外文一
外国语言文学一级学科培养方案(学科专业代码0502)
“外国语言文学”一级学科培养方案（学科专业代码：）（内含二级学科：英语语言文学、外国语言学及应用语言学、比较文学与跨文化研究、翻译学）一、学科专业介绍外国语言文化学院拥有外国语言文学一级硕士学位学科点，内含英语语言文学、外国语言学及应用语言学、比较文学与跨文化研究、翻译学四个二级学科硕士点。
英语语言文学硕士点经江苏省学位委员会批准于年设立，年正式招生；外国语言学及应用语言学于年获得硕士学位授予权，并于年开始招生。
比较文学与跨文化研究、翻译学两个二级学科硕士点于年设立。
计划年开始招生。
硕士点招生规模不断扩大，目前在校总人数多人。
年在国务院学位委员会硕士点定期评估中，江苏省抽检了个硕士点，评出了个优秀学科点。
我院英语语言文学硕士点被评为优秀，成为此次抽检中唯一的外语优秀学科点。
省专家评估组给出“本学科点在学术队伍、科学研究、人才培养和工作环境建设等方面取得了较大的成绩。
学科队伍水平高，研究方向稳定，学术科研成果突出，课程设置合理，抽检论文优良率高”的意见，反映了本学科点所处的实际水平。
本学科培养既具备从事外国语言文学研究和高校外语教案能力，又可在相关专业或涉外岗位择业的高层次复合型外语人才，主要研究方向为：（）英美文学（）翻译研究（）英美文化研究（）普通语言学（）应用语言学（）比较文学与跨文化研究（）专门用途英语近五年来，本学院承担了国家社会科学基金项目、教育部人文社会科学研究规划项目、全国教育科学规划项目、江苏省社会科学基金项目、江苏省教育科学规划项目、江苏省教育厅人文社会科学基金项目等项，出版专著部，教材部；发表论文余篇，其中被收录篇、核心期刊`篇。
目前，外文学院有硕士生导师人，其中教授人，副教授人，已形成合理的学科梯队。
所有高级职称教师都曾赴国内外知名大学进行访学研究，教师们的学术视野开阔，治学严谨，注重专业知识和科研能力的培养，已经取得了一批研究方向明确的代表性成果。
二、培养目标．努力学习和掌握马克思主义、毛泽东思想和邓小平理论的基本原理，仔细贯彻“三个代表”重要思想，落实科学发展观，树立正确的人生观、价值观、世界观；热爱祖国，遵纪守法，品行端正，学风严谨，努力为祖国建设服务。
外文翻译1
译文（一）THE ACCOUNTING REVIEWV ol. 83, No. 3 2008pp. 823–853市场参与者的杜邦分析的使用马克•t•Soliman华盛顿大学文摘:杜邦分析,一种常见的财务报表分析，依靠于净营业资产收益率的两个乘法组件:利润率和资产周转率。
这两个会计比率衡量不同的构造。
因此,有不同的属性。
之前的研究已经发现,资产周转率的变化是未来收益的变化正相关。
本文全面探讨了杜邦组件和沿着三个维度有助于文学。
首先,本文有助于财务报表分析文献,发现在这个会计信息信号实际上是增量学习会计信号在先前的研究在预测未来收益。
其次,它有助于文学在股票市场上使用的会计信息通过检查眼前和未来的股本回报投资者应对这些组件。
最后,它增加了分析师的文献处理会计信息的再次测试直接和延迟反应的分析师通过同期预测修正以及未来预测错误。
一致的跨市场加入者的两组,结果表明是有用的信息就是明证杜邦组件和股票收益之间的联系以及维度分析师预测。
然而,我发现预测未来预测错误和异常返回信息处理表明似乎没有完成。
平均水平,分析表明杜邦组件代表增量和可行的操作特征信息的公司。
关键词:财务报表分析、杜邦分析、市场回报、分析师预估。
数据可用性:在这项研究中使用的数据是公开的来源显示的文本。
在本文中,我分析杜邦分析中包含的信息是否与股市回报相关和分析师预测。
之前的研究文档组件从杜邦分析,分解的净营业资产收益率为利润率和资产周转率,有解释力对未来盈利能力的变化。
本文增加了文献综合研究投资者和分析师反应杜邦组件三个维度。
首先,它复制先前记录的预测能力和检查是否健壮和增量其他预测已经考虑在文学的存在。
其次,它探讨了使用这些组件的股市投资者通过观察同生和未来收益。
在同时代的长窗协会和短时期限信息测试,结果显示积极联系杜邦组件和股本回报率。
但小未来异常返回交易策略显示的信息可能不完整的处理。
最后,检查当前预测修正由卖方分析师和未来的预测错误。
外文尊重孩子隐私的名人例子(一)
外文尊重孩子隐私的名人例子(一)外文尊重孩子隐私的名人在公众场合，我们常常可以见到一些名人带着自己的孩子参加各种活动。
然而，并不是所有名人都愿意公开展示自己孩子的隐私。
下面是一些外文名人，他们在尊重孩子隐私方面做得很好的例子：1. AdeleAdele是一位备受瞩目的英国歌手，她拥有众多粉丝。
然而，她一直努力保护自己儿子的隐私。
她很少公开谈论他，并且很少在社交媒体上分享他的照片。
这种尊重孩子隐私的态度让人钦佩。
2. Natalie PortmanNatalie Portman是一位著名的好莱坞演员，也是一位资深的创作者。
她在成为母亲后，坚持尊重孩子隐私的原则。
她很少公开和媒体讨论自己的孩子，也很少在社交媒体上分享他们的照片。
这种做法体现了她作为母亲的责任感和对孩子隐私的尊重。
3. Chris HemsworthChris Hemsworth是一位备受瞩目的澳大利亚演员，他因在《雷神》系列电影中饰演雷神而广受赞誉。
尽管他在公众场合备受关注，但他在尊重孩子隐私方面做得很好。
他很少在社交媒体上分享和他的孩子有关的照片，保护他们的隐私。
4. Emma StoneEmma Stone是一位知名的美国演员，她在多部电影中的精彩表演赢得了众多奖项。
作为一位备受喜爱的女演员，Emma Stone始终尊重自己孩子的隐私。
她很少公开和媒体讨论自己的孩子，也没有在社交媒体上分享他们的照片。
5. Tom HanksTom Hanks是一位备受尊敬的好莱坞演员，他多次获得奥斯卡奖。
虽然他的家庭备受关注，但他一直努力保护孩子的隐私。
他很少公开和媒体讨论自己的孩子，也很少在社交媒体上分享他们的照片。
这种尊重孩子隐私的态度使得他成为名人中的典范。
以上是一些外文名人在尊重孩子隐私方面的例子。
通过保护孩子的隐私，他们向公众传达出了一个重要的信息：无论是普通人还是名人，我们都应该尊重孩子的隐私权，给予他们健康成长所需要的空间和保护。
词语教学外文翻译一
外文翻译一：Excerptwords to more and more complex phrases. Children learn to listen and to talk long before they learn to read and write. The same sequence should be followed in classroom teaching. Extra difficulty would be created if one would try to develop English reading and writing skills before children can speak the language. In order to be able to speak the language, students need to know some vocabulary first. In this paper I will focus on how to teach vocabulary that enables students to construct a rich vocabulary bank. Guiding methods are introduced and sample activities are provided.II. Main Part1. The Importance of Teaching Vocabulary1.1. Vocabulary Development in the Primary GradesThe findings of the “National Reading Panel” indicate that vocab ulary instruction does lead to gains in comprehension, but that methods must be appropriate to the age and ability of the reader. Using both indirect and direct teaching methods to build students’ oral and reading vocabularies should be a part of a balanced reading program. Indirect methods would include read-alouds, shared reading and writing experiences, and independent reading. Direct teaching of vocabulary should respond to the needs of the students and should actively engage them in the process(National Reading Panel, 2000).All word learning tasks are not equal in difficulty. A child may understand the concept behind a word, but not know the word itself. For example, the word cease represents a known concept to most children; however, a young child has probably not heard this word used for stop.Learning a new word that represents a known concept is not as difficult as learning a new word