Local Scrubber Introduction-10.27
Rust教程(翻译)
1.1 Scope（涵盖）
As a multi-paradigm language, Rust supports writing code in procedural, functional and object-oriented styles. Some of its pleasant high-level features include:（Rust 是一个多范式语言，支 持面向过程、函数式和面向对象多种风格的代码。包含的高级特 性如下：）
This is an introductory tutorial for the Rust programming language. （ 这 是 一 个 介 绍 Rust 编 程 语 言 的 教 程 。） It covers the fundamentals of the language, including the syntax, the type system and memory model, generics, and modules. （它包含了语言基础， 包括：语法、类型系统、内存模型、泛型和模块。）Additional tutorials cover specific language features in greater depth（. 更多教程 涵盖更深入的特定的语言功能。）
1．Introduction
Rust is a programming language with a focus on type safety, memory safety, concurrency and performance.（Rust 是一个关注类 型安全、内存安全、并发和性能的编程语言） It is intended for writing large-scale, high-performance software that is free from several classes of common errors.（它的目标是让大规模、高性能 软件的编写免于几类常见错误。）Rust has a sophisticated memory model that encourages efficient data structures and safe concurrency patterns, forbidding invalid memory accesses that would otherwise cause segmentБайду номын сангаасtion faults. （Rust 拥有精良的内存模型，鼓励高效 数据结构和安全并发模式的使用，禁止对无效内存的访问，否则 会造成段错误。）It is statically typed and compiled ahead of time. （它是需要预先编译的静态类型语言。）
连续镀锌线中英文对照
anit-corrosion oil 防腐油 N2 氮气
annealed coil 退火（板，钢）卷 N2 purge 氮气清扫
area 区域，面积 Na2CO3 碳酸钠
arrangement 安排，布置 name 名字
auto stop 自动停止 NO. 序号
automatic 自动的 NO.1 B/R 1#张紧辊
auxiliary 辅助的 NO.2 P.O.R 2#开卷机
average 平均的 normal operation 正常（通常）操作
BAF(batch annealing furnace) 分批退火炉 normal stop 正常（通常）停止
constant current 恒定电流 quality 质量
construction 建设建造 quantity 数量
content 内容 quench 淬火
continous 连续 quick 快速
continous annealing line 连续退火线 quick 快的，急的
capacity 容量 pass line 通过（生产）线
car 小车 pass line selection 通过（生产）线选择
carbon 碳 pay off reel 开卷机
card 卡，图，表 pay off reel with snubber roll 带有缓冲辊的开卷机
carriage 滑架，车架，平台 Pb 铅
belt 皮带 off 去，充，完
belt wrapper 皮带助卷器 off-gauge 不合格的，等外的
中英文地理信息系统(GIS)英语词汇表
accreditation 委派accuracy 准确度acquisition 获取activity patterns 活动模式added value 附加值adjacency邻接Aeolian 伊奥利亚人的, 风的, 风蚀的Age of Discovery 发现的年代aggregation聚合algorithm, definition算法,定义ambiguity 不明确analytical cartography 分析制图application programming interfaces(APIs) 应用编程接口ARCGis 美国ESRI公司开发的世界先进的地理信息系统软件ArcIMS 它是个强大的，基于标准的工具，让你快速设计和管理Internet地图服务ArcInfo 在ArcGIS软件家族中，ArcInfo是GIS软件中功能最全面的。
它包含ArcView和ArcEditor 所有功能，并加上高级空间处理和数据转换ArcNews 美国ESRI向用户终生免费赠送的ArcNews报刊ArcSDE ArcSDE在ESRI GIS软件和DBMS之间提供通道，是一个空间数据引擎ArcUser Magazine 为ESRI用户创建的报刊ArcView 桌面GIS和制图软件，提供数据可视化，查询，分析和集成功能，以及创建和编辑地理数据的能力ARPANET ARPA 计算机网（美国国防部高级研究计划局建立的计算机网）aspatial data 非空间数据？Association of Geographic Information (AGI) 地理信息协会attribute data 属性数据attributes, types 属性，类型attributive geographic data 属性地理数据autocorrelation 自相关Autodesk MapGuide 美国Autodesk公司生产的Web GIS软件Automated mapping/facility management(AM/FM) systems 自动绘图/设备管理系统facilities 设备avatars 化身A VIRIS 机载可见光/红外成像光谱仪azimuthal projections 方位投影batch vectorization 批量矢量化beer consumption 啤酒消费benchmarking 基准Berry, Brianbest fit line 最优线binary counting system 二进制计算系统binomial distribution 二项式分布bivariate Gaussian distribution 二元高斯分布block encoding 块编码Bosnia, repartitioning 波斯尼亚，再分离成两个国家buffering 缓冲区分析Borrough, PeterBusiness and service planning(retailing) application in petroleum and convenience shopping 石油和便利购物的业务和服务规划（零售）应用business drivers 业务驱动business, GIS as 业务，地理信息系统作为Buttenfield, Barbaracadasters 土地清册Callingham, Martincannibalizing 调拨Cartesian coordinate system笛卡尔坐标系Cartograms 统计地图cartographic generalization 制图综合cartographic modeling 地图建模cartometric transformations 量图变换catalog view of database 数据库目录视图census data人口普查数据Census of Population 人口普查central Place Theory 中心区位论central point rule 中点规则central tendency 中心倾向centroid 质心choropleth mapping分区制图choosing a GIS 选择一个地理信息系统class 类别classification generalization 分类综合client 客户端client-server C/S结构客户端-服务器cluster analysis 聚类分析clutter 混乱coastline weave 海岸线codified knowledge 编码知识COGO data 坐标几何数据COGO editing tools 坐标几何编辑工具Collaboration 协作Local level 地方级National level 国家级Collection-level metadata 获取级元数据Commercial-off-the-shelf (COTS) systems 成熟的商业化系统chemas-microsoft-comfficeffice" />>> Commom object request broker architecture (CORBA) 公共对象请求代理体系结构Community, GIS 社区，地理信息系统Competition 竞争Component GIS 组件地理信息系统Component object model (COM) 组件对象模型Computer assisted mass appraisal (CAMA) 辅助大量估价，>>Computer-aided design (CAD)-based GIS 基于计算机辅助制图的地理信息系统Models 数据模型Computer-aided software engineering (CASE) tool 计算机辅助软件工程工具Concatenation 串联Confidence limits 置信界限Conflation 异文合并Conformal property 等角特性Confusion matrix 混淆矩阵Conic projections 圆锥投影Connectivity 连接性Consolidation 巩固Constant term 常数项Contagious diffusion 传染扩散Continuing professional development (CPD) 持续专业发展Coordinates 坐标Copyright 版权Corridor 走廊Cost-benefit analysis 成本效益分析Cost-effectiveness evaluation 成本效率评估Counting method 计算方法Cresswell, PaulCustomer support 客户支持Cylindrical Equidistant Projection 圆柱等距投影Cylindrical projections 圆柱投影> >Dangermond, Jack 美国ESRI总裁>> dasymetric mapping 分区密度制图>>data 数据>>automation 自动化>>capture costs 获取代价>>capture project 获取工程>>collection workflow 采集工作流>> compression 压缩>>conversion 转换>>definition 定义>>geographic, nature of 地理数据，数据的性质>> GIS 地理信息系统>>industry 产业>>integration 集成>>mining 挖掘>>transfer 迁移>>translation 转化>>data model 数据模型>> definition 定义>>levels of abstraction 提取等级>> in practice 实际上>>types 类型>>database 数据库>>definition 定义>>design 设计>>generalization 综合>>global 全球的>>index 索引>>multi-user editing 多用户编辑>> structuring 结构>>database management system (DBMS) 数据库管理系统>>capabilities 能力>>data storage 数据存储>>geographic extensions 地理扩展>>types 类型>>Dayton Accord 达顿协定，1995年12月达顿协定(DAYTON ACCORD)签订,巴尔干和平已经实现,波斯尼亚(包括黑塞哥维那)再被分解成两个国家>>decision support 决策支持>>deductive reasoning 演绎推理>>definitions of GIS 地理信息系统的各种定义>>degrees of freedom 自由度>>density estimation 密度估算>>dependence in space 空间依赖>>desktop GIS 桌面地理信息系统>>desktop paradigms 桌面范例>>Digital Chart of the World (DCW) 世界数字化图>>digital divide 数字鸿沟>>Digital Earth 数字地球>>Digital elevation models (DEMs) 数字高程模型>>Digital line graph (DLG) 数字线划图>>Digital raster graphic (DRG) 数字影像图>>Digital representation 数字表现>>Digital terrain models 数字地形模型>>Digitizing 数字化>>DIME (Dual Independent Map Encoding) program 美国人口调查局建立的双重独立地图编码系统>> Dine CARE >>Discrete objects 离散对象>>Douglas-Poiker algorithm 道格拉斯-普克算法，一种矢量数据抽稀算法>>Dublin Core metadata standard 都柏林核心元数据标准>>Dynamic segmentation 动态分割>>Dynamic simulation models 动态仿真模型>>> >Easting 朝东方>>Ecological fallacy 生态谬误>>e-commerce 电子商业>>editing 编辑>>education 教育>>electromagnetic spectrum 电磁光谱>>ellipsoids 偏振光椭圆率测量仪>>of rotation 旋转的>>emergency evacuation 应急撤退>>encapsulation 封装>>environmental applications 环境应用>>environmental impact 环境影响>>epidemiology 流行病学>>equal area property 等面积特性>>Equator 赤道>>ERDAS ERDAS公司是世界上最大的专业遥感图像处理软件公司，用户遍布100多个国家，软件套数超过17000套。
