Spatial Auditory Displays
关于多元思维风格的英语作文

关于多元思维风格的英语作文English Answer:Multiple Cognitive Styles and their Implications for Learning.Individuals possess diverse cognitive styles that influence how they perceive, process, and respond to information. These variations impact learning preferences and effectiveness. Understanding and accommodatingdifferent cognitive styles in educational settings is crucial for optimizing teaching and learning outcomes.Defining Cognitive Styles.Cognitive style refers to the characteristic patterns of thinking, learning, and problem-solving an individual exhibits. It encompasses various dimensions, such as:Field Dependence/Independence: How individuals rely onexternal cues (field dependence) or internal frames of reference (field independence)。
Impulsivity/Reflectivity: The tendency to make quick decisions (impulsivity) or take time to consider options (reflectivity)。
托福阅读tpo69R-1原文+译文+题目+答案+背景知识

TPO69阅读-1Why Snakes Have Forked Tongues原文 (1)译文 (3)题目 (4)答案 (8)背景知识 (9)原文Why Snakes Have Forked Tongues①The forked tongue of snakes has intrigued people for millennia,inspiring many hypotheses.In many cultures and religions,the forked tongue symbolizes malevolence and deceit.The first person known to inquire about the functional significance of the forked tongue was Aristotle;he suggested that it would double the pleasure of sensations of taste.By the beginning of the twentieth century,the consensus was that the snake’s tongue is a tactile organ;that is,the snake uses it to tap the ground much as a blind person uses a cane.②In1920Browman suggested what seemed to be a winning hypothesis:When the snake retracts its tongue,the tips(or tines)of the forked tongue are inserted into openings on both sides of the roof of the mouth;through these openings chemical stimuli reach special organs that help snakes detect smells—the vomeronasal organs(VNO).These organs are highly developed in snakes,lizards, and many mammals.They are a second system for detecting smells that appears to have evolved specifically to detect pheromones,the chemical signals that animals secrete as messages to other animals of their species.Browman suggested that the forked tongue flicks out,picking up chemical signals,and then delivers these to the VNO.This hypothesis was widely accepted into the1980s.Then X-ray movie studies of tongue flicks in snakes and lizards with forked tongues disproved the hypothesis;they showed that when the tongue is withdrawn into the mouth,it enters a sheath and the tips do not go into the openings to the VNO.Instead,the chemical molecules are deposited on pads at the bottom of the mouth,and closing the mouth presses the pads and molecules against the VNO openings.③If the tongue is not forked to fit into the VNO,then what function could the forked shape serve?Schwenk proposes a solution that encompasses observations from several fields—animal behavior,ecology,sensory physiology,and neuroanatomy.He hypothesizes that the forked tongue allows the snake to sense chemical stimuli at two points simultaneously,thereby giving it the ability to detect differences in an odor trail.Obtaining two simultaneous readings enhances the ability of the snake to detect the edges of odor trails,and thus to follow pheromone trails accurately.This ability is important in seeking both prey and mates.④This spatial chemical perception is like other systems for spatial perception that are based on simultaneous stimulation of two separated sense organs—for example,auditory localization,which depends on differential stimulation at the two ears.Similarly,the use of the two eyes permits stereovision.⑤Several kinds of evidence support the hypothesis that forked tongues evolved as chemosensory edge detectors to enhance the ability to follow odor trails:(1) Snakes and lizards spread the tines of their tongue apart when they retrieve odor molecules,then draw the tines together when retracting the tongue.The greater the distance between sampling points,the better the animals sample differences within an odor trail.(2)Lizards that forage widely have forked tongues,whereas lizard species without forked tongues tend not to forage widely.(3)Forked tongues have evolved independently at least twice in different families of reptiles, indicating their value as an adaptation.(4)In the snake nervous system,each tine of the tongue is linked to a nucleus in the other side of the brain,and the two nuclei are linked across the two hemispheres.This arrangement is similar to the anatomy of auditory centers in mammals and birds that permits the computation of differences between what one ear hears and what the other ear hears and thus mediates auditory localization.⑥Species in other orders have also evolved paired chemical receptors to guide individuals to mates or prey.For example,male gypsy moths have large,elaborate, odor-detecting antennae with which they track potential mates over large distances,and the ant nest beetle has spoon-shaped antennae extending from each side of the head with which it detects and follows the pheromones of the ants that are its food.译文为什么蛇有叉状舌头①蛇的叉状舌头吸引了人们数千年,激发了许多假设。
脑卒中评价量表

美国国立卫生院脑卒中量表
NIH Stroke Scale
指导 Instruction: 1a. 意识水平 (Level of Consciousness) 研究者必须选择一个反应 (The investigator must choose a response) 量表定义 Scale Definition: 0 =反应敏锐 (Alert) 1 =嗜睡,最小刺激能唤醒患者 (Not Alert, but arousable) 2 =昏睡或反应迟钝,需要强烈反复刺激或疼痛刺激才能 有非固定模式的反应
量表定义 Scale Definition:
0 =没有共济失调 1 =一侧肢体有共济失调 2 =两侧肢体有共济失调
Absent Present in one limb Present in two limbs
美国国立卫生院脑卒中量表
指导 Instruction:
NIH Stroke Scale
8. 感觉 Sensory: 用针尖刺激/撤除刺激观察昏迷或失语患者的感觉和表情。
Answers both questions correctly
1 =正确回答一个
Answers one question correctly
2 =两个回答都不正确
Answers neither question correctly
美国国立卫生院脑卒中量表
NIH Stroke Scale