that represents a new concept. Teachers in the primary grades introduce many new concepts, and direct instruction is necessary to build up the understanding of these concepts and the vocabulary words that represent them.When teaching vocabulary words that represent known concepts, the emphasis should always be on the context in which the word appears. Discussing the meaning2of the word from the context of the reading selection together with supplying a definition of the word will help to build meaning for students. If students are to acquire this word as part of their vocabulary, then they must be given repeated exposure of the word in a variety of contexts. They must also have opportunities to practise using the word in conversation and/or writing.By the time children enter second grade, they are likely to know between 2,000 and 5,000 vocabulary words. This amazing growth continues throughout the elementary years, as most children gain 3,000 - 4,000 new vocabulary words each year that they can read and understand ( Teaching Reading in the 21st Century, 2001). By encouraging independent reading and providing both indirect and direct instruction in vocabulary, students can be helped to develop the vocabulary knowledge they will need for effective comprehension.1.2. Educators View on Teaching Vocabulary"Teaching one word at a time out of context is the worst way of teaching vocabulary, with rapid forgetting almost guaranteed," asserts Frank Smith, author of "The Book of Learning and Forgetting" (1998), recently published by Teachers College Press. According to Smith, people assimilate new vocabulary words from context the first time they read them, "provided that the gist of the material being read is both interesting and comprehensible. Within five more encounters, the word and its conventional meaning are usually firmly established in the mind of the reader."Other educators who share this view add that when reading material isn't instantly interesting or comprehensible, it's the teacher's job to build context by activating students' prior knowledge of the topic. With regard to vocabulary, that means having students identify difficult words themselves and pool their knowledge to get the meaning. Ann Marie Longo, director of the Boys Town Reading Center, argues that teens can't use context effectively when their vocabularies are limited. Limited vocabulary is the most common problem among weak readers she's worked with. Longo begins with indirect instruction in words and their meanings and then provides high-interest opportunities to use the words. Vocabularyexpert Isabel Beck of the University of Pittsburgh embraces both approaches. For her, there are3four ways to learn vocabulary: wide reading, hearing unfamiliar words in speech, direct instruction in words and "gimmicks" to boost students' interest.Beck suggests teachers incorporate difficult words into their classroom routines and encourage students to look for the words in reading outside class. Longo agrees that students need to put new words to use in writing and conversation as well as reading. "For vocabulary instruction to increase comprehension," says Longo, "you have to see those words over and over again" ( When Adolescents Can´t Read: Methods and Materials that Work, 1999).1.3. Memory and Storage SystemsUnderstanding how our memory works might help us create more effective ways to teach vocabulary. Research in the area, cited by Gairns and Redman (1986) offers us some insights into this process. It seems that learning new items involve storing them first in our short-term memory, and afterwards in long-term memory. We do not control this process consciously but there seem to be some important clues to consider. First, retention in short-term memory is not effective if the number of chunks of information exceeds seven. Therefore, this suggests that in a given class we should not aim at teaching more than this number. However, our long-term memory can hold any amount of information.Research also suggests that our “mental lexicon” is highly organised and efficient, and that semantic related items are stored together. Word frequency is another factor that affects storage, as the most frequently used items are easier to retrieve. We can use this information to attempt to facilitate