英文会议论文海报模板下载

英文会议论文海报模板下载

一般没有固定的模板，如果需要，可以询问会议联系人，这样更为准确。

必过论文】毕业论文答辩PPT模板.rar免费下载

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幻灯片模板即已定义的幻灯片格式。PowerPoint和Word、Excel等应用软件一样，都是Microsoft公司推出的Office系列产品之一，主要用于设计制作广告宣传、产品演示的电子版幻灯片，制作的演示文稿可以通过计算机屏幕或者投影机播放；利用PowerPoint，不但可以创建演示文稿，还可以在互联网上召开面对面会议、远程会议或在Web上给观众展示演示文稿。随着办公自动化的普及，PowerPoint的应用越来越广。

最好的办法是你看看原文的各个部分的格式属性,然后在你的文章中调整.如果觉得这样难的话,就打开你的文章和模板,用模板中的格式刷刷你的文章,我经常是这样做的,省时间,就是那个格式刷不是很好控制~会议论文的要求很严格的,一个字的错误都不行.祝你投稿顺利~

英文会议论文海报模板免费下载

在acm图书馆（ACM电子图书馆）找到想要的文献在这里插入图片描述（我使用作者+年限限定的方式找到了文章）2、复制文献对应编号（蓝色所示）粘贴到文献小站（文献小站）在这里插入图片描述3、下载，搞定在这里插入图片描述打开CSDN APP，看更多技术内容ACM集训队论文合集_lhfl911的博客_acm集训队论文2021距离ACM/ICPC的时间越来越少了,选择性地看一些集训队论文是很有必要的。 (在此给已经看过所有论文的神牛跪了= =) 所以,我在此整理了一下,供大家参考。 组合数学 计数与统计 2001 - 符文杰:《Pólya原理及其应用》 2003 - 许智磊...继续访问...会议和期刊论文的下载方法_zffustb的博客_aaai论文下载在以下的网站上选择需要下载的年份的会议。 WWW Conference - Proceedings ()在2022年时,5月6日时可以从该网站上下载WWW 2022的论文了。 ACM MM 在bing国际版上搜索[year] ac...继续访问ACM经典论文，这是acm经典论文集。acm常用算法，这是acm经典论文集。里面主要是2009年的国家集训队的acm培训资料。最新发布 学计算机不知道ACM数据库文献下载，那你就OUT了ACM数据库文献如何下载继续访问ACM最佳论文专业指导文档类资源-CSDN文库ACM会议模板,内含“”文件 本资源参考网址: 解压本资源后,用WinEdt打开“”文件,直接点“PDFTeXify”即可编译... ACM国家集训队论文集...继续访问最新CCF A 类人工智能会议论文下载汇总 (含2022)_Phoenixtree_DongZha...ACMMM2021 :ACM Multimedia 2021 NeurIPS2021 :Accepted Papers 2020 年前部分 CCF A 类会议论文下载地址汇总 NeurIPS(1987-2020) :List of Proceedings ICML(2013-2020) :Proceedings of Machine Learning Research | The Proceedings of...继续访问ACM论文格式化下载「ACM Paper Formatted Download」-crx插件下载文件名称 插入“一键下载”链接， 这将把PDF保存为格式化的文件名。 防爆 “140418_EA CHI'13_TuringRings-可嵌套的圆形” 而不是“” 支持语言:English如何免费下到IEEE ACM的论文(SCI-HUB的使用)记住这个网址 : (或者谷歌 sci-hub) 这是主页，看到 URL， PMID/DOI ，search string 在acm论文的地址粘贴在主页的search输出框，然后search查看pdf并下载继续访问ACM官方论文模板,英文投稿必备_acm英文论文格式-机器学习文档类...这是ACM给出的英文投稿模板,投稿必备。里面详细给出了章节、图片、表格、公式、数据、定理证明格式、引acm英文论文格式更多下载资源、学习资料请访问CSDN文库频道.继续访问如何免费下载英文论文_sa726663676的博客如何免费下载英文论文 如何免费下到IEEEACM的论文(SCI-HUB的使用): SCI-Hub科研论文全文下载可用网址 - 自动更新:...