指导 Instruction:
Performs both tasks correctly
1 =正确完成一个动作
Performs one task correctly
2 =两个都不能正确完成
Performs neither task correctly
电信专业 专业英语总结

TEXT 1 Digital Representation of Information a sequence of bits 比特序列bandwidth带宽bit rate位率carrying bits携带比特chaining链表coding distortion编码失真communication network通信网络compact disks=CDcompression algorithms 压缩算法data structures数据结构digital data storage device 数据存储设备digital signals数字信号digital-to-analog数模转换error detection and correction错误检查与纠错fidelity保真度integrated services digital network 集成服务数字网络massive digital storage媒体海量存储monodedia单媒体motion video移动图像multimedia digital information多媒体数字信息pattern recognition模式识别perceived distortion察觉失真quantizing量化retrieval检索samping rate采样率time-dependency时间可靠性to a lesser extent在一个很小范围内TEXT 2 Expectations and Moments bivariate双边converse逆命题correlation coefficient相关系数covariance协方差density function密度函数diagonal matrix对角矩阵direct expansion and integration直接展开积分discrete离散entries主对角元expections 期望值first moment一阶矩fundamental theorem of expectation期望值基本定理Gaussian高斯型integral operation积分算子interval区间invoke引用joint density联合密度jointly Gaussian联合高斯jointly normal联合正态分布level contours等值线marginal density边缘密度mean-square value均方值probability density function概率密度函数probability mass function概率质量函数product乘积quadratic二次random variables随机变量row vector行向量scalar-valued function标量值函数scatter色散second moment二阶矩standard deviation标准偏差summation求和symmetric对称the center of mass质心the moment of inertial惯性矩the probability-weighted average概率加权平均值unit length单位长度variance方差zero-mean 0均值TEXT 3 Object-oriented Design access facility 存储机制communication facility通信设备Complex structures 复合结构computer programming 计算机程序设计concurrent access并行存储conventional record-oriented传统的面向记录的corruption 损坏database 数据库Dynamic entity 动态实体encapsulation 封装Hierarchical structure 分层次结构interconnect 链接interface 界面,接口 n.invoke 行使Mechanism of inheritance 继承(传承)机制modem调制解调器network-management网络管理Object classes 对象类Override 重载Physical entity 有形实体,实体Polymorphism 多态性Reentrant 可重入程序semiconductor半导体Subclass 子类Superclass 父类,超类Tree topology 树形布局Virtual circuit 虚拟电路TEXT 4 Multimedia Information and Systems analog signal模拟信号Computer animation计算机动画computer display 电脑显示器digital storage volume数字存储容量discrete media离散媒体human—computer interfaces (HCIS) 人机界面接口modern computer-assisted on-screen presentations计算机辅助屏幕显示技术optical character regnition 光学字符识别physically audible waveform可听波形pixel像素TEXT 5 Basic Ideas of the Word Wide Web administrative管理的,行政的browse浏览client system 用户系统Hyperlinked 超链接Maintenance 维护mechanism机械装置;机制,机理;办法,途径remote servers 远程服务器The world wide web 万维网transaction交易,业务visible anchors 可见锚TEXT 6 Virtual Reality3-D auditory displays三维听觉显示器data-gloves 数据手套dimension尺寸head-mounted displays头盔显示器(HMDS)Humancomputer interface 人机界面interactive communication 交互通信Latency潜伏Multiuser多用户的Particle 粒子Remote exploration远征探索Simulators 模拟器Spatial立体空间的Telepresence surgery远程监控手术the latency of the transport network 传输网络等待The virtual meeting room虚拟会议室Tractors 索引机transport network 传输网络virtual reality 虚拟现实TEXT 7 The TCP/IP Protocal SuiteAugment 增加,增大Datagram 数据包,资料包Destination subnetwork address 目的地子网地址end system 终端系统Entity 实体FTP:file transfer protocol 文件传输协议Host-to-host 主机对主机IP internet protocol 网络协议LANs local area networks 局域网Network acessheader 网络访问头network-access-protocol(NAP) 网络访问协议Packet-switched network 交换网络Router 路由器Standardized computer-communication protocols 标准化的计算机通信协议TEXT 9 Business-to-Business E-commerce application service provider(ASP) 应用服务提供商brandcommoditization 品牌商品化consortium 财团;联合;合伙customer service: 客户服务e-commerce 电子商务in a vacuum脱离现实marathon 马拉松赛跑;耐力的考验mentoring 辅导制,辅导Paradigm 范例pool 合伙经营, 共享profound 深远的proposition 价值主张public-private partnerships公私伙伴关系Return-on-investment 投资回报率rivileged 有特权的,专享的Topological 拓扑的ubiquitous 普遍的unprecedented 空前的,无前例的value proposition 价值主张Vulnerable 脆弱的TEXT 15 Bluetooth Technology asynchronous 异步authentication认证baseband protocol 基带协议Bluetooth Technology蓝牙技术Cable 电缆Cellular phones: 蜂窝电话,手机,移动电话;eavesdrop 偷听encryption 加密frequency band频带宽度Hook up 连接Infrared port 红外线接口link configuration连接配置link manager protocol连接管理协议logical link control and adaptation protocol 逻辑链路控制适配协议Piconet 微微网RF(Radio Frequency) 射频search engine 搜索引擎small form factor小型化The Bluetooth Special Interest Group蓝牙技术联盟unlicensed ISM band无许可的国际安全管理频段worldwide acceptance全球通行TEXT 16 Introduction to 3GThird Generation 第三代移动通信技术CDMA 分码多重进接,码分多址(Code Division Multiple Access)NMT 北欧移动电话(Nordic Mobile Telephone)TACS 全接入通信系统(Total Access Communication System)GSM 全球移动通信系统(Global System for Mobile Communications)TDMA 分时多址(Time Division Multiple Address)GPRS 通用分组无线业务(General Packet Radio Service)EDGE改进数据率GSM服务(Enhanced Data rate for GSM Evolution)circuit switched counterparts 电路交换同行packet—based data standards 基于分组的数据标准Frame Relay 帧中继ATM (Asynchronous Transfer Mode) 异步传输模式CDPD ( Cellular Digital Packet Data) 蜂窝数字分组数据PDCP (Personal Digital Cellular Packet) 个人数字蜂窝分组packet radio data network standard 分组无线数据网络标准Intranet内联网extranet外联网Megabit 兆位。
介绍学习风格的英语作文

