UNB CS6999 – Directed Studies Course Foundations of Human-Computer Interaction on Mobile D
UNB CS6999 – Directed Studies Course
Foundations of Human-Computer Interaction on Mobile Devices
Winter Term 2003
Instructor: Dr. Jo Lumsden
Introduction
After introducing the student to some of the underlying principles of Human-Computer Interaction (HCI), this course is intended to provide an in-depth understanding of human-computer interaction issues related to mobile/wearable devices and the research currently being conducted into improving users’ interactive experience with such devices. After gaining a base understanding of the domain, the student will identify and investigate HCI issues specific to his/her chosen research thesis topic in this field and will report on his/her findings to the rest of the study group.
Course Delivery
Participating students will meet weekly (occasionally bi-weekly) with the course instructor to discuss reading materials. Meetings will take place in the NRC building and will be open to attendance to NRC staff with the intention that research practitioners will contribute to stimulating group discussion.
Interested Students
It is anticipated that most students participating in this course will be conducting related research as part of their Master’s project. Course work will be structured such that outcomes may be used directly within the student’s final research dissertation. Requirements/Grading Scheme
Report N o 1 :: 40%
This report will summarise the findings of the literature review and group discussions. Topics that will be examined will include:
general introduction to HCI
user interfaced design guidelines (e.g. Newman & Lamming, Preece et al, etc.)
knowledge elicitation/evaluation techniques (e.g. Bevan e t al, Jeffries e t al,
Karat, Lindgaard, etc.)
input & output techniques for mobile devices (e.g. Brewster e t al, Pirhonen et
al, Gaver et al, MacKinlay et al, Shneiderman et al, etc.)
input devices for use on mobile devices (e.g. MacKenzie e t al, Bohan e t al
etc.)
This exploration should identify research questions, techniques for elaborating on and solving those questions, and should generate an extensive bibliography.
Report N o 2 :: 30%
This report will outline the HCI implications/issues related to the student’s chosen research topic. With a focus on HCI, it should place the student’s research within the encompassing domain and justify the student’s chosen research agenda. Continuous Assessment :: 10%
The student will be assessed in terms of the quality of his/her contribution to weekly discussions. For certain meetings, the student will be assigned a particular aspect of the weekly topic to research and report back to the remainder of the group; the quality of this research and report-back will be assessed.
Final Presentation :: 20%
The student will be required to formally present his/her research completed during this course to the UNB community, placing special emphasis on the issues covered in Report 2.
Detailed Course Outline
The course will be scheduled as follows:
Week N o: 1 -- week beginning 20th January 2003
Opening Discussion Topic: What is HCI and how does it apply to mobile devices ?
Comments General group introduction; course outline etc.
Starting References * :
Norman, D., (1986), Co g nitive Eng ine e ring, in User Centred System Design: New
Perspectives on Human-Computer Interaction, (Eds.) Norman, D.A., & Draper,
S.W., Lawrence Erlbaum Assoc., New Jersey/London
Week N o: 2 -- week beginning 27th January 2003
Discussion Topic:User interface design guidelines
Comments:e ac h stude nt to re se arc h available g uide line s and re po rt bac k to g ro up fo r
discussion
Starting References:
Kelly, K.L., (1996), Twenty-Two Colors of Maximum Contrast, Co lo ur Eng ine e ring,
3, pages 26 – 27
Lindgaard, G., (1994), Usability Te sting & Syste m Evaluatio n: A Guide fo r De sig ning
Useful Computer Systems, Chapman & Hall, London, pages 28 - 33
Gould, J.D., & Lewis, C., (1985), De sig ning fo r Usability: Ke y Princ iple s and What
Designers Think, in Communications of the ACM, 28(3), March, pages 300 – 311
Newman, W.M., & Lamming, M.G., (1995), Inte rac tive Syste m Design, Addison-
Wesley, Wokingham, England, pages 383 - 409
Preece, J, Rogers, Y., Benyon, D., Holland, S., & Carey, T., (1994), Human
Computer Interaction, Addison-Wesley, Wokingham, England, pages 487 - 499 Week N o: 3 & 4 -- weeks beginning 3rd & 10th February 2003
Discussion Topic:Knowledge elicitation (evaluation) techniques
Starting References:
Bevan, N., & MacLeod, M., (1994), Usability Me asure me nt in Co nte xt, in Behaviour
& Information Technology, 13 (1 & 2), pages 132 – 145
Edwards, A. D. N., Challis, B. P., Hankinson, J. C. K. & Pirie, F. L., (2000),
Development of a standard test of musical ability for participants in auditory interface testing, in
Cook, P.R., (Ed.), International Conference on Auditory Display (ICAD 2000),
(Atlanta, Georgia), International Community for Auditory Display, pages 116 –
120
Jeffries, R., Miller, J.R., Wharton, C., & Uyeda, K.M., (1991), Use r Inte rfac e
Evaluatio n in the Re al Wo rld: A Co mpariso n o f Fo ur Te c hnique s, in Proceedings of
Human Factors and Computing Systems: Reaching Through Technology, March
New Orleans, Louisiana, United States , pages 119 - 124
Karat, J., (1992), Software Evaluation Methodologies, in Handbo o k o f Human-
Co mpute r Inte rac tio n,(Ed. Helander, M.), Elsevier Science Publishers North
Holland, Amsterdam, pages 891 – 903
Knight, J.F., Baber, C., Schwritz, A., & Bristow, H.W, (2002), The Co mfo rt
A sse ssme nt o f We arable Co mpute rs, in Proceedings of the International Symposium
on Wearable Computers, IEEE
Lindgaard, G., (1994), Usability Te sting & Syste m Evaluatio n: A Guide fo r De sig ning
Useful Computer Systems, Chapman & Hall, London, pages 112 – 179
Liu, Y., & Wickens, C.D., (1994), Me ntal Wo rklo ad and Co g nitive Task A uto matic ity:
