求助文学、英文高手帮忙英译品牌！_百度知道
求助文学、英文高手帮忙英译品牌！
我公司要注册商标：“名晶（卫浴）”,请像NOKIA 诺基亚（手机），Intel 英特尔（电脑产品），Haier 海尔（电器）；Robust 乐百氏（饮食）； Benz 奔驰（汽车）；Avon 雅芳（化妆品）；Pentium 奔腾 那样取个英文名，请大家帮忙,高分!!
请只对“名晶”做出翻译，卫浴是我们的行业，比如“Mingjing”但纯拼音显得有点俗！ 如本行业“jomoo九牧卫浴”，“moen摩恩”，含义不是最重要，主要是响亮、字母稍短一点！便于记忆！
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Minging~ 德国明竟水性涂料就是这样翻译的Mayking 音译，有王者的意思Mungking 纯粹音译Mild King 最推荐这个， 中文意思——舒适之王！！！音似，且适合卫浴，广告效应好！希望你喜欢，可以帮到你：）
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非常感谢各位朋友热心帮忙！
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MinKing 其实在没有那些品牌前，像nokia, benz, 这些单词毫无意义，所以你完全可以自己取个响亮点的就行，关键是你怎么把这个品牌打出名气来。
可以考虑这个吧：CrystalBath英语中没有将这两个字连写在一起的Crystal为水晶的意思Bath为卫生间(bathroom)的一部分
Majesty 最高权威,威严
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At Rhode Island College, a freshman copied and pasted from a Web site’s frequently asked questions page about homelessness — and did not think he needed to credit a source in his assignment because the page did not include author information. At DePaul University, the tip-off to one student’s copying was the purple shade of several paragraphs he had lifted from the W when confronted by a writing tutor his professor had sent him to, he was not defensive — he just wanted to know how to change purple text to black. And at the University of Maryland, a student reprimanded for copying from Wikipedia in a paper on the Great Depression said he thought its entries — unsigned and collectively written — did not need to be credited since they counted, essentially, as common knowledge. Professors used to deal with plagiarism by admonishing students to give credit to others and to follow the style guide for citations, and pretty much left it at that. But these cases — typical ones, according to writing tutors and officials responsible for discipline at the three schools who described the plagiarism — suggest that many students simply do not grasp that using words they did not write is a serious misdeed. It is a disconnect that is growing in the Internet age as concepts of intellectual property, copyright and originality are under assault in the unbridled exchange of online information, say educators who study plagiarism. Digital technology makes copying and pasting easy, of course. But that is the least of it. The Internet may also be redefining how students — who came of age with music file-sharing, Wikipedia and Web-linking — understand the concept of authorship and the singularity of any text or image. “Now we have a whole generation of students who’ve grown up with information that just seems to be hanging out there in cyberspace and doesn’t seem to have an author,” said Teresa Fishman, director of the Center for Academic Integrity at Clemson University. “It’s possible to believe this information is just out there for anyone to take.” Professors who have studied plagiarism do not try to excuse it — many are champions of academic honesty on their campuses — but rather try to understand why it is so widespread. In surveys from 2006 to 2010 by Donald L. McCabe, a co-founder of the Center for Academic Integrity and a business professor at Rutgers University, about 40 percent of 14,000 undergraduates admitted to copying a few sentences in written assignments. Perhaps more significant, the number who believed that copying from the Web constitutes “serious cheating” is declining — to 29 percent on average in recent surveys from 34 percent earlier in the decade. Sarah Brookover, a senior at the Rutgers campus in Camden, N.J., said many of her classmates blithely cut and paste without attribution. “This generation has always existed in a world where media and intellectual property don’t have the same gravity,” said Ms. Brookover, who at 31 is older than most undergraduates. “When you’re sitting at your computer, it’s the same machine you’ve downloaded music with, possibly illegally, the same machine you streamed videos for free that showed on HBO last night.” Ms. Brookover, who works at the campus library, has pondered the differences between researching in the stacks and online. “Because you’re not walking into a library, you’re not physically holding the article, which takes you closer to ‘this doesn’t belong to me,’ ” she said. Online, “everything can belong to you really easily.” A University of Notre Dame anthropologist, Susan D. Blum, disturbed