviii Conditions required for industrialisationix Comparisons with Japan lead to the answer1 Paragraph A2 Paragraph B3 Paragraph C4 Paragraph D5 Paragraph E6 Paragraph F7 Paragraph GTea and the Industrial RevolutionA Cambridge professor says that a change in drinking babits was the reason for the Industrial Revolution in Britain. Anjana Abuja reportsA Alan Macfarlane, professor of anthropological science at King’s College, Cambridge, has, like other historians, spent decades wrestling with the enigma of the Industrial Revolution. Why did this particular Big Bang — the world-changing birth of industry — happen in Britain? And why did it strike at the end of the 18th century?B Macfarlane compares the puzzle to a combination lock. ‘There are about 20 different factors and all of them need to be present before the revolution can happen,’ he says. For industry to take off, there needs to be the technology and power to drive factories, large urban populations to provide cheap labour, easy transport to move goods around, an affluent middle-class willing to buy mass-produced objects, a market-driven economy and a political system that allows this to happen. While this was the case for England, other nations, such as Japan, the Netherlands and France also met some of these criteria but were not industrialising. ‘All these factors must have been necessary but not sufficient to c ause the revolution,’ says Macfarlane. ‘After all, Holland had everything except coal while China also had many of these factors. Most historians are convinced there are one or two missing factors that you need to open the lock.’C The missing factors, he proposes, are to be found in almost even kitchen curpboard. Tea and beer, two of the nation’sfavourite drinks, fuelled the revolution. The antiseptic properties of tannin, the active ingredient in tea, and of hops in beer — plus the fact that both are made with boiled water — allowed urban communities to flourish at close quarters without succumbing to water-borne diseases such as dysentery. The theory sounds eccentric but once he starts to explain the detective work that went into his deduction, the scepticism gives way to wary admiration. Macfarlane’s case has been strengthened by support from notable quarters — Roy Porter, the distinguished medical historian, recently wrote a favourable appraisal of his research.D Macfarlane had wondered for a long time how the Industrial Revolution came about. Historians had alighted on one interesting factor around the mid-18th century that required explanation. Between about 1650 and 1740,the population in Britain was static. But then there was a burst in population growth. Macfarlane says: ‘The infant mortality rate halved in the space of 20 years, and this happened in both rural areas and cities, and across all classes. People suggested four possible causes. Was there a sudden change in the viruses and bacteria around? Unlikely. Was there a revolution in medical science? But this was a century before Lister’s revolution_ Was there a change in environmental conditions? There were improvements in agriculture that wiped out malaria, but these were small gains. Sanitation did not become widespread until the 19th century. The only option left is food. But the height and weight statistics show a decline. So the food must have got worse. Efforts to explain this sudden reduction in child deaths appeared to draw a blank.’E This population burst seemed to happen at just the right time to provide labour for the Industrial Revolution. ‘When youstart moving towards an industrial revolution, it is economically efficient to have people living close together,’ says Macfarlane. ‘But then you get disease, particularly from human waste.’ Some digging around in historical records revealed that there was a change in the incidence of water-borne disease at that time, especially dysentery. Macfarlane deduced that whatever the British were drinking must have been important in regulating disease. He says, ‘We drank beer. For a long time, the English were protected by the strong antibacterial agent in hops, which were added to help preserve the beer. But in the late 17th century a tax was introduced on malt, the basic ingredient of beer. The poor turned to water and gin and in the 1720s the mortality rate began to rise again. Then it suddenly dropped again. What caused this?’F Macfarlane looked to Japan, which was also developing large cities about the same time, and also had no sanitation. Water-borne diseases had a much looser grip on the Japanese population than those in Britain. Could it be the prevalence of tea in their culture? Macfarlane then noted that the history of tea in Britain provided an extraordinary coincidence of dates. Tea was relatively expensive until Britain started a direct clipper trade with China in the early 18th century. By the 1740s, about the time that infant mortality was dipping, the drink was common. Macfarlane guessed that the fact that water had to be boiled, together with the stomach-purifying properties of tea meant that the breast milk provided by mothers was healthier than it had ever been. No other European nation sipped tea like the British, which, by Macfarla ne’s logic, pushed these other countries out of contention for the revolution.G But, if tea is a factor in the combination lock, why didn’tJapan forge ahead in a tea-soaked industrial revolution of its own? Macfarlane notes that even though 17th-century Japan had large cities, high literacy rates, even a futures market, it had turned its back on the essence of any work-based revolution by giving up labour-saving devices such as animals, afraid that they would