the learning process, by grouping items of vocabulary in semantic fields, such as topics (e.g. types of fruit). Oxford (1990) suggests memory strategies to aid learning, and these can be divided into creating mental linkages (grouping, associating, placing new words into a context), applying images and sounds (using imagery, semantic mapping, using keywords and representing sounds in memory), reviewing in a structured way and employing action (physical response or sensation, using mechanical techniques). The techniques just mentioned can be used to greater advantage if we can diagnose learning style preferences (visual, aural, kinesthetic, tactile) and make students aware of different memory strategies.4Meaningful tasks, however, seem to offer the best answer to vocabulary learning, as they rely on students’ experiences and reality to facilitate learning. More meaningful tasks also require learners to analyse and process language more deeply, which should help them retain information in long-term memory. Forgetting seems to be an inevitable process, unless learners regularly use items they have learnt. Therefore, recycling is vital, and ideally it should happen one or two days after the initial input. After that, weekly or monthly tests can check on previously taught items. The way students store the items learned can also contribute to their success or failure in retrieving them when needed. Most learners simply list the items learnt in chronological order, indicating meaning with translation. This system is far from helpful, as items arede-contextualised, encouraging students to over generalise their usage. It does not allow for additions and refinements nor does it indicate pronunciation. Teachers can encourage learners to use other methods, using topics and categories to organise a notebook, binder or index cards. Meaning should be stored using English as much as possible. Diagrams and word trees can also be used within this topic/categories organisation. The class as a whole can keep a vocabulary box with cards, which can be used for revision/recycling regularly.1.4. Why Vocabulary is ImportantTeachers may wonder why it is important to teach vocabulary. Well, there is a very clear answer to that question, namely that vocabulary is critical to reading success for three reasons, which I will explain now briefly. First of all, comprehension improves when you know what the words mean. Since comprehension is the ultimate goal of reading, you cannot overestimate the importance of vocabulary development. Secondly, words are the currency of communication. A robust vocabulary improves all areas of communication which are listening, speaking, reading and writing. Last but no least, when children and adolescents improve their vocabulary, their academic and social confidence and competence improve, too.In turn, a deficit in vocabulary knowledge causes comprehension problems, and comprehension problems prevent people from improving their vocabulary knowledge on their own. Intensive vocabulary instruction can be effective in turning this situation around. What is required, though, is a clear and deliberate focus on facilitating students’ creation of meaning ful contexts for the word meanings they are learning,5and a frequent and consistent emphasis on helping them make connections to what they already know.1.5. Levels of Word Knowledge“Word knowledge” refers to how well you know the meaning of a word. Research shows that there are three kinds of word knowledge. Firstly, there is a lack of word knowledge where the meaning is completely unfamiliar. Secondly, there is acquired word knowledge where the basic meaning is recognized after some thought. And last, there is established word knowledge where the meaning is easily, rapidly and automatically recognized (Beck, McKeown, and Omanson, 1987). Words from the third category are already established in the personal vocabulary bank and are the words you would use in conversation and writing. Though it’s enough for students to have a surface understanding of some words in a selection, for most words students must have this same established level of knowledge if they are to understand what they are reading (Nagy, Herman, and Anderson, 1985).2. Teaching Vocabulary2.1. Which Words Should be TaughtWhen making