by the high rates of reported plagiarism, set out to understand how students view authorship and the written word, or “texts” in Ms. Blum’s academic language. She conducted her ethnographic research among 234 Notre Dame undergraduates. “Today’s students stand at the crossroads of a new way of conceiving texts and the people who create them and who quote them,” she wrote last year in the book “My Word!: Plagiarism and College Culture,” published by Cornell University Press. Ms. Blum argued that student writing exhibits some of the same qualities of pastiche that drive other creative endeavors today — TV shows that constantly reference other shows or rap music that samples from earlier songs. In an interview, she said the idea of an author whose singular effort creates an original work is rooted in Enlightenment ideas of the individual. It is buttressed by the Western concept of intellectual property rights as secured by copyright law. But both traditions are being challenged. “Our notion of authorship and originality was born, it flourished, and it may be waning,” Ms. Blum said. She contends that undergraduates are less interested in cultivating a unique and authentic identity — as their 1960s counterparts were — than in trying on many different personas, which the Web enables with social networking. “If you are not so worried about presenting yourself as absolutely unique, then it’s O.K. if you say other people’s words, it’s O.K. if you say things you don’t believe, it’s O.K. if you write papers you couldn’t care less about because they accomplish the task, which is turning something in and getting a grade,” Ms. Blum said, voicing student attitudes. “And it’s O.K. if you put words out there without getting any credit.” The notion that there might be a new model young person, who freely borrows from the vortex of information to mash up a new creative work, fueled a brief brouhaha earlier this year with Helene Hegemann, a German teenager whose best-selling novel about Berlin club life turned out to include passages lifted from others. Instead of offering an abject apology, Ms. Hegemann insisted, “There’s no such thing as originality anyway, just authenticity.” A few critics rose to her defense, and the book remained a finalist for a fiction prize (but did not win). That theory does not wash with Sarah Wilensky, a senior at Indiana University, who said that relaxing plagiarism standards “does not foster creativity, it fosters laziness.” “You’re not coming up with new ideas if you’re grabbing and mixing and matching,” said Ms. Wilensky, who took aim at Ms. Hegemann in a column in her student newspaper headlined “Generation Plagiarism.” “It may be increasingly accepted, but there are still plenty of creative people — authors and artists and scholars — who are doing original work,” Ms. Wilensky said in an interview. “It’s kind of an insult that that ideal is gone, and now we’re left only to make collages of the work of previous generations.” In the view of Ms. Wilensky, whose writing skills earned her the role of informal editor of other students’ papers in her freshman dorm, plagiarism has nothing to do with trendy academic theories. The main reason it occurs, she said, is because students leave high school unprepared for the intellectual rigors of college writing. “If you’re taught how to closely read sources and synthesize them into your own original argument in middle and high school, you’re not going to be tempted to plagiarize in college, and you certainly won’t do so unknowingly,” she said. At the University of California, Davis, of the 196 plagiarism cases referred to the disciplinary office last year, a majority did not involve students ignorant of the need to credit the writing of others. Many times, said Donald J. Dudley, who oversees the discipline office on the campus of 32,000, it was students who intentionally copied — knowing it was wrong — who were “unwilling to engage the writing process.” “Writing is difficult, and doing it well takes time and practice,” he said. And then there was a case that had nothing to do with a younger generation’s evolving view of authorship. A student accused of plagiarism came to Mr. Dudley’s office with her parents, and the father admitted that he was the one responsible for the plagiarism. The wife assured Mr. Dudley that it would not happen again.
