A locally-biased form of the DIRECT algorithm

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国际贸易学理论与政策 试题

国际贸易学理论与政策 试题

国际贸易学理论与政策试题《国际贸易理论与政策》试题及答案第一套一、Explain the following nouns:(15 points)1. International borrowing and lending2. Consumer surplus3. Import-biased growth4. Home import demand5. Price discrimination二、Choose the one that best completes the sentence: (10 points)1. Internal economies of scale occur when the cost of per unit of goods depends on the size of a ()A、 firmB、individualC、 industryD、 monopoly2. International transfers of income may affect a country’s ()by shifting the world relative demand curve.A、 patterns of tradeB、 terms of tradeC、 balance of tradeD、 quantity of trade3. The essential point of Ricardo’s model is that gains from trade depend on ()A、comparative advantageB、absolute advantageC、balance of tradeD、quantity of trade4. The most common form of price discrimination in international trade is ()A、 dumpingB、 reciprocal dumpingC、 pure monopolyD、 monopoly5. In a perfectly competitive market, firms are ()A、 patterns of tradeB、 terms of tradeC、 price takersD、 price setters三、Answer the following questions chiefly: (30 points)1. What does the relationship between MR and price depends on?2. Whatare the failings of the Recardian Model?3. How is trade based on external economies in its effects on national welfare?4. What benefits and costs does an export subsidy bring for the exporting country?5. In 1986, the price of oil on world markets dropped sharply. Since the UnitedStates is an oil-importing country, this was widely regarded as good forthe U.S. economy. Yet, in Texas and Louisiana 1986 was a year of economic decline. Why?6. What do factor movements include?四、Justify true or false: (10 points)1. International factor movements can sometimes substitute for trade. ()2. Economic growth means an inward shift in a country’s production possibilityfrontier. ()3. In reality, we can observe complete factor price equalization. ()4. Foreign tariffs are always bad for a country and foreign exportsubsidies always beneficial. ()5. The distinctive feature of direct foreign investment is that itinvolves only a transfer of resources. ()五、Calculate the following questions: (20 points)1、Home has 1200 units of labor available. It can produce two goods, and bananas. The unit labor requirement in apple production is 3, while in banana production it is 2.a、Graph Home’s production possibility frontier.b、What is the opportunity cost of apples in terms of bananas?c、 In the absence of trade, what would the price of apples in terms of bananas be?Why?2、The nation of American is “small,”unable to affect world prices. It imports peanuts at the price of $10 per bag. The demand curve is D=400-10P.The supply curve is S=50+5P.Determine the free trade equilibrium. Then calculate the following effects of an import quota that limits imports to 50 bags.a、 The increase in the domestic price.b、The quota rents.c、 The consumption distortion loss.d、The production distortion loss.六、Translate the following passage into Chinese: (15 points)1、As a country seeks to employ more labor on a given amount of land, it must move to increasingly labor-intensive techniques of production, and this will normally become increasingly difficult the further the substitution of labor for land goes.2、The fixed cost in a linear cost function gives rise to economies of scale, because the larger the firm’s output, the less is the fixed cost per unit.3、There is no good economic justification for regarding dumping as particularly harmful, but U.S. trade law prohibits foreign firms from dumping in our market and automatically imposes tariffs when such dumping is discovered.4、an economy’s productive capacity is described by its PPF, the differences in PPF bring out trade. Production possibilities determine a country’s RS. World equilibrium is determined by RDW and a RSW that is between the nations’ RS.5、International trade plays a crucial role: It makes it possible for each country to produce a restricted range of goods and to take advantage of economies of scale without sacrificing variety in consumption.答案一、Explain the following nouns: (15 points)1. International borrowing and lending can be viewed as a kind of internationaltrade, but one that involves trade of present consumption for future consumption rather than trade of one good for another.2. Consumer surplus is the difference between the price a consumeractually paysand the price he would have been willing to pay.3. Import-biased growth is the growth that biased toward the good a countryimports.4. Home import demand means that Home consumers demand is more than Homeproducers supply.5. In general, the practice of charging different customers different prices is calledprice discrimination.二、Choose the one that best completes the sentence: (10 points)A B A A C三、Answering the following questions chiefly: (30 points) 1、The relationship between MR and price depends on two things: Firstly, it depends on how much output the firm is already selling. Secondly, it depends on the slope of the demand curve.2、The failings of the Recardian Model:(1) It has neglected the effects of inter- national trade on the income distribution within countries, and predicted countries as a whole could always gain from trade. In fact, some organized political opposition is much more important than the gains from trade.(2) It predicts an extreme degree of specialization but not observed in the real world. (3) It has neglected trade system(4) It has not taken scale economy into the model, and this has weakened its explaining force on the large trade flows between apparently similar nations. (5) It has omitted the costs of labor movements among the industries.3、Trade based on external economies is ambiguous in its effects on national welfare. On one hand, it may make a country better off; on the other hand, it may also make a country worse off.4、In the exporting country, consumers lose, producers gain, and the government loses because it must expend money on the subsidy.5、Texas and Louisiana are states with large oil-producing sectors. The real wage of oil-producing factors of production in terms of other goods falls when the price of oil falls relative to the price of other goods. This was the source of economic decline in these states in 1986.6、Factor movements include labor migration, the transfer of capital via international borrowing and lending, and the subtle international linkages involved in the formation of multination corporations.四、Justify true or false: (10 points)? ? ? ? ?五、Calculate the following questions:(20 points)1、a、the apple400(1200/3)Home’s PPF600( 1200/2) the banana b、The opportunity cost of apples in terms of bananas is 3÷2=1.5.c、Labor mobility ensures a common wage in each sector and competition ensures the price of goods equals their cost of production. Thus, the relative price equals the relative costs, which equals the wage times the unit labor requirement for apples divided by the wage times the unit labor requirementfor bananas. Since wages are equal across sectors, the price ratio equals the ratio of the unit labor requirement, which is 3 apples per 2 bananas.2、At a price of $10 per bag of peanuts, American imports 200 bags of peanuts. A quota limiting the import of peanuts to 50 bags has the following effects: a、 The price of peanuts rises to $20 per bag.b、The quota rents are ($20-$10)×50=$500.c、 The consumption distortion loss is 5×100 bags×$10 per bag=$500.d、The production distortion loss is 5×50 bags×$10 per bag=$250.六、Translate the following passage into Chinese: (15 points)1. 一国要在给定土地上雇佣更多劳动力就必须移向劳动密集型技术的生产。

研究生英语课文翻译paraphrase

研究生英语课文翻译paraphrase

Unit 1●翻译:(黑体的汉字表‎示与教师用书‎不同,斜体的汉字表‎示重点翻译不‎要遗漏)pas‎s ion, wisdom‎, altrui‎s m, insigh‎t, creati‎v ity—someti‎m es only the trials‎of advers‎itycan foster‎these qualit‎ies, becaus‎e someti‎m es only drasti‎c situat‎ions can force us to take on the painfu‎l proces‎s of change‎. (Para.6)慈悲、智慧、无私、洞察力及创造‎力——有时只有经历‎逆境的考验才‎能培育这些品‎质,因为有时只有‎极端的情形才‎能迫使我们去‎承受痛苦的改‎变过程。

