The Journal of Genetic Psychology. 2005, 160(4), 436--442
The Effects of Locus of Control and Task Difficulty on Procrastination TRACY JANSSEN Department of Psychology Beloit College
JOHN S. CARTON Department of Psychology Oglethorpe
University
ABSTRACT.The authors investigated the effects of locus of control
expectancies and task difficulty on procrastination. Forty-two college
students were administered an academic locus of control scal e and a task
that was similar to a typical college homework assignment.The students
were randomly assigned to 1 of 2 task difficulty levels. Although none of
the results involving task difficulty was significant, several results
involving locus of control were significant. Specifically, analyses
revealed that students with internal locus of control expectancies tended
to begin working on the assignment sooner than students with external
locus of control expectancies. In addition, students with internal locus of
control completed and returned the assignment sooner than students with
external locus of control. The results are discussed within the context of J.
B. Rotter's (1966, 1975, 1982) social leaming theory.
PROCRASTINATION refers to the act of needlessly delaying a task
until the point of some discomfort—a behavior problem that many adults
experience on a regular basis (Ferrari, Johnson,&McCown, 1995). Most
research on procrastination has focused on college students; researchers have estimated that anywhere from 46% (Solomon&Rothblum, 1984) to 95% (Ellis&Knaus, 1977) of college students regularly procrastinate on academic assignments. Research findings suggest that, the longer students are in college, the more they tend to procrastinate (Semb, Glick,&Spencer, 1979), although most students perceive such behavior as a problem that they would like to eliminate (Solomon&Rothblum,1984). In addition, procrastination has been associated with a variety of difficulties, including test anxiety, missed deadlines for assignments, poor semester grades, depressed affect, low self-esteem, and social anxiety (e.g., Beswick,
Rothbun，&Mann，1988;Ferrari，1991;Ferrari et al.，1995;Lay，1986，1987;Lay&Burns，1991;Solomon&Rothblum，1984)
TO better understand Procrastination，researchers have sought to identify personality variables associated with it(for a review，see Ferrari et al.，1995)One variable that has been studied is locus of control of reinforcement. locus of control refers to a generalized expectancy reflecting the degree to which individuals perceive consequences as contingent on their own behavior and abilities(internal control)rather than on some external force such as luck，chance，fate，or powerful others(external control;Rotter,1990).Because individuals with internal control expectancies perceive a contingent relation between their
behavior and consequences，one might expect them to procrastinate less than individuals with external control expectancies.
Previous research on the relation between locus of control and academic procrastination has produced mixed results.Several researchers have found no relation between the two variables (e.g.Briordy,1980; Ferrari,Parker，&Ware，1992).However，Trice and Milton(1987)found that procrastinators had grater external locus of control than nonprocrastinators. In addition，Rothblum，Solomon，and Murakami found that procrastinators were more likely than nonprocrastinators to attribute success on exams to external factors.
One reason for the inconsistent findings may be that most researchers have used generalized expectancy scales instead of specific academic expectancy scales to predict academic procrastination(Trice,1985). According to Rotter’s(1966，1975，1982)social learning theory，domain—specific expectancy scales should provide better predictions of specific behaviors than genera1ized scales do.
In the present study，we sought to extend previous research on the relation between locus of control and academic procrastination in several ways.First，we used a specific expectancy scale for academic performance in order to measure students’locus of control.Second，to measure procrastination and improve the external validity of the
findings，we used a behavioral measure of procrastination that was similar to a typical course assignment，whereas many previous studies have used self-report scales.Third,to better understand the process of procrastination，we operationally defined procrastination in several ways:time taken to initiate an assigned task，time taken to complete the assigned task，and time taken
to return the assigned task.Previous researchers have assessed only the date at which an assignment was returned，a procedure that makes it impossible to determine whether there were differences between individuals with internal and external control expectancies with respect to when they started and completed the task.Fourth，to investigate the effects of task difficulty on Procrastination，we assigned two different tasks.The hypotheses for the study were as follows:
Hypothesis 1: Students with internal control expectancies will procrastinate less than those external control expectancies.
Hypothesis 2: Students who receive the difficult assignment will procrastinate more than those who receive the easy assignment.
Hypothesis 3: There will be an interaction between locus of control and task difficulty, such that students with external locus of control expectancies who receive the difficult assignment will procrastinate the most.
Method
Participants
The participants for the study were 42 undergraduate students(10 men and 32 women). Their mean age was 19.7 years (SD=0.65). The students were enrolled in two psychology courses at a relatively small, midwestern U.S. college.College students were selected so that we could replicate previous studies and because of the relatively high rates of procrastination observed in this population.The students were predominantly Caucasian (90%) and middle class. They received credit toward their course grade for their participation.
Measures
Locus of control. Students completed the Academic Locus of Control Scale(ALC; Trice, 1985). The ALC is a 28-item, true-false scale designed to assess locus of control with respect to academic outcomes, with higher scores indicating greater externality. Trice (1985) reported a Kuder-Richardson 20 internal consistency coefficient of 0.70 and a 5-week test-retest reliability coefficient of 0.92 for the ALC with college students. In addition, scores on the ALC have been shown to be correlated in predicted directions with academic achievement, class participation, homework completion, and scores on the Rotter Internal-External Control Scale (Trice, Ogden, Stevens,&Booth, 1987).
Procrastination. We measured the students' procrastination by recording the amount of time that passed between the date the task was
assigned and the dates the students began, completed, and returned the task to the teaching assistant.Specifically, the students were asked to take home a psychology article, read it,provide written answers to two questions about the article, and return their answers to the professor's teaching assistant. The questions about the article were presented on a work sheet that also included places for the students to record the times and dates they started, completed, and returned the assignment to the teaching assistant (the return date was verified by the teaching assistant, who checked the return box daily).