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罗德岛大学有一位大一新生，经常从网站里复制粘贴关于无家可归者的提问页面，并认为功课里的那些资料来源不可信，因为这个网页里并没有提及作者的信息。德保罗大学。因为一位学生的抄袭行为——他从网页上提取几个段落后留下了紫色阴影——学校对他予以警告。当他和教授分配给他的那位写作导师当面对质时，他不再抵抗——他只想知道，怎样才能把文章里的深紫色变成黑色。而在马里兰大学，一名学生从维基百科抄袭完成了关于他“经济大萧条”论文，这一行为却仅仅受到了谴责。该学生还说，他认为那个词条——未署名且是由集体编注——不足为信（如果这些本质上是常识的知识算数的话）。教授们过去经常这样来处理剽窃问题：劝诫学生们去信任其他的资料，通过引文中的风格来指导自己，而做到不尽相同。据这三个学校的写作导师与负责纪律的行政官员们对剽窃问题的描述，这些都是很典型的情况，表明了一点：许多学生根本不明白，纯粹地使用别人的语言是一项严重的犯罪。研究剽窃行为的教育工作者表示，在现今的互联网时代，无拘无束的网络信息交换时，知识产权、版权以及个人创意遭受攻击的问题仍层出不穷。这是一种（与现实社会的）脱节问题。当然，数字技术让复制粘贴变得轻而易举，但这仅仅是它的基本功能。网络可能也会重新定义这个问题：这些出身于一个有着音乐文件共享，维基百科与网页链接时代的学生们，会如何理解原创的概念，如何了解每一篇文章每一张影像独一无二的特性。“如今所有的学生是这样一代人：他们伴随着信息成长，这些信息似乎就晾在网络空间里，却不知道是被谁创造出来，”克莱门森大学学术诚信中心主任，特里萨·菲什曼说道，“就有可能会有人认为，这些信息本就在那里，供任何人使用。”研究剽窃行为的教授们设法为这些信息正名——在他们学校，许多信息都拿到了学术诚信的冠军——但是倒不如去弄明白，为何这些信息会如此泛滥。唐纳德·L·迈凯比是一家学术诚信中心的创建者，也是美国罗格斯大学的一名商务专家，在他从2006年到2010年的调查报告中，我们可以了解到，14000名在读大学生中大约有40%的人承认，他们的写作作业里有一些句子是抄袭来的。也许更为重要的是，那些认为从网络组织“严重作弊”里抄袭的人数正在下滑，在近期的调查中显示，未来十年内这一数据将会从先前的34%减少到平均29%。莎拉·布鲁克夫是一名大三学生，就读于新泽西州罗格斯大学。她说，她的许多同学也热衷于剪切和粘贴，却不会注明出处。“我们这一代人，都生活在一个媒体和知识产权并不具有同等地位的世界，”31岁的布鲁克夫女士比大多数大学生年龄都大，她说道，“当你坐在电脑面前，可能造成违法的是，就是你用同一台机器下载音乐、免费看昨天上映的美国家庭影院的视频。”布鲁克夫在学校图书馆工作，她已经仔细思考了书库与在线查找资料的不同之处，“因为你没有走进图书馆，所以你不能切切实实地把握好文章，而把握文章的作用正是让你更近距离地接触到‘这并不属于我’的那些知识”她在网上说道，“其实你本来可以轻而易举地学会所有东西。”
据报道的剽窃行为发生率很高，美国圣母大学人类学家苏珊.D.布鲁姆，对此感到不安。她开始着手了解学生们是如何看待原创作品和书面语，或者她的学术语言里的“文本”。她在圣母大学234名大学生中，展开了人种学研究。去年，她在《我的词汇！：剽窃与大学文化》一书中写道：“今日的学生在构思文章的新出路，与那些创造并引用这些文章的人之间徘徊，”该书已由美国康奈尔出版社出版。布鲁姆认为，学生的写作展示了他们已拥有的一些才能，这些才能虽来源于拼凑与仿作，如今却衍生出了其他一些创造性的努力——电视台也表明了这一点：其他的一些表演或是以早期歌曲为样本的说唱歌曲正被不断引用。在一次采访中，她透露了两点，一是，一位作者通过非凡的努力创造出他的原创作品，这一思想，早已作为一个独特概念在启蒙运动中深深扎根；二是，由于版权法的担保，该思想受到了西方知识产权法的拥护。但这两种传统思想却日益受到挑战。布鲁姆说：“我们对原创与独创性的概念几乎生来就有，它曾辉煌过，但如今或将渐渐走向消亡。”她表示，相比培养一种独特而真实的身份——就像他们在20世纪60年代的替代物那样——尝试不同的人物角色反而更能提起大学生们的兴趣。这些角色，通过社交网络，都可以成为可能。“如果你不急着以完全独一无二的姿态展示自己，当你借用别人的话语时，没什么问题；如果你说着那些连你也不相信的话，没什么要紧的；如果你懒得去管你要写的论文，因为他们已完成了任务，已经上交，出了分数，也没什么要紧的，”布鲁姆谈对学生态度的看法时说道，“如果你畅所欲言却一无所获，这也是没什么要紧的。”自由自在地从信息中心借用别人的见解来混搭出一种全新的创造性作品，这便是或将出现的新一代模范年轻人。这些见解在今年早些时候，因海琳·黑格曼引起了短暂的骚动，这位德国少女关于柏林俱乐部的畅销书，已被证实有剽窃他人的段落。然而，黑格曼并没有低声下气地道歉，她仍坚持自己的观点：“无论如何，独创性这种东西已经不存在了，只有真实性才是王道。”由于她的辩护，几个批评者表示支持，于是她的书被保留在了一项小说奖的决赛中（但没有获胜）。
