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The Rocking-horse winner

The Rocking-Horse WinnerSummary1.We are introduced to a woman who is beautiful and began life with wonderful advantages and then married for love. This, apparently, was her mistake for things did not go the way they were supposed to. She resented her children although she pretended that this tiny spot in her heart did not harden when they came into the room. Although neighbors and friends lauded her motherhood, the mother and her children knew she was a sham.The mother, the father, the two girls and the boy lived together in a very nice neighborhood with a kind of style that floated somewhat above their actual means. The father had a job, but it depended on sales and his sales never materialized. Therefore, their social position like their assets floated above their ability to pay for them and.....2. The story describes a young middle-class Englishwoman who "had no luck." Though outwardly successful, she is haunted by a sense of failure; the family's lifestyle exceeds its income, and unspoken anxiety about money permeates the household. Her children, a son Paul and his two sisters, sense this anxiety.The rocking horse magically gives Paul advance knowledge of the winners of important races such as Ascot. Paul's uncle, Oscar Cresswell, and Bassett, the gardener, both place large bets on the horses Paul names.After further winning, Paul and Oscar arrange to give the mother a gift of five thousand pounds, but the gift only lets her spend more. Disappointed, Paul tries harder than ever to be lucky, and we learn that his secret is to ride his rocking-horse until he "knows." As the Derby approaches, Paul is determined to learn the winner.Paul faints and remains ill through the day of the Derby. Informed by Cresswell, Bassett has placed Paul's bet on Malabar, at fourteen to one. When he is informed by Bassett that he now has 80,000 pounds, Paul says to his mother:"I never told you, mother, that if I can ride my horse, and get there, then I'm absolutely sure – oh absolutely! Mother, did I ever tell you? I am lucky!""No, you never did," said his mother.But the boy died in the night and his mother hears her brother say, “My God, Hester, you’re eighty-odd thousand to the good, and a poor devil of a son to the bad. But, poor devil, poor devil, he’s best gone out of a life where he ride s his rocking horse to find a winner”CharactersBassettBassett is the family gardener who helps Paul place bets on horses. He used to work around horses and racing and he talks about racing all the time, so it seems reasonable that Paul would seek his advice. He takes the boy seriously and follows all the boy's instructions in placing the bets. He also keeps Paul's money safely hidden away, at least until Uncle Oscar gets involved. He is the only adult who treats Paul with a serious respect. It is Bassett's seriousness that convinces Uncle Oscar that Paul's gift for picking winners is real. He is trustworthy and kind, but he is also a servant, so once Uncle Oscar takes over, he respectfully withdraws from the action.ThemesIn "The Rocking-Horse Winner," a young boy, Paul, perceives that there is never enough money in his family, he sets out to find a way to get money through luck. He discovers that if he rides his rocking-horse fast enough, he will somehow "know" the name of the winning horse in the next race. He begins to make money and secretly funnel this money to his mother, but the desire for more money only grows more intense instead of going away. He finally rides his rocking-horse so furiously in order to discover the winner of the Derby that he falls into illness and dies, just as the winning horse earns his family an enormous fortune.Plot of The Rocking-Horse Winner“The Rocking-Horse Wi nner” is the story of a boy’ s gift for picking the winners in horse races. An omniscient narrator relates the tale of a boy whose family is always short of money. His mother is incapable of showing love and is obsessed with the status that material wealth can provide. Her son is acutely aware of his mother’s desire formoney, and he is motivated to take action. He wants to help her, but he also wants to silence the voice that haunts him, the voice of the house itself whispering, “There must be more money! There must be more money!”Paul questions his mother about the family’s circumstances. When he asks her why they do not have a car and why they are the “poor members of the family,” she responds “it’s because your father has no luck.” Dissatisfied with her answer, the boy presses her for an explanation of what makes one person lucky and another unlucky. Finally, he declares that he knows himself to be lucky because God told him so. With the help of Basset the gardener and his mother’s brother Oscar, Paul se ts out to prove his brazen assertion true by picking the winners in horse races. While riding on his rocking horse, Paul envisions the winners.Paul proves to be unnaturally talented at picking the winners of the races, and before too long he has saved a considerable sum of money. When his uncle asks him what he plans to do with the money he reveals that he wantsto give it to his mother. He hopes that his contribution will make her happy and make the house stop whispering. Because Paul wants to keep his success at betting a secret, Paul arranges through his uncle to give his mother a anonymous gift of a thousand pounds each year for five years. His gift does not have the intended effect, however. Instead of being delighted when she opens the envelope on her birthday, Paul’s mother is indifferent, “her voice cold and absent.” Desperate to please her, the boy agrees to let his mother have the whole five thousand at once. Instead of quieting the voices in house, Paul’s generous gift causes the voices to go “mad, like a chorus of frogs on a spring evening.” Although his mother finally can afford some of the fine things she has been craving, like fresh flowers and private school for Paul, the voices just “trilled and screamed in a sort of ecstasy.” The more Paul g ives, the more his mother and the voices in the house demand. Though his uncle tries to calm him, Paul becomes obsessed with picking the winner of the upcoming Derby, “his blue eyes blazing with a sort of madness” as he rides his rocking horse. The mother feels uncharacteristically sympathetic toward her son and urges him to join the family at seaside, but Paul insists on staying until after the Derby.The reason that Paul needs to stay in the house until the Derby is his secret, his childhood rocking horse. The secret that he has never revealed to Basset or Uncle Oscar is that he is able to ride the rocking horse, which he has long since outgrown, until the wooden horse reveals to him the name of the winner in the next race. With so much riding on the Derby and the house whispering more insistently than ever, Paul knows he must be prepared for the ride of his young life. In fact, Paul is so anxious that even his mother feels the tension and suffers “sudden strange seizures of anxiety about him.” Nevertheless, she decides to attend a big party two nights before the Derby, leaving Paul at home.Throughout the evening the mother is distracted by worry about her son's well-being. When she and her husband come home around one o'clock, she rushes immediately to Paul's room. Standing outside his door, the mother is frozen in her tracks by a “strange, heavy, and yet not loud noise” coming from inside the room. When she finally gathers the courage to enter the room she sees her son "in his green pajamas, madly urging on the rocking-horse." She has arrived just in time to here him cry out '"It’s Malabar!’ . . . in a powerful, strange voice." Then, "his eyes blazed at her for one strange and senseless second" and he crashes to the floor unconscious.Neither the mother nor the father understand the significance of the word, but Uncle Oscar knows that it is one of the horses racing in the Derby. Oscar, “in spite of himself,” places a bet on Malabar and passes on the tip to Basset. By the third day, the day of the Derby, the boy has still not regained consciousness and his condition appears to be worsening. Desperate for anything that might help her son, the mother allows Basset a short visit with Paul. Paul does regain consciousness, but just long enough to learn that Malabar had been the winner and that he has made over 80 thousand pounds (equivalent to 3 million pounds or 6 million U.S. dollars now) for his mother. He said to his mother:"I never told you, mother, that if I can ride my horse, and get there, then I'm absolutely sure – oh absolutely! Mother, did I ever tell you? I am lucky!""No, you never did," said his mother.But the boy died in the night.His mother still does not acknowledge that her son had been lucky or that she trulyloves him. At the moment of Paul’s death, Oscar chides his sister: “My God, Hester, you’re eighty-odd thousand pounds the to good, and a poor devil of a son to the bad.”Charactersthe mother -- a cold, unfeeling, grasping, materialistic woman disguised in the cover of a loving mother and wife;the husband -- more or less a non-entity, who has an office ‘somewhere’, and who went to Eton.Young Paul -- innocent, sensitive, intelligent, being prepared to go to Eton as well, an upper class preparatory school in England. This is a family which is upwardly grasping, will never become members of the aristocracy, but Paul is being groomed to climb the next rung of the social ladder.English gardener -- he is passive, loyal, a little bit afraid of his superiors, and somewhat greedy to the extent he participates in Paul’s winnings at the track.Uncle Oscar -- a bit of what the British call a ‘bounder’, an unscrupulous man who takes advantage of his nephew’s supernatural talents to his own advantage, without considering for a moment the pressures such activity may place upon the young boy.BassettBassett is the family gardener who helps Paul place bets on horses. He used to work around horses and racing and he talks about racing all the time, so it seems reasonable that Paul would seek his advice. He takes the boy seriously and follows all the boy’s instructions in placing the bets. He also keeps Paul’s money safely hidden away, at least until Uncle Oscar gets involved. He is the only adult who treats Paul with a serious respect. It is Bassett’sserio usness that convinces Uncle Oscar that Paul’s gift for picking winners is real. He is trustworthy and kind, but he is also a servant, so once Uncle Oscar takes over, he respectfully withdraws from the action.Oscar CresswellOscar Cresswell is Paul’s uncle and Hester’s brother. He is in a better financial position than Hester, since he owns his own car and a place in Hampshire. This is because he inherited the entire family fortune, leaving Hester to depend on her husband for support. It is Uncle Oscar who stumbles upon Paul’s secret of earning money through gambling, but he does not at first believe in Paul’s gift. He thinks that Paul is not serious and treats the boy as if he were merely playing a game. After Oscar realizes that Paul’s tips are dependable, he encourages the gambling. Oscar arranges for a lawyer to funnel money to Hester. He also bets his own money, using Paul’s tips for his own profit.Although Uncle Oscar seems harmless at first, the reader becomes aware that he is using Paul for his own benefit. He makes no effort to teach Paul about being careful with money or the dangers of gambling. Oscar does nothing to help Hester and her family, neither by giving money nor by helping Hester budget what money she does have. Because Oscar only uses Paul for his own financial gain, he is revealed to be shallow and selfish.HesterHester is Paul’s mother, who is incapable of loving others. She is not only obsessed with money, but she is also irresponsible with the money she does get. When Paul arranges through his attorney to give her a thousand pounds a month from his winnings, she immediately begs the attorney for the entire amount. However, instead of paying her debts, she spends the money on new things for the house. This results in an even greater need for more money. She also does not express any thanks for this sudden windfall, depriving Paul of the joy of providing the much-needed income for his family.Although at the end of the story Hester becomes increasingly concerned about Paul’s deteriorating health, she still does not love him, even when he dies. At the beginning of the story, it is stated that “at the center of her heart was a hard little place that could not feel love, no, not for anybody.” This image is repeated at the end of the story, wh en Hester sits by her son’s bedside “feeling her heart had gone, turned actually into a stone.” Before he dies Paul asks “Mother, did I ever tell you? I’m lucky,” she responds, “No, you never did.” However, the reader remembers that Paul did, indeed, tell her that he was lucky earlier in the story. Since she pays little attention to him, she does not remember this.When Hester finally receives the financial fortune she has always wanted but loses her son in the process, the reader realizes that Hester will probably not feel the loss of her son and will probably waste all that money in record time. All of these details show Hester to be cold, unfeeling, wasteful, and shallow.PaulPaul is the young boy in the story who tries desperately to find a way to have “luck,” meaning money, for his mother. He begins to ride his rocking horse furiously, even though he has outgrown it, because when he does so, he somehow is given the name of the horse that will win the next race. He makes an astounding amount of money this way with the help of the gardener Bassett (who places his bets for him), and later with the help also of his Uncle Oscar. For the final big race, the Derby, he rides himself into a feverish delirium, but he is sure of the winner. His uncle places a large bet for him. Just as his uncle arrives to tell him of the fortune he has made, he dies from the fever. Paul dies for the sake of making money for the family, particularly his mother, even though her “heart was a stone.”Paul seems completely unaware that he has overtaken responsibilities that are rightly his parents’. He seems only concerned with relieving the anxiety he perceives in the house caused by a lack of money. He tries to understand why there is not enough money by asking his mother, but she only says that his father “has no luck.” He directly associates luck with money, so the gambling seems like a natural solution to the problem. He is so innocent in his enthusiasm for the game he begins playing with Bassett that even when his uncle discovers that he has been gambling, he does not stop Paul from gambling further. Even though Paul is still a child, all of the adults, Bassett, Uncle Oscar, and Paul’s mother, seem to treat him like an adult. No one anticipates that Paul will pay a huge price for pla ying this game. No one even questions Paul’s ability to pick the winners of the horse races, or wonders how in the world Paul is able to pick winners so accurately.Throughout the story Paul remains innocent, as well as desperate, to help his mother, who s eems oblivious to Paul’s concerns. Although it is clear to the reader that Paul is very intelligent and sensitive, no one in the story seems to notice or appreciate Paul’s gifts until it is too late.ThemesThe theme of the story is that materialism can lead to spiritual death, and that when we gamble or game for gold, we only are going to win a hollow soul.Evident in "The Rocking-Horse Winner" is Lawrence's distain for conspicuous consumption, crass materialism, and an emotionally distant style of parenting popularly thought to exist in England during the late nineteenth and early twentieth centuries.ResponsibilityThe obsession with wealth and material items is pitted against the responsibilities of parenting in “TheRocking-Horse Winner.” It is the r esponsibility of the parents to provide for the children in a family. It is also the responsibility of the parents to spend money wisely and budget carefully, so that the bills are paid and no one goeswithout food, clothing, or shelter. However, in this story, Lawrence turns this on its ear, making the parents complete failures at financial dealings and their son Paul incredibly gifted at making money, albeit by gambling.The parents in the story drift from one thing to another, never really finding anything they can do to provide for the family. The mother “tried this thing and the other, but could not find anything successful.” The father, whose main talents are having expensive tastes and being handsome, “seemed as if he would never be able to do anythin g worth doing.” When Paul gives his mother 5,000 pounds from his winnings, rather than paying off debts and saving for the future, she spends all of it on material things, causing an even more urgent need for more money.Generosity and GreedThe disparity between Paul’s generosity and his mother’s greed is another theme of “The Rocking-Horse Winner.” Paul generously offers all his winnings to the family, in order to relieve the family’s dire need for money. He seems to have no needs of his own and is motiva ted solely by the desire to help his mother. Paul’s unselfish generosity is contrasted starkly with the mother’s greed and selfishness. When the mother first receives the news from the lawyer that she has “inherited” 5,000 pounds from a long-lost relative which will be paid out to her in yearly increments of 1,000 pounds (a scheme dreamed up by Paul), she does not inform the family of their good fortune. Instead, she goes immediately to the lawyer and asks to receive the entire amount right away. Paul agrees, and the money is spent foolishly on more material things for the house. Instead of relieving the family’s need for money, Paul’s plan backfires and thus there is a need for even more money.Paul and his mother are complete opposites. Paul, in his childish innocence, gives and gives to the family, without any desire for thanks and without any desire to keep any of the money for himself. He ultimately gives the most precious gift of all: his life. Hester, Paul’s mother, has no idea where all this money is coming from and does not seem to care. Hester has become so obsessed with wealth that her heart turns completely to stone; she cannot even feel sad when her son dies.Oedipus ComplexPaul’s desire to earn money for the family can be said to be an unconscious desire to take his father’s place, a concept that psychoanalyst Sigmund Freud termed the “Oedipus complex.” This is a reference to the story from ancient Greece in which Oedipus, who was raised away from his parents, accidently kills his father and marries his mother. Freud suggested that all boys go through a stage where they want to take their father’s place. Paul’s desire to take care of the family’s needs is Oedipal. Since the main way of earning this money — the rocking horse — is also bound up in sexual imagery, it seems clear that Lawrence intentionally characterizes Paul this way.。