instructional decisions as to which words to teach, it is helpful to have a framework for decision-making in this area. Knowing what words to teach is the first step in providing effective vocabulary practice. Graves and Prenn, for instance, classify the words that should be devided into three types, each requiring a higher investment of teacher and learner time for instruction. With words that are already in the student's oral vocabulary, the students need only to identify the written symbol for such a word. When the word is one for which the student has acquired no concept and it appears frequently in the context, the teacher must take time to develop the concept through instruction. When the word is in the student's listening vocabulary, it may be taught though writing experiences and activities. Focus should be on helping students become independent learners; they should be encouraged to become actively involved in selecting words.6I will shortly mention a practical guide that helps teachers to remember the types of words that they should teach explicitly. First of all, there are Type A Words.These words belong to academic language and thecontent areas.Academic language describes the language of schooling,words used across disciplines like genre and glossary. Content area words are specific to the discipline, words like organization in social studies and organism in science. Then there are Type B Words which arethe basics.There are hundreds of high-frequency words. The basics make up a large percentage of students´ reading and writing. Students must be able to read words like the, is, and, are, been and because.The so-called Type C Words are connectors and act as signal words. There may be some overlap with the basic words. Students need to understand the signals for cause and effect relationships, sequence and other important indicators of how text is organized. In Type D Words the D standsfor difficult- words with multiple meanings are a challenge for all students and may be especially so for learners of the English language.When considering words with multiple meanings teachers should also pay attention to the consonant-vowel-consonant words children encounter when first learning to read - for example words like jam and ham.These words have accessible meanings if you think of something you may eat with eggs in the morning (ham) or of the sweet, sticky stuff on toast (jam). But jam also describes a music playing session. So learning to decode should not be meaning-free, but should provide a good opportunity for teaching the meanings of words including multiple ones. This kind of experience with words improves comprehension.At last there are also Type X Words which are the extras. These are the words that will not be encountered frequently but in a certain story or context they are important for decoding meaning. A good example of this type of word is spindle in “Sleeping Beauty.” It is important to the fairy tale, but it is not a very high-utility word. I just tell kids what words like this mean without any special teaching.2.1.1. Basic Functional VocabularyIn order to understand, speak, read and write a language, the students must acquire the basic functional vocabulary. New words are carefully selected, gradually introduced, and graded to make language learning smooth and easy. The following77 of 27 pages - scroll topInformation on this eBookTitleThe Teaching of Vocabulary in the Primary School Foreign Language ClassroomAuthorDaniela PohlYear2003Pages27Archive No.V34883ISBN (eBook)978-3-638-34971-0ISBN (Book)978-3-640-44099-3DOI10.3239/9783638349710File size224 KBLanguageEnglishTagsTeachingVocabularyPrimarySchoolForeignLanguageClassroom翻译部分：国外小学词汇教学（The Teaching of Vocabulary in the Primary School Foreign Language Classroom）摘要：很多词语都变得越来越复杂，拥有很多的词组。
外文改编十一选十+专项训练2 高三英语一轮复习+