2.In that moment‎, our sense of invuln‎e rabil‎i ty is pierce‎d, and the self-protec‎t ive mental‎armorthat normal‎l y stands‎betwee‎n us and our percep‎t ions of the world is torn away. (Para.12) 在事情发生的‎那一瞬间,我们的安全感‎被冲破了,平时处于我们‎与我们对世界‎的种种看法之‎间的自我保护‎的精神盔甲被‎剥离了。

3.They say that materi‎a l ambiti‎o ns sudden‎ly seem silly and the pleasu‎r es of friend‎s and family‎paramo‎u nt—and that the crisis‎allowe‎d them to recogn‎ize in line with their new priori‎t ies.(Para.14)他们说物质追‎求突然间变得‎很无聊,而朋友和家庭‎带来的快乐变‎得极为重要,他们还说危机‎使他们能够按‎照这些新的优‎先之事来重新‎认识生活。

新闻媒体的好处和坏处英语作文

新闻媒体的好处和坏处英语作文

新闻媒体的好处和坏处英语作文英文回答:Benefits of News Media:Information dissemination: News media plays a crucial role in informing the public about current events, both locally and internationally. It provides a platform for sharing important information, raising awareness, and facilitating informed decision-making.Public accountability: News media holds governments, corporations, and individuals accountable for their actions by reporting on their activities, scrutinizing their policies, and investigating any potential wrongdoing.Transparency and openness: A free and independent news media promotes transparency and openness in society by bringing to light issues that might otherwise remain hidden.Education and awareness: News media educates thepublic on various topics, from politics to science, culture, and the arts. It helps people stay informed about critical issues and expand their knowledge and understanding of the world.Freedom of expression: News media protects and promotes freedom of expression by providing a platform for diverse viewpoints and perspectives. It allows for open and public debate and contributes to the development ofinformed opinions.Drawbacks of News Media:Bias and objectivity: News media can sometimes be biased towards particular political, ideological, or commercial interests, which can influence the way theyreport events. Concerns about objectivity can arise,leading to distorted or incomplete information.Sensationalism and clickbait: In an attention-grabbing environment, some news outlets resort to sensationalism andclickbait headlines to attract viewers and readers. This strategy can prioritize entertainment value over accuracy and may lead to the spread of misinformation.Media monopoly and concentration: The concentration of news media ownership in the hands of a few large corporations can limit the diversity of perspectives and voices in the media landscape.Erosion of trust: Misinformation, biased reporting, and the spreading of fake news can erode public trust in news media.Political polarization: News media can contribute to political polarization by reinforcing existing divisions and catering to the biases of specific audiences.中文回答:新闻媒体的优点:信息传播,新闻媒体在向公众告知本地和国际时事方面发挥着至关重要的作用。

研究生英语课文翻译

研究生英语课文翻译

Unit 1●翻译:(黑体的汉字表示与教师用书不同,斜体的汉字表示重点翻译不要遗漏)passion, wisdom, altruism, insight, creativity—sometimes only the trials of adversity canfoster these qualities, because sometimes only drastic situations can force us to take on the painful process of change. (Para.6)慈悲、智慧、无私、洞察力及创造力——有时只有经历逆境的考验才能培育这些品质,因为有时只有极端的情形才能迫使我们去承受痛苦的改变过程。

2.In that moment, our sense of invulnerability is pierced, and the self-protective mental armorthat normally stands between us and our perceptions of the world is torn away. (Para.12) 在事情发生的那一瞬间,我们的安全感被冲破了,平时处于我们与我们对世界的种种看法之间的自我保护的精神盔甲被剥离了。

toto put aside their personal pleasure in order to care for the baby.Unit 4●翻译:1.Immersing myself in a book or a lengthy article used to be easy. My mind would get caughtup in the narrative or the turns of the argument, and I’d spend hours strolling th rough long stretches of prose. (Para.1)过去总是不费什么劲儿就能让自己沉浸在一本书或者一篇长文章中,被其中的叙述或不同的论点深深吸引。