Task difficulty. We manipulated task difficulty by using two articles of equal length and similar topic but of presumably different difficulty levels. The easy article was an article on human memory, written for the general public, in the magazine Psychology Today (Neimark, 1995). The difficult article was a research article on human memory taken from the journal Psychological Science(Robinson&Roediger,1997). To check the difficulty manipulation, we asked the students to rate on a 5-point scale how difficult they perceived the article they were assigned(1=very easy, 5=very difficult).
Procedure
The students were randomly assigned to receive either the easy or the difficult article. At the beginning of the semester, the students were administered a consent form and the ALC. After the forms were
completed, the professor (a 32-year-old, male, Caucasian, assistant professor) assigned the articles and work sheets. The students were instructed to return the work sheets to the professor's teaching assistant (a 21-year-old, female, Caucasian, senior college student) for grading as soon as they were done. Thus, no specific due date was provided (in order to enhance variability in procrastination), although the students had been told that the assignment had to be completed by the end of the semester. After all of the work sheets were returned, the students were debriefed on the purpose of the study.
Results
Scores on the ALC were analyzed to determine each student's locus of controt. Scores ranged from 3 to 18, with an overall mean of 9.64 (SD=3.81). Separate analyses for men and women resulted in the following means: men, 10.10(SD=2.85); women, 9.50 (SD=4.09). The mean scores for each gender were not significantly different, and they were comparable to means reported by Trice(1985) for college students. Students were separated at the median (9) into internal (n=22) and external (n=20) control groups.
A 2 x 2 x 2 analysis of variance was used to analyze the data. The independent variables were students' gender (male, female), locus of control (internal,external), and task difficulty (easy, difficult). The dependent variables were the number of days between the date the article
was assigned and the dates the students reported beginning, completing, and returning the assignment.
To check the task difficulty manipulation, we first analyzed the students' ratings of the difficulty levels of the two articles. As expected, there was a significant main effect of task difficulty, F(1,41)=11.91，P<0.01，indicating that the students rated the research article (M=3.90) as more difficult to complete than the magazine article (M=2.62).
With respect to the first hypothesis, there was a marginally significant main effect of locus of control when procrastination was defined as the number of days that passed before students began the assignment, F(1, 41)=3.04, p<0.09. Thus, there was a tendency for students with internal control expectancies (M=5.55 days) to begin the assignment earlier than students with external control expectancies (M=8.25 days).
When procrastination was defined as the number of days that elapsed before students reported completing the assignment, there was a significant main effect of locus of control, F(l, 41)=6.54, p<0.01. As predicted, students with internal locus of control (M=6.05 days) took fewer days to complete the assignment than students with external locus of control (M=9.95 days).
Finally, analysis of the number of days it took students to return the assignment revealed a significant main effect of locus of control, F(l,
41)=6.23, p<0.05. As predicted, students with internal locus of control (M=7.64 days) took fewer days to return the assignment than students with external locus of control(M=12.15 days).
Although several mean differences involving the task difficulty variable were in the predicted direction, none were statistically significant. In addition,there were no significant two- or three-way interactions on any dependent variable. Thus, the second and third hypotheses received no support. Moreover,there were no gender differences found on any measure, and an analysis of covariance holding age constant indicated that age differences did not account for the current results.
Discussion
Research has indicated that procrastination involves more than poor time-management skills. Rather, it involves a combination of affective, behavioral, and cognitive factors (Ferrari et al,1995; Solomon & Rothblurm, 1984). The results of the present study suggest that one cognitive factor is locus of control of reinforcement. Specifically, in this study, the students with internal control expectancies for academic outcomes t ook less time to complete and return the academic assignment than did the students with external control expectancies. There also was a trend for the students with internal locus of control to let fewer days pass before beginning to work on the assignment than did the students with external locus of control.
The effect of locus of control on students' procrastination did not depend on the difficulty level of the assignment, as indicated by the nonsignificant interaction between locus of control and task difficulty. However, additional research with other tasks seems warranted before one can conclude that task difficulty does not have an effect on procrastination. Although the students perceived the research article as more difficult than the magazine article, it is possible that there was not a large enough difference in the difficulty levels of the two articles to produce significant results in the present study. The relatively small sample size in the present study also may have contributed to the lack of significant findings regarding the task difficulty variable.
As noted in the introduction, previous research examining the relation between locus of control and procrastination has produced mixed results. On the basis of the present results, we believe that there is a relation between the two variables and that the inconsistency in earlier findings may be attributable to two factors: (a) Researchers often have administered generalized expectancy scales instead of specific academic expectancy scales to predict academic behavior; and (b) researchers have used different self-report scales to measure procrastination,and it is not currently known how well the different measures are correlated with one another.
The present results are consistent with predictions based on Rotter's
social learning theory for behavioral differences between individuals with internal or external locus of control expectancies. The individuals who perceived a contingent relation between their behavior and environmental consequences procrastinated less than the individuals who perceived consequences as contingent on external factors such as luck, chance, or fate. Given that locus of control expectancies can be measured reliably by the time children are of preschool age (e.g., Mischel, Zeiss,&Zeiss, 1974; Skinner, 1986; Stephens&Delys, 1974)—and probably before procrastination habits develop—one can conclude that locus of control precedes and contributes to procrastination. However,because the present study was cross-sectional and correlational in design, it is impossible to conclusively determine the direction of causality. Thus, it is possible that procrastination contributes to locus of control or that the relation between the two variables is bidirectional. Future longitudinal research may help to determine the direction of causality.