an Evaluatio n o f Subje c tive and Time Estimatio n Me tric s, in Ergonomics, 34(11), pages
1843 – 1854
Hill, S.G., (1992), Co mpariso n o f Fo ur Subje c tive Wo rklo ad Rating Sc ale s, in Human
Factors, 24(4), pages 429 - 439
Week N o: 5 -- week beginning 17th February 2003
Discussion Topic:Interacting with gestures
Starting References:
Billinghurst, M., (1998), Put That Whe re? V o ic e and Ge sture at the Graphic s Inte rfac e, in
ACM SIGGRAPH Computer Graphics, 32(4), November 1998, pages 60 - 63
Brewster, S.A., & Walker, V.A., (2000), Non-V isual Inte rfac e s fo r We arable Co mpute rs,
IEE Workshop on wearable Computing (00/145), IEE Press
Brewster, S., Lumsden, J., Bell, M., Hall, M., & Tasker, S., (2003), Multimodal ‘Eyes-
Fre e’ Inte rac tio n Te c hnique s fo r We arable De vic e s, to appear in Proceedings of Human
Factors in Computing Systems – CHI’2003, 5 – 10 April, Ft. Lauderdale, USA
Gottfried, H.J., & Burnett, M.M., (1997), Programming Complex Objects in
Spreadsheets: An Empirical Study Comparing Textual Formula Entry with Direct
Manipulation and Gestures, in Proceedings of the Seventh Workshop on Empirical
Studies of Programmers, pages 42 – 68, Alexandria, Virginia, United States
Long, A.C. Jr, Landay, J.A., Rowe, L.A., & Michiels, J., (2000), V isual Similarity o f
Pe n Ge sture s, in Proceedings of Human Factors in Computing Systems –
CHI’2000, April 1 – 6, The Hague, Amsterdam, pages 360 – 367
Pirhonen, A., Brewster, S., & Holguin, C., (2002), Ge stural and A udio Me tapho rs as
a Me ans o f Co ntro l fo r Mo bile De vic e s, in Proceedings of Human Factors in
Computing Systems – CHI’2002, pages 291 – 298, 20 – 25 April, Minneapolis,
USA
Week N o: 6 & 7 -- weeks beginning 24th February & 3rd March 2003 Discussion Topic:Communicating with sound
Starting References:
Alty, J.L., & Rigas, D.I., (1998), Co mmunic ating Graphic al Info rmatio n to Blind Use rs
Using Music: The Ro le o f Co nte xt, in Proceedings of Human Factors in Computing
Systems – CHI’98, 18 – 23 April, Los Angeles, USA, pages 574 – 581
Billinghurst, M., (1998), Put That Whe re? V o ic e and Ge sture at the Graphic s Inte rfac e, in
ACM SIGGRAPH Computer Graphics, 32(4), November 1998, pages 60 - 63
Brewster, S.A. and Crease, M.G., (1999), Correcting Menu Usability Problems
With Sound. Behaviour and Information Technology 18(3), pages 165 – 177
Brewster, S.A., (1998), The design of sonically-enhanced widgets. Inte rac ting w ith
Computers, 11(2), pages 211-235
Brewster, S.A., (1997), Using non-speech sound to overcome information
overload. Displays, Special issue on multimedia displays, 17, pages 179 – 189
Brewster, S.A., (1998), Using non-speech sounds to provide navigation cues,
ACM Transactions on Computer-Human Interaction, 5(2), pages 224 – 259
Brewster, S.A., & Walker, V.A., (2000), Non-V isual Inte rfac e s fo r We arable Co mpute rs,
IEE Workshop on wearable Computing (00/145), IEE Press
Brewster, S.A., Wright, P.C., Dix, A.J. & Edwards, A.D.N., (1995), The so nic
e nhanc e me nt o
f
g raphic al butto ns,in Nordby, K., Helmersen, P., Gilmore, D., &
Arnesen, S., (Eds.), Proceedings of Interact'95, Lillehammer, Norway: Chapman
& Hall, pages 43 – 48
Brewster, S.A., Wright, P.C., & Edwards, A.D.N., (1993), An evaluation of earcons for
use in audito ry human-c o mpute r inte rfac e s, in Ashlund, S., Mullet, K., Henderson, A.,
Hollnagel, E., & White, T., (Eds.), Proceedings of InterCHI'93, Amsterdam:
ACM Press, Addison-Wesley, pages 222 - 227
Brewster, S.A., (1998), Sonically-e nhanc e d drag and dro p, in Proceedings of ICAD'98
(Glasgow, UK), British Computer Society
Crease, M.G., & Brewster, S.A., (1998), Making Pro g re ss With So unds - The De sig n
and Evaluatio n Of A n A udio Pro g re ss Bar, in Proceedings of ICAD'98 (Glasgow,
UK), British Computer Society
Edwards, J., (1997), Voice-Base d Inte rfac e s Make PCs Be tte r Liste ne rs, in IEEE
Computer, August 1997, pages 14 – 16
Hindus, D., (1995), De sig ning A udito ry Inte rac tio ns fo r PDA s, in Proceedings of
UIST’97, November 14 – 17, Pittsburgh, USA, pages 143 - 146
Gaver, W.W., (1993), Synthe sizing A udito ry Icons, in Proceedings of the ACM
Conference on Human Factors in Computing Systems – INTERCHI’93, pages
228 – 235, New York:ACM
Gaver, W., Smith, R.B., & O’Shea, T., (1991), Effective Sounds in Complex Systems: the
A RKo la Simulatio n, in Proceedings of Human Factors and Computing Systems:
Reaching Through Technology, March New Orleans, Louisiana, United States ,
pages 85 – 90
Lumsden, J., Brewster, S.A., Crease, M. & Gray, P.D., (2002), Guide line s fo r audio-
e nhanc e me nt o
f
g raphic al use r inte rfac e w idg e ts, in Vol. II Proceedings of Britis
h HCI
2002 (London, UK), BCS, pages 6 – 9
Leplatre, G., & Brewster, S. A., (1998), Pe rspe c tive s o n the De sig n o f Music al Auditory
Interfaces, Focus conference on Anticipation, Cognition and Music, Liege, Belgium,
Aug. 1998, in Dubois D. (Ed) International Journal of Computing Anticipatory
Systems, Feb. 1999
Mynatt, E.D., (1994), De sig ning w ith A udito ry Ic o ns: Ho w We ll Do We Ide ntify A udito ry
Cues?, in Volume II of the Proceedings of Human Factors in Computing Systems
– CHI’94, 24 – 28 April, Boston, USA, pages 269 – 270
Salisbury, M.W., & Hendrickson, J.H., (1990), Talk and Draw: Bundling Spe e c h and
Graphics, in IEEE Computer, August 1990, pages 59 - 65
Schmandt, S., Ackerman, M.S., Hindus, D., (1990), A ug me nting a Windo w Syste m
with Speech Input, in IEEE Computer, August 1990, pages 50 – 56
Srinivasan, S., & Brown, E., (2002), Is Spe e c h Re c o g nitio n Be c o ming Mainstre am?, in
IEEE Computer, April 2002, pages 38 – 41
Starner, T.E., (2002), The Ro le o f Spe e c h Input in We arable Co mputing, in IEEE
Pervasive Computing, 1(3), July – Sept 2002, pages 89 - 93
Week N o: 8 & 9 -- weeks beginning 10th & 17th March 2003
Discussion Topic:Data Visualisation Techniques – how would they adapt to mobile
devices ?