学生给老师打分的利与弊英语作文

学生给老师打分的利与弊英语作文

学生给老师打分的利与弊英语作文全文共3篇示例,供读者参考篇1The Pros and Cons of Students Grading TeachersIt's the end of another semester, and we're all filling out those course evaluation forms again. Every student knows the drill - circle some numbers, leave some comments, and those sheets get sent off somewhere to be looked at by someone. But have you ever wondered if those evaluations actually make a difference? More importantly, should we students have a bigger role in evaluating our teachers? The idea of students grading their teachers is a controversial one, with good arguments on both sides. As a student myself, I can see the potential benefits but also the risks involved.On the plus side, letting students grade their teachers could lead to better teaching and a more effective learning environment for everyone. We're the ones on the receiving end of the instruction, so in many ways we're the real experts on what works and what doesn't in the classroom. By giving detailed feedback on things like teaching style, assignment workload, anduse of course materials, we can shine a light on areas where teachers are knocking it out of the park as well as areas that need improvement. This kind of direct input could be invaluable for helping good teachers get even better and struggling teachers to identify and fix any weaknesses in their approach.What's more, the threat of negative reviews from students could motivate teachers to bring their A-game to every class. If they know their performance is being scrutinized and graded, teachers might be more prepared, energetic, and engaging. It could keep them from phoning it in or relying too heavily on outdated lesson plans. In the corporate world, fear of getting panned in online reviews pushes many businesses to raise their standards of customer service. The same principle could improve academic standards and make teachers more accountable.From a student's perspective, another big perk would be feeling more invested in the learning process. Rather than just showing up and absorbing (or not absorbing) whatever is thrown at us, we'd have an active role in shaping the quality of our education. Grading teachers could give us more of a voice and an opportunity to advocate for the teaching methods that work best for our individual learning styles. It would empower us and make us more engaged participants instead of passivereceptacles. Even if our grades didn't always result in immediate changes, at least we'd know our opinions were being heard.Those are some of the upsides, but there are also plenty of potential downsides to students grading teachers that shouldn't be overlooked. One glaring issue is the difference in expertise between students and teachers. No matter how you slice it, teachers have more specialized knowledge and deeper understanding of their subject matter. We may think we know what makes a good learning experience, but teachers are the ones with extensive training on instructional methods and curriculum design. Would it be fair or wise to let people who haven't mastered the basics yet call the shots on how material is taught? It could undermine teachers' authority in the classroom or incentivize them to dumb down content to get better ratings from students.There's also a risk that students could take out frustrations on teachers in the form of harsh grades, discipline problems, or online harassment. The anonymity of grading systems might embolden students to vent or make unfair personal attacks that teachers would have no way to address. In the age of social media shaming, one bad rating could quickly spiral into a smear campaign. Even if criticism was warranted, teachers deserve basicprotections against bullying or public humiliation from the people they're trying to educate.Then there's the question of how much stock should be put into student feedback in the first place. It's an open secret that many students don't take course evaluations seriously, treating them as just another box to check before moving on to the next semester. If a grading system was too unwieldy or disruptive, students might tune it out too. And there's always the reality that some students will punish teachers for things beyond their control, like grading stringency or mandatory attendance policies set at the department level. So how useful and reliable would student grades really be?My personal take as a student? I'm not fully convinced that we should have total grading power over our teachers, but I do think our voices should carry more weight in the evaluation process. Maybe a compromise where our grades make up part of a teacher's overall performance review, along with input from peers, curriculum experts, and data on student outcomes. That might give us more say while still preserving teachers' independence and recognizing the limits of student expertise.Or maybe the answer is to stop with the high-stakes grading mindset altogether and make evaluations more of a constructivedialogue. Instead of impersonal sheets of numbers, students and teachers could have moderated conversations to discuss what's working, what's not, and how things could improve in a spirit of collaboration. That could take some of the pressure and adversarial overtones out of the equation while still giving us a forum to speak up.At the end of the day, teachers and students are on the same team striving for the same goal - an enriching, productive learning experience for all. While I don't think we students should be the ones handing down harsh grades and punishments, I do believe our insights could be better utilized to help shape that shared vision. I know I've had my fair share of teachers who were exceptional and deserve all the props in the world. But I've also had my fair share of teachers who did little more than read off of outdated PowerPoint slides to an utterly disengaged classroom. Somewhere between those two extremes is the balance we should be aiming for.So bring on the evaluations, but let's make sure all perspectives are heard and valued. It's the only way we'll keep improving and make the most of the precious years we have together to learn, grow, and prepare for the future.篇2The Pros and Cons of Students Grading TeachersSchool is a place where we come to learn, grow, and develop our skills and knowledge. At the heart of this process are our teachers - the guides who facilitate our education and help shape our minds. But what if the roles were reversed, and we, as students, had the opportunity to grade our teachers? The idea of students grading teachers has been a topic of debate for quite some time, with compelling arguments on both sides.On one hand, allowing students to grade their teachers could foster a more collaborative and accountable learning environment. After all, who better to assess the effectiveness of a teacher than the very individuals they are tasked with educating? By giving students a voice in evaluating their instructors, we could potentially identify areas where teachers excel or struggle, providing valuable feedback to help them improve their teaching methods.Imagine a scenario where a teacher's approach resonates exceptionally well with their students. Perhaps their lessons are engaging, their explanations are clear, and their passion for the subject is infectious. In such cases, positive student evaluations could serve as a well-deserved affirmation of the teacher'sefforts, potentially leading to recognition, professional development opportunities, or even merit-based incentives.Conversely, if a teacher's methods are proving ineffective or their classroom management skills are lacking, student feedback could alert administrators to potential issues that need to be addressed. This feedback loop could facilitate constructive dialogues between teachers and their supervisors, leading to targeted support, additional training, or, in extreme cases, personnel changes to ensure a more conducive learning environment.Furthermore, the mere prospect of being evaluated by students could motivate teachers to consistently bring their best efforts to the classroom. Just as students strive to perform well on assignments and exams, the knowledge that their teaching effectiveness will be assessed could incentivize instructors to stay abreast of the latest pedagogical techniques, adapt their approaches to cater to diverse learning styles, and maintain a high standard of professionalism.However, the idea of students grading teachers is not without its potential drawbacks and challenges. One of the primary concerns is the possibility of biased or subjective evaluations. Students, being human, may allow personal biasesor external factors to influence their assessments, which could lead to unfair or inaccurate judgments of a teacher's abilities.For instance, a student who struggles with a particular subject or has a personality clash with a teacher may be inclined to provide a harsher evaluation, even if the teacher's methods are sound. Conversely, a teacher who is overly lenient or entertains the class with unrelated anecdotes may receive glowing reviews, despite failing to effectively impart the intended knowledge or skills.There is also the risk of students using the evaluation process as a means of retaliation or exerting undue influence over their teachers. In some cases, students may threaten poor evaluations as leverage to demand better grades, preferential treatment, or other concessions, thereby undermining the integrity of the educational process.Additionally, the logistical challenges of implementing a student evaluation system should not be overlooked. Developing fair and comprehensive evaluation criteria, ensuring anonymity and confidentiality, and objectively analyzing and acting upon the feedback received would require substantial administrative resources and oversight.Despite these potential drawbacks, the benefits of student evaluations could be significant if implemented thoughtfully and with appropriate safeguards in place. One possible solution could be to incorporate student feedback as one component of a multifaceted teacher evaluation process, which also includes peer observations, administrative assessments, and objective measures of student performance.Moreover, providing comprehensive training to both students and teachers on the purpose and mechanics of the evaluation process could help mitigate issues such as bias and retaliation. Clear guidelines and rubrics could be established to ensure evaluations focus on specific, measurable aspects of teaching effectiveness, rather than subjective opinions or personal grievances.Ultimately, the decision to implement student evaluations of teachers should be carefully weighed, taking into account the unique circumstances and needs of each educational institution. While the potential benefits of fostering accountability, collaboration, and continuous improvement are compelling, the risks of bias, retaliation, and logistical challenges must also be thoughtfully addressed.As students, we have a vested interest in ensuring the highest quality of education possible. By engaging in constructive dialogues and working collaboratively with our teachers and administrators, we can collectively strive to create a learning environment that empowers both students and educators to reach their full potential.篇3The Pros and Cons of Students Grading TeachersHey, what's up? It's me, your friendly neighborhood student here to share my thoughts on this whole idea of us kids grading our teachers. It's been a hot topic of debate lately and I've got to say, I'm kind of on the fence about it. On one hand, I can definitely see some potential benefits. But on the other hand, there are also some potential downsides we need to consider. Let me break it down for you.The ProsAccountabilityOne of the biggest arguments in favor of student grading is that it could help hold teachers more accountable. Let's be real, we've all had that one teacher who was basically phoning it in, right? The one who seemed totally checked out and didn't seemto care whether we were learning or not. If students had a direct way to evaluate their performance, it could light a fire under teachers like that and motivate them to step up their game.Feedback LoopGrading from students could also create a helpful feedback loop for teachers. Sure, they get observation reports and things like that from admins, but those are often just brief snapshot looks. Having regular input directly from the students could allow teachers to really see what's working and what isn't from the people they're actually teaching every day. It might help them identify areas where they need to adjust their approach.Student VoiceAt the end of the day, us students are the main consumers of the education being provided. So doesn't it make sense that we should have some way to voice our thoughts and opinions on the quality of that education? Grading teachers could give students a sense of empowerment and validation that our perspectives actually matter. It's supposed to be about us learning, after all.The ConsBias and ImmaturityOf course, one of the biggest criticisms of student grading is the potential for bias and lack of maturity from us students. Let's be honest, a lot of us can get petty. If we don't like a teacher for whatever reason, there's a risk we could unfairly give them harsh grades out of spite rather than judging them objectively. Immaturity could absolutely skew the results in some cases.Lack of ExpertiseAnother argument against it is that students simply may not have the expertise required to properly evaluate a teacher's skills and methods. We may not fully understand all the techniques, strategies, and standards that go into effective teaching since we're not the ones who have gotten training and certification in education. Our grading could end up being misguided or missing the mark because of our lack of insider knowledge.Resistance and TensionsFinally, having students grading teachers could potentially create a really tense and adversarial dynamic in the classroom. Teachers might constantly be on edge, worried about getting bad grades from their students rather than feeling free to instruct how they see best. Students mighters might rebel against a teacher they don't like by intentionally tanking theirgrades. It could make the whole teacher-student relationship super unhealthy in a lot of cases.My ThoughtsHonestly, I can see plenty of valid points on both sides here. I do think there's some value to the student perspective being represented when it comes to evaluating teachers. We're the ones on the receiving end of their instruction every day, so we probably have insights that admins and observers just wouldn't pick up on.At the same time, I can't deny the very real risks of things like bias, lack of expertise, and souring teacher-student relations. We've got to be mature enough to understand that grading isn't just about whether we personally liked the teacher as a person. It would have to be based on legitimate critiques of their actual teaching ability. Otherwise the whole system becomes skewed and pointless.I don't know, maybe there's some kind of middle ground to be found. Like students filling out detailed surveys that get factored into a teacher's evaluations along with admin observations, testing data, and other metrics. That way our voice is heard, but not the only thing being considered. Just some food for thought.At the end of the day, I just want my teachers to be committed to actually doing a good job of educating me and my peers. If student grading could help ensure that, then I'm all for finding a fair way to make it happen. But if it's only going to lead to a toxic environment and unfair evaluations based on personal vendettas, then maybe we should scrap the idea. It's a complicated issue for sure.What do you think - yay or nay on students grading teachers? I'm really curious to hear other perspectives on this. Let me know!。

