校训翻译论文文献综述
表3 浙江科技学院文献综述
XXXXXXXXXXXXXXX
本科毕业设计(论文)
文献综述
(2012届)
题目从中西校训对比论其翻译
学院XXXXXXXX
专业XXXX
班级XXXX
学号XXXXXXXX
学生姓名XXXX
指导教师XXXX
ON TRANSLATION OF SCHOOL MOTTOS FROM THE COMPARISOIN BETWEEN THOSE OF
CHINA AND THE WEST
1Introduction
University of Oxford, established in 1168 and University of Cambridge, founded in 1209 are the first two universities who own school mottos. Although they established early, not until early in 15th century did University of Oxford has its school motto-Dominus Illuminatio Mea, and in 1573 did University of Cambridge has its school motto-Hinc lucem et pocula sacra. These two school mottos are the first two of the west. Chinese first university school motto-Seek Truth from Facts was set by Peiyang University (now Tianjing University) in 1914 [1]. Generally speaking, a school motto is the epitome of the philosophy and objective of schooling in a university. It is like a mirror which can reflects the sprit and mind of a university, inflecting and building the life goals and social thoughts of the educatees. Therefore, the translation of Chinese universities’ school mottos is very important in campus culture construction, foreign propaganda and communication as well as presenting the style and features of today’s Chinese universities. No matter in China or abroad, every university has its own school motto which shows its history and culture accumulates.
The academic researches related to school mottos have sprung up in recent years, especially since the late 1990s when the number of relevant research papers increased rapidly. Most of the researchers, however, studied the school mottos from the non-linguistic perspectives, such as the relationship between school mottos and school culture, the relationship between school mottos and the schools’ moral construction, as well as the functions of school mottos. Very few focus on their studies of school mottos from the linguistic perspective [2].
The comparison or the difference between those of China and the west is a good direction to study. By knowing the difference, we can have a better understanding of school mottos. When we translate them, we can deep understand the culture factors which embodied in them and use colorful linguistic forms and sentence patterns. Besides, it can
give us good implications in solving problems in translation, which include chin English, serious tautology and difficulty in maintain the beauty of sound, sprit and meaning of Chinese language.
2Body
2.1 The Study of School Mottos
The explanation of school mottos in Ci Hai is “To educate and discipline students, the school chooses several concepts on ethics and writes them on a big board which hangs on a place where everyone can see. These concepts in fact are the school motto, aiming at making students notice and practise them at any time.” A school motto may be related to a university’s history, characteristic and it reflects its educational objectives.
Yan Baoping and Su Junyan mainly studied the relationship between school mottos and educational sprits of a university. They think the first schooling goal of school mottos is to teach students moral education and teach them to become people who are needed in the society which is changing with time [3]. For example, the school motto of Tsinghua University is Self-discipline and Social Commitment which was proposed by Liang Qichao in the early 19th century. During that time, China was invaded, bullied and most Chinese people were coward. So Tsinghua University chose it as a school motto to ask her students to be firm and persistent and to strive to be strong.
The second schooling goal they think is to teach students more knowledge. It is the center of a university’s education and is the foundation of pursuit of truth, knowledge among college students and creation in the flied of science and technology. This goal is emphasized no matter in China or abroad. For example, the school motto of Fudan University (founded as early as 1905) is Rich in knowledge and Tenacious of Purpose; Inquiring with Earnestness and Reflecting with Self-practice. The school motto of Sun Yat-sat University (founded in 1924): Study Extensively, Enquire Accurately, Reflect Carefully, Discriminate Clearly, Practise Earnestly. The school motto of University of North Dakota is Intelligence, the Basis of Civilization.
The third schooling goal they think is to ask student to work persistently without weariness. This not only makes a standard for the students’ behavior, but also asks them to improve their practical ability. For example, the school motto of Harvard University is Let
Plate be your friend, and Aristotle, but more let your friend be truth, which asks students to learn and find truth and have our existence in ultimate truth. Massachusetts Institute of Technology has the school motto Mind and Hand which asks students not be a bookworm who has no nothing to do with social practice, science innovation and technology invention.