小胖子prep语法笔记

目录一比较 (3)二时态 (11)三指代 (13)四省略 (20)五独立主格 (21)六同位语 (23)七分词 (24)八并列 (28)九句子及其它成分 (29)9.1Run-on sentence连写句 (29)9.2There be (30)9.3冠词 (30)9.4句子完整结构 (31)9.5夹心修饰 (31)9.6Redundancy word list (32)9.7嵌入式关系分句 (32)9.8不定式 (33)9.9As & When 引导的状语从句 (33)9.10倒装大全，大爱总结大全 (34)9.11列举 (35)十定语从句 (36)十一虚拟语气 (38)十二重点词组的用法 (39)12.1Except (40)12.2Require (41)12.3Number 用法 (41)12.4While 的用法 (44)12.5Date to/ at (44)12.6Intend (45)12.7Help (46)12.9Expect (46)12.10Due to (47)12.11Tend (47)12.12Bother (48)12.13Support (48)12.14unqualified & unqualifying (48)12.15Plan (48)12.16After (48)12.17Prohibit (49)12.18Neither (49)12.19As (49)12.20to 和in order to (49)12.21表原因 (50)12.22Reach (50)12.23to do for doing (50)12.24时间状语 (51)12.25Capability & Ability (51)12.26Especially & specially (51)12.27Need (51)12.28Whether or not (51)12.29介词加that (52)12.30Estimate (52)12.31Conclude (52)12.32Be known (52)12.33Design 固定搭配 (53)12.34according to 与in accordance with (53)12.35Inhabit (53)12.36Method (53)12.37So & As (54)12.38With & By (54)12.39Conceive (54)12.40Other than (54)12.41介词词组 (54)12.42Attempt (55)12.43Despite (55)12.44Amount (55)12.45As many (55)12.46Extend (56)12.47不能接被动语态的动词或短语 (56)12.48Announce (56)12.49Because of 与account of (56)12.50Limit (57)12.51Through & by (57)12.53Efficient (57)12.54Namely (58)12.55With (58)12.56Make & allow (58)12.57Ensure的固定搭配 (59)一比较1.词组：less/fewer than X percent of Y，less或fewer的选用取决于Y是否可数，本题的比较对象是drive-ins。

新视野大学英语第三版第二册第三单元-SectionA-Journey through the odyssey years

The essentials of the journey are not only outward struggles against tremendous difficulties, but, more importantly, inward struggles leading to personal growth. His journey is the one of selfdiscovery and of combating his own arrogance and pride from his young rebellious heart. It makes sense to borrow The Odyssey from Greek mythology to describe the rebellious years young people usually go through.
Warminቤተ መጻሕፍቲ ባይዱ-up activities
Lead-in
Pre-reading activities
Cultural background
1. What is the ideal university like in your eyes?
• • • •
Knowledgeable professors, nice living condition Excellent condition for teaching and learning Pleasant academic atmosphere Well-equipped library and abundant online resources
2
Unit
3
Discovery of a new life stage