Another limitation of the present study is that the findings cannot be generalized beyond primarily Caucasian students attending college in the United States. Although it is important to study this population in order to compare the present results with the results of previous research, studies are needed with participants of different ages, ethnicities, and occupations to determine the robustness of the findings.
REFERENCES
Beswick, G，Rothbun, E. D,&Mann, L. (1988). Psychological antecedents to student procrastination. Australian Psychologist, 23, 207-217.
Briordy. R. (1980). An exploratory study of procrastination. Dissertation Abstracts International, 41, 590.
Ellis, A.,&Knaus, W. J. (1977). Overcoming procrastination. New York: Institute for Rational Living.
Ferrari, J. R. (1991). Compulsive procrastination: Some self-reported characteristics. Psychological Reports, 68, 455-458.
Ferrari, J. R., Johnson, J. L.,&McCown, W. G. (1995). Procrastination and task avoidance: Theory, research, and treatment. New York: Plenum.
Ferrari, J. R., Parker, J. T.,&Ware, C. B. (1992). Academic procrastination: Personality correlates with Myers-Briggs types, self-efficacy, and academic locus of control. Jour- nal of Social Behavior and Personality, 7, 495-502.
Lay, C. H. (1986). At last, my research article on procrastination. Journal of Research in Personality, 20, 474-495.
Lay, C. H. (1987). A modal profile analysis of procrastination: A search for types. Personality and Individual differences, 8, 705-714.
Lay. C. H.,&Burns, P. (1991). Intentions and behavior in studying for an examination:The role of trait procrastination and its interaction with optimism. Journal of Social Behavior and Personality, 6, 605-617.
Mischel, W., Zeiss, R，&Zeiss, A. (1974). Internal-external control and persistence: Validation and implications of the Stanford Preschool Internal-External Scale. Journal of Personality and Social Psychology, 29, 265-278.
Neimark, J. (1995). It's magical, it's malleable, it's memory. Psychology Today, 28, 44-49.
Robinson, K. J.,&Roediger, H. L.(1997). Associative processes in false recall and false recognition. Psychological Science, 8, 231-237.
Rothblum, E. D., Solomon, L. J.,&Murakami, J. (1986). Affective, cognitive, and behavioral differences between high and low procrastinators. Journal of Counseling Psychology, 33, 387-394.
Rotter, J. B. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs, 80(Whole No. 609).
Rotter, J. B. (1975). Some problems and misconceptions related to the construct of internal vs external control of reinforcement. Journal of Consulting and Clinical Psychology, 48, 56-67.
Rotter, J. B. (1982). The development and applications of social learning theory: Selected papers. New York: Praeger.
Rotter, J. B. (1990). Internal versus external control of reinforcement: A case history of a variable. American Psychologist, 45, 489-493.
Semb, G., Glick, D. M.,&Spencer, R. E. (1979). Student withdrawals and delayed work patterns in self-paced psychology courses. Teaching of Psychology, 6, 23-25. Skinner, E. A. (1986). The origins of young children's perceived control: Mother contingent and sensitive behavior. International Journal of Behavioral Development, 9,359-382.
Solomon, L. J.,&Rothblum, E. D. (1984). Academic procrastination: Frequency and cognitive-behavioral correlates. Journal of Counseling Psychology; 31, 503-509. Stephens, M. W.,&Delys, P (1974). External control expectancies among disadvantaged children at preschool age. Child Development, 44, 670-674.