诺西NodeB网管操作与维护指导
NodeB网管操作与维护指导一RNC操作与维护工具Application Launcher Client (2)1.1使用Fault Management查看告警 (3)1.2使用RNC RNW Object Browser查看小区状态 (7)1.3闭锁/解锁小区 (8)二使用Telenet 工具(TANG)登录RNC (9)三基站操作软件BTS Site Manager (10)四基站维护作业计划操作指导 (12)4.1日常维护 (12)4.2检查基站告警 (12)4.3 检查基站机柜 (15)4.4 基站PDH性能监控 (15)五常见的几种基站告警分析 (18)5.1AAL2 path unblock not accomplished (18)5.2Ais on unit [x]，interface [y] (18)5.3Antenna line device failure (18)5.4BTS internal SW management problem (19)5.5BTS master clock tuning failure (19)5.6Failure in optical RP3 interface (20)5.7Fan failure (21)5.8System module failure/ RF module failure (21)5.9VSWR alarm (21)5.10WCDMA CELL OUT OF USE./CELL FAULTY. (21)5.11FAILURE IN WCDMA WBTS O&M CONNECTION. (22)5.12EBER on unit 1, interface X. (22)六基站重启操作 (22)一RNC操作与维护工具Application Launcher Client各地RNC用户名：Nemuadmin密码：nemuuserApplication Launcher登陆后界面如下:1.1 使用Fault Management查看告警i. 当前告警：显示当前RNC上的所有告警，包括告警等级、告警号、告警对象、告警产生时间、告警信息等。
Mcrouter中文手册 第二章
最近因工作需要在学习研究Facebook的memcached中间件Mcrouter，发现没有什么中文的资料，所以一边学习一边翻译一份中文的手册，以便分享学习。
本人英文水平有限，翻译借助了google并加入个人理解，有不足或者错误欢迎大家指正，同时也希望大家转载时能标注原文出处。
因为工作比较忙，不能一次整理翻译整个手册，如果后续有新的翻译内容会继续补充Mcrouter的接受大家可以参考：/translate/introducing-mcrouter-a-memcached-protocol-router-for-scaling-memcached-deployments英文原版手册地址：https:///facebook/mcrouter/wiki2常规设置(Common setups)2.1分片池（Sharded pools）一旦你要缓存的数据量变得非常大，一台memcached服务器已经难以承担，你一定想把这些数据分割到多台memcached服务器上。
也就是我们常说的数据水平切分。
Mcrouter支持此功能。
它可以将请求按照缓存key的哈希值发送到不同的memcached服务器上。
这样缓存数据将被均匀地分布在不同的memcached服务器上，同时对同一个缓存的操作也将按照缓存key的哈希值发送到同一台memcached服务器上。
Mcrouter使用hash算法将发送请求到一个默认缓存服务器管理池里。
下面是一个简单的mcrouter配置例子：{"pools": {"A": {"servers": [// your destination memcached boxes here, e.g.:"127.0.0.1:12345","[::1]:12346"]}},"route":"PoolRoute|A"}说明：请求将按照key的哈希值发送到memcached服务器，“PoolRoute”代表按照hash路由2.2复制池（Replicated pools）在很多情况下缓存服务经常被庞大客户端频繁的访问，memcached的服务也需要提供连续的不间断的高性能读取性能。
连续镀锌线中英文对照
crane 吊车 relay panel 中继盘
CrO3 三氧化铬 replaceable synthetic resin 可更换
的人工树脂
Al 铝 MM/DD/YY HH:MM:SS 月/日/年
alarm 警报，报警装置 Mn 锰
aliment 供给，补给 mode 方法，方式
alkali 碱 monitor 监测
all 所有的 motor brake close 电机闸关闭
alloy 合金 motor brake open 电机闸打开
chromate flow 铬酸盐流动 plier 钳子，老虎钳
chromate pump 铬酸盐泵 pneumatic 气动的
chromating 铬化 Po 钋
circuit 线路，电路 position 位置，状态
circulation 循环 positioner 定位器
circulation pump 循环泵 POT 罐，箱，壶，筒
change 变化，改变 pinch roll with snubber roll 带有缓冲辊的夹送辊
check 检查 pit 凹坑
chemical treatment 化学处理 plate 板，平面
chemical treatment unit 化学处理装置 PLC 可编程控制器
card
卡，图，表 pay off reel with snubber roll 带有缓冲辊的开卷机
carriage 滑架，车架，平台 Pb 铅
Cd 隔 phase 相（位）
center 中心 photo-electric device 光电装置
________________________________________________ Session S3C MINORITY ENGINEERING PROGRAM C
________________________________________________ 1Joseph E. Urban, Arizona State University, Department of Computer Science and Engineering, P.O. Box 875406, Tempe, Arizona, 85287-5406, joseph.urban@ 2Maria A. Reyes, Arizona State University, College of Engineering and Applied Sciences, Po Box 874521, Tempe, Arizona 852189-955, maria@ 3Mary R. Anderson-Rowland, Arizona State University, College of Engineering and Applied Sciences, P.O. Box 875506, Tempe, Arizona 85287-5506, mary.Anderson@MINORITY ENGINEERING PROGRAM COMPUTER BASICS WITH AVISIONJoseph E. Urban 1, Maria A. Reyes 2, and Mary R. Anderson-Rowland 3Abstract - Basic computer skills are necessary for success in an undergraduate engineering degree program. Students who lack basic computer skills are immediately at risk when entering the university campus. This paper describes a one semester, one unit course that provided basic computer skills to minority engineering students during the Fall semester of 2001. Computer applications and software development were the primary topics covered in the course that are discussed in this paper. In addition, there is a description of the manner in which the course was conducted. The paper concludes with an evaluation of the effort and future directions.Index Terms - Minority, Freshmen, Computer SkillsI NTRODUCTIONEntering engineering freshmen are assumed to have basic computer skills. These skills include, at a minimum, word processing, sending and receiving emails, using spreadsheets, and accessing and searching the Internet. Some entering freshmen, however, have had little or no experience with computers. Their home did not have a computer and access to a computer at their school may have been very limited. Many of these students are underrepresented minority students. This situation provided the basis for the development of a unique course for minority engineering students. The pilot course described here represents a work in progress that helped enough of the students that there is a basis to continue to improve the course.It is well known that, in general, enrollment, retention, and graduation rates for underrepresented minority engineering students are lower than for others in engineering, computer science, and construction management. For this reason the Office of Minority Engineering Programs (OMEP, which includes the Minority Engineering Program (MEP) and the outreach program Mathematics, Engineering, Science Achievement (MESA)) in the College of Engineering and Applied Sciences (CEAS) at Arizona State University (ASU) was reestablished in 1993to increase the enrollment, retention, and graduation of these underrepresented minority students. Undergraduate underrepresented minority enrollment has increased from 400 students in Fall 1992 to 752 students in Fall 2001 [1]. Retention has also increased during this time, largely due to a highly successful Minority Engineering Bridge Program conducted for two weeks during the summer before matriculation to the college [2] - [4]. These Bridge students were further supported with a two-unit Academic Success class during their first semester. This class included study skills, time management, and concept building for their mathematics class [5]. The underrepresented minority students in the CEAS were also supported through student chapters of the American Indian Science and Engineering Society (AISES), the National