National Center of Theoretical Science, Taiwan ) 2015 International Workshop on Critical Phenomena and Complex Systems 台灣新竹 國立清華大學 Aug. 15-17, 2015 赴會大陸學者合影 前排（左起）： 黃吉平教授（上海復旦大學），汪秉宏教授（中國科學技術大學),， 鄭波教授(浙江大學），鄭波的兩位博士生（台灣中央研究院物理研究所訪問學者） 后排（左起）：王新剛教授（陝西師範大學），劉宗華教授（華東師範大學）， 朱陳平教授（南京航空航天大學），楊會杰教授（上海理工大學）
2015 NCTS （National Center of Theoretical Science, Taiwan ) International Workshop on Critical Phenomena and Complex Systems Date:Aug. 15-17, 2015 Place: Lecture Room A, 4F, 3rd General Building, Nat'l Tsing Hua Univ. Taiwan ------------------------------------------------------------ Program 15 August 2015 (Saturday) 10:20-10:30 Opening Session 10:30-11:10 Ravindra E. Amritkar(Ahmedabad, India) Synchronization of coupled nearly identical dynamical systems 11:10-11:50 Xingang Wang (Shaanxi Normal University, Xian, China) Network Growth Constrained by Synchronizability 11:50-12:30 N. Ito (Tokyo, Japan) Social simulation with supercomputers 12:30-14:00 Lunch Break 14:00-14:40 Bing-Hong Wang (China University of Science and Technology, Hefei) Effects of degree correlations on controllability transition in complex networks 14:40-15:20 Jieping Huang (Department of Physics, Fudan University, Shanghai) Chaotic‐periodic transition in a laboratory bipartite market 15:20-15:40 Yohsuke Murase (RIKEN, Advanced Institute for Computational Science) Multilayer weighted social network model 15:40-16:00 Tea Break 16:00-16:40 Dmitri Y. Lando (National Academy of Sciences of Belarus, Minsk) Fixation of unstable intermediate states of DNA complexes with platinum compounds and their thermodynamical studies 16:40-17:20 Sasun Gevorkian (Institute of Physics, Academia Sinica) Biopolymers in solid state 18:00-20:00 Workshop dinner 16 August 2015 (Sunday) 09:30-10:10 Michael W. Deem (Department of Physics, Rice University, Houston) Hierarchy of Gene Expression Data is Predictive of Future Breast Cancer Outcome 10:10-10:50 Alexader S Bratus (Moscow State University, Moscow) DISTRIBUTED MATHEMATICAL MODELS FOR INTERACTION BETWEEN DRUG AND BOTH MALIGANT AND HEALTY CELLS 10:50-11:10 Tea Break 11:10-11:50 David B Saakian (Academia Sinica) The rich phase structure of a mutator model 11:50-12:10 Guan-Rong Huang (National Taiwan University) Accurate analytic results for the steady state distribution of the Eigen model 12:10-14:00 Lunch Break 14:00-14:40 Chun-Chung Chen (Academia Sinica) Adaptive Synchronization and Anticipatory Dynamical System 14:40-15:20 Zonghua Liu (East China Normal University, Shanghai) A simplified memory network model based on pattern formations 15:20-15:40 Shih-Chieh Wang (AICS, RIKEN, Japan) Mobility threshold of disease spread 15:40-16:00 Tea Break 16:00-16:40 Bo Zheng (Department of Physics, Zhejiang University, Hangzhou) A mini‐review on econophysics‐‐ comparative study of Chinese and western financial markets 16:40-17:20 Wen-Jong Ma (National Chengchi University) Coupled Random Walks for Financial Fluctuations 17 August 2015 (Monday) 09:30-10:10 Yuko Okamoto (Nagoya University) Generalized-Ensemble Simulations of Complex Systems 10:10-10:50 Mai Suan Li (Institute of Physics, Polish Academy of Sciences, Warsaw) Protein aggregation: Key principles and applications 10:50-11:10 Tea Break 11:10-11:50 Lee-Wei Yang ( National Tsing Hua University) Structural Dynamic Model of Programmed Ribosomal Frameshifting 11:50-12:30 Chi-Ning Chen (National Dong-Hwa University, Department of Physics) Heat capacity decomposition for phase transitions in small systems 12:30-14:00 Lunch Break 14:00-14:40 Chen-Ping Zhu ( Nanjing U. of Aeronautics and Astronautics, Nanjing) Statistical Physics Analysis on Delay-Correlations in Aviation Networks of Mainland China and USA 14:40-15:20 Huijie Yang (U. of Shanghai for Science and Technology, Shanghai) Graph-let Based Time Series Analysis 15:20-15:40 Tea Break 15:40-16:20 Olga Rozanova (Dept of Math., Moscow State University, Moscow) On the vortex motion in compressible media 16:20-17:00 Tzay-Ming Hong (Nat’l Tsing Hua Univ.) Complex Systems May Not Be So Simple: Excessive Loss of Information by the Power-Law Ansatz 17:00-17:10 Closing address
In order to open your mouth, you have to open your heart first. I am not good at writing, especially with my distinct view on things. Chinese students have learnt to accept things very well, but they do not nurture a critical mind in them. Sadly, i am one of them. For a very long time, I do not even have a voice, I have remain silent to whatever phemomemon. I cannot say I am happy about that. then i ask myself, what can i do to make myself heard? My answer to the question is this: one has to open his heart first, then he will feel things in a unique way, and then he can form an opinion of his own. So the essential thing is you have to be yourself first, and your thoughts collide with that of authors of whose books you read, eventually, you will develop something yours. This is what happened when I read MOMENT IN PEKING. When I read along, i couldn't help follow the author's idear, and i applaud Taosism adopted by Mulan. I immediately thought I should adopt Taosism, and then my life will be much happier and easier. I have received all the message the writer want to convey and then what? and then nothing. I accept completely like i accept ideas from parents and teachers. I never question. this happened when I read other books. Because i am determined to have a voice of my own and I was encouraged to write something often, i write this as a start and to remind me to write along. I am going to tune my mindset to a right channel to recieve from the inner heart and to utter my feeling, step by step, though.
