Session Dynamic Analysis of Communication Networks
英语口语练习随机分组的缺点英语作文

英语口语练习随机分组的缺点英语作文全文共3篇示例,供读者参考篇1The Trouble with Random Groups for English Chat PracticeMy name is Emma and I'm in the 5th grade. At my school, we have English conversation practice a few times per week. The teachers always put us into random groups to practice talking in English together. I really don't like the random grouping though! It makes the practice sessions frustrating and not very helpful. Let me explain all the reasons why:First of all, the random groups mean I get put with different students every time. Some of the kids in my class are really shy or have very low English abilities. When I get grouped with them, it's basically impossible to practice real conversation. They just sit there silently or give one-word answers. How am I supposed to improve my speaking skills when my partner won't even try to speak? It's a waste of time.Then there are the super talkative and overly confident kids. You know the ones - they shout out constantly and act like they're fluent English experts when really their grammar andpronunciation are atrocious. If I get grouped with them, they'll go on and on and not let me get a word in edgewise. I have to just sit there and endure their painful English ramblings.The random groups also inevitably lead to some groups with a mix of higher and lower level students. That's when you get the smug, snobby higher level kids who make fun of the lesser abilities of their group mates. They'll imitate them and mimic their mistakes in that really obnoxious mocking tone. How is someone supposed to feel comfortable and want to practice speaking English when they're going to get ridiculed? Those jerks ruin the whole point of the conversation practice.Having random groups each time also prevents us from forming good chemistry or rapport with group mates. You have to basically start from scratch every practice session, trying to figure out the other students' personalities and abilities all over again. Just when you start to get comfortable with someone, bam! You're with a totally new group next time. That makes it really hard to have a smooth, natural conversation flow.Another annoying thing about the random groups is that friends often end up split apart. I have a couple of good friends who I work really well with for English practice. We know each other's strengths and weaknesses, when to push each other, andhow to make it a fun dynamic. But we hardly ever get put in the same group since it's random. Instead I get stuck doing activities with total strangers that I have zero connection with. No fun at all!Whenever I get grouped with kids who are much younger than me, that's also a whole other problem. They have such a limited vocabulary and can really only do basic greetings or talk about things like pets and their favorite foods. I'm ready for way more advanced conversation topics but have to dumb it down to their level. It's not challenging at all for me and again, a waste of valuable practice time.Then you've got the trouble makers who just fool around and goof off constantly during group work. They crack stupid jokes in English, make annoying sound effects, or start singing or rapping out of nowhere. With those clowns, it's impossible to actually practice having a serious discussion or focusing on correct grammar or pronunciation. The immaturity drives me up the wall!I'm sure my teachers think the random grouping helps prepare us for speaking English with all types of people out in the real world. And yes, I understand that's true to some extent. But middle schoolers like me don't actually deal with the "realworld" very much yet. For now, we need to be in practice environments that are conducive to learning, not chaos!If the groups were kept the same over a period of weeks or months, we could become comfortable with our set group mates. We'd get used to their personalities and abilities. The more advanced students could patiently help their lower level group mates improve instead of mocking them. We could develop real conversational chemistry and rapport.With consistent groups, the activities could be tailored towards our group's specific level and needs. For example, my group could focus on more complex discussion topics while another group could stick with the basics. That would make way better use of our practice time.We'd also be able to give each other feedback and encouragement over multiple sessions. One day I could praise my friend for correctly using a grammar tense we've been working on. The next time, she could compliment me for adding some new idioms to my English expressions. That kind of positive reinforcement would help our skills steadily grow.Additionally, friends could actually be in groups together if wanted. We'd be comfortable being ourselves and making mistakes without xenophobic fear of ridicule. We'd motivateeach other to participate more and take risks with our English speaking.Having consistent groups would also allow us to build strong team spirit and hold each other accountable. We could cheer each other on, but also call someone out if they started goofing off too much. We'd develop a team mentality of "we're all in this together" to improve our English abilities as a unit over time.Basically, we could move forward step-by-step together at our own pace with our set group, rather than this random chaos!I think having the same groups would make our English conversation practice more productive, comfortable, and fun overall.Well, there's my extremely detailed essay explaining all the downsides to the random grouping system we have now. I really hope my English teachers read this and consider letting us pick our own semi-permanent practice groups. Or at the very least, let them hand-select the groups carefully to put students together with others at a similar level and compatible personalities. Keeping friends together and separating the jerks, shy kids, and goofballs would help a lot too!Oral English practice is so important, but it needs to be done in a way that makes sense. With some tweaks to the grouping approach, we could all improve our speaking so much faster. Thanks for reading my thoughts!篇2The Unfair Trouble with Random Groups for English Speaking PracticeMy name is Timmy and I'm in 5th grade. At my school, we have to practice speaking English a lot. The teachers think it's really important for us to get comfortable using English to communicate out loud. I agree that it's a good idea, since English is a global language and we need to know how to speak it well. The problem is the way we get divided up to practice speaking English. It's done randomly and I think that's really unfair and causes a bunch of troubles.First of all, when we get put into random groups, I might get stuck with kids I don't get along with at all. There are a few boys in my class that I really can't stand. They make fun of me, call me names, and just generally act mean towards me. When we get randomly put together to practice English conversations, it makes me deeply uncomfortable and anxious. How am Isupposed to comfortably practice my English skills with people bullying me the whole time? It's so distracting and unpleasant that I can barely focus on using English properly. I just want to get away from them as fast as possible.Even if I don't get paired with outright bullies, the random groups often lead to combinations where nobody gets along well or has fun practicing together. We might all just tolerate each other rather than enjoying the chance to practice speaking. When you don't click with your group mates, it feels totally forced and awkward to try making conversation. An environment like that is definitely not conducive to developing confidence and skill at spoken English.On top of the personal chemistry problems, random groups can also lead to really uneven skill levels between the kids practicing together. Sometimes I get grouped with students who are way ahead of me in English skills. That's intimidating and makes me self-conscious about my English ability compared to theirs. Rather than an open environment for casual practice, it feels more like I'm being judged and tested in front of the advanced students. That pressure can really mess up my conversational flow and erode my confidence.Other times, I find myself as the most advanced English speaker in the random group. When that happens, the practice isn't productive at all for me. I spend most of the time waiting for my group mates to slowly put together sentences rather than actively keeping up my own English practice. Worse, I have to constantly correct them and give lots of guidance, which doesn't allow me to get any meaningful reps in as a English speaker myself. It's like I'm being treated as another teacher instead of a student trying to improve conversational ability.I could go on with more examples of how random grouping detracts from valuable English practice time, but I think you get the general idea by now. Whether it's personal conflicts, lack of chemistry, skill discrepancies, or other issues, randomly grouped speaking practice constantly creates unpleasant distractions and imbalanced dynamics. It's extremely unfair and robs us of the opportunity to gain real confidence and ability at spoken English.In my opinion, the teachers should let us pick our own groups or at leastGroup us more thoughtfully based on ability levels and who works well together. If I could practice my spoken English with a couple close friends around my same skill level, it would be so much more relaxing and productive. We'd be able to engage in fun back-and-forth conversations withoutanimosity, intimidation, or awkwardness getting in the way. Simply feeling comfortable is such a big part of unlocking the ability to practice speaking skills effectively.Maybe the teachers are stuck on random grouping because they think it builds character to work with all kinds of different people. While I can see that perspective, I still disagree with it for English conversation practice specifically. Character-building should take a back seat when we're trying to develop a core skill like verbally communicating in another language. The top priority should be creating an environment where we can immerse ourselves in English dialogue without unneeded inhibitions or distractions. Trying to pursue different goals at the same time is hindering progress rather than helping.I really hope my teachers listen to us students and change the way we get grouped for English speaking practice. With some smarter grouping strategies based on friend groups, ability levels, and general chemistry between students, we'd all be able to gain so much more confidence at speaking out loud in English. Dramatic improvements could be made just by removing the unfair obstacles and negativity that random grouping constantly forces upon us. Speaking a new language is already challenging enough without having to deal with all those distractions duringpractice. Let's make English conversation practice time fun and comfortable so we can all blossom into skilled English speakers!