篇一：有关毕业论文外文参考资料的查找
有关毕业论文外文参考资料的查找
1、可尝试在以下网站搜索外文学术资料：
（1）google学术搜索https://scholar.google.cn/schhp?hl=zh-CN&as_sdt=2000
（2）本校图书馆外文网络资源（校园内登陆）https://lib.jit.edu.cn:88/NTPT-web/
2、关键词：
用英文关键词输入之前，可以考虑 1）打开思路，组合各种可能的、适当的、与论文相关的中文关键词；2）翻译成相关的英文，再在一些英文网站中确认你的英文翻译是适当的——注意不要用翻译器翻译。
举例来说，论文题目是《互联网时代高校管理机制的建构》，除了可以用“高校学生管理”、“互联网”作为中文关键词以外，还可以用“教育管理”、“大学教育”、“大学”、“教育”等相关的关键词查找资料；也可以尝试组合“互联网”、“教育管理”等词一起在上述网站搜索资料。
3、此外还可以去一些英文的新闻网站，或者去图书馆查阅CHINA DAILY等英文报纸，或者英文期刊、书籍等。看看有没有相关的新闻报道或文献资料，也许这些参考资料的获得需要长一点的时间，但是其实是很有参考价值的。
4、最后，一定不要忘记落实外文参考资料的准确出处（按参考文献格式要求标注）。
篇二：工程管理毕业论文外文文献及翻译
本科毕业论文
外文文献及译文
文献、资料题目：文献、资料来源：Design Intelligence
文献、资料发表（出版）日期：2012.12.10
院 （部）： 管理工程学院
专 业： 工程管理
班 级：
姓 名：
学 号：
指导教师：
翻译日期： 2015.2.10
外文文献：
BIM Beyond Boundaries
September 10, 2012 · by Randy Deutsch
Abstract: Opting for depth over breadth of expertise is a false choice that will lead
individuals, organizations, the profession, and industry in the wrong direction.
Keywords: BIM, expertise, anti-learning, master builder
Several forces are converging to create an unprecedented and timely opportunity for organizations that have embraced building information modeling (BIM). These forces — including the rise of the expert, the growing complexity and speed of projects, and BIM’s increasing recognition as an enabler, catalyst, and facilitator of team collaboration — also present significant challenges that can be overcome with the right approach and mindset.
At one time, being an expert meant knowing more than one’s competitors in a particular field. Firms that reinforced their expert culture hoarded information, which resulted in silos of expertise. Today, many firms are looking to hire people perceived as building and software technology experts, shortsightedly addressing today’s needs at the expense of tomorrow’s. While architects have always been trees with many branches, our current economic climate has discouraged them from being anything but palm trees: all trunk, no branches.
And yet things change so quickly that those who went to bed experts are unlikely to wake up experts in the morning. Due to the speed and complexity of projects, we do not have time to acquire knowledge the old way — slowly, over time, through traditional means. Even when we supplement our book learning with conferences, webinars, and continuing education, it is impossible to keep up with the flow of new information in our industry.
Expertise today is a much more social, fluid, and iterative process than it used to be. Being an expert is no longer about telling people what you know so much as understanding what questions to ask, who to ask, and applying knowledge flexibly and contextually to the specific situation at hand. Expertise has often been associated with teaching and mentoring. Today it’s more concerned with learning than knowing: less to do with continuing education and more with practicing and engaging in continuous education.
Social media presents the would-be expert with both opportunities and challenges. Working
with the understand
An expert today is someone whose network, community, or team deems him or her so. Such acknowledgment from one’s community can be considered a form of social certification. To grow one’s professional reputation, expertise in BIM counter-intuitively requires unlearning, detachment, collaboration, and developing both deep skills and broad interests.
BIM EXPERTISE REQUIRES UNLEARNING
As we grow in our careers, we tend to focus more on people issues and less on technology. We also tend to cooperate conditionally, responding to the behavior of others. This has huge implications for design and construction professionals who might be naturally collaborative — through sharing knowledge, learning, mentoring, and teaching — but are otherwise conditioned and tempered by the culture of the firm where they work.
Working in BIM provides an unprecedented opportunity to learn: how buildings go together, how projects are scheduled, cost implications of decisions, and impact on the environment. At the same time, there is a great deal we still need to unlearn with BIM. We can start by asking some questions: Which aspects of the traditional design process change with BIM and which stay the same? What knowledge, methods and strategies must be abandoned due to BIM and what is critical to keep? And perhaps most important: What, while learning to work in BIM, needs to be unlearned?