逗号、连字符和“which” 如 果以上述三种形式使用错误，将导致写作意思表达模糊，进而引起读者的误解。例如，“Because Aβ42 levels were elevated in 75% of AD patients in studies using our method , it is critical to obtain fresh samples”，如果把“method”后的逗号移到“patients”后面(或在这里再加入新的逗号)将完全改变句子的意思。同样，在短语 “calcium-induced calcium release”中，如果删除了连字符也将完全改变句子的意思。如果使用了连字符，“calcium-induced”是复合性形容词，修饰名词 “calcium release”；如果不使用连字符“induced”则是动词，描述“effect of calcium on calcium release”。因此，使用连字符构成的复合性形容词对于避免误解是非常重要的。然而，介词和形容词之间是不需要加连字符的，例如“highly intense staining”和“high-intensity staining”都是正确的，但是“highly-intense staining”的用法是错误的。 • “Glutamate receptors mediated synaptic plasticity…” (此句子告诉作者Glu受体参与突触可塑性生成) • “Glutamate receptor-mediated synaptic plasticity…” (与Glu受体相关的突触可塑性成了句子的主语；注意这里“receptor”由复数形式改为单数形式，但并不是指单一一种受体而是泛指受体) “which” 一字如果使用不当，也可引发诸多混淆。它常与“that”混用。“that”和“which”都引导用于修饰名词的从句，但“that”用于引导限定性从 句，而“which”用于引导非限定性从句。例如，“the sections that were positive for GFP were subjected to cell counting procedures”，在这个句子中，“that”引导的是限定性从句明确规定了是哪些切片用于细胞计数。相比之下，“the sections, which were positive for GFP, were subjected to cell counting procedures”，在这个句子中，对用于细胞计数的切片的规定相当宽松，可能指的是前一个句子或相临句子中提及的切片。提及GFP阳性的从句可以向 读者提供一些额外的信息，但对于理解该句子的意义来说并非必不可少；也就是说，它是可有可无的。考虑到“which”的这种角色，研究人员在撰写论文时应 明确“which”一词确切指代的东西 — 有时指代的是该词所紧跟的事物(这是最常见的)，有时指代的则是该句子的主语。例如，“microglia migrated to the site of the lesion, which was associated with increased levels of ED-1”，这个句子就写得含混不清，因为我们很难确定“which”所指的到底是lesion，还是migration of microglia。如果读者可能会对此类句子产生疑惑，最好是推翻重写；例如，可以改为“migration of microglia to the site of the lesion was associated with increased levels of ED-1”，也可改为“microglia migrated to the site of the lesion, and immunohistochemical analysis revealed increased levels of ED-1 at this site”。两者均无歧义。 • “Data were normalised to the housekeeping gene actin, which was used as an internal reference…” (在这个句子中, “which”指代的是actin，因此actin也就是该从句的主语) • “Data were normalised to the internal reference housekeeping gene actin, revealing increases in the levels of…” (如果在后续从句中提及所分析的资料，使用“which”不仅没有必要，反而会引发歧义) Commas, hyphens and “which” Used incorrectly these three elements of writing can introduce ambiguities, and the potential for subsequent misunderstanding, into your writing. For example, in the sentence “Because Aβ42 levels were elevated in 75% of AD patients in studies using our method , it is critical to obtain fresh samples”, moving the comma after method to follow the word “patients” (or addition of a new comma there) would completely change the meaning. Similarly, in the phrase “calcium-induced calcium release”, omission of the hyphen completely changes the meaning of the sentence. When the hyphen is present “calcium-induced” is a compound adjective modifying the noun “calcium release”; when the hyphen is absent, “induced” is a verb describing the effect of calcium on calcium release. Thus, it is critically important to use hyphens with such compound adjectives to avoid misunderstandings. However, no hyphen is required to combine an adverb and an adjective; for example “highly intense staining” and “high-intensity staining” are both correct, but “highly-intense staining” is not. • “Glutamate receptors mediated synaptic plasticity…” (tells the reader that Glu receptors are involved in the development of synaptic plasticity). • “Glutamate receptor-mediated synaptic plasticity…” (identifies synaptic plasticity involving Glu receptors as the subject of the sentence; note the change from plural to singular because “receptor” is being used in a general sense and not to refer to a single receptor). The word “which”, when used incorrectly, can also induce considerable confusion. It is often used incorrectly instead of “that”. Both introduce clauses that modify nouns, but “that” should be used to introduce defining or restrictive clauses and “which” should be used to introduce non-defining or non-restrictive clauses. For example, in “the sections that were positive for GFP were subjected to cell counting procedures”, the “that” introduces a defining clause that defines exactly which sections were subjected to cell counting. By contrast, in “the sections, which were positive for GFP, were subjected to cell counting procedures”, the sections that were subjected to cell counting are rather loosely defined, possibly referring to sections that have been described in the previous or recent sentences. The clause about GFP positivity provides the reader with additional information, but is not essential to understand the meaning of the sentence; that is, it is disposable. Because “which” is used in this way, writers need to ensure that it is absolutely clear what the “which” is actually referring to, possibly whatever immediately precedes it (most commonly) or possibly the main subject of the sentence. For example, the sentence “microglia migrated to the site of the lesion, which was associated with increased levels of ED-1” is somewhat vague, because it is unclear if the “which” is referring to the lesion or to the migration of microglia. If there is ever any doubt about such a sentence, it is best to rephrase it completely; for example “migration of microglia to the site of the lesion was associated with increased levels of ED-1” or “microglia migrated to the site of the lesion, and immunohistochemical analysis revealed increased levels of ED-1 at this site”, both of which are unambiguous. • “Data were normalised to the housekeeping gene actin, which was used as an internal reference…” (here, the “which” refers to actin, which is therefore the subject of the following clause). • “Data were normalised to the internal reference housekeeping gene actin, revealing increases in the levels of…” (to refer to the analyzed data in a subsequent clause, “which” would be inappropriate and introduce an ambiguity). Dr Daniel McGowan 分子神经学博士 理文编辑学术总监
2012 NCTS August Workshop on Critical Phenomena and Complex Systems Date: August 14, 2012 (Tuesday) Place: Meeting Room P101, Institute of Physics, Academia Time Speaker Title 10:20-11:00 Jonathan Dushoff (Professor, Department of Mathematics Statistics, McMaster University, Canada; E-mail: dushoff@mcmaster.ca) Relationships and routes of HIV transmission 11:00-11:40 Xiaowen Li (Professor, Department of Physics, Beijing Normal University, China; E-mail: xwli@bnu.edu.cn) An Introduction to Random Number Generators 11:40-13:50 Lunch break 13:50-14:30 Gang Hu (Professor, Department of Physics, Beijing Normal University, China; E-mail: ganghu@bnu.edu.cn) Oscillation Sources in Oscillatory Gene Regulatory Networks 14:30-15:10 Ravindra E. Amritkar (Professor, Physical Research Laboratory, India; E-mail: amritkar@prl.res.in) Amplitude death in coupled dynamical systems 15:10-15:30 Tea break 15:30-16:10 Bing-Hong Wang (Professor, Department of Modern Physics, China University of Science and Technology, China; E-mail: bhwang@ustc.edu.cn) Perspectives on Human Dynamics, Social Network Analysis, Social Cooperation and Human Evolutions 16:10-16:50 Wei-Mou Zheng (Professor, Institute of Theoretical Physics, Chinese Academy of Sciences, China; E-mail: zheng@itp.ac.cn) Mean-fields, Renormalization and Dimension of Orbits
