C03 Personality and Selection2010s

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Personality and behavior

►What
characteristics
behavior and personality
is personality? ►Personality theories ►Personality in the organization
Individual behavior
► Both
innate factors and Environmental factors affects our behavior. (Lewin, 1951)
J.W. Marriott
Individual behavior and personality
► What
is personality(人格） personality(
“characteristic patterns of behaviour and modes of
thinking that determine a person’s unique way of person’ interacting with the environment” environment” 个体对他人的反应方式和交往方式的总合。
► Employee
productivity
The efficiency and effectiveness of employees
► Absenteeism
The election by employees to attend work
► Turnover
The exit of an employee from an organization
Strength Factors 1.Dynamic strength （动力力量） 2.Trunk strength （躯干力量） 3. Static strength （静态力量） 4. Explosive strength （爆发力）

MAX22506E MAX22506E 评估板概述说明书

Evaluates: MAX22506E MAX22506E Evaluation KitGeneral DescriptionThe MAX22506E evaluation kit (EV kit) is a fully assembledand tested PCB that demonstrates the functionality of theMAX22506E half-duplex, high speed RS-485/RS-422transceiver. The EV kit operates from a single 3V to 5.5Vsupply and includes selectable on-board termination.Features●Operates From a Single 3V to 5.5V Supply●Terminal Block Connectors for EasyRS-485/RS-422 Evaluation●Fully Assembled and Tested319-100683; Rev 0; 2/21Ordering Information appears at end of data sheet. Startup ProcedureThe EV kit is fully assembled and tested. Follow the steps below to verify board operation.1) Ensure that all jumpers are in their default positions(see Table 1).2) Set the DC power supply to 3.3V and connect theDC power supply between VCC (TP1) and GND(TP2) test points on the EV kit.3) Connect the oscilloscope probes to the DI input(TP7), A (TP8), B(TP9), and RO (TP4).4) Turn on the power supply.5) Set the signal/function generator to output a 25MHz0-to-3V square wave.6) Connect the signal/function generator to the DItest point.7) Using the oscilloscope, verify that the A, B, and RO-outputs switch as the DI signal toggles.Quick StartRequired Equipment●MAX22506E EV kit● 3.3V, 500mA DC power supply●50MHz Signal/function generator●OscilloscopeClick here to ask about the production status of specific part numbers.Detailed Description of HardwareThe MAX22506E EV kit is a fully assembled and tested circuit board for evaluating the MAX22506E high-speed, half-duplex RS-485/RS-422 transceiver (U1). The EV kit can be used for standalone evaluation or can be connected (using the on-board terminal block) to an RS-485/RS-422 network for easy in-system evaluation. Driver and Receiver Enable SelectionThe EV kit features three jumpers (J2, J4, and J5) to enable/disable the driver and receiver outputs. Set J2 to low (2-3) to enable the receiver. Set J4 to high (1-2) to enable the driver. To actively control both enables, remove the J2 and J4 shunts and close J5, which connects DE and RE together. J5 is DNI, by default. Install a 2-pin header to use the J5 jumper.Termination for an End-of-Line TransceiverThe MAX22506E EV kit includes a 120Ω termination resistor (R2) between the A and B RS-485 driver outputs/ receiver inputs on the MAX22506E.Table 1. Jumper Table (J2, J4, J5)JUMPER SHUNT POSITION DESCRIPTIONJ21-2RE is high. The RS-485 receiver is disabled. 2-3*RE is low. The RS-485 receiver is enabled.J41-2*DE is high. The RS-485 driver outputs are enabled. 2-3DE is low. The RS-485 driver outputs are disabled.J5Open*DE and RE are not connected together. Closed DE and RE are connected together.*Default position.Ordering InformationPART TYPE MAX22506EEVKIT#EV Kit #Denotes RoHS compliance.MAX22506E EV Kit Bill of MaterialsITEM REF_DESDNI/DNP QTYMFG PART #MANUFACTURERVALUEDESCRIPTION1C1-1GRM21BR61A106KE19;ECJ-2FB1A106;CL21A106KPCLQNC;GRM219R61A106KE44MURATA;PANASONIC;SAMSUNG ELECTRONICS;MURATA 10UFCAPACITOR; SMT (0805); CERAMIC CHIP; 10UF;10V; TOL=10%; MODEL=; TG=-55 DEGC TO +85 DEGC; TC=X5R2C2-1C0603C104K5RAC;C1608X7R1H104K;ECJ-1VB1H104K;GRM188R71H104KA93;CGJ3E2X7R1H104K080AA;C1608X7R1H104K080AA;CL10B104KB8NNN;CL10B104KB8NFN KEMET;TDK;PANASONIC;MURATA;TDK;TDK;SAMSUNG ELECTRO-MECHANICS; SAMSUNG ELECTRONICS 0.1UFCAPACITOR; SMT (0603); CERAMIC CHIP; 0.1UF;50V;TOL=10%; TG=-55 DEGC TO +125 DEGC; TC=X7R;3J2, J4-2PCC03SAAN SULLINSPCC03SAAN CONNECTOR; MALE; THROUGH HOLE; BREAKAWAY;STRAIGHT THROUGH; 3PINS; -65 DEGC TO +125 DEGC 4J7-1OSTTC042162ON-SHORE TECHNOLOGY INC OSTTC042162CONNECTOR; FEMALE; THROUGH HOLE; TERMINAL BLOCK ONE PIECE WIRE PROTECTOR; COLOR BLUE;RIGHT ANGLE; 4PINS5J8, J9-25-1634503-1TE CONNECTIVITY 5-1634503-1CONNECTOR; FEMALE; THROUGH HOLE;LOW PROFILE BNC PCB SOCKET; STRAIGHT; 5PINS 6R2-1CRCW0805120RFK VISHAY DALE 120RESISTOR; 0805; 120 OHM; 1%; 100PPM;0.125W; THICK FILM7R4-R6-3CRCW06030000ZS;MCR03EZPJ000;ERJ-3GEY0R00VISHAY DALE;ROHM;PANASONIC 0RESISTOR; 0603; 0 OHM; 0%; JUMPER;0.10W; THICK FILM8SPACER1-SPACER4-49032KEYSTONE 9032MACHINE FABRICATED; ROUND-THRU HOLE SPACER;NO THREAD; M3.5; 5/8IN; NYLON9TP1-15010KEYSTONE N/A TEST POINT; PIN DIA=0.125IN; TOTAL LENGTH=0.445IN;BOARD HOLE=0.063IN; RED; PHOSPHOR BRONZE WIRE SIL; 10TP2, TP3, TP10-35011KEYSTONEN/A TEST POINT; PIN DIA=0.125IN; TOTAL LENGTH=0.445IN;BOARD HOLE=0.063IN; BLACK; PHOSPHOR BRONZE WIRE SILVER PLATE FINISH;11TP4-TP9-65014KEYSTONE N/ATEST POINT; PIN DIA=0.125IN; TOTAL LENGTH=0.445IN;BOARD HOLE=0.063IN; YELLOW; PHOSPHOR BRONZE WIRE SILVER PLATE FINISH;12U1-1MAX22506EASA+MAXIMMAX22506EASA+EVKIT PART - IC; 50MBPS HALF-DUPLEX RS-485/RS-422TRANSCEIVERS WITH HIGH EFT IMMUNITY;PACKAGE OUTLINE DRAWING: 21-0041; PACKAGE CODE:S8+2C; PACKAGE LAND PATTERN: 90-009613PCB -1MAX22506EMAXIMPCB PCB:MAX22506E14C3, C4DNP 0C0402C103K5RAC;GRM155R71H103KA88;C1005X7R1H103K050BE;CL05B103KB5NNN;UMK105B7103KV KEMET;MURATA;TDK;SAMSUNG ELECTRONIC;TAIYO YUDEN0.01UF CAPACITOR; SMT (0402); CERAMIC CHIP; 0.01UF; 50V;TOL=10%; TG=-55 DEGC TO +125 DEGC; TC=X7R15J1DNP 0PBC06SAAN SULLINS ELECTRONICS CORP.PBC06SAANCONNECTOR; MALE; THROUGH HOLE; BREAKAWAY;STRAIGHT; 6PINS; -65 DEGC TO +125 DEGC 16J3, J6, J10, J11DNP 0131-5031-00TEKTRONIX 131-5031-00CONNECTOR; WIREMOUNT; 3 GHZ 20X LOWCAPACITANCE PROBE; STRAIGHT; 5PINS17J5DNP 0PCC02SAANSULLINSPCC02SAANCONNECTOR; MALE; THROUGH HOLE; BREAKAWAY;STRAIGHT THROUGH; 2PINS; -65 DEGC TO +125 DEGC 18R1, R3DNP 0CRCW0402100RFK; 9C04021A1000FL;RC0402FR-07100RLVISHAY DALE;PANASONIC;YAGEO PHYCOMP100RESISTOR; 0402; 100 OHM; 1%; 100PPM; 0.063W;THICK FILM19R7, R8DNP0CRCW06031K00FK;ERJ-3EKF1001VISHAY DALE;PANASONIC1K RESISTOR; 0603; 1K; 1%; 100PPM; 0.10W; THICK FILMTOTAL27MAX22506E EV Kit—Top SilkscreenMAX22506E EV Kit—TopMAX22506E EV Kit—BottomMAX22506E EV Kit—Bottom SilkscreenMaxim Integrated cannot assume responsibility for use of any circuitry other than circuitry entirely embodied in a Maxim Integrated product. No circuit patent licenses are implied. Maxim Integrated reserves the right to change the circuitry and specifications without notice at any time.Revision HistoryREVISION NUMBERREVISION DATEDESCRIPTIONPAGES CHANGED2/21Initial release—For pricing, delivery, and ordering information, please visit Maxim Integrated’s online storefront at https:///en/storefront/storefront.html.。