put people out of work. So, the nation that we now think of as one of the most technologically advanced entered the 19th century having ‘abandoned the wheel’._oseph Lister was the first doctor to use antiseptic techniques during surgical operations to prevent infections.Questions 8-13Do the following statements agree with the information given in Reading Passage 1?In boxes 8-13 on your answer sheet, writeTRUE if the statement agrees with the informationFALSE if the statement contradicts the informationNOT GIVEN if there is no information on this8 China’s transport system was not suitable for industry in the 18th century.9 Tea and beer both helped to prevent dysentery in Britain.10 Roy Porter disagrees with Professor Macfarlane’s findings.11 After 1740,there was a reduction in population in Britain.12 People in Britain used to make beer at home.13 The tax on malt indirectly caused a rise in the death rate.READING PASSAGE 2You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 2 below.Gifted children and learningA Internationally, ‘giftedness’ is most frequentlydetermined by a score on a general intelligence test, known as an IQ test, which is above a chosen cutoff point, usually at around the top 2-5%. Children’s educational environment contributes to the IQ score and the way intelligence is used. For example, a very close positive relationship was found when children’s IQ scores were compared with their home educational provision (Freeman, 2010). The higher the children’s IQ scores, especially over IQ 130, the better the quality of their educational backup, measured in terms of reported verbal interactions with parents, number of books and activities in their home etc. Because IQ tests are decidedly influenced by what the child has learned, they are to some extent measures of current achievement based on age-norms; that is, how well the children have learned to manipulate their knowledge and know-how within the terms of the test. The vocabulary aspect, for example, is dependent on having heard those words. But IQ tests can neither identify the processes of learning and thinking nor predict creativity.B Excellence does not emerge without appropriate help. To reach an exceptionally high standard in any area very able children need the means to learn, which includes material to work with and focused challenging tuition — and the encouragement to follow their dream. There appears to be a qualitative difference in the way the intellectually highly able think, compared with more average-ability or older pupils, for whom external regulation by the teacher often compensates for lack of internal regulation. To be at their most effective in their self-regulation, all children can be helped to identify their own ways of learning —metacognition —which will include strategies of planning, monitoring, evaluation, and choice of what to learn. Emotional awareness is also part of metacognition, so children should behelped to be aware of their feelings around the area to be learned, feelings of curiosity or confidence, for example.C High achievers have been found to use self-regulatory learning strategies more often and more effectively than lower achievers, and are better able to transfer these strategies to deal with unfamiliar tasks. This happens to such a high degree in some children that they appear to be demonstrating talent in particular areas. Overviewing research on the thinking process of highly able children, (Shore and Kanevsky, 1993) put the instructor’s problem succinctly: ‘If they [the gifted] merely think mo re quickly, then we need only teach more quickly. If they merely make fewer errors, then we can shorten the practice’. But of course, this is not entirely the case; adjustments have to be made in methods of learning and teaching, to take account of the many ways individuals think.D Yet in order to learn by themselves, the gifted do need some support from their teachers. Conversely, teachers who have a tendency to ‘overdirect’ can diminish their gifted pupils’ learning autonomy. Although ‘spoon-feeding’ can produce extremely high examination results, these are not always followed by equally impressive life successes. Too much dependence on the teachers risks loss of autonomy and motivation to discover. However, when teachers help pupils to reflect on their own learning and thinking activities, they increase their pupils’ self-regulation. For a young child, it may be just the simple question ‘What have you learned today?’ which helps them to recognise what they are doing. Given that a fundamental goal of education is to transfer the control of learning from teachers to pupils, improving pupils’ learning to learn techniques should be a major outcome of the school experience,especially for the highly competent. There are quite a number of new methods which can help, such as child-initiated learning, ability-peer tutoring, etc. Such practices have been found to be particularly useful for bright children from deprived areas.E But scientific progress is not all theoretical, knowledge is a so vital to outstanding performance: individuals who know a great deal about a specific domain will achieve at a higher level than those who do not (Elshout, 1995). Research with creative scientists by Simonton (1988) brought him to the conclusion that above a certain high level, characteristics such as independence seemed to contribute more to reaching the highest levels of expertise than intellectual skills, due to the great demands of effort and time needed for learning and practice. Creativity in all forms can be seen as expertise mixed with a high level of motivation (Weisberg, 1993).F To sum