An important part of critical thinking is being able to give reasons, whether it is to support or to criticize a certain idea. To be able to do that, one should know how to identify, analyze, and evaluate argument. What is an argument? In everyday life, people often use “argument” to mean a quarrel between people. But in logic and critical thinking, an argument is a list of statements , Monty Python said: “ An argument is a connected series of statements to establish a definite proposition. ” There are three stages to an argument: Premises , Inference , and Conclusion . To give an argument is to provide a set of premises as reasons for accepting the conclusion through a gradual inference process. Stage one: Premises One or more propositions will be necessary for the argument to continue. They must be stated explicitly. They are called the premises of the argument. They are the evidence (or reasons) for accepting the argument and its conclusions. Premises (or assertions) are often indicated by phrases such as “because”, “since”, “due to” and so on. Stage two: Inference The premises of the argument are used to obtain further propositions. This process is known as inferences. In inference, we start with one or more propositions which have been accepted. We then derive a new proposition. The propositions arrived at by inference may then be used in further inference. Inference is often denoted by phrases such as “implies that” or “therefore”. Stage three: Conclusion Finally, we arrive at the conclusion of the argument, another proposition. The conclusion is often stated as the final stage of inference. It is affirmed on the basis the original premises, and the inference from them. Conclusions are often indicated by phrases such as “Therefore”, “It follows that”, “We conclude” and so on. Type of argument There are two traditional types of argument, deductive and inductive . What is deductive argument? A deductive argument provides conclusive proof of its conclusions. If the premises are true, the conclusion must also be true. A deductive argument is either valid or invalid. Here is an example of a deductive argument: Every event has a cause ( premise ). The universe has a beginning ( premise ). All beginnings involve an event ( premise ). This implies that the beginning of the universe involved an event ( inference ). Therefore , the universe has a cause ( inference and conclusion ). What is inductive argument? An inductive argument is one in which the premises are supposed to support the conclusion in such a way that if the premises are true, it is improbable that the conclusion would be false. Thus, the conclusion follows probably from the premises and inferences. Here is an example of an inductive argument: The last ten times I’ve played poker, I’ve won money ( premise ). I’m playing poker tonight ( premise ). I’ll win money tonight ( conclusion ). In this example, even if both premises are true, it is still possible for the conclusion to be false (maybe I’ll lose money tonight, for example). Words which tend to mark an argument as inductive – and hence probabilistic rather than necessary – include “probably”, “likely”, “possibly” and “reasonably”. Deductive arguments vs. Inductive arguments It may seem that inductive arguments are weaker than deductive arguments because there must always remain the possibility of their arriving at false conclusions, but that is not entirely true. With deductive arguments, our conclusions are already contained, even if implicitly, in our premises. This means that we don’t arrive at new information. Inductive arguments, on the other hand, do provide us with new ideas and thus may expand our knowledge about the world in a way that is impossible for deductive arguments to achieve. Thus, while deductive arguments may be used mot often with mathematics, most other fields of research make extensive use of inductive arguments. References: 1. http://www.virtualschool.edu/mon/SocialConstruction/Logic.html 2. http://atheism.about.com/od/criticalthinking/a/deductivearg.htm
What is critical thinking? Critical thinking is the ability to think clearly and rationally. It includes the ability to engage in reflective and independent thinking. Someone with critical thinking skills is able to do the following: l Understand the logical connections between ideas l Identify, construct and evaluate arguments l Detect inconsistencies and common mistakes in reasoning l Solve problems systematically l Identify the relevance and importance of ideas l Reflect on the justification of one’s own beliefs and values Critical thinking is not a matter of accumulating information. A person with a good memory and who knows a lot of facts is not necessarily good at critical thinking. A critical thinker is able to deduce consequences from what he knows, and he knows how to make use of information to solve problems, and seek relevant sources of information to inform himself. Critical thinking should not be confused with being argumentative or being critical of other people. Although critical thinking skills can be used in exposing fallacies and bad reasoning, critical thinking can also play an important role in cooperative reasoning and constructive tasks. Critical thinking can help us acquire knowledge, improve our theories, and strengthen arguments. We can use critical thinking to enhance work processes and improve social institutions. Why study critical thinking? 1. Critical thinking is a domain-general thinking skill. The ability to think clearly and rationally is important whatever we choose to do. If you work in education, research, finance, management or the legal profession, then critical thinking is obviously important. But critical thinking skills are not restricted to a particular subject area. Being able to think well and solve problems systematically is an asset for any career. 2. Critical thinking is very important in the new knowledge economy. The global knowledge economy is driven by information and technology. One has to be able to deal with changes quickly and effectively. The new economy places increasing demands on flexible intellectual skills, and the ability to analyze information and integrate diverse sources of knowledge in solving problems. Good critical thinking promotes such thinking skills, and is very important in the fast-changing workplace. 3. Critical thinking enhances language and presentation skills. Thinking clearly and systematically can improve the way we express our ideas. In learning how to analyze the logical structure of texts, critical thinking also improves comprehension abilities. 4. Critical thinking promotes creativity. To come up with a creative solution to a problem involves not just having new ideas. It must also be the case that the new ideas being generated are useful and relevant to the task at hand. Critical thinking plays a crucial role in evaluating new ideas, selecting the best ones and modifying them if necessary. 5. Critical thinking is crucial for self-reflection. In order to live a meaningful life and to structure our lives accordingly, we need to justify and reflect on our values and decisions. Critical thinking provides the tools for this process of self-evaluation. Although most people would agree that critical thinking is an important thinking skill, most people also do not know how to improve their own thinking. This is because critical thinking is a meta-thinking skill . It requires careful reflection on the good principles of reasoning and making a conscious effort to internalize them and apply them in daily life. This is notoriously hard to do and often requires a long period of training. References: 1. http://www.virtualschool.edu/mon/SocialConstruction/Logic.html 2. http://atheism.about.com/od/criticalthinking/a/deductivearg.htm
A Critical Appraisal of the Nanoindentation Creep ‘Nose’ Effect in Ni Thin Films Journal of Nanoscience and Nanotechnology, Vol. 12, 955–958, 2012 全文下载： JNN.pdf
http://eca.state.gov/education/engteaching/pubs/BR/functionalsec3_6.htm Social Approaches 6 Critical Discourse Analysis Thomas N. Huckin Critical Discourse Analysis (CDA) is a highly context-sensitive, democratic approach which takes an ethical stance on social issues with the aim of improving society. This chapter begins by describing six ways in which CDA differs from other forms of textual analysis. After a description of general strategies, certain tools of CDA such as genre, framing, foregrounding, omission, and presupposition are introduced and implemented to analyze a newspaper article. A sentence-by-sentence approach is then described followed by an analysis at the word/phrase level. After a discussion of the social context of the newspaper article, benefits of CDA for the teacher are described. Critical discourse analysis (CDA) is a relatively new addition to the varieties of text analysis available to the second-language teacher and researcher. It could best be characterized as an approach or attitude toward textual analysis rather than as a step-by-step method. CDA differs from other forms of textual analysis in six major respects. First, it tries to acknowledge the fact that authentic texts are produced and read (or heard) not in