Learning and Individual Differences

The relation between specialty choice of psychology students and their interests,personality,and cognitive abilitiesJelte M.Wicherts ⁎,Harrie C.M.VorstDepartment of Psychology,University of Amsterdam,The Netherlandsa b s t r a c ta r t i c l e i n f o Article history:Received 12August 2009Received in revised form 6January 2010Accepted 7January 2010Keywords:Scienti ﬁc-practitioner interests IQPsychology majorsPrediction of academic performance Vocational choiceThe aim of this longitudinal study was to investigate differences in interests,personality,and cognitive abilities between students majoring in the six specialties of psychology at the University of Amsterdam.Results show that students at Social Psychology and Work and Organizational Psychology were on average more extraverted than students of other specializations,that students of Psychological Methods and Psychonomics were relatively more open to experience,and that students at Clinical Psychology were on average more neurotic.Differences in cognitive ability were small,but signi ﬁcant,with the highest scores among students of the more research-oriented specialties.With discriminant analyses on the basis of nine interest scales,53%of the students were correctly categorized in the specialization chosen two or years after interests were measured.Interest pro ﬁles of the specialties follow differences in interest in helping people,abstract vs.concrete topics,and technical issues.Person-specialization congruence failed to predict academic performance.©2010Elsevier Inc.All rights reserved.1.IntroductionAt the end of their second year as Bachelor students,Dutch psychology majors choose a specialty,such as Psychonomics,Social Psychology,or Clinical Psychology.These specialties are closely associated with different topics of psychological science and diverse professional competencies related to both research and practice.The choice of specialty may be in ﬂuenced by personality and cognitive ability,but is commonly thought to depend mainly on student's interests.Research among psychology majors in the US has highlighted a clear distinction between researcher and practitioner interests (Leong &Zachar,1991;Zachar &Leong,1992,1997,2000).Several studies have addressed the relatively low interest in scienti ﬁc issues among many psychology majors (Bishop &Bieschke,1998;Leong,Zachar,Conant,&Tolliver,2007;Tinsley,Tinsley,Boone,&Shim Li,1993;Vittengl et al.,2004),although psychology majors clearly differ in this regard.For instance,Martin,Gavin,Baker,and Bridgmon (2007)recently compared doctoral students at different specialties of psychology and found clear differences between these groups in scientist-practitioner interests.Also,Zachar and Leong (2000)found that psychology majors'researcher and practitioner interests were stable over a 10-year period and predictive of later professional behavior.According to Holland (1973,1985),vocational interests can be seen as a personality characteristic,which can be subsumed under six types:Realistic,Investigative,Artistic,Social,Enterprising,and Conventional (RIASEC).According to Holland,both persons and professions (or ﬁelds of education)can be characterized by a pro ﬁle (or three-letter-code)that indicates the dominance of the six types.The code Investigative-Artistic-Social is viewed as dominant for the profession of psychology (Camp &Chartrand,1992).However,psychology students who follow different routes in their curriculum or who differ in research-practitioner interests may be characterized by different RIASEC pro ﬁles.While interest in research appears to be positively related to the Investigative and the Investigative-Artistic types,practitioner interests appear to be positively related to the Social type (Mallinckrodt,Gelso,&Royalty,1990;Zachar &Leong,1992).Some RIASEC scales have been shown to be correlated with the ﬁve dominant personality factors (e.g.,De Fruyt &Mervielde,1997;Gottfredson,Jones,&Holland,1993)as well as with cognitive capacities (Ackerman &Heggestad,1997).In line with these ﬁndings,Vittengl et al.(2004)found that psychology students'interest in research was positively associated with Openness to Experience and with cognitive ability.Thus,individual differences in interests,personality,and cognitive ability may be associated with specialty choice in the academic study of psychology.1.1.Current studyThe goal of this longitudinal study is to compare psychology students of different specialties in terms of interests,personality,andLearning and Individual Differences 20(2010)494–500⁎Corresponding author.Department of Psychology,Psychological Methods,Univer-sity of Amsterdam,Roetersstraat 15,1018WB Amsterdam,The Netherlands.Tel.:+31205257067;fax:+31206390026.E-mail address:J.M.Wicherts@uva.nl (J.M.Wicherts).1041-6080/$–see front matter ©2010Elsevier Inc.All rights reserved.doi:10.1016/j.lindif.2010.01.004Contents lists available at ScienceDirectLearning and Individual Differencesj o u rn a l h o m e p a g e :w ww.e l s ev i e r.c o m /l o c a t e /l i n d i fcognitive abilities.We studied these characteristics in two cohorts of Bachelor 1students of Psychology at the University of Amsterdam.The students had completed successfully the ﬁrst 2years of the general curriculum and had chosen one of six major specialties at the end of the second year of the curriculum.The six specialties are best characterized by focusing on the speci ﬁc routes offered in each specialty.Clinical Psychology (CP)offers routes in mental health care,somatic health care,clinical research,and clinical developmen-tal psychology.Developmental Psychology (DP)offers routes on research in developmental psychology,general developmental psychology,and clinical developmental psychology.Psychological Methods (PM)offers general psychological methods and psycho-metrics.Psychonomics (PN)has two routes:physiological psychol-ogy and general psychonomics (perception and memory).Social Psychology (SP)offers routes in experimental social psychology and applied social psychology.Finally,Work and Organizational Psychology (WOP)offers three routes:personnel selection,social processes in organizations,and work and health.The student administrator did not have speci ﬁc information on the enrollment in these speci ﬁc routes,so we were unable to distinguish between these routes.2Nonetheless,the specialties differ in terms of focus on practice or research.We expected students of Psychonomics and Psychological Methods to be more research-oriented,students at Clinical Psychol-ogy and Developmental Psychology to be more oriented towards practice,and students at Work and Organizational Psychology and Social Psychology to be oriented to both research and practice.Speci ﬁcally,on the basis of previous ﬁndings on the differential characteristics of psychology majors and our own assessment of the content of the specialties,we derived expectations that are expressed in terms of the relevant scales (see below)in Table 1.Moreover,we also set out to predict choice of specialty on the basis of an interest inventory.As congruence between the person's interests and the typical interest pro ﬁle of his or her profession (or education)is often hypothesized to have a positive effect on performance (Holland,1973,1985),we also determined whether the congruence between student's interests and the interest pro ﬁle of his or her chosen specialty predicted academic performance.2.Method2.1.Participants and designParticipants were 445(333females)psychology students at the University of Amsterdam who were freshmen in either 1996or 1997and who were enrolled in a specialty of psychology in the academic year 2000–2001.Average age as freshmen was 21.4years (SD=5.3).3The distribution of the students over these specialties is given inTable 1.Gender composition differed signi ﬁcantly between the specialties:χ2(DF=5)=14.8,p <.05.One hundred and ﬁve students (24%)were enrolled in two or more specialties,although all these students had chosen one core specialty.Due to missing data on some of the predictor variables,the sample sizes vary somewhat by analysis.We used a longitudinal design;Data on interests,personality,and cognitive abilities were gathered during the freshmen's testing program,while the choice of specialty takes place 2or 3years later.The student administrator of ﬁce provided data on students'specialty choice as of late 2000and their total number of course credits for the ﬁve academic years during which the students followed specialty courses (i.e.,1998–1999to 2002–2003).Because of the large number of different courses and changes in course codes over the years,it was infeasible to distinguish between courses.However,the total number of course credits is an established measure of academic success at Dutch universities.All data were collected and analyzed in accordance1We refer to the study of psychology at the University of Amsterdam as a Bachelor education,although it should be noted that the Dutch universities had not yet adopted the Bachelor –Master system at the time of data collection.Nonetheless,the changes due to this adoption were not large.At the time of the study,the study program that led to a Drs.degree (comparable to today's Master of Arts degree)consisted of 4years of study,although most students actually took longer to complete their degree.2In addition,there is a route clinical neuropsychology,which is part of CP,DP,and PN.Students who follow this route or the clinical developmental route (CP and DP)are enrolled in more than one specialty but did choose one primary specialty.The curriculum of these students is predominantly focused on their primary specialty choice,so in our analyses they were assigned to these specialties.Also,due to changes in student administration systems over the years it was not feasible to determine at which specialty the students had eventually graduated.3Age at the time of testing differed somewhat between the specialty groups:F (5,439)=3.65,p <.01.We did not take into account age differences,because age was not strongly related to the dependent variables and age differences between the specialties were relatively small.Table 1SpecialtyVariableHigh/low Found ⁎Clinical Psychology Interest in social work++N =147,78.9%femalesResponsibility for individuals ++Agreeableness (personality)++Preference for theoretical issues −−General technical interest −+Interest in technical work−+BETA-interest (natural sciences)−+Developmental Psychology Interest in social work ++N =58,87.9%females Interest in youth and upbringing++GAMMA-interest (social sciences)+−BETA-interest (natural sciences)−+Preference for logical and abstract−+Psychological Methods Preference for theoretical issues ++N =16,56.3%females BETA-interest (natural sciences)++General technical interest ++Interest in technical work ++Cognitive abilities++Openness to experience (personality)+−Preference for logical and abstract topics++Interest in social work−+Responsibility for individuals −+Interest in youth and upbringing −−Interest in managerial activities−−Psychonomics Preference for theoretical issues ++N =71,63.4%females General language interest+−ALPHA-interest (languages and arts)+−BETA-interest (natural sciences)++General technical interest ++Interest in technical work ++Cognitive abilities+−Openness to experience (personality)++Preference for logical and abstract topics++Interest in social work−+Responsibility for individuals −+Interest in youth and upbringing −+Interest in managerial activities−+Social Psychology Interest in foreign languages ++N =78,71.8%females GAMMA-interest (social sciences)+−Interest in social studies +−Interest in other cultures++Work and Organizational Ps.Interest in managerial activities ++N =75,74.7%females Entrepreneurial interest++Extraversion (personality)++Preference for theoretical issues −+Preference for logical and abstract topics−+BETA-interest (natural sciences)−−⁎Indicates whether or not the specialty group scored sign ﬁcantly higher or lower than other specialty groups on that particular scale.495J.M.Wicherts,H.C.M.Vorst /Learning and Individual Differences 20(2010)494–500with ethical guidelines of the Psychology Department.4Note that we do not consider here the rather heterogeneous group of students who had dropped out before2000,because of our interest in specialty choice and because dropout proved hard to predict.2.2.Measurements2.2.1.PersonalityThe Big Five personality factors were measured with the Dutch “Vijf Persoonlijkheids Factoren Test”(5PFT;Elshout,1999;Elshout& Akkerman,1975).Theﬁve scales have14items each that are scored on a seven-point Likert scale.Cronbach's Alphas of the scales varied between.79and.86in the current sample.The scales showed good convergent validity with the NEO-PI-R(Hoekstra,Ormel,&De Fruyt, 1996)in a sample of psychology freshmen(N=500):Extraversion: r=.76,Neuroticism r=.82,Agreeableness r=.71,Openness to Experience r=.55,and Conscientiousness r=.71.2.2.2.Cognitive capacityDuring group-testing,students completed the Amsterdam Cogni-tive Ability Battery(Elshout,1976),which consists of six subtests with the following reliabilities(KR-20):Conclusions:.94;Verbal Analogies: .72;Vocabulary:.62;Number Series:.85;Arithmetic:.97;and Hidden Figures:.72.Conclusion measures logical reasoning on the basis of symbols,Verbal Analogies measures logical reasoning with words, Vocabulary measures knowledge of the meaning of uncommon words,Number Series measures logical reasoning with number series that have to be completed,Arithmetic is a speeded test of arithmetic ability,and Hidden Figures measures spatial visualization by a search of simpleﬁgures in a complex pattern.The tests were based on Guilford's theory(Elshout,1976)and have been found to be predictive of academic success in the freshmen year(Busato,Prins, Elshout,&Hamaker,2000).2.2.3.InterestsInterests were measured with the Dutch“StudieKeuze-Interes-seTest”(SKIT-6;Vorst,2002),which consists of44scales.The SKIT was developed for measuring interests in majors at college and universities among higher-level high school students.The SKIT has shown strong predictive and concurrent validity in numerous studies (Vorst,2002).For instance,across eight large-scale studies,SKIT scaleswere found to correlate highly with relevant scales on the basis of Holland's theory,the SKIT differentiated well between differentﬁelds of study,and high school students'interest as measured with the SKIT predicted well their later choice of university education.We selected a priori20scales on the basis of their relevance to the six specialties in psychology(see Table2).These scales are composed of a balanced set of either8or10items and have Alpha reliabilities between.54and.89 (M=.79).2.3.AnalysesWe compared interests,personality factors,and cognitive abilities by using a two-way(M)ANOVA with(primary)specialty and gender as factors.Gender was taken into account because of differences in gender distribution across the specialty groups and because the majority of variables showed gender differences.We considered main effects and compared specialty groups pairwise by means of Bonferroni's procedure,with p<.05as the overall signiﬁcance level. We present the mean differences between specialty groups by using the marginal means after correction for gender.To arrive at inter-pretable results,we subtracted the grand mean from these marginal means and divided the difference by the overall standard deviation. Thus,the mean differences presented are comparable to effect sizes pitted against the grand mean,after correction for gender differences. We checked for homogeneity of variances and checked whether gender interacted with specialty group.In both check analyses,we found violations in only3of31variables.However,these violations were not severe,so their impact is taken to be minor.The interest scales were submitted to discriminant analysis with specialty choice as dependent variable.The discriminant functions were based on students who were enrolled in one specialty only, although we also used the discriminant functions to predict specialties of all students(while taking into account group sizes).To establish the generalizability of the results,we used cross-validation on the basis of the leave-one-out method.Because the number of variables to arrive at discriminant functions should not become too large(Stevens,1996,p.262),we selected a smaller number of interest variables in stepwise fashion.We selected variables with the highest Wilk's lambda up to the point that performance of cross-validated prediction of group membership no longer improved.In addition,we4The freshman testing program is part of the curriculum.Students are entitled to make an alternative assignment,but only a few students make use of this alternative. Students'identities are carefully protected and the link between academic variables and other variables was made anonymously.Students are carefully debriefed after each session.Approximately ten students did not allow their academic information to be used for research purposes and data of a few students were deleted at their request at the end of the testing program.Apart from these students,the samples are comprehensive for the two cohorts.Table2ANOVA results for main effect of specialty and signiﬁcant pair-wise differences.Scale Signiﬁcant differencesbetween specialtiesF(5,327)pGeneral language interest*None0.4110.841 Interest in foreign languages DP<SP;PN>PM,SP 2.9960.012Interest in systematic numericalworkWO>CP,DP,SP;PM>CP,DP,SP2.8310.016Interest in computers PM>CP,DP,SP,WO;PN>CP,DP,SP,WO4.6180.000Interest in individuals CP>WO,PM,SP 4.5080.001CP>WO,PM,PN,SP;DP>PM,PN;6.4330.000Responsibility for individuals PN<WO,SPCP>WO,PN,SP;DP>WO,PN,SP;6.2690.000Interest in youth and upbringing PN<WO,SPCP>DP,PM,PN,SP,WO;DP>PN,PM;10.8870.000Interest in social work WO>PN,PMInterest in social studies CP>PN 3.0060.011Interest in managerial activities WO>CP,DP,PN 1.9910.080 Interest in other cultures PM<CP,DP,PM,SP,WO 3.0160.011 Entrepreneurial interest WO>CP,DP,PM,PN 2.0400.073 General technical interest PM>CP,DP,PN,SP,WO;PN>CP,DP2.6070.025Interest in technical work PM>CP,DP,SP,WO;PN>CP,DP,SP,WO3.3580.006Preference for logical and abstracttopicsPM>CP,DP,SP,WO,PN;PN>CP,DP,SP,WO4.7490.000 Preference for orderly work WO>CP,DP,PN,SP 1.6970.135 Preference for theoretical issues PM>SP;WO<CP,DP,PM,PN4.5540.000ALPHA interest(languages and arts)*None 2.3960.038 BETA-interest(natural sciences)*PM>DP,SP;PN>CP,DP,SP,3.5010.004 GAMMA-interest(social sciences)*None 1.1130.353 Note:based on sample sizes:CP:110,DP:43,PM:11,PN:54,SP:63,and WOP:58, except for*N=315,with F tests with5and303degrees of freedom;N per specialty for these variables:CP:103,DP:40,PM:10,PN:48,SP:60,and WOP:54;CP:Clinical Psychology;DP:Developmental Psychology;PM:Psychological Methods;PN: Psychonomics;SP:Social Psychology;WO:Work and Organizational Psychology.496J.M.Wicherts,H.C.M.Vorst/Learning and Individual Differences20(2010)494–500operationalized congruence on the basis of the similarities between person's discriminant scores and the mean discriminant scores in their chosen specialty.3.ResultsThe gender-corrected means (pitted against the grand mean)of the specialties on the ﬁve personality factors are given in Fig.1.The multivariate main effect was signi ﬁcant:F (25,2032)=3.96,p <.0001All personality factors showed signi ﬁcant main effects for specialty.The numbers in Fig.1indicate per variable which specialty groups showed signi ﬁcantly differences after Bonferroni correction.For instance,on Extraversion WOP students scored signi ﬁcantly higher than students specializing in CP,DP,and PN.Our expectation regarding Agreeableness was partly supported,with CP students outscoring signi ﬁcantly students at DP.PN students scored lowest on average on Conscientiousness.Students of CP scored highest on Neuroticism and WOP students the lowest.As expected,students at PN and PM showed high averages on Openness to Experience.Fig.2displays the results for cognitive abilities.The MANOVA gave a main effect for specialty:F (30,1698)=1.73,p =.008.Univariate main effects were signi ﬁcant for Vocabulary,Conclusion,and Hidden Figures.As expected,students at PN and PM averaged the highest scores,although only one of the pair-wise differences reached signi ﬁcance.Fig.3displays for the results for the interest scales.The multivariate main effect was signi ﬁcant:F (100,1412)=2.40,p <.0001.Table 2displays the results of ANOVA and lists all signi ﬁcant pair-wise differences.The majority of predicted differences for interests were supported (cf.Table 1).3.1.Prediction of specialty choiceSince differences between specialties in interests were large,we used the interest scales to predict specialty choice in a discriminant analysis.Eigenvalues and correlations between the four discriminant functions and the nine selected interest scales are given in Table 3.The ﬁrst function appears to be related to helping people,the second to concrete topics,the third to abstract issues,and the fourth to technical topics.Table 3provides the mean Z -scores on the discriminant functions for the specialties.CP students score high on the ﬁrst function (helping people),PM students score high on the third (abstract)and fourth (technical)functions,Students at PN score high on the third function (abstract)and low on the ﬁrst function (helping people).With these discriminant functions,132of the 247studentsFig.1.Mean differences on the personality variables and ANOVAresults.Fig.2.Mean differences on the cognitive variables and ANOVA results.497J.M.Wicherts,H.C.M.Vorst /Learning and Individual Differences 20(2010)494–500enrolled in one specialty only were correctly classi ﬁed in their chosen specialty (53.4%).The cross-validation showed a hit-rate of 47.0%.For the 68students who were enrolled in two specialties,25(36.8%)were classi ﬁed in their primary specialty,and 11(16.2%)in their secondary specialty.Thus,of the students who had more than one specialty,52.9%were classi ﬁed in one of their two specialties.Since the chance prediction would be 16.7%(or 18%if group sizes are taken into account),the discriminant functions predict later specialtychoiceFig.3.Mean differences between specialties on interest scales.498J.M.Wicherts,H.C.M.Vorst /Learning and Individual Differences 20(2010)494–500quite well.The addition of personality scales and cognitive abilities did not appreciably improve the prediction of specialty choice.3.2.Does congruence predict academic performance?Our congruence measure was based on the Mahabalonis distance between the student's discriminant scores and the mean discriminant scores of the student's chosen (primary)specialty (Table 3).The correlations between this measure and the total number of course credits per academic year were generally close to zero and all but two correlations were non-signi ﬁcant (full results are available upon request).We conducted a host of additional correlational and multi-level analyses (e.g.,separately for cohort and specialty)but failed to ﬁnd an indication of a linear relation between congruence and the number of course credits.4.DiscussionThe results of our longitudinal study showed that there were systematic differences in personality,cognitive abilities,and interests between students at different specialties in the study of psychology,that differences in interests were suf ﬁciently large to predict the choice of specialty 2or 3years after the interest inventory was administered,and that congruence failed to predict academic success.Differences were strongest for interests,followed by personality,and cognitive abilities.Although all specialties in psychology at the University of Amsterdam have a strong focus on scienti ﬁc skills,and despite some heterogeneity due to routes followed within the specialties,the different specialties do differ in terms of the degree to which they stress scienti ﬁc versus practical topics.Overall,Clinical Psychology and Developmental Psychology are more practitioner-oriented,while Psychonomics and Psychological Methods are more research-oriented.This is clearly re ﬂected in the interests of the students who chose these specialties.Students of Work and Organizational Psychology and Social Psychology appear to be lie in the middle of the science-practitioner-continuum.Students of WOP display more interest in societal,managerial,and entrepreneurial topics,and less interest in social and technical (scienti ﬁc)issues.Students at Social Psychology show relatively more interest in foreign languages and cultural topics.The picture emerging from group differences in personality and cognitive abilities is consistent with previous ﬁndings in the US(Bishop &Bieschke,1998;Horn et al.,2007;Leong et al.,2007;Mallinckrodt et al.,1990;Martin et al.,2007;Tinsley et al.,1993;Vittengl et al.,2004).The different specialties of psychology can best be characterized in terms of different Holland codes.For DP and CP,Social appears to be the dominant code,while for WOP Enterprising appears to be dominant.For PM and PN,the Investigative-code is dominant.Our results show that interests measured early in the students'freshmen year were quite good predictors of their eventual choice of specialty 2or 3years later.On the basis of nine interest scales,approximately 50%of the students were assigned to the correct specialty,even after cross-validation.Our results suggest that these interests are relatively stable (Horn et al.,2007;Zachar &Leong,2000)and may have already crystallized quite early in the study.Another aim was to predict academic success on the basis of the congruence between students'interests and the typical interest pro ﬁle of their chosen specialty.The congruence measure,however,failed to predict the number of course credits per academic year,even after we corrected for several factors.This result is in line with meta-analytic ﬁndings (Tranberg,Slane,&Ekeberg,1993).One potential limitation of the current study concerns the criterion for academic success.Because we lacked speci ﬁc data with which grade point averages could be computed,we used the total number of course credits per year.In light of the heterogeneity in (level of)courses taken,this measure was necessarily crude.For instance,the number of course credits may be confounded with additional courses taken at other specialties.Nonetheless,this measure is a well-established criterion for academic success at Dutch universities.It does measure the speed with which students complete obligatory and additional courses,and it certainly re ﬂects poor performance due to drop out.Strengths of our study include its longitudinal design and the fact that the sample was almost entirely comprehensive for two cohorts of undergraduates at a large university.However,one of the specialties had a relatively small number of students,and the number of statistical tests (31)is large.However,of the 46hypothesized differences,35(76%)were signi ﬁcant.The signi ﬁcant differences that we had not hypothesized in advance can best be regarded exploratory and require replication.4.1.ConclusionTo summarize,we found that interests,personality,and cognitive abilities vary systematically between undergraduate students majoringTable 3Correlations between interests and discriminant functions (top)and Means of specialty groups on the discriminant functions (bottom).Function 1Function 2Function 3Function 4Helping peopleConcreteAbstractTechnicalEigenvalues (%variance explained).42(52%).19(23%).10(12%).08(10%)Correlations with predictors ⁎Interest in social work0.860.120.19−0.28Interest in youth and upbringing 0.63−0.20−0.230.15Entrepreneurial interest−0.050.590.050.28Preference for theoretical issues 0.00−0.550.260.30Beta interest (natural sciences)−0.31−0.080.710.22General technical interest−0.340.010.460.39Interest in systematic numerical work −0.250.390.310.57Interest in other cultures−0.02−0.01−0.35−0.41ALPHA interest (langues and arts)−0.130.160.12−0.20SpecialtiesClinical Psychology0.73−0.090.23−0.08Developmental Psychology 0.27−0.51−0.550.08Psychological Methods −0.81−1.000.52 1.67Psychonomics −1.05−0.210.30−0.22Social Psychology−0.380.07−0.32−0.08Work and Organizational Psychology−0.060.87−0.020.22Note:based on students with one specialty only (N =246).*Correlations in bold are larger than |.30|.499J.M.Wicherts,H.C.M.Vorst /Learning and Individual Differences 20(2010)494–500。

