week08
高考英语知识点每日摘抄week-08
week-08 积土成山 聚溪成渊
3
Day 4 倍数表达
• 1). A…+倍数+比较级+than B 如: This building is twice taller than that one. • 2). A…+倍数+as原级as+B 如: This building is three times as tall as that one. • 3). A…+倍数+the size(height, weight, length etc.) +of B 如: This building is three times the size of that one.
week-08 积土成山 聚溪成渊 6
week-08 积土成山 聚溪成渊 1
Day 2 before引导从句
• 1. Before I could get in a word, the tailor had measured me.(还没来得及…就) • 2. We hadn’t covered a mile before he felt tired.(还没…就) • 3. We had sailed 4 days before we saw land.(…才…) • 4. Please write it down before you forget it.(趁还…没就)
Day 1 when常用句型
注:并列连词when常用与以下句型中: ①…was/were doing…when…正在做…突然. ②…was/were about to do…when…刚要做…突 然 ③…was/were on the way/on the point of doing…when…(刚要做…突然) ④…had just done…when….(刚一…就) ⑤ … had hardly/scarcely…done…when…(刚 一…就)
TSA9周计划
3 4 84% 390
3 6 @8.5RPE
4 8 @8.5RPE 3 4 @8RPE
训 练: 4
BENCH 卧推
4 2 90% 255
BENCH 卧推
暂停 硬拉, (刚刚离地
硬拉 时暂停)
3 2 81% 375
ACC 背部锻炼 BENCH 窄距 卧推
4 4 @9RPE 4 2 @9RPE
notes:
12 2580 00
6 1890
WEEK 2
训 练: 1 Planning
SQ1 深蹲
深蹲
BN 1 BENCH
lat ACC BN acc BENCH
训 练: 2
DL 1 硬拉
BN 2 BENCH lats 2 ACC
训 练: 3
SQ 2 深蹲
shoulders ACC
lats 3 ACC glutes ACC
WEEK 4
训 练: 1
深蹲 深蹲 BENCH
ACC BENCH
训 练: 2
硬拉
BENCH ACC
训 练: 3
深蹲
ACC
ACC ACC
训 练: 4
BENCH BENCH
硬拉
背部锻炼 窄距 卧推
5 5 @9RPE 3 3 @9RPE
ACC BENCH
6 周后测1RM
深蹲 深蹲 卧推
杠铃划船 窄距 卧推
硬拉 卧推 背部锻炼
深蹲 杠铃推举 杠铃划船 臀部锻炼
4 4 82% 380 5 5 78% 225 4 6 @9RPE
4 7 74% 340 3 8 @8.5RPE 4 10 @8.5RPE 3 6 @8RPE
卧推
4 4 81% 230
MSK大船船期和截数信息sailing schedule 200901-200913
12/29/20083:01 PM
(AE2) - FAR EAST/EUROPE (AE2)
Week 01 Vessel Name Voyage Departures Xingang Dalian Qingdao Shanghai Arrivals Bremerhaven Rotterdam Felixstowe 19-Jan 22-Jan 23-Jan
22-Mar 24-Mar 26-Mar 29-Mar
22 24 26 29
29-Mar 31-Mar 2-Apr 5-Apr
22 24 26 29
5-Apr 7-Apr 9-Apr 12-Apr
22 24 26 29
12-Apr 14-Apr 16-Apr 19-Apr
2Hale Waihona Puke 24 26 29Shipping Instruction Closings per Trade (*) Load Port Nansha Yantian Tanjung Pelepas . Week numbers indicate departure of the last outbound port call. (*) (*) Blank means the service does not normally carry cargo to the destination Booking Cutoff
Week 08 Maersk Antares 0902
Week 09
Week 10
Week 11 Maersk Salina 0904
Week 12 MAERSK SAVANNAH 0904
Week 13 Charlotte Maersk 0906
小班第八周周计划表内容
星期三
星期四
星期五
上午
语言课:学习新词汇
数学课:基础加法
音乐课:儿歌学习
美术课:画花朵
体育课:户外游戏
(9:00-9:45)
(9:00-9:45)
(9:00-9:45)
(9:00-9:45)
(9:00-9:45)
间歇
休息、水果时间
休息、水果时间
休息、水果时间
休息、水果时间
(10:00-10:45)
(10:00-10:45)
午餐、午休
下午
故事时间:童话故事
创意美术:自由绘画
户外探索:植物观察
体育活动:跳绳比赛
总结分享:本周所学
(14:00-14:45)
(14:00-14:45)
(14:00-14:45)
(14:00-14:45)
(14:00-14:45)
间歇
小点心时间
放学准备
(15:45-16:00)
(15:45-16:00)
(15:45-16:00)
(15:45-16:00)
(15:45-16:00)
休息、水果时间
(9:45-10:00)
(9:45-10:00)
(9:45-10:00)
(9:45-10:00)
(9:45-10:00)
上午继续
自然科学:动物世界
社会实践:分享家庭照
语言复习
手工课:折纸飞机
英语启蒙:颜色单词
(10:00-10:45)
(10:00-10:45)
(10:00-10:45)
小点心时间
小点心时间
小点心时间
(14:45-15:00)
(14:45-15:00)
Wand of Fortune幸运之杖 日文版Alvaroアルバロ攻略
デート
プライベート1発生後、05week~12weekの間に[ 1・2 ]が発生。
プライベート2発生後、10week~16weekの間に[ 3・4 ]が発生。
プライベート3発生後、15week~19weekの間に[ 5・6 ]が発生。
[一緒に勉強する] [楽しくおしゃべり] [不思議な絵の前] [特別会話後]ランダムで誘われます。
メモリス・・・図書館、広場、食堂
プライベート
プライベートイベント発生後1回以上デートをしないと次のプライベートイベントが発生しないようです。
選択肢
発生week
1
楽しむことは大事だよね
CG
05week~12week
2
どうして知ってるの?
CG
10week~16week
3
自分で作り出そう
CG
15week~19week
1
バーゲンセール
ちょっと困る
04week
2
流れ星
やっぱり可哀想
12week
3
マインド・キャンディ
……………
20week
最終試験選択肢
仕方ないなあ……
とりあえず攻撃してみる
防衛システムを直さないと!
中庭?
残念だな……
そんなことない!
そんなことさせない
飲まない
本当に全部嘘だったのね
どうしてもムリ
楽しいと思ったことがない
アルバロ..... cv鈴村健一
パラメータ
とにかく「技術」、である。彼の者はそれに長けた者を愛する。他のことは最低限でも構わぬ。
下記の数値は管理人が攻略したときの最終パラメータです。
知識
【时文天天练】Week08:时光故事
体裁:记叙文难度:★★★The story behind Dumbo《小飞象》背后的故事Dumbo is a popular Disney film. Many people like towatch it. The cute flying elephant was inspired(启发)by areal elephant 1 Jumbo. Unluckily, Jumbo lived quitea 2 life.Jumbo was 3 by hunters in Africa when he wasa baby. When he 4 at London Zoo in 1865, Jumbo became an animal superstar. Every day, tens of thousands of people would come to 5 him. Even Queen Victoria and her children were his 6 .People locked Jumbo in a cage and he felt lonely. He began to 7 himself by breaking his own tusks(象牙). Later, Jumbo became so aggressive that he was sold to a traveling circus in the US. To 8 him down, Jumbo was given bottles of whisky every day. It was 9 to his health.In September 1885, Jumbo was hit by a train and 10 .Even after his death, people didn’t let Jumbo rest. He was displayed around the country for four years. ( )1. A. chosen B. covered C. named D. described ( )2. A. sad B. happy C. lucky D. colorful( )3. A. liked B. caught C. killed D. hurt( )4. A. arrived B. got C. reached D. came( )5. A. feed B. choose C. visit D. welcome ( )6. A. owners B. doctors C. friends D. fans( )7. A. hurt B. kill C. prevent D. express( )8. A. take B. go C. calm D. break( )9. A. harmful B. close C. important D. useful( )10. A. left B. ran C. cried D. diedLater, Jumbo became so aggressive that he was sold to a traveling circus in the US.后来,Jumbo变得如此有攻击性,以致被卖到了美国的一家巡回马戏团。
《Days-of-the-week》PPT课件
colouful
busy
How is Kitty’s week?
happy
…
healthy fun
Glary has a busy week, too. What does he do?
He reads lots of books. He enjoys some music.
He draws and paints.
He plays computer games and sleeps at home.
2. Help your good friend make his/her timetable of the week more reasonable. Then take a photo and introduce it to your classmates in Wechat.