篇3The Trouble with Random Groups for English PracticeMy name is Emily and I'm in the 5th grade. In my English class, we often get put into random groups to practice speaking English together. I really don't like it when the teacher does this random grouping thing. It makes me super nervous and uncomfortable. Let me explain why I think random groups are no good for English conversation practice.First of all, I almost never get grouped with any of my friends when we get randomly split up into groups. My closest friends are Sophia, Ava, and Mia. We've been super tight since kindergarten and we always have so much fun together. When we're in the same group for English speaking, it's a total blast! We joke around and make silly voices. Ava does these hilarious impressions of our English teacher Mrs. Richardson that crack us all up. I wish we could just stay in our friend groups all the time.But no, we get randomly scrambled into new groups almost every class. Instead of being with my besties, I get thrown into groups with kids I barely know. Like last week, I got grouped withTommy, Patrick, and this really quiet girl Anna. I didn't feel comfortable at all. Tommy and Patrick just kept punching each other and insisting they were "playing around." I didn't find it playful at all - it looked like actual fighting to me! And poor Anna didn't say a single word the whole time. It was honestly kind of torturous having to try to practice English speaking with those three.Another big problem with the random groups is that the levels are all mixed together. This might sound OK in theory, but in reality it's just frustrating. You'll get some groups where everyone is pretty good at speaking English, and those kids can actually practice by having conversations. But then you'll get other groups with a few terrible speakers who can barely put a sentence together. How are the stronger kids supposed to practice properly when they're stuck grouped with really weak speakers? It's a waste of time for the good students.I was in one mixed level disaster group a couple weeks ago. Liam is one of the best speakers in our grade, and he kept trying to lead our practice. But then there were these two other boys, Marcus and Aiden, who just goofed off and didn't take it seriously at all. "Whatevs, who cares about this dumb English practice?" Aiden kept saying obnoxiously. Luckily I'm somewherein the middle when it comes to my English level, so I wasn't holding anyone back too much. But I felt super bad for Liam being stuck with those two class clowns. There's no way he could actually improve his speaking when the whole group was a joke.The mixed level thing also works the other way, where you'll get groups with mostly weak speakers and maybe one or two better kids getting dragged down. Alexa is really good at English, but a month ago she got put in this group with Brian, Julian, and Samantha who can barely speak any English at all. I was watching them practice and Alexa looked so frustrated trying to be the group leader. The other three just stared at her blankly when she spoke and then gave short, one-word answers. How is Alexa supposed to get any meaningful practice from such a low-level group? Not fair at all.Sometimes I think the teachers just assign the random groups by drawing names from a hat or something. That would explain the crazy mixed levels we get stuck with. Don't they realize students are at all different English levels? There needs to be some logic put into how the groups get divided up. Otherwise the practice time is basically useless.On top of the friends getting split up issue and the mixed levels mess, another huge downside of the random groups isgetting placed with kids you just straight up don't like or don't get along with. I try to be nice to everyone, but there are some kids at school who are just mean bullies, you know? Cameron is one of those kids - he's a total jerk who's always making fun of people and saying nasty things. Just my luck, a few weeks ago I got randomly put into a speaking group with stupid Cameron and two of his idiot friends. The three of them spent the whole time cracking dumb jokes about my hair and my clothes. How was I supposed to concentrate on practicing English when I had to hear insult after insult? That's harassment, plain and simple.Then there's this other kid, Jayden, who's not an outright bully but is just really weird and hard to get along with. He's obsessed with video games and that's literally all he'll talk about no matter what you say to him. When I got grouped with Jayden a while back and we were supposed to be practicing conversations about our hobbies, he just rambled on and on in a monotone voice about every single video game he's played, all the cheat codes and walk-throughs he looked up online, and so on. Perhaps Jayden was technically "practicing" his English speaking that day, but it was zero percent related to the assigned topic. Just a total and complete waste of time for me and the other group members.I could go on and on with examples of other kids I've been randomly grouped with and how it always, always ends up being an unpleasant experience. The bottom line is, we are 10 and 11 years old. We're still little kids! At this age, if we're going to practice speaking English in groups, we should 100% be able to choose our own groups and work with whichever friends or classmates we actually want to work with. That would make the practice time way more fun and productive.The random groups the teachers assign are pretty much a total failure for so many reasons. We end up split from our friends, mixed in with kids at way different levels, and grouped with people we simply can't stand to work with. None of that promotes a positive, comfortable environment for practicing speaking English. I honestly dread going to English class because I know I'll get stuck in yet another crummy random group. It's stressful and makes me not want to participate at all.I get that maybe the teachers think the random groups are a good way to have us work with different partners and get exposure to different levels of English speakers. Those are valid points in theory. But in reality, it's just a classroom management nightmare. We're too young to be dealing with that much social complexity andfrustration during what's supposed to be anenjoyable language practice time. The random grouping absolutely kills our motivation.If I could make one humble request to all English teachers out there, it would be this: Please, please, PLEASE let us choose our own groups for speaking practice! We'll be much more enthusiastic about participating. We'll actually get quality practice by working with partners we're comfortable with and who are at a similar level. We'll simply have a much better experience altogether.I'm just speaking from the heart here. Think about it, teachers. Get rid of the random groups and let us kids take the lead for once. We'll reward you with our best effort and our happiest selves. Doesn't that sound like a win for everyone? Thanks for reading!。
网课的三大缺点英语作文

网课的三大缺点英语作文全文共3篇示例,供读者参考篇1The Rise of Online Education and Its PitfallsAs someone who has taken numerous online courses over the past few years, I can attest to both the conveniences and challenges that come with this increasingly popular mode of learning. While online education offers unparalleled flexibility and access, enabling students like myself to juggle studies with work and personal commitments, it also comes with significant drawbacks that shouldn't be overlooked. In this essay, I'll delve into what I believe are the three major downsides of online courses: the lack of face-to-face interaction, the potential for distraction, and the technical difficulties that can arise.The Absence of In-Person EngagementOne of the most glaring drawbacks of online learning is the absence of face-to-face interaction with instructors and classmates. In a traditional classroom setting, students have the opportunity to engage in lively discussions, ask questions in real-time, and receive immediate feedback from their professors.This dynamic exchange of ideas and instant clarification can greatly enhance the learning experience and aid in understanding complex concepts.However, in online courses, this vital aspect of education is often missing. While some platforms attempt to mimic classroom discussions through online forums or video conferencing, these digital interactions rarely match the richness and spontaneity of in-person exchanges. As a result, students like myself can sometimes feel isolated and disconnected from the learning community, making it harder to stay motivated and engaged.Furthermore, the lack of face-to-face interaction can hinder the development of essential interpersonal skills that are crucial for success in both academic and professional settings. The ability to effectively communicate ideas, collaborate with others, and navigate social dynamics is best cultivated through real-life interactions, which are largely absent in online courses.The Constant Battle Against DistractionsAnother significant challenge posed by online learning is the constant temptation of distractions. When attending a traditional classroom, the physical environment itself creates a sense of focus and discipline. Students are removed from thecomforts and distractions of their homes, and the mere presence of an instructor and fellow classmates can foster a more attentive mindset.In contrast, online courses take place in the very environments that are rife with potential distractions. Whether it's the lure of social media notifications, the temptation to multitask with other digital diversions, or the constant presence of household chores and篇2The Three Major Drawbacks of Online CoursesOnline courses have become increasingly popular in recent years, offering students a convenient and flexible way to further their education. However, as someone who has taken several online classes, I can attest that this mode of learning also comes with significant drawbacks that should not be overlooked. In this essay, I will discuss what I believe are the three major downsides of online courses: the lack of face-to-face interaction, the potential for distractions and procrastination, and the technical issues that can arise.The most