Starting References:
Rao, R., & Card, S.K., (1999), The Table Le ns: Me rg ing Graphic al and Symbo lic
Re pre se ntatio ns in an Inte rac tive Fo c us + Co nte xt V isualisatio n fo r Tabular Info rmation, in
Readings in Information Visualisation: Using Vision to Think (Eds.) Card, S.K.,
MacKinlay, J.D., & Shneiderman, B., pages 343 - 349, Morgan Kaufmann
Publishers, San Francisco
Bederson, B.B., & Hollan, J.D., (1999), Pad++: A Zo o ming Graphic al Inte rfac e fo r
Explo ring A lte rnate Inte rfac e Physic s, in Readings in Information Visualisation: Using
Vision to Think (Eds.) Card, S.K., MacKinlay, J.D., & Shneiderman, B., pages 530
- 539, Morgan Kaufmann Publishers, San Franciso
Robertson, G.G., & MacKinlay, J.D., (1999), The Do c ume nt Le ns, in Readings in
Information Visualisation: Using Vision to Think (Eds.) Card, S.K., MacKinlay,
J.D., & Shneiderman, B., pages 562 - 569, Morgan Kaufmann Publishers, San
Franciso
Fishkin, K., & Stone, M.C., (1999), Enhanc e d Dynamic Que rie s via Mo vable Filte rs, in
Readings in Information Visualisation: Using Vision to Think (Eds.) Card, S.K.,
MacKinlay, J.D., & Shneiderman, B., pages 253 - 259, Morgan Kaufmann
Publishers, San Franciso
Ahlberg, C., & Shneiderman, B., (1999), Visual Info rmatio n Se e king: Tig ht Co upling o f
Dynamic Que ry Filte rs w ith Starfie ld Displays, in Readings in Information
Visualisation: Using Vision to Think (Eds.) Card, S.K., MacKinlay, J.D., &
Shneiderman, B., pages 244 - 250, Morgan Kaufmann Publishers, San Franciso
Johnson, B., & Shneiderman, B., (1999), Tree-Maps: A Spac e-Filling A ppro ac h to the
V isualisatio n o f Hie rarc hic al Info rmatio n Struc ture s, in Readings in Information
Visualisation: Using Vision to Think (Eds.) Card, S.K., MacKinlay, J.D., &
Shneiderman, B., pages 152 - 159, Morgan Kaufmann Publishers, San Franciso
Kumar, H.P., Plaisant, C., & Shneiderman, B., (1999), Bro w sing hie rarc hic al data w ith
multi-le ve l dynamic que rie s and pruning, in Readings in Information Visualisation:
Using Vision to Think (Eds.) Card, S.K., MacKinlay, J.D., & Shneiderman, B.,
pages 295 - 305, Morgan Kaufmann Publishers, San Franciso
Deshe, O., & Van Laar, D., (1999), A pplying Pe rc e ptual Laye rs to Co lo ur Co de
Info rmatio n o n Handhe ld De vic e s, in Proceedings of the Second Workshop on
Human Computer Interaction with Mobile Devices, pages 1 – 4, 31st August,
Edinburgh, Scotland
Kelly, K.L., (1996), Twenty-Two Colors of Maximum Contrast, Co lo ur Eng ine e ring,
3, pages 26 – 27
Leventhal, L., Teasley, B., Instone, K., & Stone, D., (1995), Se arc hing Witho ut a
Ke ybo ard in a Multime dia Enviro nme nt, in (Eds. Nordby, K., Helmensen, P.H.,
Gilmore, D.J., & Annesen, S.A..) Proceedings of Interact’95, Oxford: Chapman &
Hall
Week N o: 10 -- week beginning 24th March 2003
Discussion Topic:Comparing & assessing input device applicability for mobile devices
Bohan, M., Phipps, C.A., Chaparro, A., & Halcomb, C., (1999), A psyc ho physic al
c o mpariso n o f tw o stylus-drive n so ft ke ybo ards, in Proceedings of Graphics Interface ’99,
pages 92 – 97
Kabbash, P., MacKenzie, I.S., & Buxton, W., (1993), Human Pe rfo rmanc e Using
Co mpute r Input De vic e s in the Pre fe rre d and No n-Pre fe rre d Hands, in Proceedings of the
ACM Conference on Human Factors in Computing Systems – INTERCHI’93,
pages 474 – 481, New York:ACM
MacKenzie, I.S., & Zhang, S., (1997), The Imme diate Usability o f Graffiti, in
Proceedings of Graphics Interface’97, pages 129 – 137, Toronto: Canadian
Information Processing Society
MacKenzie, I.S., Nonnecke, B., McQueen, C., Riddersma, S., & Meltz, M., (1994),
A Co mpariso n o f Thre e Me tho ds o f Charac te r Entry o n Pe n-Base d Co mpute rs, in
Proceedings of the Human Factors and Ergonomics Society 38th Annual General
Meeting, pages 330 – 334, Santa Monica, CA: Human Factors Society
MacKenzie, I.S., & Zhang, S.X., (in press), A n Empiric al Inve stig atio n o f the No vic e
Experience with Soft Keyboards, to appear in Behaviour and Information Technology