Society of Black Engineers (NSBE), and the Society of Hispanic Professional Engineers (SHPE). The students received additional support from a model collaboration within the minority engineering student societies (CEMS) and later expanded to CEMS/SWE with the addition of the student chapter of the Society of Women Engineers (SWE) [6]. However, one problem still persisted: many of these same students found that they were lacking in the basic computer skills expected of them in the Introduction to Engineering course, as well as introductory computer science courses.Therefore, during the Fall 2001 Semester an MEP Computer Basics pilot course was offered. Nineteen underrepresented students took this one-unit course conducted weekly. Most of the students were also in the two-unit Academic Success class. The students, taught by a Computer Science professor, learned computer basics, including the sending and receiving of email, word processing, spreadsheets, sending files, algorithm development, design reviews, group communication, and web page development. The students were also given a vision of advanced computer science courses and engineering and of computing careers.An evaluation of the course was conducted through a short evaluation done by each of five teams at the end of each class, as well as the end of semester student evaluations of the course and the instructor. This paper describes theclass, the students, the course activities, and an assessment of the short-term overall success of the effort.M INORITY E NGINEERING P ROGRAMSThe OMEP works actively to recruit, to retain, and to graduate historically underrepresented students in the college. This is done through targeted programs in the K-12 system and at the university level [7], [8]. The retention aspects of the program are delivered through the Minority Engineering Program (MEP), which has a dedicated program coordinator. Although the focus of the retention initiatives is centered on the disciplines in engineering, the MEP works with retention initiatives and programs campus wide.The student’s efforts to work across disciplines and collaborate with other culturally based organizations give them the opportunity to work with their peers. At ASU the result was the creation of culturally based coalitions. Some of these coalitions include the American Indian Council, El Concilio – a coalition of Hispanic student organizations, and the Black & African Coalition. The students’ efforts are significant because they are mirrored at the program/staff level. As a result, significant collaboration of programs that serve minority students occurs bringing continuity to the students.It is through a collaboration effort that the MEP works closely with other campus programs that serve minority students such as: Math/Science Honors Program, Hispanic Mother/Daughter Program, Native American Achievement Program, Phoenix Union High School District Partnership Program, and the American Indian Institute. In particular, the MEP office had a focus on the retention and success of the Native American students in the College. This was due in large part to the outreach efforts of the OMEP, which are channeled through the MESA Program. The ASU MESA Program works very closely with constituents on the Navajo Nation and the San Carlos Apache Indian Reservation. It was through the MESA Program and working with the other campus support programs that the CEAS began investigating the success of the Native American students in the College. It was a discovery process that was not very positive. Through a cohort investigation that was initiated by the Associate Dean of Student Affairs, it was found that the retention rate of the Native American students in the CEAS was significantly lower than the rate of other minority populations within the College.In the spring of 2000, the OMEP and the CEAS Associate Dean of Student Affairs called a meeting with other Native American support programs from across the campus. In attendance were representatives from the American Indian Institute, the Native American Achievement Program, the Math/Science Honors Program, the Assistant Dean of Student Life, who works with the student coalitions, and the Counselor to the ASU President on American Indian Affairs, Peterson Zah. It was throughthis dialogue that many issues surrounding student success and retention were discussed. Although the issues andconcerns of each participant were very serious, the positiveeffect of the collaboration should be mentioned and noted. One of the many issues discussed was a general reality that ahigh number of Native American students were c oming to the university with minimal exposure to technology. Even through the efforts in the MESA program to expose studentsto technology and related careers, in most cases the schoolsin their local areas either lacked connectivity or basic hardware. In other cases, where students had availability to technology, they lacked teachers with the skills to help them in their endeavors to learn about it. Some students were entering the university with the intention to purse degrees in the Science, Technology, Engineering, and Mathematics (STEM) areas, but were ill prepared in the skills to utilize technology as a tool. This was particularly disturbing in the areas of Computer Science and Computer Systems Engineering where the basic entry-level course expected students to have a general knowledge of computers and applications. The result was evident in the cohort study. Students were failing the entry-level courses of CSE 100 (Principals of Programming with C++) or CSE 110 (Principals of Programming with Java) and CSE 200 (Concepts of Computer Science) that has the equivalent of CSE 100 or CSE 110 as a prerequisite. The students were also reporting difficulty with ECE 100, (Introduction to Engineering Design) due to a lack of assumed computer skills. During the discussion, it became evident that assistance in the area of technology skill development would be of significance to some students in CEAS.The MEP had been offering a seminar course inAcademic Success – ASE 194. This two-credit coursecovered topics in study skills, personal development, academic culture issues and professional development. The course was targeted to historically underrepresented minority students who were in the CEAS [3]. It was proposed by