Safety Manual 安全手册英文版

Safety ManualContents1.0 General Introduction (2)1.1 Introduction (2)1.2 Who to contact for further assistance (2)2.0 General Safety Procedures (3)2.0.1 Risk Assessments (3)2.0.2 Conference travel and Visits to other Institutions (3)2.0.3 Evening and Weekend Work Rules (4)2.0.4 First Aid (4)2.0.5 Near Miss/Dangerous Occurrence Reporting Procedures (4)2.1 Fire Safety Procedures (5)2.1.1 Fire alarm testing and maintenance (5)2.1.2 In the event of a fire alarm (5)2.2 Electrical Safety (5)2.3 Hazardous Materials Safety (6)2.4 Display Screen Equipment Safety (6)2.5 Work-related Stress (6)2.6 Noise at Work (7)2.7 Manual Handling Safety (7)2.8 Suspicious Packages (7)2.9 Top Floor Safety (8)3.0 Specialized Equipment/Machinery (8)3.1 Waste Disposal (8)4.0South Street Library (8)5.0 Training of Research Students and Staff (9)6.0 Self Inspection Procedures (10)6.1 Check-lists (11)7.0 School Safety Co-Ordinator (11)8.0 Annual Safety Report (11)9.0 Further Information (12)1.0 General IntroductionThe School of Psychology and its Chair take the responsibility for safety and a healthy working environment for all students and staff very seriously.The intent of this manual/policy is to provide a clear set of procedures and guide-lines to insure not only that all Home Office and University regulations are complied with to the letter of the law, but to even exceed those guide-lines when necessary to ensure a safe and productive working environment.To that end, this document was prepared with the special needs and activities of the School of Psychology in mind, as outlined in the appropriate sections of this manual. The hazards particular to the School are detailed, as well as the implemented control measures and monitoring procedures to ensure their effectiveness.1.1 IntroductionThis policy contains procedures specific to the research and teaching activities of the School, and should be consulted as an adjunct to the University Safety Policy (copies available from the Safety Office and the School Safety Coordinator).Under the University policy, each Head of Department (or School) is ultimately responsible for the existence and maintenance of, and compliance with the Department/School's own policy. This policy/manual was prepared based on Guidance Notes on Drafting a Departmental or Unit Safety Policy 1996 (available from the School Safety Coordinator or the Environmental, Health and Safety Services).1.2 Who to contact for further assistanceThe following individuals and pages may be of use with particular safety concerns and comments:School Safety CoordinatorMr. Andy Burnley, Electrical Safety Officer.Email Mary Latimer, the Chemical/Biological Safety Officer.Head Of SchoolEnvironmental Health and Safety ServicesEnvironmental Health and Safety Services - Staff2.0 General Safety ProceduresAll postgraduate students, teaching and research staff and undergraduates working in Psychological laboratories should be aware of the nearest fire alarms and equipment, escape routes, and know what to do in event of fire (see Fire Action Notices that are posted throughout the School).In addition, each supervisor shall endeavour to identify any potential health or safety hazard, no matter how minor, using University risk assessment procedures, and provide appropriate information and training for those who work in their laboratory. Supervisors are full-time members of Academic staff who supervise Undergraduates, Graduate students or Research staff, and/or the Principal investigator named on any research grants.Research staff may be designated as supervisors where appropriate with their expressed and informed consent re: their specific responsibilities.2.0.1 Risk AssessmentsAccording to University regulations, schools are required to assess all risks associated with work activities. This document serves as a risk assessment for many low –risk activities encountered in the School of Psychology. All high risk activities must be assessed in written format using the School of Psychology Risk Assessment Form. These written risk assessments must be completed by a competent person and reviewed by the Safety Co-ordinator plus other relevant persons. Outlined in this document are particular areas where written risk assessment is required.FieldworkAll fieldwork that is conducted outside the School of Psychology must be risk assessed using the Conduct of Field studies document and the Fieldwork Risk Assessment Form . This risk assessment forms require the identification of risks as well as appropriate control measures for those risks. These forms are then reviewed by the Safety co-ordinator together with other relevant personnel such as PhD supervisors for post-graduate research. They may be refered to the University |Fieldwork Committee for further approval in some cases Research ActivitiesIn addition all projects requiring ethical approval from either the School of Psychology Ethics Committee or the University Animal Safety Committee must also be risk assessed using the School of Psychology Risk Assessment Form This form is then reviewed by the School Safety Co-ordinator.2.0.2 Conference travel and Visits to other InstitutionsFor safety reasons, the following guidelines must be followed when travelling to conferences or visiting other institutions.Consider your mode of travel carefully and avoid travelling alone at night whenever possible.Provide contact numbers to the School Secretary and also indicate how you will contact the School in your absence.Third, when travelling overseasTake a photocopy of your passport in case it is lost or stolen.Consult your GP for appropriate medical advice or contact Occupational Health Advisor Extn 2752.Make sure that you have adequate insurance cover through the University. http://www.st-/staff/money/Insurance/Travelinsurance/Where appropriate consult the FCO web pages /en/travelling-and-living-overseas/travel-advice-by-country for travel advice.2.0.3 Evening and Weekend Work RulesFor safety and security reasons, people who work in the School when the front door is locked .After 5pm and on weekends and holidays are responsible for logging themselves in and out in the logbook provided in the foyer. These individuals should also be aware of the appropriate procedures in the event of accident or emergency after-hours. A list of emergency phone numbers are listed by the phone in the main lobby. All occupants of the building should be aware that to contact the emergency services that they dial 9-999 from a university phone line.2.0.4 First AidStudents and staff should be aware of the particular rules and procedures in the event of accident or injury (see below). Students and staff should inform the School Safety Co-Ordinator and/or the University Safety Adviser of any injury at once after obtaining appropriate first aid.First aid boxes are located, in the main office ,at the front door ,in the common room and in the Electronics workshop and on the top floor. Trained First Aiders arePeter Wilcox …..Workshop Extn 2078 or 3040Helen Sunderland …Main Office Extn 2157The J anitorial Staff….Front Desk Extn 2094 or 2853 or 3590If a medical emergency seems to be beyond the capacity of a First-aider take one of the following actions: Telephone Occupational Health extn 2752Transport the injured party to St. Andrews Memorial Hospital.Call an ambulance (dial 0 or 231 on an internal line during working hours; 9-999 on an outside line). An outside line is available at the Porter's desk in the foyer.2.0.5 Near Miss/Dangerous Occurrence Reporting ProceduresAny situation that arises in which an accident or dangerous situation nearly occurred must also be reported to the Environmental, Health and Safety Office. Any incident at work that directly causes a person to loose 3 days of work must be reported to the HSE by the University.This information is important because it helps to identify potential causes of future accidents in the hope that such accidents might be avoided.Near Miss/Dangerous Occurrence Report forms are available on line http://www.st-/media/Accident-Rep-Form.rtf and must be filled out for any but the most trivial events. It is then passed to the SSC who will inform the University safety office.2.1 Fire Safety Procedures2.1.1 Fire alarm testing and maintenanceUniversity policy requires a weekly test of the fire alarms of the Psychology building and Library by the Senior Janitor or a named deputy. This is done on Monday mornings at 8am you are not required to evacuate the building at this time. Any malfunctioning alarms should be reported immediately to Estates and Buildings.In the event of a fire alarm failure, the School Safety Co-Ordinator and Estates (ext 3999) should be contacted immediately. If the fault cannot be remedied quickly, School staff are required to inform building occupants by word-of-mouth and by conspicuous notices posted in public places.The Notices should stat e “The Fire Alarm at [location] is out-of-order “Please be extra-vigilant. Should you discover a fire raise the alarm by shouting "FIRE" and when at a safe location, telephone 9-999. State the precise location of the fire and your name and the telephone number you are calling from.Departmental/school staff will insure that "high-risk" areas are patrolled until the Fire alarm system has been restored.2.1.2 In the event of a fire alarmIn the event of a fire alarm, staff and students should follow the instructions given in the Fire Action Notices posted throughout the School. All staff and students should go to the Assembly Point given in the Fire Action Notice.All teaching and research staff should be reminded to treat fire alarms with the utmost seriousness. Even in the event of a false alarm, the Fire department is compelled to come to the building once an alarm has been triggered. No one should re-enter the Buildings until the most Senior Fire Officer present has indicated it is safe to do so.Occupants of offices and laboratories are responsible for knowing the nearest fire alarm and emergency exit and an alternative route in case of actual fire. For individuals who exit onto Westburn Lane, please move to the front part of the building near St. Mary's as quickly as possible. If anyone believes they know of someone inside the building after evacuation appears complete, please advise the SSC or Head of School immediately. That individual is then to report to the most Senior Fire Officer present.It is essential that full-time staff recognize their responsibility to make sure that individuals under their supervision be aware of these rules, and the locations of the nearest fire alarms, extinguishing equipment and exits. In the event of a fire alarm staff are required to direct other occupants in that area to the nearest available exit and to ensure that the area has been cleared.2.2 Electrical SafetyThe School of Psychology has a long tradition of excellence in the testing of mains borne electrical appliances for their safety. All such equipment coming into the School must be tested in the Electronics Workshop and must satisfy all standards of the Electricity at Work Regulations 1989. Please note that this regulation applies to personal electrical devices such as radios, laptops, kettles. as well as research and teaching-related devices. In addition all the electrical appliances located in the School are tested on a periodic basis in situ by Estates and Buildings.For further information, interested individuals can consult the University document University Local Rules for Electrical Safety, and/or Electricity at Work Regulations 1989, available in the workshop or from the SchoolSafety Co-Ordinator.Concerns about the safety of a particular electrical device should be brought to the attention of the Electronics workshop immediately and should not be used until appropriate repairs are made.2.3 Hazardous Materials SafetyAny animal house laboratories and non-animal house laboratories using chemicals in the School of Psychology must have at hand a copy of the University of St. Andrews ‘Guidance on Chemical and Biological Safety - Part 1 Chemical Safety’.This Handbook outlines relevant material from The Control of Substances Hazardous to Health Regulations 2002 and the responsibilities of individuals within departments relating to the identification, handling, and disposal of hazardous materials.New hazardous substances purchased for use in the School must be accompanied by a Material Safety Data Sheet (from the supplier). Hazard assessment shall then be made using CHARM the University’s Computerised COSHH Risk Management Programme /COSH/ and the classification clearly marked on the container.A risk assessment should be produced for work activities that involve the use of hazardous substances by the Supervisor. All staff who intend to handle hazardous materials must read and sign the risk assessment form for that work activity on the CHARM website. In the School of Psychology, the majority of these substances will be associated with histological, and surgical techniques on the top floor and in the workshop area.The introduction of any new substance or material into the School must be accompanied by a completed Risk Assessment form for the work activity prior to the substance being obtained.2.4 Display Screen Equipment SafetyIn order to protect users of display screen equipment (primarily PC screens), UK legislation entitled Health and Safety (Display Screen) Regulations 1992 as modified in 2002 has been enacted.Individuals who are required to work at PC workstations should obtain a copy of the University's Guidance Notes for Safe Use of Display Screen Equipment from the School Safety Coordinator or from University Environmental Health and Safety Services.It is required that users complete the on line University form for Display Screen Equipment. /staff/policy/Healthandsafety/Publications/All staff who are DSE ‘Users’ must undertake appropriate training. The Head of School has access to the results of this on-line training and responsibility to make sure that all staff carry it out.2.5 Work-related StressThe University is committed to providing a healthy and safe working environment for all staff and recognises that excessive levels of work-related stress as well as stress caused by external factors are a potential cause of ill-health. Stress therefore constitutes a hazard that has to be managed by both the School and the University. Information about the University's Occupational Stress Policy and associated guidance can be found below. Stress - A Guide to Stress Recognition and ReductionStress - Manager's Guide to Monitoring StressStress - Occupational Stress Policy2.6 Noise at WorkIndividuals in the School concerned about high levels of noise should consult the School Safety Coordinator as soon as possible. A copy of the Health and Safety Executive Guide on The Noise at Work Regulations is available from the School Safety Coordinator. Copies are also available for consultation on the Top floor and in the Electronics Workshop.2.7 Manual Handling SafetyMembers of staff whose duties require lifting or transporting materials are required to consult the Guidance Notes for Manual Handling Operations and General Guidance on Handling Loads available from the School Safety Co-ordinator. /staff/policy/Healthandsafety/Publications/Manualhandlingoperations//staff/policy/Healthandsafety/Publications/Manualhandling-general/Copies are also on file on the Top Floor and in the Electronics workshop.In the School, individuals most concerned are Top floor technicians and Electronics workshop staff. Their supervisors should be sure that all aspects of the regulations are complied with in the day to day manual activities of their staff, and that adequate training and supervision of staff is provided.Training in Practical Manual Handling Awareness is available from Environmental, Health and Safety Services on request.2.8 Suspicious PackagesPostal bombs take many forms and may come in any shape or size; parcels, envelopes or padded ‘jiffy bags’. They may explode or ignite when opened and sometimes before they are opened. They are usually designed to kill or maim the person opening them. Instead of being posted, such devices may be delivered by hand or arrive by courier.All staff who might be required to open mail in the course of their work should know the tell-tale signs which are as follows:Grease marks on the envelope or wrapping.An unusual odour such as marzipan or machine oil.Visible wiring or tinfoil, especially if the envelope or package is damagedThe envelope or packaging may feel very heavy for its size the weight distribution may be uneven: the contents may be rigid in a flexible envelopeThe item may have been delivered by hand or posted from an unusual place.If a package, it may have excessive wrapping there may be poor handwriting, spelling or typing the item may be wrongly addressed or come from an unexpected source there may be too many stamps for the weight of the packageIf you suspect that a package or parcel is not what it should be, you should:If handling it, put it down gently walk away from it on no account let anyone move it, touch it, place it in anything (including water) or place anything on top of it.On no account close doors giving access to the suspected item, switch off lights or transmit a personal radio ormobile phone within 20 metres of the suspect device.Telephone 9-999 (not on a mobile phone) and inform the police.Evacuate the immediate area by sounding the fire alarm so that occupants of the building gather at the normal fire assembly point(s) of the building take no further action until the police arrive.Ensure that the Head of School, Porter and Principal’s Office are informed of the incident.2.9 Top Floor SafetyBecause of the nature of the research techniques used in the Top Floor, the School recognizes that appropriate training and supervision of new and continuing students and staff is of paramount importance. It is the supervisor's responsibility to ensure that all new personnel who will have any duties whatsoever on the top floor are introduced to the St Mary’s Secure Research Facility Manager or theTechnician-in-charge.In turn, the Technician-in-charge is responsible for ensuring that new staff/students have read and are familiar with the in-house documents, Code of Practice for Workers using the facility. More detailed guidance is found in these documents.3.0 Specialized Equipment/MachineryIn the School of Psychology, some specialized equipment is housed on the Top floor and requires appropriate and careful use. Consequently, the mechanical lifting equipment, autoclave, and any gas cylinders can only be used and transported by experienced technicians or individuals appropriately trained by the technicians and supervised for an appropriate period of time (also see section 2.7).The autoclave is safety tested annually by as part of a contractual agreement, and Local exhaust ventilated equipment, lifts are to be tested regularly by Estates. Staff should inform the School Safety Co-Ordinator if these inspections are not performed according to schedule3.1 Waste DisposalAll hazardous substances must be disposed of in accordance with the Risk Assessment form for that substance. For further information please consult the ‘Guidance on Chemical and Biological Safety - Part 1 Chemical Safety’ or contact the safety office extn 2750Broken glass, used scalpels and any other sharp material should be disposed of in labelled sharps containers. Unbroken glass can be disposed via the janitorial staff. Used batteries should be disposed through the Environmental Health and Safety Office.Confidential waste paper sacks can be obtained from the Janitorial staff ,other waste paper can be put into the bins provided.Current information about Waste disposal from /staff/tech/WasteandRecycling/ 4.0South Street LibraryBecause of its proximity to the School of Psychology, the Fire Safety of all subdivisions of the South Street library complex are considered to be the joint responsibility of the School, the Main Library and the Dept. of Divinity. The complex consists of the King James Library, Parliament Hall, the West Room, and the Senate Room.The Senior library assistant is responsible for the safety training of new library staff in consultation with the School Safety Co-Ordinator and/or Safety Co-Ordinators of the Library and Divinity. Of particular concern for the School are the appropriate procedures necessary in case of a fire alarm, including de-activation of the Security system in the West Room. Library staff must leave the building on hearing the fire alarm and are not responsible for checking the occupancy of other areas in the complex.The Senior library assistant is also responsible for informing students of the locations of appropriate fire exits during tours of the South Street library. Students should be informed that they may be questioned at any time by library staff or Safety committee members about the location of exits and fire alarms.An additional responsibility of the Senior library assistant is coordinating communication between the Divinity Safety Co-Ordinator, Main Library Safety Co-Ordinator and the School Safety Co-Ordinator in the South Street library.Arrangements should be made for the Senior library assistant to inform the School Safety Co-Ordinator of changes in staff and inform any incoming Senior library assistant of this document and the responsibilities outlined above.5.0 Training of Research Students and StaffThe School of Psychology recognizes the importance of comprehensive orientation for new members of the School appropriate to the working conditions and techniques to which they will be exposed. In addition to this initial training, it is important that all staff be periodically reminded of their responsibilities and the resources available to them concerning safety in the workplace.In particular, trainee technicians, undergraduates and first year postgraduates will need to be supervised closely for extended periods depending upon the potential risks of their work in the department and the experience of the trainee.Accordingly, the following individuals will be responsible for initial and continuing education of new postgraduate students and research and teaching staff. Undergraduate research students are considered the responsibility of their research supervisor and will be discussed below.The School Safety Co-Ordinator will inform new members of the School of this Policy and its locations within the School for their consultation, Fire alarm procedures, what to do in case of injury, and the existence of the Safety Committee.Supervisors in the Animal HouseWill be responsible for additional training in the following areas where appropriate: Security measures, animal handling and care, first aid, and the handling of hazardous materials specific to their activities, and any other particular in-lab concerns and precautions necessary to promote the highest reasonable level of safety and security in their laboratories.Supervisors in non-Animal House laboratoriesWill ensure that safety and health concerns relevant to their laboratories and research activities within and outside of the School be fully explained to their students and staff and that adequate precautions are maintained through the academic year.All postgraduate students should be directed by agreement to another appropriate member of staff for advice and supervision regarding health and safety if the adviser is absent for a period of a week or more.Supervisors of students doing field workIf the work is to be performed outside of the United Kingdom, it is the responsibility of the supervisor to ensure that the student is fully aware of the need for, and agrees to obtain immunizations and any appropriate preventive medical treatments are obtained. All students performing field work must complete a risk assessment form which is then evaluated by the School Safety Co-Ordinator and supervisor.Supervisors of students doing primate workAre required to read the School document Starting Primate Fieldwork which outlines suggestions for health and safety while working in tropical or subtropical environments.New staffAll existing members of the School are strongly encouraged to supply new staff with all information necessary for optimal safety in the set-up of new laboratory/research facilities. New staff are strongly encouraged to consult with the School Safety Co-Ordinator and other members of the Safety Committee (where appropriate) upon arrival in the School.6.0 Self Inspection ProceduresIt is University policy that Schools must conduct a self-inspection of their workplace on at least an annual basis. Aim of Self Inspections: To assess school health and safety performance against predetermined standards, torecognize achievement, or, when necessary, to take and document remedial measures. Self-inspections are not intended to replace routine checks of safety within the department.Composition of inspection teams, how to and when to conduct the inspections and preparation of a departmental check-list and report are outlined in the section on Self-Inspection in the Universi ty’s publication ‘Health and Safety - Codes and Guidance’ (available from the Environmental Health and Safety Services or the School Safety Co-Ordinator).Head of Department/School: Ensures that:the safety committee and appropriate Union representatives are consulted on specific arrangements for inspections, and that the inspection teams are appointed and properly trained;time is allocated for the SSC and other members of the Safety Committee and inspection teams to carry out these duties;inspections are completed on schedule;any necessary remedial action is taken;records are kept of the inspection and the completion of remedial action;remedial actions suggested by the report are appropriate and are carried out by the specified individuals/groups on time.The Inspection team and report: Should consist of two or three people, including the School Safety Co-Ordinator. The School Safety Co-Ordinator will be responsible for the preparation of a report. The report will contain the date, names of team members and a list of the exact areas/activities inspected. Positive and negative findings will be recorded, and recommendations for remedial action (including time scale and priorities) will be made,including detailed responsibilities for said actions.Constant revision and updating of the inspection procedures should be carried out. The reporting process should in no way delay immediate remedial action when necessary. Copies of the report should go to the Head of School, School Safety Co-Ordinator, relevant union safety representative and the University Safety Adviser.Inspections of offices, non-animal house laboratories, storage facilities, fire stations, will be carried out at least once per year. Inspections of animal house laboratories and offices will be conducted at least twice a year. Electronics, Woodworking and Metalwork Workshops will be formally inspected once a year, although informal inspection procedures by the Departmental Superintendent and/or the Chief Technician will continue on a regular basis.6.1 Check-listsInspection teams will use check-lists to guide their inspections of all locations with the School. Guidance on check lists is given in the University publication entitled ‘Health and Safety - Codes and Guidance’.7.0 School Safety Co-OrdinatorThe responsibility for organizing and maintaining self-inspection, this policy, and the annual report are the duties of the School Safety Co-Ordinator. When a new School Safety Co-Ordinator is appointed, it is the responsibility of the outgoing School Safety Co-Ordinator to provide adequate instruction to allow for continued effective performance of School Safety Co-Ordinator duties.It is the responsibility of the School Safety Co-Ordinator to ensure that new SSCs receive appropriate training and instruction for efficient and comprehensive completion of their duties during their tenure. In addition, Teaching and Research staff shall be informed by Memo of such a change which is to be incorporated into all existing copies of this manual.The School Safety Officer is responsible for implementation of self-inspections, annual fire drills, in consultation with the Head of School and the School Safety Committee. Written reports shall be produced and held on file by the School Safety Officer, for summary in the Annual Report.Additions to this manual can be made at any time by the School Safety Co-Ordinator in consultation with the members of the School Safety Committee. It is the responsibility of the School Safety Co-Ordinator to see that such updates are included in all circulating copies of this manual/policy, therefore the School Safety Co-Ordinator is strongly encouraged to keep accurate and up-to-date records of where all copies are held.Annually, any changes to relevant School and safety related personnel should be included in the manual's revision. Additions or other changes to the check-lists, inspection procedures, etc. should be added to the manual at this time. Normally revisions should be completed by January 1st of the New Year.It is important that the new School Safety Co-Ordinator is identified to the University Safety Adviser so that appropriate induction training can be provided. The Safety Co-Ordinator should also attend all the Core Health and Safety Training Sessions for Safety Co-Ordinators provided by Environmental, Health and Safety Services.8.0 Annual Safety ReportIt is University policy that the Head should complete the Annual Safety Report issued by the Principal’s Office.。