MacKenzie, I.S., Nonnecke, S., Riddersma, S., McQueen, C., & Meltz, M., (1994),
A lphanume ric Entry o n Pe n-Base d Co mpute rs, in International Journal of Human-
Computer Studies, 41, pages 775 – 792
MacKenzie, I.S., & Chang, L., (1999), A Pe rfo rmanc e Co mpariso n o f Tw o Handw riting
Recognisers, in Interacting with Computers, 11, pages 283 - 297
Comments:each student to take one section of overall topic and report back during discussion
session
Week N o: 11 & 12 -- weeks beginning 31st March & 7th April
Discussion Topic:Student Project Topics – TBA
Comments:e ac h stude nt to re po rt bac k o n and disc uss w ith g ro up the issue s unde r
investigation
Week N o: 12 -- week beginning 7th April 2003
Final presentations to UNB community
* All of the references listed here are available to copy from Dr. Jo Lumsden
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高中英语作文范文赏析 Today, with the development of high-technology, we can get access to all kinds of high-tech products, such as computer, digital cameras and so on. These products make our life more convenient, we can keep in touch with family and friends any time any where. Our life has been changed by the high-tech, we live in a fast-pace world. Cell phone influences our life deeply, everyone owns it. While cell phone brings many dangers. First, cell hone contains radiation which hurts people’s body. Today, more and mo re people die of cancer, the main reason is that the high-tech products radiate their bodies, in the long run, the bodies get sick. Cell phone is one of such products, it hurts our bodies as long we use it. Second, cell phone distracts our attention about discovering the beauty of life. People pay their attention on cell phone, they count on it by reading news and making friends, being less going out. We should use cell phone properly. 今天，随着高科技的发展，我们可以接触各种各样的高科技产品，比如电脑，数字相 机等等。这些产品让我们的生活变得方便，我们可以和家人和朋友随时随地保持联系。我 们的生活受高科技影响而改变，我们生活在一个快节奏的世界。手机深深影响着我们的生活，每个人都有手机。然而手机给我们带来了危害。第一，手机包含了危害我们身体的辐射。现在，越来越多的人死于癌症，主要的原因是高科技产品辐射着他们的身体，长此下去，身体就得病了。手机就是其中的产品，只要我们使用，就会受到危害。第二，手机让 我们忽略了发现生活的美。 As we know, students should learn how to get on well with others. But how? First of all, we should respect others. Everybody has their own way to do things, so we should understand each other. Besides, it’s important for us to communicate with each other and share our happiness and sadness. What’s more, we should be kind to others and offer necessary help to those who are in trouble. If we live in the school’s dormitory, we should be careful not to disturb others. Don’t bring friends back to the dormitory in the mid-night after all the roommates are sleeping. Or playing computer games with the music turn up so loud. Such behaviors will hurt the relationships between you and your roommates. 我们都知道，学生应该学会与人相处。但是该怎样做呢?首先，我们应该相互理解体 谅对方。除此之外，和他人分享我们的喜怒哀乐也是很有必要的。我们还要对他人友善， 为他人提供必要的帮助。如果我们住在学校里面，就要注意不要打扰到他人。不要在午夜 时分舍友睡觉的时，把朋友带回来。或者是大声的开着音乐玩电脑。这种行为会伤害到你 与舍友之间的关系。
北大应届女生自曝面试经历
北大应届女生自曝面试经历 北大应届女生自曝面试经历 女生曹煜，北京大学历史系应届本科毕业生。 上个星期三参加广州日报的面试。我们系一共去了六个人，四名男研究生，一名女研究生，我是惟一的本科生。第一次得到面试机会，我有点紧张，事前想了很多问题，人家可能会怎么问，我该怎么回答，等等，又向一些朋友咨询了一下。去之前专门去洗了个头，认认真真梳洗了一把。 我去得比较早，不过到了那里发现已经有很多人了。一问，都是人民大学学新闻的学生，参加面试的总共有一百多人。 等了一会儿，面试正式开始了，大家一个一个轮流进去，由广州日报的社长、总编和副社长分头谈。给我面试的是广州日报的总编。 我进去了之后没大在意，心想：面试嘛，就是随便问两句，没什么大不了的。没想到总编看了一下我的简历，问题就来了。他说，你是学历史的呵，你们历史跟我们报纸好像不太对口吧，你觉得怎么样？我就跟他讲了一下，大概是说文史相通，我们学历史的做报纸编辑、记者没什么问题，等等。其实这些话都没什么意思，但是我当时很紧张，也找不出更好的解释。他就说：你能不能在短时间内给我证明一下，你确实适合干报纸。我想了半天，也没证实出来。不过我也不是完全乱了章法，大概还是表达了一下自己的才干，譬如学习能力强，学习速度很快，能很快熟悉报社的业务，等等。他又问了几个问题，面试就结束了，时间很短。我出来的时候，那个女研究生还没有面试完。后来听说，给她面试的人基本上不问问题，就让你自己说，风格跟我这个完全不一样。 我出来之后，跟那几个研究生探讨。我说这个总编很厉害嘛，提这么尖锐的问题。他们说这就是考你的应变能力。 全部面试完之后，大家都认为总编提的问题比较难回答，不像社长挺和气的。不过遇到这样的考官确实挺锻炼人的。我们总结经验的时候就说，其实那些问题有没有道理你先不去管他，就看你怎么反过来难倒他。譬如他问我们一个研究生陈林的问题是：你觉得你们历史系谁秀？陈林说：都优秀。他说：你是不是秀的？陈林说：各有各的长处嘛。他说：那我怎么知道我应该选择那个呢？陈林说：那你就看着办呗，我也没有办法。挺搞笑的。他们研究生跟我们不一样，他们有工作经验，对面试根本无所谓，就当成锻炼。他们跟我说，你不要怕，双向选择嘛，他不选你你还可以不选他呢！你一定不要怕，对自己要有绝对的自信，相信自己什么都能干。 通过面试，我觉得学到的东西挺多。一是积累了经验，懂得面对一些尖锐的问题怎么回答，我就跟他说我虽然没有上研究生，没有硕士文凭，但是我比他们年轻好几岁，这几年青春就很宝贵，对吧？二是要有自信，不怕那些人，对他们的态度要不卑不亢，不是说我求着他非要这个工作，也不是说他求着我，我们是平等的。我觉得当时我还不够自信，下次要注意这一点。三是可以做一些必要的准备，但是临场时一定要随机应变，轻松自如地表现自己。 跟那些研究生的交流，也增加了我的自信。不就是工作吗？！找不着满意的工作，还可以考研究生，出国，其实路子挺多的，并不是说现在找着一个好工作你将来就怎么着了，现在没有一个特别满意的工作，也不代表你的路就走不开了。更何况，现在看起来，去哪儿工作并不重要，不是说非要留在北京，关键是要找一个有发展前途，有挑战性的工作。生活过得丰富一点，很充实，但是也不要为了一点钱一天到晚拼死拼活的，还能有自己的生活空间。我相信我的要求不算太高，能找着一份有前途的工作就行了。 不管怎么说，我现在就是一颗平常心，没什么大不了的，一切顺其自然，对自己自信就行了。