the MEP and the Associate Dean of Student Affairs to add a one-credit option to the ASE 194 course that would focus entirely on preparing students in the use of technology.A C OMPUTERB ASICSC OURSEThe course, ASE 194 – MEP Computer Basics, was offered during the Fall 2001 semester as a one-unit class that met on Friday afternoons from 3:40 pm to 4:30 pm. The course was originally intended for entering computer science students who had little or no background using computer applications or developing computer programs. However, enrollment was open to non-computer science students who subsequently took advantage of the opportunity. The course was offered in a computer-mediated classroom, which meantthat lectures, in- class activities, and examinations could all be administered on comp uters.During course development prior to the start of the semester, the faculty member did some analysis of existing courses at other universities that are used by students to assimilate computing technology. In addition, he did a review of the comp uter applications that were expected of the students in the courses found in most freshman engineering programs.The weekly class meetings consisted of lectures, group quizzes, accessing computer applications, and group activities. The lectures covered hardware, software, and system topics with an emphasis on software development [9]. The primary goals of the course were twofold. Firstly, the students needed to achieve a familiarity with using the computer applications that would be expected in the freshman engineering courses. Secondly, the students were to get a vision of the type of activities that would be expected during the upper division courses in computer science and computer systems engineering and later in the computer industry.Initially, there were twenty-two students in the course, which consisted of sixteen freshmen, five sophomores, and one junior. One student, a nursing freshman, withdrew early on and never attended the course. Of the remaining twenty-one students, there were seven students who had no degree program preference; of which six students now are declared in engineering degree programs and the seventh student remains undecided. The degree programs of the twenty-one students after completion of the course are ten in the computing degree programs with four in computer science and six in computer systems engineering. The remaining nine students includes one student in social work, one student is not decided, and the rest are widely distributed over the College with two students in the civil engineering program and one student each in bioengineering, electrical engineering, industrial engineering, material science & engineering, and mechanical engineering.These student degree program demographics presented a challenge to maintain interest for the non-computing degree program students when covering the software development topics. Conversely, the computer science and computer systems engineering students needed motivation when covering applications. This balance was maintained for the most part by developing an understanding that each could help the other in the long run by working together.The computer applications covered during the semester included e-mail, word processing, web searching, and spreadsheets. The original plan included the use of databases, but that was not possible due to the time limitation of one hour per week. The software development aspects included discussion of software requirements through specification, design, coding, and testing. The emphasis was on algorithm development and design review. The course grade was composed of twenty-five percent each for homework, class participation, midterm examination, and final examination. An example of a homework assignment involved searching the web in a manner that was more complex than a simple search. In order to submit the assignment, each student just had to send an email message to the faculty member with the information requested below. The email message must be sent from a student email address so that a reply can be sent by email. Included in the body of the email message was to be an answer for each item below and the URLs that were used for determining each answer: expected high temperature in Centigrade on September 6, 2001 for Lafayette, LA; conversion of one US Dollar to Peruvian Nuevo Sols and then those converted Peruvian Nuevo Sols to Polish Zlotys and then those converted Polish Zlotys to US Dollars; birth date and birth place of the current US Secretary of State; between now and Thursday, September 6, 2001 at 5:00 pm the expected and actual arrival times for any US domestic flight that is not departing or arriving to Phoenix, AZ; and your favorite web site and why the web site is your favorite. With the exception of the favorite web site, each item required either multiple sites or multiple levels to search. The identification of the favorite web site was introduced for comparison purposes later in the semester.The midterm and final examinations were composed of problems that built on the in-class and homework activities. Both examinations required the use of computers in the classroom. The submission of a completed examination was much like the homework assignments as an e-mail message with attachments. This approach of electronic submission worked well for reinforcing the use of computers for course deliverables, date / time stamping of completed activities, and a means for delivering graded results. The current technology leaves much to be desired for marking up a document in the traditional sense of hand grading an assignment or examination. However, the students and faculty member worked well with this form of response. More importantly, a major problem occurred after the completion of the final examination. One of the students, through an accident, submitted the executable part of a browser as an attachment, which brought the e-mail system to such a degraded state that grading was impossible until the problem was corrected. An ftp drop box would be simple solution in order to avoid this type of accident in the future until another solution is found for the e-mail system.In order to get students to work together on various aspects of the course, there was a group quiz and assignment component that was added about midway through the course. The