2.2 The Difference of Chinese and Western school mottos
Many researchers have studied the comparison between Chinese and western school mottos. 1. Ning Dongxing studies it from the origins of the school mottos, the forms of language expression, the oriented function, personality characteristics, time and stability etc. He thinks the translation of Chinese school mottos must follow the principle of reciprocity---the semantic equivalence between the source language and the target language. Then he talks about the strategies used in translating Chinese school mottos: using literal translation to reach the equivalence of surface meaning and when to reach that of deep meaning, we should consider the domesticating method [1]. 2. Y ue Zhongsheng finds out the similarities and differences of Chinese and the western school mottos and he summarizes five common sentence structures in school motto translation by using the method of language comparison [1]. 3. Du Zhengming studies the translation of Chinese school mottos from the difference of ways of thinking between Chinese and English, including three aspects: the dependence of context, the static state and dynamic state, the unary structure and binary structure [1]. 4. Wang Ruru thinks Chinese school mottos are the representatives of non-subject sentences from the perspective of comparison of subject omission between Chinese and English [4]. 5. Fan Wuqiu and Fan Toujiao study the difference of school mottos between China and the west from three aspects: language structure, aesthetic effect and stylistics. They think when translating, first we should have a thorough comprehension of the original text, second we should weigh very word, third the translated text should be correspond to the original text, and at last we should maintain the aesthetic feature of the original text [5]. 6. Yuan Jiayi analyzes the difference of school mottos between China and the west from three aspects: the origins of the school mottos, the language features and the culture level. She also thinks the translation of school mottos should follow the functional equivalence by Eugene A Nida [6]. 7. Cao Shiyao analyzes the difference of that from morphology, syntax and rhetoric, and he presents that there are two mistakes in school motto translation: language mistake and cultural mistake. Besides, she proposes three stages in school motto translation: first correct translation; second better translation and third nice translation [7].
However, these researches still have shortcomings, such as a lack of wider and deeper research, a shortage of quantitative research and a weakness of theory and too many individual cases. In a word, these researches can be concluded into three differences on the comparison between university school mottos in China and the west [8].
(1)The origins of university school mottos in China and the west.
Yuan Jiayi thinks most Chinese school mottos come from Chinese classical works and well-known classical maxims while many western universities’ school mottos are written in Latin and full of religiousness [6]. For example the school motto of Chinese University of Hong Kong (to broaden one’s intellectual horizon, to keep within the bounds of propriety) comes from the Analects of Confucius, but the school motto of Princeton University is Under God's Power She Flourishes. And Emory University’s school motto The Prudent Heart Will Possess Knowledge is from The Old Testament.
(2)The culture level of university school mottos in China and the west
First, the contents of the school mottos in Chinese universities are different from those of western universities. As Gong Xiaobin and Xiao Meng think Chinese school mottos follow the rule of morality first [9], such as the school motto of Tsinghua University-Self-discipline and Social Commitment, and that of Huazhong Normal University-Seek Truth, Make Innovations, Enhance Morality, Foster Talents. But western school mottos follow the rule of science first, for example, the school motto of Harvard University-Let Plato be your friend, and Aristotle, but more let your friend be truth. As Hatim says, we should not only change our way of peaking, but also change the content we want to say when facing different readers [10]
Therefore, the second difference in culture level of school mottos in China and the west lies in the difference of thoughts between them. Wang Caixia thinks the Chinese thought seeks good and emphasizes on morality, stability, harmony and creativity while the western thought seeks truth and emphasizes on knowledge, science, freedom and self-government [11]. In a word, the Chinese thought is a moral thought and integrity thought which is presented in the words of school mottos like“u nity”, “consciousness of ethni cs”, “social commitment”, “develop innovations”. But the western thought is a science and religious thought which is reflected in school mottos’words like “strengthen from truth”, “intelligence, the basis of knowledge”, “the truth shall make you free”, “God is my light”.
Besides, the third differences of school mottos between China and the west are the ethnic characteristics and the time feature. The Chinese school mottos have their own national cultural characteristics during the longtime evolution. For example, the school
motto of University of Science and Technology of China - Socialist-minded and Professionally Proficient, Associating Truth with Fact - was formulated in 1960s. It requires the students to be good both at politics and at majors. The word “socialist-mined” reflects the time feature of this school motto. Also, the school motto of Beijing Forestry University (养青松正气，法古今竹梅) uses the image of pine, bamboo and the plum blossom to present Chinese noble and unsullied characteristic[12].