九型人格测验

九型人格测验Enneagram Test請於每題選擇你認為最接近描述自己性格行為的句子A或B。

Please pick up A or Bs that most suitable to describe your character or personalities.1.因應他人的需求，服務他人，對我是重要的。

〈A〉It is important for me to meet others’ needs and to serve them. 〈A〉尋求看事物和做事的各種方法，對我是重要的。

〈B〉It means a lot to me to look for different ways of thinking and doing things. 〈B〉2.面對困擾時，我會陷在裡面。

〈A〉When facing trouble, I can’t get rid of it. 〈A〉面對困擾時，我會想辦法放鬆。

〈B〉When facing trouble, I try to relax myself. 〈B〉3.我一向認為: 自己是個平靜、隨和的人。

〈A〉I always think I’m a calm and easy-going person. 〈A〉我一向認為: 自己是個嚴肅的、自律的人。

〈B〉I always think I’m a serious and autonomic person. 〈B〉4. 我喜歡社交生活，而且喜歡結識各樣的朋友。

〈A〉I like social life and enjoy making friends with all kinds of people. 〈A〉我對社交生活不感興趣，而且怕與人交往。

〈B〉I’m not a sociable person and am afraid of communicating with others. 〈B〉5. 做決定- 對我而言通常专门困難。

新一代大学英语视听说教程2 答案

新一代大学英语视听说教程2 答案新一代大学英语视听说教程2 答案Unit 1 Personality and DevelopmentListening and speaking1, What does your taste in music reveal about your personality1, creativity 2, favorite songs3, 36,000 4, 104 different musical styles5. their personality6. conventional7. more uneasy 8. outgoing9. hard-working 10. stable11. gentle 12.low13. at ease with 14.intelligent2. Does your career fit your personality?Listening and understanding1, imaginations 2, designs3. patterns4. graphic designer5. landscape architect6. procedures7. instructions 8. details and data9. routine and order 10. accountant11. cost estimator 12. see projects though13. doers 14. big picture15. sales agent 16. management analyst17. logic 18. mysteries19. detail 20. librarian21. software engineer 22. results-driven23. outdoors 24. jewelry25. electrician 26. nuclear engineer27. human interaction 28. personal coach29. school psychologist3. Easy ways to be an optimist1/. B; C; E2/.1. It comes from a series of active inner processes-psychological somersaults.2. to stress that optimism can be improved with practice.3. If you serve up a smile to others, they usually bounce it back.4. Probably because they evolved as a means of nonverbal communication between people.5. A happy face can influence one's brain in a positive way, making the brain begin to change the mood accordingly.6. To be in a protective bubble to feel optimistic, which means to self-direct our ownmoment-to-moment perspective.Unit 2 Leisure and WorkListening and speaking1. Leisure and work in the US1, D2/1. relaxing or fun 2. a paying job3. four to eight hours a week4. every category5. employer's6. cooking7. keeping house 8. household economy9. rising real incomes 10. squeeze ever11. try to do too much 12. changing nature2. Leisure and Culture1. 40 hours a week; choose to use it2. how we approach leisure; better at it2/.1. work-related activities 2. a business goal3. the holiday4. schedules5. new experiences6. a national pastime7. physical education 8. active9. an exercise ethic 10. outdoor skills11. richness 12. meaningful13. playing 14. win15. competitive and team skills3. Traditional outdoor games: why do they matter?1/.1. a decline 2. everyday life3. physical, interpersonal and social4. gender and cultural5. fun6. death7. encouraging 8. interest in9. need for2/.1. revive interest in; adults'; little or no2. dismissed; breathe new life3. ages; abilities; numbers; adapted; fair play4. sort out disputes; risk management5. long-term risk; opportunity6. growing; break timesUnit 4 IQ and EQ1. Are we more clever than we really are?1/Adjectives: bright; smart; clever; sharp; quick; talented Nouns: ability; skill; talent; giftPhrases: have a skill in ; have a talent for2/1. self-fulfilling 2. confident about3. intelligent4. capable5. more bold6. dramatic decisions7. be able to do it 8. skill9. talent 10. less likely3/1. A; 2. A; 3. D; 4. A; 5C2. Controversy of intelligence1/1.D; 2. B; 3. A; 4. B; 5. C2/1. assess and compare 2. long. complex and dark3. 1800s4. natural selection5. smart people6. a master race7. 20th century 8. mental age9. extra help/ attention 10. fixed inborn11. proper attention 12. practice13. IQ measurement14. one's mental age÷ chronological age×10015. early 1900s 16. army recruits17. a kind of label 18. undesirable traits19. their answers 20. interpreted and weighted21.real and measurable 22. genetic, environmental, educational3. IQ vs. EQ: What makes people successful?1/1.F; 2. T; 3. T; 4. F; 5. F; 6. T2/1. A; 2. C; 3. D; 4. C; 5. B。

Chapter 2 Individual Behavior, Personality, and Values

2-16
Nature vs. Nurture of Personality

Influenced by Nature
• Heredity explains about 50 percent of behavioral
tendencies and 30 percent of temperament • Minnesota studies – twins had similar behaviour patterns
13
McShane/Von Glinow OB 5e
© 2010 The McGraw-Hill Companies, Inc. All rights reserved
Maintaining work attendance
•Absenteeism is relatively low (2%) in the U.S., and much higher elsewhere (e.g. 6% in Sweden)
Situational factors Motivation
Values Personality
Perceptions
Emotions Attitudes Stress
Ability Role perceptions
Individual behavior and results
Defining Personality
YasmeenYoussef Fairmont Hotels & Resorts
personality and then
nurturing their self-concept.
2-2

Why do some individuals perform well while other individuals perform poorly in the workplace?

Personality_2010

Michele Kehoe NCI 2010
2. Extroversion
Introverts – direct energies inwards to their own thoughts, feelings and ideas Extroverts – direct energies outwards to other people’s actions and reactions
The Nature of the Individual
Personality
Michele Kehoe NCI 2010
Definition
The individual’s personality is “the total pattern of characteristic ways of thinking, feeling, and behaving that constitute the individual’s distinctive method of relating to the environment”. (Kagan &Havemann, 1976)
SelfSelf-Esteem
Low Self-Esteem: Dependent Take few risks Set fewer hele Kehoe NCI 2010
Authoritarianism
Sensitivity to status, formal authority and official rules Sensitivity to information about a person’s status ‘Bureaucratic personality’ (Allinson, 1990)