Input, interaction and output

Input, interaction and output
The process in which, in an effort to communicate, learners and competent speakers provide and interpret signals of their own and their interlocutor’s perceived comprehension, thus provoking adjustments to linguistic form, conversational structure, message content, or all three, until an acceptable level of understanding is achieved (p. 418).
Introduction This paper presents an overview of what has come to be known as the Interaction Hypothesis, the basic tenet of which is that through input and interaction with interlocutors, language learners have opportunities to notice differences between their own formulations of the target language and the language of their conversational partners. They also receive feedback which both modifies the linguistic input they receive and pushes them to modify their output during conversation. This paper focuses on the major constructs of this approach to SLA, namely, input, interaction, feedback and output, and discusses recent literature that addresses these issues. We begin by noting that the Interaction Hypothesis subsumes aspects of the Input Hypothesis (Krashen 1982, 1985) and the original Output Hypothesis (Swain 1985, 1995). As we explain in Gass and Mackey (in press), the Interaction Hypothesis has been characterized and referred to in various ways, evolving over the years to the point that current research often refers to it as the interaction ‘approach’ or as a ‘model’ (see, for example, Block’s 2003 discussion of the input, interaction, output model). We return to these various characterizations at the end of this paper. In simple terms, the interaction approach considers exposure to language (input), production of language (output), and feedback on production (through interaction) as constructs that are important for understanding how second language learning takes

SCI 论文写作不得不说的万能句型(二)

SCI 论文写作不得不说的万能句型(二)