glaring disadvantage of online courses is the absence of in-person interaction with instructors and classmates.In a traditional classroom setting, students have the opportunity to engage in live discussions, ask questions, and receive immediate feedback from their professors. This dynamic exchange of ideas and instant clarification can greatly enhance the learning process. However, in an online course, communication is often limited to written messages orpre-recorded lectures, which can feel impersonal andone-dimensional.Furthermore, the lack of physical presence in a classroom setting can make it challenging to build meaningful connections with classmates. Collaborating on group projects or engaging in peer-to-peer learning activities becomes more complicated when done virtually. The social aspect of learning, which can be a motivating factor for many students, is largely diminished in an online environment.Secondly, online courses require a significant amount of self-discipline and time management skills to be successful. Without the structured routine of attending classes at set times and the presence of an instructor to hold students accountable, it can be easy to fall behind or become distracted. The flexibility of online learning, which is often touted as a benefit, can also bea double-edged sword for those who struggle with procrastination or lack strong time management abilities.The abundance of potential distractions in an online learning environment can be overwhelming. With the internet readily available and the temptation of social media, video games, or other digital diversions just a click away, it can be challenging to maintain focus and avoid procrastination. Even the comfort of studying from home, which may seem appealing initially, can lead to a lack of motivation and a blurring of boundaries between study time and leisure time.Finally, technical issues can be a significant hurdle in online courses. Reliable access to a stable internet connection and properly functioning hardware and software is essential for a smooth online learning experience. However, technical glitches, such as lost internet connectivity, software crashes, or compatibility issues, can disrupt the learning process and cause frustration. Additionally, navigating unfamiliar online platforms or learning management systems can be daunting for those who are not particularly tech-savvy.Moreover, the quality of online course materials can vary greatly, and there is a risk of encountering poorly designed or outdated content. While traditional classroom learning benefitsfrom the expertise and guidance of a physically present instructor, online courses may lack the same level of personalized support and feedback.In conclusion, while online courses offer convenience and flexibility, they also come with significant drawbacks that should not be overlooked. The lack of face-to-face interaction, the potential for distractions and procrastination, and the technical issues that can arise are all major challenges that online students must navigate. As someone who has experienced these downsides firsthand, I believe it is crucial for prospective online learners to carefully consider these factors and develop strategies to mitigate them. Ultimately, the decision to pursue online education should be made with a clear understanding of both its benefits and limitations, ensuring that it aligns with one's learning style and personal circumstances.篇3The Rise of Online Education and Its Three Major PitfallsAs a university student navigating the ever-evolving landscape of higher education, I cannot help but ponder the meteoric rise of online courses. While the convenience and accessibility of these virtual classrooms are undeniable, they alsoharbor significant drawbacks that should not be overlooked. In this essay, I shall delve into the three major pitfalls of online education that I have encountered firsthand: the lack offace-to-face interaction, the potential for distractions and procrastination, and the technological challenges.The first and perhaps most glaring drawback of online courses is the absence of face-to-face interaction. As a social being, I have come to appreciate the value of in-person exchanges, both with my professors and fellow classmates. The online format, while efficient, strips away the nuances of human connection – the subtle facial expressions, the impromptu discussions, and the camaraderie fostered by physical proximity. It is all too easy to feel isolated and disconnected when one's sole interaction with the course material is through a computer screen.Moreover, the lack of direct contact with instructors can hinder the learning process. In a traditional classroom setting, I can raise my hand and have my questions addressed immediately, fostering a deeper understanding of the subject matter. Online, however, I often find myself waiting hours or even days for a response, hampering my ability to grasp complex concepts in a timely manner. The asynchronous nature of onlinecommunication can be a double-edged sword, leading to frustration and a sense of detachment from the learning experience.The second pitfall of online education is the ever-present temptation of distractions and procrastination. As a student, I am all too familiar with the siren call of social media, online gaming, and countless other digital diversions that lurk just a click away. In the confines of a physical classroom, such distractions are minimized, and I can channel my focus more effectively. However, when attending classes from the comfort of my own home or dorm room, the allure of procrastination becomes increasingly difficult to resist.It is all too easy to convince myself that a quick peek at Instagram or a brief gaming session will not derail my studies, only to find myself spiraling down a rabbit hole of wasted time and diminished productivity. The self-discipline required to stay on task in an online environment can be a formidable challenge, one that not all students are equipped to handle effectively.The third and final pitfall I shall address is the ever-present specter of technological challenges. In an online course, the entire learning experience hinges on the reliability and functionality of the digital platforms and tools employed. Asluggish internet connection, a software glitch, or a hardware malfunction can quickly derail an entire lesson, leaving me frustrated and disoriented.Moreover, the constant need to navigate and adapt to new digital interfaces can be a source of stress and confusion for many students, particularly those who are less technologically inclined. The learning curve associated with mastering these virtual tools can be steep, detracting from the actual course content and hampering the overall learning experience.In conclusion, while online education undoubtedly offers convenience and flexibility, it is essential to recognize and address its inherent pitfalls. The lack of face-to-face interaction, the temptation of distractions and procrastination, and the ever-present technological challenges all pose significant obstacles to a fulfilling and effective learning experience. As a student, I implore educators and institutions to remain cognizant of these drawbacks and strive to mitigate them through innovative approaches and support systems.Ultimately, the future of education lies in striking a balance between the advantages of online learning and the irreplaceable value of traditional classroom settings. By acknowledging and addressing these pitfalls, we can work towards a more holisticand enriching educational experience for all students, regardless of the medium through which it is delivered.。
关于英语沙龙的英语作文

关于英语沙龙的英语作文The English Language Salon: A Vibrant Hub for Linguistic Exploration and Cultural ExchangeNestled in the heart of a bustling metropolitan city, the English Language Salon has become a beacon of linguistic and cultural enrichment for individuals from all walks of life. This dynamic gathering place serves as a platform for the exchange of ideas, the fostering of cross-cultural understanding, and the collective celebration of the English language in all its nuanced glory.At the core of the English Language Salon lies a deep-rooted passion for the power of language to bridge divides, expand horizons, and cultivate meaningful connections. Established by a group of dedicated language enthusiasts, the salon has evolved into a thriving community where people from diverse backgrounds come together to immerse themselves in the study and appreciation of the English language.One of the key features that sets the English Language Salon apart isits commitment to creating a welcoming and inclusive environment. Whether you are a native English speaker, a language learner, or simply someone with a keen interest in linguistics, the salon opens its doors to all those who share a desire to explore the intricacies of the English language. This inclusive approach fosters a sense of camaraderie and mutual respect, where participants can feel empowered to share their perspectives, ask questions, and engage in lively discussions without fear of judgment.The weekly gatherings at the English Language Salon are a testament to the boundless creativity and intellectual curiosity of its members. Each session is meticulously curated to offer a unique blend of activities and learning experiences that cater to a wide range of interests and proficiency levels. From interactive workshops on grammar and vocabulary building to thought-provoking discussions on the evolution of the English language, the salon's programming is designed to challenge and inspire participants.One of the most captivating aspects of the English Language Salon is its ability to transcend the boundaries of language and culture. The salon attracts a diverse community of individuals from various nationalities, ethnicities, and linguistic backgrounds, each bringing their own unique perspectives and experiences to the table. This diversity is celebrated and embraced, as participants engage in cross-cultural exchanges, share their linguistic journeys, and learnfrom one another's unique cultural and linguistic traditions.Through these dynamic interactions, the English Language Salon fosters a deeper understanding and appreciation for the nuances of the English language. Participants are exposed to a rich tapestry of accents, idioms, and cultural references, broadening their linguistic horizons and challenging their preconceptions about what it means to speak and communicate in English.Beyond the weekly gatherings, the English Language Salon also organizes a variety of special events and initiatives that further enrich the learning