up, learning is affected by emotions of both the individual and significant others. Positive emotions facilitate the creative aspects of learning and negative emotions inhibit it. Fear, for example, can limit the development of curiosity, which is a strong force in scientific advance, because it motivates problem-solving behaviour. In Boekaerts’ (1991) review of emotion the learning of very high IQ and highly achieving children, she found emotional forces in harness. They were not only curious, but often had a strong desire to control their environment, improve their learning efficiency and increase their own learning resources.Questions 14-17Reading Passage 2 has six paragraphs, A-F.Which paragraph contains the following information?Write the correct letter, A-F, in boxes 14-17 on your answersheet.NB You may use any letter more than once.14 a reference to the influence of the domestic background on the gifted child15 reference to what can be lost if learners are given too much guidance16 a reference to the damaging effects of anxiety17 examples of classroom techniques which favour socially-disadvantaged childrenQuestions 18-22Look at the following statements (Questions 18-22) and the list of people below.Match each statement with the correct person or people, A-E.Write the correct letter, A-E, in boxes 18-22 on your answer sheet.18 Less time can be spent on exercises with gifted pupils who produce accurate work.19 Self-reliance is a valuable tool that helps gifted students reach their goals.20 Gifted children know how to channel their feelings to assist their learning.21 The very gifted child benefits from appropriate support from close relatives.22 Really successful students have learnt a considerable amount about their subject.List of PeopleA FreemanB Shore and KanevskyC ElshoutD SimontonE BoekaertsQuestions 23-26Complete the sentences below.Choose NO MORE THAN TWO WORDS from the passage for each answer.Write your answers in boxes 23-26 on your answer sheet23 One study found a strong connection between children’s IQ and the availability of andat home.24 Children of average ability seem to need more direction from teachers because they do not have25 Metacognition involves children understanding their own learning strategies, as well as developing26 Teachers who rely on what is known as often produce sets of impressive grades in class tests.READING PASSAGE 3You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 below.Museums of fine art and their publicThe fact that people go to the Louvre museum in Paris to see the original painting Mona Lisa when they can see a reproduction anywhere leads us to question some assumptions about the role of museums of fine art in today’s worldOne of the most famous works of art in the world is Leonardo da Vinci’s Mona Lisa. Nearly everyone who goes to see the original will already be familiar with it from reproductions, but they accept that fine art is more rewardingly viewed in its original form.However, if Mona Lisa was a famous novel, few people wouldbother to go to a museum to read the writer’s actual manuscript rather than a printed reproduction. This might be explained by the fact that the novel has evolved precisely because of technological developments that made it possible to print out huge numbers of texts, whereas oil paintings have always been produced as unique objects. In addition, it could be argued that the practice of interpre ting or ‘reading’ each medium follows different conventions. With novels, the reader attends mainly to the meaning of words rather than the way they are printed on the page, whereas the ‘reader’ of a painting must attend just as closely to the material form of marks and shapes in the picture as to any ideas they may signify.Yet it has always been possible to make very accurate facsimiles of pretty well any fine art work. The seven surviving versions of Mona Lisa bear witness to the fact that in the 16th century, artists seemed perfectly content to assign the reproduction of their creations to their workshop apprentices as regular ‘bread and butter’ work. And today the task of reproducing pictures is incomparably more simple and reliable, with reprographic techniques that allow the production of high-quality prints made exactly to the original scale, with faithful colour values, and even with duplication of the surface relief of the painting.But despite an implicit recognition that the spread of good reproductions can be culturally valuable, museums continue to promote the special status of original work.Unfortunately, this seems to place severe limitations on the kind of experience offered to visitors.One limitation is related to the way the museum presents its exhibits. As repositories of unique historical objects, art museumsare often called ‘treasure houses’. We are reminded of this even before we view a collection by the presence of security guards, attendants, ropes and display cases to keep us away from the exhibits. In many cases, the architectural style of the building further reinforces that notion. In addition, a major collection like that of London’s National Gallery is housed in numerous rooms, each with dozens of works, any one of which is likely to be worth more than all the average visitor possesses. In a society that judges the personal status of the individual so much by their material worth, it is therefore difficult not to be impressed by one’s own relative ‘worthlessness’ in such a n environment.Furthermore, consideration of the ‘value’ of the original work in its treasure house setting impresses upon the viewer that, since these works were originally produced, they have been assigned a