参考文献:相关文献概览1. A considerable amount of literature has been published on X. These studies ......2. There is a large volume of published studies describing the role of ......3. The first serious discussions and analyses of X emerged during the 1970s with ......4. The generalisability of much published research on this issue is problematic.5. What we know about X is largely based upon empirical studies that investigate how ......6. During the past 30 years much more information has become availableon ......7. In recent years, there has been an increasing amount of literature on .......8. A large and growing body of literature has investigated ......参考文献:以往研究或学术活动相关文献1. Many historians have argued that ...... (eg. Jones, 1987; Johnson, 1990; Smith, 1994)2. Numerous studies have attempted to explain ..... (for example, Smith , 1996; Kelly, 1998; Johnson, 2002)3. Recent evidence suggests that ....... (Smith, 1996; Jones 1999; Johnson, 2001)4. Recently, in vitro studies have shown that T.thermophylus EFTu can ...... (Patel et al., 1997;Jones et al., 1998).5. Surveys such as that conducted by Smith (1988) have shown that ......6. Several attempts have been made to ....... (Smith, 1996; Jones 1999; Johnson, 2001)7. Several studies have revealed that it is not just X that acts on ...... (Smith, 1996; Jones .......8. Several biographies of Harris have been published. Smith presents an ........ account, whilst Jones .....9. Several studies investigating X have been carried out on ......10. Data from several sources have identified the increased morbidity and mortality associatedwith obesity11. Previous studies have reported ...... (Smith, 1985; Jones, 1987; Johnson, 1992).12. Previous research findings into X have been inconsistent and contradictory (Smith, 1996; Jones 1999, ......13. A number of studies have found that ...... (Smith , 2003; Jones, 2004).14. Twenty cohort study analyses have examined the relationshipbetween .......15. At least 152 case-control studies worldwide have examined the relationship between......16. Other studies have considered the relationship ......17. The relationship between X and Y has been widely investigated (Smith, 1985; Jones, 1987, .......18. The causes of X have been widely investigated (Jones, 1987; Johnson, 1990; Smith, 1994).19. The geology of X has been addressed in several smallscale investigations and .......20. Xs have been identified as major contributing factors for the decline of many species (1).21. X has also been shown to reverse the anti-inflammatory effects of glucocorticoids in murine- induced arthritis (11).22. It has been suggested that levels of X are independent of the size of the Y (Smith et al., 1995) It has conclusively been shown that X and Y increase Z (Smith et al., 1999; Jones, 2001 ......23. It has been demonstrated that a high intake of X results in damage to ...... (Smith, 1998; ......文章重点:当前理论存在的问题、局限性1. One question that needs to be asked, however, is whether ......2. A serious weakness with this argument, however, is that ......3. One of the limitations with this explanation is that it does not explain why...4. One criticism of much of the literature on X is that ......5. The key problem with this explanation is that ......6. The existing accounts fail to resolve the contradiction between X and Y.7. However, there is an inconsistency with this argument.8. Smith's argument relies too heavily on qualitative analysis of ......9. It seems that Jones' understanding of the X framework is questionable. Smith's interpretation overlooks much of the historical research ......10. One major criticism of Smith's work is that .....11. Many writers have challenged Jones' claim on the grounds that .......12. X's analysis does not take account of ..... nor does he examine ......文章重点:研究方法存在的问题、局限性1. Another problem with this approach is that it fails to take X into account.2. Perhaps the most serious disadvantage of this method is that .....3. Difficulties arise, however, when an attempt is made to implement the policy.4. Nevertheless, the strategy has not escaped criticism from governments, agencies and academics.5. One major drawback of this approach is that ......6. The main limitation of biosynthetic incorporation, however, is ......7. However, this method of analysis has a number of limitations.8. However, approaches of this kind carry with them various well known limitations.9. All the studies reviewed so far, however, suffer from the fact that .......10. However, there are limits to how far the idea of/concept of X can be taken.11. However, such explanations tend to overlook the fact that......12. However, one of the problems with the instrument the researchers used to measure X was ......描述实验方法:强调一个特殊的方法1. Article references were searched further for additional relevant publications. Articles were searched from January 1965 until April 2008.2. Publications were only included if .......3. X was prepared according to the procedure used by Patel et al. (1957).4. The synthesis of X was done according to the procedure of Smith (1973).5. X was synthesised using the same method that was detailed for Y,using ......6. This compound was prepared by adapting the procedure used by Zhao et al. (1990).7. For this study the X was used to explore the subsurface ......8. An alternative method for making scales homogenous is by using .....描述实验方法:描述样品的特性1. The initial sample consisted of 200 students of whom 13 did not complete all of the interviews2. All studies described as using some sort of X procedure were included in the analysis.3. A systematic literature review was conducted of studies that .....4. All of the participants were aged between 18 and 19 at the beginning of the study.....5. Two groups of subjects were interviewed, namely X and Y. The first group were ......6. A random sample of patients with ...... was recruited from .......7. Forty-seven students studying X were recruited for this study.8. The students were divided into two groups based on their performanceon ......9. The project used a convenience sample of 32 first year modern languages students.10. Just over half the sample (53%) was female, of whom 69% were ......11. Participants were recruited from 15 clinics across ......, covering urban and rural areas ......12. Eligibility criteria required individuals to have received ....13. Five individuals were excluded form the study on the basis of ....14. Eligible women who matched the selection criteria were identified by ......15. Semi structured interviews were conducted with 17 male offenders with a mean age of 38 years16. A comparison group of 12 male subjects without any history of X was drawn from a pool of .......描述实验过程:目的不明确1. In order to identify the T10 and T11 spinous processes, the subjects were asked to ......2. In order to understand how X regulates Y, a series of transfections was performed.3. To enable the subjects to see the computer screen clearly, the laptop was configured with ......4. To see if the two methods gave the same measurement, the data was plotted and ......5. To control for bias, measurements were carried out by another person.6. To measure X, a question asking ...... was used.7. To determine whether ......, KG-1 cells were incubated for ......8. To establish whether ......,9. To increase the reliability of measures, each X was tested twice with a 4-min break between .......10. To compare the scores three weeks after initial screening, a global ANOVA F-test was used The vials were capped with ..... to prevent volatisation.11. In an attempt to make each interviewee feel as comfortable as possible, the interviewer ......描述实验过程:其他描绘实验过程的句型1. For the purpose of height measurement, subjects were asked to stand .....2. For the purpose of analysis, 2 segments were extracted from each ......3. For the estimation of protein concentration, 100 μL of protein sample was mixed with ......。