MZ012005EN FD-Frame 电路保护器说明书

FD-Frame circuit breakers with 210+ and 310+ electronic trip unit technologyProduct description• The Series C® F-Frame breaker features 210+ or310+ electronic trip units, in addition to thermal-magnetic trip units. F-Frame electronic breakersoffer protection options to meet basic overloadprotection requirements or for more advancedsystems requiring ground fault protection orsystem coordination. The F-Frame breaker isNEMA®, UL®, and CSA® listed• The FDE 210+ features LI or LSI protectionsettings with two simple adjustment knobs forsetting up protection parameters• The FDE 310+ features LS, LSI, LSG, or LSIGprotection settings with additional curve shapingoptions for more coordination capabilities. Inaddition, the 310+ trip unit offers the additionaloption of zone selective interlocking (ZSI)for improved system uptime and faster faultclearing times in coordinated systems2Catalog Supplement MZ012005ENEffective October 2015FD-Frame circuit breakers with 210+ and310+ electronic trip unit technologyEATON T able 1. FD-Frame circuit breakers with 210+ electronic trip unit technologya 150 A version available in LI version only for 210+.T able 2. FD-Frame circuit breakers with 310+ electronic trip unit technologyHFDE 3 225 22 LPerformance at 480 VacFDE = 35 kAIC HFDE = 65 kAIC FDCE = 100 kAICPoles3 = Three-poleAmperes100150 a 225FeaturesW = Without terminals L = Line and load terminalsBlank = Load side terminals onlyTrip units 21 = 210+ LI 22 = 210+ LSIHFDE 3 225 32 ZG LPerformance at 480 VacFDE = 35 kAIC HFDE = 65 kAIC FDCE = 100 kAICPoles3 = Three-poleAmperes080160225FeaturesW = Without terminals L = Line and load terminalsBlank = Load side terminals onlyTrip units32 = 310+ LSI 33 = 310+ LS 35 = 310+ LSG 36 = 310+ LSIGTrip unit featuresZG = Zone selective interlocking Blank = No optionT able 3. 210+ electronic trip units amperage settingsCircuit breaker typeFrameRatingsFDE, HFDE, FDCE 225100, 110, 125, 150, 175, 200, 225FDE, HFDE, FDCE 15070, 80, 90, 100, 110, 125, 150FDE, HFDE, FDCE 10040, 50, 60, 70, 80, 90, 100T able 4. 310+ electronic trip units amperage settingsCircuit breaker typeFrameRatingsFDE, HFDE, FDCE 225100, 110, 125, 150, 160, 175, 200, 225FDE, HFDE, FDCE 16060, 70, 80, 90, 100, 125, 150, 160FDE, HFDE, FDCE 8015, 20, 30, 40, 50, 60, 70, 803Catalog Supplement MZ012005ENEffective October 2015FD-Frame circuit breakers with 210+ and 310+ electronic trip unit technology EATON Product selectionT able 5. T ypes FDE, HFDE, and FDCE 210+ electronic circuit breakers with non-interchangeable trip units See 210+ adjustability specifications on Page 7.Digitrip RMS 210+ trip unit only Standard OptionalLIadjustable instantaneousLSIadjustable short time pickup and delay Maximumampere ratingCatalog numberCatalog number35 kAIC at 480 Vac / 18 kAIC at 600 Vac100FDE310021FDE310022150FDE315021a225FDE322521FDE32252265 kAIC at 480 Vac / 25 kAIC at 600 Vac100HFDE310021HFDE310022150HFDE315021a225HFDE322521HFDE322522100 kAIC at 480 Vac / 25 kAIC at 600 Vac b100FDCE310021FDCE310022150FDCE315021a225FDCE322521FDCE322522a 150 A not available with LSI trip unit; entire range is covered by 100 A and 225 A frames.b Contact the product line for availability.T able 7. T ypes FDE, HFDE, and FDCE 310+ electronic circuit breakers with non-interchangeable trip units See 310+ adjustability specifications on Page 7.Maximum ampere ratingDigitrip RMS 310+ Trip Unit Only Compact neutral CT for LSG and LSIGStandardLSOptional LSILSGLSIGAdjustable short time pickup with I 2t short delay ramp Independentlyadjustable short time pickup and delay Adjustable short timepickup with I 2t short delay and ground fault protection Independently adjustable short time pickup and ground fault protection Neutral CT for LSG and LSIGCatalog numberCatalog numberCatalog numberCatalog numberCatalog number35 kAIC at 480 Vac / 18 kAIC at 600 Vac80FDE308033FDE308032FDE308035FDE308036CTF080CTFD080160FDE316033FDE316032FDE316035FDE316036CTF160CTFD160225FDE322533FDE322532FDE322535FDE322536CTF225CTFD22565 kAIC at 480 Vac / 25 kAIC at 600 Vac80HFDE308033HFDE308032HFDE308035HFDE308036CTF080CTFD080160HFDE316033HFDE316032HFDE316035HFDE316036CTF160CTFD160225HFDE322533HFDE322532HFDE322535HFDE322536CTF225CTFD225100 kAIC at 480 Vac / 25 kAIC at 600 Vac80FDCE308033FDCE308032FDCE308035FDCE308036CTF080CTFD080160FDCE316033FDCE316032FDCE316035FDCE316036CTF160CTFD160225FDCE322533FDCE322532FDCE322535FDCE322536CTF225CTFD225T able 6. FDE 310+ electronic breaker with zone selective interlockingAmpere ratingLSI with ZSI LSIG with ZSI Catalog numberCatalog number35 kAIC at 480 Vac / 18 kAIC at 600 Vac80FDE308032ZG FDE308036ZG 160FDE316032ZG FDE316036ZG 225FDE322532ZG FDE322536ZG 65 kAIC at 480 Vac / 25 kAIC at 600 Vac80HFDE308032ZG HFDE308036ZG 160HFDE316032ZG HFDE316036ZG 225HFDE322532ZG HFDE322536ZG 100 kAIC at 480 Vac / 25 kAIC at 600 Vac80FDCE308032ZG FDCE308036ZG 160FDCE316032ZG FDCE316036ZG 225FDCE322532ZGFDCE322536ZG4Catalog Supplement MZ012005ENEffective October 2015FD-Frame circuit breakers with 210+ and310+ electronic trip unit technologyEATON Accessories selection guide and ordering informationLine and load terminalsLine and load terminals provide wire connecting capabilities forspecific ranges of continuous current ratings and wire types. Except as noted, terminals comply with UL 486A and UL 486B standards. Unless otherwise specified, F -Frame circuit breakers are factory equipped with load terminals only.Ordering informationF -Frame circuit breakers and molded-case switches have load termi-nals only as standard equipment. When standard line-end terminals (same as standard load-end terminals) are required, add Suffix L to the circuit breaker catalog number. When non-standard or optional line and/or load terminals are required, order by style number. Specify if factory installation is required.T able 8. Line and load terminalsPackage of three terminalsMaximum breaker amperesTerminal body materialWire typeAWG wire rangeMetric wire range mm 2Catalog numberStandard pressure type terminals100Steel Cu/AI 14–1/0 2.5–503T100FB 225Aluminum Cu/AI 4–4/025–953TA225FD Optional pressure terminals50Aluminum Cu/AI 14–4 2.5–253TA50FB 100Aluminum Cu/AI 14–1/0 2.5–503TA100FD 200Stainless steel Cu 4–4/025–953T150FB 225Copper Cu 4–4/025–953T225FD225AluminumCu/AI6–300 kcmil16–1503TA225FDK aa Includes terminal shield kit. Adds approximately 3.00 inches (76.2) to breaker height. Available for use on three-pole breaker only.Internal accessoriesFDE breakers can be fitted with alarm switches, auxiliary switches, alarm/auxiliary switch combinations, a shunt trip, a UVR, and some specific combinations of these devices.On FDE breakers, the right pole accessory pocket is always occupied by the trip actuation device for the electronic trip unit, and is limited to an additional single auxiliary switch (1a/1b).The left pole of the breaker may be used for one additionalaccessory, an alarm switch, an auxiliary switch, combination alarm/auxiliary switches, a shunt trip, or a UVR.The following tables list the options available for auxiliary and alarm switches for electronic breakers.In addition, F -Frame circuit breakers are factory sealed, therefore, UL requires that internal accessories be installed at the factory. Internal accessories are UL listed for factory installation. Specifically on FDE breakers, Eaton does not recommend field installation of internal accessories, even when local codes and standards permit and/or UL listing is not required.Alarm switchT able 9. F-Frame with electronic trip unit alarm switch options—factory installed aNumber of contacts (make and break)Mountinglocation (pole)Connection type and location 18-inch (457.2 mm) pigtail leads Terminal block Same sideRear b Opposite side Same side Suffix numberSuffix numberSuffix numberSuffix number1Left B01B02B03B042Left B09B10—B011a F-Frame circuit breakers are factory sealed. UL requires that internal accessories be installed at the factory. Internal accessories are UL listed for factory installation under E7819. Where local codes andstandards permit and UL listing is not required, internal accessories can be field installed; however, this is not recommended for FDE breakers. Accessory installation should be done before the circuit breaker is mounted and connected.b Standard mounting location and standard pigtail lead exit location.5Catalog Supplement MZ012005ENEffective October 2015FD-Frame circuit breakers with 210+ and 310+ electronic trip unit technology EATON Auxiliary switchT able 10. F-Frame with electronic trip unit auxiliary switch options—factory installed aNumber of contacts (make and break)Mountinglocation (pole)Connection type and location 18-inch (457.2 mm) pigtail leads Terminal blockSame sideRear b Opposite side Same side Suffix numberSuffix numberSuffix numberSuffix numberBreaker Type FDE 310+/210+1Left A01A02A03A04Left A15A16A17—Breaker Type FDE 310+/210+2Left A09A10—A11Left A21A22——Breaker Type FDE 310+/210+1Right A30A31A32—RightA33A34A35—a F-Frame circuit breakers are factory sealed. UL requires that internal accessories be installed at the factory. Internal accessories are UL listed for factory installation under E7819. Where local codes andstandards permit and UL listing is not required, internal accessories can be field installed; however, this is not recommended for FDE breakers. Accessory installation should be done before the circuit breaker is mounted and connected.b Standard mounting location and standard pigtail lead exit location.Auxiliary switch and alarm switch combinationT able 11. F-Frame with electronic trip unit auxiliary switch and alarm switch combination options abMountinglocation (pole)Connection type and location 18-inch (457.2 mm) pigtail leads Terminal block Same sideRear c Same side Suffix numberSuffix numberSuffix numberLeft C01C02C03a F-Frame circuit breakers are factory sealed. UL requires that internal accessories be installed at the factory. Internal accessories are UL listed for factory installation under E7819. Where local codes andstandards permit and UL listing is not required, internal accessories can be field installed; however, this is not recommended for FDE breakers. Accessory installation should be done before the circuit breaker is mounted and connected.b Auxiliary switch and alarm switch combination options (Cxx) are not available on FDE 310+ with LSG or LSIG trip units due to exit wire limitations. To obtain both features, order a left mounting alarm switch and right mounting auxiliary switch (A30-A32). The Cxx options are available with non–ground fault trip units on FDE 210+ and 310+ (LI, LS, LSI).c Standard mounting location and standard pigtail lead exit location.Shunt tripT able 12. F-Frame shunt trip aFactory installedField installation kit bConnection type and location 18-inch (457.2 mm) pigtail leads c Terminal block Pigtail leadsTerminal blockSame sideRear d Opposite side Same side Voltage rating(AC frequency = 50/60 Hz)Suffix numberSuffix numberSuffix numberSuffix numberCatalog numberCatalog numberLeft-pole mounting AC/DC ratings12–24 Vac or VdcS01S02S03S04SNT1LP03K SNT1LT03K 48–127 Vac or 48–60 Vdc e S05S06S07S08SNT1LP08K SNT1LT08K 208–380 Vac or 110–127 Vdc S09S10S11S12SNT1LP12K SNT1LT12K 415–600 Vac or 220–250 Vdc S13S14S15S16SNT1LP18K SNT1LT18Ka F-Frame circuit breakers are factory sealed. UL requires that internal accessories be installed at the factory. Internal accessories are UL listed for factory installation under E7819. Where local codes andstandards permit and UL listing is not required, internal accessories can be field installed; however, this is not recommended for FDE breakers. Accessory installation should be done before the circuit breaker is mounted and connected.b Not listed with Underwriters Laboratories, for field installation.c Pigtail wire size: 18 AWG (0.82 mm 2).d Standard pigtail lead exit location.e 120 Vac marked suitable for ground fault protection devices.6Catalog Supplement MZ012005ENEffective October 2015FD-Frame circuit breakers with 210+ and310+ electronic trip unit technologyEATON Low energy shunt tripT able 13. F-Frame low energy shunt trip aFactory installedField installed Connection type and location Fieldinstallation kits b18-inch (457.2 mm) pigtail leads Terminal blockSame sideRear c Opposite side Same side Pigtail leads Terminal block Mountingpositions (pole)Suffix numberSuffixnumberSuffix numberSuffix numberCatalog numbercatalog numberLeft NO1NO2NO3NO4LST1LPK LST1LTKa Cutoff provisions required in control circuit.b UL Listed for field installation under E64983.c Standard mounting location—leads exit rear of breaker.Undervoltage release mechanismT able 14. F-Frame factory-installed undervoltage release mechanismVoltage rating(AC freq. = 50/60 Hz)Connection type and location 18-inch pigtail leadsTerminal block Same side Rear a Opposite side Same side Suffix numberSuffix numberSuffix numberSuffix numberLeft-pole mounting AC ratings12 Vac U01U02U03U0424 Vac U05U06U07U0848 Vac U37U38U39U4060 VacU97U98U99U100110–127 Vac U13U14U15U16208–240 Vac U17U18U19U20380–480 Vac U21U22U23U24525–600 Vac U25U26U27U28Left-pole mounting DC ratings12 Vdc U29U30U31U3224 Vdc U33U34U35U3648 Vdc U37U38U39U4060 VdcU97U98U99U100110–127 Vdc U41U42U43U44220–250 VdcU45U46U47U48a Standard pigtail lead exit location.T able 15. F-Frame field-installed undervoltage release mechanismField installation kits aPigtail leads Terminal block Voltage rating(AC freq. = 50/60 Hz)Catalog numberCatalog numberLeft-pole mounting AC ratings12 Vac UVH1LP02K UVH1LT02K 24 Vac UVH1LP03K UVH1LT03K 48 Vac UVH1LP22K UVH1LT22K 60 VacUVH1LP24K UVH1LT24K 110–127 Vac UVH1LP08K UVH1LT08K 208–240 Vac UVH1LP11K UVH1LT11K 380–480 Vac UVH1LP15K UVH1LT15K 525–600 Vac UVH1LP18K UVH1LT18K Left-pole mounting DC ratings12 Vdc UVH1LP20K UVH1LT20K 24 Vdc UVH1LP21K UVH1LT21K 48 Vdc UVH1LP22K UVH1LT22K 60 Vdc UVH1LP24K UVH1LT24K 110–127 Vdc UVH1LP26K UVH1LT26K 220–250 VdcUVH1LP28KUVH1LT28Ka Not UL listed for field installation.T able 16. 210+ and 310+ electronic trip unit accessoriesDescription210+310+Catalog numberElectronic portable test kit I I MTST230V Trip unit tamper protection wire seal II 5108A03H01External neutral sensor (80 A) a I CTF080External neutral sensor (160 A) a I CTF160External neutral sensor (225 A) aI CTF225Compact external neutral sensor (80 A) a I CTFD080Compact external neutral sensor (160 A) a I CTFD160Compact external neutral sensor (225 A) a I CTFD225Breaker-mount cause-of-trip indication I TRIP-LED Breaker-mount ammeter module I DIGIVIEW Remote-mount ammeter moduleIDIGIVIEWR06a Required for four-wire systems if neutral protection is desired; sold separately.CTF225CTFD2257Catalog Supplement MZ012005ENEffective October 2015FD-Frame circuit breakers with 210+ and 310+ electronic trip unit technology EATON SpecificationsT able 17. FDE 210+ and 310+ specificationsDescription Digitrip RMS 210+Digitrip RMS 310+Breaker typeFrame designation FDFDFrames available (A)100, 150 a , 22580, 160, 225Continuous current range (A)40–22515–225Ground fault pickup (A)N/A16–225Interrupting capacities at 480 Vac (kAIC)35, 65, 10035, 65, 100100% ratedNo NoProtectionOrdering options LI, LSI LS, LSI, LSG, LSIG Arcflash Reduction Maintenance System™ (or Maintenance Mode)No NoInterchangeable trip unit No NoHigh load alarm (suffix B20)No No (LED only)Ground fault alarm with trip (suffix B21)No No Ground fault alarm, no trip (suffix B22)No NoZone selective interlocking (suffix ZG)No LSI, LSIGCause of trip indication No Yes (modules) b Thru-cover accessories No No Test kit available YesYesa 150 A frame only available on LI version.b External modules include TRIP-LED, DIGIVIEW, and DIGIVIEWR06.T able 18. FDE 210+ adjustability specificationsFD Frame210+ settings100 A150 A225 AI r = continuous current or long delay pickup (amperes) (all 210+)I r A 4070100B 5080110C 6090125D 70100150E 80110175F90125200G (= I n )100150225I i (x I n )= Instantaneous pickup (210+ LI version)I i100150225J–2x 200300450K–2.5x 250375565L–3x 300450675M–3.5x 350525790N–4x 400600900O–5x 5007501125P–6x 6009001350Q–8x 80012001800R–10x 100015002250S–12x a 120018002400Fixed instantaneous override (all 210+)240024002400“I sd (x I r ) / tsd = SD profile b (210+ LSI version)I sd / t sd 100150225J 2x / 150N/A 2x / 150K 2x / 300N/A 2x / 300L 2x / I 2t N/A 2x / I 2t M 4x / Inst N/A 4x / Inst N 4x / 150N/A 4x / 150O 4x / I 2t N/A 4x / I 2t P 6x / Inst N/A 6x / Inst Q 6x / 300N/A 6x / 300R 10x / 150N/A 10x / 150S10x / 300N/A 10x / 300a S setting for 225 A LI version is set to instantaneous override.b SD profile includes a short delay pickup (xIr) and short delay time (milliseconds) on a single switch.T able 19. FDE 310+ adjustability specificationsFD Frame310+ settings80 A160 A225 AI r = continuous current or long delay pickup (amperes) (all 310+)I r A 1560100B 2070110C 3080125D 4090150E 50100160F 60125175G 70150200H (= I n )80160225t r = long delay time (seconds)(all 310+)Position 1222Position 2444Position 3777Position 4101010Position 5121212Position 6151515Position 7202020Position 8242424I sd (x I r ) = short delay pickup (all 310+)Position 12x 2x 2x Position 23x 3x 3x Position 34x 4x 4x Position 45x 5x 5x Position 56x 6x 6x Position 67x 7x 7x Position 78x 8x 8x Position 810x 10x 10x Position 912x 12x 12x t sd = short delay time I 2t (milliseconds) (LS, LSG)Fixed 67 @10x 67 @10x 67 @10x t sd = short delay time flat (milliseconds) (LSI, LSIG)Position 1Inst Inst Inst Position 2120120120Position 3300300300I g = ground fault pickup (amperes) (LSG, LSIG)Position 1163245Position 2244867Position 3326490Position 44896135Position 564128180Position 680160225t g = ground fault delay time (milliseconds) (LSG, LSIG)Position 1Inst Inst Inst Position 2120120120Position 3300300300Independently Adjustable Instantaneous (I i ) setting a Maintenance Mode pickup (2.5 x I n ) (amperes)ba Not available for FD. Independently adjustable I i setting available in LG, NG, and RG ALSI and ALSIG trip units.b Maintenance Mode not available for FD frames. It is available for KD, LD, MDL, LG, NG, and RG.Eaton1000 Eaton Boulevard Cleveland, OH 44122 United States © 2015 EatonAll Rights ReservedPrinted in USAPublication No. MZ012005EN / Z17244 October 2015Eaton is a registered trademark.All other trademarks are propertyof their respective owners.FD-Frame circuit breakers with 210+ and 310+ electronic trip unit technologyCatalog Supplement MZ012005EN Effective October 2015。