介绍学习风格的英语作文(中英文版){z}Title: Introduction to Learning StylesLearning styles refer to the unique ways in which individuals prefer to receive and process information.Understanding one"s learning style can greatly enhance the effectiveness of studying and learning.There are various theories and models of learning styles, but the most commonly recognized ones are the VAK model and the Kolb"s learning style cycle.The VAK model suggests that people have three primary learning styles: visual, auditory, and kinesthetic.Visual learners prefer to use images, charts, and diagrams to understand information.They like to see information presented in a spatial and visual format.Auditory learners, on the other hand, prefer to learn through listening.They benefit from lectures, discussions, and reading aloud.Kinesthetic learners learn best through physical activity and hands-on experiences.They like to engage in experiments, role-plays, and sports to grasp concepts.Kolb"s learning style cycle is a more comprehensive model that consists of four quadrants: converging, assimilating, accommodating, and reflecting.Converging learners are task-oriented and like to solve problems and make decisions.They prefer structured and organized learning environments.Assimilating learners are idea-oriented and like to analyze and conceptualize information.They prefer abstract andtheoretical learning materials.Accommodating learners are people-oriented and like to explore and experiment with new experiences.They prefer hands-on and experimental learning activities.Reflective learners are inner-oriented and like to observe and think before acting.They prefer reflective and contemplative learning experiences.It"s important to note that most people do not have a single fixed learning style but rather a combination of styles.Some people may also change their learning style depending on the subject matter or learning context.In conclusion, understanding and identifying one"s learning style can greatly enhance the effectiveness of studying and learning.By adopting the most suitable learning methods and techniques, individuals can optimize their learning process and achieve better academic and personal development outcomes.。
盲人旅客启示英语作文

盲人旅客启示英语作文Title: Insights from Blind Travelers。
Traveling is a profound human experience that enriches our lives, broadens our perspectives, and deepens our understanding of the world. For sighted individuals, the visual aspect of travel often plays a significant role in shaping their journey. However, for blind travelers, the experience is entirely different, relying on senses beyond sight to navigate the world. In this essay, we delve into the insights gained from the journeys of blind travelers, shedding light on the unique perspectives they offer.First and foremost, blind travelers demonstrate the power of adaptability and resilience in the face of challenges. Navigating unfamiliar environments without sight requires a heightened sense of spatial awareness, reliance on auditory cues, and trust in other senses. Through their experiences, blind travelers showcase the human capacity to adapt to diverse circumstances andovercome obstacles with determination and ingenuity.Moreover, blind travelers exemplify the importance of perception beyond vision. While sighted individuals often rely heavily on visual stimuli to interpret the world around them, blind travelers demonstrate the richness of other sensory modalities. From the feel of different textures underfoot to the sounds of bustling streets and the aroma of local cuisine, blind travelers engage with their surroundings in a multisensory manner, uncovering layers of meaning and beauty that may go unnoticed by those solely dependent on sight.Furthermore, blind travelers foster empathy and inclusivity through their interactions with others. In navigating public spaces, seeking assistance, and engaging with locals, blind travelers challenge societal norms and perceptions surrounding disability. Through their interactions, they promote understanding, compassion, and a more inclusive mindset, encouraging others to recognize and accommodate diverse needs within their communities.Additionally, blind travelers offer a uniqueperspective on the concept of "seeing." While they may lack physical sight, their experiences challenge the notion that sight is the sole or primary means of perceiving the world. Blind travelers often speak of "seeing" through touch, sound, and intuition, suggesting that true perception transcends the limitations of any single sense. In doing so, they invite us to reconsider our understanding ofperception and the ways in which we interpret our surroundings.Moreover, blind travelers inspire us to cultivate gratitude and appreciation for the gift of sight. In witnessing their ability to navigate the world with grace and determination despite lacking this sense, we are reminded of the privileges we often take for granted. Their experiences serve as a poignant reminder of the importanceof cherishing and making the most of our abilities, while also fostering a deeper sense of empathy and solidaritywith those who experience the world differently.In conclusion, the journeys of blind travelers offerinvaluable insights into the human experience, challenging perceptions, fostering empathy, and celebrating the richness of sensory perception beyond vision. Through their experiences, blind travelers inspire us to embrace adaptability, cultivate empathy, and appreciate the diversity of human experience. As we continue to navigate the complexities of the world, let us draw inspiration from the resilience, resourcefulness, and wisdom of blind travelers, recognizing that true perception transcends the limitations of sight.。
2022年考研考博-考博英语-中国海洋大学考试全真模拟易错、难点剖析AB卷(带答案)试题号:6