继续访问查找和免费下载文献的方式汇总目录1 查找文献的网站（1）Google Scholar（2）Semantic Scholar（3）Springer LInk（4）IEEE Xplore（5）ACM Digital Library（6）计算机数据库DBLP（7）知网（8）百度学术（9）万方数据库2 免费下载文献的方法（1）SCI-HUB（2）登录校园网（3）谷歌搜索（4）百度学术 本人是计算机专业，以下介绍的部分数据库是针对计算机和电子方向的，这几种常用的大众数据库一般足够使用，还有更过的小众的数据库就不一一介绍，如果想了解更多的通过校园继续访问ACM Digital Library访问及完整联动ZoteroThe ACM Digital Library（Association for Computing Machinery）创立于1947年，是全球历史最悠久和最大的计算机教育、科研机构。数据库收录了美国计算机协会的各种电子期刊、会议录、快报等文献的全文信息，还可以看到出版物信息。个人注册的账户不可以免费访问获取。尝试了几个第三方网站，也还凑合，最好的方式肯定是通过学校VPN的资源访问。所以一直是下载然后手动添加pdf，偶然发现，如下图，在pdf界面点击Zotero Connector插件，继续访问[转]如何免费下到IEEE ACM的论文(SCI-HUB的使用)记住这个网址 : (或者谷歌 sci-hub) 这是主页，看到 URL， PMID/DOI ，search string 在acm论文的地址粘贴在主页的search输出框，然后search查看pdf并下载 参考 ...继续访问ACM文献citation批量下载ACM批量下载citation继续访问超详细的免费下载论文方法作为一名大四生必然逃不过论文的刁难，一般学校都是买了中国知网、万维网等版权，但是回到家的同学没有校园网可以用这些免费的网站。 推荐网站： 2.谷歌学术 （主要用于下载英文文献） 知网虽然没有会员无法下载也无法在...继续访问acm程序参考文献参考本人上传一份acm程序参考文献，提供大家参考。。。国家集训队论文分类假期要将论文扫一遍。 组合数学 计数与统计 2001 - 符文杰：《Pólya原理及其应用》 2003 - 许智磊：《浅谈补集转化思想在统计问题中的应用》 2007 - 周冬：《生成树的计数及其应用》 2008 - 陈瑜希《Pólya计数法的应用》 数位问题 2009 - 高逸涵《数位计数问题解法研究》 2009 - ...继续访问一篇ACM上的文章主要介绍了一种新型的DNS结构；ACM CCS 2017论文集 PART1ACM CCS 2017会议论文集 The ACM Conference on Computer and Communications Security (CCS) is the flagship annual conference of the Special Interest Group on Security, Audit and Control (SIGSAC) of the Association for Computing Machinery (ACM).热门推荐 ACM 下会议的最新Latex模板的使用方法和投稿注意事项ACM 下会议的最新Latex模板的使用方法和投稿注意事项 1. ACM 会议的最新Latex模板的使用方法 解压从ACM会议指定官网下载的压缩包，一般使用sample-sigconf模板。新建一个文件夹将acmart-master中 、、及samples文件夹下sigconf拷入，编译即可。报错是因为没有考入sample下的图片。另外。Texstudio的编译改为Xelatex继续访问多媒体领域顶会--ACM MM 2020 会议论文打包下载点击上方，选择星标或置顶，不定期资源大放送！阅读大概需要15分钟Follow小博主，每天更新前沿干货ACM International Conference on Multimedia ...继续访问如何免费下载论文？声明：博客里只提供正规方法。首先，一般检索论文的搞研发工作的学生或者学者，而一般学校和研究所都会购买IEEE Xplore、中国知网、百度文库等比较常用的数据库，所以一般情况下先去这三个地方搜。其中：IEEE用来检索大多数的英文文章（打开相对来说有个几秒延迟）；知网用来检索大部分的中文文章；百度文库里面有时候会有一些学生上传的毕业论文（大论文），一般不会去百度文库检索。其次，如果你在以上网站检索不...继续访问多媒体领域顶会，ACM MM 2020 会议论文下载ACM International Conference on Multimedia (ACM MM) 是多媒体领域顶会，研究内容覆盖图像、视频、音频、人机交互、社交媒体等，今年的ACM...继续访问acm论文下载写评论72619踩分享

最好的办法是你看看原文的各个部分的格式属性,然后在你的文章中调整.如果觉得这样难的话,就打开你的文章和模板,用模板中的格式刷刷你的文章,我经常是这样做的,省时间,就是那个格式刷不是很好控制~会议论文的要求很严格的,一个字的错误都不行.祝你投稿顺利~

