☊ 碧瓏司の→ßeℒongŚ

 
🎁 MP3音檔 (按右鍵可下載聽)：
http://online1.tingclass.net/voaspe/2016/20160913sa_tech.mp3

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🎁 中英文稿：
Random numbers are hugely important for modern computing. They're used to encrypt credit card numbers and emails. To inject randomness into online gaming. And to simulate super complex phenomena, like protein folding or nuclear fission.
亂數字對於現代計算系統至關重要。因為可以用其對信用卡以及郵件進行加密。同時可以為網路遊戲增加隨機性，也可以模擬超級複雜的現象，如，蛋白質的結構以及核裂變。
But here's the dirty secret: a lot of these so-called random numbers are not truly random. They're actually what’s known as "pseudo random numbers," generated by algorithms. Think of generating random numbers by rolling dice. If you know the number of dice, it’s simple to figure out something about the realm of possible random numbers—thus putting probabilistic limits on the randomness.
但是有一個不可告人的秘密，那就是很多這些所謂的亂數字實際上不是隨機的。它們實際上是由演算法產生的“偽亂數”。想想通過搖骰子產生的亂數字。如果你知道骰子的數量，很容易計算出這個領域可能產生的亂數字。這樣就限制了隨機的概率性。
But truly random numbers can be generated through quantum mechanical processes. So researchers built a photonic chip—a computer chip that uses photons instead of electrons. The chip has two lasers: one shoots continuously; the other pulses at regular intervals. Each time the two lasers meet, the interference between the light beams is random, thanks to the rules of quantum mechanics. The chip then digitizes that random signal, and voila: a quantum random number generator. The study is in the journal Optica.
但是，真正的亂數字可以通過量子力學產生。所以研究人員，建立了一個光子晶片——這個電腦晶片可以利用光子代替電子。同是該鐳射有兩個雷射器——一個雷射器可以不停發射鐳射，而另外一個是定期發射。每一次兩種鐳射相遇，根據量子力學的規則，這兩束光束之間的干擾是隨機的。晶片然後將隨機的信號數位化，那就是：量子亂數產生器。該研究結果發表在Optica雜誌。
It's not the first time this sort of thing's been built. But compared to old prototypes, this chip is much smaller—a sixth the size of a penny—and works at high speeds. Meaning small and fast enough for a smartphone? The researchers say that's an entirely predictable outcome.
這並不是第一個量子亂數產生器。但與之前的相比，這個晶片更小——是為一便士的1/6——並以告訴運轉。這意味著，其對智能手機而言，體積小，運轉快？研究人員表示，最後的結果將不會出乎大家的意料。
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👯 MP3音檔 (按右鍵可下載聽)：
http://static.iyuba.com/sounds/minutes/585.mp3

👯 中英文稿：
Hello and welcome to The English We Speak –I’m Feifei…
大家好，歡迎收聽地道英語，我是菲菲…
And hello, I’m Rob.
大家好，我是羅布。
Hey Rob, have you seen Finn today?
嗨，羅布，你今天看到芬恩了嗎？
Yes, I saw him just a few moments ago…same old Finn.
嗯，我幾分鐘前看見他了…芬恩還是老樣子。
But when I saw him he was very cheerful…smiling and he was singing too!

 
🎫🎫 ~~常見的商用片與來拉~~ 🎫🎫
商務英語和一般口語不同之處是它更為正式及講究，它包含如何和外國人合作、工作的方式方法，以及他們的生活習慣等。讓我們一起來看這些很難想到它的意思是這樣使用的新鮮片語吧~

📠 1. all wet 
wet原義為「濕的」，引申為「(某人)沒經驗」。All wet多見於美國俚語，意為「大錯特錯」。

 
👀 這樣才潮!!英文流行用語(上)👀

會中文的流行用語，英文的卻不知道怎麼說嗎?其實很簡單~提供幾個好記又有趣的口語英文讓你變身英文潮人!!!

🔥 1. steal the show 搶鋒頭
也可用 steal the thunder 代替，不過steal the thunder 除了搶鋒頭外，還有竊取他人創意或點子的意思。
Taylor Swift totally stole the show when she showed up at my birthday party.
泰勒絲一出現在我的生日派對上就把鋒頭都搶走了。
It is really unethical to steal the thunder from someone else.
竊取他人的創意很不道德。