2022年考研考博-考博英语-中国海洋大学考试全真模拟易错、难点剖析AB卷(带答案)一.综合题(共15题)1.单选题The common experience of having a name or word on the tip of the tongue seems related to specific perceptual attributes. In particular, people who report the tip-of-the-tongue feeling tend to identify the word's first letter and number of syllables with an accuracy that far exceeds mere guessing. There is evidence that the mind may encode data about when information was learned and about how often it has been experienced. Some memories seem to embrace spatial information; e.g., one remembers a particular news item to be on the lower right-hand side of the front page of a newspaper. Research indicates that the rate of forgetting varies for different attributes. For example, memories in which auditory attributes seem dominant tend to be more rapidly forgotten than those with minimal acoustic characteristics.If a designated (target) memory consists of a collection of attributes, its recall or retrieval should be enhanced by any cue that indicates one of the attributes. For example, on failing to recall the term horse (included in a list they have just seen), people may be asked if an associated term (say, barn or zebra) helps them recall the word. While some additional recall has been observed with this kind of help, failures are common even with ostensibly relevant cues. Though it is possible that the cues frequently are appropriate, nevertheless, if words were not learned (encoded or stored) with accompanying attributes, cuing of any kinds should be ineffective.1.With which of the following statements would the author be most likely to agree?2.It can be concluded from the passage that all encoded words are ().3.What does the passage mainly discuss?4.Which of the following does the author mention as a cause for forgetting?5.Which is not mentioned as a tendency among people who encounter tip-of-the-tongue experience?问题1选项A.Words that are only heard are easily forgottenB.The brain always remembers the moment words are first learnedC.Auditory cues are more helpful than spatial cuesD.Uncommon words are normally remembered with visual cues 问题2选项A.remembered without helpB.learned without cuesC.stored with attributesD.forgotten if not used问题3选项A.How a person remembers wordsB.The origin of the expression ‘"tip-of-the-tongue”C.How a person uses new wordsD.How cues are used to pronounce words问题4选项A.The need for more precise spatial informationB.The creation of ostensibly relevant cuesC.The learning of words without corresponding attributesD.The use of inappropriate auditory cues问题5选项A.Knowing the number of syllables in a wordB.Remembering where words were seenC.Knowing the first letter of the wordD.Recognizing the word when heard【答案】第1题:B第2题:C第3题:A第4题:C第5题:D【解析】1.判断推理题。
南京航空航天大学大一飞行英语lesson1课文
Lesson 1 Air CrewPassage 1 Captain and F/O DutiesThere are usually 2-3 flight crew members and 1-3 flight attendants aboard an airliner. In the flight deck are the Captain, Co-pilot and flight engineer. When there are only two flight crew members, to reduce costs there,s no flight engineer. The captain is the Pilot in Command (PIC) who has the final authority of all decisions and all responsibilities rest on his shoulders. The Co-pilot assists the Captain and does things like calculating fuel consumptions, weight and balance, navigation, etc. He is Second in Command (SIC). The Flight Engineer helps reduce the workload of the Captain and Co-pilot. Some of his duties may include calculating fuel consumption rate, weight and balance, and communicating with the cabin crew.The pilot in Command (PIC) of an aircraft is the person aboard the aircraft who is ultimately responsible for its operation and safety during flight. According to ICAO, the Pilot in Command is responsible for operation of the airplane in accordance with rules of the air, and his final authority as to the disposition of the airplane while in command. This would be the “captain” in a typical two- or three-pilot flight crew, or “pilot” if there is only one certified and qualified pilot at the controls of an aircraft. The PIC must be certified to operate the aircraft for the specific flight and flight conditions, but need not be actually controlling the aircraft at any given moment. The PIC is the person legally in charge of the aircraft and its flight safety and operation, and would normally be the primary person liable for a violation of any flight rule.According to FAA, the PIC is responsible for the operation and safety of the aircraft during flight time, which means the total time from the moment an aircraft first moves under its own power for the purpose of taking off until the moment it comes to rest at the end of the flight. This would normally include taxiing, which involves the ground operation to and from the runway. But it is legal for a mechanic or other person to taxi an aircraft on the ground for the purpose of moving it from one spot to another without a pilot,s license.As the FAA puts it, the pilot in command of an aircraft is directly responsible for, and is the final authority as to, the operation of that aircraft. In an in-flight emergency requiring immediate action, the pilot in command may deviate from any rules of this part to the extent required to meet that emergency. Each pilot in command who deviates from a rule of this section shall, upon the request of the administrator, send a written report of that deviation to the administrator.Especially interesting in FAR 91.3, which empowers the PIC to override any other regulation in an emergency, to take the safest course of action at his/her sole discretion. It essentially gives the PIC the final authority in any situation involving the safety of a flight, irrespective of any other laws or regulations. In commercial aviation, the first officer is the second pilot (or co-pilot) of an aircraft. The first officer is second-in-command of the aircraft. In the event of incapacitation of the captain, the first officer will take on the duties of the PIC. Control of the aircraft is normally shared equally between the first officer and th e captain, with one pilot being the “Pilot Flying” (PF), and the other the “Pilot Not Flying” (PNF), or “Pilot Monitoring” (PM), for each flight. Even when the first officer is the flying pilot, however, the captain remains ultimately responsible for the aircraft, its passengers, and the crew. In typical day-to-day operation, the essential job tasks remain fairly