十六型人格英语简单介绍

十六型人格英语简单介绍英文回答：The Myers-Briggs Type Indicator (MBTI) is a personality test that measures an individual's preferences across four dimensions:1. Extraversion vs. Introversion (E vs. I): This measures whether someone prefers to interact with the outside world or their inner thoughts and feelings.2. Sensing vs. Intuition (S vs. N): This measures whether someone prefers concrete, practical information or abstract, theoretical concepts.3. Thinking vs. Feeling (T vs. F): This measures whether someone prefers to make decisions based on logic and objective data or personal values and emotions.4. Judging vs. Perceiving (J vs. P): This measureswhether someone prefers to live in a structured, planned world or a more flexible, adaptable one.By combining these preferences, the MBTI creates 16 distinct personality types:ISTJ The Inspector.ISFJ The Nurturer.INFJ The Counselor.INTJ The Architect.ISTP The Crafter.ISFP The Composer.INFP The Dreamer.INTP The Thinker.ESTP The Performer.ESFP The Entertainer.ENFP The Inspirer.ENTP The Visionary.ESTJ The Supervisor.ESFJ The Provider.ENFJ The Teacher.ENTP The Inventor.The MBTI is widely used in career counseling, team building, and personal development. It provides individuals with a deeper understanding of their strengths and weaknesses, and helps them identify career paths and environments that are most suitable for their personality.中文回答：迈尔斯-布里格斯类型指标（MBTI）是一种人格测试，用于衡量个体在四个维度上的偏好：1. 外向与内向（E 与 I），这衡量了某人更喜欢与外界互动还是自己的内在思想和感受。

九型人格英文版

将下面短文翻译成中文：Enneagram of Personality 九型人格The Enneagram is a highly sophisticated system of nine personality profiles that are meant to help us know ourselves and others “as we/they are to themselves”. Each type profile serves as a customized road map for on-going personal growth consistent with categories of modern psychological typology. The nine types are as follows:Type One: The Perfectionist"I'm not angry, I'm just trying to get it right!" Basic Proposition: There is a right way and a wrong way to do everything.Habitual Focus of Attention: What is right or wrong, correct or incorrect.What "Perfectionists" tell us about themselves:•They live with a powerful inner critic that monitors every thought, word, and deed;•They worry about getting things right and are unusually sensitive to criticism;•They strive for perfection and feel responsible;•"Perfectionists" also report a focus on being good and repress their impulses/desires for pleasure;•They can be rigid, overly controlled, seeing virtue as its own reward.Type Two: The Giver"I know lots of people who couldn't get along without me. Where's the pride in that?" Basic Proposition: Love and survival depend on "giving to get".Habitual Focus of Attention: Other people's needsWhat "Givers" observe about themselves:• A preoccupation with the needs of others;•Pride in giving and helping;•Sometimes feel taken advantage of;•Have a hard time expressing their own needs;•Are manipulative; and•Alter their self-presentation to meet the needs of important others.Type Three: The Performer"I'm busy all of the time. There's competition in everything I do. I just love that arena." Basic Proposition: Love and recognition are only for "champions".Habitual Focus of Attention: Tasks, Roles, & ResultsWhat "Performers" observe about themselves:•Their primary identification is with accomplishment and success;•They seek approval and acceptance based on performance;•Their attention goes to task;•Image is important;•They feel constant pressure to perform; and•There is an inattention to feelings/"Not now".Type Four: The RomanticI cannot imagine anyone envying me. By comparison, if I had what others had, then I would bemore fulfilled and happy. Basic Proposition: Others enjoy the happiness that I have been denied.Habitual Focus of Attention: "Best" is what's absent.What "Romantics" observe about themselves:•There is a constant longing for the missing ingredient for personal happiness;•Their focus is on the best of what's missing, what’s distant, and what's hard to get;•The "ordinary" pales by comparison;•There is a deeply felt abandonment that translates into a belief that "I am un- loveable”: and, •"Romanitics" feel special and elite. Their suffering sets them apart from others.Type Five: The Observer"I think I feel..." Basic Proposition: Love and respect are gained by practicing self-sufficiency.Habitual Focus of Attention: What others want from me.What "Observers" tell us about themselves:•They have a marked need for privacy;•They limit intrusion from a world that wants too much from them;•As a result, "Observers" hoard time, space, energy, knowledge and themselves;•They detach from feelings and observe rather than participate; and,•They are minimalistsType Six: The Loyal SkepticWhat is really going here?...." Basic Proposition: Love and protection are gained by vigilance and endurance.Habitual Focus of Attention: Threat, hazard, difficultiesWhat "Loyal Skeptics" tell us about themselves:•They are preoccupied with safety and security concerns;•They greet everything with a doubting mind, and contrary thinking;•"Loyal Skeptics" report active imaginations that amplify questionable areas;•They question people and authority;•They procrastinate because of fearing the outcome, failing to complete projectsType Seven: The EpicureWhat's next?.....that's my escape from pain." Basic Proposition: Pain and frustration can be avoided and the good life assured by inventing options, opportunities, and adventures.Habitual Focus of Attention: The positive in all thingsWhat "Epicures" tell us about themselves:•Life is an adventure!•"Epicures" are pleasure-seeking and gluttons for experience and enjoyment;•They are optimistic, active, and energetic;•See multiple options, but•have difficulty with commitment; and•Do not want limits on themselvesType Eight: The BossIf people start backing off, that doesn't make my anger go away, but if you match it, it will lowerand I'll sit down and talk." Basic Proposition: Protection and respect are gained by becoming strong and powerful and by hiding vulnerability.Habitual Focus of Attention: Power, Injustices and Control.What "Protectors" tell us about themselves:•They want stimulation and excitement;•They are concerned with strength and protecting the weak;•"Protectors" are direct, confrontational and express their anger immediately;•They are aggressive, intimidating and impulsive; but•Deny their own vulnerability and weakness.Type Nine: The Mediator"Who am I again....?"Basic Proposition: Belonging and comfort are gained by attending to and merging with others and by dispersing energy into substitute objects.Habitual Focus of Attention: The inessential and the agenda of others.What "Mediators" tell us about themselves:•They see all sides to every issue as peacemakers and harmonizers;•They avoid conflict and want the comfortale solution;•They have difficulty saying "no";•They are ambivalent about their own needs and wants;•They "go along to get along".WingsMost, but not all, Enneagram of Personality theorists teach that a person's basic type is modified, at least to some extent, by the personality dynamics of the two adjacent types as indicated on the Enneagram figure. These two types are often called "wings". A person of the Type Three, for example, is understood to have points Two and Four as their wing types. The circle of the Enneagram figure may indicate that the types or points exist on a spectrum rather than as distinct types or points unrelated to those adjacent to them.[citation needed] A person may be understood, therefore, to have a core type and one or two wing types that influence but do not change the core type.Stress and Security PointsThe lines between the points add further meaning to the information provided by the descriptions of the types. Sometimes called the "security" and "stress" points, or points of "integration" and "disintegration", these connected points also contribute to a person's overall personality. There are, therefore, at least four other points that can significantly affect a person's core personality; the two points connected by the lines to the core type and the two wing points.Roman Catholic criticismIn 2000, the United States' Committee on Doctrine produced a draft report on the origins of the Enneagram to aid bishops in their evaluation of its use in their dioceses. The report identified aspects of the intersection between the Enneagram and Catholicism which, in their opinion, warranted particular scrutiny and were seen as potential areas of concern, stating that "While the Enneagram system shares little with traditional Christian doctrine or spirituality, it also shares little with the methods and criteria of modern science... The burden of proof is on proponents of the Enneagram to furnish scientific evidence for their claims." Partly in response to some Jesuits and members of other religious orders teaching a Christian understanding of the Enneagram of Personality, a 2003 Vatican document called Jesus Christ, the Bearer of the Water of Life. A Christian Reflection on the 'New Age' says that the Enneagram "when used as a means of spiritual growth introduces an ambiguity in the doctrine and the life of the Christian faith.。

科技英语课后题答案

第一单元Text AEx. 31. A2. C3. D4. A5. B6. A7. A8. B9. B 10. D Ex. 41. organic2. originate3. decompose4. rearrangement5. overlain6. prospector7. inflammable8. substantial9. complication 10. consumption Ex. 51. C2. A3. A4. D5. B6. C7. A8. C9. C 10. D 11. D 12. C 13. C 14. A 15. D 16. C 17. B 18. A 19. B 20. D Ex. 61.sedimentary rocks2. petroleum reserves3. internal combustion engines4. the boiling point5. fatty substance6.少量7. 源自8. 易燃蒸汽9.地质结构10. 在……领土Ex. 81.As is known to all, water consists of hydrogen and oxygen atoms.2. The myriads of living creatures beneath the sea form the colorful underground world.3. It is impossible to be dependent on import to develop our national economy.4. Fuel derived from municipal waste can not only generate electricity but also provide heat.5. Whatever obstacles we might meet, we will carry through this experiment.Text BEx. 11. F2. T3. T4. F5. TEx. 21. initiative2. convert3. conventional4. subtract5. withstand6. residential7. option8. renewable9. regulate 10. generateEx. 41.尽管可再生能源通常比传统能源更昂贵，但是替代能源有助于减少污染、保护矿物燃料。

一篇关于网购第一人称和第三人称的英语作文

一篇关于网购第一人称和第三人称的英语作文Online shopping has become increasingly popular in recent years, with more and more people choosing to purchase goods and services through the internet. In this essay, I will explore the differences between first-person and third-person perspectives on online shopping.From a first-person perspective, online shopping is a convenient and time-saving way to purchase items without having to leave the comfort of one's own home. As an avid online shopper myself, I can attest to the ease and efficiency of browsing through different websites, comparing prices, and making purchases with just a few clicks. I enjoy the convenience of having items delivered directly to my doorstep, often within a matter of days. Additionally, online shopping allows me to access a wider selection of products that may not be available in local stores.On the other hand, the third-person perspective on online shopping may focus more on the potential drawbacks and risks associated with this method of purchasing goods. Critics of online shopping often raise concerns about the security of personal and financial information, as well as the possibility of receiving faulty or counterfeit products. From this point of view,online shopping may be seen as a risky and impersonal way to shop, lacking the tactile experience of physically inspecting and trying on items before making a purchase.Despite these potential drawbacks, the popularity of online shopping continues to grow, with more and more people opting for the convenience and accessibility of shopping from the comfort of their own homes. Whether viewed from a first-person or third-person perspective, it is clear that online shopping has become an integral part of modern consumer culture. Ultimately, the choice to shop online or in-store is a personal one, influenced by individual preferences and priorities.。

分类任务流程

分类任务流程When it comes to the process of a classification task, it is essential to understand the fundamental steps involved. 分类任务的流程非常重要，需要了解其中的基本步骤。

The process typically begins with understanding the problem at hand and defining the objective of the classification. 一般的流程是先了解问题本身，明确分类的目标。

This involves determining what needs to be classified, whether it's text, images, or any other type of data. 这需要确定需要分类的是文本、图像还是其他类型的数据。

Once the objective is clear, the next step is to gather and prepare the data for the classification task. 一旦目标明确，下一步就是收集和准备用于分类任务的数据。

This often involves data cleaning, preprocessing, and feature extraction to ensure that the data is suitable for the classification algorithm. 这通常包括数据清洗、预处理和特征提取，以确保数据适合于分类算法。

After the data is ready, the next step is to select an appropriate classification algorithm based on the nature of the problem and the type of data. 数据准备好之后，下一步就是根据问题的性质和数据类型选择合适的分类算法。