建议这样操作：将原文“复制”“粘贴”到“记事本”中，再将“记事本”中的内容“全选”“复制”“粘贴”到模板中，如果标题有特殊要求，需要按上述方法单独操作一遍。因为你原文中是带格式的，直接粘贴肯定不符合模板要求，而粘贴到记事本中就不带原格式了。祝你成功！

如何免费下载ACM数字图书馆文献（2021/2/17亲测好用）1、首先在acm图书馆（ACM电子图书馆）找到想要的文献（我使用作者+年限限定的方式找到了文章）2、复制文献对应编号（蓝色所示）粘贴到文献小站（文献小站）3、下载，搞定

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幻灯片模板即已定义的幻灯片格式。PowerPoint和Word、Excel等应用软件一样，都是Microsoft公司推出的Office系列产品之一，主要用于设计制作广告宣传、产品演示的电子版幻灯片，制作的演示文稿可以通过计算机屏幕或者投影机播放；利用PowerPoint，不但可以创建演示文稿，还可以在互联网上召开面对面会议、远程会议或在Web上给观众展示演示文稿。随着办公自动化的普及，PowerPoint的应用越来越广。

我之前也是找老半天，最后淘宝上很多整理好的集合包，店家冲量的价很低，关键是省事，可以看看。

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简历|毕业论文|中国风简历PPT模板 免费下载

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幻灯片模板即已定义的幻灯片格式。PowerPoint和Word、Excel等应用软件一样，都是Microsoft公司推出的Office系列产品之一，主要用于设计制作广告宣传、产品演示的电子版幻灯片，制作的演示文稿可以通过计算机屏幕或者投影机播放；利用PowerPoint，不但可以创建演示文稿，还可以在互联网上召开面对面会议、远程会议或在Web上给观众展示演示文稿。随着办公自动化的普及，PowerPoint的应用越来越广

艘索:《 penshow 》可以找到网站里面有

论文英文海报模板下载

5000英文模板下载

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模板，是指作图或设计方案的固定格式，有时也指DNA复制或转录时，用来产生互补链的核苷酸序列。模板是将一个事物的结构规律予以固定化、标准化的成果，它体现的是结构形式的标准化。

下面是关于学术论文英文摘要模板，希望对你们有帮助。

Abstract

Since Dewey developed the concept of “critical thinking”, many scholars abroadhave carried out a series of studies about improving students' critical thinking skills ineducation field. In the 1980s,critical thinking became the target of higher educationprograms in such foreign countries as the US and Canada. It has gained its widespreadattention in China only in recent years. But there are only few studies about it ineducation field. Our traditional English teaching method pays much attention to thetraining of students' linguistic knowledge and language skills but ignores thecultivation of students' critical thinking abilities. In the process of skill practice,teachers often stress the importance of memorizing vocabulary and imitating skillsrigidly,but neglect the students' abilities in analyzing problems and putting forwardinnovative solutions. Therefore, English writing teaching is affected by this andmerely attaches emphasis to train students' reading and writing skills. There are fewstudies which aim at systematically cultivating students' analysis, synthesis, summary,comparison and reasoning skills while they are writing. Therefore,this study aims atdesigning some writings tasks and teaching strategies which can be used to fostercollege students' critical thinking awareness and promote students' all-rounddevelopment.

According to six critical thinking skills,this study was carried out by requiringstudents to hand in an argumentation. All participants in this study are non-Englishmajor college freshmen from a 211 key university. The revised version of Rubric forQualitative Critical Thinking Skills Instrument was used in this study. Withquantitative and qualitative analysis,writing experiment is conducted within a wholesemester to collect data concerning students' learning behavior. Reading-to-write isused in experimental class while traditional method is adopted in control class. Thewriting scores by the experimental and control class were statistically processed bysoftware SPSS . And also the interview was launched in some of students inexperimental class to assess students' critical thinking abilities reflected in theirwritings-The final analysis indicated that EGAP writing model exerted a significantlypositive influence in improving students' critical thinking skills, especially in arousingstudents' writing enthusiasm and critical thinking awareness. Compared with controlclass, students in experimental class made big progress in writing competence. Inaddition, this study put forward some reform proposals to the teaching of Englishwriting. The study is of great value to instruct students to employ critical thinkingskills in their writing.