时文改编十一选十2篇(一)Worn-out cells eventually stop dividingA.otherwiseB. worsenC. accumulatingD. eliminatedE. absentF.ceaselesslyG. limitsH. assumedI. RemovalJ. declineK. automaticallyCells divide many times throughout their lives. But they cannot do it _____1_____. Once they have reached the _____2_____ of their reproductive powers, they enter a state called “senescence”, in which they carry on performing thei r duties but stop making new copies of themselves. For years it was _____3_____ that, apart from their refusal to divide, senescent cells were _____4_____ identical to their replicating companions.There is mounting evidence, though, that this is untrue. One study in 2016 reported that senescent cells in the kidneys and heart produce a protein that causes nearby healthy tissues to _____5_____. Another study published in Nature this week, suggests the accumulation of senescent cells within the brains of mice causes the animals todevelop neurodegenerative(神经退化的) diseases—and that the _____6_____ of thesecells can help prevent them.Working with a team of colleagues, Dr Baker obtained a population of mice that had been genetically engineered to quickly develop fibrous tangles of protein in their brains. These tangles are associated with the _____7_____ in mental abilities caused by diseases like Alzheimer’s. When the mice were four months old, Dr Baker collected brain tissue from some, and found senescent cells _____8_____ in the hippocampus, a seahorse-shaped region of the brain involved with learning and memory. By six months old, they built up in the cerebral cortex as well—as were the tangles that are associated with neurological degeneration.To see what role, if any, senescent cells were playing in their decreasing brainpower, Dr Baker genetically altered some mice so that their senescent cells could be _____9_____ with a twice-weekly dose of a specific chemical. That left a subgroup of mice that sti ll genetically tended to develop neurological diseases, but which also had their brains cleared of senescent cells. By the time these mice reached six months old, the tangles were almost entirely _____10_____. When the mice were presented with objects they had encountered before, they approached them without hesitation, as healthy mice should. In contrast, mice whose brains were full of senescent cells approached the objects cautiously , as if they had never seen them before.【答案】FGHAB IJCDE【解析】1.根据句意，缺副词，细胞在一生中分裂多次，但是他们不可能无休止地分裂。
南邮外文翻译一范例
南京邮电大学毕业设计(论文)外文资料翻译学院(系)：经济与管理学院专业：学生姓名：班级学号：外文出处：Journal of Occupational Psychology,1977, Vol.50附件：1.外文资料翻译译文；2.外文原文附件：1.外文资料翻译译文重新评估工作满意度和工作生活质量——詹姆斯.C.泰勒有用的工作满意度的措施在评估工作的特点以及改善工作生活质量中是有问题的。
根据民意调查和组织调查显示，多年以来，虽然在高和稳定的工作满意度水平下，雇员的挫折感和异化迹象却一直在增加。
经过更密切的检查，这似是而非的调查导致的结论是：无论再严谨的工作满意度调查及测量，得到的只是修改工作和减少员工的挫折感方面的没必要的信息。
根据以往的经验以及对工作生活质量的研究表明，为了克服这个缺陷，在测量工作满意度的时候，雇员本身需要更多地参与测量。
工作满意度已经成为一个模糊不清的尴尬概念。
许多代表着工业人文主义利益的社会科学调查员都对工作满意度十分有兴趣，他们建议要去关注和改善人与职位的关系，提高工作满意度。
从20世纪30年代开始，这种关注已经从制造业扩展到服务和文职部门。
然而，我们可以断言，大部分对工作满意度的研究都无法仅通过对工作及工作本身的研究。
历史上曾经有过对工作满意度的研究，这或许可以支持或者攻击现状，这种趋势还将继续下去。
尴尬的是，在对美国雇员的工作满意度的继续调查研究中，用极高的百分比来衡量他们工作的满意程度，而在同一时间内降低对工人的承诺，雇员所表达的通过增加缺勤率（特别是部分周缺勤），罢工（因其他原因除了工资）而拒绝谈判达成的合同以及破坏产品的比率显然变得更大。
雇员异化的这些问题已经提起公众的注意，但是如果公众关注继续增长，为什么雇员安静的绝望与工作越来越被看作是与压力之间的和解，这些事实和精心准备将使对工作满意度的严格调查成为必然。
前言本文的目的是在不减少抽样误差和防范反应的情况下，使用更精密的统计测试，在不同的模式下对满意度数据进行界定和衡量。
新版大学英语综合教程 外文社Unit 1
the global economy is becoming more and more competitive and in order to 5 improve the chances for a well-paying job， a college education is extremely important. According to the U.S. Department of Labor， 90 percent of the fastest-growing jobs of the future will 6 require some postsecondary education or training. College graduates earn nearly 7 twice as much as high school diploma holders. Unlike the past generations， high school graduates are unable to qualify for the high-paying jobs that are now available. A college education undeniably serves as a gateway to 8 better options and more opportunities.
1 When you go away to college， you leave behind old friends from high school and from your childhood. You leave the comfort and stability of your home and your family to delve into a new and exciting world of dorm rooms and strangers. It is not unnatural to feel scared and unsure of yourself. Many people have formed friendships as children that they have maintained all of their life， and so going away to college and trying to make new friends can seem very daunting. Don't worry， though. There are going to be so many freshmen at your college that are experiencing the same emotions and anxieties as you are， and therefore you will already have some common ground with these strangers.
经管类外文顶级、一级期刊