Unit4Exploringpoetry派生词及练习-2023-2024学年高中英语译林版(2020

选必1 Unit 4Exploring poetry学案Period 1 派生词及练习I.Presentation1.frozen adj.结冰的，冻僵的；吓呆的，惊呆的→_______________v冻结；冷冻；僵硬→______________2. imply v.暗示，暗指；意味着；必然包含→______________ adj.含蓄的；暗指的3. detect v.查明，察觉；测出，检测，识别→______________ n. 侦探→___________ adj.可检测的；可发觉的→_____________ n.侦查，探测；发觉，发现；察觉→______________ n.检测器；发现者4. contradictory adj.相互矛盾的，对立的→______________ adv.矛盾地；对立地→____________ n.矛盾；否认；反驳→_____________ v反驳；否定；与…矛盾；与…抵触5.interpret v. 解释，说明；口译；演绎→______________ n.解释；翻译；演出→______________ n. 解释者；口译者→______________ adj. 解释的6.patience n.耐心；耐性；忍耐力→______________ adj.有耐性的，能容忍的→______________→______________ n. 病人7.constantly adv.始终，一直→______________adj.不变的，恒定的→______________n．坚定不移；恒久不变8.logical adj.符合逻辑的；合乎情理的→______________ n．逻辑；逻辑学；逻辑性→___________ adv.逻辑上，符合逻辑地→____________ adj.不符合逻辑的，不合常理的9.perceive vt.认为，理解；察觉，注意到；意识到→_____________ n.知觉;感觉；看法；洞察力；获取→ ____________ adj.感知到的；感观的10.reality n.真实，现实→______________adj.实际的；真实的；实在的→______________→______________11.mist n.薄雾，水汽；雾状物→______________ adj.模糊的；有雾的→______________ adv.雾浓地；朦胧地，不清楚地12.→______________ adj.工业的，产业的；从事工业的→______________ adj. 工业化的→______________adv. 企业（工业）地→______________n. 产业；工业；勤勉13. advocate v.拥护，提倡n.拥护者，提倡者→______________ n.主张；拥护；辩护14. belief n．看法，信念；信仰；相信，信心→______________ n．怀疑，不信→______________……的特征，以……为典型；使……具有特点；描述，刻画→______________ n．品质，性格，特征；汉字→______________ adj.典型的，独特的16. glorious adj. 光荣的；辉煌的→______________ adv.光荣地；辉煌地；壮观地，壮丽地→______________n.光荣，荣誉；赞颂17. stability n．稳定(性)，稳固(性)→_____________→______________18. tolerant adj.宽容的，容忍的；能耐……的→______________ vt.容忍，宽容→______________ n．宽容，容忍19 distinguish v. 使有别于；看清，认出；区别，分清→______________ adj.明显的；独特的；清楚的；有区别的→______________ adj.著名的；卓著的；高贵的→______________→ ______________ n.区别；差别；特性；荣誉、勋章→ ______________ n.特殊性；区别性；辨别性20 fascinate v 深深吸引，迷住→______________ adj.迷人的；吸引人的→______________ adj. 着迷的；被深深吸引的→ ______________ n.魅力；入迷Ⅱ. Practice1．It is impossible to separate______________ (believe) from emotion.2．My father wanted me to bee a professional and have more______________ (stable)．3．She has bee a lot more ______________ (tolerate) and municative.4．The direction of the wind is ______________ (constant) changing.5．My professional training has taught me to look at things ______________ (logical)．6．Successes in managing economic confidence are ______________(legend), but rare.7．Harrison had a ______________ (glory) career spanning more than six decades.8．The fishing industry of that country was______________(boom) in the 1890s.9．Firm prices and __________(stable) will allow producers and consumers to plan confidently.10．Other changes include more_____ (tolerate) attitudes to unmarried couples having children.11．The painting is not ______________(represent) of his work of the period.12．He was out of work ______________ (owe) to a physical injury.13．A new generation of scientists became______________ (fascinate) by dinosaurs.14．The new test should aid in the early______________ (detect) of the disease.15．I was astonished by the size and ______________ (plex) of the problem.16．His public speeches are in direct______________ (contradictory) to his personal lifestyle.17．She's very______________ (patience) with young children.18．I fail to see the ______________ (logical) behind his argument.19．It is a very ______________ (reward) exercise to work this out oneself.20．She tried to turn her dream of running her own business into ______________ (real)．21．About your questions about my future career choices, I want to be an_________(interpret)．22．The ______ is waiting_______ for the doctor who has ________with the_______.(patience) 23．The thief_________ that a ______ was following him, so he found a way to avoid __________. (detect)选必1 Unit 4 Exploring poetry 学案(教师版)Period 1 派生词及练习II.Presentation2.frozen adj.结冰的，冻僵的；吓呆的，惊呆的→freeze v冻结；冷冻；僵硬→2. imply v.暗示，暗指；意味着；必然包含→implied adj.含蓄的；暗指的3. detect v.查明，察觉；测出，检测，识别→detective n. 侦探→detectable adj.可检测的；可发觉的→ detection n.侦查，探测；发觉，发现；察觉→detector n.检测器；发现者4. contradictory adj.相互矛盾的，对立的→contradictorily adv.矛盾地；对立地→contradiction n.矛盾；否认；反驳→ contradict v反驳；否定；与…矛盾；与…抵触13.interpret v. 解释，说明；口译；演绎→interpretation n.解释；翻译；演出→interpreter n. 解释者；口译者→interpretive adj. 解释的14.patience n.耐心；耐性；忍耐力→patient adj.有耐性的，能容忍的→→patient n. 病人15.constantly adv.始终，一直→constant adj.不变的，恒定的→constancy n．坚定不移；恒久不变16.logical adj.符合逻辑的；合乎情理的→logic n．逻辑；逻辑学；逻辑性→logically adv.逻辑上，符合逻辑地→illogical adj.不符合逻辑的，不合常理的17.perceive vt.认为，理解；察觉，注意到；意识到→perception n.知觉;感觉；看法；洞察力；获取→ perceived adj.感知到的；感观的18.reality n.真实，现实→real adj.实际的；真实的；实在的→→11. mist n.薄雾，水汽；雾状物→misty adj.模糊的；有雾的→mistily adv.雾浓地；朦胧地，不清楚地→industrial adj.工业的，产业的；从事工业的；供工业用的；来自勤劳的→industrialized adj.工业化的→industrially adv. 企业（工业）地→industry n. 产业；工业；勤勉13. advocate v.拥护，提倡n.拥护者，提倡者→advocacy n.主张；拥护；辩护14. belief n．看法，信念；信仰；相信，信心→disbelief n．怀疑，不信→……的特征，以……为典型；使……具有特点；描述，刻画→character n．品质，性格，特征；汉字→characteristic adj.典型的，独特的16. glorious adj. 光荣的；辉煌的，（天气）阳光灿烂的→gloriously adv.光荣地；辉煌地；壮观地，壮丽地→glory n.光荣，荣誉；赞颂17. stability n．稳定(性)，稳固(性)→stable adj.稳定的，稳固的→unstable adj.不稳定的，不稳固的18. tolerant adj.宽容的，容忍的；能耐……的→tolerate vt.容忍，宽容→tolerance n．宽容，容忍19 distinguish v. 使有别于；看清，认出；区别，分清→distinct adj.明显的；独特的；清楚的；有区别的→distinguished adj.著名的；卓著的；高贵的→→ distinction n.区别；差别；特性；荣誉、勋章→ distinctiv eness n.特殊性；区别性；辨别性20 fascinate v 深深吸引，迷住→fascinating adj.迷人的；吸引人的→fascinated adj. 着迷的；被深深吸引的→ fascination n.魅力；入迷Ⅱ. Practice1．It is impossible to separate belief (believe) from emotion.2．My father wanted me to bee a professional and have more stability (stable)．3．She has bee a lot more tolerant (tolerate) and municative.4．The direction of the wind is constantly (constant) changing.5．My professional training has taught me to look at things logically (logical)．6．Successes in managing economic confidence are legendary (legend), but rare.7．Harrison had a glorious (glory) career spanning more than six decades.8．The fishing industry of that country was booming (boom) in the 1890s.9．Firm prices and stability (stable) will allow both producers and consumers to plan confidently.10．Other changes include more tolerant (tolerate) attitudes to unmarried couples having children.11．The painting is not representative (represent) of his work of the period.12．He was out of work owing (owe) to a physical injury.13．A new generation of scientists became fascinated (fascinate) by dinosaurs.14．The new test should aid in the early detection (detect) of the disease.15．I was astonished by the size and plexity (plex) of the problem.16．His public speeches are in direct contradiction (contradictory) to his personal lifestyle.17．She's very patient (patience) with young children.18．I fail to see the logic (logical) behind his argument.19．It is a very rewarding (reward) exercise to work this out oneself.20．She tried to turn her dream of running her own business into reality (real)．21．As for your questions about my future career choices, I am determined to be an interpreter (interpret)．22．The patient is waiting patiently for the doctor who has patience with the patients.(patience) 23．The thief detected that a detective was following him, so he found a way to avoid detection.(detect)。