But the west school mottos have less ethnic color but more religious color. For instance, the school motto of the University of Connecticut - He who transplants sustains.
As Nida says in Language and Culture: Contests in Translating, language is a part of culture and the two can not be separated from each other [13].
(3)The language features of school mottos in China and the west
First, the omission of the subject is often seen in Chinese school mottos. Most of them are in parallelism structure with two to four words a group, such as “Patriotism, Advancement, Democracy, Science” (爱国，进步，民主，科学) of Peking University and “Noble in Sprit; Boundless in Knowledge”(气有浩然，学无止境)of Shandong University. Compared with the western school mottos, the Chinese ones use the most economical words to express the richest contents [4]. To reach that purpose, most of them omit the subjects. But the western ones don’t totally omit the subjects, and some even use complete declarative sentences, such as “The Wind of Freedom Blows”of Stanford University and “The prudent heart will possess knowledge”of Emory University.
Second, the most distinctive difference between Chinese and western school mottos is that the Chinese ones use concise language, simple structure and relatively fixed form. Chen Guisheng and Lin Weilian studies the school mottos of universities in China, and they think that the sentence structure of the university mottos in China mainly includes three patterns, namely, 1) eight characters formed in four phrases, 2) eight characters formed in two phrases, and 3) sixteen characters formed in four phrases [2]. These three patterns are symmetrical in structure, succinct in expression.
Besides, Wang Caixia states that Chinese school mottos generally take the form of phrases, most of which are verbal, whereas English school mottos are expressed in complete sentences or noun phrases [11]. Fan Wuqiu compares the differences of Chinese and English school mottos in language structures, and he thinks the major difference between the two is that Chinese school mottos prefer to adopt the traditional antithesis phrasal patterns, which are standard in form and concise in expression.
English school mottos, however, pay little attention to rhyme and antithesis, and they
are generally expressed by sentences [5].
2.3 The Problems and Strategies on Translation of Chinese School
Mottos
Although various researches have studied the translation of Chinese school mottos, there are still many shortcomings. An Jingtao writes three problems appeared in the translations [8]: 1) the difficulty in maintaining the beauty of sound, sprit and meaning of Chinese language; 2) serious tautology; 3) Chin English. Yi Peilian thinks the researches themselves have deficiencies: 1) insufficiency in the depth and breadth; 2) a lack of quantitative research; 3) weakness in theory; 4) being not universal because of too many individual cases; 5) neglect of the purpose of foreign communication and separation from the practical use; 6) neglect of the translation process, such as the context, the cultural obstruction during translating and the receptors’ physical activity [2].
As for the principle for the translation of school mottos, Ning Dongxing studies thinks the translation of Chinese school mottos must follow the principle of reciprocity---the semantic equivalence between the source language and the target language [1]. Yuan Jiayi holds the same opinion [6]. Fan Wuqiu and Fan Toujiao think when translating, first we should have a thorough comprehension of the original text, second we should weigh very word, third the translated text should be correspond to the original text, and at last we should maintain the aesthetic feature of the original text [5]. Cao Shiyao proposes three stages in school motto translation: first correct translation; second better translation and third nice translation [7].Yang Rui writes on the paper On Translation of School Mottos that three principles should be followed by the translators:1) The translated versions should be simple in expression and short in length, maintaining the forms of aphorisms, maxims, or proverbs by using formal language; 2) The translation of school mottos should be done as literal as possible, and as free as necessary; 3) English language patterns normally used in school mottos may serve as a frame of reference [2].
3Conclusion
A school motto is the central reflection of the educational concepts of a school, and embodies the history and traditional culture of a school. As the spiritual core of a school,
the school motto stipulates the common values and behavior standards for both teachers and students. With the deepening of globalization, the cross-culture communication and foreign communication between schools is playing a more and more important role in education. Also, a school motto has its own characteristic, such as the history of the school, the culture of this nation and the standard of its schooling. Therefore, the translation of Chinese school mottos should fully consider the form of expression, the cultural contents and the choice of the words, and the researchers of translation studies can not isolate the cross-lingual expression as that distinct from the expression in a single language[14], because the ultimate purpose of translation is to break down the cultural barriers and to make it possible for people from different cultures to communicate and cooperate freely [15].This thesis studies the C-E translation of school mottos from the difference of them between China and the west and discusses the difference from the origins, the culture level and the language features. Besides, according to the differences, this thesis points out some common problems appeared in the translations and gives corresponding strategies to solve them.