1. 经济学（大类）American Economic Review (top)Economic Journal (top)European Economic Review (top)Journal of Economic Literature (top)Journal of Economic Perspectives (top)Journal of Political Economy (top)Journal of the European Economic Association (top)Quarterly Journal of Economics (top)Review of Economic Studies (top)Review of Economics and Statistics (top)American Economic Journal: Applied Economics (very good) American Economic Journal: Economic Policy (very good) American Journal of Agricultural Economics (very good) Brookings Papers on Economic Activity (very good)Canadian Journal of Economics (very good)Economic Inquiry (very good)Economic Policy (very good)Economica (very good)Journal of Evolutionary Economics (very good)Labour Economics (very good)Oxford Bulletin of Economics and Statistics (very good)Oxford Economic Papers (very good)Oxford Review of Economic Policy (very good)Scandinavian Journal of Economics (very good)Southern Economic Journal (very good)资源与环境经济学Global Environmental Change - 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Taximeter verification with GPS and soft computing techniques1José Villar , Adolfo Otero , José Otero and Luciano SánchezPublished online: 10 March 2009Abstract We can not know whether the maximum error is always lower than, for example, 7 m. However, we might know that 50% of the measurements lie on a circle with a radius of 7 m, centered on the real position. In this paper we describe a practical application where these legal problems have been solved with soft computing based technologies. In particular, we propose to characterize the uncertainty in the GPS with fuzzy techniques, so that we can reuse certain recent algorithms, formerly intended for being used in genetic fuzzy systems, to this new context. Specifically, we propose a new method for computing an upper bound of the length of the trajectory, taking into account the vagueness of the GPS data. This bound will be computed using a modified multiobjective evolutionary algorithm, which can optimize a fuzzy valued function. The accuracy of the measurements will be improved further by combining it with restrictions based on the dynamic behavior of the vehicles.Keywords Fuzzy systems - Genetic algorithms - Vague data - Fuzzy fitness function - GPS - Metrology1 IntroductionFrom an engineering point of view, measuring the length of a path covered by a vehicle using the global positioning system (GPS) may seem an easy task using position data, speed data or both. Nevertheless, if these measurements are to be used for legal purposes, the situation is different. The measurements provided by a GPS receiver have a vague nature, and there might be large deviations between the actual position and the sensed coordinates of the vehicle. These deviations are infrequent, although they are possible, and this fact can invalidate the use of GPS in some applications.This kind of behavior (i.e., an instrument having high accuracy most of the time, but also a chance of its accuracy being unacceptable) is not an exclusive property of GPS. Many other sensors used for legal purposes (for example, the radar) show this problem, albeit to a lesser degree. However, these sensors are routinely used because, in practical circumstances, if the probability of a measure being not allowable is very low, the evidence it provides is admissible. In other words, if we are able to provide an estimation of the length of a path which is conservative enough, so that the probability of the estimation being shorter than the actual length is negligible, we can use GPSs for legal purposes. Besides, the statistical model of a GPS is different from that of a radar in that it contains some different confidence intervals for the position of the receiver, given at different levels. If we honor the accuracy given by the lowest levels, then the measurements will be too coarse and, if we use the highest levels, the probability1 /content/7j12713766562667/of the estimation being wrong will be too high. Therefore, we want to simultaneously process all theseconfidence intervals and find a balance between the accuracy of the measurement and its probability of being valid.As we will detail later, such a family of confidence intervals matches some recent interpretations of a fuzzy set (Couso et al. 2001). These interpretations are being actively used in another Soft Computing field, that of learning of fuzzy