有机朗肯循环直接蒸发器的发展

INL/CON-10-19324PREPRINT Development of a Direct Evaporator for the Organic Rankine Cycle 2011 TMS Annual MeetingDonna GuillenHelge KlockowMatthew LeharSebastian FreundJennifer JacksonFebruary 2011This is a preprint of a paper intended for publication in a journal or proceedings. Since changes may be made before publication, thispreprint should not be cited or reproduced without permission of the author. This document was prepared as an account of worksponsored by an agency of the United States Government. Neitherthe United States Government nor any agency thereof, or any oftheir employees, makes any warranty, expressed or implied, orassumes any legal liability or responsibility for any third party’s use,or the results of such use, of any information, apparatus, product or process disclosed in this report, or represents that its use by suchthird party would not infringe privately owned rights. The viewsexpressed in this paper are not necessarily those of the UnitedStates Government or the sponsoring agency.DEVELOPMENT OF A DIRECT EVAPORATORFOR THE ORGANIC RANKINE CYCLEDonna Guillen1, Helge Klockow2, Matthew Lehar3, Sebastian Freund3 and Jennifer Jackson2 1Idaho National Laboratory, Idaho Falls, ID 83406 USA2General Electric Co., One Research Circle, Niskayuna, NY USA3General Electric Co., Freisinger Landstrasse 50, D-85748 Garching b. Muenchen, Germany Keywords: Organic Rankine Cycle, direct evaporator, waste heat recoveryAbstractResearch and development is currently underway to design an Organic Rankine Cycle (ORC) system with the evaporator placed directly in the hot exhaust stream produced by a gas turbine (GT). ORCs can be used to generate electricity from heat that would otherwise be wasted, thus producing carbon-free energy. In conventional ORC configurations, an intermediate oil loop is used to separate the hot gas from the flammable working fluid. The goal of this research effort is to improve cycle efficiency and cost by eliminating the pumps, heat exchangers and all other added cost and complexity of the additional heat transfer loop by developing an evaporator that resides in the waste heat stream. Direct evaporation – although simpler and less expensive to implement than indirect evaporation of the working fluid – has historically been avoided due to a number of technical challenges imposed by the limitations of the working fluid. The high temperature of the hot exhaust gas may cause decomposition of the organic working fluid and safety is a major concern due to the high flammability of some of these working fluids. The research team has addressed these challenges and developed a new direct evaporator design that can reduce the ORC system cost by up to 15%, enabling the rapid adoption of ORCs for waste heat recovery. The ORC system is intended to integrate with the GT either as a retrofit or to be marketed as a single package, thus maintaining the manufacturer’s warranty.IntroductionWaste heat from turbines and engines used in industrial applications along with waste heat from industrial processes are exceptionally abundant sources of energy. If even a fraction of this waste heat could be economically converted to useful electricity, it would have a tangible and very positive impact on the economic health, energy consumption, and carbon emissions in the U.S. manufacturing sector. Land-based gas turbines are used in a broad range of applications to produce both shaft and electrical power. Most commonly known for generating electricity either as peaking units or as base load units, they are also used to directly drive pumps, compressors or other machinery requiring shaft power. Simple cycle gas turbines have the advantage of a short startup time relative to coal-fired and nuclear units, however, they incur a significant penalty on their efficiency. Large frame gas turbines usually are combined with bottoming steam-based Rankine cycles to increase the overall efficiency of the system and thereby improve their cost performance. Small-frame gas turbines with exhaust temperatures around 500°C could in principle benefit from steam bottoming cycles, but rarely use them in practice because of the high capital cost of the steam system. Particularly for base load small frame gas turbines, akin to those used in pipeline applications, an increase in efficiency is highly desirable.The following sub-sections of this paper describe issues pertinent to the selection of an ORC working fluid, along with thermodynamic and design considerations of the direct evaporator. The FMEA (Failure Modes & Effect Analysis) and HAZOP (Hazards & Operability Analysis) safety studies performed to mitigate risks are described, followed by a discussion of the flammability analysis of the direct evaporator. Due to the proprietary nature of the design, no details will be disclosed relative to the actual working fluid selected or the design details of the direct evaporator. Rather, the methodology used to develop the ORC direct evaporator design will be discussed.The Organic Rankine CycleThe ORC is a vapor power cycle that operates using the same principles as the steam Rankine cycle, except that a fluid with a lower boiling point (and higher molecular mass) is used. An organic working fluid is evaporated, instead of boiling water to create steam, to run through a turbine to generate electricity. This enables the operation of the cycle at a much lower temperatures than a steam Rankine cycle. Thus, the ORC can utilize the energy from low temperature waste heat sources to produce electricity.The Rankine cycle is comprised of four main components: evaporator or boiler, turbine or expander, condenser and pump. Depending on the working fluid, a recuperator may be advantageous, depending on the residual enthalpy of the fluid as it exits the expander. In ORC systems the heat source is coupled to the boiler to evaporate the working fluid before it is expanded in the turbine. ORCs are a viable option to recover the exhaust waste heat, using the ambient air as a heat sink. Typically, the heat of the exhaust stream is transferred indirectly to the ORC by means of an intermediate thermal oil loop. The direct evaporator eliminates the need for an oil loop by transferring heat to the working fluid with just one heat exchanger unit placed directly in the exhaust gas stream. Figure 1 compares the indirect vs. direct evaporation arrangement.(a) (b) Figure 1. ORC with: (a) Indirect evaporation vs. (b) Direct evaporation.The efficiency of an ORC depends both on the initial temperature of the waste heat and the level of irreversibility introduced as that heat is transferred to the cycle fluid, then from the cycle fluid to the sink. Figure 2 compares the maximum attainable Carnot efficiency with that of anendoreversible process. The endoreversible process is a much more accurate measure of heat engine efficiency in that the two processes of heat transfer are not treated as reversible [1].An ambient air temperature of 18°C is used in the calculation. The Turbine Exhaust Gas (TEG) is available at temperatures between 400 and 550°C. However, the temperature to which the working fluid may be heated is limited by the chemical stability of the fluid. Although, in practice typical ORC efficiencies are around 10 to 20%, by integrating an ORC with a GT engine, total system efficiency can be increased by roughly 20% to 30%. Real-world GT efficiencies in the 25 MW power range of interest are between 35% and 40%, with 60-65% of fuel energy wasted as heat. If the ORC can harness 10% to 20% of the wasted heat energy (i.e., of the 65%), the total system efficiency increases to ~45%.Figure 2. Comparison of Carnot and endoreversible cycle efficiencies.The losses and productive output of the cycle can be represented graphically in an exergy diagram, in which the useful power output may be compared against the theoretical entitlement (shown in Figure 3 for an ORC heated by the exhaust stream from a GE PGT-25 gas turbine). A cycle that minimizes exergy destruction is sought.Figure 3. Exergy diagram for a PGT-25 gas turbine with ORC bottoming cycle.Working Fluid SelectionORC systems offer a wide range of parameters for optimization with the most obvious being the selection of working fluid. The working fluid selection dictates the operating pressures on the condenser and evaporator side, expander design, need for a recuperator, etc. The operating pressures are strongly dependent upon the available heat source and sink temperatures. For different combinations of heat source temperature range and heat sink temperature range, there would likely be a different optimal fluid. To simplify the optimization process, the initial down selection process focuses on cycle performance, with other considerations introduced later in the process.The selection of the optimal working fluid is the end result of a systematic comparison of over 40 different fluids on the basis of their suitability for use in an ORC cycle. Fluids were compared on the basis of chemical stability, flammability, toxicity, performance under the boundary conditions of the gas turbine exhaust application, and environmental risk in the event of a leak. Other considerations that factor into working fluid selection include corrosiveness and tendency to foul. Cost was not considered as a distinguishing factor among fluids, since the pressure level, component selection, operating temperature and other attributes, independently from fluid choice, most influence cost. The candidate fluids fall under five broad chemical groups:1. Simple aliphatic hydrocarbons, such as butane, pentane, and hexane – these chemicals areattractive because their near-ambient boiling points enable condensation near atmospheric pressure2. Fluorinated (or otherwise halogenated) hydrocarbons (including most refrigerants),attractive because of their efficient expansion behavior and lack of need for a recuperator3. Aldehydes & ketones – variations on simple hydrocarbons which can be chosen so as tocombine the benefits of hydrocarbons and refrigerants4. Silicones, with extremely high chemical stability at elevated temperatures to guaranteecontinued performance over the lifetime of the machinery5. Aromatic hydrocarbons, combining high stability with good expansion properties, butgenerally boiling well above ambient temperatures.Perfluorocarbons, chlorofluorocarbons and hydrochlorofluorocarbons have very attractive properties for the ORC, but unfortunately have an extremely high greenhouse warming potential and therefore were not considered. The down selection of working fluids was based primarily on performance in an ORC subject to the constraints identified above. Further selection was guided by consideration of the stability of the chemical at high temperature, health hazards, and potential to cause environmental harm. The qualities that tend to increase working fluid performance are as follows:x A high stability and critical point such that the fluid may be boiled at relatively high temperature, allowing the recovery as work of a relatively high fraction of the embodied heat energy (enthalpy) of the fluid. The use of fluid blends versus a single fluid presents concerns over unmixing.x Vertical to positive slope of the vapor curve on T-s diagram to eliminate need for superheating, increase efficiency and lower condenser cost. A tendency of the expanding vapor to remain close to saturation, without need for superheating. If the vapor is close to saturation as it is discharged from the turbine, its temperature will not differ greatly from the condensation temperature, and irreversible transfers of heat (within a recuperator) from the vapor to the cooler liquid returning from the pump will not be required. Any such irreversibility decreases cycle efficiency.x Sufficiently high volatility to boil at or above ambient temperature, meaning that the condenser can be operated at or above atmospheric pressure. A lower-than-atmospheric(i.e., vacuum) condenser is undesirable, since such systems incur additional cost andcomplexity to prevent in-leakage of ambient air. Fluids with low vapor pressures at ambient temperatures require the use of sub-atmospheric condensers or costly, cascaded cycles. Condensers that operate at pressures below atmospheric are unacceptable in ORCs because the ingress of air and moisture through unavoidable minute leaks catalyzes degradation reactions in the working fluid [2].Other desirable characteristics of the working fluid include:x High thermal conductivity in the vapor phase to maximize heat transferx High autoignition temperature, preferably above TEG temperaturex High specific heat ratiox Low environmental impact and toxicityx Low overall system pressure to reduce component costx Minimal reactivity with air or materials of constructionx Low flammability rating and transport hazard classx Low freezing point, as this affects operability in cold climates.Thermodynamic ConsiderationsThe performance of a particular working fluid, even once the source and sink temperatures for the ORC have been specified, is not uniquely determined. A principal variable strongly affecting performance is the pressure at which the working fluid boils. For each fluid, given a particularinitial heat source flow and temperature, the electrical output of the ORC will be maximized for a particular pressure level. Here, a single source and sink temperature are specified.To perform a comparison of fluids, the following five criteria were imposed on the computer simulations of ORC systems:1. Fixed initial heat source temperature2. Fixed log-mean temperature difference (LMTD), rather than fixed minimum temperaturedifference (the distinction is explained below), in evaporator and condenser3. Fixed expander technology and expander adiabatic efficiency4. Fixed pump efficiency5. Use of an additional fixed-LMTD heat exchanger (recuperator), if its inclusion would bebeneficial in the particular case, to transfer heat from the fluid vapor as it is discharged from the expander to the fluid in the liquid phase as it returns from the pump.By using the criterion of a fixed LMTD, rather than a fixed minimum temperature difference between the two flows in each heat exchanger, we eliminate one possible source of variability between fluids. Under given conditions of flow rate and flow inlet temperatures, the effectiveness of a heat exchanger is limited by the requirement that the temperature of the heated fluid may at no point exceed that of the cooled TEG. For this reason, strategies that guarantee more nearly parallel temperature profiles for the warmed and cooled fluid within the exchanger can permit a lower overall LMTD than would be possible if the