isolation but in some real-world context with all of its complexity. CDA is thus highly context-sensitive: It tries to take into account the most relevant textual and contextual factors, including historical ones, that contribute to the production and interpretation of a given text. Second, although critical discourse analysis casts a broad net, it is a highly integrated form of discourse analysis in that it tries to unite at least three different levels of analysis: the text; the discursive practices (that is, the processes of writing/speaking and reading/hearing) that create and interpret that text; and the larger social context that bears upon it. In so doing, CDA aims to show how these levels are all interrelated. Third, critical discourse analysis is very much concerned with important societal issues. This feature derives partly from the first, inasmuch as context is meant to include not only the immediate environment in which a text is produced and interpreted but also the larger societal context including its relevant cultural, political, social, and other facets. CDA researchers and theorists feel that since there are no restrictions on the scope of an analysis, we might as well choose texts that potentially have real consequences in the lives of a large number of people. Fourth, in analyzing such texts, CDA practitioners typically take an ethical stance, one that draws attention to power imbalances, social inequities, non-democratic practices, and other injustices in hopes of spurring readers to corrective action. This is why the term critical is used: CDA not only describes unfair social/political practices but is explicitly critical of them. Fifth, critical discourse analysis assumes a social constructionist view of discourse. Following the poststructuralist philosophies of Michel Foucault, Mikhail Bakhtin, and others, CDA practitioners assume that people's notions of reality are constructed largely through interaction with others, as mediated by the use of language and other semiotic systems. Thus, reality is not seen as immutable but as open to change--which raises the possibility of changing it for the better. By focusing on language and other elements of discursive practice, CDA analysts try to illuminate ways in which the dominant forces in a society construct versions of reality that favor the interests of those same forces. By unmasking such practices, CDA scholars aim to support the victims of such oppression and encourage them to resist it. Finally, in pursuit of these democratic goals, critical discourse analysts try to make their work as clear as possible to a broad, nonspecialist readership. In particular, we try to minimize the use of scholarly jargon and convoluted syntax, even at the risk of losing some precision in the analysis. In sum, the primary activity of critical discourse analysis is the close analysis of written or oral texts that are deemed to be politically--or culturally influential to a given society. But the text-analytic activity cannot be done in isolation; rather, the analyst must always take into account the larger context in which the text is located. This can be schematized as follows (from Fairclough, 1992): As suggested by this schematic diagram, a text is assumed to be the product of discursive practices, including production, distribution, and interpretation, which themselves are embedded in a complex mosaic of social practices. To put this another way: The meaning of a text derives TEXT Discursive Practice (production, distribution, consumption) Social Practice Figure 1.. Three-dimensional conception of discourse (From Fairlough, Discorse and Social Change, Polity , 1992). not just from the words-on-the-page but also from how those words are used in a particular social context. When more than one user and one social context are involved, a given text will typically have more than one meaning. The rest of this chapter is organized as follows: (1) a description of how critical discourse analysis is done, including a description of some of the tools involved; (2) an example of CDA using a newspaper report; and (3) discussion about how CDA can be applied to EFL teaching. How To Do Critical Discourse Analysis Since the primary activity of CDA is analyzing texts, it may be useful at this point to take a look at the kinds of tools that can be used. It should be kept in mind that CDA is not a linguistic theory and therefore does not provide a complete grammar of syntactic, phonological, or other linguistic elements for any particular language. Nor does it aim to describe any particular text in exhaustive detail. Instead, it tries to point out those features of a text that are most interesting from a critical perspective, those that appear to be textual manipulations serving non-democratic purposes. Not every concept found in a linguistics textbook (or even in a discourse analysis methods book such as this one) is equally useful when it comes to doing critical discourse analysis, and even CDA analysts differ somewhat among themselves in the kinds of tools they employ. Even those trained as Systemic Linguists, who represent perhaps the dominant strain of CDA, do not all focus on exactly the same kinds of text features. It is necessary, however, for any CDA analyst to have a broad inventory of possible text-analytic tools to draw from. Since I believe my approach is fairly typical of CDA methodology, and since in any case there is no standardized form of CDA methodology, I will henceforth focus (with apologies to other CDA workers) on those tools that I have found most valuable in my own work. My comments will refer mainly to written texts, as these provide the best opportunities for CDA work in EFL contexts. If your students have access to English-language advertisements, news reports, etc. on local radio or TV, however, you could apply many of the same concepts discussed here as well as some additional ones particular to spoken discourse such as turn-taking, topic management, metamessages, intonation, politeness, etc. (see Tannen, 1990; Levinson, 1983). General Strategy: I try to approach a text in two stages. First, I play the role of a typical reader who is just trying to comprehend the text in an uncritical manner. In teaching EFL students, much time would normally have to be devoted to this stage, supported by traditional EFL reading materials and instructional methods. Second, I then step back from the text and look at it critically. This involves revisiting the text at different levels, raising questions about it, imagining how it could have been constructed differently, mentally comparing it to related texts, etc. Generally, this second stage goes from large (text-level) features to small (word-level) ones, though the exact sequence might differ from case to case. It is important during this second stage not to lose sight of the first stage; that is, one should always keep the ordinary reader in mind while critiquing the text. This allows the analyst to focus on those features that seem to have the potential of misleading the unwary reader. Details: What follows is a more detailed description of this second (critical) stage. The Text As A Whole It makes sense to start by considering the text as a whole, since this is usually where textual manipulations have their most powerful effect. Readers don't just pick up a text and start deciphering it word by word. Rather, they usually begin by recognizing that the text belongs to a certain genre (text type) that manifests a characteristic set of formal features serving a characteristic purpose. For example, advertisements as a genre are usually immediately recognizable by their use of attention-getting language and visual aids, by the way they extol the virtues of some product or service, and by their artificially personal tone--all of which are designed to encourage readers to buy that particular product or service. The CDA analyst should therefore begin by determining the genre of the text under analysis and observing how that text conforms to it. This genre-orientation often allows the analyst to see why certain kinds of statements appear in the text