experience. Book clubs, film screenings, and open mic nights provide opportunities for participants to immerse themselves in the artistic and literary expressions of the English language, while field trips to local landmarks and cultural institutions offer unique insights into the language's historical and geographical contexts.One of the most remarkable aspects of the English Language Salon is its ability to inspire and empower its participants. Many individuals who have attended the salon have reported a newfound confidence in their language skills, a deeper appreciation for the complexities of communication, and a greater sense of connection to the global community of English language enthusiasts.The impact of the English Language Salon extends far beyond theconfines of its physical space. Through its active social media presence and online resources, the salon has cultivated a vibrant virtual community, allowing participants from around the world to engage in discussions, share their language-learning journeys, and connect with like-minded individuals.As the English Language Salon continues to grow and evolve, it serves as a shining example of the transformative power of language education and cultural exchange. By fostering a dynamic and inclusive environment, the salon has become a beacon of linguistic exploration, cultural appreciation, and personal growth, inspiring its participants to embrace the richness and diversity of the English language.In a world that increasingly values cross-cultural understanding and global connectivity, the English Language Salon stands as a testament to the transformative potential of language learning. It is a place where the boundaries of language and culture are transcended, where the love of the English language is celebrated, and where individuals from all backgrounds can come together to embark on a shared journey of linguistic and cultural discovery.。
面试总结范文_英文版

The recent interview for the position of [Position Name] at [Company Name] was an enriching experience that provided me with valuableinsights into both my own strengths and areas for improvement. Below is a detailed summary of the interview process, key points discussed, and my reflections on the experience.Preparation and ArrivalPrior to the interview, I spent several days researching the company,its culture, and the specific role I was applying for. I familiarized myself with the company's mission, values, and recent achievements. I also prepared answers to common interview questions and practiced my delivery to ensure clarity and confidence.Upon arrival at the interview location, I was greeted warmly by the receptionist. The office environment was modern and well-organized,which immediately set a positive tone for the interview.The InterviewThe interview was conducted by [Interviewer's Name], who was the hiring manager for the role. The session began with a brief introduction of the company and its current projects. I appreciated the opportunity to learn more about the company's dynamic and the challenges it faces.Technical QuestionsThe interview started with a series of technical questions that assessed my knowledge and experience in [Relevant Field]. I found these questions challenging but engaging. They allowed me to showcase my expertise and problem-solving skills. I believe I answered most of them satisfactorily, but I also acknowledged areas where I could improve.Behavioral QuestionsThe next section of the interview focused on behavioral questions designed to understand how I handle workplace situations. I shared examples from my past experiences, ensuring they were relevant to therole and demonstrated my ability to adapt, communicate effectively, and work as part of a team.Role-Specific QuestionsThe interviewer then delved into role-specific questions that aimed to gauge my understanding of the responsibilities and expectations of the position. I provided detailed responses and asked insightful questions to demonstrate my genuine interest in the role.Discussion of Company CultureDuring the interview, we discussed the company culture and how I would fit into it. I emphasized my alignment with the company's values and shared instances from my previous roles where I contributed to apositive work environment.Closing the InterviewAs the interview came to a close, I was given the opportunity to ask questions. I inquired about the company's growth plans, the team I would be working with, and the training and development opportunities available. The interviewer provided comprehensive answers, leaving me with a clearer understanding of the role and the company.ReflectionsOverall, the interview was a positive experience. I felt well-prepared and confident in my responses. However, there were moments where I felt I could have provided more nuanced answers or clearer examples. I also realized that I need to continue honing my ability to articulate complex ideas succinctly.Areas for Improvement1. Storytelling: I need to work on weaving my experiences into compelling stories that resonate with the interviewer.2. Technical Proficiency: While I believe I demonstrated a strong understanding, I will continue to deepen my knowledge in specific areas to ensure I am fully prepared for the role.3. Communication: I aim to improve my communication skills, especially when discussing technical concepts, to ensure clarity and understanding.ConclusionThe interview for the position of [Position Name] at [Company Name] was a valuable opportunity to showcase my skills and learn more about the company. I am grateful for the experience and the insights it has provided. Whether or not I am offered the position, I believe the process has been beneficial in my personal and professional growth. I am eager to see where this journey takes me and look forward to any future opportunities to contribute to [Company Name].。
大学里自己印象最深刻的东西英语作文

The Echoing Footsteps of Wisdom: A Reflection on the Impactful Classroom Experiences at UniversityAs I traverse the corridors of my memory, a kaleidoscope of experiences and emotions dance before my eyes. The time spent within the hallowed halls of academia is a tapestry woven with threads of challenges, triumphs, and invaluable lessons. Amongst this rich tapestry, there stands out one particular experience that has left an indelible mark upon my soul - the profound impact of classroom experiences during my university years.It was not merely the structured curriculum or the prescribed textbooks that shaped my academic voyage; rather, it was the dynamic exchange of ideas, the intellectual stimulation, and the unwavering support of my professors that catalyzed a transformative process within me. The classroom was more than a physical space; it was a crucible for thought, a stage for intellectual exploration, and a sanctuary for growth.One such instance that stands out with striking clarity is a course on Philosophy and Ethics. The class was unlike any other; it was not bound by the conventional lecture-and-note approach but was a vibrant dialogue between the students and the professor. Each session was like a well-crafted play whereevery student had a speaking role, encouraged to voice their perspectives, challenge assumptions, and engage with the material in a deeply personal way.The professor's teaching style was a masterclass in the art of guiding students towards self-discovery. Instead of simply dispensing information, he would pose thought-provoking questions that compelled us to delve deeper into the subject matter. His classes were not about finding the 'right' answer but about understanding the nuances, recognizing multiple viewpoints, and developing critical thinking skills.What made these sessions particularly memorable was the sense of community they fostered. We were not just a group of students sitting in a room; we were a collective of individuals united by our quest for knowledge. The discussions often spilled beyond the confines of the classroom, extending to the campus caféor the library steps, as we continued to debate and explore the topics long after the official class hours had ended.The course content was vast, covering everything from classical ethical theories to contemporary moral dilemmas. However, what truly set this class apart was its relevance to real-life scenarios. Our professor skillfully integrated currentevents, personal anecdotes, and historical examples to bring the abstract concepts to life. This practical approach not only made the subject matter more tangible but also emphasized the importance of ethics in our daily decision-making processes.As the course progressed, I found myself undergoing a metamorphosis. The once timid and hesitant student began to blossom into a confident individual, comfortable with expressing opinions and engaging in constructive discourse. The classroom became a safe haven where I could experiment with different ideas, learn from mistakes, and grow without fear of judgment.The impact of these classes extended far beyond the confines of the university walls. It equipped me with a toolkit of skills that proved invaluable in my professional and personal life. The ability to analyze situations from various angles, communicate effectively, and make ethical decisions are all skills that have their roots in those transformative classroom experiences.Moreover, these classes taught me the importance of lifelong learning. They sparked a thirst for knowledge that continues to drive me to this day, compelling me to seek outnew information, attend workshops, and engage in continuous self-improvement. The joy of learning, the excitement of discovery, and the satisfaction of personal growth are all gifts that I owe to the inspirational environment created within those four walls.In retrospect, the most profound takeaway from my university experience is the realization that education is not a destination but a journey. It is a continuous process of unraveling the mysteries of the world and understanding our place within it. The classroom was not just a place of learning; it was a launching pad for a lifetime of exploration and enlightenment.As I prepare to bid farewell to my alma mater, I do so with a heart full of gratitude. Grateful for the mentors who guided me, the peers who challenged me, and the experiences that transformed me. The echoing footsteps of wisdom resonate within me, a constant reminder of the priceless treasures gained within the walls of the university - a testament to the enduring power of education and the indelible mark it leaves on the lives it touches.。
表示计划想法的英语单词