英语作文像朋友推荐一家餐馆

英语作文像朋友推荐一家餐馆Here is an English essay with more than 1,000 words, without a title, and without any extra punctuation marks in the main text. The topic is to recommend a restaurant to a friend.Dining at Bistro Chic is an experience that transcends the typical restaurant outing. This charming establishment nestled in the heart of the city offers a culinary journey that will delight your senses and leave a lasting impression on your palate. From the moment you step through the doors, you are transported to a world of refined elegance and impeccable service.The ambiance of Bistro Chic is a delightful blend of classic French bistro and modern sophistication. The warm lighting casts a soft glow over the intimate dining room, creating a cozy and inviting atmosphere. The carefully curated decor, featuring exposed brick walls, polished wood floors, and crisp white tablecloths, exudes a sense of timeless sophistication that sets the stage for an unforgettable dining experience.One of the standout features of Bistro Chic is the exceptional culinary team led by the talented Chef Émilie Dupont. With a deep passionfor French cuisine and a commitment to using only the freshest, locally sourced ingredients, Chef Dupont has crafted a menu that celebrates the rich flavors and traditions of the French culinary heritage. From the perfectly seared foie gras to the melt-in-your-mouth beef bourguignon, every dish is a masterpiece of flavor and artistry.The menu at Bistro Chic is a harmonious balance of classic French staples and innovative culinary creations. Start your dining experience with a selection of artisanal cheeses and charcuterie, expertly paired with a glass of the restaurant's carefully curated wine selection. For the main course, you might be tempted by the succulent duck confit, served with a side of crispy roasted potatoes and a vibrant salad. Seafood lovers will delight in the perfectly seared scallops, nestled atop a bed of creamy risotto and accented with a burst of citrus.But the true highlight of the Bistro Chic dining experience is the exceptional service. The wait staff is attentive, knowledgeable, and genuinely passionate about providing an exceptional dining experience. They are always on hand to offer recommendations, suggest wine pairings, and ensure that your every need is met with the utmost care and attention.One of the unique aspects of Bistro Chic is the attention to detail intheir presentation. Each dish is a work of art, meticulously plated and garnished to capture the essence of the flavors. The servers take great pride in delivering each course with a flourish, ensuring that the visual appeal of the meal is just as impressive as the taste.But Bistro Chic is not just about the food and the service; it's about the entire dining experience. The restaurant has a way of making every guest feel like a valued member of the Bistro Chic family. The warm and welcoming atmosphere, combined with the impeccable attention to detail, creates a sense of exclusivity and luxury that is hard to find elsewhere.Whether you're celebrating a special occasion or simply seeking a delightful evening out, Bistro Chic is the perfect destination. The restaurant's commitment to quality, creativity, and exceptional service sets it apart from the countless dining options available in the city. From the moment you step through the door to the final bite of your dessert, you'll be captivated by the magic of Bistro Chic.I highly recommend Bistro Chic to anyone who appreciates fine dining and the art of French cuisine. The restaurant's dedication to excellence, combined with its inviting ambiance and exceptional service, make it a must-visit destination for anyone seeking a truly memorable dining experience. So, the next time you're in the moodfor a culinary adventure, be sure to make a reservation at Bistro Chic – your taste buds will thank you.。

有关叶光富神舟18的英语作文

有关叶光富神舟18的英语作文Here is an English essay with more than 1000 words about Ye Guangfu and the Shenzhou 18 mission, without a title and extra punctuation marks in the main text.Ye Guangfu and the Shenzhou 18 MissionYe Guangfu is a Chinese astronaut who has made significant contributions to China's space program. In 2021, he was selected to be part of the Shenzhou 18 mission, which was a historic event for the country's space exploration efforts. The Shenzhou 18 mission marked China's longest crewed space mission to date, and Ye Guangfu played a crucial role in its success.Born in 1980 in Xiangyang, Hubei province, Ye Guangfu grew up with a deep fascination for space exploration. From a young age, he was captivated by the idea of exploring the vast expanse of the universe and the mysteries it holds. This passion for space led him to pursue a career in aviation, and he eventually joined the Chinese astronaut program in 2010.Ye's journey to becoming an astronaut was not an easy one. Heunderwent rigorous training and selection processes, which tested his physical and mental capabilities to the limit. However, his determination and unwavering commitment to his dream never wavered, and he emerged as one of the most promising candidates for the Shenzhou 18 mission.The Shenzhou 18 mission was a critical step in China's space exploration program. The mission's primary objective was to conduct a series of experiments and research activities on board the Tiangong space station, which is China's first permanent orbiting laboratory. Ye Guangfu was selected as one of the three astronauts to be part of this historic mission, along with Zhai Zhigang and Wang Yaping.During the Shenzhou 18 mission, Ye Guangfu played a vital role in the successful completion of various scientific experiments and maintenance tasks. He worked tirelessly alongside his fellow astronauts to ensure the smooth operation of the Tiangong space station and the successful execution of the mission's objectives.One of the most significant achievements of the Shenzhou 18 mission was the successful completion of a spacewalk by Ye Guangfu and his crewmate, Wang Yaping. This was a groundbreaking event, as Wang Yaping became the first Chinese woman to perform a spacewalk. Ye Guangfu's expertise and technical skills wereinstrumental in the successful completion of this historic feat.Throughout the mission, Ye Guangfu demonstrated his exceptional skills and dedication to the task at hand. He worked closely with the ground control team to ensure the mission's success and kept the Chinese public informed about the progress of the mission through regular updates and media appearances.Ye Guangfu's contributions to the Shenzhou 18 mission have earned him widespread recognition and praise both in China and around the world. His achievements have inspired a new generation of young people to pursue careers in space exploration and have solidified China's position as a major player in the global space race.Beyond his work on the Shenzhou 18 mission, Ye Guangfu has also been involved in other aspects of China's space program. He has participated in various training exercises and simulations, honing his skills and preparing for future missions. His dedication to the pursuit of space exploration has made him a role model for aspiring astronauts and scientists alike.One of the most remarkable aspects of Ye Guangfu's career is his ability to balance his professional responsibilities with his personal life. Despite the demanding nature of his work, he has managed to maintain a strong connection with his family and community. He isknown for his humble and down-to-earth personality, and his willingness to engage with the public and share his experiences has made him a beloved figure in China.As China continues to make strides in its space exploration efforts, Ye Guangfu's contributions will undoubtedly continue to play a crucial role. His expertise, dedication, and passion for space exploration have made him an invaluable asset to the country's space program, and his achievements will undoubtedly inspire future generations of Chinese astronauts to reach for the stars.In conclusion, Ye Guangfu's involvement in the Shenzhou 18 mission has cemented his place as one of the most accomplished and respected astronauts in China's space program. His unwavering commitment to his dreams, his technical expertise, and his ability to inspire others have made him a true hero of the space age. As China continues to push the boundaries of space exploration, Ye Guangfu's legacy will continue to inspire and guide the next generation of space explorers.。

物品的制作与介绍英语作文五年级

物品的制作与介绍英语作文五年级全文共3篇示例，供读者参考篇1Title: Making and Introducing ItemsIntroduction:In this article, we will explore the process of making and introducing various items. From traditional crafts to modern inventions, we will delve into the creativity and skill required to produce these items. Let's discover the fascinating world of craftsmanship and innovation!The Art of Pottery:Pottery is a timeless craft that involves shaping clay into beautiful and functional items. To make pottery, the artisan starts with a lump of clay and uses a wheel to spin and shape it into a desired form. After shaping the clay, the pottery is fired in a kiln to harden it. Once cooled, it can be painted and glazed to add color and protection. Pottery items such as vases, bowls, and cups are not only practical but also serve as decorative pieces in homes and museums.The Making of Wooden Furniture:Woodworking is another traditional craft that requires skill and precision. To make wooden furniture, the artisan selects the type of wood and cuts it into pieces according to a design. The pieces are then assembled using joinery techniques such as dovetailing or mortise and tenon. After assembly, the furniture is sanded and finished with a coat of varnish or paint. Wooden furniture items like tables, chairs, and cabinets add warmth and elegance to any interior space.Crafting Leather Goods:Leatherworking is a craft that involves working with animal hides to create items such as bags, wallets, and belts. To make leather goods, the artisan first selects a high-quality hide and cuts it into the desired shape. The leather is then stitched together using a needle and thread. After stitching, the leather is often dyed and treated with oils or waxes to enhance its durability and appearance. Leather goods are not only stylish and durable but also age beautifully over time.The Science of Electronics:In the modern age, electronics have revolutionized the way we live and work. From smartphones to laptops, electronicdevices have become essential tools in our daily lives. To make electronic items, engineers design circuits and components that work together to perform specific functions. These components are then assembled onto a printed circuit board using soldering techniques. Once assembled, the electronic device is tested and adjusted to ensure its proper functioning. Electronic items like smartphones, tablets, and smartwatches have transformed communication and entertainment.Introducing Handmade Jewelry:Handmade jewelry is a unique and personal way to express one's style and creativity. Jewelry artisans use a variety of materials such as metals, gemstones, and beads to create stunning pieces. To make jewelry, the artisan designs and sketches the piece, selects the materials, and usesjewelry-making techniques like soldering, wire wrapping, or beading to assemble the piece. Handmade jewelry items like necklaces, earrings, and bracelets add sparkle and sophistication to any outfit.In conclusion, the process of making and introducing items involves a blend of skill, creativity, and innovation. Whether crafting pottery, woodworking, leather goods, electronics, or handmade jewelry, artisans and engineers put their heart andsoul into creating items that are not only functional but also beautiful and meaningful. By appreciating the craftsmanship and ingenuity behind these items, we can better understand and enjoy the artistry that surrounds us. Thank you for exploring the world of making and introducing items with us!篇2The Making and Introduction of an ItemIntroductionIn today's world, we are surrounded by a wide variety of items that serve different purposes and are made using different materials and techniques. From everyday objects like clothing and household items to more complex items like electronics and machinery, each item has a unique design and production process. In this article, we will explore the making and introduction of an item and delve into the intricate details of its creation.The Making ProcessThe making process of an item involves several key steps, starting from the initial design phase to the final production stage. Let's take the example of a simple item like a pencil to understand the making process in detail:1. Design Phase: The first step in making an item is the design phase, where the concept and specifications of the item are outlined. In the case of a pencil, the design may include the length, diameter, material (wood or plastic), color, and lead type.2. Material Selection: Once the design is finalized, the next step is to select the materials required for making the item. For a pencil, wood is chosen for the casing, while graphite is used for the lead.3. Production: The production process involves shaping the materials according to the design. In the case of a pencil, the wood is cut into small cylindrical pieces, hollowed out to accommodate the lead, and then painted or coated for aesthetics.4. Assembly: The final step in the making process is the assembly of the different components to create the finished item. In the case of a pencil, the lead is inserted into the wooden casing, and a metal ferrule is attached to secure the eraser.Introduction of the ItemOnce the item is made, it is introduced to the market for consumers to purchase and use. The introduction of an item involves several marketing and promotional activities to createawareness and generate interest among potential buyers. Let's take the example of the pencil to understand the introduction process:1. Packaging: The pencil is packaged in attractive boxes or packs with branding and product information printed on them. The packaging is designed to catch the eye of consumers and convey the key features of the item.2. Marketing Campaign: A marketing campaign is launched to promote the pencil through various channels like TV, radio, print ads, and social media. The campaign highlights the unique selling points of the pencil and its benefits to consumers.3. Distribution: The pencil is distributed to retailers and wholesalers through a network of distributors. The distribution channels ensure that the item reaches the target market and is available for purchase in stores and online platforms.4. Sales and Feedback: Once the pencil is introduced to the market, sales data and customer feedback are collected to analyze the performance of the item. The feedback is used to make improvements and modifications to the item based on consumer preferences.ConclusionIn conclusion, the making and introduction of an item involve a series of intricate steps that require careful planning, precision, and creativity. From the design phase to production, assembly, and introduction, each step plays a crucial role in creating a successful item that meets the needs and expectations of consumers. By understanding the making and introduction process, we can appreciate the craftsmanship and innovation behind every item we use in our daily lives.篇3How to Make and Introduce ItemsToday, we are going to talk about how to make and introduce items. This is a fun and creative activity that you can do with your friends or family. Whether you are making a new toy, a piece of jewelry, or a household object, the process of making and introducing items is both satisfying and rewarding. Let's dive in and learn how to make and introduce items step by step.Step 1: Choose an Item to MakeThe first step in making and introducing items is choosing what you want to make. Think about what interests you and what you would like to create. You can choose to make a wooden toy, a beaded bracelet, a paper lantern, or anything else that inspiresyou. Once you have decided on what to make, gather all the materials you will need for the project.Step 2: Gather MaterialsGather all the materials and tools you will need to make the item. Depending on what you are making, you may need wood, beads, paper, glue, paint, or other supplies. Make sure you have everything you need before you begin so that you can work efficiently and without interruptions.Step 3: Start Making the ItemNow that you have all your materials ready, it's time to start making the item. Follow the instructions or design you have in mind and start assembling the different parts of the item. Be patient and take your time to ensure that the item is well-made and looks good.Step 4: Add Finishing TouchesOnce you have assembled all the parts of the item, it's time to add some finishing touches. You can paint the item, add decorations, or polish it to make it look even better. Finishing touches can make a big difference in the overall appearance of the item.Step 5: Introduce Your ItemAfter you have finished making the item, it's time to introduce it to others. You can show it to your friends, family, or classmates and tell them about the process of making it. Explain why you chose to make the item and what inspired you to create it. You can also talk about the materials you used and the techniques you used to make the item.Making and introducing items is a fun and rewarding activity that allows you to be creative and express yourself. Whether you are making a toy, a piece of jewelry, or a household object, the process of making and introducing items is a great way to showcase your skills and share your talents with others. So, go ahead and start making your own items today!。

3个茶树品种WOX基因家族的进化及密码子偏好性比较

第４６卷　第２期２０２２年３月南京林业大学学报（自然科学版）ＪｏｕｒｎａｌｏｆＮａｎｊｉｎｇＦｏｒｅｓｔｒｙＵｎｉｖｅｒｓｉｔｙ（ＮａｔｕｒａｌＳｃｉｅｎｃｅｓＥｄｉｔｉｏｎ）Ｖｏｌ．４６，Ｎｏ．２Ｍａｒ．，２０２２ＤＯＩ：１０．１２３０２／ｊ．ｉｓｓｎ．１０００－２００６．２０２１０８０４９　收稿日期Ｒｅｃｅｉｖｅｄ：２０２１０８２９修回日期Ａｃｃｅｐｔｅｄ：２０２１１１２９　基金项目：国家自然科学基金项目（３２０７２６２４）；安徽农业大学茶树生物学与资源利用国家重点实验室开放基金资助项目（ＳＫＬＴＯＦ２０２００１２９）；安徽省高校优秀青年人才支持计划项目（ｇｘｙｑ２０２００４０）。

　第一作者：王占军（ｗａｎｇｚｈａｎｊｕｎｈｘｊ＠１６３．ｃｏｍ），副教授，负责试验设计与论文撰写；吴子琦（１２９３０１４６５７＠ｑｑ．ｃｏｍ），负责实验操作与数据处理。