group activities did not count towards the final grade, however the students were promised an award for the group that scored the highest number of points.There were two group quizzes on algorithm development and one out-of-class group assignment. The assignment was a group effort in website development. This assignment involved the development of a website that instructs. The conceptual functionality the group selected for theassignment was to be described in a one-page typed double spaced written report by November 9, 2001. During the November 30, 2001 class, each group presented to the rest of the class a prototype of what the website would look like to the end user. The reports and prototypes were subject to approval and/or refinement. Group members were expected to perform at approximately an equal amount of effort. There were five groups with four members in four groups and three members in one group that were randomly determined in class. Each group had one or more students in the computer science or computer systems engineering degree programs.The three group activities were graded on a basis of one million points. This amount of points was interesting from the standpoint of understanding relative value. There was one group elated over earning 600,000 points on the first quiz until the group found out that was the lowest score. In searching for the group award, the faculty member sought a computer circuit board in order to retrieve chips for each member of the best group. During the search, a staff member pointed out another staff member who salvages computers for the College. This second staff member obtained defective parts for each student in the class. The result was that each m ember of the highest scoring group received a motherboard, in other words, most of the internals that form a complete PC. All the other students received central processing units. Although these “awards” were defective parts, the students viewed these items as display artifacts that could be kept throughout their careers.C OURSE E VALUATIONOn a weekly basis, there were small assessments that were made about the progress of the course. One student was selected from each team to answer three questions about the activities of the day: “What was the most important topic covered today?”, “What topic covered was the ‘muddiest’?”, and “About what topic would you like to know more?”, as well as the opportunity to provide “Other comments.” Typically, the muddiest topic was the one introduced at the end of a class period and to be later elaborated on in the next class. By collecting these evaluation each class period, the instructor was able to keep a pulse on the class, to answer questions, to elaborate on areas considered “muddy” by the students, and to discuss, as time allowed, topics about which the students wished to know more.The overall course evaluation was quite good. Nineteen of the 21 students completed a course evaluation. A five-point scale w as used to evaluate aspects of the course and the instructor. An A was “very good,” a B was “good,” a C was “fair,” a D was “poor,” and an E was “not applicable.” The mean ranking was 4.35 on the course. An average ranking of 4.57, the highest for the s even criteria on the course in general, was for “Testbook/ supplementary material in support of the course.” The “Definition and application of criteria for grading” received the next highest marks in the course category with an average of 4.44. The lowest evaluation of the seven criteria for the course was a 4.17 for “Value of assigned homework in support of the course topics.”The mean student ranking of the instructor was 4.47. Of the nine criteria for the instructor, the highest ranking of 4.89 was “The instructor exhibited enthusiasm for and interest in the subject.” Given the nature and purpose of this course, this is a very meaningful measure of the success of the course. “The instructor was well prepared” was also judged high with a mean rank of 4.67. Two other important aspects of this course, “The instructor’s approach stimulated student thinking” and “The instructor related course material to its application” were ranked at 4.56 and 4.50, respectively. The lowest average rank of 4.11 was for “The instructor or assistants were available for outside assistance.” The instructor keep posted office hours, but there was not an assistant for the course.The “Overall quality of the course and instruction” received an average rank of 4.39 and “How do you rate yourself as a student in this course?” received an average rank of 4.35. Only a few of the students responded to the number of hours per week that they studies for the course. All of the students reported attending at least 70% of the time and 75% of the students said that they attended over 90% of the time. The students’ estimate seemed to be accurate.A common comment from the student evaluations was that “the professor was a fun teacher, made class fun, and explained everything well.” A common complaint was that the class was taught late (3:40 to 4:30) on a Friday. Some students judged the class to be an easy class that taught some basics about computers; other students did not think that there was enough time to cover all o f the topics. These opposite reactions make sense when we recall that the students were a broad mix of degree programs and of basic computer abilities. Similarly, some students liked that the class projects “were not overwhelming,” while other students thought that there was too little time to learn too much and too much work was required for a one credit class. Several students expressed that they wished the course could have been longer because they wanted to learn more about the general topics in the course. The instructor was judged to be a good role model by the students. This matched the pleasure that the instructor had with this class. He thoroughly enjoyed working with the students.A SSESSMENTS A ND C ONCLUSIONSNear the end of the Spring 2002 semester, a follow-up survey that consisted of three questions was sent to the students from the Fall 2001 semester computer basics course. These questions were: “Which CSE course(s) wereyou enrolled in this semester?; How did ASE 194 - Computer Basi cs help you in your coursework this semester?; and What else should be covered that we did not cover in the course?”