表示计划想法的英语单词Planning and Ideation: A Linguistic ExplorationPlanning is a fundamental aspect of our lives, shaping our goals, decisions, and actions. It is the process of envisioning a desired future and mapping out the steps to achieve it. Ideation, on the other hand, is the creative process of generating new and innovative ideas. Both planning and ideation are crucial for personal and professional growth, as they empower us to navigate the complexities of the world and pursue our aspirations.The English language offers a rich tapestry of words that convey the nuances of planning and ideation. These words serve as tools for articulating our thoughts, guiding our decision-making, and communicating our intentions to others. By exploring the diverse vocabulary available, we can delve deeper into the art of planning and the power of ideation.One of the most common words used in the context of planning is "intend." This verb expresses a deliberate, purposeful desire to undertake a particular course of action. When we say, "I intend to pursue a career in engineering," we are expressing a clear intentionto direct our efforts towards a specific goal. Similarly, the word "propose" suggests the act of putting forward a plan or idea for consideration, often with the aim of initiating a discussion or seeking approval.Another key term in the realm of planning is "schedule." This word denotes the arrangement of activities or events in a specific order, often with assigned times and durations. Effective scheduling is essential for managing our time and ensuring the timely completion of tasks. The word "blueprint," on the other hand, evokes the visual representation of a plan, often used in the context of construction or project management.The act of formulating a plan is often captured by the verb "devise." This term implies the careful development of a strategy or approach, often drawing upon problem-solving skills and creative thinking. When we "devise a plan" for a business venture or a personal endeavor, we are engaging in a thoughtful and deliberate process of shaping our desired outcomes.Ideation, the process of generating new ideas, is equally rich in linguistic expression. The word "brainstorm" is a widely recognized term that describes the collaborative process of freely generating and sharing ideas, often in a structured or facilitated setting. This dynamic activity encourages participants to explore diverseperspectives and build upon each other's contributions, fostering a spirit of innovation and creativity.The phrase "think outside the box" is another powerful expression that encapsulates the essence of ideation. It encourages individuals to challenge conventional thinking and explore unconventional solutions, breaking free from the constraints of traditional mindsets. This mindset of open-mindedness and exploration is essential for unlocking new possibilities and driving progress.The term "envision" is also closely tied to the process of ideation. It involves the mental visualization of a desired future or outcome, allowing individuals to imagine the possibilities and potential impact of their ideas. This act of envisioning can serve as a powerful motivator, fueling the pursuit of innovative solutions and bold initiatives.In the realm of ideation, the word "brainstorm" is often accompanied by the term "brainstorming session." This structured activity provides a dedicated time and space for individuals or teams to engage in the collaborative generation of ideas, often facilitated by techniques such as mind mapping, free writing, or the use of visual aids.The act of refining and developing ideas is captured by the verb "refine." This process involves the careful examination and polishingof an idea, often through feedback, testing, and iteration. By refining their ideas, individuals and teams can enhance their viability, practicality, and potential for success.In conclusion, the English language offers a rich tapestry of words that capture the essence of planning and ideation. From "intend" and "propose" to "brainstorm" and "refine," these linguistic tools empower us to articulate our thoughts, communicate our intentions, and unlock the power of creativity and innovation. By embracing this diverse vocabulary, we can navigate the complexities of planning and unleash the transformative potential of ideation, ultimately shaping our personal and professional journeys with greater clarity and purpose.。
英语教研专题活动(3篇)
第1篇IntroductionIn the ever-evolving field of education, the role of English language teaching (ELT) cannot be overstated. To ensure that our students receive the highest quality education, it is crucial for educators to continuously update their teaching methodologies, explore innovative approaches, and engage in professional development activities. This教研专题活动 aims to bring together English language teachers to share best practices, discuss challenges, and collaborate on strategies to enhance the teaching and learning of English in our schools.ObjectiveThe primary objective of this教研专题活动 is to provide a platform for English language teachers to:1. Exchange ideas and experiences regarding effective ELT practices.2. Explore innovative teaching methods and resources.3. Develop a deeper understanding of English language learning theories.4. Network with fellow educators and build a supportive professional community.Activity OutlineDay 1: Opening and Keynote Speech- Opening Remarks: Welcome and introduction by the event organizer.- Keynote Speech: A renowned ELT expert will deliver a speech on the latest trends and challenges in English language teaching.Session 1: Theoretical Frameworks- Presentation 1: Exploring the principles of communicative language teaching (CLT).- Presentation 2: Understanding the role of technology in English language learning.- Group Discussion: Participants will engage in a group discussion to reflect on the presented theories and their application in the classroom.Session 2: Innovative Teaching Methods- Workshop 1: Task-based language learning (TBL) techniques for the classroom.- Workshop 2: Flipped classroom methodology: How to create effective learning materials.- Practice Session: Participants will have the opportunity to practice the newly learned methods in small groups.Session 3: Technology Integration- Presentation 1: Introduction to language learning apps and online resources.- Workshop 3: Developing interactive digital lessons using multimedia tools.- Showcase: Selected participants will demonstrate their created digital lessons to the group.Day 2: Case Studies and Reflection- Session 1: Analysis of successful ELT case studies from different educational settings.- Reflection Groups: Participants will form small groups to discuss the case studies and reflect on their own teaching practices.- Peer Review: Groups will present their reflections and receive feedback from other participants.Session 4: Assessment and Feedback- Presentation 1: The importance of formative and summative assessment in ELT.- Workshop 4: Designing effective assessment tools and feedback mechanisms.- Practice Session: Participants will design their own assessment tools and share them with the group.Session 5: Building a Professional Community- Networking Session: Participants will have the opportunity to network with fellow educators and discuss potential collaboration opportunities.- Conclusion and Feedback: The event organizer will collect feedback from participants to improve future教研活动。
现场提问英语作文
现场提问英语作文Dear Students,Today, we will be engaging in a dynamic session of live question and answer focused on English composition. This is an opportunity for you to enhance your writing skills by addressing common concerns and gaining insights into the art of crafting compelling narratives and persuasive arguments.Understanding the PromptBefore we dive into the Q&A, let's briefly touch on the importance of understanding the essay prompt. Whether you're writing a narrative, descriptive, or argumentative essay, the prompt is your guide. It tells you what to write about and how to approach the topic. If you have any questions about interpreting a prompt, feel free to ask.Structure and OrganizationA well-structured essay is easier to follow and more persuasive. It typically includes an introduction, body paragraphs, and a conclusion. If you're struggling with organizing your thoughts or have questions about how to structure your essay effectively, let's discuss.Developing a Thesis StatementThe thesis statement is the backbone of your argumentative essay. It's the one or two sentences that tell the readerwhat your argument is and what points you'll make to support it. If you need help formulating a strong thesis statement,ask away!Writing Body ParagraphsEach body paragraph should focus on one main idea thatsupports your thesis. It should include a topic sentence, evidence or examples, and an explanation of how the evidence supports your point. If you're unsure about how to develop these paragraphs, we're here to help.Using Evidence and ExamplesEvidence is crucial in supporting your claims. Whether it's a research essay or a personal narrative, knowing how to integrate evidence effectively can make your essay more convincing. If you have questions about sourcing or citing evidence, let's talk.Improving Language and StyleThe language you use in your essay can greatly impact its readability and persuasiveness. If you're looking to improve your vocabulary, sentence structure, or overall writing style, we can offer suggestions and tips.Editing and ProofreadingThe final stages of writing are just as important as theinitial ones. Editing and proofreading help you catch errors, clarify your meaning, and polish your work. If you're notsure how to edit effectively or what to look for during proofreading, we can guide you.Common Mistakes to AvoidEvery writer makes mistakes, but some are more common than others. We can discuss typical errors in grammar, punctuation, and syntax, and how to avoid them.Time for QuestionsNow, let's open the floor for your questions. Remember, there are no bad questions—only opportunities to learn and improve. Please raise your hand or use the Q&A feature to submit your questions, and we'll address them one by one.This live Q&A session is designed to be interactive andstudent-driven. Your active participation is encouraged to make the most out of this session. Let's begin!。
高中新教材英语课件选择性必修第三册ArtSectionⅠReadingandThinking
Key vocabulary and phrases sorting and expansion
Key vocabulary Masterpiece: Masterpiece
Gallery: Gallery
Key vocabulary and phrases sorting and expansion
communication • Reflection and discussion session
Course
01 Introduction and
Background
The objectives and requirements of this course
Master relevant vocabulary and expressions in the field of art
meaning of the sentence.