Abstract

A large body of research has been conducted on the effects of technology-enhancedEnglish vocabulary learning since the 1960s (Marty, 1981)。 However, no consensus hasbeen reached yet (Choo, Lin, & Pandian,2012; Mohsen & Balakumarohsen, 2011)。

Despite the fact that some narrative reviews have evaluated and explored thesecontradictory results, this study aims at quantifying the overall effectiveness oftechnology-enhanced English vocabulary learning with a different approach to review:meta-analysis and performing in-depth moderator analyses of learning method and testtype further.

Totally, twenty effect sizes from thirteen pieces of primary research are obtainedafter collecting related literature published or unpublished in recent ten years via fourchannels and selecting through three filters. Later, all the primary research is coded anddata are computed in random-effects model with software ComprehensiveMeta-Analysis.

Results show that: (1) Technology has a positively large effect on Englishvocabulary learning according to Cohen's standards as proposed in 1992 (g = 95% confidential interval of [, ])。 (2) Learning methods (intentional learning,incidental learning, and integrated learning) have impacts on the overall effectiveness.

Heterogeneity exists in the three learning methods (g = = 0,01 < )，Effectiveness of intentional learning, incidental learning and integrated learning is ^ =, g 二 , g = respectively. Incidental learning under technology-enhancedenvironment yields the largest effectiveness on English vocabulary learning. (3) Testtypes (recognition tests, recall tests,recognition + recall tests) also have impacts on theoverall effectiveness. The three test types are heterogeneous as well {Q = , p = < )。 Recognition tests, recall tests, and recognition + recall tests have effectsizes of and respectively. Technology-enhanced English vocabularylearning achieves the largest effectiveness in recognition tests.

Abstract

The present study, which is based on the Competing Values Framework (. CVF:a framework to identify the organizational effectiveness and to define organizationalculture)， aims to investigate English teachers, teaching motivation at universities, theirperception of the organizational culture in the target university,their professionalaspiration and how they affect each other. The research questions to be addressed are asfollows: (1) How do the English teachers perceive the organizational culture at theirworkplace? (2) How much effort will the teachers pay for their professionalengagement and aspiration? (3) What kinds of motivation do the English teachers in thetarget university appear to have? (4) How will the organizational culture and theprevious experience affect teachers' motivation?

This study employed four different questionnaires as the research instruments,including one demographic questionnaire and three research questionnaires, . thedemographic questionnaire, the Organizational Culture Assessment Instrument (. theOCAI) (Cameron & Quinn, 1999)，the Professional Engagement and CareerDevelopment Aspiration-scale (. the PECDA-scale) (Watt & Richardson, 2008b)，andthe Work Tasks Motivation Scale for Teachers Teaching (. the WTMST) (Fernet et al.,2008)，to investigate the above mentioned research questions. The whole investigationtook roughly 12 weeks and involved three stages: the preparation stage,the pilot study,and the main study.

The findings of the present study show that most of the teachers are intrinsicallymotivated and with identified regulation influenced by the performance culture and theclan culture which are the dominant culture types of the target research site. Results alsoindicate that the overseas experience and length of teaching experience affect teachers'perception of tixe organizational culture and motivation. The participants who haveoverseas experience tend to be more with the sense of professionalism, moreintrinsically motivated and be more confident with their competence in the academicarea; and the ones who have longer years of teaching experience are with moreidentified regulation and introjected motivation and are more committed and moreassured of staying in the education field. The participants in the target universitybasically belong to the highly engaged persisters,and the male teachers expect to be theleadership.

Abstract

Owing to the economic, social and academic needs as well as the advantages of EGAP(General Academic Purpose in Chinese College English) itself, there exist 这 great deal ofnecessity and feasibility for applying English for EGAP class. It is our understanding thatwriting plays an extremely important role in the course of EGAP and genre is a quiteinfluential factor in improving students5 writing competency. However,the investigation ofstudents' current writing situation shows that being deeply influenced by traditional writingteaching methods which emphasize grammar and vocabulary; the students have littleknowledge about genre approach theoretically or systematically and lack the awareness ofgenre. Because of this,it becomes necessary to put forward an English writing teachingapproach which is effective as well as applicable to the situation in China so as to enhancetheir writing competence.