长风破浪会有时,直挂云帆济沧海。努力,终会有所收获,功夫不负有心人。以铜为镜,可以正衣冠;以古为镜,可以知兴替;以人为镜,可以明得失。前进的路上 照自己的不足,学习更多东西,更进一步。穷则独善其身,达则兼济天下。现代社会,有很多人,钻进钱眼,不惜违法乱纪;做人,穷,也要穷的有骨气!古之立大 之才,亦必有坚忍不拔之志。想干成大事,除了勤于修炼才华和能力,更重要的是要能坚持下来。士不可以不弘毅,任重而道远。仁以为己任,不亦重乎?死而后已, 理想,脚下的路再远,也不会迷失方向。太上有立德,其次有立功,其次有立言,虽久不废,此谓不朽。任何事业,学业的基础,都要以自身品德的修炼为根基。饭 而枕之,乐亦在其中矣。不义而富且贵,于我如浮云。财富如浮云,生不带来,死不带去,真正留下的,是我们对这个世界的贡献。英雄者,胸怀大志,腹有良策, 吞吐天地之志者也英雄气概,威压八万里,体恤弱小,善德加身。老当益壮,宁移白首之心;穷且益坚,不坠青云之志老去的只是身体,心灵可以永远保持丰盛。乐 其乐;忧民之忧者,民亦忧其忧。做领导,要能体恤下属,一味打压,尽失民心。勿以恶小而为之,勿以善小而不为。越是微小的事情,越见品质。学而不知道,与 行,与不知同。知行合一,方可成就事业。以家为家,以乡为乡,以国为国,以天下为天下。若是天下人都能互相体谅,纷扰世事可以停歇。志不强者智不达,言不 越高,所需要的能力越强,相应的,逼迫自己所学的,也就越多。臣心一片磁针石,不指南方不肯休。忠心,也是很多现代人缺乏的精神。吾日三省乎吾身。为人谋 交而不信乎?传不习乎?若人人皆每日反省自身,世间又会多出多少君子。人人好公,则天下太平;人人营私,则天下大乱。给世界和身边人,多一点宽容,多一份担 为生民立命,为往圣继绝学,为万世开太平。立千古大志,乃是圣人也。丹青不知老将至,贫贱于我如浮云。淡看世间事,心情如浮云天行健,君子以自强不息。地 载物。君子,生在世间,当靠自己拼搏奋斗。博学之,审问之,慎思之,明辨之,笃行之。进学之道,一步步逼近真相,逼近更高。百学须先立志。天下大事,不立 川,有容乃大;壁立千仞,无欲则刚做人,心胸要宽广。其身正,不令而行;其身不正,虽令不从。身心端正,方可知行合一。子曰:“知者不惑,仁者不忧,勇者不惧 者,不会把时间耗费在负性情绪上。好学近乎知,力行近乎仁,知耻近乎勇。力行善事,有羞耻之心,方可成君子。操千曲尔后晓声,观千剑尔后识器做学问和学技 的练习。第一个青春是上帝给的;第二个的青春是靠自己努力当眼泪流尽的时候,留下的应该是坚强。人总是珍惜未得到的,而遗忘了所拥有的。谁伤害过你,谁击 重要的是谁让你重现笑容。幸运并非没有恐惧和烦恼;厄运并非没有安慰与希望。你不要一直不满人家,你应该一直检讨自己才对。不满人家,是苦了你自己。最深 一个人,而是心里没有了任何期望。要铭记在心;每一天都是一年中最完美的日子。只因幸福只是一个过往,沉溺在幸福中的人;一直不知道幸福却很短暂。一个人 贡献什么,而不应当看他取得什么。做个明媚的女子。不倾国,不倾城,只倾其所有过的生活。生活就是生下来,活下去。人生最美的是过程,最难的是相知,最苦 的是真爱,最后悔的是错过。两个人在一起能过就好好过!不能过就麻利点分开。当一个人真正觉悟的一刻,他放下追寻外在世界的财富,而开始追寻他内心世界的 弱就是自己最大的敌人。日出东海落西山,愁也一天,喜也一天。遇事不转牛角尖,人也舒坦,心也舒坦。乌云总会被驱散的,即使它笼罩了整个地球。心态便是黑 可以照亮整个世界。生活不是单行线,一条路走不通,你可以转弯。给我一场车祸。要么失忆。要么死。有些人说:我爱你、又不是说我只爱你一个。生命太过短暂 不一定能得到。删掉了关于你的一切,唯独删不掉关于你的回忆。任何事都是有可能的。所以别放弃,相信自己,你可以做到的。、相信自己,坚信自己的目标,去 的磨难与挫折,不断去努力、去奋斗,成功最终就会是你的!既然爱,为什么不说出口,有些东西失去了,就在也回不来了!对于人来说,问心无愧是最舒服的枕头 他人的成功,被人嫉妒,表明自己成功。在人之上,要把人当人;在人之下,要把自己当人。人不怕卑微,就怕失去希望,期待明天,期待阳光,人就会从卑微中站 想去拥抱蓝天。成功需要成本,时间也是一种成本,对时间的珍惜就是对成本的节约。人只要不失去方向,就不会失去自己。过去的习惯,决定今天的你,所以,过 今天的一败涂地。让我记起容易,但让我忘记我怕我是做不到。不要跟一个人和他议论同一个圈子里的人,不管你认为他有多可靠。想象困难做出的反应,不是逃避 面对它们,同它们打交道,以一种进取的和明智的方式同它们奋斗。他不爱你,你为他挡一百颗子弹也没用。坐在电脑前,不知道做什么,却又不想关掉它。做不了 间帮你决定。如果还是无法决定,做了再说。宁愿犯错,不留遗憾。发现者,尤其是一个初出茅庐的年轻发现者,需要勇气才能无视他人的冷漠和怀疑,才能坚持自 把研究继续下去。我的本质不是我的意志的结果,相反,我的意志是我的本质的结果,因为我先有存在,后有意志,存在可以没有意志,但是没有存在就没有意志。 的福利,可以使可憎的工作变为可贵,只有开明人士才能知道克服困难所需要的热忱。立志用功如种树然,方其根芽,犹未有干;及其有干,尚未有枝;枝而后叶, 出现不是对愿望的否定,而是把愿望合并和提升到一个更高的意识无论是美女的歌声,还是鬓狗的狂吠,无论是鳄鱼的眼泪,还是恶狼的嚎叫,都不会使我动摇。即 难,已经开始了的事情决不放弃。最可怕的敌人,就是没有坚强的信念。既然我已经踏上这条道路,那么,任何东西都不应妨碍我沿着这条路走下去。意志若是屈从 它都帮助了暴力。有了坚定的意志,就等于给双脚添了一对翅膀。意志坚强,只有刚强的人,才有神圣的意志,凡是战斗的人,才能取得胜利。卓越的人的一大优点 的遭遇里百折不挠。疼痛的强度,同自然赋于人类的意志和刚度成正比。能够岿然不动,坚持正见,度过难关的人是不多的。钢是在烈火和急剧冷却里锻炼出来的, 么也不怕。我们的一代也是这样的在斗争中和可怕的考验中锻炼出来的,学习了不在生活面前屈服。只要持续地努力,不懈地奋斗,就没有征服不了的东西。
双轴加卸载条件下含D型孔洞方块砂岩破坏特性
第 54 卷第 8 期2023 年 8 月中南大学学报(自然科学版)Journal of Central South University (Science and Technology)V ol.54 No.8Aug. 2023双轴加卸载条件下含D 型孔洞方块砂岩破坏特性皮滋滋,周子龙,王少锋,景岳,蔡鑫(中南大学 资源与安全工程学院,湖南 长沙,410083)摘要:为了揭示深部岩体在复杂应力条件下的强度与破裂特性,构建含不同倾角的D 型孔洞砂岩数值试样,并通过单轴压缩试验验证其可靠性;开展双轴加卸载条件下含D 型孔洞砂岩破裂过程数值模拟研究,综合考察其力学参数特征以及裂纹扩展特性。
研究结果表明:在单轴压缩下,试样峰值强度和弹性模量随孔洞倾角的增大先降低后升高然后再降低,试样最终出现由孔洞左右两侧2条裂纹不断延伸形成的斜向剪切破坏;对于同一倾角孔洞砂岩试样,试样的双轴压缩强度、双轴加卸载强度、单轴压缩强度依次递减;随孔洞倾角增大,试样双轴加卸载破坏时的侧向应力总体呈现下降趋势;D 型孔洞倾角对试样的峰值强度影响较小,但对试样裂纹的起裂应力影响较明显;在双轴加卸载条件下,含D 型孔洞砂岩的破坏形式较复杂多样,总体呈现出单向剪切、X 形剪切和Y 形剪切共3种剪切破坏模式。
关键词:砂岩;D 型孔洞;双轴加卸载;数值模拟;强度中图分类号:TD80 文献标志码:A 文章编号:1672-7207(2023)08-3154-14Failure characteristics of cuboid sandstone with D-shaped holeunder biaxial loading and unloading conditionsPI Zizi, ZHOU Zilong, WANG Shaofeng, JING Yue, CAI Xin(School of Resources and Safety Engineering, Central South University, Changsha 410083, China)Abstract: Numerical specimens of sandstone having D-shaped holes with different inclination angles were constructed to investigate the strength and fracture characteristics of deep rock masses under complex stress conditions. The reliability of numerical model was verified by uniaxial compression tests. Subsequently, the numerical simulations of the fracture process of sandstone with D-shaped holes under biaxial loading and unloading conditions were carried out to comprehensively investigate the characteristics of mechanical parameters and crack extension. The results show that the peak strengths and elasticity moduli of the specimens first decrease, then increase and finally decrease with the increase of the hole inclination angles under uniaxial compression. The final failure mode of the specimen is an oblique shear fracture formed by two cracks extending from the left and收稿日期: 2022 −12 −29; 修回日期: 2023 −03 −12基金项目(Foundation item):国家自然科学基金资助项目(52174099,51904333) (Projects(52174099, 51904333) supported by theNational Natural Science Foundation of China)通信作者:王少锋,博士,教授,从事岩石力学与硬岩高效破碎研究;E-mail :***************.cnDOI: 10.11817/j.issn.1672-7207.2023.08.019引用格式: 皮滋滋, 周子龙, 王少锋, 等. 双轴加卸载条件下含D 型孔洞方块砂岩破坏特性[J]. 中南大学学报(自然科学版), 2023, 54(8): 3154−3167.Citation: PI Zizi, ZHOU Zilong, WANG Shaofeng, et al. Failure characteristics of cuboid sandstone with D-shaped hole under biaxial loading and unloading conditions[J]. Journal of Central South University(Science and Technology), 2023, 54(8): 3154−3167.第 8 期皮滋滋,等:双轴加卸载条件下含D型孔洞方块砂岩破坏特性right sides of the hole. The biaxial compressive strength, biaxial unloading strength and uniaxial compressive strength of sandstone specimens which have holes with the same inclination angles present a descending order.The lateral stresses at biaxial unloading-induced failures of the specimens generally show a decreasing trend as the hole inclination angle increases. The influence of the D-hole inclination angle on the peak strength of the specimen is relatively small, but the influence on crack initiation stress of the specimen is more obvious. The failure modes of sandstones containing D-shaped holes under biaxial loading and unloading conditions are more complex and variform and generally show three modes of shear fractures, i.e., unidirectional shear, X-shaped shear and Y-shaped shear.Key words: sandstone; D-shaped hole; biaxial loading and unloading; numerical simulation; strength地下工程建设与资源开发例如矿山开采、岩土工程建设、水利水电建设、隧道建设、国防工程建设等都与地下岩体相关,涉及复杂的岩体力学问题[1−2]。
人教版英语八年级上册 Unit 2 综合测试卷
Unit 2 综合测试卷I.单项选择01 -Paul, ______ do you play basketball after school?-Twice a week. It can keep me healthy.A. how farB. how soonC. how longD. how often02 (2016 .菏泽) ______ the traffic was heavy yesterday, we got to the bus station on time.A. AlthoughB. UnlessC. Since03 My parents want me ______ more exercise.A. takeB. takesC. takingD. to take04 If you don't want to be too heavy, you must eat ______ meat.A. muchB. lessC. manyD. more05 Now the train service is very good.The trains are ______ on time.A. hardlyB. alwaysC. neverD. sometimes06 (2016 .鄂州)-Oh, my God! I've left my keys in the room.I'll have to get in ______ the window.-It's dangerous.You'd better wait for your mom to come back.A. pastB. overC. acrossD. through07 (2016 .滨州)-Don't be angry with your kid when hemakes a mistake again, will you?-No, I won't.I know that ______ of us are perfect after all.A. noneB. neitherC. eachD. all08 I think drinking milk is good ______ our health.A. forB. toC. withD. at09 - ______ do you have a class meeting?-Once a week.A. How oldB. How farC. How oftenD. How long10 -Miss Zhou is very popular with the students,-Yes.Her classes are ______ lively and interesting.A. alwaysB. sometimesC. hardlyD. NeverII.完形填空I'm Li Ming, a student from No.l Middle School. We made a 01 about student activities in our schoo1 last week.So I can tell you the 02 of the survey. Most students exercise three 03 four times a week. Some students exercise once or twice a week. Some students are very 04 and exercise every day.05 housework, most of us do housework every day. Some students do house- work three or four times a week. 06 students do housework once or twice a week. The results for "watch TV" are 07 . Some students watch TV once or twice a week, some students watch TV three or four times a week, 08 most students watch TV every day.Most students surf the 09 once or twice a week, but I 10 ever do that at home, because I don't have a computer.01 A.class B.survey C.paper D.book02 A.results B.numbers C.students D.times03 A.of B.and C.or D.about04 A.beautiful B. hard C.careful D.active05 A.As for B.Look at C.Think of D.Talk to06 A.Most B.No C.All D.Three07 A.good B.exciting C.interesting D.boring08 A.so B.because C.or D.but09 B.Internet C.sea D. skateboard10 A.have B.sometimes C.hard D.hardlyIII.