rules from low quality data with genetic algorithms (Sánchez and Couso 2007) [in short, low quality data-based genetic fuzzy systems (GFS) or LQ-GFS] or in industrial applications (Otero et al. 2008). In this paper, we will model each measurement of the GPS, along with its family of confidence intervals, with a fuzzy set. Then, we will compute an upper bound of the length of the path. This will be derived from the membership function of the fuzzy estimation of the length. Previously, we will pre-process the data in order to remove outliers and redundant samples. This preprocessing will be based on certain heuristic rules which will be explained later, and involves the use of a genetic algorithm. Since the objective function is fuzzy-valued, we will use a specially crafted multicriteria genetic algorithm (GA), which is able to optimize fuzzy-valued fitness functions. Again, this genetic algorithm will be taken from the LQ-GFS field, where such kind of GAs are used to solve the aforementioned problem, finding fuzzy rules from imprecise data. In this respect, this paper follows the guidelines given in (Sánchez and Couso 2007), and applies the algorithms defined in (Sánchez et al. 2006; Casillas et al. 2001) and (Sánchez and Couso 2007) to a new research field. Plain fuzzy logic has been applied successfully to some problems that bear some relationship with this paper, in the area of multisensor fusion we refer the reader to Guixing et al. (2006). An example of improving the precision of GPS raw data with the aid of fuzzy logic can be found in Mosavi et al. (2002). Examples of the use of fuzzy logic in the context of navigation of different vehicles can be found in Zhao et al. (2007) and Naranjo et al. (2007).The structure of this work is as follows. In the next section, we describe the problem to be solved. Then, in Sect. 3 how GPS measurements are obtained is detailed. We also explain the imprecise nature of GPS measurements, and how they can be interpreted as fuzzy data. The description of the proposal is set out in Sect. 4, where the filtering process and the issues regarding LUB computation are detailed. Deterministic (Sect. 4.2) and randomized (Sect. 4.3) algorithms for computing the LUB are given in the same section. In Sect. 5 details about the genetic algorithm used to filter the data are given. In Sect. 6numerical results are shown. Finally, conclusions and future work are presented.2 Problem statementTaxi fares in Spain are regulated by local governments. Each time the fares are changed, the taximeters must be calibrated again and verified. One of the tasks to be performed in the Spanish VTSS is the testing and verifying of the taximeters in the taxicabs. The fares depend on two variables: the speed of the taxi during the service, and the length of trajectory covered during the service.Since 1990, the Metrology and Models group at Oviedo University has been responsible for the design of the equipment and devices needed for the verification of taxis in Asturias, Spain. Currently, the verification of the taximeters is being carried out by means of a machine with rollers. The drive wheels are placed on the rollers, whose speed is regularly sampled. The test lasts a few minutes, while the driver must be assisted by a VTSS technician.Once the test is over, the fare in the taximeter is compared to the fare in the machine with rollers. If the fare showed in the taximeter display is not 10% higher than the one calculated by the machine with rollers, then the taximeter may be used.The total distance in the simulated run is computed by multiplying the circumference of the roller by the number of turns, and the linear speed is estimated from the angular speed of the rollers. However, the rollers have a relatively small radius, and the tire deforms differently over the rollers than over a flat surface. The difference between the actual and the theoretical radius means that tires appear to be smaller than they are for the system. Moreover, this error depends on the tire condition and the weight of the vehicle, making the whole test unreliable.We intend to introduce a new portable system, that uses a GPS sensor to sample the position and the speed of the taxi at regular intervals. The new test would imply a significant saving for the VTSS