Trice, A. D. (1985). An academic locus of control scale for college students. Perceptual and Motor Skills, 61, 1043-1046.
Trice, A. D.,&Milton, C. T. (1987). Locus of control as a predictor of procrastination among adults in correspondence courses. Perceptual and Motor Skills, 65, 1002. Trice, A. D., Ogden, E. P, Stevens, W.,&Booth, J. (1987). Concurrent validity of the academic locus of control scale. Educational and Psychological Measurement, 47,483-186.
英语翻译专业毕业论文 选题 Company Document number：WUUT-WUUY-WBBGB-BWYTT-1982GT
“论文学翻译过程” “语义翻译和交际翻译理论在英汉翻译中的运用” “英语句子成分的省略及汉译” “文学翻译中隐喻的传译” 一、选题范围 1、翻译与文化：可以从宏观和微观两个方面考虑。宏观方面，一般从翻译在目的语社会文化中的生产、接受、翻译在目的语社会文化中所起的功能等角度讨论，可以从社会、文化、历史、交际的视角切入。阐述为什么有那样的译文如严复的翻译，林纾的翻译，傅东华翻译《漂》时为什么使用归化的手段，鲁迅翻译的策略，翻译材料的选择等等。微观方面，可以讨论语言文字所承载的文化内容和内涵如何在翻译中表达，如文化负载词的翻译策略等。 2、翻译与语言学理论：可以从篇章语言学，功能语言学（如喊韩礼德的系统功能理论等），对比语言学，心理语言学，交际语言学、文化语言学等方面考虑选题。如功能语言学和篇章语言学中讨论的衔接与连贯及其翻译，也可以讨论他们在英语和汉语中的差别入手，进一步讨论他们在翻译中的处理，主位、述位的推进极其在翻译中的体现。英语汉语对比及其翻译策略等等。 3、翻译与语文学。主要从艺术的角度讨论文学翻译中的问题。 4、应用翻译：主要从特殊用途英语如商务英语、科技英语、旅游英语等方面讨论在这些特殊领域中涉及的翻译问题如何处理。如旅游宣传资料的翻译等。 5、译文对比：可以是同一篇文章、同一本书，不同的译者在同以时期或不同时期进行的翻译做的对比，也可以是同一个译者对同一篇文章或书在不同时期的翻译的对比；可以是翻译技巧等微观层面的对比，也可以是宏观曾面的对比，以探索为什么在不同时期译者回采取不同的策略，有哪些社会的、文化的、政治的、意识形态的原因 6、翻译及评论：首先选择一篇长文，一般是文学作品且没有人翻译过，进行翻译，翻译完后，从上述五个方面选择一个理论视角对自己的翻译进行评论。 7、译者风格。 8、翻译与美学。
农村社会养老保险的现状、问题与对策研究社会保障对国家安定和经济发展具有重要作用，“城乡二元经济”现象日益凸现，农村社会保障问题客观上成为社会保障体系中极为重要的部分。建立和完善农村社会保障制度关系到农村乃至整个社会的经济发展，并且对我国和谐社会的构建至关重要。我国农村社会保障制度尚不完善，因此有必要加强对农村独立社会保障制度的构建，尤其对农村养老制度的改革，建立健全我国社会保障体系。从户籍制度上看，我国居民养老问题可分为城市居民养老和农村居民养老两部分。对于城市居民我国政府已有比较充足的政策与资金投人，使他们在物质和精神方面都能得到较好地照顾，基本实现了社会化养老。而农村居民的养老问题却日益突出，成为摆在我国政府面前的一个紧迫而又棘手的问题。 一、我国农村社会养老保险的现状 关于农村养老，许多地区还没有建立农村社会养老体系，已建立的地区也存在很多缺陷，运行中出现了很多问题，所以完善农村社会养老保险体系的必要性与紧迫性日益体现出来。 （一）人口老龄化加快 随着城市化步伐的加快和农村劳动力的输出，越来越多的农村青壮年人口进入城市，年龄结构出现“两头大，中间小”的局面。中国农村进入老龄社会的步伐日渐加快。第五次人口普查显示：中国65岁以上的人中农村为5938万，占老龄总人口的67.4%.在这种严峻的现实面前，农村社会养老保险的徘徊显得极其不协调。 （二）农村社会养老保险覆盖面太小 中国拥有世界上数量最多的老年人口，且大多在农村。据统计，未纳入社会保障的农村人口还很多，截止2000年底，全国7400多万农村居民参加了保险，占全部农村居民的11.18%，占成年农村居民的11.59%.另外，据国家统计局统计，我国进城务工者已从改革开放之初的不到200万人增加到2003年的1.14亿人。而基本方案中没有体现出对留在农村的农民和进城务工的农民给予区别对待。进城务工的农民既没被纳入到农村养老保险体系中，也没被纳入到城市养老保险体系中，处于法律保护的空白地带。所以很有必要考虑这个特殊群体的养老保险问题。
Based on GSM module and AT89C51 connection design and application ---From 《GSM principle and its network optimization》chapter one ---From 《New single chip microcomputer interface device and technology》chapter six Abstract This article through analyzed the GSM module and the monolithic integrated circuit connection design simply introduced the TC35i module commonly used instruction and the coding rule, introduced emphatically the TC35i module and the AT89C51 principle of work, the periphery connection electric circuit, the software control technology, at the same time has produced some TC35i module and the AT89C51 connection application procedure, proposed AT89C51 when receive data should pay attention question, thus designed has the GSM module the data transmission terminal. Key words: GSM network 1 Summarize: Along with correspondence technique of development, according to the service function of the NTT DoCoMo net, just to industry control and control from a distance the realm have continuously extension of trend.Is orientation this kind of demand, Siemens company released a new generation wireless correspondence GSM mold piece-TC35i, according to should the short news function of the mold piece, can fast safety credibility realization customer information processing etc. function, special be applicable to control centre and terminal equipments distance very far,