equal.Because many airlines promote by seniority only within their own company, the first officer may at times have more flight experience than the captain, in that they may have experience from other airlines or the military. Traditionally, the first officer sits on the right-hand side of a fixed-wing aircraft and the left-hand side of a helicopter.EXERCISESI. Describe the given terms from the text in English.I. flight deck2. PIC3. incapacitation4. flight time5. Captain6. PNFII. Answer the following questions after you have read the text.1. What crew members are included in an airplane?2. What are the duties for different crew members?3. In what conditions will the co-pilot take on the responsibility of commanding an aircraft?4. Can you tell the differences between PIC, captain and pilot?5. According to FAA, what are the responsibility and authority of PIC?6. According to ICAO, what is the Pilot in Command responsible for?7. Why does FAR give final authority to PIC in an emergency?8. Should PF always be the Pilot in Command? Give your reasons.9. Why do some First Officers have more experience that their captains?10. Where does the first officer normally sit in a helicopter?III Complete the following short passage by filling the blanks with the words given in the box.New Wordscrew n.人员,组员 authority n.权威,权限 emergency n.紧急evacuation n.撤离 disposition n.处置,处理 manipulate v.操纵mechanic n.机务员,机械人员deviate v.偏离(from )override v.超控 justification n.证明 airline n. 航空公司helicopter n.直升机Expressions flight crew 机组人员flight attendant 空中乘务员flight engineer 飞行机械师Pilot in Command 责任机长Notes ICAO FAAFARairliner n.班机,大型客机 briefing n.讲述,讲评 procedure n.程序 operation n.运转,工作,操作 certify v.认证,认可,证明 taxi v.滑行 license n.执照 discretion n.决定 provision n.条款 incapacitation n.失能 seniority n.资历Pilot Flying 操纵飞机飞行员 Pilot Not Flying 未操纵飞机的飞行员 Pilot Monitoring 监控飞行员First Officer 副驾驶 International Civil Aviation Organization 国际民航组织Federal Aviation Administration 联邦航空局(美国)Federal Aviation Regulations 《联邦航空条例》(美Airline PilotsAirline pilots 1 passengers and cargo via commercial aircraft. They are responsiblefor various 2 and non-flying duties. Airline pilots are responsible for a variety of tasksrelated to the safe operation of the 3 they are responsible for flying.Prior to takeoff, airline pilots are responsible for verifying that the instruments, controls, engines, and other flight systems are 4 the way they should. Monitoring continues throughout the 5, and changes are requested and implemented as needed 6 enroute.On commercial flights, there are two pilots at the helm of the airplane. Each flight is staffed by a captain and a first officer, and the two pilots typically take 7 flying different legs(航段)of each trip. They 8 with flight dispatchers (签派人员)air traffic controllers,and meteorologist to select the best route for the trip, including determining the 9 altitudeand speed for travel.Once a flight lands, airline pilots are required to complete records about their journeys in compliance with the 10 of both the company for which they work and the Federal Aviation Administration (FAA).IV Translate the following sentences into proper English.1. 一名乘务人员向机长报告,商务舱有名乘客心脏病发作,她们正在给他吸氧。
新概念第四册课文翻译及学习笔记【Lesson31、32、33】
【导语】新概念英语作为⼀套世界闻名的英语教程,以其全新的教学理念,有趣的课⽂内容和全⾯的技能训练,深受⼴⼤英语学习者的欢迎和喜爱。
为了⽅便同学们的学习,为⼤家整理了⾯的新概念第四册课⽂翻译及学习笔记,希望为⼤家的新概念英语学习提供帮助!Lesson31 【课⽂】 First listen and then answer the following question. 听录⾳,然后回答以下问题。
What do you have to be able to do to appreciate sculpture? Appreciation of sculpture depends upon the ability to respond to form in three dimension. That is perhaps why sculpture has been described as the most difficult of all arts; certainly it is more difficult than the arts which involve appreciation of flat forms, shape in only two dimensions. Many more people are 'form-blind' than colour-blind. The child learning to see, first distinguishes only two-dimensional shape; it cannot judge distances, depths. Later, for its personal safety and practical needs, it has to develop (partly by means of touch) the ability to judge roughly three-dimensonal distances. But having satisfied the requirements of practical necessity, most people go no further. Though they may attain considerable accuracy in the perception of flat form, they do not make the further intellectual and emotional effort needed to comprehend form in its full spatial existence. This is what the sculptor must do. He must strive continually to think of, and use, form in its full spatial completeness. He gets the solid shape, as it were, inside his head-he thinks of it, whatever its size, as if he were holding it completely enclosed in the hollow of his hand. He mentally visualizes a complex form from all round itself; he knows while he looks at one side what the other side is like, he identifies himself with its centre of gravity, its mass, its weight; he realizes its volume, as the space that the shape displaces in the air. And the sensitive observer of sculpture must also learn to feel shape simply as shape, not as description or reminiscence. He must, for example, perceive an egg as a simple single solid shape, quite apart from its significance as food, or from the literary idea that it will become a bird. And so with solids such as a shell, a nut, a plum, a pear, a tadpole, a mushroom, a mountain peak, a kidney, a carrot, a tree-trunk, a bird, a bud, a lark, a ladybird, a bulrush, a bone. From these he can go on to appreciate more complex forms or combinations of several forms. HENRY MOORE The Sculptor Speaks from The Listener 【New words and expressions ⽣词和短语】 auditory adj. 听觉的 colour-blind adj. ⾊盲的 perception n. 知觉 comprehend v. 理解 spatial adj. 空间 visualize v. 使具形象,设想 reminiscence n. 回忆,联想 tadpole n. 蝌蚪 mushroom n. 蘑菇 carrot n. 胡萝⼘ bud n. 花蕾 lark n. 云雀 ladybird n. 瓢⾍ bulrush n. 芦苇 【课⽂注释】 1.respond to 响应,对 … 起反应 例句:He resolved to respond to the call of the Party. 他决⼼响应党的号召。