通信作者：张照亮（ｚｈｌｚｈａｎｇ＠ａｈａｕ．ｅｄｕ．ｃｎ），教授。

　引文格式：王占军，吴子琦，王朝霞，等．３个茶树品种ＷＯＸ基因家族的进化及密码子偏好性比较［Ｊ］．南京林业大学学报（自然科学版），２０２２，４６（２）：７１－８０．ＷＡＮＧＺＪ，ＷＵＺＱ，ＷＡＮＧＺＸ，ｅｔａｌ．ＡｃｏｍｐａｒａｔｉｖｅｓｔｕｄｙｏｆｔｈｅｅｖｏｌｕｔｉｏｎａｎｄｃｏｄｏｎｕｓａｇｅｂｉａｓｉｎＷＯＸｇｅｎｅｆａｍｉｌｙｏｆｔｈｒｅｅＣａｍｅｌｌｉａｓｉｎｅｎｓｉｓｃｕｌｔｉｖａｒｓ［Ｊ］．ＪｏｕｒｎａｌｏｆＮａｎｊｉｎｇＦｏｒｅｓｔｒｙＵｎｉｖｅｒｓｉｔｙ（ＮａｔｕｒａｌＳｃｉｅｎｃｅｓＥｄｉｔｉｏｎ），２０２２，４６（２）：７１－８０．ＤＯＩ：１０．１２３０２／ｊ．ｉｓｓｎ．１０００－２００６．２０２１０８０４９．３个茶树品种ＷＯＸ基因家族的进化及密码子偏好性比较王占军１，２△，吴子琦１△，王朝霞１，欧祖兰１，李　杰１，蔡倩文１，徐忠东１，张照亮２（１．合肥师范学院生命科学学院，安徽　合肥　２３０６０１；２．安徽农业大学茶树生物学与资源利用国家重点实验室，安徽　合肥　２３００３６）摘要：【目的】ＷＯＸ基因家族在模式植物组织培养中扮演着重要的分子调控角色。

型人格测试英文版

The Riso-Hudson Enneagram Type Indicator (RHETI) is a scientifically validated forced-choice personality test with 144 paired statements. The test takes about 40 minutes to complete. Read each numbered pair of statements carefully. There are no right or wrong answers. For each pair of statements, mark with one of the statement most like you. Leave the other statement blank. Your scores will be computed automatically. Do not skip any statement pair. For greatest accuracy, your grand total should be equal to 144.1.A. I have been romantic and imaginative.B. I have been pragmatic and down to earth.2.A. I have tended to take on confrontations.B. I have tended to avoid confrontations.3.A. I have typically been diplomatic, charming, and ambitious.B. I have typically been direct, formal and idealistic.4.A. I have tended to be focused and intense.B. I have tended to be spontaneous and fun-loving.5.A. I have been a hospitable person and have enjoyed welcoming new friends into my life.B. I have been a private person and have not mixed much with others.A. It's been difficult for me to relax and stop worrying about potential problems.B. It's been difficult for me to get myself worked up about potential problems.7.A. I've been more of a "street-smart" survivor.B. I've been more of a "high minded" idealist.8.A. I have needed to show affection to people.B. I have preferred to maintain some distance with people.9.A. When presented with a new experience, I've usually asked myself if it would be useful to me.B. When presented with a new experience, I've usually asked myself if it would be enjoyable.10.A. I have tended to focus too much on myself.B. I have tended to focus too much on others.11.A. Others have depended on my insight and knowledge.B. Others have depended on my strength and decisiveness.12.A. I have come across as being too unsure of myself.B. I have come across as being too sure of myself.A. I have been more relationship-oriented than goal-oriented.B. I have been more goal-oriented than relationship-oriented.14.A. I have not been able to speak up for myself very well.B. I have been outspoken -- I have said what others wished they had the nerve to say.15.A. It's been difficult for me to stop considering alternatives and do something definite.B. It's been difficult for me to take it easy and be more flexible.16.A. I have tended to be careful and hesitant.B. I have tended to be bold and domineering.17.A. My reluctance to get involved has gotten me in trouble with people.B. My eagerness to have people depend on me has gotten me into trouble with them.18.A. Usually, I have been able to put my feelings aside to get the job done.B. Usually, I have needed to work through my feelings before I could act.A. Generally, I've been methodical and cautious.B. Generally, I've been adventurous and taken risks.20.A. I have tended to be a supportive, giving person who seeks intimacy with others.B. I have tended to be a serious, reserved person who likes discussing issues.21.A. I've often felt the need to be a "pillar of strength".B. I have often felt the need to perform perfectly.22.A. I've typically been interested in asking tough questions and maintaining my independence.B. I've typically been interested in maintaining my stability and peace of mind.23.A. I've been a bit cynical and skeptical.B. I've been a bit mushy and sentimental.24.A. I've often worried that I'm missing out on something better.B. I've often worried that if I let down my guard, someone will take advantage of me.A. My habit of being "stand-offish" has annoyed people.B. My habit of telling people what to do has annoyed people.26.A. I have tended to get anxious if there was too much excitement and stimulation.B. I have tended to get anxious if there wasn't enough excitement and stimulation.27.A. I have depended on my friends & they have known that they can depend on me.B. I have not depended on people; I have done things on my own.28.A. I have tended to be detached and preoccupied.B. I have tended to be moody and self-absorbed.29.A. I have liked to challenge people and "shake them up".B. I have liked to comfort people and calm them down.30.A. I have generally been an outgoing, sociable person.B. I have generally been an earnest, self-disciplined person.31.A. I've wanted to "fit in" with others -- I get uncomfortable when I stand out too much.B. I've wanted to standout from others -- I get uncomfortable when I don't distinguish myself.32.A. Pursuing my personal interests has been more important to me than having stability and security.B. Having stability and security has been more important to me than pursuing my personal interests.33.A. When I've had conflicts with others, I've tended to withdraw.B. When I've had conflicts with others, I've rarely backed down.34.A. I have given in too easily and let others push me around.B. I've been too uncompromising and demanding with others.35.A. I've been appreciated for my unsinkable spirit and resourcefulness.B. I've been appreciated for my deep caring and personal warmth.36.A. I have wanted to make a favorable impression on others.B. I have cared little about making a favorable impression on others.37.A. I've depended on my perseverance and common sense.B. I've depended on my imagination and moments of inspiration.A. Basically, I have been easy-going and agreeable.B. Basically, I have been hard-driving and assertive.39.A. I have worked hard to be accepted and well-liked.accepted and well-liked has not been a high priority for me.40.A. In reaction to pressure from others, I have become more withdrawn.B. In reaction to pressure from others, I have become more assertive.41.A. People have been interested in me because I've been outgoing, engaging, and interested in them.B. People have been interested in me because I've been quiet, unusual, and deep.42.A. Duty and responsibility have been important values for me.B. Harmony and acceptance have been important values for me.43.A. I've tried to motivate people by making big plans and big promises.B. I've tried to motivate people by pointing out the consequences of not following my advice.44.A. I have seldom been emotionally demonstrative.B. I have often been emotionally demonstrative.A. Dealing with details has not been one of my strong suits.B. I have excelled at dealing with details.46.A. I have often emphasized how different I am from most people, especially my family.B. I have often emphasized how much I have in common with most people, especially my family.47.A. When situations have gotten heated, I have tended to stay on the sidelines.B. When situations have gotten heated, I have tended to get right into the middle of things.48.A. I have stood by my friends, even when they have been wrong.B. I have not wanted to compromise what is right even for friendship.49.A. I've been a well-meaning supporter.B. I've been a highly-motivated go-getter.50.A. When troubled, I have tended to brood about my problems.B. When troubled, I have tended to find distractions for myself.51.A. Generally, I've had strong convictions and a sense of how things should be.B. Generally, I've had serious doubts and have questioned how things seemed to be.52.A. I've created problems with others by being pessimistic and complaining.B. I've created problems with others by being bossy and controlling.53.A. I have tended to act on my feelings and let the "chips fall where they may"B. I have tended not to act on my feelings lest they stir up more problems.54.A. Being the center of attention has usually felt natural to me.B. Being the center of attention has usually felt strange to me.55.A. I've been careful, and have tried to prepare for unforeseen problems.B. I've been spontaneous, and have preferred to improvise as problems come up.56.A. I have gotten angry when others have not shown enough appreciation for what I have done for them.B. I have gotten angry when others have not listened to what I have told them.57.A. Being independent and self-reliant has been important to me.B. Being valued and admired has been important to me.58.A. When I've debated with friends, I've tended to press my arguments forcefully.B. When I've debated with friends, I've tended to let things go to prevent hard feelings.59.A. I have often been possessive of loved ones — I have had trouble letting them be.B. I have often "tested" loved ones to see if they were really there for me.60.A. Organizing resources and making things happen has been one of my major strengths.B. Coming up with new ideas and getting people excited about them has been one of my major strengths.61.A. I've tended to be driven and very hard on myself.B. I've tended to be too emotional and rather undisciplined.62.A. I have tried to keep my life fast-paced, intense, and exciting.B. I have tried to keep my life regular, stable, and peaceful.63.A. Even though I've had successes, I've tended to doubt my abilities.B. Even though I've had setbacks, I've had a lot of confidence in my abilities.64.A. I generally have tended to dwell on my feelings and to hold onto them for a long time.B. I generally have tended to minimize my feelings and not pay very much attention to them.65.A. I have provided many people with attention and nurturance.B. I have provided many people with direction and motivation.66.A. I've been a bit serious and strict with myself.B. I've been a bit free-wheeling and permissive with myself.67.A. I've been self-assertive and driven to excel.B. I've been modest and have been happy to go at my own pace.68.A. I have been proud of my clarity and objectivity.B. I have been proud of my reliability and commitment.69.A. I have spent a lot of time looking inward —understanding my feelings has been important to me.B. I have not spent much time looking inward — getting things done has been important to me.70.A. Generally, I have thought of myself as a sunny, casual person.B. Generally, I have thought of myself as a serious, dignified person.71.A. I've had an agile mind and boundless energy.B. I've had a caring heart and deep dedication.72.A. I have pursued activities that had a substantial potential for reward and personal recognition.B. I have been willing to give up reward and personal recognition if it meant doing work I was really interested in.73.A. Fulfilling social obligations has seldom been high on my agenda.B. I have usually have taken my social obligations very seriously.74.A. In most situations, I have preferred to take the lead.B. In most situations, I have preferred to let someone else take the lead.75.A. Over the years, my values and lifestyle have changed several times.B. Over the years, my values and lifestyle have remained fairly consistent.A. Typically, I have not had much self-discipline.B. Typically, I have not had much connection with people.77.A. I have tended to withhold my affection, and have wanted others to come into my world.B. I have tended to give my affection too freely, and have wanted to extend myself to others.78.A. I have had a tendency to think of worst case scenarios.B. I have had a tendency to think that everything will work out for the best.79.A. People have trusted me because I am confident and can look out for them.B. People have trusted me because I am fair and will do what is right.80.A. Often, I have been so involved in my own projects that I have become isolated from others.B. Often, I have been so involved with others that I have neglected my own projects.81.A. When meeting someone new, I have usually been poised andself-contained.B. When meeting someone new, I have usually been chatty and entertaining.A. Generally speaking, I have tended to be pessimistic.B. Generally speaking, I have tended to be optimistic.83.A. I have preferred to inhabit my own little world.B. I have preferred to let the world know I'm here.84.A. I have often been troubled by nervousness, insecurity, and doubt.B. I have often been troubled by anger, perfectionism, and impatience.85.A. I realize that I have often been too personal and intimate.B. I realize that I have often been too cool and aloof.86.A. I have lost out because I have not felt up to taking opportunities.B. I have lost out because I have pursued too many possibilities.87.A. I have tended to take a long time to get into action.B. I have tended to get into action quickly.88.A. I usually have had difficulty making decisions.B. I seldom have had difficulty making decisions.A. I have had a tendency to come on a little too strong with people.B. I have had a tendency not to assert myself enough with people.90.A. Typically, I have been even-tempered.B. Typically, 1 have had strong changes of mood.91.A. When I've been unsure of what to do, I've often sought the advice of others.B. When I've been unsure of what to do, I've tried different things to see what worked best for me.92.A. I have worried that I would be left out of other's activities.B. I have worried that others' activities would distract me from whatI had to do.93.A. Typically, when I have gotten angry, I have told people off.B. Typically, when I have gotten angry, I have become distant.94.A. I've tended to have trouble falling asleep.B. I've tended to fall asleep easily.95.A. I have often tried to figure out how I could get closer to others.B. I have often tried to figure out what others want from me.A. I have usually been measured, straight-talking, and deliberate.B. I have usually been excitable, fast-talking, and witty.97.A. Often, I have not spoken up when I've seen others making a mistake.B. Often, I have helped others see that they are making a mistake.98.A. During most of my life, I have been a stormy person who has had many volatile feelings.B. During most of my life, I have been a steady person in whom "still waters run deep".99.A. When I have disliked people, I have usually tried hard to stay cordial — despite my feelings.B. When I have disliked people, I have usually let them know it — one way or another.100.A. Much of my difficulty with people has come from my touchiness and taking everything too personally.B. Much of my difficulty with people has come from my not caring about social conventions.101.A. My approach has been to jump in and rescue people.B. My approach has been to show people how to help themselves.A. Generally, I have enjoyed "letting go" and pushing the limits.B. Generally, I have not enjoyed losing control of myself very much. 103.A. I've been overly concerned with doing better than others.B. I've been overly concerned with making things okay for others. 104.A. My thoughts generally have been speculative—involving my magination and curiosity.B. My thoughts generally have been practical—just trying to keep things going.105.A. One of my main assets has been my ability to take charge of situations.B. One of my main assets has been my ability to describe internal states. 106.A. I have pushed to get things done correctly,even if it made people uncomfortable.B. I have not liked feeling pressured, so I have not liked pressuring anyone else.107.A. I've often taken pride in how important I am in others' lives.B. I've often taken pride in my gusto and openness to new experiences. 108.A. I have perceived that I've often come across to others as presentable, even admirable.B. I have perceived that I've often come across to others as unusual, even odd.109.A. I have mostly done what I had to do.B. I have mostly done what I wanted to do.110.A. I have usually enjoyed high-pressure, even difficult, situations.B. I have usually disliked being in high-pressure, even difficult, situations.111.A. I've been proud of my ability to be flexible—what's appropriate or important often changes.B. I've been proud of my ability to take a stand—I've been firm about what I believe in.112.A. My style has leaned toward sparseness and austerity.B. My style has leaned toward excess and over-doing things.113.A. My own health and well-being have suffered because of my strong desire to help others.B. My relationships have suffered because of my strong desire to attend to my personal needs.114.A. Generally speaking, I've been too open and naïve.B. Generally speaking, I've been too wary and guarded.A. I have sometimes put people off by being too aggressive.B. I have sometimes put people off by being too "up-tight".116.A. Being of service and attending to the needs of others has been a high priority for me.B. Finding alternative ways of seeing and doing things has been a high priority for me.117.A. I've been single-minded and persistent in pursuing my goals.B. I've preferred to explore various courses of action to see where they lead.118.A. I have frequently been drawn to situations that stir up deep, intense emotions.B. I have frequently been drawn to situations that make me feel calm and at ease.119.A. I have cared less about practical results than about pursuing my interests.B. I have been practical and have expected my work to have concrete results.120.A. I have had a deep need to belong.B. I have had a deep need to feel balanced.A. In the past, I've probably insisted on too much closeness in my friendships.B. In the past, I've probably kept too much distance in my friendships. 122.A. I've had a tendency to keep thinking about things from the past.B. I've had a tendency to keep anticipating things I'm going to do. 123.A. I've tended to see people as intrusive and demanding.B. I've tended to see people as disorganized and irresponsible. 124.A. Generally, I have not had much confidence in myself.B. Generally, I have had confidence only in myself.125.A. I've probably been too passive and uninvolved.B. I've probably been too controlling and manipulative.126.A. I've frequently been stopped in my tracks by my self-doubt.B. I've rarely let self-doubt stand in my way.127.A. Given a choice between something familiar and something new, I've usually chosen something new.B. I've generally chosen what I knew I already liked: why be disappointed with something I might not likeA. I have given a lot of physical contact to reassure others about how I feel about them.B. I have generally felt that real love does not depend on physical contact.129.A. When I've needed to confront someone, I've often been too harsh and direct.B. When I've needed to confront someone, I've often "beaten around the bush" too much.130.A. I have been attracted to subjects that others would probably find disturbing, even frightening.B. I have preferred not to spend my time dwelling on disturbing, frightening subjects.131.A. I have gotten into trouble with people by being too intrusive and interfering.B. I have gotten into trouble with people by being too evasive and uncommunicative.132.A. I've worried that I don't have the resources to fulfill the responsibilities I've taken on.B. I've worried that I don't have the self-discipline to focus on what will really fulfill me.A. Generally, I've been a highly intuitive, individualistic person.B. Generally, I've been a highly organized, responsible person. 134.A. Overcoming inertia has been one of mv main problems.B. Being unable to slow down has been one of my main problems. 135.A. When I've felt insecure. I've reacted by becoming arrogant and dismissive.B. When I've felt insecure, I've reacted by becoming defensive and argumentative.136.A. I have generally been open-minded and willing to try new approaches.B. I have generally been self-revealing and willing to share my feelings with others.137.A. I've presented myself to others as tougher than I really am.B. I've presented myself to others as caring more than I really do. 138.A. I usually have followed my conscience and reason.B. I usually have followed my feelings and impulses.139.A. Serious adversity has made me feel hardened and resolute.B. Serious adversity has made me feel discouraged and resigned.A. I usually have made sure that I had some kind of "safety net" to fall back on.B. I usually have chosen to live on the edge and to depend on others as little as possible.141.A. I've had to be strong for others, so I haven't had time to deal with my feelings and fears.B. I've had difficulty coping with my feelings and fears, so it's been hard for me to be strong for others.142.A. I have often wondered why people focus on the negative when there is so much that's wonderful about life.B. I have often wondered why people arc so happy when so much in life is messed up.143.A. I have tried hard not to be seen as a selfish person.B. I have tried hard not to be seen as a boring person.144.A. I have avoided intimacy when I feared I would be overwhelmed by people's needs and demands.B. I have avoided intimacy when I feared I would not be able to live up to people's expectations of me.。