. There were eight students who responded to the follow-up survey. Only one of these eight students had enrolled in a CSE course. There was consistency that the computer basics course helped in terms of being able to use computer applications in courses, as well as understanding concepts of computing. Many of the students asked for shortcuts in using the word processing and spreadsheet applications. A more detailed analysis of the survey results will be used for enhancements to the next offering of the computer basics course. During the Spring 2002 semester, there was another set of eight students from the Fall 2001 semester computer basi cs course who enrolled in one on the next possible computer science courses mentioned earlier, CSE 110 or CSE 200. The grade distribution among these students was one grade of A, four grades of B, two withdrawals, and one grade of D. The two withdrawals appear to be consistent with concerns in the other courses. The one grade of D was unique in that the student was enrolled in a CSE course concurrently with the computer basics course, contrary to the advice of the MEP program. Those students who were not enrolled in a computer science course during the Spring 2002 semester will be tracked through the future semesters. The results of the follow-up survey and computer science course grade analysis will provide a foundation for enhancements to the computer basics course that is planned to be offered again during the Fall 2002 semester.S UMMARY A ND F UTURE D IRECTIONSThis paper described a computer basics course. In general, the course was considered to be a success. The true evaluation of this course will be measured as we do follow-up studies of these students to determine how they fare in subsequent courses that require basic computer skills. Future offerings of the course are expected to address non-standard computing devices, such as robots as a means to inspire the students to excel in the computing field.R EFERENCES[1] Office of Institutional Analysis, Arizona State UniversityEnro llment Summary, Fall Semester , 1992-2001, Tempe,Arizona.[2] Reyes, Maria A., Gotes, Maria Amparo, McNeill, Barry,Anderson-Rowland, Mary R., “MEP Summer Bridge Program: A Model Curriculum Project,” 1999 Proceedings, American Society for Engineering Education, Charlotte, North Carolina, June 1999, CD-ROM, 8 pages.[3] Reyes, Maria A., Anderson-Rowland, Mary R., andMcCartney, Mary Ann, “Learning from our MinorityEngineering Students: Improving Retention,” 2000Proceedings, American Society for Engineering Education,St. Louis, Missouri, June 2000, Session 2470, CD-ROM, 10pages.[4] Adair, Jennifer K,, Reyes, Maria A., Anderson-Rowland,Mary R., McNeill, Barry W., “An Education/BusinessPartnership: ASU’s Minority Engineering Program and theTempe Chamber of Commerce,” 2001 Proceeding, AmericanSociety for Engineering Education, Albuquerque, NewMexico, June 2001, CD-ROM, 9 pages.[5] Adair, Jennifer K., Reyes, Maria A., Anderson-Rowland,Mary R., Kouris, Demitris A., “Workshops vs. Tutoring:How ASU’s Minority Engineering Program is Changing theWay Engineering Students Learn, “ Frontiers in Education’01 Conference Proceedings, Reno, Nevada, October 2001,CD-ROM, pp. T4G-7 – T4G-11.[6] Reyes, Maria A., Anderson-Rowland, Mary R., Fletcher,Shawna L., and McCartney, Mary Ann, “ModelCollaboration within Minority Engineering StudentSocieties,” 2000 Proceedings, American Society forEngineering Education, St. Louis, Missouri, June 2000, CD-ROM, 8 pages.[7] Anderson-Rowland, Mary R., Blaisdell, Stephanie L.,Fletcher, Shawna, Fussell, Peggy A., Jordan, Cathryne,McCartney, Mary Ann, Reyes, Maria A., and White, Mary,“A Comprehensive Programmatic Approach to Recruitmentand Retention in the College of Engineering and AppliedSciences,” Frontiers in Education ’99 ConferenceProceedings, San Juan, Puerto Rico, November 1999, CD-ROM, pp. 12a7-6 – 12a7-13.[8] Anderson-Rowland, Mary R., Blaisdell, Stephanie L.,Fletcher, Shawna L., Fussell, Peggy A., McCartney, MaryAnn, Reyes, Maria A., and White, Mary Aleta, “ACollaborative Effort to Recruit and Retain UnderrepresentedEngineering Students,” Journal of Women and Minorities inScience and Engineering, vol.5, pp. 323-349, 1999.[9] Pfleeger, S. L., Software Engineering: Theory and Practice,Prentice-Hall, Inc., Upper Saddle River, NJ, 1998.。
scribe介绍
一、scribe 安装autoconf-2.67.tar.gzautomake-1.11.tar.gzboost_1_44_0.tar.bz2boost-jam-3.1.18.tgzlibevent-1.4.14b-stable.tar.gzPython-2.7.tgzthrift-0.4.0.tar.gz安装过程需要先安装autoconf-2.67autoconf-2.67.tar.gzautomake-1.11automake-1.11.tar.gzRhel5/CentOS5boost_1_44_0.tar.bz2libevent-1.4.14b-stable.tar.gzPython-2.6.6.tgzthrift-0.4.0.tar.gz. build.envexport SCRIBE_ROOT=/data/scribeexport SCRIBE_BUILD=/data/scribe-buildexport LIBEVENT_SOURCE=libevent-1.4.14b-stable export PYTHON_SOURCE=Python-2.6.6export BOOST_SOURCE=boost_1_44_0export THRIFT_SOURCE=thrift-0.4.0export SCRIBE_SOURCE=scribe-masterbuild python#!/bin/shcd $PYTHON_SOURCE./configure --prefix=$SCRIBE_ROOT --with-pymalloc make -j4 && make installbuild_libevent#!/bin/shcd $LIBEVENT_SOURCE./configure --prefix=$SCRIBE_ROOTmake -j4 && make installbuild_boost#!/bin/shexport PATH=$PATH:$SCRIBE_ROOT/bincd $BOOST_SOURCE./bootstrap.sh --prefix=$SCRIBE_ROOT --with-python=$SCRIBE_ROOT/bin/python ./bjam -j6 runtime-link=shared variant=release link=shared threading=multi --without-mpi installBuild_thrift#!/bin/shcd $THRIFT_SOURCEexport PY_PREFIX=$SCRIBE_ROOT#export JAVA_PREFIX=$JAVA_HOMEexport JAVA_PREFIX=/is/java/jdk1.6.0_21./configure --prefix=$SCRIBE_ROOT \--with-boost=$SCRIBE_ROOT \--with-libevent=$SCRIBE_ROOT \--without-csharpmake -j4 && make installbuild fb303#!/bin/shcd $THRIFT_SOURCE/contrib/fb303/export PY_PREFIX=$SCRIBE_ROOTexport LDFLAGS="-Wl,-rpath -Wl,$SCRIBE_ROOT/lib -L$SCRIBE_ROOT/lib"export ac_cv_path_PYTHON=/data/scribe/bin/python./bootstrap.sh --prefix=$SCRIBE_ROOT \--with-boost=$SCRIBE_ROOT \--with-thriftpath=$SCRIBE_ROOT \make -j4 && make installbuild scribe#!/bin/shcd $SCRIBE_SOURCEexport LD_LIBRARY_PATH=${SCRIBE_ROOT}/libexport LDFLAGS="-L${SCRIBE_ROOT}/lib -Wl,-rpath -Wl,${SCRIBE_ROOT}/lib"./bootstrap.sh --prefix=$SCRIBE_ROOT \--with-boost=$SCRIBE_ROOT \--with-thriftpath=$SCRIBE_ROOT \ --with-fb303path=$SCRIBE_ROOT二、 scribe 是什么Facebook scribe 是一个灵活的日志系统，Facebook 在内部大量使用它。
地理信息系统专业英语Unit 1
在电脑里有个动态的球。 Economically, Asia is still the most dynamic region in the world.