This paper firstly gives a brief introduction to the developing trend of EGAP bydiscussing its necessity and applicability in China and the main views of two schools of genretheory, the tiieoretical foundation and genre-based approaches of three main schools of genrestudy and practice. And also,their characteristics are compared and the adaptability inChinese College EGAP class is analyzed, based on which it puts forward a modifiedGenre-based approach in EGAP writing class in order to enhance students' genre awarenessand improve their writing skills.

To achieve this, two non-English major classes of freshmen in East China University ofScience and Technology (ECUST) have been selected as the experimental class andcontrolled class, and the research lasts one semester. The Genre-based approach is applied inthe experimental class following a modified Genre-based approach. And a comparison hasbeen made on the same subject at the beginning and the end of the semester and thecomparison and contrast between the experimental class and controlled class have also beenmade. Owing to various factors,such as learning motivation, different students show variedextent of acceptance to certain teaching approaches. Therefore, emphasis has not only beenput on the overall changes,but also on the individual differences.

There are three hypotheses:

1. Can Genre-based approach enhance students' genre awareness? 2. Can “genreawareness” really improve students' writing ability in EGAP? If the students can get overallimprovement, is there any difference in gender and the students with diverse learningaptitudes because of the individual difference? If some students fail to improve, what's thepossible reason behind it? 3. Will Chinese students accept and adapt to Genre-basedApproach?

Three sets of data from six writing assignments, writing in final-term examination andquestionnaires are collected and analyzed with the help of the software SPSS . And thestudy indicates that: (1) Genre-based approach has a significant effect in sensitizing students'genre awareness, improving holistic writing competence; (2) during the whole experimentalprocess, girls have a stable superiority over boys, however, boys' improvement fluctuation iscomparatively obvious; (3) students of medium efficiency have the greatest potential to makebig improvement; (4) Unavoidably, in this research there are some students who fail to gainimprovement in terms of writing ability or get changed in terms of writing notions, andthrough analysis it has been found that the main objective reasons are: the difficulty ofwriting itself,the differences of culture and ways of thinking between east and west,thelimited teaching period, etc.; and subjective reasons mainly come from: the limitedcompetence of students themselves, the lack of interest in English writing, etc(5) aoverwhelming majority of students are liable to accept this approach and able to adapt to itpretty well, yet acceptation is not absolutely accompanied by adaptation; (6) feedback is adispensable part in English writing teaching, and more specific feedback will bring strongermotivation in students' self-correcting and developing;In the end,the author presents some limitations in her research and hopes that this cangive some hints and tips to further research in EFL writing classes.

Abstract

In college English listening & speaking classrooms, language and other semioticsystems cooperate together to help students construct meaning. It can be reflected inthe design of textbooks and the use of audios, videos and images, etc. Thus, in thisthesis, the theoretical foundation is the theory of multimodal discourse analysis (MDA)derived from Systemic Functional Linguistics and Social Semiotics. The essence ofMDA is that other semiotic resources such as: images, audios, etc. are as important aslanguage in the meaning-making system. Visual Grammar, Acoustical Grammar andthe integrated frameworks of MDA are the main analysis approaches in this thesis.

Meanwhile, the results of the teaching investigation and the MDA for textbooksare the practical foundation for the multimodal teaching design, providing feasibleand effective suggestions in this thesis. According to the results, it can be concludedthat students have more or less realized multimodality in this course and argue thatmultimodality should be used in moderation; multimodal classroom activities, socialcontent, etc. should be brought into the class; teachers should remind students to payattention to images, fonts change and other multimodal factors in textbooks.

Therefore, when conducting the multimodal teaching design, attention should bepaid to: (1) Modalities influence each other with clear priorities in this course. (2)Words modality and acoustical modality are the primary modalities, while othermodalities are just used as tools to provide supplementary information and to improveteaching efficiency. (3) The chosen modalities should provide supplementaryinformation to make the learning material more easily understood and help studentsconcentrate. Then, on the basis of the above principles and the writer's teachingexperience, a sample teaching design has been worked out, then its' feasibility andeffectiveness have been verified by an empirical study with the method of interview.

Abstract

Degree adverbs play a crucial role in daily language communication. However,owing to their wide varieties and similar meanings, it is hard for language learners toreally master their meanings and usages.