and how they might serve the purposes of the text-producer, as encoded in that genre. It can also help the analyst imagine what has been left out--what could have been said, but was not. If the genre ordinarily includes certain kinds of information, and yet one does not find such information in the text being analyzed, it gives the analyst reason to suspect that the writer has deliberately left it out. (See comments on omission , below.) Finally, many clever writers know how to manipulate a genre, how to go beyond its normal boundaries to produce special effects. For example, news reports are supposed to use neutral, objective language, but some reporters will insert an occasional loaded word to slant the report. Genre knowledge enables the analyst to detect and interpret such deviations critically. Another major part of text production and text interpretation is framing. Framing refers to how the content of a text is presented, what sort of perspective (angle, slant) the writer is taking. To be coherent, a text cannot simply be a collection of details; rather, it must try to pull these details together into some sort of unified whole. There can be frames within frames. For example, a news report might be framed as a narrative, or story; and within that frame it might set up a Good Guys vs. Bad Guys frame with one group of participants being given favorable treatment over the other. One particularly powerful way of framing a text is through the use of visual aids. Analysts should be alert to photographs, sketches, diagrams, formatting devices, and other visual embellishments. Closely related to framing is foregrounding (and its opposite, backgrounding ). These terms refer to the writer's emphasizing certain concepts (by giving them textual prominence) and de-emphasizing others. Textual prominence sometimes derives from the use of genres, as certain genres will sometimes have slots that automatically bestow prominence on any information occupying those slots. For example, the top-down orientation of news reports decrees that sentences occurring early in the report will be foregrounded while those occurring later will be backgrounded. The ultimate form of backgrounding is omission --actually leaving certain things completely out of a text. Omission is often the most potent aspect of textualization, because if the writer does not mention something, it often does not even enter the reader's mind and thus is not subjected to his or her scrutiny. It is difficult to raise questions about something that is not even there. Writers can also manipulate readers through presupposition. Presupposition is the use of language in a way that appears to take certain ideas for granted, as if there were no alternative. A common example of this at the text level would be an advertisement that describes a product in such glowing terms that the product appears to have no rival. Many texts contain more than one style of discourse (or register, see below). Writers can exploit these discursive differences to manipulate readers in various ways. For example, an advertisement for a medical product might be written partly in the voice of a typical user (Some seasonal allergy medicines used to make me feel drowsy.... Then I woke up to HISMANAL) and partly in the voice of the medical scientist (The reported incidence of drowsiness with HISMANAL in clinical studies involving more than 1600 patients did not differ significantly from that reported in patients receiving placebo .). The first voice emphasizes the helplessness of the ordinary citizen; the second emphasizes the authority and expertise of the scientific community. Reading Sentence By Sentence Having noticed the genre and framing of a text, readers next typically proceed through it sentence by sentence. At this level, in addition to constructing the basic meaning of each sentence, they might notice that certain pieces of information appear as grammatical subjects of the sentence and are thereby topicalized (which is a type of foregrounding at the sentence level). A sentence topic is what the sentence is about. Often the topic of one sentence continues as the topic of the next, reinforcing its importance in the text. Topicalization is thus a form of sentence-level foregrounding: In choosing what to put in the topic position, writers create a perspective, or slant, that influences the reader's perception. Readers might also notice, if only subconsciously, the agent-patient relations in sentences. If someone is depicted as an agent, who is it? Who is doing what to whom? Many texts will describe things so that certain persons are consistently depicted as initiating actions (and thus exerting power) while others are depicted as being (often passive) recipients of those actions. Another common form of manipulation at the sentence level is the deletion or omission of agents, which escapes the notice of many uncritical readers. Agent-deletion occurs most often through nominalization and the use of passive verbs. For example, a headline like Massacre of 25 Villagers Reported does not say who did the killing, thanks to the nominalization massacre . The same is true of a headline reading, 25 Villagers Massacred, because of the agentless passive construction. In both of these cases, the spotlight is on the victims, not on those guilty of the crime. Presupposition can also occur at the sentence level. If a politician says, We cannot continue imposing high taxes on the American people, he or she is presupposing that the taxes Americans pay are high (which makes good political rhetoric but is not true, at least not compared to other industrialized nations). Such presuppositions are quite common in public discourse, especially in political speeches, advertisements, and other forms of persuasive rhetoric. They can also be found in supposedly objective discourse such as that found in news reports. Presuppositions are notoriously manipulative because they are difficult to challenge: Many readers are reluctant to question statements that the author appears to be taking for granted. Insinuations are comments that are slyly suggestive. Like presuppositions, they are difficult for readers to challenge--but for a different reason. Insinuations typically have double meanings, and if challenged, the writer can claim innocence, pretending to have only one of these two meanings in mind. (This is similar to what Hodge Kress, 1988 call an ideological complex.) Because of this deniability, insinuations can be especially powerful elements in any kind of discourse. Words and Phrases At a more detailed level of reading, one can take note of the additional, special meanings (or connotations ) that certain words and phrases (lexis) carry. Connotations derive from the frequent use of a word or phrase in a particular type of context. The word grammar, for example, has negative connotations for most Americans, who have unpleasant memories of being drilled in school by a stern grammar teacher. Labels often carry unavoidable connotations. For example, with a polarized political issue, such as abortion in the U.S., it is virtually impossible to refer to one side or the other in completely neutral terms. Someone who opposes abortion would likely be labeled pro-life by sympathizers but anti-choice by opponents. Most educated American readers seeing one or the other term would immediately understand this additional connotation. Sometimes connotations are conveyed through the use of metaphor or other figures of speech. Another aspect of textuality based largely on lexis is the register of a text . Register refers to a text's level of formality or informality, its degree of technicality, its subject field, etc. The text you are reading right now, for example, is intended to be in a semi-formal, semi-technical, applied linguistic register. Writers can deceive readers by affecting a phony register, one that induces a certain misplaced trust. Typical examples of this would include advertisements written either in a friendly conversational register or in an authoritative expert register. Modality is another feature of discourse worth attending to for critical