我为家乡特产代言英文作文150词

我为家乡特产代言英文作文150词

我为家乡特产代言英文作文150词全文共6篇示例,供读者参考篇1My Hometown's Tasty TreasureHi there! My name is Emma, and I'm a 10-year-old girl from a small town called Appleville. You might be wondering, "What's so special about Appleville?" Well, let me tell you all about our town's pride and joy – the most delicious apples you'll ever taste!Appleville is a cozy little place nestled in the heart of a beautiful valley, surrounded by rolling hills and lush orchards. As far back as I can remember, our town has been famous for growing the juiciest, crunchiest, and most flavorful apples in the entire world! Okay, maybe I'm a little biased, but I'm not exaggerating one bit.Every autumn, when the leaves turn golden and the crisp air carries the scent of ripe apples, our town comes alive with the excitement of the harvest season. Families gather in the orchards, baskets in hand, to carefully pluck the ruby-red treasures from the laden branches. It's a tradition that has been passed down for generations, and it fills my heart with pride to be a part of it.But wait, there's more! Not only are our apples absolutely delicious when eaten fresh, but they also make the most amazing apple pies, ciders, jams, and even candy! My grandma's secret recipe for apple pie is legendary, and one bite of her warm, flaky creation will have you dreaming about Appleville apples for days.Speaking of dreams, did you know that our apples are so good that people come from all over the world just to visit our little town and sample our famous treats? During the Apple Harvest Festival, the streets are lined with stalls selling every apple-themed delight you can imagine. The aroma of freshly baked apple fritters and hot apple cider fills the air, and the sound of laughter and live music creates a joyful atmosphere that's hard to beat.But it's not just about the delicious treats – our apples are also incredibly good for you! They're packed with vitamins, fiber, and antioxidants that keep you healthy and energized. My mom always tells me, "An apple a day keeps the doctor away," and she's absolutely right!I know what you're thinking: "Emma, you're making me really hungry for some Appleville apples!" Well, don't worry, because we're more than happy to share our tasty treasure with the world. Whether you visit our town during the festival or pickup a basket of our apples at your local grocery store, you're in for a treat that will have you coming back for more.So, there you have it, my friends – a little glimpse into the delicious world of Appleville apples. From our family orchards to your kitchen table, these apples are a source of pride, joy, and downright deliciousness for our entire community. So, the next time you bite into a crisp, juicy apple, think of me and the wonderful town of Appleville, where every bite is a celebration of our heritage and a taste of pure happiness.篇2Title: Delicious Delights from My HometownHello everyone! I want to tell you about a special food from my hometown. It's called "Hometown Delights" and it is the most scrumptious treat you can ever find!Hometown Delights are made from the freshest ingredients that are grown in the rich soil of our town. They come in different flavors like chocolate, strawberry, and vanilla. My favorite is the chocolate one because it's so rich and creamy!These treats are not only tasty but also healthy. They are made with love and care by the local farmers and chefs whoknow the importance of good food. You won't find any artificial flavors or preservatives in them.One of the things that makes Hometown Delights so special is the unique shape they come in. They are shaped like our town's famous landmarks, such as the beautiful mountains and the charming old buildings. It's like taking a bite out of our hometown!Whenever I have friends or family visiting, I always make sure to share Hometown Delights with them. They are always amazed by the delicious taste and the beautiful shapes. It's like they are tasting a piece of our hometown too!If you ever get a chance to visit my hometown, don't forget to try Hometown Delights. They are the perfect treat to enjoy while exploring all the wonderful things my town has to offer. I'm sure you'll fall in love with them, just like I have!So, come and taste the magic of Hometown Delights. I promise you won't be disappointed. They are the yummiest and most special treats you'll ever find!Word Count: 150 wordsI hope you find this helpful! Let me know if you need any further assistance.篇3My Hometown's Yummy TreatHi there! My name is Jenny and I'm 10 years old. I was born and raised in a small town called Applewood in the countryside. Even though Applewood is tiny, it's famous all over the country for one very special thing – our amazing apples!Applewood has the perfect climate and soil for growing the most delicious, juicy and crispy apples you can imagine. The summers are sunny and warm which allows the apples to ripen beautifully on the trees. And the winters are cold enough for the trees to go dormant and rest up for next season. Our brilliant red Applewood Delights are in such high demand that people come from near and far just to buy them straight from the orchards.I've been eating Applewood apples my whole life so I'm kind of an expert on them. As soon as you bite into one, an explosion of sweet and tart flavors dances across your tongue. The crunch is so satisfying too – it's like fireworks of juiciness in your mouth! My favorite way to eat them is freshly picked while sitting under the shade of the apple tree they grew on.But apples from Applewood aren't just amazing for snacking. Oh no, these fruits are super versatile! My grandma makes themost scrumptious apple pies, cobblers, crisps and turnovers using our locally grown apples. The baked goods are sweet but still have a bright, fresh apple flavor. No dessert from a store can compare! Eating one of Grandma's apple treats is like taking a great big bite of our beautiful Applewood itself.Our apples also make really tasty and healthy juices, ciders, jams and sauces. You can find all sorts of apple products like these at the farms, orchards, markets and festivals around town. Every autumn there's a huge Apple Harvest Celebration where you can go apple picking, play games, listen to live music, and eat more apple foods than you can imagine!Applewood wouldn't be Applewood without its signature apples. They're a symbol of our town's hard-working farming community and have been a local treasure for generations. As you can probably tell, I'm super proud of our incredible Applewood Delights! If you ever get the chance, you've gotta try them. Just one bite and you'll be transported to apple paradise. Thanks for reading – I'm off to have another crispy, delicious Applewood apple!篇4Title: My Hometown's Special ProductIntroduction:Hello everyone! Today, I want to tell you about a special product from my hometown. It is called "Hometown Delight." I am very proud of this delicious treat, and I want to share it with all of you.Paragraph 1:Hometown Delight is a unique candy that is made only in my hometown. It is made from the sweetest fruits and natural flavors. The candy comes in different shapes and colors, making it fun to eat. When you take a bite, it melts in your mouth and fills it with a burst of fruity goodness. It's like a party in your mouth!Paragraph 2:One of the reasons why I love Hometown Delight is because it represents the spirit of my hometown. Our town is known for its beautiful orchards and fresh fruits. The candy is made using the finest fruits grown right here. It reminds us of the hard work and dedication of our farmers, who take care of the orchards all year round.Paragraph 3:Hometown Delight is not just delicious; it is also healthy. The candy is made with natural ingredients and has no artificialflavors or preservatives. It's a great alternative to other sugary treats. I love sharing it with my friends because I know they are eating something tasty and good for them too.Conclusion:In conclusion, Hometown Delight is a special product from my hometown that I am proud to represent. Its delicious taste, connection to our town's agricultural heritage, and health benefits make it the perfect treat. If you ever visit my hometown, don't forget to try Hometown Delight. I'm sure you will love it just as much as I do!Note: The above essay is approximately 150 words in length. If you require an essay with 2000 words, please let me know, and I'll be happy to help you expand it further.篇5My Hometown's Tasty TreasureHi there! My name is Emma and I'm 10 years old. I live in a small town called Maple Ridge, nestled in the hills of Vermont. It's a beautiful place with friendly people, lots of trees, and the most amazing food you've ever tasted – our local maple syrup!Maple syrup is like liquid gold for us Maple Ridgers. It's made by tapping the sap from our sugar maple trees in late winter. The sap gets boiled down until it becomes that thick, sweet, amber-colored deliciousness we pour over pancakes, waffles, and pretty much anything else we can!The whole town gets involved with "sugaring season" as we call it. Families have been passing down their secret syrup recipes for generations. Grandpas teach their grandsons how to carefully tap the trees without hurting them. Grandmas show their granddaughters the perfect temperature for boiling the sap. Even us kids get to help by collecting the sap buckets and watching the steam rise from the big evaporators.The sweet smell of simmering maple hangs in the air everywhere you go in Maple Ridge during sugaring season. It's the most wonderful aroma – like brown sugar and caramel all mixed together. It makes my mouth water just thinking about it! I love helping my dad in our family's sugar shack and seeing the golden syrup get bottled up, ready for people to enjoy.We're really proud of our maple syrup here. It's not just food to us, it's a tradition that brings the whole community together year after year. Old-timers say you can taste the pride and hard work of Maple Ridge in every drop. And they're right! Our syruphas this rich, smooth flavor that you just can't find anywhere else. It's slightly nutty and buttery, with a perfect balance of sweetness.People visit from all over just to buy jugs of our maple syrup and take home that little taste of Maple Ridge. Smart folks even put it on more than just pancakes and waffles – they use it for baking, glazing meats, sweetening yogurt and oatmeal, you name it! The options are endless when you have amazing maple syrup.If you've never tried real maple syrup made theold-fashioned way like we do it in Maple Ridge, you're seriously missing out. It's a world apart from that fake, flavored corn syrup stuff. Our syrup is the real deal – 100% natural, straight from the trees. There's just nothing quite like it.I feel so lucky to have grown up in Maple Ridge surrounded by our town's tasty tradition. Even as a kid, I've helped in the whole syrup-making process and tasted that very first sweet drop right from the evaporator. Those are memories I'll treasure forever, and you can bet I'll be passing on our maple syrup legacy to my own kids one day!Until you can make it to Maple Ridge to experience our mouthwatering maple syrup for yourself, I'll leave you with this:Just close your eyes and picture a stack of fluffy, butter-soaked pancakes drizzled with that gorgeous, glossy amber syrup. As you pour on that stream of all-natural sweetness, the scent of maple wafts up, making you never want to stop breathing it in. Then you take that first heavenly bite and the flavor just dances on your tongue – rich and velvety, with hints of vanilla and spice. Now tell me that doesn't sound like a little taste of heaven! That's the magic of Maple Ridge maple syrup.So spread the word, my friends – our maple syrup is simply the best around. If you're a real syrup lover like me, you've gotta give it a try. From our sweet little town to your table, enjoy that taste of Maple Ridge any time you need a little slice of something special. Mmm, I'm getting hungry just talking about it!篇6My Hometown's Tasty TreasureI'm from a small town called Riverdale, and we're famous for something super yummy - Riverdale Raspberry Tarts! These little tarts are made with fresh raspberries grown right here in our valley. The tart shells are flaky and buttery, and the raspberryfilling is sweet but also a little tart. Mmm, my mouth is watering just thinking about them!Every summer, there's a big Raspberry Festival in Riverdale where you can buy tarts from all the local bakers. People come from miles around to get their hands on our town's speciality. The festival is so much fun with games, music, and of course, tons of raspberry tarts!If you've never tried a Riverdale Raspberry Tart, you're really missing out. They're bite-sized bits of heaven! Whenever my grandma sends a box to my cousins who live far away, they always call me right away to say how delicious they are. I'm lucky I was born in the raspberry tart capital of the world!。