亚洲依然是世界上最具经济活力的地区。 ● facilitate [fə'siliteit] vt.使容易，促进，帮助 ● interaction [ˌɪntərˈækʃən] n.交互作用，交感
● 2.影像解译 本项研究使用的数据主要来自 2001年3 月14 日获取的美国LANDSAT TM/ETM＋卫
● 3. 评价系统及参评因子选取 参照 FAO（1976）和相关研究中土地评价指标体系，本次评价系统 由土地适宜纲（1级）、适宜类（2 级）和适宜等（3 级）组成，它们之间存在层次关系。参评因 子的选择主要遵循以下原则;（1）如果某一因素对耕地和林地显示的需求不同，那么赋予这一因 素不同的等级指数来体现这种要求的不同;（2）基于对特定土地用途有明显影响来选择评价因子， 因为分类方法决定评价因子的值是逐步变化而不是渐渐变化;（3）选择的参评因子应比较稳定， 并具有可量度性以便于定量分析。尽量选择那些相对独立的因素。
中国福建省土地适宜性评价
● 1. 区域概况福建地处中国东南沿海，全省陆地面积12.2 万多平方公里，海域面积约 13.6 万平方 公里。福建省山地多，平地少，地貌类型复杂多样。地势西北高，东南低。气候属于亚热带海洋 季风气候，受环太平洋海洋气团的作用与影响大。温暖湿润，雨量丰富。全省年平均气温15～ 21℃，全省多年平均雨量1000～2000mm，从东南海滨地区向西北山区逐渐递增。福建土壤类型 多种多样，土壤资源相当丰富，大致上可分为赤红壤、红壤、黄壤、山地草甸土、紫色土和水稻 土等土类，其中红壤和水稻土分布最为广泛。在温湿气候作用下，福建植被极其发育。生长茂盛， 森林资源丰富，森林覆盖率居全国前列。
localtransaction的用法-概述说明以及解释
localtransaction的用法-概述说明以及解释1.引言1.1 概述在当前的信息化时代，随着企业的业务范围扩大和业务数据量的增加，对数据的管理和处理变得越来越重要。
在传统的数据库操作中，事务管理是确保数据完整性和一致性的重要机制。
localtransaction（本地事务）作为一种常见的事务处理方式，具有简单、轻量级、高效等特点，被广泛应用于各种系统中。
本文将从localtransaction的基本概念、优势、应用场景等方面进行探讨，旨在帮助读者全面了解localtransaction的用法及其重要性。
通过对localtransaction的深入分析，我们可以更好地应用本地事务处理机制，提高系统的稳定性和可靠性，实现数据操作的高效管理。
1.2 文章结构文章结构部分应该包括对整篇文章的内容和章节安排进行简要介绍。
在本篇文章中，主要分为引言、正文和结论三个部分。
1. 引言部分包括概述、文章结构和目的。
在概述部分，简要介绍localtransaction的概念和重要性；文章结构部分，说明整篇文章的章节设置和内容安排；目的部分，阐述撰写本文的目的和意义。
2. 正文部分分为什么是localtransaction、localtransaction的优势和localtransaction的应用场景三个小节。
在这部分将详细讨论什么是localtransaction以及其特点和作用；探讨localtransaction相比于其他类型transaction的优势；分析localtransaction在不同领域中的具体应用场景。
3. 结论部分包括总结localtransaction的重要性、展望localtransaction的未来发展和结语。
总结localtransaction的重要性，强调其在数据交易和处理中的关键作用；展望localtransaction未来的发展趋势，提出可能的发展方向和应用领域；最后用简洁的结语结束全文，强调localtransaction在现代社会中的重要性和意义。
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半导体工艺尾气类型
半导体生产过程中产生的废气有：
碱性气体：氨气（NH3）等， 酸性气体：盐酸（HCl），HF； 挥发性有机物（VOC）：异丙醇（30%），丙酮（20%），HMDS 易燃气体：硅甲烷、氢气 高毒性气体：AsH3，PH3，二硼乙酸（B2H6）； PFC（全氟化物）气体：CH3F，CHF3，CH2F2，C4F6，C5F8 一般排气：一般热排气、车间的换气等
Local Scrubber Introduction
Hazards of Process Exhaust Gases
S制c程r尾ub气b处e理r 不佳后果
全氟化物（PFCs）为京都议定书管制溫室气体 燃烧性气体处理不当， 酿成工安意外，财产损失 粉尘去除效率差造成管路堵塞，需停工维修 造成人体健康及环境的危害 烟囱白烟，居民投诉
1.机台起始设置成本高。
2.除了触媒外还需更换吸附材料，故運 运转成本较高，降低客戶使用意愿。
3.使用后触媒若不妥善用于有粉尘之制程。
LS发展趋势
Low
Particle and Short PM Cycle
Low Cost High Efficiency
Cost
Local Scrubber的选型-根据制 程系统
LS选型举例
Aera
Process TiN
ProcessGas TDMAT,H2
Metal
W-Plug WSI-deposit
SiH4\C2F6\WF6 DCS\WF6\ClF3
CVD
SiH4 Base Liquid base
SiH4\SiF4\WF6\DCS\NF3 NF3\C2F6\O3\TEOS\TEB\TEPO
SLoccraul Sbcbruebrber（LS）类型及对应工艺
SLSc处ru理b效b率e评r 估
Mass-Balance Theory------质量守恒法
注意点： 1. 前后采样的一致性 2. Scrubber自身的性能曲线
燃烧水洗式（Burn Type）：通入甲烷（CH4）、丙烷（C3H8） 和O2等气体进行高温燃烧处理可燃气体，其最高温度可达1600度， 可有效处理各种可燃气体（包括PFC）；但使用CH4或C3H8本身会 有很高的火灾风险，故有些公司没有使用，以保险公司之财产保护的 立场亦不建议使用；