02
Inferring the author's intention
infer the author's position, viewpoint, and intention through the
wording, tone, and argumentation used in the article.
Art and Social Culture
Exploring the relationship between art and social culture, such as how art reflects and influences social phenomena and values.
Overview of reading materials and thematic ideas
基于IRF模式下的耶鲁大学课堂会话话步分析
基于IRF模式下的耶鲁大学课堂会话话步分析摘要:本文运用Sinclair与Coulthard创立的IRF话语分析模式对耶鲁大学以启发和引导为教学理念的课堂中师生之间互动回合下三种话步进行理论性与实证性探索分析,并与国内学者对我国英语课堂教学语篇的研究结果做比较。
这样的分析有助于教师在实践教学中运用各种IRF交互模式来推动语言教学朝着交际化方向发展。
关键词:IRF模式;耶鲁大学开放课程;课堂会话;话步分析中图分类号:H01 文献标识码:A 文章编号:1004-633X(2011)11-0000-001 引言根据Sinclair & Coulthard(1975)的研究结果,课堂话语语篇是模式化的交际口语语篇,课堂上师生间的互动总是围绕着“问题—回答—反馈”这样的一个个回合来进行,每个回合由三个话步组成:引发话步(initiating move)、回应话步(a responding move)、反馈话步(a follow-up move)。
对三个核心话步的研究对于课堂话语分析和评估课堂互动以及评判学生实际交际和师生话语间的平衡有着重要的意义。
在引进介绍IRF课堂话语研究方法和视角的同时,我国学者也展开了一系列应用性研究,但大多数研究主要都是从宏观方面对话回模式做分类总结,没更深入地分析回合下每种话步的特征。
本文从耶鲁大学众多的公开课程中选取了Craig Wright、John Geanakoplos、J. Michael McBride和Ramamurti Shankar四位讲课最为生动、学生参与面广的教授的八堂本科课程做为代表性样本进行研究,并对师生交互回合各种话步做了数据统计。
利用这些真实的语言数据,并结合样本文本中的实例,本文通过研究分析耶鲁课堂IRF结构中每种话步的特点及其交际功能,有助于教师在实践教学中运用各种IRF交互模式来推动语言教学朝着交际化方向发展。
2 引发话步在这八堂课中,92%的交互回合的引发话步是由教师把持,这符合话语分析家认为的课堂会话是在教师的控制下进行的。
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Analysis of Burstiness and Jitter in Real-TimeCommunicationsZheng WangJon CrowcroftDepartment of Computer Science,University College LondonGower Street,London WC1E6BT,United Kingdomemail:z.wang@,j.crowcroft@tel:+440713877050ext7214,fax:+440713871397Session:Dynamic Analysis of Communication NetworksSponsoring Committee:the Communications Switching CommitteeABSTRACTThis paper examines burstiness and jitter in real-time communications.In this paper,we make so assumptions about the arrival patterns of the incoming traffic but characterize trafficwith two parameters.We assume the synchronization process is adaptive so theflow can bedivided into smaller synchronization units,and defined jitter using the delay experienced by thefirst packet in a synchronization unit as the target delay.We presente the results on the relation-ship between burstiness and jitter,and on the upper bounds of burstiness and jitter.1.IntroductionOne of the most interesting parameters to consider when supporting real-time communications is the delay jitter.When a stream of packets traverse the network,each packet may experience different delay;this variation in delay is often called delay jitter or just jitter.For traditional non-real-time applications,such asfile transfer and telnet,incoming packets can usually be consumed immediately by the applications when they are received correctly and in sequence.The variation in delay,or jitter,often has little real impact on these applications as the performance is largely dominated by the average delay that the packets have experienced.Real-time applications such as audio and video,however,have to faithfully recreate the original data stream at the receiver by playing back the data after afixed delay offset from the original departure time.The packets arriving with shorter delay may have to wait in the receiver’s buffer in order for the packets with longer delay to arrive before their playout time.Thus,the synchronization process is usually determined by the packets with worst delay.The main objective of this paper is to examine the relationship between burstiness and jitter.Jitter is a natural result of buffering in packet-switched networks.Whenever packets are buffered,the information about their inter-packet timing is lost.The regenerated packet stream is often smoothed as the result of buffering.Buffering can be caused by the contention for resources among differentflows but fair queuing algorithms such as FairQueuing,Virtual Clock,HRR and PGPS can reduce such buffering to the minimum for well-behaved sources[1-4].However,when the bandwidth allocated to a particularflow is less than the peak rate of thatflow,the packets at the peak of theflowfluctuation are still buffered and smoothed.This type of buffering is determined by the burstiness in the trafficflow itself.Generally speaking,the jitter increases when the traffic becomes more bursty.Exact analysis of such systems based on realistic stochastic traffic models is often intractable.Motivated by the fact that the synchronization process is dominated by the packets with worst case delay,the approach we take is to use non-probabilistic worst case analysis.Such approaches have been used in the performance analysis of various queuing algorithms and congestion schemes[5-8],and have yielded considerable insight.The rest of the paper is organized as follows.In Section2and3,we present the synchronization model and a characterization of traffic.In Section4and5,we present the definitions of burstiness and jitter.In Section6,we present the main results.Section7concludes the paper.2.Synchronization ModelTo recreate the original data stream at the receiver,the application has to play back the data after a delay offset from the original departure time.The delay offset represents the estimated upper bound of delay a packet may experience.There are two basic models for determining this delay offset:static and adaptive.In the static model, a delay offset is estimated before theflow is established and isfixed for the lifetime of a session.The application plays back the data after thisfixed delay offset from the original departure time,regardless of the actual delay dur-ing the session.In the adaptive model,the delay offset is adjustable by the application.The receiver measures the current delay experienced by the packets and modifies the delay offset accordingly.Thus,the actual delay offset used by the application depends on the network conditions.The recent experience with the VT and Vat packet voice protocols has shown that adjusting the delay offset is feasible and the impacts on the performance are often imperceptible if the adjustment is carried out during silent periods[9].Delay OffsetsSynchronization UnitsSenderReceiverFigure1:Adaptive SynchronizationIn this paper,we assume the application can adjust the offset delay during the session and the synchronization is required only between packets within a synchronization unit.A synchronization unit is defined as a group of packets that share a common fixed delay offset [9].The delay offset may be adjusted at the beginning of a syn-chronization