阅读解ASports can help us a lot. Taking exercise can make us strong.In collective(集体的) sports like basketball, volleyball, or football, we will learn the importance of cooperation.And sports can also help us relax after work or study.However, as the saying goes, "There are two sides of every- thing. "Sometimes we may hurt other players or ourselves if we are not careful enough whenparticipating(参加)in sports activities. What's more, too much or hard practice can be bad for our health.Sports can make us healthy both physically and psychologically(心理地).It is also a good way for people to know each other and can improve friendship between people. As long as we are careful enough, sports can do us nothing but good.01 ______ can make us strong.A.Taking exerciseB. SingingC. SleepingD. Making friends02 Too much exercise can be ______ for us.A. goodB. badC. helpfulD. enough03 Sports can ______ .A.help people to know each otherB. improve friendship between peopleC. do us nothing but good if we're carefulD. do all the above04 Which of the following is NOT true?A. Basketball and volleyball are both collective sports.B. Sports can help us relax after work or study.C. Sometimes we may hurt other players or ourselves when participating in sports activities.D.Sports can only make us healthy physically.05 The best title for this passage can be“ ______ ”.A. Sports and healthB. Everybody must do sportsC. Sports are nothing to peopleD. No one likes sportsBEveryone must go to bed early and get up early,or we won't be healthy and clever. Is this true? Perhaps it is. The body must have enough sleep. The students aged 8-18 need ten hours' sleep every day. If you don't go to bed early,you won't have enough sleep. Then you can't think properly and do your work properly. You'll not be clever.Some people go to bed late and get up late. This is not good for them. We must sleep at night when it is dark. The dark helps us to sleep soundly. When the daytime comes, we must get up.This is the time for exercise.If you lack exercise, the body will become weak.Exercise keeps a strong body.Exercise helps the blood (血液) flow(流动) around inside the body.This is very important. Blood takes food to all parts of our bodies. The brain also needs blood. We think with our brains.If we keep our body healthy and take exercise,wecan think better.06 If we want to be healthy and clever, we must go to bed ______ .te and get up earlyB. early and get up lateC. early and get up earlyD. late and get up late07 The students aged 8-18 need ______ every day.A. ten hours' sleepB. nine hours' sleepC. twelve hours' sleepD. eleven hours' sleep08 The best time to sleep is when ______ .A. the daytime comesB. it is darkC. we are taking exerciseD. we are working09 Exercise makes the body ______ .A.weakB.cleverC.activeD.strong10 Exercise______ .A. makes more bloodB.helps the blood flowC. makes food for our bloodD. makes our brains tiredIV.任务型阅读Many people run for exercise. But what will you do if you are not a“born” runner or jogger(慢跑者)?You may still want a kind of exercise that's inexpensive and easy to do.Why not try walking?Walking requires no special equipment(装备).It is a kind of exercise that almost any normal, healthy person can do. Walking is good for your health like jogging or running; it will just take longer. Jogging and running make your heart work harder than walking. They also put more stress on your legs and feet than walking does. The problem with walking is that most people don't take it seriously.But there's a big difference between serious walking and the walking that most of us do.Walking, like jogging, should have a steady and continuous motion(稳健而持续的动作).If you want to get your exercise by walking, you need to have your own walking plan.After all, runners and joggers set goals for themselves. Walkers need goals, too. You also need to set a course to walk. Start by walking about 15-30 minutes a day.Increase your time and distance(距离)slowly. And try increasing your walking speed little by little.If you prefer to jog or run, follow the same advice.Start off slowly. Spend most of the first few days just walking. Then, start walking and running on the sameday. Run or jog a short distance, then walk for a while, then, run, then walk. Follow that pattern for 15-30 minutes a day. Slowly make each run longer and each walk shorter. Later on, you can increase your distance, speed and exercise time.阅读下面短文,按要求完成各项任务。
ART S8用户手册:八通道高性能麦克风分离器说明书
ART S8 User ManualEight Channel High Performance Microphone SplitterUse the S8 to split eight balanced low impedance microphone signals into sixteen balanced low impedance microphone signals (eight pairs). Each channel of the S8 provides one direct output and one transformer isolated output from a single microphone. Applications include sending the direct outputs to the main or FOH (Front Of House) mixer, and the second isolated outputs being sent to a monitor or recording mixer. The direct outputs pass phantom power from the main mixer to the microphones for use with condenser microphones.The S8 includes a ground-lift switch on each isolated output to reduce noise due to ground loops between connected equipment. For versatility the S8 also features an attenuator pad switch on each input that can be used to connect preamplified signals to the two microphone-level S8 outputs on each channel. Typically, preamplified signals would originate from instrument preamplifiers, mixers, keyboards, etc.Rack mounting ears are reversible for flexibility in system cabling. The 19” 1U black all steel case and its all passive design allow the S8 to provide years of trouble free service.SPECIFICATIONS:NOTE: All measurements made from TRANSFORMER ISOLATED MICROPHONE OUTPUT with PAD SWITCH out (off) and 150 Ohm balanced source feeding MICROPHONE INPUT and 1K Ohm load connected to TRANSFORMER ISOLATED MICROPHONE OUTPUT to simulate a typical “real world” microphone and mic preamplifier.• FREQUENCY RESPONSE: 20 Hz to 20K Hz, ±0.25 dB @ -15 dBu, -3 dB at approximately 165K Hz• TOTAL HARMONIC DISTORTION: Less than 0.26% from 20 Hz to 20K Hz at –15 dBu inputLess than 0.1% from 45 Hz to 20K Hz at –15 dBu input0.002% Typical at 1K Hz, –15 dBu input• PHASE RESPONSE: Less than 10 degrees at 20K Hz (ref. 1K Hz)• INPUT IMPEDANCE: Greater than 1.1K Ohms at 1K Hz (Typical driving source impedance is 150 Ohms)• OUTPUT IMPEDANCE: Less than 255 Ohms at 1K Hz (Typical output load impedance is 1K Ohms)• COMMON MODE REJECTION RATIO: Greater than 105 dB @ 60 Hz, Greater than 80 dB @ 3K Hz• VOLTAGE INSERTION LOSS: Approximately 2 dB at 1K Hz• MAXIMUM INPUT LEVEL FOR 1% THD: -1.4 dBu at 20 Hz, +3.5 dBu at 30 Hz, +9.4 dBu at 50 Hz• DIMENSIONS: 1.75”H x 19”W x 3.75”D (44.5mm x 482.6mm x 95mm)• WEIGHT: 3.75 lbs. (1.7 kg)Ref: 0 dBu = 0.775 VRMSUSAGE:Connect low impedance dynamic or condenser microphone to any MICROPHONE INPUT on the S8.(Alternatively connect line level signal to any MICROPHONE INPUT and engage corresponding front panel INPUT PAD switch.)Connect corresponding DIRECT MICROPHONE OUTPUT to mic input on main mixer (switch phantom power on at mixer if desired).Connect corresponding TRANSFORMER ISOLATED MICROPHONE OUTPUT to mic input on secondary mixer or recording system.Set GROUND switches to LIFT or GND. Use whichever setting provides lowest noise performance.NOTE: The chassis ground connects to the Channel One input ground only, in order to reduce the possibility of channel crosstalk through chassis ground. To provide the noise-shielding benefit of the chassis enclosure when the S8 is not mounted in a grounded rack system, be sure to use the Channel One input when using fewer than eight channel input connections.IMPORTANT SAFETY INSTRUCTION – READ FIRSTThis symbol, wherever it appears, alerts you to important operating and maintenanceinstructions in the accompanying literature. Please read the manual.Read instructions:Retain these safety and operating instructions for future reference. Heed all warnings printed here and on the equipment. Follow the operating instructions printed in this user guide.Do not open:There are no user serviceable parts inside. Refer any service work to qualified technical personnel only.Moisture:To reduce the risk of fire or electrical shock do not expose the unit to rain, moisture or use in damp or wet conditions. Do not place container of liquid on it, which may spill into any openings.Environment:Protect from excessive dirt, dust, heat, and vibration when operating and storing. Avoid tobacco ash, drink spillage and smoke, especially that associated with smoke machines.Handling:To prevent damage to the controls and cosmetics avoid rough handling and excessive vibration. Protect the controls from damage during transit. Use adequate padding if you need to ship the unit. To avoid injury to yourself or damage to the equipment take care when lifting, moving or carrying the unit. Servicing:Refer servicing to qualified technical personnel only.WARRANTY INFORMATIONLimited WarrantyApplied Research and Technology will provide warranty and service for this unit in accordance with the following warrants:Applied Research and Technology, (A R T) warrants to the original purchaser that this product and the components thereof will be free from defects in workmanship and materials for a period of three years from the date of purchase. Applied Research and Technology will, without charge, repair or replace,at its option, defective product or component parts upon prepaid delivery to the factory service department or authorized service center, accompanied by proof of purchase date in the form of a valid sales receipt.Exclusions:This warranty does not apply in the event of misuse or abuse of the product or as a result of unauthorized alterations or repairs. This warranty is void if the serial number is altered, defaced, or removed.A R T reserves the right to make changes in design or make additions to or improvements upon this product without any obligation to install the same on products previously manufactured.A R T shall not be liable for any consequential damages, including without