填充水洗式（WET type）：即水洗吸收，处理易溶于水的气体
L各o类ca型l LSSc机r理ubber类型
干式吸附式（Dry type）：使用吸附剂，通过物理或化学吸附法去 除尾气，对于化学性质较稳定的气体，其处理效率较低
燃烧室（Burn Box或Burn tube）：在半导体使用的原料气体中， 硅烷类的气体因具有自燃性而备受关注，早期的处理方法是采用简 易的进行前处理，SiH4与氧气充分混合后立即燃烧氧化成SiO2，再 由管线末端的洗涤塔或是滤网去除。
Process gas in
Process gas out
N2 Flush
Burning Zone
Wetting 1st
Thermal-Wet Type
各类型LS比较
弊端
优势
电热水洗式
燃烧水洗式
高温触媒水洗 式
1.可同时处理可燃性气体及酸性气体， 1.处理PFCs气体不易，需创新改良技术。
其处理效率皆高于95％。
H2 NH3 N2、Ar、H2等
排气类型
SEX
GEX VEX AEX SEX SEX SEX
SEX
SEX AEX GEX
LS选型
根据不同尾气处理设备的特征，其选型可依据对应尾气进行选择，如下： 可燃性尾气，如H2，较低浓度的PH3，较低浓度的AsH3等，一般采用电热/燃烧水洗式的 Local crubber; 自燃性的气体，如SiH4一般采取电热水洗式的Local crubber或Burn tube; 易溶于水的气体，如HCl、HBr等，可采取填充水洗式Local crubber; PFC（全氟化物）气体，一般采用干式吸附式/燃烧水洗式或电浆式的Local scrubber; 毒性气体，且不能燃烧，也不能湿洗的，如ClF3（三氟化氯），采用干式吸附式的Local crubber; 沸点较接近常温的物质，如TEOS等冷却收集 充分考虑系统安全性
腐蚀性气体(HCl、SiF4)及PFCs气体， 4.易产生NOx、CO、C2H4等副产物
其处理效率皆高于95%。
5. 粉末易堵住腔体及水洗部分之出口管，
因此维修频繁，降低晶圆产能。
1.操作安全性高。 2.可同時处理PFCs氣體气体及酸性气 体，其处理效率皆高于99％。 3.处理后之气体无有害性副产物。
有机光刻胶、显影液 HF溶液、氨水、盐酸 SiH4、PH3、AsH3
光刻胶有机废气
氨水清洗废气 HF刻蚀液废气 盐酸清洗废气 干刻蚀废气
酸、有毒排气
AsH3、PH3
酸、有毒排气
化学气相沉积 （CVD）
沉积气体：SiH4，W，SiH2Cl2，PH3，
AsH3，
氮化硅沉积废气
携带气体：H2、O2、Ar、NO2、NH3
2.粉末易堵住腔腔及水洗部分管路，因
2.机台设备与运转成本低
此维修频繁，降低半导体厂之晶圆产能。
3.客戶接受度高，市场占有率70%。
1.升降温速度快，主腔体可达1300℃ 1.操作安全性低，客戶接受度低
以上，对有害气体破坏率高。
2.使用甲烷(CH4)当燃料，高耗能
2.可同时处理燃烧性气体(SiH4、H2)、 3.操作成本较高，客戶接受度低
物理气相沉积 化学机械抛光
其它
H2 含氨水抛光液 载气、保护气体
沉积废气 氨水挥发气体 一般排气
主要废气
硫酸雾 HCl、Cl2 HF N2 O2 异丙醇 NH3 HCl、HF HCl、Cl2 C4F6、C5F8 SiH4、PH3、ClF3 AsH3、PH3
SiH4，W，SiH2Cl2，PH3， AsH3，NH3
Example: Dry Etch
制程危害尾气的来源分为：
原物料 1. 腐蚀性气体：HBr 2. 毒性气体：Cl2 3. PFCs：CF4, C2F6, SF6, CHF3, NF3
副产物 1. 腐蚀性气体：HF, HCl, SiF4, WF6 2. PFCs：CF4, C2F6, SF6, CHF3, NF3, CxClyFz
废气种类
常用处理设备
H2、SiF4，PH3、 AsH3
燃烧水洗系统 （Burn Type）
通入O2（空气）高温燃 烧处理可燃气体，其最 高温度可达1600度
各种可燃气体（包括全 氟化物）
PFC
管道式燃烧器
填充水洗式 （Wet type）
（三级）逆流水淋洗废 气吸收污染物
易溶于水的气体
HCl、HBr
逆流水淋洗填料 塔
High Low
PFCs Gas Remove
Cost Down
Efficiency
High
半导体工艺尾气举例
废气产生工艺
硅表面清洗 氧化
均胶、光刻 刻蚀 扩散
离子注入
使用原辅材料
废气种类
硫酸清洗废气
硫酸、盐酸、氢氟酸、氨水、H2O2、纯 盐酸清洗废气
水、N2
氢氟酸清洗废气
氮气吹干废气
高纯度O2
氧化废气
解决方案：
1. Wet scrubber 2. Dry scrubber
1. 高溫触媒 2. 燃烧水洗 3. 电热水洗（ NF3） 4. Others
L各o类ca型l LSSc机r理ubber类型
电热水洗式（Thermal type）：处理可燃气体且燃烧产物可溶于水 的气体，如H2；由于其加热温度在800~1100度间，故无法处理燃点过 高的PFC
干式吸附系统 （Dry Type）
采用吸附剂物理和化学 吸附去除废气污染物； 催化氧化CO为CO2
CO、HCl、HF、
毒性气体，且不能燃烧， HBr、SiCl、
也不能湿洗的气体
SiF4、ClF3、
PFC
Z-7C吸附器、 CO催化氧化器
冷却收集系统
沸点较接近常温的物质 TEOS
Burn-Wet Type
Local Scrubber Used Thermal Wet Burn Tube Burn Tube, Dry for ClF3 Burn Tube Cold Trap
由于制程产生的废气往往是混合气体，因此，最实用的选型方法就是根据制程 类别，对所有原料气体可能产生的混合废气性质进行综合分析，整体选型
电浆分解式（Plasma）：采用高压电离子束的较高能 量破环目标气体分子间的化学键，从而对目标气体进行 分解。主要处理一些性质比较稳定的废气。
各类型LS机理
本地处理系统
处理原理
电热水洗系统 （Thermal type）
电加热废气至800至 1100度，热氧化处理废 弃物
处理废气类型
处理可燃、自燃气体且 其燃烧产物可溶于水的 气体