References
[1] 麦新转, 王玉芬. 文化视角下的大学校训翻译管窥[J]. 楚雄师范学院学报,
2009(7).
[2] Yang Rui. On Translation of School Mottos [D]. Chongqing: Chongqing University,
2010.
[3] 阎保平, 苏君业. 论"校训"之大学教育精神[J]. 文化学刊, 2011(2).
[4] 王茹茹. 从汉英主语的省略对比看国内校训的翻译[J]. 宜宾学院学报, 2009(7).
[5] 范武邱, 范头姣. 中国大学校训翻译: 问题与基本对策[J]. 上海翻译, 2008(2).
[6] 袁佳仪. 从中西方大学校训的比较中看其互译的原则[J]. 华章, 2010(32).
[7] 操时尧. 中国大学校训的英译失误例析[J]. 孝感学院学报, 2009(5).
[8] 安敬涛. 中国大学校训汉英翻译研究述评[J]. 内蒙古农业大学学报(社会科学版),
2009(6).
[9] 龚晓斌, 肖梦. 浅谈中西方大学校训之差异[J]. 牡丹江大学学报, 2007(2).
[10] Hatim, B. Teaching and Researching Translation [M]. Beijing: Foreign Language Teaching and Research Press, 2005.
[11] 王彩霞. 试探中西校训之差异[J]. 大学教育科学, 2006(1).
[12] 李娇, 卞建华. 中国大学校训中文化因素的英译策略[J]. 郑州航空工业管理学院学报(社会科学版), 2011(3).
[13] Eugene A.Nida. Language and Culture: Contests in Translating [M]. Shanghai:
Shanghai Foreign Language Education Press, 2000: 139.
[14] 刘华文. 汉英翻译与跨语研究[M]. 南京: 南京大学出版社, 2009.
[15] 连真然, 李志民. 译苑新谭[M]. 成都: 四川人民出版社, 2010.
指导教师意见：
该同学在开题之后能继续查阅资料，阅读分析整理相关文献，已对该生选题研究背景，研究现状有了相当程度的了解。论文写作的准备阶段态度端正，文献综述内容和格式符合要求。
指导教师签字：XX
2012年1月5 日
.
论文外文文献翻译3000字左右
南京航空航天大学金城学院 毕业设计（论文）外文文献翻译 系部经济系 专业国际经济与贸易 学生姓名陈雅琼学号2011051115 指导教师邓晶职称副教授 2015年5月
Economic policy,tourism trade and productive diversification （Excerpt） Iza Lejárraga,Peter Walkenhorst The broad lesson that can be inferred from the analysis is that promoting tourism linkages with the productive capabilities of a host country is a multi-faceted approach influenced by a variety of country conditions.Among these,fixed or semi-fixed factors of production,such as land,labor,or capital,seem to have a relatively minor influence.Within the domain of natural endowments,only agricultural capital emerged as significant.This is a result that corresponds to expectations,given that foods and beverages are the primary source of demand in the tourism economy.Hence,investments in agricultural technology may foment linkages with the tourism market.It is also worth mentioning that for significant backward linkages to emerge with local agriculture,a larger scale of tourism may be important. According to the regression results,a strong tourism–agriculture nexus will not necessarily develop at a small scale of tourism demand. It appears that variables related to the entrepreneurial capital of the host economy are of notable explanatory significance.The human development index(HDI), which is used to measure a country's general level of development,is significantly and positively associated with tourism linkages.One plausible explanation for this is that international tourists,who often originate in high-income countries,may feel more comfortable and thus be inclined to consume more in a host country that has a life-style to which they can relate easily.Moreover,it is important to remember that the HDI also captures the relative achievements of countries in the level of health and education of the population.Therefore,a higher HDI reflects a healthier and more educated workforce,and thus,the quality of local entrepreneurship.Related to this point,it is important to underscore that the level of participation of women in the host economy also has a significantly positive effect on linkages.In sum, enhancing local entrepreneurial capital may expand the linkages between tourism and other sectors of the host country.