那样的见解并没有影响到莎拉·威林斯基，她也是一名大三学生，就读于美国印第安纳大学。她表示，放宽剽窃行为的标准“培养出的并非创造力，而是懒惰。”威林斯基说：“如果你仅仅是索取，混杂，然后把抄袭来的匹配出新的东西，那么你并没有真正地提出新的意见。”她在学生报纸头版头条新闻“剽窃的一代人”（由她编写的）专栏中把矛头对准了黑格曼。“支持这一见解的呼喊声可能会越来越多，但有创意的还是大有人在，比如说作家，艺术家和学者，他们一直在创造他们的原创作品，”威林斯基在一次采访中说道，“理想不复存在，现在的我们是遗弃者，只能将前几代人的作品重新拼接组合，不得不说这对我们都是一种侮辱。”威林斯基的写作水平，帮她赢得了一个非正式编辑的角色，在她的新生宿舍为其他的同学们编写资料。在她看来，剽窃这一行为与时尚的学术理论并无关联。她表示，发生这种情况的主要原因，是因为刚刚从高中毕业的学生们，没有做好充足的准备，来应对理智而严苛的大学写作。她说：“在初中和高中，如果有人教你如何近距离地获取资料，并将其整合成属于你自己的原创论据。那么在大学，你将不会对剽窃感兴趣，你肯定也不会做得如此无声无息。”去年，在加州大学戴维斯分校的纪检办公室，可供查阅的剽窃事件就有196起。大多数学生都涉及一个问题：他们都没有获得笔者同意，他们对这个要求一无所知。在这所占地3.2平方公顷的学校，据纪检办公室监督员唐纳德·J·达德利所说，这些学生（“不情愿参与到写作过程中去”的学生）是有意抄袭的，他们事先知道这种做法不对，但他们还是做了很多次。他说：“写作尽管很难，但只要花时间去练习，就一定能做得好的。”然而，还有一种情况，与年青一代对于原创作品的见解（正在逐步成形）无关。一个女学生被举报抄袭，她和她的父母一起来到了达德利的办公室。他的父亲坦白，他会对剽窃行为负全责，而他的妻子也保证，这种事情再也不会发生。
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急需各位帮忙 请那位英语大侠帮忙翻译一下我的论文摘要 明天就要了 翻译成英文 谢谢了 真诚求助 急
现在随着电子商务，网站、网页、网络游戏的兴起，越来越多地方需要三维技术，而三维影像的呈现，无疑给人的视觉上冲击力更大，有更大的想象空间，而往往三维模型文件量大、传输速度慢、电脑运算过程中产生的数据巨大会造成网络的无法负荷，以上的因素成为三维技术在网络中应用中的瓶颈，而作为现今在网络虚拟世界中使用最广泛的软件Flash，它具有数据量小，适合于带宽还不是非常富裕的网络中进行传播和使用。严格来说Flash技术是二维平面技术，想要Flash实现三维效果，是要将3D技术与Flash技术结合起来，而本文研究的出发点就是运用Flash 技术模拟物体三维的展示，并通过网络和本地多媒体展现出，这项课题的研究具有着创新性和建设性一面，对于网络中三维动画的设计与实现具有现实性意义。
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Nowadays, with rising popularity of the e-business, webs and internet, requirements of 3D technology are also increasing. 3D images are clearer and but on the other hand, 3D files are huge, and therefore are transmitted at a much slower rate, and requires a lot of RAM and might cause an overload on the internet. these imperfections, are the bottlenecks of the 3D technology. and now, the most widely used form of motion image is Flash, it's smaller, suitable for broadband as well as dial-ups. stirctly speaking, Flash is 2D, and merging 3D with Flash is the beginnig of the following research.through internet and local media, this topic is creating and brand new useful application in motion images.