While unlearning habits we picked up working in CAD would seem like a good place to start, there’s also a great deal we need to unlearn in order to return to our original sharing attitude and cooperative ways. These include bad habits we’ve acquired since we left the cocoon of school and embarked on the hard knocks of a career in architecture and construction, where we may have learned to be mistrustful, skeptical, competitive, secretive, and working independently in silos. In doing so, we’ve unlearned many of the critical natural habits, attitudes, and mindsets necessary to work effectively and collaboratively on integrated teams.
BIM EXPERTISE REQUIRES DETACHMENT
From Japanese martial arts there’s the concept of shuhari: First learn, then detach, and finally transcend. As consultant Ian Rusk has explained, shu, ha, and ri are considered three phases of knowledge that one passes through in the study of an art. They can be described as the phases of traditional knowledge, breaking with tradition, and transcending it.
Working in BIM, we need to address all three steps to meet our goals. Of the steps, the second (detachment, or breaking with tradition) is the most important. Detachment requires that we remain flexible and agile while learning, not holding on tightly to our ideas, agendas, or prejudices, so that we can move beyond them.
BIM EXPERTISE REQUIRES COLLABORATION
While we as an industry have now lived with BIM for more than two decades, most firms have acquired and implemented the technology primarily as a visualization and coordination tool in the past several years. We appear to have reached a standstill in the software’s use, with many firm leaders wondering how to make the leap to more advanced uses. Further mastery of the application through traditional means won’t help us get there. If we are to achieve our personal, organizational, professional, and industry-wide goals of fully participating in public, community, creative, and economic life, something more needs to happen.
Achieving higher levels of BIM use — including analysis, computation, and fabrication — requires skills and a mindset that allow us to work productively and effectively in a collaborative setting. Working with BIM enables but doesn’t necessarily lead to collaboration. We each have to decide whether or not to look beyond BIM as a tool and embrace it as a process. When recognized as a process, BIM can be a powerful catalyst and facilitator of team collaboration.
BIM EXPERTISE REQUIRES DEPTH AND BREADTH
It would be a mistake to assume that expertise in BIM as a technology alone will lead to greater leadership opportunities on integrated teams. In this capacity, BIM requires attention to acquiring skills that, while easy to attain, can be overlooked if we focus primarily on the software tools.
With BIM, technical expertise should not be considered more important than increasing one’s social intelligence, empathy, or the ability to relate well with others. Additionally, the conventional window for achieving technological expertise is too long. Better that one achieves a
high level of BIM competency motivated by passion and curiosity. Having competency in one subject doesn’t preclude you from addressing others. In fact, it can be a determinant for doing so.
Being versatile flies in the face of current thinking that to succeed we should bolster our strengths over our weaknesses. The answer to Should I be a specialist or generalist? is yes. There must be people who can see the details as well as those who can see the big picture. One gift of the design professional is the rare (and underappreciated) ability to do both simultaneously. As with any hybrid — generalizing specialist or specializing generalist — one’s strength provides the confidence to contribute openly from many vantage points and perspectives.
It is critical for “T-shaped” experts to reach out and make connections (the horizontal arm of the T) in all the areas they know little or nothing about from their base of technical competence (the vertical arm of the T). T-shaped experts have confidence because of their assurance that they know or do one thing well. Their confidence allows them to see as others see by means of — not through — what they know. Their expertise doesn’t color their perception so much as provide a home base to venture from and return to with some assurance that they’ll maintain their bearings when venturing out across the table.
Broad-minded design professionals often find themselves in the role of “anti-experts,” approaching challenges from the perspective of the outsider. To this Paula Scher of Pentagram said, “When I’m totally unqualified for a job, that’s when I do my best work.” Once we balance, own, and ultimately realize our expert and anti-expert selves, we (as a community, profession, and industry) will do our best work.
WHAT DO WE DO NOW?
Firms want to know how to optimize their work processes to become more efficient at what they do best, to remain competitive by leveraging the competitive advantage of BIM and integrated design. One of the ironies facing the industry is that in order to master BIM, don’t learn more BIM. Instead, do other things.
What will bring about greater efficiencies and effectiveness, increase productivity and deliver value, is not additional technology knowledge but our ability to communicate, relate, work together, think like one another, have empathy, understand, and listen. If design professionals want to lead they will do so not by increasing their depth but by benefit of broader capabilities involving their reach.
篇三：2014年毕业论文外文资料翻译模板
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)
二〇一四年三月十八日(宋体三号，居中，时间与开题时间一致)
（英文原文装订在前）
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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3000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
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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。
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