英语作文-录音制作行业的专业知识与技能要求
英语作文-录音制作行业的专业知识与技能要求The audio production industry is a dynamic field that requires a blend of technical expertise and creative skills. Professionals in this domain play a crucial role in creating high-quality audio content for various purposes, ranging from music production to podcasting and beyond. To excel in this industry, individuals need to possess a comprehensive set of skills and knowledge. Here, we explore the essential requirements for success in the audio production industry.Firstly, proficiency in sound engineering forms the foundation of a successful career in audio production. Understanding the principles of acoustics, signal flow, and digital audio workstations (DAWs) is paramount. Sound engineers must be adept at operating recording equipment, mixing consoles, and audio plugins to manipulate and enhance sound quality effectively.Secondly, a deep understanding of audio editing is essential. Audio editors are tasked with refining raw recordings, removing imperfections, adjusting levels, and synchronizing audio tracks. Proficiency in editing software such as Pro Tools, Logic Pro, or Adobe Audition is crucial for achieving professional-grade results.Moreover, knowledge of sound design principles distinguishes competent professionals in the field. Sound designers create original audio elements to enhance storytelling in film, video games, and multimedia projects. Mastery of techniques like Foley recording, sound synthesis, and spatial audio manipulation allows for the creation of immersive auditory experiences.Furthermore, proficiency in music production is a valuable asset for audio professionals. Music producers collaborate with artists to craft compositions, arrange tracks, and oversee the recording process. They must possess strong musical instincts, an ear for detail, and the technical skills to mix and master recordings to industry standards.Additionally, expertise in post-production techniques is indispensable. Post-production specialists add final touches to audio projects, ensuring clarity, consistency, and compliance with technical specifications. Tasks include mastering audio for different playback formats and optimizing soundtracks for broadcast or streaming platforms.Beyond technical skills, effective communication and teamwork are essential in the audio production industry. Collaborating with clients, artists, and fellow professionals requires clear articulation of ideas, active listening, and the ability to adapt to project requirements. Professionals must also demonstrate organizational skills to manage timelines, budgets, and resources effectively.In conclusion, success in the audio production industry hinges on a blend of technical proficiency, creative insight, and effective collaboration. Professionals must continually hone their skills, stay abreast of technological advancements, and cultivate a versatile approach to meet the diverse demands of modern audio production. By mastering these essential skills and embracing the evolving nature of the industry, individuals can thrive in creating impactful audio experiences across various media platforms.。
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Shinn-Cunningham, BG (2000). "Spatial auditory displays," in International Encyclopedia of Ergonomics and Human Factors, in press, W. Karwowski, Ed. London: Taylor and Francis, Ltd.Spatial Auditory DisplaysBarbara G. Shinn-CunninghamDepartments of Cognitive and Neural Systems and Biomedical EngineeringBoston UniversityBoston, MA 02215phone: 617-353-5764fax: 617-353-7755email: shinn@Spatial Auditory DisplaysBarbara G. Shinn-Cunningham1. IntroductionAcoustic sources can be simulated at arbitrary positions around a listener by controlling the signals played from multiple loudspeakers or the stereo signals played over headphones. The realism of the simulation depends on the realism of various spatial auditory cues in the signals reaching the listener’s left and right ears. To evaluate tradeoffs between cost, complexity, realism, and accuracy in spatial auditory displays, it is critical to consider the application for which the system is to be used.2. Applications of spatial auditory displaysSpatial auditory displays are being used for a wide range of applications with a correspondingly wide range of requirements. The kinds of display systems appropriate for each application depends on a variety of factors, including the need for realism, the importance of the precision of the display, the spatial dimensions that the display must simulate, the costs associated with different systems, and the relative importance of ease of use of the system.Many psychophysical and physiologically studies of spatial hearing employ headphone-based simulations in order to allow researchers to study the importance of various spatial cues. For spatial auditory displays to be useful for these applications, they must be extremely accurate, allow very precise control of the signals reaching the ears, and be flexible enough that auditory cues can be manipulated with ease. Cost and ease of use are not of critical importance for these applications.Spatial auditory displays are also being used to test spatial hearing in hearing-impaired listeners in clinical settings. For such systems to become widely accepted, the systems must be robust, easy to use, relatively inexpensive, and still able to generate realistic and compelling simulations. Precision and accuracy of the display are not critical, as long as the system can test basic sensitivity to underlying spatial information. For a clinical