limitation damages resulting from loss of use. Some states do not allow limitations of incidental or consequential damages, so the above limitation or exclusion may not apply to you. This warranty gives you specific rights and you may have other rights, which vary, from state to state.For units purchased outside the United States, an authorized distributor of Applied Research and Technology will provide service.SERVICE:The following information is provided in the unlikely event that your unit requires service.1) Be sure that the unit is the cause of the problem. Check to make sure the unit has power, all cables are connected correctly, and the cables themselves are in working condition. You may want to consult with your dealer for assistance in troubleshooting or testing your particular configuration.2) If you believe the ART unit is at fault, go to . You may contact Customer Service for more assistance, or directly request a Return Authorization for service in the “resources” area of the website.3) If you are returning the unit for service, pack the unit in its original carton or a reasonable substitute. The original packaging may not be suitable as a shipping carton, so consider putting the packaged unit in another box for shipping. Print the RA number clearly on the outside of the shipping box.4) Include, with your unit, a note with the RA number and your contact information including a daytime phone number, preferably attached to the top of the unit.Copyright 2007 Applied Research & Technology S8。
喜马拉雅攀登计划第八周作业
喜马拉雅攀登计划第八周作业(中英文实用版)英文文档:Title: Week 8 Assignment for Himalayan Climbing PlanThe eighth week of the Himalayan climbing plan is focused on refining skills and preparing for the final push to the summit.This week"s assignment is to review and practice climbing techniques, such as crack climbing, face climbing, and belaying, in a controlled environment.Additionally, participants are required to complete a mock summit attempt, simulating the challenges they may face during the actual climb.To ensure everyone is well-prepared, it is essential to review the importance of proper gear usage, safety procedures, and teamwork.Participants should also spend time familiarizing themselves with the route map and anticipate potential obstacles.By the end of the week, climbers should feel confident in their abilities and ready to tackle the challenges ahead.The assignment will serve as a crucial stepping stone towards achieving the ultimate goal of reaching the summit of the Himalayas.中文文档:标题:喜马拉雅攀登计划第八周作业喜马拉雅攀登计划的第八周作业重点在于完善技能并为最后的冲刺做好准备。
C#操作EXCEL(多种方法比较)
一.导入导出excel常用方法:1.用查询表的方式查询并show在数据集控件上。
public static string strCon = " Provider = Microsoft.Jet.OLEDB.4.0 ; D ata Source =C:\\08.xls;Extended Properties=Excel 8.0";public static DataSet ds;protected void Page_Load(object sender, EventArgs e){OleDbConnection conn = new OleDbConnection(strCon);string sql = "select * from [Sheet1$]";conn.Open();OleDbDataAdapter myCommand = new OleDbDataAdapter(sql, strCon); ds = new DataSet();myCommand.Fill(ds, "[Sheet1$]");conn.Close();datagrid1.DataMember = "[Sheet1$]";datagrid1.DataSource = ds;datagrid1.DataBind();//Excel.Application excel = new Excel.Application();//excel.Application.Workbooks.Add(true);//excel.Visible = true;}2.一个一个单元格的进行插入1string str = @"Data Source=IT-428E4EA4B0C7\SQLEXPRESS;Initial Catalog=TestBase;Integrated Security=True";2 SqlConnection conn = new SqlConnection(str);3 conn.Open();4int n = 0;5for (int i = 1; i < 20; i++)6 {7if (n > 3)8break;9else10if (msheet.Cells.get_Range("A" + i, Type.Missing).Tex t.ToString() == "" && n <= 3)11 { n++; }12else13 {14//循环获取excel单元格的值一次一次的插入,excuteSql为执行的存储过程15 excuteSql(msheet.Cells.get_Range("B" + i, Type.Mi ssing).Text.ToString(),16 msheet.Cells.get_Range("B" + (i + 1), Type.Miss ing).Text.ToString(),17 msheet.Cells.get_Range("B" + (i + 2), Type.Miss ing).Text.ToString(),18 conn);19 i = i + 3;2021 }22 }2324 conn.Close();二快速导入导出1.我们都知道当向db里批量插入数据的时候我们会选择SqlBulkCopyif (dataTable!=null && dataTable.Rows.Count!=0){sqlBulkCopy.WriteToServer(dataTable);}这个可以看深山老林新发的一篇SQLServer中批量插入数据方式的性能对比下面是SqlBulkCopy的方法,这个方法有一个弊端就是当excel某一列即有文字,还有日期的时候,会出现null值,我在网上查了一些资料说连接字串加上;HDR=YES;IMEX=1'的时候会都当做字符处理,但是还是会出现一些bug,所以建议最好先把excel数据分析到datatable里然后再用SqlBulkCopy倒入数据库1// block copy to DB from Excel2 //By xijun,3 //step 1 create an excel file C:\Inetpub\wwwroot\test.xls , fill cell(1,1) with "Data",cell(1,2) with "name"4 //step 2 create table named "Data" with 2 column ("data","nam e") in your DB5 //there the code below:6 DateTime t1 = DateTime.Now;7 Response.Write("<br>start time:" + t1.ToString());8string ExcelFile = @"C:\\20090916_Hub_Report.xls";9string excelConnectionString = @"Provider=Microsoft.Jet.OLED B.4.0;Data Source=" + ExcelFile + ";Extended Properties='Excel 8.0;HDR =YES;IMEX=1'";1011using (OleDbConnection excelConnection = new OleDbConnection (excelConnectionString))12 {1314 excelConnection.Open();15//Getting source data16 //非空讀入數據17 OleDbCommand command = new OleDbCommand("Select [Region], [CustomerPN],[RMA],[Date],[QTY],[Return/Pull] FROM [20090916_Hub_Report$] ", excelConnection);18// Initialize SqlBulkCopy object1920using (OleDbDataReader dr = command.ExecuteReader())21 {22// Copy data to destination23string sqlConnectionString = @"Data Source=MININT-G87 PHNA\SQLEXPRESS;Initial Catalog=GDS_Service;Integrated Security=True"; 24using (SqlBulkCopy bulkCopy = new SqlBulkCopy(sqlConn ectionString))25 {26 bulkCopy.DestinationTableName = "GDS_Hub_data";27//加入只加入一個列的話,那么就會其他數據庫列都默認為空。
译林版英语六年级上册Unit8教学教案
译林版英语六年级上册Unit8 教学教案一、教学内容本节课选自译林版英语六年级上册Unit 8,主要内容包括:Goldilocks and the three bears的故事,重点学习一般过去时态,了解故事情节及其中涉及的日常用品和家具的英文表达。
二、教学目标1. 能够听懂、会说、会读故事中出现的重点词汇和句型,如:house, chair, bed, too hard, too soft, just right等。
2. 能够运用一般过去时态描述故事中的事件。
3. 能够理解并复述故事情节,培养阅读兴趣和英语表达能力。
三、教学难点与重点1. 教学难点:一般过去时态的运用及故事情节的理解。
2. 教学重点:词汇和句型的掌握,以及运用一般过去时态进行描述。
四、教具与学具准备1. 教具:Goldilocks and the three bears的故事挂图、单词卡片、录音机、磁带。
2. 学具:英语课本、练习本、彩色笔。
五、教学过程1. 导入:通过展示Goldilocks and the three bears的故事挂图,引导学生谈论他们已知的故事情节,激发兴趣。
2. 新课内容呈现:播放故事录音,让学生跟读,学习新词汇和句型,理解故事内容。
3. 例题讲解:讲解一般过去时态的用法,结合故事中的句子进行示范。
4. 随堂练习:让学生分角色朗读故事,运用一般过去时态描述故事中的事件。
5. 小组活动:分组讨论,让学生根据故事情节创编新对话,并进行展示。
六、板书设计1. Unit 8 Goldilocks and the three bears2. 重点词汇和句型:house, chair, bed, too hard, too soft, just rightShe tried the chair. It was too hard.She tried the bed. It was too soft.She tried the porridge. It was just right.3. 一般过去时态:动词过去式形式七、作业设计1. 作业题目:根据故事情节,运用一般过去时态,写一篇短文描述Goldilocks在熊家的经历。
【每日一练】八年级英语人教版上册Week08:be_ready_to_do_sth,dress_up
be ready to do sth & dress up中考频度:★★★☆☆难易程度:★★★☆☆1.(2019 •深圳市)—Sarah seems to be confident about her performance tomorrow.—So she is. She’s gotten prepared for it.A. sorryB. famousC. ready【答案】C【解析】考查形容词词义辨析。
句意:—莎拉似乎对她明天的表演很有信心。
—是的。
她已经准备好了。
prepared, 形容词, 意为“事先准备好的”; A 选项sorry, 意为“抱歉的, 遗憾的”; B 选项famous, 意为“著名的”; C 选项ready, 意为“准备好的”。
故答案选C。
【归纳拓展】be ready to do sthbe ready to do sth有两种含义, 一种是“乐意做某事”, 另一种是“准备去做某事”, 后者相当于get ready to do sth。
The students are ready to climb the hill.=The students are getting ready to climb the hill.学生们正准备去爬山。
【拓展】be/get ready for sth /doing sth 意为“为某事/做某事做好准备”。
I’m(getting)readyfor my math test. 我在准备我的数学测试。
2. Today is Halloween. I _____________ as a ghost, and of course I _____________ a special costume.A .dress up; in B. wear; dressC. wear; dress upD. dress up; wear【答案】D【解析】句意:今天是万圣节, 我打扮成一个幽灵, 当然我穿着一件特殊的衣服。
MOTU 8pre 用户手册(Mac OS X)说明书
WARNING: THE GREEN GROUNDING LUG EXTENDING FROM THE ADAPTER MUST BE CONNECTED PROPERL Y GROUNDED OUTLET BOX. NOT ALL OUTLET BOXES ARE PROPERL Y GROUNDED.If you are not sure that your outlet box is properly grounded, have it checked by a qualified electrician. NOTE: The adapter illustrated is for use only if you already have a properly grounded two-prong receptacle. Adapter is not allowed in Canada by the Canadian Electrical Code. Use only three wire extension cords which have three-prong grounding type plugs and three-prong receptacles which will accept the MOTU 8pre plug.IMPORTANT SAFEGUARDSRead these instructions. All the safety and operating instructions should be read before operating the 8pre.Keep these instructions. These safety instructions and the 8pre owner’ manual should be retained for future reference.Heed all warnings. All warnings on the 8pre and in the owner’Follow all Instructions. All operating and use instructions should be followed.Do not use the 8pre near water.Cleaning - Unplug the 8pre from the computer and clean only with a dry cloth. Do not use liquid or aerosol cleaners.V entilation - Do not block any ventilation openings. Install in accordance with the manufacturer’s instructions.Heat - Do not install the 8pre near any heat sources such as radiators, heat registers, stoves, or another apparatus (including an amplifier) that produces heat.Overloading - Do not overload wall outlets and extension cords as this can result in a risk of fire or electrical shock.Grounding - Do not defeat the safety purpose of the polarized or grounding-type plug. A polarized plug has two blades with one wider than the other. A grounding-type plug has two blades and a third grounding prong. The wide blade or the third prong are provided for your safety . If the provided