声音的使用

Bit sound card is the sound card in the collection and to play a sound file by the use of digital voice signals in a binary digit.

声卡的位是指声卡在采集和播放声音文件时所使用数字声音信号的二进制位数。

Unique to the MX816/826/836 cellular audio processors is the ability to route audio to an external Voice Store and Retrieve device such as the MX802 or MX812 thus providing the radio system with a voice answering and announcement facility using external DRAM.

独有的MX816/826/836蜂窝音频处理器是如MX802或从而提供一个声音回答无线电系统MX812能力路线音频到外部的声音，存储和检索设备公告设施和使用外部的DRAM。

The image is captured by a PTZ camera and the sound data is acquired by digital microphone array signal acquisition system to get multi-channels sound data.

影像资讯透过PTZ摄影机撷取，而声音撷取则使用实验室开发的数位式麦克风阵列讯号撷取系统以撷取多通道声音资讯。

By the way of porous board to cut down on noise energy along with increasing of porosity, it could increase the attrited loss with sound power and reduce noise volume effectively.

使用开孔板的方式来削减声音能量，随著开孔率增多可增加与声音能量摩擦耗损之作用，可有效降低噪音音量。

It might include naturalistic gestures; expressionistic or abstract gestures; it might include words or nonsense sounds; it might include music and dance.

可以使用自然主义表达；表现主义或抽象表达；可以使用语言也可以使用无意义的声音；可以有歌唱和舞蹈。

Infections, smoking and using your voice too much, too loudly or just incorrectly can all cause hoarseness.

感染，吸烟和使用你的声音太大，太大声或只是错误都会使声音嘶哑。

After the analysis of weld electric arc message, the variation laws of keyhole effect in plasma arc welding have been understood.

本文对等离子弧的电压信号和声音信号进行了深入地研究，首次使用电弧电压信号和声音信号定量地识别了&小孔效应&的变化。

This video takes SONY-ZIC1080i HDV to record videos, adds Action Script through Flash software. Thereby, external sounds and airflows could activate digital image content through microphone, and then images change with the variations of external sounds and airflows.

这部作品使用了SONY-Z1C1080i高清摄像机拍摄影像内容，通过Flash软件加入ActionScript，从而使外部的声音或气流可以通过麦克风激活影像内容，影像内容随着外部声音或气流的变化而发生改变。

The stimuli consisted of two pairs of speech sounds or phonemes, in this case Japanese owel sounds.

声音刺激包括两对语音声音或者音素，本试验使用的是日语元音。

Such doubts havesitimulated the researchers'curiosity and start to explore the students' terms This research proceeds by observation interview test using learning sheets and etc The purpose is to explore students' terms of scientific concepts sources of terms connections between students' usage nomenclature and chooses of usage The results of the research are as follows: 1 There are five kinds of naming principles for students' terms of scientific concepts: appearance habit function replacing and sound Appearance principle contains three categories: color shape and partial construction; habit principle contains custom and ability; replacing principle contains reality and non-reality 2 Students' terms of scientific concepts come from two ways: self-acquisition and learning through senses The former way is only a bit more common than the latter 3 There are three different relationships between students' usage of terms and nomenclature: one both the same in usage and meaning; the other both different; another different usage but the same meaning Normally terms that students used are various from nomenclature in the aspects of usage and meaning only a few would match and even rare for "Synonyms" to occur 4 Alternative options for students' scientific terms are maintenance adaptation or co-existence with formal scientific terms The most common way of selecting usage of terms is to maintain Sometimes students would adapt themselves once learn of scientist's term However some believe that very odd chances for both could exist at the same time

这样的疑问深深引起研究者的好奇，著手探索学生科学概念所使用的语言。本研究透过观察、访谈、学习单施测等方法来进行，目的在探讨学童在科学概念上所使用之学生惯用语、学生惯用语来源、学生惯用语与科学家用语之关联性、学生惯用语选择。研究结果如下：一、学童在科学概念上所使用之学生惯用语的命名原则有五种：外型、习性、功能、藉代称呼及声音，其中外型原则有颜色、体型及部份构造三类目，习性原则有习惯及能力两类目，藉代称呼原则有实体及虚拟两类目。二、学童在科学概念上所使用之学生惯用语有两种来源，分别为自己称取和听来。学生惯用语来源较多为自己称取，透过其他方式听来少一点，但两种来源的比率差距甚小。三、学童在科学概念上所使用之学生惯用语和科学家用语的关系有三种，分别为用语意涵均相同、用语不同意涵相同和用语意涵均不同。学生惯用语通常和科学家的用语是不同的，且其意涵也不同，只有部份学生惯用语和科学家用语意涵均相同，至於学生惯用语和科学家用语不同但意涵相同的极少。四、学童的科学概念相关学生惯用语选择有三种，分别为维持学生惯用语、改变成科学家用语和科学家与学生惯用语皆可。学童的科学概念相关学生惯用语选择，以维持学生惯用语最多，而有些时候学生会在得知科学家的用语后改变成科学家用语，但认为科学家用语和自己使用的学生惯用语皆可的则很少。

The split between the two groups can hardly be papered over.

这两个团体间的分歧难以掩饰。

This approach not only encourages a greater number of responses, but minimizes the likelihood of stale groupthink.

这种做法不仅鼓励了更多的反应，而且减少跟风的可能性。