application, simulations that provide grossly-correct spatial cues are probably adequate. Both speaker- and headphone-based systems have been suggested for clinical testing.In command and control applications, complex spatial data must be presented to the human operator. Examples of this kind of application include presenting information to air traffic controllers, fighter pilots, and operators of remote exploration vehicles. For these applications, the most important factor is the amount of information that the operator can extract from the display. Realism of the display is not critical, except to the extent that unrealistic displays may increase the workload on the operator. For some of these applications, it is not important to accurately present 3-dimensional spatial information over the auditory channel; one or two spatial dimensions may meet the requirements for a particular task. Expense of the display is also not a critical consideration for command and control applications. Headphone-based displays are usually employed for these systems.Blind users are increasingly making use of spatial auditory displays. For instance, spatial auditory displays are used in navigational aids or as a substitute for graphical computer interfaces. As with command and control applications, realism of the spatial auditory display is not important by itself with these applications; what matters is the amount of spatial information conveyed to the user. Relatively inexpensive and robust systems are generally more appropriate for this kind of use than are extremely costly systems that require extensive calibration and maintenance. As with command and control applications, headphone-based systems are generally preferred for use as sensory aids.One of the largest and most rapidly growing application areas for spatial auditory displays is in the entertainment industry. Movie theaters employ displays with multiple speakers to elicit the impression of sources moving around the listener. Computer games increasingly rely on stereo speakers to simulate sources at various locations. For these applications, subjective realism is the most important goal, but the accuracy and resolution achieved by the display is not as important. As a result, speaker-based techniques are cost effective: the subjective realism of the display is robust, even though objectively these displays are not particularly accurate.3. Acoustic cues for sound positionThe sounds that reach a listener’s two ears are used to determine both the source content (what the source is) and location (where the source is) as well as acoustic attributes of the room. The sounds reaching the ears depend on the content of the sound source, the position of the source relative to the listener, and the listening environment. In most environments, sound from the source reaches the listener both directly and via reflections off walls, floors, and other objects. Sound location is determined by the specific sound attributes (cues) that change with source position.Differences in the time of arrival of the sound at the left and right ears (i.e., interaural time differences, or ITDs) are the main cue indicating the laterality (left/right location) of a source. Interaural intensity differences (IIDs) also contribute to the perceived laterality of a source. The spectral content of the direct sound reaching the listener helps to indicate whether a sound is in front of, behind, above, or below a listener. Such spectral cues arise from direction filtering due to the external ears (pinnae). Individual differences in the pinnae are important for accurate perception of up/down and front/back.Overall intensity of the signals reaching the ears conveys distance information for sources familiar to the listener. In a given reverberant environment, the direct-to-reverberant energy ratio provides an absolute measure of source distance.As a listener moves relative to a sound source, spatial cues change accordingly. These dynamic changes help to disambiguate possible source positions that would otherwise give rise to very similar cues. For instance, sources directly in front or directly behind both cause near zero ITDs and IIDs; however, a leftward rotation of the head results in either ITDs and IIDs favoring the right ear (for a source in front) or the left ear (for a source behind).4. Speaker-based simulationsIn speaker-based simulations, two or more loudspeakers are used to control the total acoustic signals reaching the listener. The signals presented from each speaker are calculated so that the total signals reaching the eardrums of the listener approximate normal spatial auditory cues. Inparticular, the speaker signals must be controlled such that they cancel and sum differently at the two ears to generate appropriate ITD, IID, spectral, and level cues.Although it is difficult to precisely control the apparent location of a simulated source using speaker-based techniques, even the simplest versions of such an approach can cause the apparent location of a “phantom” source to change. For instance, it is relatively easy to mimic the gross spatial cues of sources at lateral positions between the two speakers. However, it is more difficult to simulate sources outside the range of speaker locations or control the perceived up/downfront/back direction of the source. In order to simulate this spatial dimension, other spatial cues (particularly spectral cues) must be simulated correctly. However, computations become increasingly more complex and less stable as these cues are included. As a result, most free-field systems do not try to control spectral cues with precision.While one can affect the perceived position of phantom sources using free-field simulation