purposes. Modality refers to the tone of statements as regards their degree of certitude and authority; it is carried mainly by words and phrases like may, might, could, will, must, it seems to me, without a doubt, it's possible that , etc. Through their use of such modal verbs and phrases, some texts convey an air of heavy-handed authority while others, at the other extreme, convey a tone of deference. An Example We will briefly examine the following text to get a sense of how CDA works. Reprinted by permission of Associated Press. This is a news report published in the January 6, 1991 edition of The Salt Lake Tribune, one of the two main daily newspapers in Salt Lake City, Utah, a city of about 1,000,000 people in the western United States. The details of this report were actually gathered and distributed by an international wire service, the Associated Press; the Tribune presumably only edited the report and put a headline on it. It is best to begin an analysis by trying to put oneself in the reader's position, that is, by imagining a typical reader and how he or she might typically deal with this text. (In terms of Fairclough's schematic diagram, this is one aspect of the Discursive Practices box.) It is reasonable to suppose that a typical reader of this report would be a regular reader of the Tribune and a resident of Salt Lake City. This topic would be of some concern to many such readers, for two reasons: (1) The state of Nevada lies just to the west of Utah and has long been the site of nuclear testing. During that time cancer rates among Utahns living near the state line have increased disproportionately to those of other Utahns, leading to widespread belief that these downwinders are being afflicted by nuclear fallout carried by westerly winds from Nevada. (2) At the time of publication (January 6, 1991), the start of the Persian Gulf War was less than two weeks away. Most Utahns, like most other Americans, were very much tuned in to the impending conflict. In my opinion, a typical reader of this section of the paper, having noticed the headline, would probably have skimmed at least some of the article. Text Analysis We now take a close look at the text, starting with features associated with the text as a whole (genre, framing, visual aids, etc.) and then gradually narrowing down to sentence-level and word-level features. Genre. Newspaper reports typically have a top-down or inverted pyramid structure with information presented in descending order of importance (Van Dijk, 1988). Thus, whatever the reporter chooses to put first will be interpreted by most readers as most important, and whatever appears last will be interpreted as least important. In this case, the reporter has chosen to foreground the arresting of 700 people, not the reasons for the demonstration. Indeed, the fact that British and U.S. nuclear weapons are tested at the Nevada site is mentioned only at the very end. Other reasons for the demonstration are only briefly mentioned, all in the second column. Framing. The news-report formula just described obliges the writer to order his information in a top-down sequence of statements, with the initial ones serving to create a frame for the story. In the case at hand, the writer has clearly chosen to frame the event as a simple confrontation between a crowd of protestors and law-enforcement officials. The entire first column is devoted to numerical details about how many demonstrators there were and how many of them were arrested. The writer has also chosen to depict the officials in favorable terms and the protestors in unfavorable ones. Notice, for example, how Energy Department estimates are given priority over those from the protesting group, and how the DOE (Department of Energy) spokesman's comments are presented before those of the demonstrators. This framing succeeds in drawing attention away from the more substantive aspects of the event, such as American military policies, public health, and environmental protection. Visual aids. No photos or other visual aids accompanied this article, though one can easily imagine what kinds of photos could have been used (policemen wrestling with protestors, protestors being led away to police vans, etc.). The large, bold typeface used for the headline would certainly draw the reader's attention, and thus immediately set up the frame just discussed. Foregrounding/backgrounding. As mentioned above, this article foregrounds the protestors-versus-police frame. And in so doing, it backgrounds more important societal issues regarding military policy, public health, etc. Omission. Determining what has been left out involves first asking the question, What could the writer have said here? In other words, what kind of information does the genre allow? Teun Van Dijk's studies of news discourse show plainly that the news-report genre allows for substantial background information and verbal commentary. This text could have included information about the scope of the nuclear testing planned for at the Nevada site, about the longstanding health problems being experienced by downwinders, about American military policies, about environmental effects of nuclear testing, about where the protestors came from (were they locals or did they come from all over the U.S.?), and so on. The fact that it does not include such important information--in a genre supposedly devoted to informing the public--gives the critical discourse analyst ample reason to raise suspicions about the real interests of this newspaper and the wire service (Associated Press) which supplied the report. I would argue, with Michael Parenti (1993), that in order to secure a large audience for advertisers, the popular news media as represented by this newspaper and wire service are more interested in entertaining and titillating than in genuinely informing and educating the public. Presupposition. The way this news story is framed presupposes that the most interesting feature of public protests is the number of protesters arrested, not the issues behind the protest. The story also presupposes that government officials are more correct in their actions than ordinary citizens, and more reliable in their accounts. Another presupposition in this account is that the behavior and movements of the protestors are of more significance than the behavior and movements of the police. Discursive Differences. For the most part, this text is written in the semi-formal register of reportorial discourse. There is a noticeable intrusion of protest-sign discourse, however, with slogans like Farms Not Arms, Give Peace a Chance, Radiation is Poison, and Stop Destroying Our Planet. This alternative discourse, though perhaps necessary for signs, seems less dignified in comparison to the discourse of the rest of the article. Instead of quoting the signs directly, the reporter could have interviewed the sign-holders and gotten fuller statements from them similar to that from Bill Walker. In my view, this would have had the effect of treating the protestors' concerns with more respect. Topicalization. Looking more closely at the individual sentences, one can see a pattern of sentence topics that supports the protestors-versus-officials frame: Nevada Officials.... More than 700 people.... Thousands ... Those arrested on misdemeanor trespass charges... An Energy Department spokesman... A sponsor of the protest, American Peace Test...the crowd... The turnout... The DOE spokesman, Darwin Morgan,... more than 700 people... Some of the demonstrators... Demonstrators... The demonstrators... Other ... Bill Walker, a spokesman for the ...the protest... British and U.S. nuclear weapons... All but the last sentence have topics referring either to the protestors (11 references) or to the officials (3). The text is clearly, therefore, about the protestors and the officials; it is not about the issues that motivated the rally in the first place. Agency. Although the protestors are heavily topicalized in this text, they are not endowed with much power. If we note how agent-patient relations are depicted, we see that in almost all of the sentences in the first half of the