学科演讲会
A. 计算机学科前沿讲座 考题
美国，韩国，俄罗斯。
内核（kernel）、执行体（executive）、视窗和图形驱动和可装入模块
基于协同过滤的推荐技术, 基于内容的推荐技术, 其他推荐技术
网络带宽的提升，技术成熟度，移动互联网的发展，数据中心的演变，经济因素
感知层，网络层，应用层
透彻感知的物联化，全面的互联互通，集中有深度的计算
根据目前TCG已经发布的规范，可信计算涉及的关键技术和热点技术在硬件主要是TPM的设计技术；在BIOS层主要包括CRTM、MA2MP驱动的设计技术；在操作系统上主要是可信软件栈的设计技术以及应用层的可信网络连接技术。通过这些关键技术的设计，最终建立可信计算机的信任链传递机制。
面向对象数据库系统，分布式数据库系统，多媒体数据库系统，知识数据库系统，并行数据库系统，模糊数据库系统
空间数据描述的是现实世界各种现象的三大基本特征：空间、时间和专题属性
计算机的单核优化技术、双核优化技术在降低功耗 方面的成效不大，处理器、BLAS优化技术、SPARC T2处理器等都以高效低耗为发展目标。因此，降低功耗、提高效率是衡量计算机性能优化技术的重要指标。在此 结合单、双核技术优化的不足，分析处理器的发展趋势，就BLAS优化技术的研究，分析其存在主要问题及发展趋势，并提出提高SPARC T2处理器的途径。
云计算，虚拟计算，虚拟存储，分布式存储，并行计算等
B. 机械学科前沿讲座论文
机械制造与自动化相关的，OK 的了
C. 有学科英语的学生么想去听听关于学科英语的讲座。。。
建议德语，比较实用。
多积累一些词汇，在学一些语法！一定要攻克词汇和短语，要熟练，
学一些你比较感兴趣的知识，上课认真听讲，下课及时做笔记，
养成背单词的好习惯，经常复习以前学过的知识！学习起来并不是很难，
只要你用心去学，相信你一定会成功的
D. 学科前言讲座的论文有没有拜托各位大神
论文格式 当我们对一个问题研究之后，如何将其展现于众人面前是一个重要的工作。在这里我们结合具体的事例，给大家介绍科研的一个重要部分枣论文的一般格式及其注意事项。当然，要写出一篇好的论文，绝不是单单这么一个简要的介绍就够了，还需自己多写、多练。 随着科学技术的发展，越来越多的学者涉及到学术论文的写作领域，那么怎样写学术论文、学术论文写作是怎样要求的、格式如何，下面就介绍一下学术论文的写作，希望能对您论文写作有所帮助。 (一)题名（Title,Topic） 1、论文格式的论文题目：（下附署名）要求准确、简练、醒目、新颖。 论文题目是一篇论文给出的涉及论文范围与水平的第一个重要信息，也是必须考虑到有助于选定关键词不达意和编制题录、索引等二次文献可以提供检索的特定实用信息。 论文题目十分重要，必须用心斟酌选定。有人描述其重要性，用了下面的一句话：论文题目是文章的一半。 对论文题目的要求是：准确得体；简短精炼；外延和内涵恰如其分；醒目。对这四方面的要求分述如下。 1．准确得体 要求论文题目能准确表达论文内容，恰当反映所研究的范围和深度。 常见毛病是：过于笼统，题不扣文。关键问题在于题目要紧扣论文内容，或论文内容民论文题目要互相匹配、紧扣，即题要扣文，文也要扣题。这是撰写论文的基本准则。 2．简短精炼 力求题目的字数要少，用词需要精选。至于多少字算是合乎要求，并无统一的硬性规定，一般希望一篇论文题目不要超出20个字，不过，不能由于一味追求字数少而影响题目对内容的恰当反映，在遇到两者确有矛盾时，宁可多用几个字也要力求表达明确。 若简短题名不足以显示论文内容或反映出属于系列研究的性质，则可利用正、副标题的方法解决，以加副标题来补充说明特定的实验材料，方法及内容等信息使标题成为既充实准确又不流于笼统和一般化。 3．外延和内涵要恰如其分 外延和内涵属于形式逻辑中的概念。所谓外延，是指一个概念所反映的每一个对象；而所谓内涵，则是指对每一个概念对象特有属性的反映。 命题时，若不考虑逻辑上有关外延和内涵的恰当运用，则有可能出现谬误，至少是不当。 4．醒目 论文题目虽然居于首先映入读者眼帘的醒目位置，但仍然存在题目是否醒目的问题，因为题目所用字句及其所表现的内容是否醒目，其产生的效果是相距甚远的。 有人对36种公开发行的医学科持期刊1987年发表的论文的部分标题，作过统计分析，从中筛选100条有错误的标题。在100条有错误的标题中，属于省略不当错误的占20%；属于介词使用不当错误的占12%）。