MBTI职业性格测试

MBTI职业性格测试--MBTI 性格测试 MBTI模型源⾃荣格(瑞⼠)与Myers-Briggs(美国)⼈格(personality) 源于拉丁语Persona，也叫个性。

⼼理学中，⼈格指⼀个⼈在⼀定情况下所作⾏为反应的特质，即⼈们在⽣活、⼯作中独特的⾏为表现，包括思考⽅式、决策⽅式等。

扩展阅读：美国的⼼理学家Katherine Cook Briggs (1875-1968) 和她的⼼理学家⼥⼉Isabel Briggs Myers根据瑞⼠著名的⼼理分析学家Carl G. Jung (荣格)的⼼理类型理论和她们对于⼈类性格差异的长期观察和研究⽽著成MBTI。

经过了长达近70年的研究和发展，MBTI已经成为了当今全球最为著名和权威的性格测试。

MBTI职业性格测试是⼀种迫选型、⾃我报告式的性格评估测试，⽤以衡量和描述⼈们在获取信息、作出决策、对待⽣活等⽅⾯的⼼理活动规律和性格类型倾向。

MBTI ⽬前已成为企业招聘选聘时应⽤最⼴泛的⼈才测评⼯具和个⼈职业⽣涯规划的必备⼯具，才储?设计开发这⼀在线MBTI测试（参考⽂献：MBTI Manual (A guide to the development and use of the Myers Briggs type indicator) (3rd ed #6111) Consulting Psychologists Press;McCaulley M IL The Myers-Briggs type indicator and leaderships A working paper．Conference of Psychological Measurement and Leadership，San Antoalo，TX,1988 ;Moore T Personality test are back Fortune Magazine。

1987 ;Myers I B Introduction to Type．4th ed Phio Alto，CA： Consulting Psychologists Press，1987 ;Carskadon T G Test retest reliabilides of confinuotts SCOreS on Form G of the Myers—Bfiggs Type Indicator．Research in Psychological Type，1979c，2：83—84 声明：以下问卷和问法均为全球互联⽹⼼理学爱好者及才储团队根据MBTI理论模型，参考著名⼼理学⽂献制作修订⽽成（参考⽂献））（MBTI测试，免费职业测评），希望对⼤家更深层次了解⾃⼰和职业规划有帮助。

迈尔斯布里格斯性格分类法

迈尔斯布里格斯性格分类法迈尔斯-布里格斯性格分类法2010-01-18 15:55迈尔斯-布里格斯性格分类法(Myers-Briggs Type Indicator，MBTI)是性格分类的一种，其基本理论是根据瑞士心理分析家荣格于1921年所出版的书籍心理类型(Psychological Types)。

最先的开发者是美国的心理学家Katherine Cook Briggs及其女儿Isabel Briggs Myers，经过长期观察和研究而完成。

虽然备受学术派的心理学者所批评，但经过五十多年的发展，MBTI现已成为全球著名的性格测试之一。

当中包括教育界、顾员招聘及培训、领袖训练及个人发展等领域均有广泛的应用。

学术派的心理学家常批评MBTI理论缺乏可靠的数据支持[1][2][3]，并指出这是巴纳姆效应的例子[4]。

它的短语及缩写的注册商标使用权正由其出版社Consulting Psychologists Press Inc.所管理[5]。

测试元素:这四个问题是:心理能力的走向:你是"外向"(Extrovert)(E)还是"内向"(Introvert)(I)?认识外在世界的方法:你是"感觉"(Sensing)(S)还是"直觉"(Intuition)(N)?倚赖什么方式做决定:你是"理性"(Thinking)(T)还是"情感"(Feeling)(F)?生活方式和处事态度:你是"判断"(Judging)(J)还是"理解"(Perceiving)(P)?根据4个问题的不同答案，可将人的性格分为16个种类。

性格动力学"外向"与"内向"发泄及获得心灵能量的方向。

外向型(E,Extraverts)偏向专注于外在的人和事,倾向将能量往外释放。

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分为三种特质
• 首要特质Cardinal traits • 核心特质Central traits • 次要特质Secondary traits
首要特质Cardinal traits
• 影响一个人如何生活
•它是个人最重要的特质，代表整个人格，往往只有一个。它在人格结构中处于支配地位，具有极大的弥散性和渗透性，影响到个人行为的所有方面。 •创造是爱迪生的首要特质 •多愁善感是林黛玉的首要特质
情绪的功能
• 动机和唤醒 • 情绪的社会功能
Arousal-performance law
情绪并不是越强烈越好
Yerkes-Dodson Law
在绩效水平同一的情况下，随着工作复杂程度的提高，唤醒水平呈下降趋势。即，简单工作的唤醒水平高于复杂工作的唤醒水平。
情绪的社会功能
• 杏仁核的作用
– 恐惧的能力
(C) 大五理论
Factor 外向性 Extroversion Definition 健谈的、精力充沛的、果断的/安静的、有保留的assertive, quiet, reserved, shy 有同情心的、善良的、亲切的/冷淡的、好争吵的、残酷的 Sympathetic, kind, affectionate, cold, quarrelsome, cruel
• 情绪依赖性记忆Mood-dependent memory
– to recall of previous emotional event that occurs when the individual is in the same mood as during the previous event. – 匹配者能回忆起35%的实验内容；不匹配者：26%
男女情绪的差异正是来自“杏仁核”，比如遇到不快的事情，男人会大吼大叫或拍案而起，而女人往往会默默地生闷气
杏仁核附着在海马的末端，呈杏仁状，是边缘系统的一部分。在情绪，特别是恐惧中，具有重要作用。
学会使用情绪
Sadness
情绪对请求的礼貌性的影响
情绪对认知功能的影响
• 情绪一致性处理Mood-congruent processing
亲生父母/子女，生活在一起
异卵双生子，同性别，分开抚养同胞兄弟姐妹，分开抚养
亲生父母/子女，不生活在一起
同胞兄弟姐妹，收养父母/子女，收养
0
基因相关系数
B. 环境与IQ
环境
最高
1
2 3 4
遗传
社会地位
环境
最低
80 85 90 95 100 105 Mean IQ of son 110 115 Mean IQ of father
2.个性
• 定义 • 个性（特质）理论 • 个性与遗传
(1)定义
1.一个人特有的心理特质; 2.它会影响到这个人的特殊行为方式 3.会使这个人的行为方式具有情境和时间的一致性
First born vs. later born
Frank Sulloway, 1996
Firstborn later born
（B）卡特尔（Cattell） 16PT
/psytest/psytest6.htm
1．孤独 2．迟钝 3．情绪激动 4．顺从 5．严肃 6．敷衍了事 7．胆怯 8．理智 9．信赖 10．现实 11．直率 12．自信 13．保守 14．随群 15．不拘小节 16．心平气和对对对对对对对对对对对对对对对对外向聪慧情绪稳定支配乐天谨慎负责冒险敏感怀疑幻想世故忧虑激进自立自律严谨紧张困扰
稳定的、冷静的、满足的/焦虑的、不稳定的、喜怒无常的 Stable, calm, contented, anxious, unstable, temperamental
有创造性的、聪明的、开放的/简单的、肤浅的、不聪明的 Creative, intellectual, open-minded, simple, shallow, unintelligent
happniess surprise anger disgust
1
2
3
4
5
fear
6 sadness
7
contempt
文化与情绪表达?
跨文化的情绪表达
情绪表达舒适度
4.0
积极情绪
消极情绪
0.5
哥斯达黎加
美国
情绪智力
• 自我知觉Perceive, appraise and express emotions accurately---self-awareness • 同理心Use emotions to facilitate thinking---empathy • 自我激励Understand and analyze emotions and use emotional knowledge effectively----motivation • 自我控制Regulate one’s emotion to promote both emotional and intellectual growth----self-regulation • 社会技能Social skill
% Support of innovation
100%
80
60 40 20 0 single 2 3 4 5 6 7+
Number of children in family
(2)个性理论
• 特质是否一致性？
• If you are a honest kid……
(A)奥尔波特特质理论
奥尔波特（Gorden Allport）认为：“个性是个体内部身心系统的动力组织，它决定了个体对环境独特的调解方式。”
核心特质Central traits
• 是构成个体独特性的几个重要特质，在每个人身上大约有5-10个中心特质。一个人主要特征的特质
次要特质Secondary traits
• 是个体不太重要的特质，往往只有在特殊情境下才表现出来。如有些人虽然喜欢高谈阔论，但在陌生人面前则沉默寡言。
与人格特质需求对应关系
随和性
Agreeableness
有组织的、负责的、谨慎的/马虎的、轻率的、不负责任的 Conscientiousness Organized, responsible, cautious, careless, frivolous, irresponsible
责任心
情绪稳定性 Neuroticism 创造性 Openness to experience
(2)情绪Emotion
• 定义 • 情绪的功能
Why study and understand emotion？
从决策到最后实现说谎，这个过程被称为情绪反应过程
1：54
• Tomkins（1962, 1981）
– 即刻的、非习得的情感（情绪）反应
表情是否具有普遍性?
• All people share an overlap in “facial language”
A. Sternberg’s 三元智力理论 • 分析（成分性）智力：学术上的问题解决的能力 • 创造（经验）智力：洞察力、综合能力以及对新异环境、刺激做出反应的能力 • 实践（情境）智力：理解和处理日常任务的能力——这个层面的智力反映了个体如何与外部世界相联系——适应性强
B. Gardner’s 多元智力理论
Personality and Selection
主要内容
1. 个体差异 2. 个性理论 3. 工作分析与人员选拔
1.个体差异
• 智力 • 情绪
• 第一届世界智力运动会
国际象棋、桥牌、围棋、中国象棋、国际跳棋
韩尚勋
(1)智力Intelligence
• • • • 定义测量智力理论遗传、环境、文化与智力
• • • • • • • • 逻辑-数学语言自然主义音乐空间身体运动人际交往内心的（自知）
遗传, 环境与智力
A. 遗传与IQ
IQ与基因的关系
相关系数
0
同卵双生子，共同抚养同卵双生子，分开抚养异卵双生子，同性别，共同抚养同胞兄弟姐妹，共同抚养
0.2
0.4
0.6
0.8
1
1 1 .5 .5 .5 .5 .5 .5 0
智力的测量
明朝（1368-1644） 1.地区考试 2.名作名篇评述（4%） 3.京城考试
• Alfred Binet (1905）
– 心理年龄Mental age – 生理年龄chronological age
• Stanford-binet intelligence scale
– Terman (1916) – IQ=MA/CA*100%
FOR EXAMPLE
• 马基雅维里主义（Machiavellianism）
• “只要目的正确，可以不择手段”。
高马基雅维里主义者比低马基雅维里主义者更愿意操纵别人，赢得利益
更多，更难被别人说服，他们更多地是说服别人。但这些结果也受到情境因素的调节。
(3) 个性与遗传
3.人员选拔
• 将恰当的人放在恰当的位置上
Intelligence quotient
<70
>120 天才
智障
天才与雨人
• Rain Man (1988)
智力理论
A.斯腾伯格的三元智力理论 Sternberg’s triarchic theory of intelligence B.加德纳的多元智力理论 Gardner’s multiple intelligences
– Material congruent with one’s prevailing mood is more likely to be attended to, noticed, and processed at a deeper level than non-congruent material. – 积极记忆：72% （快乐情绪）；52%（不快乐情绪）