关于经典英文诗歌赏析
英语诗歌以其独特的文体形式充分调动、发挥语言的各种潜能，使之具有特殊的感染力。读来隽永，富有音韵美。下面是是由带来的关于经典英文诗歌，欢迎阅读! 【篇一】关于经典英文诗歌赏析 I Started Early - Took My Dog Emily Dickinson (1830-86) I started Early - Took my Dog And visited the Sea The Mermaids in the Basement Came out to look at me And Frigates - in the Upper Floor Extended Hempen Hands Presuming Me to be a Mouse Aground - upon the Sands But no Man moved Me - till the Tide Went past my simple Shoe And past my Apron - and my Belt And past my Bodice - too And made as He would eat me up As wholly as a Dew Upon a Dandelion's Sleeve And then - I started - too And He - He followed - close behind I felt His Silver Heel Upon my Ankle - Then my Shoes
Would overflow with Pearl Until We met the Solid Town No One He seemed to know And bowing - with a Mighty look At me - The Sea withdrew 【篇二】关于经典英文诗歌赏析 The Wild Swans At Coole William Butler Yeats (1865-1939) The trees are in their autumn beauty, The woodland paths are dry, Under the October twilight the water Mirror a still sky; Upon the brimming water among the stones Are nine-and-fifty swans. The nineteenth autumn has come upon me Since I first made my count; I saw, before I had well finished, All suddenly mount And scatter wheeling in great broken rings Upon their clamorous wings. I have looked upon those brilliant creatures, And now my heart is sore. All's changed since I, hearing at twilight, The first time on this shore,
高考英语满分作文赏析背诵佳选
一.用词准确;表达地道 【北京卷】【试题回放】第一节情景作文(20分) 美国中学生jeff将要来你所在的红星中学学习中文，经协商安排住在你家。假设你是李华，请给Jeff写一封信，按照下图顺序介绍他来中国后的生活安排。 注意：1. 信的开头已为你写好。 2.词数不少于60。 Dear Jeff, I’m Hua from Beijing Hongxing Middle School. I’m very happy to learn that you’re going to stay with my family while you’re in Beijing. While you are here, we’ll provide you with a room of your own with a bed, a desk, a couple of chairs and a TV. You’ll also have your own bathroom. Our school is quite close to our home, so we could go to school t ogether by bike. At noon we’ll eat at the school dining hall. I’m sure you’ll like the delicious Chinese food there, and enjoy talking with friends over lunch. Classes in our school usually finish at 4 in the afternoon. You can then join other students in playing ball games or swimming. It’ll be a lot of fun. If you have any questions or requests, please let me know. We’ll try our best to make your stay here in Beijing a pleasant experience. Best wishes, Li Hua [名师点评]
英文诗歌赏析方法
英文诗歌赏析方法 英诗的欣赏：诗的格律、诗的押韵、诗的体式、诗的评判。 诗以高度凝结的语言表达着人们的喜怒哀乐，用其特有的节奏与方式影响着人们的精神世界。诗讲究联想，运用象征、比喻、拟人等各种修辞手法，形成了独特的语言艺术。 一、诗的格律 “格律是指可以用脚打拍子的节奏”，是每个音步轻重音节排列的格式，也是朗读时轻重音的依据。而音步是由重读音节和非重读音节构成的诗的分析单位。重读音节为扬（重），在音节上用“－”或“?”标示，非重读音节为抑（轻），在音节上用“?”标示，音步之间可用“／”隔开。以下是五种常见格式： 1. 抑扬格（轻重格）Iambus：是最常见的一种格式，每个音步由一个非重读音节加一个重读音节构成。 As fair / art thou / my bon/nie lass， So deep / in luve / am I ： And I / will luve / thee still，/ my dear，Till a` / the seas / gang dry： Robert Burns（1759-1796）：My Luve Is like a Red，Red Rose 注；art=are luve=love bonnie=beautiful a`=all gang=go 上例中为四音步与三音步交叉，可标示为：?－／?－／?－／（?－） 2.扬抑格（重轻格）Trochee：每个音步由一个重读音节加一个非重读音节构成。 下例中为四音步扬抑格（少一个轻音节），可标示为：－?／－?／－?／－ Tyger！/ Tyger！/ burning / bright In the / forests / of the / night William Blake：The Tyger 3. 抑抑扬格（轻轻重格）Anapaestic foot：每个音步由两个非重读音节加一个重读音节构成。如：三音步抑抑扬格??－／??－／??－ Like a child / from the womb， Like a ghost / from the tomb， I arise / and unbuild / it again. 4. 扬抑抑格（重轻轻格）Dactylic foot：每个音步由一个重读音节加两个非重读音节构成。如：两音步扬抑抑格－??／－?? ?Touch her not / ?scornfully， ?Think of her / ?mournfully. - Thomas Hood 5. 抑扬抑格（轻重轻格）Amphibrach：每个音步由一个非重读音节加一个重读音节再加一个非重读音节构成。如：三音步抑扬抑格?－?／?－?／?－?下例中最后一个音步为抑扬格。 O ?hush thee / my ?babie / thy ?sire was / a knight. 在同一首诗中常会出现不同的格律，格律解析对朗读诗歌有一定参考价值。现代诗中常不遵守规范的格律。 二、诗的押韵