plug does not fit into your outlet, consult and electrician for replacement of the obsolete outlet.Power cord - Protect the 8pre power cord from being walked on or pinched by items placed upon or against them. Pay particular attention to cords and plugs, convenience receptacles, and the point where they exit from the 8pre.Power switch - Install the 8pre so that the power switch can be accessed and operated at all times.Disconnect - The main plug is considered to be the disconnect device for the 8pre and shall remain readily operable.Accessories - Only use attachments/accessories specified by the manufacturer.Placement - Use only with the cart, stand, tripod, bracket or table specified by the manufacturer, or sold with the 8pre. When a cart is used, use caution when moving the cart/apparatus combination to avoid injury from tip-over.Surge protection - Unplug the 8pre during lightning storms or when unused for long periods of time.Servicing - Refer all servicing to qualified service personnel. Servicing is required when the 8pre has been damaged in any way , such as when a power-supply cord or plug is damaged, liquid has been spilled or objects have fallen , or has been dropped.operating instructions for power requirements. Be advised that different operating voltages may require the use of a different line cord and/or attachment plug.Installation - Do not install the 8pre in an unventilated rack, or directly above heat-producing equipment such as power amplifiers. Observe the maximum ambient operating temperature listed below. connectors.3-prong plug Grounding prong Properly grounded 3-prong outletGrounding lugScrew3-prong plugAdapterMake sure this is connected to a known ground.Two-prong receptacleDetermines the clock source for your 8pre. If you’re just using the analog ins and outs, set this to ‘Internal’. The other settings are for digital transfers (via optical) or externalFigure 3-1: Connecting the 8pre to the computer.MIDI OUT MIDIINMIDIOUTAdditional deviceFigure 3-2: Connecting a MIDI device to the 8pre.Digital mixersynthesizer guitar(with or without an amp)Mac8pre backmicOpticalIn Outguitar(with or without an amp)USB2MacADAT optical InsynthesizermicADAT Optical OUTADAT Optical OUT8pre Clock Source setting = opticalFigure 4-4: Device settings.Figure 4-5: AudioDesk for Mac OS X. 4Repeat the above steps for each MIDI deviceconnected to the interface.5When you are finished, quit Audio MIDI Setup.Y our configuration is automatically saved as thedefault configuration, and it is shared with allCoreMIDI-compatible software.I N S T A L L I N G T H E8P R E M A C O S X S O F TFigure 5-1: MOTU Audio Setup gives you access to all of the settings in the 8pre hardware.M O T U A U D I O S E T U PFigure 5-2: The Mac OS X sound preferences let you use the 8pre for general stereo audio input and output for your Mac.The Default Stereo Input and Default Stereo Output settings in MOTU Audio Setup (Figure 5-1 on page 26) let you specify the stereo input and outputFigure 6-1: The VOLUME knob is a push-button rotary encoder. Except where noted, all of the features described inFigure 7-1: Choose Setup menu> Configure Audio System> Configure Hardware Driver to open the dialog shown above and access the 8pre CoreAudio driver. To access the rest of the 8pre settings, open MOTU Audio Setup.Figure 8-1: Choose Setup menu> Configure Audio System> Configure Hardware Driver to open the dialog shown above and access the 8pre CoreAudio driver. To access the rest of the 8pre settings, open MOTU Audio Setup.Figure 9-1: MOTU Audio Setup.For complete details about the 8pre settings, see chapter 5, “MOTU Audio Setup” (page 25). The following sections provide a brief explanation ofFigure 9-2: Enabling the 8pre in Logic Pro or Logic Express.Figure 9-3: Enabling the 8pre in Soundtrack Pro.Garage BandIn Garage Band, go to the Audio/MIDI preferencesand choose MOTU 8pre from the Audio Output andAudio Input menus as shown below in Figure 9-4.For information about the Optimize for setting, seeFigure 9-5: Enabling the 8pre in Live. Figure 9-4: Enabling the 8pre in Garage Band.O T H E R M A C O S X A U D I O S O F T W A R EFigure 9-6: Enabling the 8pre in Reason.Figure 9-7: Enabling the 8pre audio driver in Cubase SX.Other audio softwareFor other audio applications, the procedure issimilar to that shown above. Consult your owner’sFigure 9-8: Some applications number the 8pre inputs and outputs, but don’t display which outputs they refer to.Most programs will likely address this issue in future updates. In the meantime, here is how you can identify each input and output. Inputs areFigure 10-1: There are two ways to monitor live audio inputs with an 8pre: 1) through the computer or 2) via CueMix™ DSP hardware monitor-Figure 10-4: In Cubase SX or Nuendo, choose Devices menu> Device Setup and click VST Audiobay to access the window above and the Audio Buffer Size setting.Figure 10-5: In Logic Pro or Logic Express, go to the Audio Driver preferences to access the Buffer Size option shown above. Lower latency versus higher CPU overhead The buffer setting has a large impact on the following things:■Patch thru latency■The load on your computer’s CPU■Possible distortion at the smallest settingsFigure 10-7: Enabling CueMix DSP in AudioDesk or Digital Performer. Note: the ‘Only during recording...’ and ‘Always’ options are for AudioDesk 2 and DP4 only. DP5 has expanded input monitoring。
GMAT PREP 08 答案
PREP 1GWD30-Q11 to Q13:First identified in 1969, komatiites are Earth’s oldestknown volcanic rocks and contain three times as much magnesium as do most volcanic rocks. This chemicalcomposition suggests that komatiites formed from the hottest lava known ever to have erupted: a high concentration of magnesium changes the physical properties of lava so that unusually high temperatures would be required for the lava to exist as a liquid.Ko matiites’ discovery was surpris ing in light of then-current geological theories about magmas, molten rock that forms in the Earth’s mantle (the layer beneath the crust) and composes volcanic lava eruptions. Prior to 1960, geologists Bowen and Hess disagreed over whether or not the very high temperatures needed to produce magmas rich in magnesium could have existed on Earth. Hess suggested that the presence of water, probably released from minerals decomposing in the Earth’s mantle, might have meant that a high-magnesium magma could have existed at a lower temperature. But Bowen showed experimentally that the high temperatures were indeed necessary. By 1960, it was generally accepted that volcanic rocks with such high levels of magnesium could not exist, and thus the discovery of komatiites changed geologists’ assumptions about the characteristics of the Earth’s mantle around the time of the formation of komatiites, between 2.5 and 4 billion years ago.------------------------------------------------------------------ Q11:Which of the following most accurately describes the organization of the passage?A.Two divergent views of a scientific phenomenon arereconciled.B. A phenomenon is described and its scientificsignificance is discussed.C.The discovery of a scientific phenomenon is traced andits implications for further research are suggested. D. A long-standing scientific theory is examined andrecently discovered evidence is shown to support it.E.The ways in which a particular geological phenomenonis exceptional are detailed and classified.------------------------------------------------------------------Q12:Information in the passage suggests which of the following concerning the Earth’s mantle 2.5 to 4 billion years ago? A.It contained magmas that were more significantlyaffected by the decomposition of minerals than arecurrent-day magmas.B.It contained a lower proportion of water that itcontains today.C.Its characteristics were accurately described by bothBowen and Hess.D.Its temperature was sufficiently high to producemagmas with high magnesium content.E.Its total magnesium content then was roughlyequivalent to its magnesium content today.