huge monetary value by some person or institution more powerful than themselves. Evidently, nothing the viewer thinks about the work is going to alter that value, and so today’s viewer is deterred from trying to extend that spontaneous, immediate, self-reliant kind of reading which would originally have met the work.The visitor may then be struck by the strangeness of seeing such diverse paintings, drawings and sculptures brought together in an environment for which they were not originally created. This ‘displacement effect’ is further heightened by the sheer volume of exhibits. In the case of a major collection, there are probably more works on display than we could realistically view in weeks or even months.This is particularly distressing because time seems to be a vital factor in the appreciation of all art forms. A fundamental difference between paintings and other art forms is that there isno prescribed time over which a painting is viewed. By contrast, the audience encounters an opera or a play over a specific time, which is the duration of the performance. Similarly, novels and poems are read in a prescribed temporal sequence, whereas a picture has no clear place at which to start viewing, or at which to finish. Thus art works themselves encourage us to view them superficially, without appreciating the richness of detail and labour that is involved.Consequently, the dominant critical approach becomes that of the art historian, a specialised academic approach devoted to ‘discovering the meaning’ of art within the cultural context of its time. T his is in perfect harmony with the museum’s function, since the approach is dedicated to seeking out and conserving ‘authentic’, ‘original’ readings of the exhibits. Again, this seems to put paid to that spontaneous, participatory criticism which can be found in abundance in criticism of classic works of literature, but is absent from most art history.The displays of art museums serve as a warning of what critical practices can emerge when spontaneous criticism is suppressed. The museum public, like any other audience, experience art more rewardingly when given the confidence to express their views. If appropriate works of fine art could be rendered permanently accessible to the public by means of high-fidelity reproductions, as literature and music already are, the public may feel somewhat less in awe of them. Unfortunately, that may be too much to ask from those who seek to maintain and control the art establishment.Questions 27-31Complete the summary using the list of words, A-L, below.Write the correct letter, A-L, in boxes 27-31 on your answersheet.The value attached to original works of artPeople go to art museums because they accept the value of seeing an original work of art. But they do not go to museums to read original manuscripts of novels, perhaps because the availability of novels has depended on 27 for so long, and also because with novels, the 28 are the most important thing.However, in historical times artists such as Leonardo were happy to instruct 29 to produce copies of their work and these days new methods of reproduction allow excellent replication of surface relief features as well as colour and 30It is regrettable that museums still promote the superiority of original works of art, since this may not be in the interests of the 31A institutionB mass productionC mechanical processesD publicE paintsF artistG size H underlying ideas I basic technologyJ readers K picture frames L assistantsQuestions 32-35Choose the correct letter, A, B, C or D.Write the correct letter in boxes 32-35 on your answer sheet32 The writer mentions London’s National Gallery to illustrateA the undesirable cost to a nation of maintaining a huge collection of art.B the conflict that may arise in society between financial and artistic values.C the n egative effect a museum can have on visitors’ opinions of themselves.D the need to put individual well-being above large-scaleartistic schemes.33 The writer says that today, viewers may be unwilling to criticise a work becauseA they lack the knowledge needed to support an opinion.B they fear it may have financial implications.C they have no real concept of the work’s value.D they feel their personal reaction is of no significance.34 According to the writer, the ‘displacement effect’ on the visitor is caused byA the variety of works on display and the way they are arranged.B the impossibility of viewing particular works of art over a long period.C the similar nature of the paintings and the lack of great works.D the inappropriate nature of the individual works selected for exhibition.35 The writer says that unlike other forms of art, a painting does notA involve direct contact with an audience.B require a specific location for a performance.C need the involvement of other professionals.D have a specific beginning or end.Questions 36-42Do the following statements agree with the views of the writer in Reading Passage 3?In boxes 36-40 on your answer sheet, writeYES if the statement agrees with the views of the writerNO if the statement contradicts the views of the writerNOT GIVEN if it is impossible to say what the writer thinksabout this36 Art history should focus on discovering the meaning of art using a range of media.37 The approach of art historians conflicts with that of art museums.38 People should be encouraged to give their opinions openly on works of art.39 Reproductions of fine art should only be sold to the public if they are of high quality.40 In the future, those with power are likely to encourage more people to enjoy art.剑桥雅思阅读10原文参考译文(test2)Passage 1参考译文:茶与工业革命一个剑桥教授称英国工业革命的导火索是饮水习性的改变。