unit but should remain unchanged until the end of this synchronization unit.The boundary of a syn-chronization unit is application-dependent,for example,the most common synchronization units are talkspurts for voice and frames for video.The assumption of adaptive synchronization allows us to divide the packet stream into smaller manageable units,and to consider the synchronization process only within a single synchronization unit.3.A Characterization of TrafficWe assume that all packets are of the same size and the packet header carries an one-bit indicator,such as the s bit in the audio/video transport protocol [10],which marks the boundary of the synchronization units.We make no assumptions about the arrival pattern of the incoming traffic.The traffic in a synchronization unit is character-ized by a pair of parameters (ρmax ,ρmin ).Suppose S is a synchronization unit with M packets and a i is the arrival time of the i th packet.Define A (t 1,t 2)to be the number of packets arrived in the interval [t 1,t 2),then A (a 1,a m )is the number of packets arrived before t =a m :A (a 1,a m )=m −1(1)Let X m =a m −a 1A (a 1,a m ) and Y m =a m −a m −11 (m =2,3,...,M ).We define ρmin and ρmax as follows:ρmin =min [X 2,X 3,...,X M ]ρmax =max [Y 2,Y 3,...,Y M ]We say synchronization unit S conforms to (ρmax ,ρmin ),or S ∼(ρmax ,ρmin ),if X m ≥ρmin and Y m ≤ρmax ,for m =2,3,...,M .A (a 1,a m )slope of ρmaxslope ρmina M a m a 1t Figure 2:The Interpretation of ρmax and ρminFigure 2shows how the traffic in a synchronization unit S is characterized by the two parameters.Note that traffic arrival curve is confined between the two lines with slope ρmin and ρmax .We can interpret ρmax to be the peak rate of the incoming traffic and ρmin to be the highest rate at which a server is never idle.The (ρmax ,ρmin )pair is a generalization of characteristics in variable rate audio and video traffic.In digital audio with silence suppression,there is a clear pattern of busy period and silent period [13].A synchronization unit starts with a busy period followed by a silent period.In such cases,ρmax equals to the sampling rate during the busy period and ρmin equals to the average rate of the whole unit.Similar patterns are also observed in variable rate video [14].Let us now examine some properties of synchronization units which conform (ρmax ,ρmin ).Lemma 1If S ∼(ρmax ,ρmin ),for m =2,3,...,M,a m ≤a 1+ρminA (a 1,a m ) Proof.By definition,a m −a 1A (a 1,a m ) ≥ρmin .Thus,we have a m ≤a 1+ρminA (a 1,a m ) Lemma 2If S ∼(ρmax ,ρmin ),for m =2,3,...,M,a m ≥a 1+ρmaxA (a 1,a m ) Proof.By definition,a m −a m −11 ≤ρmax .Thus,we have a m ≥a m −1+ρmax1 (2)From (2),we have a m −1≥a m −2+ρmax 1 .Applying (2)recursively,we have a m ≥a 1+ρmaxA (a 1,a m ) .Note that Lemma 1and 2can be combined asa 1+ρmax m −1 ≤a m ≤a 1+ρmin m −1 (3)Equation (3)implies that for each packet,there is an interval in which the packet has to arrive.We refer to theinterval a 1+ρmax m −1 ,a 1+ρmin m −1as the m th packet’s arrival interval .The length of this interval (ρmin m −1 −ρmaxm −1 ),as we will show later,is the upper bound of the burstiness.4.BurstinessThe concept of burstiness originates from the difference in the way in which servers and traffic sources operate.The servers usually process packets one by one at a constant rate while traffic sources often generate pockets in bursts or at a variable rate.This mismatch results in queuing at the servers.A number of measures,such as the peak to average rate ratio,token bucket size and busy to idle period ratio,have been used in the litera-ture to characterize the burstiness of the traffic for different purposes [4,5,12].In this paper,we present a more fine graded definition of burstiness which can reflect the burstiness of individual packets.We define the burstiness of the m th packet asb m =a 1+ρminA (a 1,a m ) −a m From Lemma 1we have b m ≥0.Note that b m is the distance between the actual arrival time and the right edge of the m th packet’s arrival interval.Another useful interpretation is as follows:If S is served at a rate ρmin ,a 1+ρminA (a 1,a m ) is then the time when the server starts to process m th packet.Thus,b m is also the amount of time that m th packet has to wait in a queue before it can be served when the traffic is served at a fixed rate ρmin .Wecan view a 1+ρminA (a 1,a m ) as the expected arrival time and b m as the difference between the actual arrival time and the expected arrival time.In this sense,the expected arrival time is similar to the Virtual Clock [3].A packet arrived at its expected arrival time experiences no queuing delay.Lemma 3If S ∼(ρmax ,ρmin ),for m =2,3,...,M ,b m ≤ρmin (m −1) (1−ρmaxρmin )Proof.By definition b m =a 1+ρmin m −1 −a m .From Lemma 1,a m ≥a 1+ρmaxA (a 1,a m ) .Thus,b m ≤(m −1)(ρmin 1 −ρmax 1 )=ρmin (m −1) (1−ρmaxρmin ) Lemma 3shows that the burstiness of each packet is bounded by the length of its arrival interval.Figure 3illustrates the upper bound of b m in terms of ρmaxρmin .Note that the upper bound decreases when ρmin and ρmax becomes closer to each other.This implies the minimum and maximum rate ratio can be used as a measure of burstiness.ρminm −1 ρmaxρmin 10Figure 3:Upper Bound of Burstiness5.JitterJitter is usually defined as the difference between the delay a packet has experienced and the target delay for the flow [11].Since the synchronization is assumed to be adaptive,the target delay can be adjusted at the begin-ning of a synchronization unit.In this paper,we use the delay experienced by the first packet of a synchronization unit as the target delay.Let d m be the time when the m th packet departs from the network,then jitter is defined as follows:j m =(d m −a m )−(d 1−a 1)The definition can also be written as:j m =(d m −d 1)−(a m −a 1)Thus,the jitter can also be viewed as the difference between a packet’s relative distance to the first packet at the source and at the destination.The synchronization process is determined by j m .A positive j m implies that m th packet has experienced longer delay than the first packet,and j m represents the amount of time the first packet has to wait in the buffer in order for the m th packet to arrive before the synchronization deadline.To ensure that all packets in a synchroniza-tion unit arrive before their playout deadline,the first packet has to wait for the packet which experiences the larg-est jitter.Define J max =max [j 1,j 