report, the government officials are the ones initiating actions: They arrest, take, transport, estimate, say, and release. It is only in the second half of the report that the protestors are empowered with initiative of their own: They kick, carry, rally, cross, crawl, etc. Interestingly, this sequencing of events is the precise opposite of the actual chronology of events; the actions of the protestors presumably preceded those of the government officials, not the other way around. Deletion/omission. Although the government has the power in this text, it is somewhat concealed from view. For example, the slogans on the signs carried by the demonstrators do not say who should give peace a chance or who is destroying our planet. Presumably it is the government, but we are forced to guess this. In a sentence like More than 700 people were arrested Saturday . . ., the writer could have added, . . . by government officials. Instead, the writer probably assumed that readers could easily infer this, and so left it out. Many other sentences and noun phrases in this text also omit specific mention of the government as agent. This has the overall effect, I would argue, of backgrounding the government's responsibility for any of these things. Presupposition. There are a number of sentence-level presuppositions operating in the verbal comments embedded in this text. For example, when the DOE spokesman says that Some of the demonstrators were a bit more aggressive , he implies that all of the demonstrators were aggressive to at least some degree. The demonstrator's sign reading Give Peace a Chance presupposes that the government is presently not doing so. Another sign reading Stop Destroying Our Planet presupposes that the government is presently destroying our planet. Although there are more presuppositions attached to the protestors' discourse, the one presupposition from the DOE official may actually carry more weight because it is framed differently. Insinuation. The reporter makes a key insinuation in this text. In the fourth paragraph, he or she notes that failed to match a turnout of 5,000 demonstrators in 1987, when 2,000 people were arrested on trespass charges. This statement is embedded in a sentence about size comparisons, and so the reporter could argue that it is simply making a statement of fact regarding the size of the demonstration. I would argue, however, that there is also an implied judgment of quality here, too. Most readers of this report, I believe, would be wondering about whether this demonstration was a success or a failure. The report never answers that question directly, but since it describes the event largely in terms of numbers (of protestors and arrests), the reader is likely to interpret the phrase failed to match as an insinuation that the demonstration itself was something of a failure. Connotations. At the word/phrase level, we can begin our analysis by noting some of the connotations employed by this writer. Although news-reporting discourse is supposed to be objective, the author of this piece indulges in a number of metaphorical excesses. For example, the actions of the demonstrators are described in distinctly animalistic terms: They crossed a cattle guard, crawled across fences, were taken to holding pens, and kicked at the guards when they were brought out of the pens; some were a bit more aggressive than others. Verbs like rallied and fanned out add a faintly militaristic sense: One commonly speaks of rallying the troops and having soldiers fan out in search of the enemy. Both sets of metaphors serve to trivialize the protestors: The animalistic ones depict the protestors as irrational, while the militaristic ones make them seem violent and thus hypocritical, given their public stance in favor of peace. Register. Most of this text is written in the standard, semiformal register of news reporting. The only exceptions are the quote from the DOE spokesman and the slogans on the demonstrators' signs, which are somewhat informal. I would argue, however, that these two kinds of exceptions have different effects. The informality of the DOE spokesman's comments serve to put a human face on the government officials, making them more sympathetic. The informality of the protestors' slogans, on the other hand, only trivializes their concerns. Modality. This entire text is written in the indicative mood and past tense, the same modality as that of historical discourse. It reports a series of actions in a highly factual tone, without the slightest trace of uncertainty. There are no instances of conditional, hypothetical, or subjunctive modality in this text. This has the overall effect, I would argue, of making the issues underlying the protest completely closed to discussion or negotiation. And this makes the events themselves seem more like an ineffectual ritual than a meaningful clash of ideas. Contextualized Interpretation As emphasized earlier in this chapter, an essential feature of Critical Discourse Analysis is the full use of context in analyzing texts. In analyzing this particular text, I have already made a number of comments indicating how I think a typical reader might read and interpret it. I have also suggested various tactics used by the writer (whether consciously or not) to put a certain slant on this text. My analysis shows, I think, that the text clearly paints a one-sided picture that favors the government officials and belittles the demonstrators. But this is not enough. A full discussion of this text should also take into account the larger sociocultural context surrounding it. This could include the place of political demonstrations in American culture, the environmental and health effects of nuclear testing, the proposed United Nations ban on nuclear testing, U.S. military policy in general and the buildup leading to the Gulf War, and so on. It should also include a discussion of the media in influencing American public opinion. A useful reference here is Parenti's Inventing Reality . Parenti argues that in a society where the major news media are owned by large corporations and thus expected to turn large profits, reporters are under constant pressure to titillate the public without seriously challenging the power structure. This Gulf Protest report is an excellent example. It entertains the reader by recounting an interesting skirmish in the desert between the government and a large group of citizens, but it does so in an uninformative way that does not challenge the status quo. Several thousand protestors gathered in the desert, they rallied and agitated, and they were either dispersed or arrested--end of story. The serious issues underlying this event are so obscured and trivialized that one has to ask the question: Is this report typical of anti-government protest coverage? If the answer is yes, then one has to ask further questions about the role of the media in informing the public, the role of the media in democracies, the responsibility of the educational system in the face of such ideological manipulation, etc. Space restrictions prevent my going further into this aspect of CDA, which is unfortunate since this is a crucial part of the whole enterprise, one that distinguishes CDA from other forms of discourse analysis. In any case, contextualized interpretation should be broad enough and deep enough to take into serious account the fundamental premises of a democratic society: equal justice for all, basic fairness, individual freedoms (within reason), guarantees of human rights, government by popular will, etc. Applications To English Teaching Critical discourse analysis offers several benefits to the teacher of English. First, it engages students' interest. Many students are interested in current issues, especially those having cultural or political aspects. CDA deliberately seeks out texts that matter, the kind that students are confronted with in their daily lives. Even course readings and other educational materials could serve as targets of critical discourse analysis. Second, CDA helps students become better, more discerning readers. It makes broader use of context than other approaches