经典英文诗歌赏析(全)
经典英文诗歌赏析(全) 一 nothing gold can stay 1简介：《美景易逝(Nothing Gold Can Stay)》罗伯特弗罗斯特 的代表作之一。此诗于1923年写就，即于当年十月在《耶鲁杂志(The Yale Review)》上刊印出版，随后就被收录到弗罗斯特的一本名为 《新罕布什尔州(New Hampshire)》的诗集中。 2诗歌翻译： Nothing gold can stay 岁月留金 Nature's first green is gold, 大自然的第一抹新绿是金， Her hardest hue to hold. 也是她最无力保留的颜色.。 Her early leaf's a flower; 她初发的叶子如同一朵花,; But only so an hour. 不过只能持续若此一刹那。 Then leaf subsides leaf, 随之如花新叶沦落为旧叶。 So Eden sank to grief. 由是伊甸园陷入忧伤悲切， So down gose down to day, 破晓黎明延续至晃晃白昼。 Nothing gold can stay. 宝贵如金之物岁月难保留。 3诗歌赏析：这首诗揭示了一切真切而美好的事物最终定会逐渐消失的哲理。它同时也使用了独特的技巧来表现了季节的变化。想到了 小时了了，大未必佳。一切都是转瞬即逝的，浮世有的仅仅转丸般的 繁华。 二 the road not taken 1诗歌简介：这首名诗《The Road NotTaken》形式是传统的抑扬 格四音步，但音步可变(含有很多抑抑扬的成分);每节的韵式为abaab 。
2020年中考英语优秀范文赏析
英语优秀范文赏析 一.父亲节马上就要到了，但是有些同学不知道送什么礼物给父亲。请根据下面的提示进行适当扩展，并向同学们提出一些建议。80词左右，开头和结尾以给出（不计入总词数）。 提示：1.如果有足够的零花钱，可以为父亲买一些使用单不贵的东西，如领带等： 2.还可以为父亲做些力所能及的事情，如为父亲准备一杯茶 等他下班后饮用等。 Father’s Day is coming and you must be thinking of giving a present to your father. Different people like different kinds of gifts. If you have enough pocket money, you can buy a useful but not expensive thing, like a tie. I think your father will like it. But if you don’t have enough pocket money, you can do something that you can do.For example, you can prepare a cup of tea. When your father comes back from work, he can drink it. No matter what you do, the most important thing is to make your father happy on Father’s Day. Don’t you think so? 二.请根据提示以“The Spring Festival”为题，写一篇不少于80词的英语短文。 提示：1.春节是中国最重要的节日； 2.人们大多回家过年，家庭成员团聚； 3.家人一起吃团年饭、看电视、拜访亲朋好友（friends and relatives）; 4.孩子们喜欢春节。 The Spring Festival The Spring Festival comes in wenter. It is the most important traditional festival in China.
女生面试：如何应对敏感问题
女生面试：如何应对敏感问题 女性在求职时，常会碰到一些敏感的问题，总觉得如何回答都不妥，很难让自己和别人都满意。那么，究竟该如何应对这些让人感到尴尬的问题呢？ 问题一、你认为家庭与事业之间存在着难以调和的矛盾吗？ 这是一个老问题，也是一个难题。招聘单位自然非常希望你以事业为重，但也希望你拥有一个幸福美满的家庭。后院不失火，才会使人无后顾之忧，集中精力干工作，才能发挥出你的聪明才干。显然，直接回答事业与家庭之间存在难以调和的矛盾或根本不存在矛盾，都是不合适的。建议你这样回答：我以为无论在工作上还是在家庭中，女性的最大目标都是要使自己活得有价值。虽然我是一个很想通过工作来证实自己的能力、体现活着的意义的人，但谁能说那些
相夫教子培养出大学生、博士生的农家妇女就活得没有价值呢？这样回答，能恰到好处地体现出女性特有的刚柔相济的特征。 问题二、你如何看待晚婚、晚育 别以为这个问题与工作没有多大关联。你对此的回答是否得体，可能会直接关系到你的应聘能否通过。招聘者之所以提出这个问题，是想知道你在工作与生育的关系问题上持一种什么态度。女性求职为什么普遍比较难？这就是症结之一。为了工作晚结婚、晚生育，当然是用人单位所希望的，但如果真的这样做了，恐怕也会令人产生疑惑：一个连孩子都可以不要的人，如果再有其它利益驱动，会不会抛弃一切，包括她曾经为之自豪的工作呢？ 谁都希望鱼和熊掌能够兼得，当二者不能同时得到的时候，在一段时间内我会选择工作，因为拥有一份好的工作，将来培养孩子就会有更为坚实的经济基础。我想总会有合适的时候让我二者兼得。这样回答，或许真的能提醒上司在你生孩子休息时仍把原来的位置给你留着，而不让别人取而代之。
英语诗歌鉴赏及名词解释(英文版)
The Basic Elements of Appreciating English Poetry is poetry Poetry is the expression of Impassioned feeling in language. “Poetry is the spontaneous overflow of powerful feelings: it takes its origin from emotion recollected in tranquility.” “Poetry, in a general sense, may be defined to be the expression of the imagination.”Poetry is the rhythmical creation of beauty. Poetry is the image of man and nature. ~ “诗言志，歌咏言。” ---《虞书》 “诗言志之所以也。在心为志，发言为诗。情动于中而行于言，言之不足，则嗟叹之；嗟叹之不足，故咏歌之；咏歌之不足，不知手之舞之，足之蹈之也。情发于声；声成文，谓之音。” ---《诗·大序》 “诗是由诗人对外界所引起的感觉，注入了思想与情感，而凝结了形象，终于被表现出来的一种‘完成’的艺术。” ---艾青：《诗论》 Sound System of English Poetry a. The prosodic features Prosody (韵律)---the study of the rhythm, pause, tempo, stress and pitch features of a language. Chinese poetry is syllable-timed, English poetry is stress-timed. Stress: The prosody of English poetry is realized by stress. One stressed syllable always comes together with one or more unstressed syllables. eg. Tiger, /tiger, /burning /bright — In the /forest /of the/ night, What im/mortal /hand or /eye Could frame thy/ fearful /symme/try ---W. Blake Length: it can produce some rhetorical and artistic effect. eg. The curfew tolls the knell of parting day, The lowing herd wind slowly o’er the lea, The Ploughman homeward plods his weary way, And leaves the world to darkness and to me. ---Thomas Gray Long vowels and diphthongs make the poem slow, emotional and solemn; short vowels quick, passionate, tense and exciting. Pause: it serves for the rhythm and musicality of poetry.