 
🎁 MP3音檔 (按右鍵可下載聽)：
http://online1.tingclass.net/voas…/2016/20160912sa_earth.mp3

🎁 中英文稿：
Only about 23 percent of the world’s land area is still what you’d call wilderness—where indigenous people, wildlife, plants and microbes get a chance to live with little or no disturbance from large human populations. But even that current figure of 23 percent is down by a tenth in just the last couple of decades. Which translates into an area the size of Alaska being converted away from wilderness since the 1990s. That’s according to a study in the journal Current Biology that was also announced at the just completed Honolulu meeting of the International Union for Conservation of Nature.
地球上約有23%的土地還是原生態，那裡土著居民，野生動物、植物以及微生物很少或者不會受到大量人群的干擾。但是，僅僅在過去的幾十年裡，23%這一現存數據，又下降了1/10。因為自上世紀90年代起，阿拉斯加的荒野已經被人類利用。該研究結果已經發表在《當代生物學》雜誌上，同時在剛剛結束的世界自然保護大會。
The research found that the regions that suffered the biggest wilderness losses were South America and Central Africa. South America lost almost a third of its wilderness while Africa’s is down about 14 percent.
研究發現，南非和中亞的荒野損失遭受程度最大。南非失去了約有1/3的荒野，而亞洲約為14%.
James Watson is the lead author of the study. He’s with the Wildlife Conservation Society and the University of Queensland—he’s no relation to the more famous DNA double helix James Watson.
詹姆斯•沃森是該項目的第一作者。他來自野生動物保護協會、昆士蘭大學。同時，此詹姆斯•沃森非彼詹姆斯•沃森——著名的DNA雙螺旋結構的研究者。
In the journal article he and his colleagues write: “The continued loss of wilderness areas is a globally significant problem with largely irreversible outcomes for both humans and nature: if these trends continue, there could be no globally significant wilderness areas left in less than a century. Proactively protecting the world’s last wilderness areas is a cost-effective conservation investment and our best prospect for ensuring that intact ecosystems and large-scale ecological and evolutionary processes persist for the benefit of future generations.” And future generations includes both the organisms in the remaining wilderness—and us.
在研究中，他和同事們寫道：“荒野面積的不斷損失是全球性的重大問題，因為這會給人類和自然帶來很多不可逆的後果：如果這個趨勢持續下去，在未來不到100的時間裡，”全球可能將不會再有什麼重要的自然保護區。主動保護世界上最後一個荒野地區是一個有保護效益的環保投資，也是我們保證生態系統完整、大規模生態進化過程的最好的前景，因為，這將造福我們的子孫後代。當然了，未來的子孫後代既包括剩餘自然保護區的生物，也包括我們人類~
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🎁 MP3音檔 (按右鍵可下載聽)：
http://yiwen.cdstm.cn/atta…/resource/201512/…/131812gx6U.mp3

🎁

🎁 中英文稿：
The ways teachers view their students can influence how teachers teach. Which affects how and what students learn. Now a study finds that a teacher’s racial biases come into play in different ways for high-achieving kids versus low-performing ones.
老師們看待學生的態度會影響他們如何教學生，而這又會影響學生們如何學習以及學什麼。目前，一項研究發現老師對優秀的學生和差等生的種族偏見表現得完全不一樣。

“There are actually students who are experiencing different perceptions—and those different perceptions play into very specific stereotypes and ideas about capabilities.”
“學生們其實往往受到不同的看待——那些對他們能力的印象和想法總是非常模式化。”

Sociologist Yasmiyn Irizarry of the University of Texas at Austin. She published her findings in the journal Social Science Research. [Yasmiyn Irizarry, Selling students short: Racial differences in teachers’ evaluations of high, average, and low performing students]
德克薩斯大學奧斯丁分校的社會學家耶斯米亞•伊裡薩里在社會科學研究雜誌上發表了她的發現。

Irizarry used data from the Early Childhood Longitudinal Study collected by the National Center for Education Statistics. She compared the test scores of more than 10,000 first graders to how teachers ranked their students in comparison to all other first graders.
伊裡薩里借用了由美國國家教育統計中心在早期幼稚教育縱向研究中收集的資料。她將一萬多名一年級學生的考試成績與老師對比其他一年級學生對他們做出的排名做了對比。

Teachers made accurate ratings of average students, regardless of race. But when considering students of color, teachers rated low-performing Black, Asian and Latino students more positively than they did their low-performing white students. And teachers ranked high-performing minority students lower than white students at the same level. Interestingly, the race of the teacher was not a factor in the skewed evaluations based on the race of the students.
對於中等學生，不論什麼種族，老師們可以給出準確的排名。但是對於較差的學生，當涉及到有色人種時，老師們給黑人、亞洲和拉丁美洲學生的排名比他們實際排名更靠前，而對白人學生的排名比實際排名更後。而對於優秀的學生，老師們會同樣程度地給有色人種學生比實際更靠後的排名，而給白人學生比實際更靠前的排名。