With the aid of AntConc and based on the corpora of FROWN (TheFreiburg-Brown Corpus of American English)，FLOB (The Freiburg-LOB Corpus ofBritish English) and CLEC (Chinese Learner English Corpus)， the study aims tocompare the actual use of common English degree adverbs in terms of semanticprosody between Chinese EFL learners and native English speakers. The researchprocedures consist of two steps. First, AntConc is launched to extractconcordance lines of the target node words in each corpus and the semantic featuresof the node words' collocates are analyzed; then, the semantic prosodies of these nodewords are summarized and comparisons are made between the two corpora.

The results indicate that there are differences as well as similarities betweennative English speakers and Chinese learners in their use of semantic prosody.

Chinese EFL learners tend to underuse the negative semantic prosodies of fairly,highly, and totally?,overuse the negative semantic prosodies of extremely; and misusethe semantic prosody of terribly. The results also show that some problems exist inChinese learners' use of semantic prosodies of degree adverbs, and the reasons mayinclude their first language transfer, intralingual transfer, and the lack of informationabout the semantic prosody in dictionaries and textbooks.

论文格式1、论文格式的论文题目：（下附署名）要求准确、简练、醒目、新颖。2、论文格式的目录目录是论文中主要段落的简表。（短篇论文不必列目录）3、论文格式的内容提要：是文章主要内容的摘录，要求短、精、完整。字数少可几十字，多不超过三百字为宜。4、论文格式的关键词或主题词关键词是从论文的题名、提要和正文中选取出来的，是对表述论文的中心内容有实质意义的词汇。关键词是用作计算机系统标引论文内容特征的词语，便于信息系统汇集，以供读者检索。每篇论文一般选取3-8个词汇作为关键词，另起一行，排在“提要”的左下方。主题词是经过规范化的词，在确定主题词时，要对论文进行主题分析，依照标引和组配规则转换成主题词表中的规范词语。（参见《汉语主题词表》和《世界汉语主题词表》）。5、论文格式的论文正文：（1）引言：引言又称前言、序言和导言，用在论文的开头。引言一般要概括地写出作者意图，说明选题的目的和意义, 并指出论文写作的范围。引言要短小精悍、紧扣主题。〈2）论文正文：正文是论文的主体，正文应包括论点、论据、论证过程和结论。主体部分包括以下内容：a.提出问题-论点；b.分析问题-论据和论证；c.解决问题-论证方法与步骤；d.结论。6、论文格式的参考文献一篇论文的参考文献是将论文在研究和写作中可参考或引证的主要文献资料，列于论文的末尾。参考文献应另起一页，标注方式按《GB7714-87文后参考文献著录规则》进行。中文：标题--作者--出版物信息（版地、版者、版期）英文：作者--标题--出版物信息所列参考文献的要求是：（1）所列参考文献应是正式出版物，以便读者考证。（2）所列举的参考文献要标明序号、著作或文章的标题、作者、出版物信息。按照上边的论文格式来写，可以使你的论文更加容易被读者了解，被编辑采纳。论文格式模版（天头留出25毫米空白）分类号 密级U C D___________ 编号1 0 4 8 6（此处间隔20毫米） （以上四项用仿宋标4号）武 汉 大 学硕 士 学 位 论 文（论文题目与上一行间隔为25毫米） （以上二行用宋体标2号字）论 文 题 目（题目用楷体标1号字）研 究 生 姓 名：指导教师姓名、职称：学 科、专 业 名 称：研 究 方 向：（以上四项用宋体标4号字）（此处间隔为25毫米）二00八年四月 （黑体标3号字）（地脚留出25毫米空白边缘）分类号 密级U C D 编号 1 0 4 8 6武 汉 大 学硕 士 学 位 论 文大为•卡坦文化框架理论关涉下的林语堂翻译研究研 究 生 姓 名：指导教师姓名、职称：学 科、专 业 名 称：英语语言文学研 究 方 向：翻译理论与实践二00八年四月（地脚留出25 毫米空白边缘）A Study of Lin Yutang’s TranslationsUnder David Katan’s Theory of Cultural Frames（Times New Roman 小二加粗）A ThesisSubmitted in Partial Fulfillment of the RequirementsFor the Master’s Degree of Artsin English Language and Literature（Times New Roman 四号）Candidate:Supervisor:Academie Title: Professor（Times New Roman 四号）April 2008Graduate Program in English Language and LiteratureWuhan University（Times New Roman 四号）郑 重 声 明（宋体四号）本人的学位论文是在导师指导下独立撰写并完成的，学位论文没有剽窃、抄袭，造假等违反学术道德、学术规范和侵权行为，本人愿意承担由此产生的法律责任和法律后果，特此郑重声明。（宋体小四号）学位论文作者 （签名）：（宋体小四号）2008年4月30日（宋体小四号）摘 要（黑体标准小二号）Abstract（Times New Roman 黑体标准小二号）说 明：外文内封按论文格式的规定要求打印，但各专业语种可根据本专业的实际而定。分类号：英语H31、俄语 H35、法语 H32、德语 H33、日语 H36。