---------------------------------------------------------------------- Q13:Which of the following most accurately states the main point of the passage?A.Komatiites provide information about rates of volcaniceruption between 2.5 and 4 billion years ago.B.Komatiites provide information about how the physicalproperties of lava in the Earth’s past compare withthose of current-day lava.C.Komatiites provide evidence that undermine s Bowen’sexperimental conclusions regarding the temperatures at which lava exists as a liquid.D.Komatiites provide evidence that has changedgeologists’ ideas about the characteristics of theEarth’s mantle between 2.5 and 4 billion years ago.E.Komatiites provide evidence that water in the Earth’smantle may have reduced the temperature required for lava to exist as a liquid.BQ33-Q36: TTGWD11-Q24 to Q27:Anole lizard species that occur together(sympatrically) on certain Caribbean islands occupy different habitats: some live only in the grass, some onlyon tree trunks, and some only on twigs. These species also differ morphologically: grass dwellers are slender with long tails, tree dwellers are stocky with long legs, twig dwellers are slender but stubby-legged. What is striking about these lizards is not that coexisting species differ in morphology and habitat use (such differences are common among closely related sympatric species), but that the same three types of habitat specialists occur on each of four islands: Puerto Rico, Cuba, Hispaniola, and Jamaica. Moreover, the Puerto Rican twig species closely resembles the twig species of Cuba, Hispaniola, and Jamaica in morphology, habitat use, and behavior. Likewise, the specialists for other habitats are similar across the islands. The presence of similar species on different islands could be variously explained. An ancestral species might have adapted to exploit a particular ecological niche on one island and then traveled over water to colonize other islands. Or this ancestral species might have evolved at a time when the islands were connected, which some of these islands may once have been. After the islands separated, the isolated lizard populations would have become distinct species while al so retaining their ancestors’ niche adaptations. Both of these scenarios imply that specialization to each niche occurred only once. Alternatively, each specialist could have arisen independently on each of the islands.If each type of specialist evolved just once, then similar specialists on different islands would be closely related. Conversely, if the specialists evolved independently on each island, then a specialist on one island would be more closely related to other types of anoles on the same island—regardless of their ecological niches—than it would be to a similar specialist on a different island. Biologists can infer how species are related evolutionarily by comparing DNA sequences for the same genes in different species. Species with similar DNA sequences for these genes are generally more closely related to each other than to species with less-similar DNA sequences. DNA evidence concerning the anoles led researchers to conclude that habitat specialists on one island are not closely related to the same habitat specialists elsewhere, indicating that specialists evolved independently on each island.---------------------------------------------------------------------- 33. The primary purpose of the passage is toA.describe some unusual features of anole lizard speciesB.account for a particular type of behavior found amonganole lizard speciesC.contrast two types of evidence that have been used tosupport a particular hypothesis concerning anole lizard speciesD.explain how researchers resolved a particular scientificquestion concerning anole lizard speciesE.examine different explanations for a particular traitcommon to certain anole lizard species-------------------------------------------------------------34. Which of the following best describes the purpose of the sentence in lines 13-23 (“What is … Jamaica”)?A.It raises a question about why coexisting anole lizardspecies occupy the different types of habitatsmentioned in the first sentence.B.It introduces a fact about anole lizard species that thepassage will go on to explore.C.It identifies a particular aspect of anole lizard behaviorthat distinguishes anoles from other lizard species. D.It explains why one aspect of anole lizard species’habitat use has been difficult to account for.E.It points out a surprising relationship betweenmorphology and habitat use that is explained in theconcluding paragraph.-------------------------------------------------------------------- 35. It can be inferred form the passage that which of the following is true of the Cuban tree-dwelling anole lizard and the Jamaican tree-dwelling anole lizard?A.They share a morphology characterized by stockybodies and long legs.B.They have bodies that are relatively slender comparedto their stubby legs.C.They differ significantly form one another in size.D.They differ significantly from one another in behaviorand habitat use.E.They are genetically closely related to one another.--------------------------------------------------------------------36. The passage suggests that if a grass-dwelling anole lizard species evolved on one island and then traveled over water to colonize a second island, the grass-dwellinganoles on the two islands would eventuallyA.develop very different DNA sequencesB.develop into different species that are more distantlyrelated to each other than to tree- and twig-dwelling anoles on their own islandse to differ significantly from one another in habitatuseD.develop into different, but closely related, speciesE.evolve significant morphological differencesQ 19AQ20CGWD-12-Q35 to Q37:Many economists believe that a high rate of businesssavings in the United States is a necessary precursor to investment, because business savings, as opposed topersonal savings, comprise almost three-quarters of the national savings rate, and the national savings rate heavily influences the overall rate of business investment. These economists further postulate that real interest rates—the difference between the rates charged by lenders and the inflation rates—will be low when national savings exceed business investment (creating a savings surplus), and high when national savings fall below the level of business investment (creating a savings deficit ). However, during the 1960’s real interest rates were often higher when the national savings surplus was large. Counter-intuitive behavior also occurred when real interest rates skyrocketed from 2 percent in 1980 to 7 percent in 1982, even though national savings and investments were roughly equal throughout the period. Clearly, real interest rates respond to influences other than the savings/investment nexus. Indeed, real interest rates may themselves influence swings in the savings and investment rates. As real interest rates shot up after 1979, foreign investors poured capital into the United States, the price of domestic goods increased prohibitively abroad, and the price of foreign-made goods became lower in the United States. As a result, domestic economic activity and the ability of businesses to save and invest were restrained.------------------------------------------------------------------- Q35:The passage is primarily concerned withA.contrasting trends in two historical periodsB.presenting evidence that calls into question certainbeliefsC.explaining the reasons for a common phenomenonD.criticizing evidence offered in support of awell-respected beliefparing conflicting interpretations of a theory-------------------------------------------------------------------- Q36:According to the passage, which of the following resulted from foreign investment in the United States after 1979?A.An increase in real interest ratesB. A decrease in the savings rate of certain other nationsC.An increase in American investment abroadD.An increase in the price of American goods abroadE. A decrease in the price of domestic goods sold at home ---------------------------------------------------------------------- Q37:The author of the passage would be most likely to agree with which of the following statements regarding the economists mentioned in line 1?A.Their beliefs are contradicted by certain economicphenomena that occurred in the United States during the 1960’s and the 1980’s.B.Their theory fails to predict under what circumstancesthe prices of foreign and domestic goods are likely to increase.C.They incorrectly identify the factors other than savingsand investment rates that affect real interest rates. D.Their belief is valid only for the United States economyand not necessarily for other national economies. E.They overestimate the impact of the real interest rateon the national savings and investment rates.BT-9-Q35-Q37For many years, historians thought that the development of capitalism had not faced serious challenges in the United States. Writing in the earlytwentieth century, Progressive historians sympathized with the battles waged by farmers and small producers against large capitalists in the late nineteenth century, but they did not question the widespread acceptance of laissez-faire (unregulated) capitalism throughout American history. Similarly, Louis Hartz, who sometimes disagreed with the Progressives, argued that Americans accepted laissez-faire capitalism without challenge because they lacked a feudal, precaptialist past. Recently, however, some scholars have argued that even though laissez-faire became the prevailing ethos in nineteen-century America, it was not accepted without struggle. Laissez-faire capitalism, they suggest, clashed with existing religious and communitarian norms that imposed moral constraints on acquisitiveness to protect the weak from the predatory, the strong from corruption, and the entire culture from materialist excess. Buttressed by mercantilist notions that government should be both regulator and promoter of economic activity, these norms persisted long after the American Revolution helped unleash the economic forces that produced capitalism. These scholars argue that even in the late nineteenth century, with the government’s role in the economy considerably diminished, laissez-faire