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Inventory management Inventory Control On the so-called "inventory control", many people will interpret it as a "storage management", which is actually a big distortion. The traditional narrow view, mainly for warehouse inventory control of materials for inventory, data processing, storage, distribution, etc., through the implementation of anti-corrosion, temperature and humidity control means, to make the custody of the physical inventory to maintain optimum purposes. This is just a form of inventory control, or can be defined as the physical inventory control. How, then, from a broad perspective to understand inventory control? Inventory control should be related to the company's financial and operational objectives, in particular operating cash flow by optimizing the entire demand and supply chain management processes (DSCM), a reasonable set of ERP control strategy, and supported by appropriate information processing tools, tools to achieved in ensuring the timely delivery of the premise, as far as possible to reduce inventory levels, reducing inventory and obsolescence, the risk of devaluation. In this sense, the physical inventory control to achieve financial goals is just a means to control the entire inventory or just a necessary part; from the perspective of organizational functions, physical inventory control, warehouse management is mainly the responsibility of The broad inventory control is the demand and supply chain management, and the whole company's responsibility. Why until now many people's understanding of inventory control, limited physical inventory control? The following two reasons can not be ignored: First, our enterprises do not attach importance to inventory control. Especially those who benefit relatively good business, as long as there is money on the few people to consider the problem of inventory turnover. Inventory control is simply interpreted as warehouse management, unless the time to spend money, it may have been to see the inventory problem, and see the results are often very simple procurement to buy more, or did not do warehouse departments . Second, ERP misleading. Invoicing software is simple audacity to call it ERP, companies on their so-called ERP can reduce the number of inventory, inventory control, seems to rely on their small software can get. Even as SAP, BAAN ERP world, the field of
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Statistical hypothesis testing Adriana Albu，Loredana Ungureanu Politehnica University Timisoara,adrianaa@aut.utt.ro Politehnica University Timisoara,loredanau@aut.utt.ro Abstract In this article,we present a Bayesian statistical hypothesis testing inspection, testing theory and the process Mentioned hypothesis testing in the real world and the importance of, and successful test of the Notes. Key words Bayesian hypothesis testing; Bayesian inference;Test of significance Introduction A statistical hypothesis test is a method of making decisions using data, whether from a controlled experiment or an observational study (not controlled). In statistics, a result is called statistically significant if it is unlikely to have occurred by chance alone, according to a pre-determined threshold probability, the significance level. The phrase "test of significance" was coined by Ronald Fisher: "Critical tests of this kind may be called tests of significance, and when such tests are available we may discover whether a second sample is or is not significantly different from the first."[1] Hypothesis testing is sometimes called confirmatory data analysis, in contrast to exploratory data analysis. In frequency probability,these decisions are almost always made using null-hypothesis tests. These are tests that answer the question Assuming that the null hypothesis is true, what is the probability of observing a value for the test statistic that is at [] least as extreme as the value that was actually observed?) 2 More formally, they represent answers to the question, posed before undertaking an experiment,of what outcomes of the experiment would lead to rejection of the null hypothesis for a pre-specified probability of an incorrect rejection. One use of hypothesis testing is deciding whether experimental results contain enough information to cast doubt on conventional wisdom. Statistical hypothesis testing is a key technique of frequentist statistical inference. The Bayesian approach to hypothesis testing is to base rejection of the hypothesis on the posterior probability.[3][4]Other approaches to reaching a decision based on data are available via decision theory and optimal decisions. The critical region of a hypothesis test is the set of all outcomes which cause the null hypothesis to be rejected in favor of the alternative hypothesis. The critical region is usually denoted by the letter C. One-sample tests are appropriate when a sample is being compared to the population from a hypothesis. The population characteristics are known from theory or are calculated from the population.
