起始存取時間 的英文怎麼說

中文拼音 [qǐshǐcúnqǔshíjiān]
起始存取時間 英文
initial access time
  • 起 : 起Ⅰ動詞1 （站起; 坐起） rise; get up; stand up 2 （取出; 取走） draw out; remove; extract; pull 3...
  • 始 : Ⅰ名詞1 （最初; 起頭） beginning; start 2 （姓氏） a surname Ⅱ動詞（開始） start; begin Ⅲ副詞[書面...
  • 存 : 動詞1 （存在; 生存） exist; live; survive 2 （儲存; 保存） store; keep 3 （蓄積; 聚集） accumulat...
  • 取 : Ⅰ動詞1 （拿到身邊） take; get; fetch 2 （得到; 招致） aim at; seek 3 （採取; 選取） adopt; assume...
  • 時 : shí］Ⅰ名1 （比較長的一段時間）time; times; days:當時at that time; in those days; 古時 ancient tim...
  • 間 : 間Ⅰ名詞1 （中間） between; among 2 （一定的空間或時間里） with a definite time or space 3 （一間...
  • 起始 : origin; origination; parentage; germ; initiation
  • 時間 : time; hour; 北京時間十九點整19 hours beijing time; 上課時間school hours; 時間與空間 time and spac...
  1. The writer passes the fixed amount and qualitative analysis, the actuality investigates and theories study combines together, thinking that the main key stiching point of the high school grammar teaching consists in : the target of the high school grammar teaching escapes from the education of the large teachers and students with learning the real fact ; the high school grammar content system originates the result in studying the grammar, but many abuses exsisr hi the grammar research, thus affect the high school grammar teaching directly or indirectly ; in the cognition of the high school grammar teaching, people also need a process for continuously inclining to science ; the limitations of the contents and arrangement also exist in the grammar teaching materials - high school grammar teaching materials that arrange according to the grammar system oneself have the limitations, the contents of the language grammar in the teaching material and arrangement also have certain limitations, such as do n ' t follow the students " regulation of cognition, there is no the contents of the grammar teaching in senior high school and the request, the grammar in junior high school does n ' t pass, in the senior high school then returns to living, gradually, etc ; furthermore, teacher ' s character and the teaching methods are n ' t well suited, do n ' t join the static grammar teaching with the dynamic grammar teaching, neglect the practical characteristics of the teaching grammar ; for a long time, the position of the meaning in the grammar teaching of the high school is n ' t fixed correctly, either higher or lower etc. from here, the writer gets a conclusion : because of the existence of the above problems, cause " grammar useless " then request " desalinate grammar " even " cancel the grammar " creation, but not grammar knowledge oneselt is useless, therefore, from now on the direction of the grammar reform in education is to resolve these problems, not desa linate and cancel

    在1898年馬建忠撰寫的第一部漢語語法專著《馬氏文通》問世到現在的一百多年裡，語法教學在中學語文學科中的地位始終沒有確定下來， 「淡化」甚至「取消」語法教學的觀點時而浮現于語文教學的理論與實踐中。問題的癥結何在?筆者通過定量與定性分析，現實調查與理論探討相結合，認為中學語法教學的主要癥結在於：中學語法教學確立的目標脫離廣大師生的教情與學情實際；中學語法內容體系來源於語法研究成果，而語法研究中存在著諸多弊端，從而直接或間接地影響著中學語法教學；人們對中學語法教學目的的認識也有一個不斷趨向科學的過程：語法教材也存在著內容及編排的局限性? ?中學語法教材的依據語法體系本身具有局限性，語文教材中的語法的內容與編排也具有一定的局限性，諸如沒有遵循學生的認識規律，高中沒有語法教學的內容和要求，語法初中沒有過關，高中則更趨回生等；再者，教師素質及教學方法不適應，沒有把靜態的語法教學與動態的語法教學結合起來，忽視了教學語法的實用性的特點；長期以來，中學語法教學的意義定位不準，不是偏高就是偏低等等，由此，筆者得出結論：由於上述問題的存在，導致了「語法無用」進而要求「淡化語法」甚至「取消語法」論調的產生，而並非語法知識本身無用，因此，今後語法教學改革的方向是解決這些問題，而不是淡化和取消。
  2. Firstly, in wireless environment, receiver has no know the time delay between transmitter and itself. in ofdm system, ofdm data is transmitted as one symbol, so in order for correct demodulation, the correct start of symbol should be got from ofdm system to reduce the effect of isi. secondly, the high frequency utilization in ofdm is based on the orthogonal properties of sub carriers. if frequency offset is generated, the orthogonal properties among sub carriers will lost, that will cause inter carrier interference ( ici ) and high ber of system

    Ofdm技術也存在著一些缺陷，首先，在無線環境中傳輸的ofdm信號對定時要求高，為了減少碼間串擾（ isi ）影響，必須從接收信號中提取出正確的符號起始位;其次， ofdm系統對頻率偏移敏感， ofdm技術的高頻譜利用率和傳輸可靠性均以子載波的正交性為基礎，如果接收機和發射機之間發生頻率偏移，子載波之間就會失去正交性，導致嚴重的子載波間干擾（ ici ） ，降低系統性能。
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