had not triumphed completely. Hard times continued to revive popular demands for regulating business and softening the harsh edges of laissez-faire capitalism. T-9-Q35The primary purpose of the passage is toA.reveal the underlying similarities of certain argumentsregarding the development of capitalism in the United StatesB.synthesize two competing arguments regarding thedevelopment of capitalism in the United StatesC.defend an established argument regarding thedevelopment of capitalism in the United StatesD.summarize a scholarly refutation of an argumentregarding the development of capitalism in the United StatesE.discuss a new methodology for the study of thedevelopment of capitalism in the United StatesT-9-Q36According to the passage, the Progressive historians mentioned in line 5 and the scholars mentioned in line 17 disagree with regard to which of the following?A.Whether laissez-faire became the predominant ethosin the nineteenth-century United StatesB.Whether moral restraints on acquisitiveness werenecessary in the nineteen-century United StatesC.The economic utility of mercantilist notions ofgovernmentD.The nature of the historical conditions necessary forthe development of laissez-faire capitalism in thenineteen-century United StatesE.The existence of significant opposition to thedevelopment of laissez-faire capitalism in thenineteen-century United StatesT-9-Q37The passage suggests that the scholars mentioned in line 17 would agree with which of the following statements regarding the “norms” mentioned in line 23?A.They provided a primary source of opposition to thedevelopment of laissez-faire capitalism in the UnitedStates in the nineteenth century.B.Their appeal was undermined by difficult economictimes in the United States at the end of the nineteenth century.C.They disappeared in the United States in the latenineteenth century because of the triumph oflaissez-faire capitalism.D.They facilitated the successful implementation ofmercantilist notions of government in the UnitedStates in the nineteenth-centuryE.They are now recognized by historians as having beenan important part of the ideology of the AmericanRevolution.BGWD30-Q35 to Q37:(The following was excerpted from material written in 1988.)For over a decade the most common policy advicegiven to developing countries by international development institutions has been to copy the export-oriented path ofthe newly industrializing countries, the celebrated NIC’s. These economies—Brazil, Hong Kong, Mexico, Singapore, South Korea, and Taiwan—burst into the world manufac turing market in the late 1960’s and the 1970’s; by 1978 these six economies, along with India, enjoyed unequaled growth rates for gross national product and for exports, with exports accounting for 70 percent of the developing world’s manu factured exports. It was, therefore, not surprising that dozens of other countries attempted to follow their model, yet no countries—with the possible exceptions of Malaysia and Thailand—have even approached their success. In “No More NIC’s,” Robin Broad and John Cavanagh search for the reasons behind these failures, identifying far-reaching changes in the global economy—from synthetic substitutes for commodity exports to unsustainable levels of foreign debt—as responsible for a glut economy offering little room for new entrants. Despite these changes, the authors maintain, the World Bank and the International Monetary Fund—the foremost international development institutions—have continued to promote the NIC path as the way for heavily indebted developing countries to proceed. And yet the futility of this approach should, according to the authors, be all too apparent so many years into a period of reduced growth in world markets.------------------------------------------------------------------- Q35:Given the information in the passage, which of the following is a tru e statement about the NIC’s?A.Their economic success among developing countrieshas been exceeded only by the successes of Malaysia and Thailand.B.By 1978 they produced 70 percent of the world’smanufactured exports.C.In the late 1970’s, their growth rates fo r gross nationalproduct were among the highest in the world.D.In recent years their development has been heavilysubsidized by major international developmentinstitutions.E.They received conflicting policy advice frominternational development institutions in the late1960’s and the 1970’s.-------------------------------------------------------------------Q36:The author of the passage most clearly implies that Broad and Cavanagh disagree with the World Bank and the International Monetary Fund about which of the following?A.The ways in which the global economy has changed inrecent yearsB.The causes of the unsustainable levels of foreign debtthat the developing countries have incurred in recent yearsC.The level of foreign debt that should be maintained bydeveloping countriesD.The degree to which international developmentinstitutions should monitor the growth of developingcountriesE.The degree to which heavily indebted developingcountries should emphasize exports in their overalleconomic strategy----------------------------------------------------------------Q37:The author mentions Malaysia and Thailand in order to A.acknowledge the appearance of implausibility in abroad claimB.concede the possible existence of counter-examples toa generalizationC.offer additional evidence in support of a disputedconclusionD.illustrate the broad applicability of a hypothesisE.admit the limited scope of a standard analysisQ47 A.GWD 26-Q7 to Q9There is no consensus among researchers regarding what qualifies a substance as a pheromone. While most agree on a basic definition of pheromones as chemicals released by one individual of a species which, when detected by another individual of the same species, elicit a specific behavioral or physiological response, some researchers also specify that the response to pheromones must be unconscious. In addition, the distinction between pheromones and odorants— chemicals that are consciously detected as odors---can be blurry, and some researchers classify pheromones as a type of odorant. Evidence that pheromone responses may not involve conscious odor perception comes from the finding that in many species, pheromones are processed by the vomeronasal (or accessory olfactory) system, which uses a special structure in the nose, the vomeronasal organ (VNO), to receive chemical signals. The neural connections between the VNO and the brain are separate from those of the main olfactory system, whose processing of odorants triggers sensations of smell. But while the VNO does process many animal pheromone signals, not all animal pheromones work through the VNO. Conversely, not all chemical signals transmitted via the VNO quality as pheromones. For example, garter snakes detect a chemical signal from earthworms—one of their favorite foods—via the VNO, and they use this signal to track their prey.------------------------------------------------------------------ Q7It can be inferred from the passage that in classifying pheromones as a type of odorant, the researchers referred to in line 15 posit thatA.pheromones are perceived consciouslyB.most pheromones are processed by the VNOC.most chemical signals processed by the VNO arepheromonesD.pheromone perception does not occur exclusivelybetween members of the same species.E.pheromones do not always elicit a specific behavioralor physiological responseQ8According to the passage, the fact that pheromones are processed by the VNO in many animal species has been taken as evidence of which of the following?A.The accessory and main olfacstory systems are notseparateB.Odorants and pheromones are not distinct types ofchemicals.C.Odorants and pheromones both elicit a specificbehavioral response.D.Pheromones do not trigger conscious sensations ofsmell.E.Pheromones aid animals in tracking prey.