在使用介词时产生的错误主要有： ①省略主语枣第一人称代词不达意后，没有使用介词结构，使辅助成分误为主语； ②需要使用介词时又没有使用； ③不需要使用介词结构时使用。属主事的错误的占11%；属于并列关系使用不当错误的占9%；属于用词不当、句子混乱错误的各占9%，其它类型的错误，如标题冗长、文题不符、重复、歧意等亦时有发生。 （二）作者姓名和单位（Author and department） 这一项属于论文署名问题。署名一是为了表明文责自负，二是记录作用的劳动成果，三是便于读者与作者的联系及文献检索（作者索引）。大致分为二种情形，即：单个作者论文和多作者论文。后者按署名顺序列为第一作者、第二作者厖。重要的是坚持实事求是的态度，对研究工作与论文撰写实际贡献最大的列为第一作者，贡献次之的，列为第二作者，余类推。注明作者所在单位同样是为了便于读者与作者的联系。 （三）摘要（Abstract） 论文一般应有摘要，有些为了国际交流，还有外文（多用英文）摘要。它是论文内容不加注释和评论的简短陈述。其他用是不阅读论文全文即能获得必要的信息。 摘要应包含以下内容： ①从事这一研究的目的和重要性； ②研究的主要内容，指明完成了哪些工作； ③获得的基本结论和研究成果，突出论文的新见解； ④结论或结果的意义。 论文摘要虽然要反映以上内容，但文字必须十分简炼，内容亦需充分概括，篇幅大小一般限制其字数不超过论文字数的5%。例如，对于6000字的一篇论文，其摘要一般不超出300字。 论文摘要不要列举例证，不讲研究过程，不用图表，不给化学结构式，也不要作自我评价。 撰写论文摘要的常见毛病，一是照搬论文正文中的小标题（目录）或论文结论部分的文字；二是内容不浓缩、不概括，文字篇幅过长。 （四）关键词（Key words） 关键词属于主题词中的一类。主题词除关键词外，还包含有单元词、标题词的叙词。 主题词是用来描述文献资料主题和给出检索文献资料的一种新型的情报检索语言词汇，正是由于它的出现和发展，才使得情报检索计算机化（计算机检索）成为可能。 主题词是指以概念的特性关系来区分事物，用自然语言来表达，并且具有组配功能，用以准确显示词与词之间的语义概念关系的动态性的词或词组。 关键词是标示文献关建主题内容，但未经规范处理的主题词。关键词是为了文献标引工作，从论文中选取出来，用以表示全文主要内容信息款目的单词或术语。一篇论文可选取3~8个词作为关键词。 关键词或主题词的一般选择方法是： 由作者在完成论文写作后，纵观全文，先出能表示论文主要内容的信息或词汇，这些住处或词江，可以从论文标题中去找和选，也可以从论文内容中去找和选。例如上例，关键词选用了6个，其中前三个就是从论文标题中选出的，而后三个却是从论文内容中选取出来的。后三个关键词的选取，补充了论文标题所未能表示出的主要内容信息，也提高了所涉及的概念深度。需要选出，与从标题中选出的关键词一道，组成该论文的关键词组。 关键词与主题词的运用，主要是为了适应计算机检索的需要，以及适应国际计算机联机检索的需要。一个刊物增加关键词这一项，就为该刊物提高引用率、增加知名度开辟了一个新的途径。 （五）引言（Intorction） 引言又称前言，属于整篇论文的引论部分。其写作内容包括：研究的理由、目的、背景、前人的工作和知识空白，理论依据和实验基础，预期的结果及其在相关领域里的地位、作用和意义。 引言的文字不可冗长，内容选择不必过于分散、琐碎，措词要精炼，要吸引读者读下去。引言的篇幅大小，并无硬性的统一规定，需视整篇论文篇幅的大小及论文内容的需要来确定，长的可达700~800字或1000字左右，短的可不到100字。 （六）正文（Main body） 正文是一篇论文的本论，属于论文的主体，它占据论文的最大篇幅。论文所体现的创造性成果或新的研究结果，都将在这一部分得到充分的反映。因此，要求这一部分内容充实，论据充分、可靠，论证有力，主题明确。为了满足这一系列要求，同时也为了做到层次分明、脉络清晰，常常将正文部分人成几个大的段落。这些段落即所谓逻辑段，一个逻辑段可包含几个自然段。每一逻辑段落可冠以适当标题（分标题或小标题）。段落和划分，应视论文性质与内容而定。 （七）参考文献 [序号]. 编著者. 书名[M]，出版地：出版社，年代，起止页码 [序号]. 作者. 论文名称[J]，期刊名称，年度，卷（期），起止页码 电子文献的载体类型及其标识 随着我国信息化进程的加快，电子文献的采用量逐渐加大，其标注方式的规范化已经提到议事日程上来了。