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1 外文翻译的基本内容 应选择与本课题密切相关的外文文献（学术期刊网上的），译成中文，与原文装订在一起并独立成册。在毕业答辩前，同论文一起上交。译文字数不应少于3000个汉字。 2 书写规范 2.1 外文翻译的正文格式 正文版心设置为：上边距：3.5厘米，下边距：2.5厘米，左边距：3.5厘米，右边距：2厘米，页眉：2.5厘米，页脚：2厘米。 中文部分正文选用模板中的样式所定义的“正文”，每段落首行缩进2字；或者手动设置成每段落首行缩进2字，字体：宋体，字号：小四，行距：多倍行距1.3，间距：前段、后段均为0行。 这部分工作模板中已经自动设置为缺省值。 2.2标题格式 特别注意：各级标题的具体形式可参照外文原文确定。 1．第一级标题（如：第1章绪论）选用模板中的样式所定义的“标题1”，居左；或者手动设置成字体：黑体，居左，字号：三号，1.5倍行距，段后11磅，段前为11磅。 2．第二级标题（如：1.2 摘要与关键词）选用模板中的样式所定义的“标题2”，居左；或者手动设置成字体：黑体，居左，字号：四号，1.5倍行距，段后为0，段前0.5行。 3．第三级标题（如：1.2.1 摘要）选用模板中的样式所定义的“标题3”，居左；或者手动设置成字体：黑体，居左，字号：小四，1.5倍行距，段后为0，段前0.5行。 标题和后面文字之间空一格（半角）。 3 图表及公式等的格式说明 图表、公式、参考文献等的格式详见《吉林化工学院本科学生毕业设计说明书（论文）撰写规范及标准模版》中相关的说明。
java毕业论文外文文献翻译
Advantages of Managed Code Microsoft intermediate language shares with Java byte code the idea that it is a low-level language witha simple syntax , which can be very quickly translated intonative machine code. Having this well-defined universal syntax for code has significant advantages. Platform independence First, it means that the same file containing byte code instructions can be placed on any platform; atruntime the final stage of compilation can then be easily accomplished so that the code will run on thatparticular platform. In other words, by compiling to IL we obtain platform independence for .NET, inmuch the same way as compiling to Java byte code gives Java platform independence. Performance improvement IL is actually a bit more ambitious than Java bytecode. IL is always Just-In-Time compiled (known as JIT), whereas Java byte code was ofteninterpreted. One of the disadvantages of Java was that, on execution, the process of translating from Javabyte code to native executable resulted in a loss of performance. Instead of compiling the entire application in one go (which could lead to a slow start-up time), the JITcompiler simply compiles each portion of code as it is called (just-in-time). When code has been compiled.once, the resultant native executable is stored until the application exits, so that it does not need to berecompiled the next time that portion of code is run. Microsoft argues that this process is more efficientthan compiling the entire application code at the start, because of the likelihood that large portions of anyapplication code will not actually be executed in any given run. Using the JIT compiler, such code willnever be compiled.
毕业论文外文翻译模板
农村社会养老保险的现状、问题与对策研究社会保障对国家安定和经济发展具有重要作用，“城乡二元经济”现象日益凸现，农村社会保障问题客观上成为社会保障体系中极为重要的部分。建立和完善农村社会保障制度关系到农村乃至整个社会的经济发展，并且对我国和谐社会的构建至关重要。我国农村社会保障制度尚不完善，因此有必要加强对农村独立社会保障制度的构建，尤其对农村养老制度的改革，建立健全我国社会保障体系。从户籍制度上看，我国居民养老问题可分为城市居民养老和农村居民养老两部分。对于城市居民我国政府已有比较充足的政策与资金投人，使他们在物质和精神方面都能得到较好地照顾，基本实现了社会化养老。而农村居民的养老问题却日益突出，成为摆在我国政府面前的一个紧迫而又棘手的问题。 一、我国农村社会养老保险的现状 关于农村养老，许多地区还没有建立农村社会养老体系，已建立的地区也存在很多缺陷，运行中出现了很多问题，所以完善农村社会养老保险体系的必要性与紧迫性日益体现出来。 （一）人口老龄化加快 随着城市化步伐的加快和农村劳动力的输出，越来越多的农村青壮年人口进入城市，年龄结构出现“两头大，中间小”的局面。中国农村进入老龄社会的步伐日渐加快。第五次人口普查显示：中国65岁以上的人中农村为5938万，占老龄总人口的67.4%.在这种严峻的现实面前，农村社会养老保险的徘徊显得极其不协调。 （二）农村社会养老保险覆盖面太小 中国拥有世界上数量最多的老年人口，且大多在农村。据统计，未纳入社会保障的农村人口还很多，截止2000年底，全国7400多万农村居民参加了保险，占全部农村居民的11.18%，占成年农村居民的11.59%.另外，据国家统计局统计，我国进城务工者已从改革开放之初的不到200万人增加到2003年的1.14亿人。而基本方案中没有体现出对留在农村的农民和进城务工的农民给予区别对待。进城务工的农民既没被纳入到农村养老保险体系中，也没被纳入到城市养老保险体系中，处于法律保护的空白地带。所以很有必要考虑这个特殊群体的养老保险问题。
大学毕业论文---软件专业外文文献中英文翻译
软件专业毕业论文外文文献中英文翻译 Object landscapes and lifetimes Tech nically, OOP is just about abstract data typing, in herita nee, and polymorphism, but other issues can be at least as importa nt. The rema in der of this sect ion will cover these issues. One of the most importa nt factors is the way objects are created and destroyed. Where is the data for an object and how is the lifetime of the object con trolled? There are differe nt philosophies at work here. C++ takes the approach that con trol of efficie ncy is the most importa nt issue, so it gives the programmer a choice. For maximum run-time speed, the storage and lifetime can be determined while the program is being written, by placing the objects on the stack (these are sometimes called automatic or scoped variables) or in the static storage area. This places a priority on the speed of storage allocatio n and release, and con trol of these can be very valuable in some situati ons. However, you sacrifice flexibility because you must know the exact qua ntity, lifetime, and type of objects while