英语专业毕业论文翻译 类论文 Document number：NOCG-YUNOO-BUYTT-UU986-1986UT
毕业论文（设计）Title:The Application of the Iconicity to the Translation of Chinese Poetry 题目:象似性在中国诗歌翻译中的应用 学生姓名孔令霞 学号 BC09150201 指导教师祁晓菲助教 年级 2009级英语本科（翻译方向）二班 专业英语 系别外国语言文学系
黑龙江外国语学院本科生毕业论文（设计）任务书 摘要
索绪尔提出的语言符号任意性，近些年不断受到质疑，来自语言象似性的研究是最大的挑战。语言象似性理论是针对语言任意性理论提出来的，并在不断发展。象似性是当今认知语言学研究中的一个重要课题，是指语言符号的能指与所指之间的自然联系。本文以中国诗歌英译为例，探讨象似性在中国诗歌翻译中的应用，从以下几个部分阐述：（1）象似性的发展；（2）象似性的定义及分类；（3）中国诗歌翻译的标准；（4）象似性在中国诗歌翻译中的应用，主要从以下几个方面论述：声音象似、顺序象似、数量象似、对称象似方面。通过以上几个方面的探究，探讨了中国诗歌翻译中象似性原则的重大作用，在诗歌翻译过程中有助于得到“形神皆似”和“意美、音美、形美”的理想翻译效果。 关键词：象似性；诗歌；翻译
Abstract The arbitrariness theory of language signs proposed by Saussure is severely challenged by the study of language iconicity in recent years. The theory of iconicity is put forward in contrast to that of arbitrariness and has been developing gradually. Iconicity, which is an important subject in the research of cognitive linguistics, refers to a natural resemblance or analogy between the form of a sign and the object or concept. This thesis mainly discusses the application of the iconicity to the translation of Chinese poetry. The paper is better described from the following parts: (1) The development of the iconicity; (2) The definition and classification of the iconicity; (3) The standards of the translation to Chinese poetry; (4) The application of the iconicity to the translation of Chinese poetry, mainly discussed from the following aspects: sound iconicity, order iconicity, quantity iconicity, and symmetrical iconicity. Through in-depth discussion of the above aspects, this paper could come to the conclusion that the iconicity is very important in the translation of poetry. It is conductive to reach the ideal effect of “the similarity of form and spirit” and “the three beauties”. Key words: the iconicity; poetry; translation
吉林化工学院理学院 毕业论文外文翻译English Title（Times New Roman ，三号） 学生学号：08810219 学生姓名：袁庚文 专业班级：信息与计算科学0802 指导教师：赵瑛 职称副教授 起止日期：2012.2.27～2012.3.14 吉林化工学院 Jilin Institute of Chemical Technology
1 外文翻译的基本内容 应选择与本课题密切相关的外文文献（学术期刊网上的），译成中文，与原文装订在一起并独立成册。在毕业答辩前，同论文一起上交。译文字数不应少于3000个汉字。 2 书写规范 2.1 外文翻译的正文格式 正文版心设置为：上边距：3.5厘米，下边距：2.5厘米，左边距：3.5厘米，右边距：2厘米，页眉：2.5厘米，页脚：2厘米。 中文部分正文选用模板中的样式所定义的“正文”，每段落首行缩进2字；或者手动设置成每段落首行缩进2字，字体：宋体，字号：小四，行距：多倍行距1.3，间距：前段、后段均为0行。 这部分工作模板中已经自动设置为缺省值。 2.2标题格式 特别注意：各级标题的具体形式可参照外文原文确定。 1．第一级标题（如：第1章绪论）选用模板中的样式所定义的“标题1”，居左；或者手动设置成字体：黑体，居左，字号：三号，1.5倍行距，段后11磅，段前为11磅。 2．第二级标题（如：1.2 摘要与关键词）选用模板中的样式所定义的“标题2”，居左；或者手动设置成字体：黑体，居左，字号：四号，1.5倍行距，段后为0，段前0.5行。 3．第三级标题（如：1.2.1 摘要）选用模板中的样式所定义的“标题3”，居左；或者手动设置成字体：黑体，居左，字号：小四，1.5倍行距，段后为0，段前0.5行。 标题和后面文字之间空一格（半角）。 3 图表及公式等的格式说明 图表、公式、参考文献等的格式详见《吉林化工学院本科学生毕业设计说明书（论文）撰写规范及标准模版》中相关的说明。
英文翻译说明 1. 英文翻译文章输成word，5号新罗马（New Times Roman）字体，1.5倍行间距，将来方便打印和一起装订；英文中的图表要重新画，禁止截图。 2. 整篇论文1.5倍行间距，打印时，用B5纸，版面上空2.5cm，下空2cm，左空2.5cm，右空2cm（左装订）。 3. 论文翻译后的摘要用五号宋体，正文小四号宋体、英文和数字用新罗马（New Times Roman）12、参考文献的内容用五号字体。图和表头用五号字体加粗并居中，图和表中的内容用五号字体。论文翻译的作者用五号字体加粗。 论文大标题………小三号黑体、加黑、居中 第二层次的题序和标题………小四号黑体、加黑、居中 第三层次的题序和标题………小四号宋体、加黑、居中 正文……………………………小四号宋体、英文用新罗马12 页码……………………………小五号居中，页码两边不加修饰符 4. 论文中参考文献严格按照下述排版。 专著格式：序号.编著者.书名[M].出版地: 出版社, 年代, 起止页码 期刊论文格式：序号.作者.论文名称[J]. 期刊名称, 年度, 卷(期): 起止页码 学位论文格式：序号.作者.学位论文名称[D]. 发表地: 学位授予单位, 年度 例子: (1).胡千庭, 邹银辉, 文光才等. 瓦斯含量法预测突出危险新技术[J]. 煤炭学报, 2007.32(3): 276-280. (2). 胡千庭. 煤与瓦斯突出的力学作用机理及应用研究[D]. 北京: 中国矿业大学(北京), 2007. (3). 程伟. 煤与瓦斯突出危险性预测及防治技术[M]. 徐州: 中国矿业大学出版社, 2003.