------------------------------------------------------------------Q9: The primary purpose of the passage is topare and contrast the ways in which thevomeronasal organ and the main olfactory systernprocess chemicals.B.summarize the debate over the role the vomeronasalorgan plays in odor perceptionC.present some of the issues involved in the debate overwhat constitutes a pheromoneD.propose a new definition of pheromones based onrecent researchE.argue that pheromones should be classified as a typeof odorant-----------------------------------------------------------------Since the 1850s researchers have tried to show that variations in seasonal weather are connected in some ways with sunspots , the outward sign of an increase in the Sun's activity. However, sciences lacked evidence supporting such a link until the mid-1980s, when van Loon and Labitzke compiled statistical evidence suggesting that a link exists and that it involves winds in the upper atmosphere above the equator which reverse their direction from east to west or west to east, every twelve to fifteen months. This phenomenon is called the quasi-biennial oscillation(QBO),and although meteorologists have known about the QBO since the 1950s,until the 1980s no one recognized a subtle but statistically significant link between the QBO and certain pattern of weather. When the west to east direction of winds in the upper atmosphere coincides with periods of high solar activity that occur approximately every eleven years, winters in the eastern and central United States are very cold.On this basis, some meteorologists predicted that the winter of 1988-1989 in the United States would be severe. However, the winter was a mild one overall, and the meteorologists' attempt to make the connection between the Sun and weather on the Earth appeared unsuccessful, until Barston and Liverzey proposed a hypothesis explaining why the prediction had failed. They argued that the prediction had not taken into account another important element in the climate: the more or less regular pattern of fluctuations in the temperature of the surface waters of the tropical Pacific Ocean.Barston and Livezey noted that when the water temperature is abnormally high-the phenomenon called EL Nino—the changes of cold winter weather over North American increase. The opposite situation, when surface temperatures are well below normal—La Nina—is far less common. In fact, until late 1988 no one had seen the combination of La Nina, westerly winds in the upper atmosphere, and high solar activity.Thus, according to Barston and Livezey, La Nina cancelled out the effect of the other two climatic factors and caused the mild winter of 1988-1989.Although this hypothesis is plausible, much research remains to be done before meteorologists can establish and explain the effects of increased solar activity on seasonal weather changes. Q 41 :Which of the following most accurately describes the organization of the passage?A. A hypothesis is presented, a theory is constructed on the basis of the hypothesis, and then further research to expand the scope of the theory is proposed.B.A hypothesis is presented, an example that contradicts it is described, and then a hypothesis accounting for the apparent contradiction is proposed.C. Two opposing hypotheses are stated, and evidence confirming one of the hypotheses is considered.D. A phenomenon is described, a prediction about that phenomenon is made, and evidence confirming the accuracy of the prediction is presented.E. A prediction about a phenomenon is detailed and evaluated, and evidence demonstrating the inaccuracy of the prediction is presented.------------------------------------------------------------------Q 40 .The passage provides information to support which of the following statement about La Nina?A. Its occurrences is more likely to coincide with the periods of high solar activity rather than low solar activity.B. It is more likely to occur when the winds in the upper atmosphere above the equator are blowing from the west rather than from the east.C. It occurs more frequently than do shifts in the winds in the upper atmosphere above the equator.D. It occurs less frequently than does increased solar activity.E.It occurs less frequently than does EL Nino.------------------------------------------------------------------Q 39 The author of the passage would most likely agree with which of the following statements about the link between increased solar activity and certain seasonal weather changes on the Earth?A. Because the evidence supporting such a link is questionable, future research in this particular area does not looking promising.B. Because it is unlikely that such a link can be definitely established, scientists should concentrate their efforts on investigating the role La Nina and other climatic factors play in influencing global weather patterns.C. Although some circumstantial evidence suggests that such a link exists, it is unlikely that future research will be able to confirm the existence of this link.D. There is evidence supporting the existence of such a link, but without further scientific investigation that evidence cannot be considered proof that such a link exists.E Since the evidence clearly supports the existence of such a link, further research should focus on determining the implications of this link for the accurate prediction ofchanges in global weather patterns.------------------------------------------------------------------Q 42 The passage provides information to support which of the following statements about the occurrence of very cold winters in the eastern and central United States.A. Such winter are most likely to occur if the winds in the winds in the upper atmosphere over the equator blow from the east rather than from the west.B. Such winters are most likely to occur if increased activity of the Sun coincides with the appearance of La Nina.C. Such winters are less likely to occur if increased activity of the Sun coincides with the appearance of El Nino.D. Such winters are less likely to occur if there is an increase in the number of sunspots on the surface of the Sun.E. Such winters are less likely to occur if there is a drop in the temperature of the surface waters of the tropical Pacific Ocean.。
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CSE2200 - System Design and Implementation
Lecture 8
Interface Prototype
Test the usability of the system’s intended interface Requires a working system “underneath” Should determine the
Cost of learning the system Cost of using the system
Note that these are very different issues!
CSE2200 - System Design and Implementation
Lecture 8
Logic Prototype
Test the analyst/designers’ understanding of the users’ requirements As such, must happen early in the analysis phase Important phase of analysis when the users are experts at their tasks and not able to articulate requirements.
only do this with array storing primitive types
int result = myArray[3] + myArray[4] ; // result = 300 int my2DArray[3][5]; int x = my2DArray[1][1] + my2DArray[2][5]; Arrays start with element 0 (zero) Array indexes must be of type int
CSE2200 - System Design and Implementation
Lecture 8
Human Expertise
Know what -- that knowledge that can be consciously retrieved anБайду номын сангаас articulated. Typically “book learning” Know how -- skill-based knowledge which is skillthe basis of expert performance without much conscious thought. The result of experience. This is a critical distinction of great importance in prototyping.
CSE2200 - System Design and Implementation
Lecture 8
Variables and Data Types
Variable declaration
int x; int y = 100; data type variable_name (assignment)
CSE2200 - System Design and Implementation
Lecture 8
Operators
Commonly Used Java Operators
+ : addition - : subtraction * : Multiplication / : Division = : Assignment += Assign and sum && : Logical AND || : Logical OR == : Equal to != : Not equal to ++ : Increment x = y + z; x = y - z; x = y * z; x = y / z; x = 10; x += 10; (same as x = x + 10) if (x && y) {…} if (x || y) {…} if (x == 10) {…} if (x != 10) {…} x++; (same as x := x + 1;)
CSE2200 - System Design and Implementation
Lecture 8
Arrays
An array is a collection of values of a particular data type int myArray[ ]; // declares the array myArray = new int[5]; // creates the Array object int myArray[ ] = { -200, -100, 0, 100, 200 };// creates the Array with an implied new
CSE2200 - System Design and Implementation
Lecture 8
What is prototyping?
The development of a system and/or the requirements of the system by the means of building a partial ‘working’ version of the ‘working’ system Advantages
defining requirements is easier users and developers see actual progress from an early stage
Disadvantages
users see what appears to be a real system early on, creating false expectations implementation compromises are made to get the prototype working, which carry over to the final system CSE2200 - System Design and Implementation Lecture 8
CSE2200 - System Design and Implementation
Lecture 8
Incremental Implementation
System prototyped and developed in chunks Prototypes put into production use as implemented Assumes
Boolean - true or false byte (-128 to 127) (short (32,768 to 32,767) char (16 bit Unicode characters) int (-2,147,483,648 to 2,147,483,647) (long (-263 to 263-1 integers) (float (+/- 1039 floating point) (+/double (+/-10317 floating point) (+/-
CSE2200 - System Design and Implementation Lecture 8
Programming Constructs
IF if (condition) { true statements; } else{ false statements; } FOR LOOP for (initial; condition_expression, adjustment) { statements; } BREAKING OUT OF LOOPS break; CSE2200 - System Design and Implementation
CSE2200 - System Design and Implementation
Lecture 8
Prototyping as Requirements Elicitation
Expertise is hard to access Experts find it difficult to articulate their expertise Prototypes (that work) throw the experts into their normal tasks The expertise may well emerge Note that this approach is not appropriate where Know What needs to be accessed and the expert is perfectly capable of articulating the system requirements. EG, most accounting systems
CSE2200 - System Design and Implementation Lecture 8
Review of Java Basics
Variables and Data Types Operators Arrays Programming Constructs Classes Scope Strings
Variable names are CASE-SENSITIVE! CASECSE2200 - System Design and Implementation Lecture 8