英文会议论文ppt模板下载

我只有百度云盘链接你看可以吗，很简单直接下载就行。满意记得采纳点赞。

毕业论文答辩模板

链接： 提取码：p53j

点击下载海量PPT模板：

提取码：cly6

谁有PPT模板网盘资源?很多朋友上网百度搜索。可是效果差强人意，下载来的不是拼凑版就是不清晰。不仅费时费力，还让人苦恼不已。可以说PPT模板需求是大的，在我们生产生活中的应用也是非常广泛。自己收集整理了各种风格的ppt模板合辑，现在分享给大家。希望可以帮到你，根据需要选择自己喜欢的下载就行了。

产品简介：PPT模板是指Powerpoint所用的模板,一套好的PPT模板可以让一篇PPT文稿的形象迅速提升,大大增加可观赏性。 同时又可以让PPT思路更清晰,逻辑更严谨,更方便处理图表、文字、图片等内容,ppt模板又分为动态模板和静态模板,动态模板是通过设置动作和各种动画展示达到表达思想同步的一种时尚式模板。

快要硕士论文答辩了，PPT还没有做，在网上搜索了一通，大概知道了做论文答辩PPT的要点。也给需要答辩的同学一个参考。 哇卡卡！一、要对论文的内容进行概括性的整合，将论文分为引言和试验设计的目的意义、材料和方法、结果、讨论、结论、致谢几部分。二、在每部分内容的presentation中，原则是：图的效果好于表的效果，表的效果好于文字叙述的效果。最忌满屏幕都是长篇大论，让评委心烦。能引用图表的地方尽量引用图表，的确需要文字的地方，要将文字内容高度概括，简洁明了化，用编号标明。三、1 文字版面的基本要求幻灯片的数目：学士答辩10min 10～20张硕士答辩20min 20～35张博士答辩30min 30～50张2 字号字数行数：标题44号（40）正文32号（不小于24号字）每行字数在20～25个每张PPT 6～7行 （忌满字）中文用宋体(可以加粗)，英文用 Time New Romans对于PPT中的副标题要加粗3 PPT中的字体颜色不要超过3种（字体颜色要与背景颜色反差大）建议新手配色：（1）白底，黑、红、篮字（2）蓝底，白、黄字（浅黄或橘黄也可）4 添加图片格式：好的质量图片TIF格式，GIF图片格式最小图片外周加阴影或外框效果比较好PPT总体效果：图片比表格好，表格比文字好；动的比静的好，无声比有声好。四、(注意)幻灯片的内容和基调。背景适合用深色调的，例如深蓝色，字体用白色或黄色的黑体字，显得很庄重。值得强调的是，无论用哪种颜色，一定要使字体和背景显成明显反差。 注意：要点！用一个流畅的逻辑打动评委。字要大：在昏暗房间里小字会看不清，最终结果是没人听你的介绍。不要用PPT自带模板：自带模板那些评委们都见过，且与论文内容无关，要自己做，简单没关系，纯色没关系，但是要自己做！ 时间不要太长：20分钟的汇报，30页内容足够，主要是你讲，PPT是辅助性的。 记得最后感谢母校，系和老师，弄得煽情点 ^_^ 。

1、首先，PPT封面应该有：毕设题目、答辩人、指导教师以及答辩日期2、其次，需要有一个目录页来清楚的阐述本次答辩的主要内容有哪些；3、接下来，就到了答辩的主要内容了，第一块应该介绍课题的研究背景与意义；4、之后，是对于研究内容的理论基础做一个介绍，这版一部分简略清晰即可；5、重头戏自然是自己的研究内容，这一部分最好可以让不太了解相关方面的老师们也能听出个大概，知道到底都做出了哪些工作，研究成果有哪些，研究成果究竟怎么样；6、最后，是对工作的一个总结和展望。7、结束要感谢一下各位老师的指导与支持。下载毕业论文答辩PPT模板，就到怪人网