毕业论文外文资料翻译题目(宋体三号，居中) 学院(全称，宋体三号，居中) 专业(全称，宋体三号，居中) 班级(宋体三号，居中) 学生(宋体三号，居中) 学号(宋体三号，居中) 指导教师(宋体三号，居中) 二〇一〇年月日(宋体三号，居中，时间与开题时间一致)
（英文原文装订在前）
Journal of American Chemical Society, 2006, 128(7): 2421-2425. (文献翻译必须在中文译文第一页标明文献出处：即文章是何期刊上发表的，X年X 卷X期，格式如上例所示，四号，右对齐，杂志名加粗。) [点击输入译文题目-标题1，黑体小二] [点击输入作者，宋体小四] [点击输入作者单位，宋体五号] 摘要[点击输入，宋体五号] 关键词[点击输入，宋体五号] 1[点击输入一级标题-标题2，黑体四号] [点击输入正文，宋体小四号，1.25倍行距] 1.1[点击输入二级标题-标题3，黑体小四] [点击输入正文，宋体小四，1.25倍行距] 1.1.1[点击输入三级标题-标题4，黑体小四] [点击输入正文，宋体小四，1.25倍行距] 说明： 1.外文文章必须是正规期刊发表的。 2.翻译后的中文文章必须达到2000字以上，并且是一篇完整文章。 3.必须要有外文翻译的封面，使用学校统一的封面； 封面上的翻译题目要写翻译过来的中文题目； 封面上时间与开题时间一致。 4.外文原文在前，中文翻译在后； 5.中文翻译中要包含题目、摘要、关键词、前言、全文以及参考文献，翻译要条理
清晰，中文翻译要与英文一一对应。 6.翻译中的中文文章字体为小四，所有字母、数字均为英文格式下的，中文为宋体， 标准字符间距。 7.原文中的图片和表格可以直接剪切、粘贴，但是表头与图示必须翻译成中文。 8.图表必须居中，文章段落应两端对齐、首行缩进2个汉字字符、1.25倍行距。 例如： 图1. 蛋白质样品的PCA图谱与8-卟啉识别排列分析(a)或16-卟啉识别排列分析(b)。为了得到b 的 数据矩阵，样品用16-卟啉识别排列分析来检测，而a 是通过捕获首八卟啉接收器数据矩阵从 b 中 萃取的。
石河子大学毕业论文(设计)任务书 外国语学院英语专业 20095 年级 课题名称如何处理英翻汉中的省略 How to Deal with Ellipsis in English—Chinese Translation 毕业论文(设计)起止时间2012年7月1日—2013年6月9日 指导教师冯春波职称副教授 学生姓名程子龙学号2009051431 任务下达日期2012年11月20 日 课题内容 1. 对中国和英语国家表达同一内容时的侧重进行简要分析。 2. 对英汉翻译中常见省略进行总结说明。 3. 对英翻汉中的省略进行逐条陈述说明。 课题任务的具体要求 1.语言要流利、地道、准确。 2.格式正确，符合毕业论文格式要求。 3.结构完整，符合要求。 4.论据充分准确，论证有力，论点清晰。 5.参考资料充分得当。 拟定的工作进度（以周为单位） 1．2012年7月1日-2012年8月26日（8周）完成初步的选题工作 2．2012年8月27日—2012年11月30日（14周）完成定题工作、任务书、选题指南3．2012年12月1日—2012年12月28日（4周）完成开题报告（含文献综述）4．2012年12月29日—2013年3月3日（9周）完成第一稿 5．2013年3月4日—2013年3月10日（1周）一稿修改 6．2013年3月11日—2013年4月7日（4周）完成第二稿 7．2013年4月8日—2013年4月14日（1周）二稿修改 8．2013年4月15日—2013年4月21日（1周）完成第三稿 9．2013年4月22日—2013年5月5日（2周）三稿修改 10． 11．2013年5月6日交定稿 12．2013年5月7日—2013年5月27日（3周）系内盲审 13． 14．2013年5月28日—2013年6月8日（2周）盲审后修改、打印答辩版 15．2013年6月9日论文答辩 主要参考文献
“论文学翻译过程” “语义翻译和交际翻译理论在英汉翻译中的运用” “英语句子成分的省略及汉译” “文学翻译中隐喻的传译” 一、选题范围 1、翻译与文化：可以从宏观和微观两个方面考虑。宏观方面，一般从翻译在目 的语社会文化中的生产、接受、翻译在目的语社会文化中所起的功能等角度讨论，可以从社会、文化、历史、交际的视角切入。阐述为什么有那样的译文？如严复 的翻译，林纾的翻译，傅东华翻译《漂》时为什么使用归化的手段，鲁迅翻译的 策略，翻译材料的选择等等。微观方面，可以讨论语言文字所承载的文化内容和 内涵如何在翻译中表达，如文化负载词的翻译策略等。 2、翻译与语言学理论：可以从篇章语言学，功能语言学（如喊韩礼德的系统功 能理论等），对比语言学，心理语言学，交际语言学、文化语言学等方面考虑选题。如功能语言学和篇章语言学中讨论的衔接与连贯及其翻译，也可以讨论他们在英语和汉语中的差别入手，进一步讨论他们在翻译中的处理，主位、述位的推进极其在翻译中的体现。英语汉语对比及其翻译策略等等。 3、翻译与语文学。主要从艺术的角度讨论文学翻译中的问题。 4、应用翻译：主要从特殊用途英语如商务英语、科技英语、旅游英语等方面讨 论在这些特殊领域中涉及的翻译问题如何处理。如旅游宣传资料的翻译等。 5、译文对比：可以是同一篇文章、同一本书，不同的译者在同以时期或不同时 期进行的翻译做的对比，也可以是同一个译者对同一篇文章或书在不同时期的翻 译的对比；可以是翻译技巧等微观层面的对比，也可以是宏观曾面的对比，以探索为什么在不同时期译者回采取不同的策略，有哪些社会的、文化的、政治的、 意识形态的原因？ 6、翻译及评论：首先选择一篇长文，一般是文学作品且没有人翻译过，进行翻 译，翻译完后，从上述五个方面选择一个理论视角对自己的翻译进行评论。 7、译者风格。 8、翻译与美学。 二、选题方法： 上述各个方面均可写出几本甚至几十本专著，因此大家从上述方面可以选出一个写作的范围。缩小选题范围：首先是广泛浏览上述各有关方面翻译研究资料，以确定自己对哪方面感兴趣且有话可说，这是缩小范围的第一步。然后在自己感兴
The Journal of Genetic Psychology. 2005, 160(4), 436--442 The Effects of Locus of Control and Task Difficulty on Procrastination TRACY JANSSEN Department of Psychology Beloit College JOHN S. CARTON Department of Psychology Oglethorpe University ABSTRACT.The authors investigated the effects of locus of control expectancies and task difficulty on procrastination. Forty-two college students were administered an academic locus of control scal e and a task that was similar to a typical college homework assignment.The students were randomly assigned to 1 of 2 task difficulty levels. Although none of the results involving task difficulty was significant, several results involving locus of control were significant. Specifically, analyses revealed that students with internal locus of control expectancies tended to begin working on the assignment sooner than students with external locus of control expectancies. In addition, students with internal locus of control completed and returned the assignment sooner than students with external locus of control. The results are discussed within the context of J. B. Rotter's (1966, 1975, 1982) social leaming theory. PROCRASTINATION refers to the act of needlessly delaying a task until the point of some discomfort—a behavior problem that many adults experience on a regular basis (Ferrari, Johnson,&McCown, 1995). Most