temperature profiles of either flow were strongly “kinked,” as when, at certain low pressures, the process of boiling at constant temperature absorbs roughly the same amount of heat as it took to steadily increase the temperature of the liquid phase from ambient level to the point of boiling. A lower overall LMTD implies lower irreversibility in the transfer of heat, and consequently a more efficient cycle. If the point of minimum approach (in a boiler, this generally occurs at the onset of boiling in the liquid) is the limiting factor in the design of the heat exchanger, strategies such as supercritical heating, or mixing two working fluids together to produce a binary fluid that boils at progressively increasing temperature, can alleviate the limitation and increase the cycle efficiency. But, if source temperatures are sufficiently high, and sink temperatures sufficiently low in relation to the cycle fluid temperature (conditions which hold for our own application), the point of minimum temperature approach will not limit the cycle performance, regardless of the strategy used (i.e., supercritical boiling, binary fluid mixtures). In this case, it is only the heat exchanger’s size that controls its effect on the cycle performance, and the implied size changes roughly in proportion to the LMTD of the exchanger. Since we wish to compare the different fluids on the basis of similar equipment size and cost, we have constrained LMTD to be constant across all fluid simulations in order to eliminate it as a source of performance variation. The difference in temperature between the two fluids at the point of closest temperature approach therefore varies slightly between different fluid trials. In practice, this “minimum 'T” will not measure less than a certain value, so if in any case the chosen LMTD would have forced a minimum 'T of less than 10°C, the LTMD was increased until a 10°C minimum 'T was reached. A 'T of 10°C at the pinch point is fairly typical for large industrial heat exchangers.Direct Evaporator DesignA successful design of the direct evaporator needs to satisfy the required duty, i.e., the amount of heat to be transferred per unit time given the inlet temperatures and mass flows, and meet certainconstrains specific to the working fluid and application. For extraction of heat from a low-pressure gas by a high-pressure fluid, finned-tube heat exchangers are employed because of their suitable characteristics of low pressure loss on the gas side along with high surface area ratio between the fins, where the heat transfer coefficient is low, and the tube inside, where the heat transfer coefficients of the fluid are typically about two orders of magnitude larger, leading to a high overall heat transfer coefficient with a relatively compact volume.Optimizing the heat exchanger design demands a compromise between size, i.e. capital-intensive heat exchange area, and tolerable pressure losses in each of the fluids streams. In this case, however, specific constraints require a distinctive approach in regard to dimensions, geometry and layout. The primary constraints imposed to the heat exchangers of the direct evaporator by the working fluid are:x Limiting working fluid maximum temperature to avoid excessive working fluid degradationx Ensuring safety in the event of working fluid leakx Observing fin surface temperature lower limitx Maintaining TEG temperature above dew point temperature for nitric acid formation (otherwise, can’t use carbon steel tubes).x Limiting backpressure from the ORC to within allowable limits to avoid choking the GT The most severe design constraint is the upper limit imposed upon fluid temperature above which decomposition is accelerated. As the highest fluid temperature is found in the boundary layer of the fluid close to the wall of an externally heated duct, the inside wall temperature of all heat exchanger pipes must remain below this temperature limit at all times. The thermal stability of the fluid determines the lifetime of the working fluid, affecting life-cycle cost, and has safety implications if undesirable chemical decomposition products are generated.The dehydrogenation reaction results in hydrogen evolution that, since hydrogen in non-condensable, dramatically reduces expansion pressure ratio, maximum output power and efficiency. Longer-chain hydrocarbons may form, which can leave a gummy or coke type of residue that is deleterious to system components (especially the pump and heat exchanger). Undesired reaction products, including non-condensables, should be periodically or continuously removed from the heat transfer loop. Avoiding oxygen ingress into some working fluid is critical, since experiments conducted at INL show that decomposition products (measured in solution) increase five-fold upon a bulk temperature increase from 300°C to 350°C, whereas solid product deposition is three times higher. Also, avoiding materials of construction or contaminants that contain catalysts that can promote working fluid degradation is recommended.Leak IgnitionPlacing a heat exchanger operating with a flammable hydrocarbon working fluid directly in the hot exhaust gas stream presents potential safety risks. In order to mitigate risks, FMEA and HAZOP safety studies were performed. The most serious risks anticipated from heating the working fluid in direct proximity to a hot gas turbine exhaust were examined. Potential causes of tube breaches that would initiate a leak include thermal fatigue, mechanical vibration, corrosion and manufacturing defects.1. Thermal FatigueFollowing a cold start of the direct evaporator, metal temperatures increase over a range of hundreds of degrees C. Differential thermal expansion in the various materials used in the construction of the evaporator can put large stresses on the material interfaces, especially on welded joints between the working fluid tubes and the frame. Over the life of the evaporator unit, repeated cycles of startup and shutdown can eventually aggravate small imperfections in the weld to open cracks through which working fluid under high pressure escapes from the tube into the hot TEG. A large leak would be noticed immediately from the measurable loss of working fluid, while the smallest leak could persist for weeks or months before it is recognized and repaired.2. Mechanical VibrationThe boiling process within the tubes, as well as the aerodynamic buffeting experienced by the tube banks during steady-state exhaust flow, contribute to vibration that can eventually fatigue and weaken the tube joints. Excessive strain of fatigued members could potentially open cracks in the tube material or welded joints, allowing a release of working fluid into the hot exhaust flow. This phenomena must be addressed during the design of the direct evaporator.3. CorrosionAlthough substantially depleted of oxygen, the residual oxygen content, as well as the water content, of the exhaust flow from the gas turbine have a non-negligible potential to corrode the carbon steel of the direct evaporator fluid tubes over time. The risk of corrosion is already significantly reduced by observing a minimum exhaust temperature to prevent so-called “acid gas” exhaust components from precipitating out of the gaseous phase and corroding metal surfaces. The concern arising from corrosion of the evaporator tubes is that it may ultimately open pinhole leaks in the tube wall, or simply weaken the wall sufficiently such that thermal or mechanical stresses could induce rupture. Routine inspection of all system components is recommended.4. Manufacturing DefectsDefects in the piping material or welded seams, if not discovered through pressure tests during commissioning, remain as potential nucleation points for cracks throughout the lifetime of the evaporator.Various more serious effects could result from leaks in any of the above scenarios, including ignition of the fluid causing hot spots and gradual weakening of the structure, as well as the possibility that leaks would feed larger cells of combustible gas, which could explode suddenly causing catastrophic failure. The estimated magnitude of these risks was necessarily quite provisional, as no research had yet been performed on the detailed mechanism for each of the failure mechanisms. However, reports on steam boiler technology provide examples of rupture mechanisms originating from corrosive interactions with the tube steel. For many boiler applications, leaks are described in the boiler literature as an inevitable symptom of ageing.As shown in Figure 4, oxygen, heat and fuel are the three elements necessary for a fire to occur. Autoignition occurs when sufficient self-heating by chemical reactions takes place to accelerate the rates of reactions to produce full-scale combustion. Combustion is the sequence of exothermic chemical reactions that occurs between a fuel and an oxidant accompanied by the production of heat and conversion of chemical species. Combustion feeds a fire with heat, enabling the process to continue. In the proposed ORC design, oxygen, heat (from the TEG) and fuel (i.e., the working fluid) are present creating the potential for a fire in the direct evaporator.Figure 4. Fire triangle (courtesy of Wikimedia Commons).The reaction rate depends on the mean species concentration of the mixture and the local mean temperature. The concentration field and the progress of chemical reaction are affected by the topology of the turbulent flow field [3]. Ignition processes are usually very complex and involve many intricate physical and chemical steps [4]. These steps take a finite amount of time and the period between the start of injection and the start of combustion is referred to as ignition delay time. The ignition delay time is a latent period in the combustion process, during which the temperature remains nearly constant [5]. The delay time is comprised of a physical delay and a chemical delay component. The physical delay is due to the finite rate of mixing of injected working fluid with hot exhaust gas and is the time needed for the flammable gas mixture to reach the autoignition temperature. The chemical delay is due to pre-combustion reactions of the combustible gas mixture that lead to autoignition. In reality, both the physical and chemical processes are occurring simultaneously and cannot be decoupled. Therefore, the actual autoignition delay time in a flowing system is difficult to determine, as it will be affected by the [6]:· Time taken for fuel and TEG to mix,· Time for the fuel temperature to rise to that of the TEG, and· Chemical kinetic time for the autoignition reactions to initiate.Computational fluid dynamic (CFD) analyses were performed to assess the flammability of the selected working fluid in the hot exhaust gas stream stemming from a potential pinhole leak in the evaporator. The primary concern here is the potential for leaked working fluid to become trapped in the recirculation regions aft of the finned tubes. The stabilization of a flame in the eddy region behind a bluff body in a high velocity gas stream is a well known phenomenon used to anchor the flame in the combustors of jet engines [7]. A flame stabilized in this manner can spread throughout the entire flammable mixture. The residence time of gases in the recirculation zone behind a bluff body dictate whether the flame will propagate or extinguish. The scenario of concern is that fluid released a small leak in a finned tube could ignite, burn undetected for a long time, and potentially degrade surrounding materials or ignite secondary fires. A highlyconservative mixed-is-burned approach was implemented for the combustion. As a worst case scenario, the CFD analysis was performed assuming a zero ignition delay time wherein the working fluid burns as soon as it is released from the breached tube.SummaryA modification of the conventional ORC system using direct evaporation technology has been outlined. Issues surrounding the selection of an ORC working fluid have been outlined. The conditions and constraints imposed on the thermodynamic analysis and heat exchanger design have been discussed. Safety risks recognized during the FMEA/HAZOP are given, along with mitigation strategies. Leak ignition processes are identified and the methodology employed in the flammability analysis is provided.By identifying a safe means of detecting and handling leaks in general, all the particular leak scenarios, including corrosion, thermal or mechanical strain failure, can be simultaneously addressed. A safety mechanism that could anticipate and “disarm” leaks, allowing no opportunity for ignition or explosion, would conclusively mitigate all conceivable leak scenarios at once. In line with this approach, subsequent analyses and experiments have focused on setting safe limits on the range of velocities and temperature of hot exhaust within which no amount of leaked working fluid could ignite. Specifically, even at exhaust temperatures as high as 600°C and flow rates as low as one-third of the normal operating level, any leaked fluid would be expelled from the system before it had the chance to ignite. A prototype is being constructed for testing at GE GRC’s testbed located in Niskayuna, NY. During the prototype testing, leak tests are planned to confirm the retirement of fire risks, test detectors and safety chain under real-life conditions. Specific recommendations to minimize the potential for a deflagration in the direct evaporator unit include:1.Do not allow flammable/explosive concentrations of working fluid-TEG mixtures tostagnate. It is advisable to sweep such mixtures through the system. A minimum TEG velocity should be observed.2.Purge the oxygen out of the ORC with an inert gas upon system startup.3.Incorporate hydrocarbon sensors in appropriate locations to detect leaks. If a leak isdetected, a system to divert the hot gas to bypass stack should be activated and the working fluid system depressurized. Since the working fluid is heavier than air, any escaped liquid or vapor will tend to settle in low areas or travel some distance along the ground or surface towards ignition sources.The direct evaporator design shows promise for future ORC systems due to its simplicity and lower cost. Overall efficiency can be increased by eliminating the losses associated with the oil loop. The direct evaporator concept is probably best suited for lower temperature heat sources, where there is no need to protect the working fluid from overheating and autoignition is not a concern.AcknowledgmentsThis work was supported by the U.S. Department of Energy, Energy Efficiency & Renewable Energy, Industrial Technologies Program, under Contract #DE-PS36-08GO98014.。