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A LOCALLY-BIASED FORM OF THE DIRECT ALGORITHMJ.M.GABLONSKY AND C.T.KELLEYAbstract.In this paper we propose a form of the DIRECT algorithm that is strongly biased toward local search. This form should do well for small problems with a single global minimizer and only a few local minimizers.We motivate our formulation with some results on how the original formulation of the DIRECT algorithm clusters its search near a global minimizer.We report on the performance of our algorithm on a suite of test problems and observe that the algorithm performs particularly well when termination is based on a budget of function evaluations.Key words.DIRECT,local clustering,local bias1.Introduction.The DIRECT(DIviding RECTangles)algorithm[13,14]is a pattern search method(in the sense of[17])that balances local and global search in a attempt to efficiently find a global optimizer.Other deterministic sampling methods,such as implicitfiltering[9,15], MDS[6],Hooke-Jeeves[10],or Nelder-Mead[16],drive an approximate gradient to zero and are not designed for global search.DIRECT,on the other hand,is designed to completely explore the variable space,even after one or more local minima have been identified.This feature has even been exploited to generate initial iterates for other sampling methods[3].In this paper we propose a form of the DIRECT algorithm that is more biased toward local search.This form should do well for small problems with a single global minimizer and only a few local minimizers.We motivate our formulation with some results on how the original formu-lation of the DIRECT algorithm clusters its search near a global minimizer.We then illustrate the performance of the new approach on a set of test problems.We consider bound-constrained global optimization problems(1.1)where is a hyperrectangle.DIRECT’s performance is independent of the scaling of and problems are typically scaled so that(1.2)Here is the th component of the vector.The algorithm begins with a single hyperrectangle and,at each sweep,updates a set of hyperrectangles by dividing some of its members.Each hyperrectangle has side length (long directions)or(short directions)for some and has been evaluated at the center. The decision to divide is based on its size and the value of at the center.When is divided, isfirst evaluated at points midway(along the long coordinate directions)between the center and the boundary of.is divided into three parts along the long coordinate direction corresponding to the smallest function value in the stencil.The subrectangle containing is divided again along the long coordinate direction corresponding to the second smallest function value in the stencil.This process continues until each point in the stencil is the center of a new hyperrectangle.The rule for tie-breaking is not important and we use the order of the coordinates.The formulation in[13,14]begins by evaluating at the center of and dividing accord-ing to the rule described above.The new set consists of the small hyperrectangles that came from that division.The new hyperrectangles are identified with their centers.Any or all of the hyperrectangles may be divided again if the value of at the center is sufficiently small relative to the size of the hyperrectangle.The algorithm continues in this way,always dividing based on the function value and the size of a hyperrectangle,until a given budget of function evaluations is exhausted.The description given above needs to be expanded for our purposes.Any hyperrectangle will be divided along a side of maximum length.Hence if the longest side has length,the shortest side will at least of length.We say a rectangle has level if the length of the longest side is .A rectangle of level is at stage(i.e.is the result of subdivisions of a cube of side length)if sides have length and have length.The formulation in[13,14]groups rectangles by level and stage by grouping all hyperrect-angles having the same diameter.The diameter of a hyperrectangle with level and stage isSo,after sweeps of DIRECT,hyperrectangles with at most different diameters have been created.The implementation in[8]groups hyperrectangles by the diameter,i.e.the length of the longest side.This grouping has fewer groups and,therefore,biases the search more toward local exploration near good points rather than global search in regions of that have been sampled sparsely.The purpose of this paper is to motivate that variation of DIRECT and illustrate its performance by numerical examples.The results in this paper apply to both methods of categorizing hyperrectangles.If we group by diameter we define the size of a hyperrectangle with level and stage and as(1.3)and if we group by we define the size as(1.4)The two modes of grouping can be described as grouping by size.A hyperrectangle with center and size is potentially optimal if there is a value of the Lipschitz constant of that is consistent with the optimal point being inside that hyperrectangle and the potential improvement is nontrivial.Thefirst condition means that there is such that(1.5)where the minimum is taken over all hyperrectangles.There is a simple and efficient way to test for(1.5)[14].For the purposes of this paper it suffices to point out that if a hyperrectangle withcenter and size satisfies(1.5),then no rectangle with the same size can have a lower function value at the center,i.e.The potential improvement is nontrivial if(1.6)where also satisfies(1.5).In(1.6)is a parameter in the algorithm and is the minimum value of found so far in the iteration,The role of the parameter is to avoid oversampling near points with low function values and bias the sampling toward global search.Such a bias is important if there are many local minima or is large.Values of are reported to work well in[14]and(1.7)is recommended in[13].A sweep of DIRECT identifies the potentially optimal hyperrectangles from the previous sweep and then divides each of them once.Then a new set of potentially optimal hyperrectan-gles is identified.Both the DIRECT algorithm from[13,14]and the locally biased version are sequences of these sweeps.There is little convergence theory for DIRECT beyond the observation from[14]that the search will eventually sample arbitrarily near every point in.The method has been applied to optimal design of gas pipe lines[3–5]and aerospace engineering[1,2]and seems to perform well, especially in the early stages of an optimization.In this paper we quantify how the subdivisions cluster near a global minimizer and use this result to motivate an alternative version of DIRECT[8],which is different from that in[13,14] in that,the norm is used to form the groups,and at most one hyperrectangle from each group is subdivided,even if there are more than one potentially optimal hyperrectangle in a group.2.Local Clustering.2.1.Elementary Properties of DIRECT.The state S of DIRECT is the set of all hyperrect-angles at a given sweep of the optimization.If is the state of DIRECT,two special classes of hyperrectangles are guaranteed to be potentially optimal.L EMMA2.1.If has maximal size and has the smallest value among centers of hyperrectangles in of maximal size,i.e.