高考英语作文范文5篇欣赏
高考英语作文范文5篇欣赏 英语高考作文最能体现考生对英语语法知识点的掌握和运用，体现考生的逻辑思维、体系架构。 高考英语作文范文1 假定你是李华，正在一所英国学校学习暑期课程，遇到一些困难，希望得到学校辅导中心(Learning Center)的帮助。根据学校规定，你需要书面预约，请按下列的要求写一封信：1.本人简介2.求助内容3.约定时间4.你的联系方式(Email: lihua@https://www.wendangku.net/doc/fe11171730.html, ; Phone:12345678) 范文：Dear Sir , I’m LiHua , a Chinese student taking summer course in your university . I’m writing to ask for help . I came here last month and found my courses interesting .But I have some difficulty with note-taking and I have no idea of how to use the library . I was told the learning center provides help for students and I’m anxious to get help from you. I have no class on Tuesdays mornings and Friday afternoons . Please let me know which day is ok with you. You may email or phone me . Here are my email address and phone
关于女朋友的面试问题
考官∶你有男朋友吗？ 应聘者∶有。 考官∶他在本地吗？ 应聘者∶不是，他在外地。 考官∶对不起，我公司不能用你。 应聘者∶为什么？ 考官∶你不会安心在这里长期工作的，另外，本公司也不希望因为你而使长途电话费大幅度增加。 （二） 考官∶你有女朋友吗？ 应聘者∶没有。 考官∶你追过女孩吗？ 应聘者∶追过，可是没追上。 考官∶你工作后准备再追女孩吗? 应聘者∶先努力工作，暂时不考虑个人问题。 考官∶对不起，本公司不能用你。 应聘者∶为什么？ 考官∶你公关能力欠佳，况且缺乏自信。 （三） 考官∶你有女朋友吗？ 应聘者∶有。 考官∶她漂亮吗？ 应聘者∶不算漂亮。 考官∶对不起，我们不能用你。
应聘者∶难道女朋友不漂亮也会影响贵公司的形象？ 考官∶那倒不会。不过，本公司是经营艺术品的，你的审美情趣似乎不适合本公司的业务需求。 （四） 考官∶你有女朋友吗？ 应聘者∶有。 考官∶她漂亮吗？ 应聘者∶很漂亮。 考官∶她是你的初恋吗？ 应聘者∶是的。 考官∶对不起，我们不能用你。因为你缺乏不断追求的进取心。 （五） 考官∶你有女朋友吗？ 应聘者∶有。 考官∶她是你的初恋吗？ 应聘者∶不是，以前还谈过几个。 考官∶对不起，我们不能用你。因为你很快会跳槽的。 （六） 考官∶你有男朋友吗？ 应聘者∶有。 考官∶他很有钱吗？ 应聘者∶不是。 考官∶对不起，我们不能用你。因为你的工作要和钱打交道，我担心你经不起诱惑。
（七） 考官∶你有男朋友吗？ 应聘者∶有。 考官∶他很有钱吗？ 应聘者∶是的，他有一家自己的公司。 考官∶对不起，你男朋友的公司都不用你，我们就更不能用你了。 应聘者∶可是，他的公司里没有适合我的职位呀。 考官∶那你是学什么专业的？ 应聘者∶秘书。 考官∶对不起，我们还是不能用你。漂亮姑娘会影响我们经理工作的。 应聘者∶可是，我并不漂亮呀？ 考官∶那就更不行了。如果你长得不漂亮，经理不会对你有兴趣的 问题：奔三大龄男在找工作中，如果面试者问“现在有没有女朋友”该怎么回答？ 82年的老男人，因为工作环境的问题还没找到女朋友，现在想跳槽但面试时老是被问这问题，然后就不了了之。 我一个哥们意见是说有女朋友，说没有的话面试者会认为你这么大龄了还没女朋友肯定心理有问题，所以会PASS你。 现在搞的我都不知道怎么回答了，大家有没有什么意见可以提供参考下？谢谢了 答案：我长期招聘面试别人,有一些自己的看法,供你参考. 说没有没关系,面试问的问题主要是看你诚实不诚实,还有你的反应能力,你的语言组织能力,你是否是个可以很快融入公司文化的人.至于答案没有多少人会关心,除了专业知识,一般问这种问题,都是随便问的,不要在意答案. 如果对方还追问,那就告诉他.,你现在没有,一是自己事业还没有成功,不能给对方一个良好的生活环境,男人要肩负自己的责任,你不忍心自己的爱人以及自己的孩子生活的清苦,还有你要表示,感情不是随便的,不是随便找个人就可以的,要找到一个适合自己的,可以过一辈子的人.这样面试的人就会觉得你有责任感,可以信赖,同时你不是个随便的人,是个坚持自己原则的人. 问题：我面试中被问到"你女朋友是成都的吗"该怎样回答？
最新精选优美的英语诗歌赏析
【篇一】精选优美的英语诗歌赏析 The Thought Fox I imagine this midnight moment's forest: Something else is alive Besides the clock's loneliness And this blank page where my fingers move. Through the window I see no star: Something more near Though deeper within darkness Is entering the loneliness: Cold, delicately as the dark snow, A fox's nose touches twig, leaf; Two eyes serve a movement, that now And again now, and now, and now Sets neat prints into the snow Between trees, and warily a lame Shadow lags by stump and in hollow Of a body that is bold to come Across clearings, an eye, A widening deepening greenness, Brilliantly, concentratedly, Coming about its own business