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出门在外也不愁【求助】请高人帮帮忙，英译汉，真的很急。先谢下_百度知道
【求助】请高人帮帮忙，英译汉，真的很急。先谢下
急需这段文章的翻译，明天用，找专业翻译也来不及了，到这求助试试。请高手帮下吧，谢谢谢谢谢谢！！A control system has been formally described as, “A system in which deliberate guidance or manipulation is used to achieve a prescribed value of a variable.” With a variable further defined as, “a quantity or condition which is subject to change,” it becomes apparent that the components of a control system may be virtually any definable entity, be it electrical, mechanical, biological, organizational or otherwise. The human circulatory system, pacemakers, motor speed controls, clothes dryers, automobile cruise controls and voltage regulators are a few examples of the vast number of control systems in existence. The diversity of control systems may at first seem a barrier against the development of a common analysis and design strategy. Fortunately, if the components of a system can be represented through a common mathematical symbolism, then there exists a collection of concepts and methods for studying the physical properties of control systems known as control theory. While a thorough study of control theory is far beyond the scope of this application note, the following paragraphs present the basic concepts associated with classic control theory as applied to continuous linear control systems.2 To categorize control systems with common traits or functions, several subclasses of control systems have been defined. One of the basic categories of control systems are those systems which operate without human intervention. Control systems in this category are called automatic control systems. An example of an automatic control system is an automobile cruise control which maintains the speed of the vehicle without attention from the driver. If the driver disengages the cruise control, he then becomes part of the control system regulating the speed of the car and, therefore, part of a nonautomatic control system. Another category involves those automatic control systems which involve mechanical motion as the controlled variable. These control systems are called servomechanisms (commonly referred to as servos) and are defined as, “An automatic feedback control system in which the controlled variable is mechanical position or any of its time derivatives.” While this definition seems straightforward, general usage has diluted the literal meaning to include virtually any electronic, electromechanical or mechanical control system.
一个控制系统已经是正式地描述为,& 一个系统在哪一仔细考虑指导或处理用来达成一规定了一个变数的价值& 由于一个变数更进一步定义当,之时&一种量或受制于改变的情况,& 它变成。明显的成份一个控制系统可能事实上任何的可定义的实体,它是电的吗,机械的，生物学的,组织的或其它的。 人类的循环系统,心律调整器, 马达速度控制,衣服干衣机, 汽车巡航控制和电压调整者一些例子是吗那控制系统的巨大数字在存在。 控制的各式个样系统起先可能一障碍反对发展通常的分析和设计策略。 幸运地, 如果成份一个系统可能被表现经过一通常的数学的象征, 然后那里存在观念的一个收集而且学习的方法控制的物理性质系统即是控制理论。 虽然控制的一项完全的研究理论是远的超过范围这一个申请笔记, 下列各项段落呈现基本被和古典作品联合的观念控制理论当做适用于连续线的控制系统。2分类控制系统藉由通常的特色或功能,控制系统的一些亚纲已经被定义。 一基本控制的种类系统是那些系统不需要人类的干涉就能操作。 控制这一个种类的系统被称为自动机械控制系统。 自动机械的一个例子控制系统是一辆汽车巡航控制维持交通工具的速度没有来自驾驶者的注意。 如果驾驶者使自由巡航控制, 他然后变成部份控制系统管理那汽车的速度和,因此,非自动机械控制的部份系统。 另外的一个种类包括那些自动机械控制系统包括机械的运动当做那受约束的变数。 这些控制系统叫做自动驾驶装置( 普遍提到到如伺服) 而且被定义当,之时& 一个自动机械回应控制系统在那受约束的变数是机械的位置或它的时间之中的任何一个引出之物.& 当这一种定义笔直,一般的用法已经冲淡文字的意义包括事实上任何的电子, 电机械或机械的控制系统。
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这么长不好翻啊，而且悬赏太少了~嘿嘿~
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