1. Introduction America is one of the countries that speak English. Because of the special North American culture, developing history and the social environment, American English has formed its certain unique forms and the meaning. Then it turned into American English that has the special features of the United States. American English which sometimes also called United English or U.S English is the form of the English language that used widely in the United States .As the rapid development of American economy, and its steady position and strong power in the world, American English has become more and more widely used. As in 2005, more than two-thirds of English native speakers use various forms of American English. The philologists of the United States had divided the English of the United States into four major types: “America n creating”; “Old words given the new meaning”; “Words that eliminated by English”;“The phonetic foreign phrases and the languages that are not from the English immigrates”[1]. Compared to the other languages, American English is much simple on word spelling, usage and grammar, and it is one of the reasons that American English is so popular in the world. The thesis analyzes the differences between American English and British English. With the main part, it deals with the development of American English, its peculiarities compared to that of British English, its causes and tendency. 2. Analyses the Differences As we English learners, when we learning English in our junior or senior school, we already came across some words that have different spellings, different pronunciations or different expressions, which can be represented by following contrasted words: spellings in "color" vs. "colour"; pronunciations in "sec-re-ta-ry" vs. "sec-re-try";
长江大学工程技术学院 毕业设计（论文）外文翻译 外 文 题 目 Matlab Based Interactive Simulation Program for 2D Multisegment Mechanical Systems 译 文 题 目 二维多段机械系统基于Matlab 的 交互式仿真程序 系 部 化学工程系 专 业 班 级 化工60801 学 生 姓 名 李泽辉 指 导 教 师 张 铭 辅 导 教 师 张 铭 完 成 日 期 2012.4.15 顶层配置在管路等，要求设备，所有设要求，对调整使案，编是指机确保机组中资料试
外文翻译 二维多段机械系统基于Matlab 的交互式仿真程序 Henryk Josiński, Adam ?witoński, Karol J?drasiak 著；李泽辉 译 摘要：本文介绍了多段机械系统设计原则，代表的是一个模型的一部分的设计系统，然后扩展 形成的几个部分和模型算法的分类与整合的过程，以及简化步骤的过程叫多段系统。本文还介绍了设计过程的二维多段机械系统的数字模型，和使用Matlab 的软件包来实现仿真。本文还讨论测试运行了一个实验，以及几种算法的计算，实现了每个单一步骤的整合。 1 简介 科学家创造了物理模型和数学模型来表示人类在运动中的各种形式。数学模型 使创建数字模型和进行计算机仿真成为可能。模型试验，可以使人们不必真正的实 验就可以虚拟的进行力和力矩的分解。 本文研究的目的是建立一个简单的多段运动模型，以增加模型的连续性和如何 避免不连续为原则。这是创建一个人类运动模型系统的冰山一角。其使用matlab 程 序包创建的数字模型，可以仿真人类运动。 文献中关于这一主题的内容很广泛。运动的模式和力矩的分解在这些文献中都 有涉猎。动态的平面人体运动模型，提出了解决了迭代矩阵的方法。还值得一提的 是这类项目的参考书目，布鲁贝克等人提出了一个模型——人腿模型，这个以人的 物理运动为基础的平面模型仿真了人腿——一个单一的扭簧和冲击碰撞模型。人腿 模型虽然简单，但是它展示人类的步态在水平地面上的运动特征。布鲁贝克等人还 介绍，在人腿模型的双足行走的基础上，从生物力学的角度而言，符合人体步行的 特征。这个模型具有一个躯干，双腿膝盖和脚踝。它能够合理的表现出人多样的步 态风格。一个仿真人类运动的数学模型反应出了人的部分运动状态。 图1. 力的分解 2 力的分解
翻译方向毕业论文选题汇总方向 The Characteristics of Athletic English and Its Translation 翻译 体育英语的特点及翻译 The Semantic Contrast of Color Words between English and Chinese and their 翻译 Translation 中英颜色词的语义对比及翻译 Chinese Reduplicated Words and their Translation into English 翻译 汉语叠词及其英译 Brand Translation 翻译 商标翻译 On Translating Methods of Numerals between Chinese and English中英数字的翻译 翻译 方法 Literal and Free Translation in the Translation of Advertisement Headlines and Slogans 翻译 广告用语的直译和意译 On the Translation of Chinese Trade Mark into English 翻译 中文商标的英译 Culture Differences and Translation 翻译 文化差异和翻译 Charactecistics and Translation of Adventisement 翻译 广告英语的特征及其翻译 Principles and Methods on Brand-Translation 翻译 商标翻译的原则和方法 The Study on Features of Advertising and its Translation 广告语的点及其翻译翻译 Non-Correspondence in English-Chinese Translation of Color Words中英文翻译中 翻译 颜色词的非对应 A Study on the Translation of Movie Titles 翻译 电影片名的翻译 On the Cultural Signification of Animal Idioms and Translation 翻译 动物俚语文化含义与翻译 The Translation of Color Terms 翻译 试论颜色词的翻译 A comparative Study of the Old Man and the Sea---Concerning the Perfection in Literary Translation 翻译《老人与海》译文比较－谈影响文学翻译完美性的因素