you're writing the program. If you are trying to solve a more general problem such as computer-aided desig n, warehouse man ageme nt, or air-traffic con trol, this is too restrictive. The sec ond approach is to create objects dyn amically in a pool of memory called the heap. In this approach, you don't know un til run-time how many objects you n eed, what their lifetime is, or what their exact type is. Those are determined at the spur of the moment while the program is runnin g. If you n eed a new object, you simply make it on the heap at the point that you n eed it. Because the storage is man aged dyn amically, at run-time, the amount of time required to allocate storage on the heap is sig ni fica ntly Ion ger tha n the time to create storage on the stack. (Creat ing storage on the stack is ofte n a si ngle assembly in structio n to move the stack poin ter dow n, and ano ther to move it back up.) The dyn amic approach makes the gen erally logical assumpti on that objects tend to be complicated, so the extra overhead of finding storage and releas ing that storage will not have an importa nt impact on the creati on of an object .In additi on, the greater flexibility is esse ntial to solve the gen eral program ming problem. Java uses the sec ond approach, exclusive". Every time you want to create an object, you use the new keyword to build a dyn amic in sta nee of that object. There's ano ther issue, however, and that's the lifetime of an object. With Ian guages that allow objects to be created on the stack, the compiler determines how long the object lasts and can automatically destroy it. However, if you create it on the heap the compiler has no kno wledge of its lifetime. In a Ianguage like C++, you must determine programmatically when to destroy the
毕业论文5000字英文文献翻译
英文翻译 英语原文： . Introducing Classes The only remaining feature we need to understand before solving our bookstore problem is how to write a data structure to represent our transaction data. In C++ we define our own data structure by defining a class. The class mechanism is one of the most important features in C++. In fact, a primary focus of the design of C++ is to make it possible to define class types that behave as naturally as the built-in types themselves. The library types that we've seen already, such as istream and ostream, are all defined as classesthat is,they are not strictly speaking part of the language. Complete understanding of the class mechanism requires mastering a lot of information. Fortunately, it is possible to use a class that someone else has written without knowing how to define a class ourselves. In this section, we'll describe a simple class that we canuse in solving our bookstore problem. We'll implement this class in the subsequent chapters as we learn more about types,expressions, statements, and functionsall of which are used in defining classes. To use a class we need to know three things: What is its name? Where is it defined? What operations does it support? For our bookstore problem, we'll assume that the class is named Sales_item and that it is defined in a header named Sales_item.h. The Sales_item Class The purpose of the Sales_item class is to store an ISBN and keep track of the number of copies sold, the revenue, and average sales price for that book. How these data are stored or computed is not our concern. To use a class, we need not know anything about how it is implemented. Instead, what we need to know is what operations the class provides. As we've seen, when we use library facilities such as IO, we must include the associated headers. Similarly, for our own classes, we must make the definitions associated with the class available to the compiler. We do so in much the same way. Typically, we put the class definition into a file. Any program that wants to use our class must include that file. Conventionally, class types are stored in a file with a name that, like the name of a program source file, has two parts: a file name and a file suffix. Usually the file name is the same as the class defined in the header. The suffix usually is .h, but some programmers use .H, .hpp, or .hxx. Compilers usually aren't picky about header file names, but IDEs sometimes are. We'll assume that our class is defined in a file named Sales_item.h. Operations on Sales_item Objects
毕业论文 外文翻译#(精选.)