高考英语大一轮复习外研新课改省份专用选修8 Module 5 The Conquest of the Universe

task in advance .(advance)
(二)练中记短语——记牢用活
写准记牢
1．in spite of
不管，尽管，不顾
2． at the very beginning of 在……一开始的时候
3．a series of
一系列的；一连串的
4． accuse sb.of doing sth.
[系统归纳] (1)be accustomed/used to (doing) sth.
习惯于(做)某事(表示状态) get/become accustomed/used to (doing) sth.
习惯于(做)某事(表示动作) (2)accustom oneself/sb.to (doing) sth.
有同情心的 3．stable adj.稳定的；安定的→ stability n．稳定；安定 4．consult v．咨询；请教→ consultant n．顾问 5．dramatic adj.给人深刻印象的；戏剧性的→ drama n．戏剧 6．observation n．观察；监视→ observe v．观察；遵守 7．assume v．假定，假设→ assumption n．假定，假设 8．patience n．耐心→ patient adj.耐心的 n．病人→ patiently
but I just can't resist playing computer games. 4．Sir, please give me some money to buy some food.I will
_p_r_a_y_f_o_r_ your health and long life. 5．Lucy failed in the computer test last time while I made it . 6．The way which he thought of to do the experiment was

The Lion king (中英文歌词集合)