and thus invites students to look at the big picture. And it encourages students to analyze texts in ways that bring their hidden meanings to the surface. Third, it allows teachers to focus on a variety of textual features and show students how they have real significance for reading comprehension. Concepts like connotation, framing, presupposition, and so on can be taught not just as abstract terms but as important features in the interpretation of real-world texts. In this chapter, I have tried to give you a fairly detailed idea of how critical discourse analysis is done. Needless to say, such an analysis is far too complicated to assign to students who are just learning the language. Instead, I recommend that teachers acquaint students with CDA in smaller doses. This can be done in either of two ways: 1. Using much shorter texts than the one we just analyzed. Advertisements would be a good possibility, as they are often quite brief; or 2. Taking a longer text (such as our Gulf Protest example) but have students focus on only a few kinds of features. To make things easier, teachers could analyze the text beforehand and then direct students' attention to those features that are most salient. Teachers could start by having students first read the text and then answer questions about it such as How is this text framed? or Point out an example of metaphor in this text. A useful follow-up step would be to ask Why is it framed in this way?, What purpose does this metaphor serve? etc. Once students become familiar with this kind of questioning, teachers could take a different text and just start in with open discussion. Alternatively, teachers could have their students do a written analysis of the text. In any case, it is important to assign texts that pertain to a subject and culture that students are familiar with. The reader has probably noticed while we were analyzing the Gulf Protest text that a good analysis depends heavily on knowledge of the topic and the larger social context. I would therefore recommend that teachers look for English-language texts in local newspapers or magazines, on topics of local interest. Thomas Huckin directs the Writing Program at the University of Utah, where he is also an Associate Professor in the Department of English. He has written many articles on discourse analysis, stylistics and technical and professional writing and is the coauthor of Genre Knowledge in Disciplinary Communication, and of Technical Writing and Professional Communication for Non-Native Speakers of English, and is chief editor of Second Language Reading and Vocabulary Learning. Dr. Huckin is a member of the Editorial Board of English for Specific Purposes and the TESOL Quarterly.
Selecting Critical Patterns Based on Local Geometrical and Statistical Information Li, Yuhua Maguire, Liam Page(s): 1189 - 1201 Digital Object Identifier : 10.1109/TPAMI.2010.188 Abstract | Full Text: PDF (1904KB) Selecting Critical Patterns.doc ~Selecting Critical Patterns Based on Local Geometrical and Statistical Informat.pdf
At the end of my two lectures on scientific writing, I am sometimes asked: How should I deal with reviews that are critical? Well, I am prepared for such a question, in two ppt slides. 1. Allow yourself a break, and come back (to deal with the reviews) when you are no longer as upset; 2. Go over the comments carefully, and ask yourself if the reviewers indeed have valid points; 3. Assume the reviewers intend to make your paper better, which is true most of the time; 4. Answer honestly what you could and could not do --that's right, you don't have to do everything asked ; 5. Summarize the main points in the cover letter to the journal editor . What I do not include in those ppt slides are: 1. Do draft your responses as emotionally as you would like, using f-word, s-word, etc.; 2. Revise the draft many times to make sure the writing is clear; 3. After you get tired of seeing those colorful words, delete them and tune down your emotion; 4. Produce a final version of your reply as professional as you can. Good luck to you!
仅限学术研究使用，严禁商业用途，作者和出版社如有异议，我立即删除附件。如果觉得本书比较好，请购买正版图书。也欢迎各位博友讨论本书内容。欢迎学术交流。 Preface Many problems in science involve the solving of differential equations or systems of differential equations. Moreover, many of these equations and systems come from variational considerations involvingmappings (called functionals) into the real number system. Thus, in such cases, solutions of the equations or systems are critical points of the corresponding functional. As a result, anyone who is interested in obtaining solutions of the equations or systems is also interested in obtaining critical points of the corresponding functionals. The latter problem is the subject of this book. The classical way of obtaining critical points was to search for maxima or minima. This is possible if the functional is bounded from above or below. However, when this is not the case, there is no organized way of finding critical points. Linking theory is an attempt to level the playing field, i.e., to find a substitute for semiboundedness. It finds a pair of subsets A, B of the underlying space that allow the functional to have the same advantages as semibounded functionals if the subsets separate the functional. This is the theme of the book , which records much of the work of researchers on this approach up to that time. There are several methods of obtaining linking sets (some will be outlined later in Chapters 3 and 6). The purpose of the present volume is to unify some of these approaches and to study results and applications that were obtained since the publication of . The underlying theme is to consider minimax systems depending on a set A. These are collections K of subsets such that if the functional G satisfies. then it has the same advantages as a semibounded functional. We show that the main approaches to linking can be combined by using minimax systems. Minimax Systems and Critical Point Theory
仅限学术研究使用，严禁商业用途，作者和出版社如有异议，我立即删除附件。如果觉得本书比较好，请购买正版图书。也欢迎各位博友讨论本书内容。欢迎学术交流。 Preface There has been increasing interest in recent years to develop a critical point theory by which one can obtain additional information on the critical points of a differentiable functional. What I mean by additional information is the locations of the critical points related to closed convex subsets in Banach spaces. This is the theme of the current book. This book mainly reflects a significant part of my research activity during recent years. Except for the last chapter, it is constructed based on the results obtained myself or through direct cooperation with other mathematicians. On the whole, the readers will observe that the main abstract existence theorems of critical points in classical minimax theory are generalized to the cases of sign-changing critical points. Hence, a new theory is built. To the best of my knowledge, no book on sign-changing critical point theory has ever been published. The material covered in this book is for advanced graduate and PhD students or anyone who wishes to seek an introduction into sign-changing critical point theory. The chapters are designed to be as self -contained as possible. I have had the good fortune to teach at the University of California at Irvine and to work with Martin Schechter for the years 2001 to 2004. During that period, some results of the current book were obtained. M. Schechter has had a profound influence on me not only by his research, but also by his writing and his generosity. I am grateful to T. Bartsch and Z. Q. Wang for sending me their interesting papers and enlightening discussions with Wang when I visited Utah. Thanks also go to A. Szulkin and M. Willem for inviting me to visit their prestigious departments years ago. Special thanks are also given to S. Li who first introduced me into the variational and topological methods ten years ago. I wish to thank the University of California at Irvine for providing me a favorable environment during the period 2001 to 2004. Tsinghua University, Beijing Wenming Zou Sign-Changing Critical Point Theory / Wenming Zou
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