毕业论文（设计）外文翻译 题目：中国上市公司偏好股权融资：非制度性因素 系部名称：经济管理系专业班级:会计082班 学生姓名：任民学号： 200880444228 指导教师：冯银波教师职称:讲师 年月日
译文： 中国上市公司偏好股权融资：非制度性因素 国际商业管理杂志 2009.10 摘要：本文把重点集中于中国上市公司的融资活动，运用西方融资理论，从非制度性因素方面，如融资成本、企业资产类型和质量、盈利能力、行业因素、股权结构因素、财务管理水平和社会文化，分析了中国上市公司倾向于股权融资的原因，并得出结论，股权融资偏好是上市公司根据中国融资环境的一种合理的选择。最后，针对公司的股权融资偏好提出了一些简明的建议。 关键词：股权融资，非制度性因素，融资成本 一、前言 中国上市公司偏好于股权融资，根据中国证券报的数据显示，1997年上市公司在资本市场的融资金额为95.87亿美元，其中股票融资的比例是72.5％，，在1998年和1999年比例分别为72.6％和72.3％，另一方面，债券融资的比例分别是17.8％，24.9％和25.1％。在这三年，股票融资的比例，在比中国发达的资本市场中却在下跌。以美国为例，当美国企业需要的资金在资本市场上，于股权融资相比他们宁愿选择债券融资。统计数据显示，从1970年到1985年，美日企业债券融资占了境外融资的91.7％，比股权融资高很多。阎达五等发现，大约中国3/4的上市公司偏好于股权融资。许多研究的学者认为，上市公司按以下顺序进行外部融资：第一个是股票基金，第二个是可转换债券，三是短期债务，最后一个是长期负债。许多研究人员通常分析我国上市公司偏好股权是由于我们国家的经济改革所带来的制度性因素。他们认为，上市公司的融资活动违背了西方古典融资理论只是因为那些制度性原因。例如，优序融资理论认为，当企业需要资金时，他们首先应该转向内部资金（折旧和留存收益），然后再进行债权融资，最后的选择是股票融资。在这篇文章中，笔者认为，这是因为具体的金融环境激活了企业的这种偏好，并结合了非制度性因素和西方金融理论，尝试解释股权融资偏好的原因。
电子信息工程专业毕业论文外文翻译中英文对照翻译
本科毕业设计（论文）中英文对照翻译 院（系部）电气工程与自动化 专业名称电子信息工程 年级班级 04级7班 学生姓名 指导老师
Infrared Remote Control System Abstract Red outside data correspondence the technique be currently within the scope of world drive extensive usage of a kind of wireless conjunction technique,drive numerous hardware and software platform support. Red outside the transceiver product have cost low, small scaled turn, the baud rate be quick, point to point SSL, be free from electromagnetism thousand Raos etc.characteristics, can realization information at dissimilarity of the product fast, convenience, safely exchange and transmission, at short distance wireless deliver aspect to own very obvious of advantage.Along with red outside the data deliver a technique more and more mature, the cost descend, red outside the transceiver necessarily will get at the short distance communication realm more extensive of application. The purpose that design this system is transmit cu stomer’s operation information with infrared rays for transmit media, then demodulate original signal with receive circuit. It use coding chip to modulate signal and use decoding chip to demodulate signal. The coding chip is PT2262 and decoding chip is PT2272. Both chips are made in Taiwan. Main work principle is that we provide to input the information for the PT2262 with coding keyboard. The input information was coded by PT2262 and loading to high frequent load wave whose frequent is 38 kHz, then modulate infrared transmit dioxide and radiate space outside when it attian enough power. The receive circuit receive the signal and demodulate original information. The original signal was decoded by PT2272, so as to drive some circuit to accomplish