the nature of scientific reasoning

the nature of scientific reasoning

本次翻译练习的难度比较大,文章出自北京师范大学研究生英语阅读与翻译课程所用的授课材料,作者布洛诺夫斯基是英国著名的数学家和散文家,剑桥大学数学博士。

这篇文章从科学发展史的角度出发,论述的问题主要是科学并不排斥想象力和创造力。

因此标题翻译成“科学理性的本质”或“科学推理的本质”是比较恰当的。

要翻译好这篇文章不仅应在在宏观的层面牢牢把握文章的主旨,也需要从微观的角度考虑作者使用的语言在语法和修辞上的特点,这样才能在理解的基础上恰当的表达。

当然,这篇文章相对于大家目前的英语水平,在理解和表达两个方面都具有不小的挑战性。

下面通过对这次翻译比较好的赵新平同学作业的点评,来分段落说一说这篇文章究竟有哪些细节部分需要注意,以及相应的翻译策略。

1What is the insight in which the scientist tries to see into nature? Can it indeed be called either imaginative or creative? To the literary man the question may seem merely silly. He has been taught that science is a large collection of facts; and if this is true, then the only seeing which scientists need to do is, he supposes, seeing the facts. He pictures them, the colorless professionals of science, going off to work in the morning into the universe in a neutral, unexposed state. They then expose themselves like a photographic plate. And then in the darkroom or laboratory they develop the image, so that suddenly and startlingly it appears, printed in capital letters, as a new formula for atomic energy.原译:什么是洞察力?科学家一直试图弄清它的本质。

中央财经大学

中央财经大学

10
Children born to serve the country (cont.d)
• Maintained the birth rate to maintain military power
Until 30 years old all men lived in one house and were not full-fledged citizens free to live with their wives, to make clandestine marriage instill an early burning love Physical training of bare boys and girls together in a place to draw and allure young men to marry while men who would not marry walked bare outside. Fathers of 3 exempt from military service The state would find another younger mate for a childless wife. • No jealousy • Children were not private to any men but common to the common
中国经济与管理研究院