现根据国家新闻出版署印发的《中国学术期刊（光盘版）检索与评价数据规范》的有关规定，对来稿提出如下要求： 一、对于数据库、计算机程序及电子公告等电子文献类型的参考文献，以下列双字母作为标示： 电子文献类型 数据库 计算机程序 电子公告 电子文献类型标识 DB CP EB 二、电子文献的载体类型及其标识 对于非纸张类型载体的电子文献，当被引用为参考文献时需在参考文献类型中同时标明其载体类型。 《规范》采用双字母表示电子文献载体类型：磁带(magnetic tape)MT，磁盘(disk)DK，光盘(CD-ROM) CD，联机网络(online)OL，并以下列格式表示包括了文献载体类型的参考文献类型标识： [文献类型标识/载体类型标识] 如：[DB/OL]——联机网上数据库（database online） [ DB/MT]——磁带数据库（database on magnetic tape） [M/CD]——光盘图书（monograph on CD-ROM） [CP/DK]——磁盘软件（computer program on disk） [J/OL]——网上期刊（serial online） [EB/OL]——网上电子公告（electronic pulletin board online） 如：[1]王明亮．关于中国学术期刊标准数据库系统工程的进展[DB/OL]．文献网址, 1998-08-16/1998-10-04． 以纸张为载体的传统文献在引作参考文献时不必注明其载体类型。 编写要求 页面要求：毕业论文须用A4（210×297）标准、70克以上白纸，一律采用单面打印；毕业论文页边距按以下标准设置：上边距为30mm，下边距为25mm，左边距和右边距为25mm；装订线为10mm，页眉16mm，页脚15mm。 页眉：页眉从摘要页开始到论文最后一页，均需设置。页眉内容：浙江广播电视大学汉语言文学类本科毕业论文，居中，打印字号为5号宋体，页眉之下有一条下划线。 页脚：从论文主体部分（引言或绪论）开始，用阿拉伯数字连续编页，页码编写方法为：第×页共×页，居中，打印字号为小五号宋体。 前置部分从中文题名页起单独编页。 字体与间距：毕业论文字体为小四号宋体，字间距设置为标准字间距，行间距设置为固定值20磅。
E. 计算机学科前沿讲座 考题
1.机器学习(Machine Learning, ML)是一门多领域交叉学科，涉及概率论、统计学、逼近论、凸分析、算法复杂度理论等多门学科。专门研究计算机怎样模拟或实现人类的学习行为，以获取新的知识或技能，重新组织已有的知识结构使之不断改善自身的性能。
2.信任模型是PKI原理中的一个重要概念，指建立信任关系和验证证书时寻找和遍历信任路径的模型。
3.云计算[1]（cloud computing）是基于互联网的相关服务的增加、使用和交付模式，通常涉及通过互联网来提供动态易扩展且经常是虚拟化的资源
4.物联网就是物物相连的互联网。这有两层意思：其一，物联网的核心和基础仍然是互联网，是在互联网基础上的延伸和扩展的网络；其二，其用户端延伸和扩展到了任何物品与物品之间，进行信息交换和通信 也就是物物相息
5.服务计算是跨越计算机与信息技术、商业管理、商业质询服务等领域的一个新的学科，是应用面向服务架构(SOA)技术在消除商业服务与信息支撑技术之间的横沟方面的直接产物。它在形成自己独特的科学与技术体系的基础上有机整合了一系列最新技术成果：SOA(Service Oriented Architecture，面向服务的体系架构)及Web服务、网格/效用计算(Grid & Utility Computing)以及业务流程整合及管理(Business Process Integration & Management)，第一部分解决的是技术平台和架构的问题；第二部分解决是服务交付的问题；第三部分则是业务本身的整合和管理。
Endorsement key 签注密钥、Secure input and output 安全输入输出、Memory curtaining 储存器屏蔽、Sealed storage 密封储存、Remote attestation 远程认证