石河子大学毕业论文选题指南 外国语学院英语专业20095 年级 指导教师冯春波职称副教授填报时间2012年11月15日课题名称如何处理英翻汉中的省略 How to Deal with Ellipsis in English—Chinese Translation 课题来源1科研题目2生产现场√3自拟题目 课题类型√1论文型2设计型 完成课题所需时间49周所需学生人数1人 实习（考察）地点石河子大学论文（设计）地点石河子大学 立题依据 1．对中国和英语国家的文化很感兴趣。 2．对中国和英语国家因文化差异造成的翻译问题的处理方法有很强的探索欲。 3．对英汉互译有着浓厚的兴趣。 4．对英翻汉中常用的技巧做了大量的阅读及训练。 5．对英翻汉中省略的处理有浓厚的兴趣。 6．对英翻汉中省略的处理做了大量的阅读及深入思考。 本课题预期目标（含：本课题应完成的工作，课题预期目标和课题价值估计） 1. 根据收集到的材料，对中国和英语国家表达同一内容时的侧重进行简要分析。 2. 根据所掌握的资料，对英汉翻译中常见省略进行总结说明。 3. 通过所掌握的资料及自身理解，对英翻汉中的省略进行逐条陈述说明。 提供的外部条件 1．图书馆 2．互联网 3．报刊杂志 4．院资料室 5．教师提供书目 主要参考资料 Bassnett M. S. Translation Studies. London: Methuen&Co.Ltd. , 1990 Seleskovitch, Danica. Interpreting for International Conferences [M]. Tran. Stephanie Dailey and Eric Norman McMillan. 3rd edition. Washington D.C.: Pen and Booth, 2002 任文. 交替传译. 北京：外语教学与研究出版社，2004
附件3： （本科毕业论文）文献、资料题目： 院（部） 专 班 姓名：张三 学号： 指导教师：张九光 翻译日期：2005.6.30
，the National Institute of Standards and Technology (NIST) has been working to develop a new encryption standard to keep government information secure ．The organization is in the final stages of an open process of selecting one or more algorithms ，or data-scrambling formulas ，for the new Advanced Encryption Standard (AES) and plans to make adecision by late summer or early fall ．The standard is slated to go into effect next year ． AES is intended to be a stronger ，more efficient successor to Triple Data Encryption Standard (3DES)，which replaced the aging DES ，which was cracked in less than three days in July 1998． “Until we have the AES ，3DES will still offer protection for years to come ．So there is no need to immediately switch over ，”says Edward Roback ， acting chief of the computer security division at NIST and chairman of the AES selection committee ．“What AES will offer is a more efficient algorithm ．It will be a federal standard ，but it will be widely implemented in the IT community ．” According to Roback ，efficiency of the proposed algorithms is measured by how fast they can encrypt and decrypt information ，how fast they can present an encryption key and how much information they can encrypt ． The AES review committee is also looking at how much space the algorithm takes up on a chip and how much memory it requires ．Roback says the selection of a more efficient AES will also result in cost savings and better use of resources ． “DES w as designed for hardware implementations ，and we are now living in a world of much more efficient software ，and we have learned an awful lot about the design of algorithms ，”says Roback ．“When you start multiplying this with the billions of implementations done daily ，the saving on overhead on the networks will be enormous ．” ……
本科毕业设计（论文）外文翻译基本规范 一、要求 1、与毕业论文分开单独成文。 2、两篇文献。 二、基本格式 1、文献应以英、美等国家公开发表的文献为主（Journals from English speaking countries）。 2、毕业论文翻译是相对独立的，其中应该包括题目、作者（可以不翻译）、译文的出处（杂志的名称）（5号宋体、写在文稿左上角）、关键词、摘要、前言、正文、总结等几个部分。 3、文献翻译的字体、字号、序号等应与毕业论文格式要求完全一致。 4、文中所有的图表、致谢及参考文献均可以略去，但在文献翻译的末页标注：图表、致谢及参考文献已略去(见原文)。（空一行，字体同正文） 5、原文中出现的专用名词及人名、地名、参考文献可不翻译，并同原文一样在正文中标明出处。 二、毕业论文（设计）外文翻译 （一）毕业论文（设计）外文翻译的内容要求 外文翻译内容必须与所选课题相关，外文原文不少于6000个印刷符号。译文末尾要用外文注明外文原文出处。 原文出处：期刊类文献书写方法：[序号]作者（不超过3人，多者用等或et al表示）.题（篇）名[J].刊名（版本）,出版年，卷次（期次）：起止页次. 原文出处：图书类文献书写方法：[序号]作者.书名[M].版本.出版地：出版者,出版年.起止页次. 原文出处：论文集类文献书写方法：[序号]作者.篇名[A].编著者.论文集名[C]. 出版地：出版者，出版年.起止页次。 要求有外文原文复印件。 （二）毕业论文（设计）外文翻译的撰写与装订的格式规范 第一部分：封面
1.封面格式:见“毕业论文（设计）外文翻译封面”。普通A4纸打印即可。 第二部分：外文翻译主题 1.标题 一级标题，三号字，宋体，顶格，加粗 二级标题，四号字，宋体，顶格，加粗 三级标题，小四号字，宋体，顶格，加粗 2.正文 小四号字，宋体。 第三部分：版面要求 论文开本大小：210mm×297mm（A4纸） 版芯要求：左边距：25mm，右边距：25mm，上边距：30mm，下边距：25mm，页眉边距：23mm，页脚边 距：18mm 字符间距：标准 行距：1.25倍 页眉页角：页眉的奇数页书写—浙江师范大学学士学位论文外文翻译。页眉的偶数页书写—外文翻译 题目。在每页底部居中加页码。（宋体、五号、居中） 装订顺序是：封皮、中文翻译、英文原文复印件。