March 28 & April 6 & 13, 2008 2008年3月28日和4月6和13日
1
Socrates (苏格拉底)
Taught, but not for money like the Sophists. Like the Sophists’, his pupils were from aristocratic party. Taught and sought knowledge by the method of dialectic (question & answer, first practiced by Zeno 芝诺) in dialogues
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Abstract—In this paper, chaos synchronization problem of the fractional order Coullet system in a master-slave pattern is investigated by using the nonlinear feedback control method. Suitable synchronization conditions are analyzed based on the Lyapunov stability theory. And the synchronization of commensurate order Coullet chaotic system of the base order 0.98 is implemented by virtue of the method. Numerical simulations are provided to verify the performance of the proposed controller. Keyword-Chaotic synchronization, Fractional order Coullet chaotic system, master-slave, Nonlinear control, Fractional differential equations
Coullet system is proposed. In Section Ⅴ , numerical simulations are presented to demonstrate the effectiveness of the proposed method. Finally, conclusions are given in Section Ⅵ. II. IONAL ORDER
d q X1 = F(X1) , dt q
Where
(3)
X 1 ∈ ℜ n×1 , F ( X 1 ) = ( f ( x1 ), f ( x 2 ),..., f ( x n )) T
n×1
and
may be 0 < q ≤ 1 . The fractional order q ∈ ℜ unequal. The equilibrium points of system (3) can be derived by solving following equation F(X1) = 0 , (4) The stability of fractional order system has been thoroughly investigated, and necessary and sufficient conditions have been presented in Ref.[13]. Let the corresponding response(slave) system be
A note on synchronization of a fractional order Coullet chaotic system
Wen Tan 1, 2 ,Fengling Jiang 2 , Jian Xun Liu 1 ,Min Chen 2
1. Key Lab of Knowledge Processing and Networked Manufacture, Hunan University of Science and Technology, Xiangtan, Hunan, 411201,China 2. College of Information & Electrical Engineering, Hunan university of Science and Technology, Xiangtan,Hunan,411201,China wentan168@
(2)
α
Here Γ denotes Gamma function and the operator D* is called Caputo differential operator of order α . Given a fractional order chaotic system, i.e., the drive(master) system is
SYSTEM’S SYNCHRONIZATION THEORY
At present, there are many definitions of the fractional derivatives[9,10], in the paper, the following definition is used
dqX2 (5) = F ( X 2 ) + u (t ) , dt q n×1 where X 2 ∈ ℜ , u (t ) is control function. Suppose the
error between the system (3) and the system (5) is
e(t ) = X 1 (t ) − X 2 (t ) , then the fractional error system
less than α . J ( β > 0) is the β -order Riemann-Liouville integer operator which satisfies
β
J β y (t ) =
β −1 t 1 ( t − τ ) y (τ ) d τ , β > 0 , Γ ( β ) ∫0
can be obtained as
order 0 < q ≤ 1 is asymptotically stable corresponding integer order system (8) is stable.
if
the
d qe = F ( X 1 ) − F ( X 2 ) − u (t ) , dt q
α D* x(t ) = J m −α x ( m) (t ) , (α > 0) , (1) Where m = [α ] ,i.e., m is the first integer which is not
I.
INTRODUCTION
The fractional differential calculus dates from 17th century, but until recent 10 years that it was applied to physics and engineering[1,2]. It was found that many systems in interdisciplinary fields could be described by the fractional differential equations, such as viscoelastic systems,dielectric polarization, electrode-electrolyte polarization and electromagnetic waves[1]. Nowadays, it was known that the fractional order systems possess memery and display much more sophisticated dynamics compared to its integral order counterpart, which is of great significance in secure communication and control process. Furthermore, many fractional order dynamical systems have been examined to exhibit chaotic behavior[3]. Recently, Chaos synchronization problem of fractional order differential systems are being widely investigated[4-7], for different chaotic systems, various relevant control methods are used to deal with them. So far, there is only a report on control and synchronization of a fractional order Coullet chaotic system[8]. Unfortunately, the numerical simulation results presented in the above paper are not consistent with reality.Accordingly,This paper focuses on synchronization of two fractional order Coullet chaotic systems. In virtue of the Lyapunov stability theory, suitable conditions for nonlinear feedback control are derived and further verified through simulations. The rest of the paper is organized as follows. In Section Ⅱ , fractional differential and fractional order system’s synchronization theory are introduced. In Section Ⅲ, the fractional order Coullet system is described. In Section Ⅳ, the nonlinear feedback synchronization of fractional order
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