数据管理技术具体就是指人们对数据进行收集、组织、存储、加工、传播和利用的一系列活动的总和，经历了人工管理、文件管理、数据库管理三个阶段。每一阶段的发展以数据存储冗余不断减小、数据独立性不断增强、数据操作更加方便和简单为标志，各有各的特点。如果说从人工管理到文件系统，是计算机开始应用于数据的实质进步，那么从文件系统到数据库系统，标志着数据管理技术质的飞跃。20世纪80年代后不仅在大、中型计算机上实现并应用了数据管理的数据库技术，如Oracle、Sybase、Informix等，在微型计算机上也可使用数据库管理软件，如常见的Access、FoxPro等软件，使数据库技术得到广泛应用和普及。
目标构成数据库的逻辑过程、主题与面向主题、集成的数据、数据是持久的、数据是随时间不断变化的
1减少数据访问（减少磁盘访问）2返回更少数据（减少网络传输或磁盘访问）3减少交互次数（减少网络传输）4减少服务器CPU开销（减少CPU及内存开销）5利用更多资源（增加资源)
F. 学科前沿讲座感想 怎样写好毕业论文
得看你们课上具体讲了哪几个方面的会计业务，比如税法、审计或者其他一些具体的内容，然后根据这些具体的内容再网络找资料比较好写一些。
G. 关于学科的英文演讲
数学
You have been learning how to develop your skills in speaking, reading, and writing the English language. Did you know that when you were in math class, you were also learning how to speak, read, and write the language of mathematics?
Mathematics uses numbers and number systems instead of the alphabet, but it's also a language: a language of patterns and symbols.
Mathematics can help you recognize, understand, describe and identify changes in patterns.
The elementary school curriculum is organized to help you learn about:
Numbers and number systems.
Measurement.
Shapes and space.
Algebra.
Statistics and probability.
You have been learning about these math areas, and you've learned how math can help you to:
Describe size and number of things in your world.
Solve problems.
Recognize and study shapes in the world around us.
Understand relationships and patterns.
Communicate with others.
There are many concepts or big ideas that you discover as you study math. Some of these ideas have been illustrated in the lessons that follow. These lessons can help you learn and check your understanding.
数学
We live in a mathematical world. Whenever we decide on a purchase, choose an insurance or health plan, or use a spreadsheet, we rely on mathematical understanding. The World Wide Web, CD-ROMs, and other media disseminate vast quantities of quantitative information. The level of mathematical thinking and problem solving needed in the workplace has increased dramatically.