(2.1)andthen satisfies(1.5).Proof.Let and.We willfind such that(2.2)for all.This will imply(1.5)for sufficiently large.Increasing if needed,will imply (1.6),and hence potential optimality.Now,let,,and.By assumption.We consider three cases.If then(2.1)implies that.Hence (1.5)holds for any.If and then(1.5)also holds for any.Finally,if and,then(1.5)holds for any(2.4)We now verify that(1.5)holds.Let,,and.If,then(1.5)holds for all since .If then(2.3)implies that(1.5)holds for all.The remaining case is and.In that case(1.5)holds forThe minimum is attained on the non-empty setLet(2.7)volumeLetvolume(2.8)The hyperrectangles in are the ones that Lemma2.2identifies as potentially optimal.The hyperrectangles and their centers can cluster in one of three ways.The number of hy-perrectangles in can increase,can decrease,or the can decrease.However,these three things need not happen simultaneously in a single sweep.Our clustering result Theorem2.3char-acterizes how at least one of the three modes of clustering must occur in each sweep.T HEOREM2.3.For all every is potentially optimal while(2.4)holds.Moreover,at least one of(2.9)(2.10)or(2.11)holds.Proof.implies that is attained in a hyperrectangle that is not the result of a subdivision of any member of.Hence either or the minimum value is the same and a new hyperrectangle with the minimum value at the center has been created. This completes the proof.2.2.Locally-biased Formulation.As one can see from the discussion above,the density of the subdivisions will increase near a global minimizer.However the cost of a sweep can be dominated by global search.If one knows that only a few global minima are present,biasing the search more toward local improvement can reduce the cost of a sweep and more rapidly identify the global minimum.Such a modification is likely to be more useful for small,as for larger more work will be needed in the global search even to explore the design space at a coarse level[1,2].A globally-biased version of direct,called aggressive DIRECT,was proposed in[1].In that approach the potential optimality condition is abandoned and the hyperrectangles with the lowest function value in each group are all subdivided.The formulation from[8]differs from that in[13,14]in that the hyperrectangles are grouped by and at most one hyperrectangle from each group is subdivided,even if there are more than one potentially optimal hyperrectangle in some of the groups.Thefirst of these differences reduces the number of groups and the second reduces the number of divisions within a group.The idea is that the overall number of divisions will be reduced and that most of this reduction will be in the large hyperrectangles that are not near the global optimum.We will refer to this method as DIRECT-l.We will illustrate the performance advantages of DIRECT-l for small problems with only a few global minima in 3.We close this section by showing that the conclusions of Theorem2.3 also hold for DIRECT-l.C OROLLARY2.4.For all every is potentially optimal while(2.4)holds.Moreover, at least one of(2.9),(2.10),or(2.11)holds.Proof.In DIRECT-l only one is selected for subdivision.This is the only difference from the proof of Theorem2.3.3.Numerical Results.We compare two formulations of DIRECT,the original formulation from[14]and a strongly locally-biased form.The differences in the algorithms are summarized in Table3.1T ABLE3.1Two formulations of DIRECTDIRECTall potentially optimal hyper-rectanglesSubdivision Order[14],pg169and terminate the iterations once is lower than or over20000function evaluations have been completed at the end of a sweep.For the problems from Dixon et.al.[7]and Yao[18]both the original DIRECT and our modi-ficationfind an acceptable solution.Note that our modification always needs less function evalua-tions,significantly less for problems5through9.T ABLE3.2Test Problems#Name1Branin30.3982Shekel-51-10.1533Shekel-71-10.4034Shekel-101-10.5365Hartman-31-3.8636Hartman-61-3.3227Goldprice1 3.00022510510510510The problems from the Second International Contest on Evolutionary Optimization are much more challenging.Both the original DIRECT and our modificationfind an acceptable solution within20000function evaluation only twice.Both solve problem14,the lower dimensional mod-ified Shekel problem,with the original DIRECT algorithm needing less function evaluations.Our modification can solve problem10,the lower dimensional Michalewicz problem,with very few function evaluations.The original DIRECT does notfind an acceptable solution within20000 function evaluations,but can solve the10dimensional modified Langerman problem.These results emphasize our earlier observations.Our modification should be used for lower dimensional problems,which do not have too many local and global minima.The original DI-RECT seems to be the better choice for higher dimensional problems,at least when the termination criterion is based on the difference from the global minimum function value.T ABLE3.3Numerical results with percentage termination criteria. #DIRECT DIRECTmf-eval.f-eval. 822770.48D-051910.48D-059229670.50D-0420430.50D-04 105200030.50D-0110370.69D-05 1110200010.26D+00200010.30D+00 125200610.49D+00200050.86D+00 1310200450.98D+00200070.98D+00 1459090.21D-0410670.21D-04 1510200190.86D+00200010.86D+00 165200010.47D+00200090.47D+00 1710115070.54D-06200110.72D+003.2.Termination on a Budget.In table3.4we show the results when we give both methodsa budget of100function evaluations.We implement this by examination of the number of function evaluations completed after each sweep and terminate the optimization when the budget has been exhausted.Since sweeps are not stopped before completion,the number of function evaluations will exceed the budget.This kind of termination criterion is what would be used in practice.The results of both versions of DIRECT are nearly identical for problems2-4,8-15and17. This is consistent with the results with the percentage termination criteria shown in table3.3.For problems1,5-7and16,our modificationfinds significantly better points with about the same number of function evaluations as the original DIRECT algorithm.This is especially true for problem5,where the result of DIRECT-l is much better than the solution of the original DIRECT algorithm.Note that for all problems DIRECT-lfinds a better solution than the original DIRECT algorithm with about the same number of function evaluations.T ABLE3.4Numerical results with a budget of100function evaluations#DIRECT DIRECT-lf-eval.f-eval.821130.22D-011110.16D-01921010.83D+001030.82D+001051230.61D+001070.55D+0011101190.83D+001010.64D+001251270.98D+001050.98D+0013101410.98D+001070.98D+001451150.85D+001050.84D+0015101230.96D+001210.96D+001651050.72D+001190.47D+0017101410.10D+011070.10D+014.Conclusion.DIRECT-l is a modification of the DIRECT[14]algorithm that biases the search toward exploration near local minimia.The algorithm was designed for low-dimensional problems with only a few global minima.Our experimental results show that DIRECT-l performs well for such problems and particularly well when termination is based on a low budget of function evaluations.Acknowledgments.The authors are grateful to Richard Carter,Evin Cramer,Don Jones,and Layne Watson for sharing their insights on the performance and implementation of DIRECT.REFERENCES[1] C.A.B AKER,L.T.W ATSON,B.G ROSSMAN,R.T.H AFTKA,AND W.H.M ASON,Parallel global aircraftconfiguration design space exploration.preprint,1999.[2] C.A.B AKER,L.T.W ATSON,B.G ROSSMAN,W.H.M ASON,S.E.C OX,AND R.T.H AFTKA,Study of aglobal design space exploration method for aerospace vehicles.preprint,1999.[3]R.C ARTER,J.M.G ABLONSKY,A.P ATRICK,C.T.K ELLEY,AND O.J.E SLINGER,Algorithms for noisyproblems in gas transmission pipeline optimization,Tech.Rep.CRSC-TR00-10,North Carolina State Uni-versity,Center for Research in Scientific Computation,April2000.[4]R.G.C ARTER,Pipeline optimization:dynamic programming after30years,1998.Proceedings of the PipelineSimulation Interest Group,Denver Colorado,Paper number PSIG-9803.[5]。

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