2,...,j M ].The first packet of a synchronization unit should be played back at t =d 1+J max .All packets that has a smaller jitter than J max have to be buffered.6.Main ResultsIn this section,we examine the relationship between burstiness and jitter.We assume that the server is work-conserving (i.e.the server is never idle when there is backlog)and the flow is served at rate µ≥ρmin .Let d m be the time when the m th packet departs from the server.We say a packet has arrived or departed only when its lastbit has arrived or departed.We haved m =max [d m −1,a m ]+µ1 (4)for m =2,3,...,M .The delay experienced by the first packet depends on the backlog of packets left over from the previous synchronization unit.Suppose D is the time that the first packet has to wait before being served.We haved 1=D +µ1 +a 1(5)When a m ≥d m −1,there is a gap between the departure time of the (m −1)th packet and the arrival time of m th packet.Define this gap as i m ,so we havei m =a m −d m −1a m >d m −1i m =0a m ≤d m −1When the flow is served at a fixed rate,i m can be interpreted as the length of the interval during which the server is idle.Let I (i ,j )to be the sum of i m between the i th packet and the j th packet.Thus,I (i ,j )=n =i Σji n .Lemma 4If the input traffic conforms to (ρmax ,ρmin )and µ≥ρmin ,then the output traffic conforms to (µ,ρmin ).Proof.1)We first show d m −d m −11 ≤µ.If a m ≥d m −1,from (4)we haved m =a m +µ1 ≥d m −1+µ1 If a m <d m −1,from (4)we haved m =d m −1+µ1 Thus,d m −d m −11 ≤µ.2)we now show ρmin ≤d m −d 1m −1 .We proceed by induction on the index of m .First step:We show ρmin ≤d 2−d 11 .If a 2≤d 1,d 2=d 1+µ1 ≤d 1+ρmin1 If a 2>d 1,d 2=a 2+µ1 From Lemma 1,we havea 2≤a 1+ρmin1 Thus,d 2≤a 1+ρmin 1 +µ1 From (5),we also haved 1=a 1+µ1 +D ≥a 1+µ1 Therefore,we have d 2≤d 1+ρmin1 .Inductive step:We show d m +1≤d 1+ρmin m .if d m ≤d 1+ρminm −1 .If a m +1≤d m ,d m +1=d m +µ1 ≤d 1+ρmin m −1 +µ1 ≤d 1+ρminm If a m +1>d m ,d m +1=a m +1+µ1 From Lemma 1,we havea m +1≤a 1+ρminm Thus,d m +1≤a 1+ρmin m +µ1 From (5),we also haved 1=a 1+µ1 +D ≥a 1+µ1 Therefore,we haved m +1≤d 1+ρminm So we have proven d m ≤d 1+ρmin m −1 .This implies ρmin ≤d m −d 1m −1 .A simple consequence of this Lemma is that the burstiness of the output traffic can be calculated in the sameway as the input traffic,i.e.b m out =d 1+ρmin m −1 −d m .We also have d m ≤d 1+ρminm −1 thus j m ≥0.Theorem 1Suppose the input traffic conforms (ρmax ,ρmin )and µ≥ρmin .Let b m in is the burstiness of the mth packet in the input traffic and b m out is the burstiness of the mth packet in the output traffic.For m =2,3,...,M,b m in =j m +b mout Proof.From Lemma 4,we know the output traffic conforms to (µ,ρmin ).By definition,we haveb m in =a 1+ρminm −1 −a m b m out =d 1+ρminm −1 −d m Thus,we haveb m in −b m out =(d m −d 1)−(a m −a 1)=j mSo the Theorem is proven.Theorem 1is a very general result.It reveals the simple but interesting relationship between burstiness and jitter.Theorem 1indicates that any change in burstiness is transformed into jitter.We now look at two simple cases where the calculation of b m is straightforward.Lemma 5For m =2,3,...,M,d m ≥a m +µ1 Proof.If a m ≥d m −1,d m =a m +µ1 .If a m <d m −1,d m =d m −1+µ1 ≥a m +µ1 .Theorem 2For m =2,3,...,M ,j m ≥−DProof.Following Lemma 5and (5),we havej m =(d m −a m )−(d 1−a 1)≥−DNote that j m ≥0when D =0.From Theorem 1,we have b m in ≥b m out .Thus,when there is no backlog left over from previous synchronization units,the burstiness never increases.Theorem 3If S ∼(ρmin ,ρmax )is served at a fixed rate µ=ρmin ,j m =b min Proof.From Lemma 1,a 2≤a 1+ρmin 1 ≤d 1.Also,d 1=D +µ1 +a 1,Thus,d 2=d 1+ρmin 1 =a 1+ρmin 2 +D Applying Lemma 1again,a 3≤a 2+ρmin2 ≤d 2Similarly,we haved m =d 1+ρminm −1 b m out =d 1+ρminm −1 −d m =0By Theorem 1,j m =b m in .Theorem 3indicates that the traffic is completely smoothed when µ=ρmin and all burstiness is transformed into jitter.Theorem 4If S ∼(ρmin ,ρmax )is served at a rate µ≥ρmax and D =0,j m =0Proof.From (5),d 1=a 1+µ1 .Note a 2≥a 1+ρmax1 .Thus,we have a 2≥d 1.Similarly,by using (5)and (2),we get a m ≥d m −1and d m =a m +µ1 .Thus,j m =(d m −d 1)−(a m −a 1)=ρmax1 +a 1−d 1=0 This result is not surprising.When the traffic is served at its peak rate or higher,there is no buffering taking place at all.We now look at a general case in which the traffic is served at a rate µ(ρmax ≥µ≥ρmin ).We are interested in the upper bound of the jitter.Theorem 5If flow S ∼(ρmax ,ρmin )and ρmax ≥µ≥ρmin ,thenj m ≤(m −1)(µ1 −ρmax1 )Proof.1)We first showa m ≥a m −1+ρmax1 +i m (6)d m =d m −1+µ1 +i m (7)If a m >d m −1,we have i m =a m −d m −1.Thus,a m =d m −1+i m ≥a m −1+µ1 +i m ≥a m −1+ρmax1 +i m andd m =a m +µ1 =d m −1+µ1 +i m If a m <d m −1,we have i m =0.Thus,d m =d m −1+µ1 =d m −1+µ1 +i m a m ≥a m −1+ρmax 1 =a m −1+ρmax1 +i m 2)We now showa m ≥a 1+ρmaxm −1 +I (1,m )(8)d m =d 1+µm −1 +I (1,m )(9)From (6),we havea m −1≥a m −2+ρmax1 +i m −1Thus,a m ≥a m −1+ρmax 1 +i m ≥a m −2+ρmax2 +I (m −1,m )Applying (6)recursively,we havea m ≥a 1+ρmaxm −1 +I (1,m )Similarly,we can getd m ≤d 1+µm −1 +I (1,m )Note that (9)actually says that the time between the departure of the first packet and the m th packet equals to the sum of all busy period and idle period.This is consistent with the work conserving assumption.3)We now prove the Theorem.Since j m =(d m −a m )−(d 1−a 1),we havej m ≤(m −1)(µ1 −ρmax 1 )mρmaxρmin µj m Figure 4:Upper Bound of JitterFigure 4shows that the upper bound of jitter in terms of µ.When µincreases,the upper bound of jitter decreases,and it decreases more rapidly when µis close to ρmin .The upper bound of jitter is also proportional to m and converges when µincreases.It is also interesting to note that the upper bound is independent of D .Theorem 5allows us to calculate the minimum bandwidth for a given jitter constraint.Suppose J max is the maximum jitter that the receiver can deal with.The minimum bandwidth required µcan be derived fromJ max ≤(M −1)(µ1 −ρmax1 )We can getµ=J max ρmax +(M −1)(M −1)ρmax (10)Equation (10)can be used to calculate the amount of bandwidth that has to be reserved for the flow based on the size of the playout buffer available at the receiver.It may also be used by the receiver to adjust the size of playout buffer when the bottleneck bandwidth can be estimated [15,16].7.ConclusionIn this paper,we examined burstiness and 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