In such a world, those who understand and can do mathematics will have opportunities that others do not. Mathematical competence opens doors to proctive futures. A lack of mathematical competence closes those doors.
Students have different abilities, needs, and interests. Yet everyone needs to be able to use mathematics in his or her personal life, in the workplace, and in further study. All students deserve an opportunity to understand the power and beauty of mathematics. Students need to learn a new set of mathematics basics that enable them to compute fluently and to solve problems creatively and resourcefully.
Principles and Standards for School Mathematics describes a future in which all students have access to rigorous, high-quality mathematics instruction, including four years of high school mathematics. Knowledgeable teachers have adequate support and ongoing access to professional development. The curriculum is mathematically rich, providing students with opportunities to learn important mathematical concepts and proceres with understanding. Students have access to technologies that broaden and deepen their understanding of mathematics. More students pursue ecational paths that prepare them for lifelong work as mathematicians, statisticians, engineers, and scientists.
This vision of mathematics teaching and learning is not the reality in the majority of classrooms, schools, and districts. Today, many students are not learning the mathematics they need. In some instances, students do not have the opportunity to learn significant mathematics. In others, students lack commitment or are not engaged by existing curricula.
Attaining the vision laid out in Principles and Standards will not be easy, but the task is critically important. We must provide our students with the best mathematics ecation possible, one that enables them to fulfill personal ambitions and career goals in an ever changing world.
Principles and Standards for School Mathematics has four major components. First, the Principles for school mathematics reflect basic perspectives on which ecators should base decisions that affect school mathematics. These Principles establish a foundation for school mathematics programs by considering the broad issues of equity, curriculum, teaching, learning, assessment, and technology.
Following the Principles, the Standards for school mathematics describe an ambitious and comprehensive set of goals for mathematics instruction. The first five Standards present goals in the mathematical content areas of number and operations, algebra, geometry, measurement, and data analysis and probability. The second five describe goals for the processes of problem solving, reasoning and proof, connections, communication, and representation. Together, the Standards describe the basic skills and understandings that students will need to function effectively in the twenty-first century.
The ten Standards are treated in greater detail in four grade-band chapters: prekindergarten through grade 2, grades 3–5, grades 6–8, and grades 9–12. For each of the Content Standards, each of the grade-band chapters includes a set of expectations specific to that grade band.
Finally, the document discusses the issues related to putting the Principles into action and outlines the roles played by various groups and communities in realizing the vision of Principles and Standards.
地理：
Geography is the study of the earth’s landscapes, peoples, places and environments. It is, quite simply, about the world in which we live.
Geography is unique in bridging the social sciences (human geography) with the natural sciences (physical geography) .
Geography puts this understanding of social and physical processes within the context of places and regions - recognising the great differences in cultures, political systems, economies, landscapes and environments across the world, and the links between them. Understanding the causes of differences and inequalities between places and social groups underlie much of the newer developments in human geography.
Geography provides an ideal framework for relating other fields of knowledge. It is not surprising that those trained as geographers often contribute substantially to the applied management of resources and environments.
Click on the right hand side resource bar for a lecture by Professor Doreen Massey entitled 'Is The World Really Shrinking?' which lays out an inspirational manifesto of why its time to put the geography back into global thinking
地理：
Introction
The main objective of this online textbook is to introce students to the exciting field of knowledge known as physical geography. Physical geography is a discipline that is part of a much larger area of understanding called geography. Most indivials define geography as a field of study that deals with maps. This definition is only partially correct. A better definition of geography may be the study of natural and human constructed phenomena relative to a spatial dimension.
The discipline of geography has a history that stretches over many centuries. Over this time period, the study of geography has evolved and developed into an important form of human scholarship. Examining the historical evolution of geography as a discipline provides some important insights concerning its character and methodology. These insights are also helpful in gaining a better understanding of the nature of physical geography.