station, because the technician is no longer needed and the cabin where the rollers are installed would be freed for other uses. Because of cost reasons, we also want to use cheap, consumer grade GPS. Price matters, because each station must acquire between 10 and 20 devices; otherwise the queueing time needed would not be acceptable.Unfortunately, there are legal problems that complicate the use of GPS measurements. It is well known that data collected by a consumer grade, nondifferential GPS, is imprecise at sub meter level. GPS manufacturers usually report the accuracy of a receiver in terms of a CEP value (see Sect. 3 for details), but with no reference to the number of satellites used, their relative positions, ionospheric influence or multipath; these sources of error must be taken into account to calculate the tolerance of the measurements in a given fix.Unless we are able to bound the tolerance in our estimation of the length of the trajectory and the speed of the vehicle, we will not be able to legally reject a taximeter. This is the same problem that happens, for instance, when speed penalties are applied by a highway radar: we can not penalize a vehicle whose speed is higher than the limit unless we also know (a) the tolerance of the radar, and (b) that the measured speed surpasses the limit by more than that tolerance. In any other case, we must assume that the driver (and, conversely, the taxi owner) has not committed an offence.Therefore, it is difficult to homologate a GPS-based device, because we can not assess its absolute accuracy, e.g., the tolerance may be 5% for a certain route and 7% for a different route. If we knew that the tolerance is always under 10% (which is the legal limit) we could homologate the device, but we cannot assert that. Thus, in this paper, we propose a device that not only produces an estimation of thelength of the trajectory, but it also computes an upper bound of this length. In this way, once the taxi has finished the run, we can know whether the tolerance of the measurement has been under the legal limitor not, and repeat the test if needed.3 The vague nature of the GPS measurementsThe term global positioning system (GPS) (Hofmann and Collins 2004) refers to a set of devices (satellites and receiver) working together to get a fix (the position) of the receiver. The receiver can receive some signals from the satellites and compute a set of measurements: longitude, latitude, altitude, number of satellites in use, time, etc. Each signal received from a satellite contains information about the time that the signal takes to travel from the satellite to the receiver.Using signals from four satellites, a GPS receiver can compute the three 3D coordinates and data for time correction (Mohinder et al. 2007). If more satellites are in view, they can be used to improve accuracy. For example the four best positioned can be selected to compute position and time. Another way to improve accuracy is over determining the equation system (Lachapelle and Ryan 2000), trying to minimize the errors due to perturbations of the satellites signals when crossing the atmosphere, satellite ephemeris deviation, satellite clock errors, receiver errors and multipath (Hofmann and Collins 2004). As a rule of thumb, the higher the number of satellites the better the accuracy. But even with a high number of satellites in use (12–16) the geometry or constellation of the satellites must be taken into account to estimate the fix accuracy. This is done using DOP (dilution of precision), a measurement of the probability of the effects of the constellation on the fix accuracy (Langley 1999), a higher value of DOP indicates a weaker geometry of satellites. DOP has four components: PDOP (3D or spherical DOP), HDOP (latitude and longitude DOP), VDOP (vertical DOP) and TDOP (time DOP).Under certain conditions, GPS measurement errors follow a bidimensional Gaussian distribution. When many satellites are available, that distribution can be regarded as circular (van Diggelen 2007). Because of this, consumer grade GPS receivers give an indication of their precision through a magnitude called Circular Error Probable (in following CEP): the radius within which 50% of the horizontal position solution will fall and it is centered at the true position.。