Till, with sudden sharp hot stink of fox It enters the dark hole of the head. The window is starless still; the clock ticks, The page is printed. 【篇二】精选优美的英语诗歌赏析 The Year's at the Spring ! 一年之计在于春Robert Browning--罗伯特·勃朗宁 The year's at the spring And day's at the morn; Morning's at seven; The hill-side's dew-pearled; The lark's on the wing; The snail's on the thorn: God's in his Heaven -- All's right with the world! 正值一年之春， 又逢一日之晨; 晨光走到了七点; 山腰挂着露珠; 云雀展翅高飞; 蜗牛爬上了荆棘: 上帝在自己的天堂里——
2017年高考满分作文-五年高考英语满分作文解析及写作素材积累
2017年高考满分作文 1.2017年新课标全国卷I 假定你是李华，正在教你的英国朋友Leslie学习汉语。请你写封邮件告知下次上课的计划。内容包括：（1）时间和地点； （2）内容：学习唐诗； （3）课前准备：简要了解唐朝的历史。 注意： 1. 词数100左右； 2. 可以适当增加细节，以使行文连贯。 ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ 【思路分析】 今年的书面表达要求考生写邮件，告知外国朋友汉语课的时间和内容(属学校生活、语言学习范畴)。与往年相比最大的变化是涉及我国优秀的传统文化，这符合2017年英语高考大纲提出的：在英语学习上重视和突出中华传统价值观，重视语言应用，回归了英语作为语言功能的本质。因此，掌握一些传统文化方面的英语知识很有必要。 文体：书信体，一种常见的告知信，相对简单。 人物关系：朋友 问候语及开头语：How are you? / How is everything going? / How are things with you? /I am writing to you about…./ I am writing to tell you something about…. 写信目的：告知上课时间，内容及课前准备 结束语如：Looking forward to seeing you again. / Looking forward to your early reply. /Hope to hear from you soon / Best wishes. 个人发挥，适当增加相关细节 语言分析 话题词激活 学校生活：take part in, attend, activity, knowledge 语言学习：acquire, advises sb. to do sth.,在平时的学习中要注意话题词的积累。
女生面试的着装案例分析
女生面试的着装案例分析 面试，是每个求职者必须要面对的一个环节，尤其是女士面试，需要注意的事项也非常多，例如好多女士都不知道自己面试时该穿 什么好?什么样的面试着装更得体?下面是干货资源社小编给大家搜 集整理的女生面试的着装案例分析。希望可以帮助到大家! “我前几天去华夏银行面试被BS了，说我穿得太随意.郁闷了，在回来的路上下定决心去买套职业装。可后来查了很多资料却糊涂了。关于服装有的说最好穿套装，有的又说穿太正式了不好，毕竟 还是学生呢.我还特意看了金正昆的求职礼仪，他也说用不着穿得太 正式，说你比人家考官还专业可不行呀.再就是头好，有的说要扎起来，有的说无所谓.我现在是直发可以扎起来，原计划是开学弄卷的，想打扮成熟些找工作，现在又犹豫了，害怕弄卷了头发扎不起来了!唉.真不知道怎么弄了哦!” 根据上述女大学提出的问题，可想而知，面试着装在面试当中 的重要性。那么女生在面试时怎样才能给面试官一种好的第一印象呢?下面是鹏程万里汕头人才网的小编剖析的几点面试着装技巧，希 望可以帮助广大女生更自信的去面试。 第一点：套装成套不成套 女式套装在选配方面较男士西装更为讲究，也更为繁复。男装 要求同色配套，而女士套装可以在不同套之间进行搭配，不同颜色 之间也可以互相映衬。但总的原则是以深色为宜。不同季节和不同
的区域可以适当变通，秋冬季节宜选深色，春夏颜色可稍浅，南方 可穿浅色，北方深色更适宜，但不论什么季节和地区，如果只买一 套正装，深色套装是最稳妥、保险的。可以在招聘会及平时多观察 正规公司的职业女性如何穿着。 第二点：妆的浓淡 一般去正规中外企业面试，女性需要稍微化一些淡妆，显得更 有朝气，如果素面朝天地去面试，很容易因为“面黄肌瘦”、“灰 头土脸”的本色而丢分。通常，女性至少应该在眉、唇、颊三个部 位上稍下功夫。面色红润、朝气蓬勃才显得更有亲和力，更加干练，也更会受到同事及客户的尊敬。 切忌浓妆艳抹，那不是职业女性尤其是年轻女性应该有的精神 风貌。一来与崇尚效率的公司风格不相符，你很可能因为每早“刷墙”而在早上迟到个把小时;二来万一碰上挑剔的女上司，你的浓妆 艳抹加上青春的朝气有可能会招致她的嫉妒和排挤;三来作为尚未毕 业的学生，带有朴素学生气质的淡妆既符合自己身份，也与面试的 要求很吻合。 第三点：长发还是短发 近年来，在很多商业企业中都能够看到一些精明、干练的职业 女性，她们具有的共同特点之一就是“一头短发”。当然，也不是 所有的优秀职业女性都留短发。这里没有必要强调每一位准备参加 面试的女生都去剪断长发，只是将较为普遍的情况提供给大家作为
英文诗歌赏析翻译
《英语诗歌欣赏》课程教学诗选 Types of Poetry Unit one Nature The Pasture Robert Frost (1874–1963) I’M going out to clean the pasture spring; I’ll only stop to rake the leaves away (And wait to watch the water clear, I may): I shan’t be gone long.—You come too. I’m going out to fetch the little calf That’s standing by the mother. It’s so young, It totters when she licks it with her tongue. I shan’t be gone long.—You come too. 牧场 罗伯特·弗罗斯特 (1874–1963) 我去清一清牧场的泉水， 我只停下来把落叶全耙去 （还瞧着泉水变得明净—也许）； 我不会去得太久。—你也来吧。 我去把那幼小的牛犊抱来， 它站在母牛身边，小得可怜，一摇一晃，当母牛给她舔舔；我不会去得太久。—你也来吧。 （方平译） Daffodils William Wordsworth (1770-1850) I wondered lonely as a cloud That floats on high o'er vales and hills, When all at once I saw a crowd, A host, of golden daffodils;