History of Geography and Physical Geography
Some of the first truly geographical studies occurred more than four thousand years ago. The main purpose of these early investigations was to map features and places observed as explorers traveled to new lands. At this time, Chinese, Egyptian, and Phoenician civilizations were beginning to explore the places and spaces within and outside their homelands. The earliest evidence of such explorations comes from the archaeological discovery of a Babylonian clay tablet map that dates back to 2300 BC.
The early Greeks were the first civilization to practice a form of geography that was more than mere map making or cartography. Greek philosophers and scientist were also interested in learning about spatial nature of human and physical features found on the Earth. One of the first Greek geographers was Herodotus (circa 484 - 425 BC). Herodotus wrote a number of volumes that described the human and physical geography of the various regions of the Persian Empire.
The ancient Greeks were also interested in the form, size, and geometry of the Earth. Aristotle (circa 384 - 322 BC) hypothesized and scientifically demonstrated that the Earth had a spherical shape. Evidence for this idea came from observations of lunar eclipses. Lunar eclipses occur when the Earth casts its circular shadow on to the moon's surface. The first indivial to accurately calculate the circumference of the Earth was the Greek geographer Eratosthenes (circa 276 - 194 BC). Eratosthenes calculated the equatorial circumference to be 40,233 kilometers using simple geometric relationships. This primitive calculation was unusually accurate. Measurements of the Earth using modern satellite technology have computed the circumference to be 40,072 kilometers.
Most of the Greek accomplishments in geography were passed on to the Romans. Roman military commanders and administrators used this information to guide the expansion of their Empire. The Romans also made several important additions to geographical knowledge. Strabo (circa 64 BC - 20 AD) wrote a 17 volume series called "Geographia". Strabo claimed to have traveled widely and recorded what he had seen and experienced from a geographical perspective. In his series of books, Strabo describes the cultural geographies of the various societies of people found from Britain to as far east as India, and south to Ethiopia and as far north as Iceland. Strabo also suggested a definition of geography that is quite complementary to the way many human geographers define their discipline today. This definition suggests that the aim of geography was to "describe the known parts of the inhabited world ... to write the assessment of the countries of the world [and] to treat the differences between countries".
During the second century AD, Ptolemy (circa 100 - 178 AD) made a number of important contributions to geography. Ptolemy's publication Geographike hyphegesis or "Guide to Geography" compiled and summarize much of the Greek and Roman geographic information accumulated at that time. Some of his other important contributions include the creation of three different methods for projecting the Earth's surface on a map, the calculation of coordinate locations for some eight thousand places on the Earth, and development of the concepts of geographical latitude and longitude (Figure 1a-1).
Figure 1a-1: This early map of the world was constructed using map making techniques developed by Ptolemy. Note that the map is organized with crisscrossing lines of latitude and longitude.
Little academic progress in geography occurred after the Roman period. For the most part, the Middle Ages (5th to 13th centuries AD) were a time of intellectual stagnation. In Europe, the Vikings of Scandinavia were the only group of people carrying out active exploration of new lands. In the Middle East, Arab academics began translating the works of Greek and Roman geographers starting in the 8th century and began exploring southwestern Asia and Africa. Some of the important intellectuals in Arab geography were Al-Idrisi, Ibn Battutah, and Ibn Khaln. Al-Idrisi is best known for his skill at making maps and for his work of descriptive geography Kitab nuzhat al-mushtaq fi ikhtiraq al-afaq or "The Pleasure Excursion of One Who Is Eager to Traverse the Regions of the World". Ibn Battutah and Ibn Khaln are well known for writing about their extensive travels of North Africa and the Middle East.
During the Renaissance (1400 to 1600 AD) numerous journeys of geographical exploration were commissioned by a variety of nation states in Europe. Most of these voyages were financed because of the potential commercial returns from resource exploitation. The voyages also provided an opportunity for scientific investigation and discovery. These voyages also added many significant contributions to geographic knowledge (Figure 1a-2). Important explorers of this period include Christopher Columbus, Vasco da Gama, Ferdinand Magellan, Jacques Cartier, Sir Martin Frobisher, Sir Francis Drake, John and Sebastian Cabot, and John Davis. Also ring the Renaissance, Martin Behaim created a spherical globe depicting the Earth in its true three-dimensional form in 1492. Behaim's invention was a significant advance over two-dimensional maps because it created a more realistic depiction of the Earth's shape and surface configuration.