techniques, the approach is not particularly robust. In particular, accurate simulation depends upon knowing the location and orientation of the listener relative to the loudspeakers. Generally, the head must be within a relatively small “sweet spot” for the simulation to be accurate. Alternatively, one can employ a head-tracker and can compute the signals presented from each speaker in real time based on the current position and orientation of the listener. While this approach can increase the working area, it also greatly increases the complexity and expense of the system.Elementary free-field simulation techniques are employed in many consumer-market products (such as computer games and stereo recordings) because they are so simple and inexpensive to implement. However, the precision of such simulations is not adequate for many other applications. The technical difficulties inherent in more advanced free-field systems makes them less attractive for applications in which the spatial information displayed in the system must be precise.5. Headphone simulationsHeadphone-based systems rely on Head-Related Transfer Functions (HRTFs) in order to simulate a source in space. For each spatial location relative to the listener, a pair of HRTF filters(one for the left ear and one for the right ear) describes how an arbitrary sound source is changed as it propagates through space and impinges on the listener. Theoretically, a stereo signal generated from the appropriate HRTF pair will be identical to the signals reaching the ears from a sound source at the desired position in space and will include all ITD, IID, and other spatial cues that are present in a natural sound.Although an HRTF simulation should yield stimuli that are perceptually indistinguishable from natural experience, a number of technical hurdles limit the accuracy of HRTF techniques. For instance, measurement of HRTFs is a difficult, time-consuming process. While individual differences in HRTFs are critical for some aspects of sound source localization (e.g., for distinguishing front/back and up/down), most systems employ a standard set of HRTFs that are not matched to the individual. Calibration of the headphone system can also be problematic; the exact positioning of the headphones over the ears can have a noticeable impact on the signals reaching the eardrum. Storage requirements of HRTFs may limit the number of discrete HRTF pairs that can be stored, and therefore limit the spatial resolution of the display.Computational requirements may also limit the accuracy of the simulation. Some HRTF-based systems work in real time and update the HRTFs used in the simulation based on listener movement. However, the computational requirements of such systems are heavy, making such systems impractical in many circumstances. Many systems compute stereo signals off-line and either ignore or limit the movement of the user. This results in less realistic displays in which observers may hear simulated sources at locations inside the head or tethered to the head (i.e., moving with the head).Most HRTF-based simulations do not include reverberation in the simulation. While reverberation generally has little impact (or degrades) perception of source direction, a simulation that does not include reverberation can sound artificial and unnatural. In addition, distance perception is relatively poor without reverberation.A basic headphone-based system (using non-individualized HRTFs, an anechoic simulation, and without compensation for listener movement) provides reasonably good simulation of sourcelaterality. A second spatial dimension (i.e., front/back or up/down) can be adequately represented if the system is carefully calibrated and individual HRTFs are used. While imperfect, HRTF-based systems allow the signals at the ears to be controlled with much greater precision than do speaker-based simulations.6. SummaryThe cost of creating a natural, realistic simulation is not justifiable, or even desirable, for all applications; instead, the optimal design must take into account the goals of the display device. It is relatively easy to generate gross binaural cues that match normal experience (either with speaker- or headphone-based approaches), and for many applications this is sufficient. For other applications, it may be necessary to calibrate the display to the individual listener in order to accurately control more than the apparent laterality of a sound source. For some applications, subjective realism is the overriding goal, but for others, the main measure of the effectiveness of the display is the amount of spatial information that a listener can extract. Ultimately, the most efficient design for a spatial auditory display depends on weighing the cost and benefits of each design, taking into account financial, perceptual, and technological constraints.ReferencesBEGAULT, D. R. (1994). 3-D Sound for Virtual Reality and Multimedia. London, Academic Press.. Cambridge, MA, MIT Press.CARLILE, S. (1996). Virtual Auditory Space: Generation and Applications. New York, RG Landes.MIDDLEBROOKS, J. C. and GREEN, D. M. (1991). “Sound localization by human listeners.”42: 135-159.SHINN-CUNNINGHAM, B. G., LEHNERT, H., KRAMER, G., WENZEL, E.M., and DURLACH, N. I., 1997, Auditory Displays. Binaural and Spatial Hearing in Real and Virtual Environments. R. Gilkey and T. Anderson. New York, Erlbaum: 611-663.WENZEL, E. M. (1992). “Localization in virtual acoustic displays.” Presence1(1): 80-107.auditory localization, spatial displays, binaural hearingBarbara G. Shinn-Cunningham, Departments of Cognitive and Neural Systems and Biomedical Engineering, Boston University, Boston, MA 02215, ph: 617-353-5764, fax: 617-353-7755, email: shinn@。