Figure 1a-2: This map was constructed by Oliva in 1560. It describes the known world at this time and suggests that North America is part of Asia. Further exploration of the world would soon reject this idea.
Spatial Tradition - the investigation of the phenomena of geography from a strictly spatial perspective.
Area Studies Tradition - the geographical study of an area on the Earth at either the local, regional, or global scale.
Human-Land Tradition - the geographical study of human interactions with the environment.
Earth Science Tradition - the study of natural phenomena from a spatial perspective. This tradition is best described as theoretical physical geography.
Today, the academic traditions described by Pattison are still dominant fields of geographical investigation. However, the frequency and magnitude of human mediated environmental problems has been on a steady increase since the publication of this notion. These increases are the result of a growing human population and the consequent increase in the consumption of natural resources. As a result, an increasing number of researchers in geography are studying how humans modify the environment. A significant number of these projects also develop strategies to rece the negative impact of human activities on nature. Some of the dominant themes in these studies include: environmental degradation of the hydrosphere, atmosphere, lithosphere, and biosphere; resource use issues; natural hazards; environmental impact assessment; and the effect of urbanization and land-use change on natural environments.
Considering all of the statements presented concerning the history and development of geography, we are now ready to formulate a somewhat coherent definition. This definition suggests that geography, in its simplest form, is the field of knowledge that is concerned with how phenomena are spatially organized. Physical geography attempts to determine why natural phenomena have particular spatial patterns and orientation. This online textbook will focus primarily on the Earth Science Tradition. Some of the information that is covered in this textbook also deals with the alterations of the environment because of human interaction. These pieces of information belong in the Human-Land Tradition of geography.
数学：
For more than two thousand years, mathematics has been a part of the human search for understanding. Mathematical discoveries have come both from the attempt to describe the natural world and from the desire to arrive at a form of inescapable truth from careful reasoning. These remain fruitful and important motivations for mathematical thinking, but in the last century mathematics has been successfully applied to many other aspects of the human world: voting trends in politics, the dating of ancient artifacts, the analysis of automobile traffic patterns, and long-term strategies for the sustainable harvest of decious forests, to mention a few. Today, mathematics as a mode of thought and expression is more valuable than ever before. Learning to think in mathematical terms is an essential part of becoming a liberally ecated person.
What is mathematics really like?
Mathematics is not about answers, it's about processes. Let me give a series of parables to try to get to the root of the misconceptions and to try to illuminate what mathematics IS all about. None of these analogies is perfect, but all provide insight.
No subject is more essential nor can contribute more to becoming a liberally ecated person than mathematics. Become a math major and find out!
Computers, mathematics, and the chagrinned diner.
About nineteen years ago when personal computers were becoming more common in small businesses and private homes, I was having lunch with a few people, and it came up that I was a mathematician. One of the other diners got a funny sort of embarrassed look on her face. I steeled myself for that all too common remark, "Oh I was never any good at math." But no, that wasn't it. It turned out that she was thinking that with computers becoming so accurate, fast, and common, there was no longer any need for mathematicians! She was feeling sorry me, as I would soon be unemployed! Apparently she thought that a mathematician's work was to crank out arithmetic computations.
Nothing could be farther from the truth. Thinking that computers will obviate the need for mathematicians is like thinking 80 years ago when cars replaced horse drawn wagons, there would be no more need for careful drivers. On the contrary, powerful engines made careful drivers more important than ever.
Today, powerful computers and good software make it possible to use and concretely implement abstract mathematical ideas that have existed for many years. For example, the RSA cryptosystem is widely used on secure internet web pages to encode sensitive information, like credit card numbers. It is based on ideas in algebraic number theory, and its invulnerability to hackers is the result of very advanced ideas in that field.