The Circle Of Life《生生不息》英文版歌词：Nants ingonyama bagithi Baba [Here comes a lion, Father]Sithi uhm ingonyama [Oh yes, it's a lion]Nants ingonyama bagithi baba [Here comes a lion, Father]Sithi uhhmm ingonyama [Oh yes, it's a lion]Ingonyama [A lion]Siyo Nqoba [We're going to worship]Ingonyama [A lion]Ingonyama nengw' enamabala [A lion and a leopard come to this open p lace][Chant repeats]From the day we arrive on the planetAnd blinking, step into the sunThere's more to see than can ever be seenMore to do than can ever be doneThere's far too much to take in hereMore to find than can ever be foundBut the sun rolling highThrough the sapphire skyKeeps great and small on the endless roundIt's the Circle of LifeAnd it moves us allThrough despair and hopeThrough faith and loveTill we find our placeOn the path unwindingIn the CircleThe Circle of LifeIt's the Circle of LifeAnd it moves us allThrough despair and hopeThrough faith and loveTill we find our placeOn the path unwindingIn the CircleThe Circle of Life中文版歌词：Nants ingonyama bagithi Baba [爸爸，有头狮子出生了]Sithi uhm ingonyama [噢，是啊，一头狮子]Nants ingonyama bagithi baba [爸爸，有头狮子出生了]Sithi uhhmm ingonyama [噢，是啊，一头狮子]Ingonyama [一头狮子]Siyo Nqoba [我们去朝拜]Ingonyama [一头狮子]Ingonyama nengw' enamabala [一头狮子和一头豹子来到了这片开阔地][反复吟唱]张开你的眼睛看这世界你会发觉充满神奇天上星星好象近在天边想要抓总是遥不可及人生旅程坎坷不平你要去体会它的真谛尝尝人情冷暖或是体会世间的风险没有办法逃避看这世界在转永远不停息尽管向前走是对是错希望和失望世事没有绝对看这世界是生生不息世界正在转动永远不停息黑夜与白昼不停转动朝着阳光走慢慢你会知道看这世界是生生不息I Just Can't Wait To Be King《等我来当王》英文版歌词：I'm gonna be a mighty kingSo enemies beware!Well, I've never seen a king of beastsWith quite so little hairI'm gonna be the mane eventLike no king was beforeI'm brushing up on looking downI'm working on my ROARThus far, a rather uninspiring thingOh, I just can't wait to be king!(You've rather a long way to go, young master, if you think...)No one saying do this(Now when I said that, I ...)No one saying be there(What I meant was...)No one saying stop that(Look, what you don't realize...)No one saying see here(Now see here!)Free to run around all day(Well, that's definitely out...)Free to do it all my way!I think it's time that you and I Arranged a heart to heartKings don't need adviceFrom little hornbills for a startIf this is where the monarchy is headed Count me out!Out of service, out of AfricaI wouldn't hang aboutThis child is getting wildly out of wingOh, I just can't wait to be king!Everybody look leftEverybody look rightEverywhere you look I'mStanding in the spotlight!Not yet!Let every creature go for broke and sing Let's hear it in the herd and on the wing It's gonna be King Simba's finest flingOh, I just can't wait to be king!Oh, I just can't wait to be king!Oh, I just can't waaaaaait ... to be king! 中文版歌词：我将会是万兽之王瞧瞧我的模样！从来没有一个狮子王他的毛会那么少来看看我的威严没有人比得过没有人敢说“不要啦”只要我说声“要！”可从来没见过像你那么糟等不及成为狮子王！(你还有很长的路要走啊小伙子，如果你想要……)没有任何吩咐(我现在想说，我……)没有任何束缚(我的意思是……)没有任何坏处(但是正当你们认为……)总会有你好处(嘿，看这个！)自由自在到处跑(这是完完全全错的……) 做错事情也没人吵！找个时间该坐下来来好好谈一谈别浪费唇舌是建议一律都免谈如果你真的这样统治我想那就惨干脆离开这块烂地方我再也不想管！这小孩已经开始嫌我烦等不及成为狮子王！所有人往左看所有人往右看所有人往这看我在你们中间让所有万物都一起歌唱让我们随他脚步到处闯让所有万物都一起颂赞等不及成为狮子王！等不及成为狮子王！等不及成为……狮子王！Be Prepared《快准备》英文版歌词：I never thought hyenas essentialThey're crude and unspeakably plainBut maybe they've a glimmer of potentialIf allied to my vision and brainI know that your powers of retention Are as wet as a warthog's backsideBut thick as you are, pay attentionMy words are a matter of prideIt's clear from your vacant expressions (Oo-oo-oo)The lights are not all on upstairs(Oo-oo-oo)But we're talking kings and successions Even you can't be caught unawaresSo prepare for a chance of a lifetime Be prepared for sensational newsA shining new eraIs tiptoeing nearerAnd where do we feature?Just listen to teacherI know it sounds sordidBut you'll be rewardedWhen at last I am given my duesAnd injustice deliciously squaredBe prepared!Yeah, be preparedWe will be preparedFor what?For the death of the kingWhy, is he sick?No, fool, we're going to kill him... and Simba too Great idea! Who needs a king?No king, no king, la-la la-la la laIdiots! There will be a king!Hey, but you said...I will be king!Stick with me, and you'll never go hungry again. Yeah! Yeah! All right! All right! Long live the king!Long live the king!Long live the king!King, king, king, king, king, kingIt's great that we'll soon be connected With a king who'll be all-time adoredOf course, quid pro quo, you're expected To take certain duties on boardThe future is littered with prizesAnd though I'm the main addressee The point that I must emphasize isYou won't get a sniff without me!So prepare for the coup of the century Be prepared for the murkiest scam (La! La! La!)Meticulous planning(We'll have food!)Tenacity spanning(Lots of food)Decades of denial(We repeat)Is simply why I'll(Endless meat)Be king undisputedRespected, salutedAnd seen for the wonder I amYes, my teeth and ambitions are bared Be prepared!Yes, our teeth and ambitions are bared... Be prepared!中文版歌词：土狼是属于低等动物他们无耻，而且一无是处但是，如果加上我的聪明才智或许将来，他们也会有所作为不要在我面前耍威风仔细看，像个饭桶不中用你给我站好，仔细听着我的话已经够明白那是所谓无言的表白这地方由我来主宰难道你们都没有发现王位继承权在我手中准备好你的心静静等候迎接这一个天大消息一个新的时代它悄悄要到来那我们又算什么？不管我多恶毒只要听我吩咐不要再犯错误以后总会有你的好处我要大声地向你宣布快准备！对要准备我们会准备的准备什么？准备木法沙王之死怎么？他病了？不，笨蛋！我们要杀了他……还有辛巴好主意！谁需要国王？不要王，不要王，啦……白痴！还会有另外一个王的！但是，你自己说……我将要做你们的王！只要跟着我，你们就再也不会饿肚子啦哇！好耶！国王万岁！国王万岁！国王万岁！看来很快就会有依靠随时随地伺候你左右只要投靠我，不用怀疑保证大家都会好过看未来是充满着希望保证过就不会泡汤当我再一次向你提醒我就是你唯一靠山快准备这计划前所未有这计划只要你帮一帮这周详的计划是万无一失的是难得一见的是不能否认的不能抵抗又雄壮威严，受尊敬的我就是森林之王因为我要的理想更高快准备因为我要的理想更高快准备(哈……)Hakuna Matata《哈库拉·马塔塔》英文版歌词：Hakuna Matata!What a wonderful phraseHakuna Matata!Ain't no passing crazeIt means no worriesFor the rest of your daysIt's our problem-free philosophyHakuna Matata!Why, when he was a young warthog...When I was a young warthog... !Very nice.Thanks!He found his aroma lacked a certain appealHe could clear the savannah after every mealI'm a sensitive soul, though I seem thick-skinned And it hurt that my friends never stood downwindAnd oh, the shame(He was ashamed!)Thoughta changin' my name (Oh, what's in a name?)And I got downhearted(How did you feel?)Ev'rytime that I...Pumbaa! Not in front of the kids! Oh... sorry.Hakuna Matata!What a wonderful phrase Hakuna Matata!Ain't no passing crazeIt means no worriesFor the rest of your days Yeah, sing it, kid!It's our problem-free philosophy...Hakuna Matata!Hakuna matata[Repeats]It means no worriesFor the rest of your days.It's our problem-free philosophy Hakuna Matata[Repeats]中文版歌词：Hakuna Matata!真是很有意思Hakuna Matata!简单又好记从现在开始你不必再担心不必像从前听天由命Hakuna Matata!啊，当他是只小山猪当我是只小山猪很好！谢啦！看他好象美丽十足，风度翩翩看来看去好象缺少一些东西虽然我长得丑，可是很温柔我终于，发现我没办法，出人头地！哎呀，真丢脸（太丢脸喽）我想过改名字（哦，改什么名字啊？）后来终于放弃（为什么呢？）每次我想……嘿，彭彭，不要在小孩面前…… 啊，对不起Hakuna Matata!真是很有意思Hakuna Matata!简单容易记从现在开始没有烦恼忧虑好！唱下去！不必像从前听天由命Hakuna Matata!Hakuna Matata! Hakuna Matata! Hakuna Matata!Hakuna 从现在开始你不必再担心不必像从前听天由命Hakuna Matata! （重复）Can You Feel The Love Tonight《你是我唯一所爱》英文版歌词：I can see what's happening(What?)And they don't have a clue(Who?)They'll fall in love and here's the bottom line Our trio's down to two.(Oh.)The sweet caress of twilightThere's magic everywhereAnd with all this romantic atmosphere Disaster's in the airCan you feel the love tonight?The peace the evening bringsThe world, for once, in perfect harmony With all its living thingsSo many things to tell herBut how to make her seeThe truth about my past? Impossible! She'd turn away from meHe's holding back, he's hidingBut what, I can't decideWhy won't he be the king I know he is The king I see inside?Can you feel the love tonight?The peace the evening bringsThe world, for once, in perfect harmony With all its living thingsCan you feel the love tonight?You needn't look too farStealing through the night's uncertainties Love is where they areAnd if he falls in love tonightIt can be assumedHis carefree days with us are history In short, our pal is doomed中文版歌词：事实放在眼前（什么？）你不必再忧郁（谁？）把眼睛闭起都会看出来他们俩是一对（哦！）美丽纯洁的爱情这夜晚多么美让浪漫温馨充满每一处到处散发着爱这夜晚爱情到来充满美丽温馨所有，万物，也同样感受到显得如此平静我想要说声爱你不知该怎么说只有在心中告诉亲爱的你是我唯一所爱不要害怕说爱我我心正在等待从你的双眼我看出来你是我唯一所爱这夜晚爱情到来充满美丽温馨所有，万物，也同样感受到显得如此平静这夜晚爱情到来充满美丽温馨这一刻，快闭上眼睛享受这平静从今以后剩我们俩请你不要哭在我心里你是我朋友从今直到永远。

英语写作复习题

《英语写作》复习题APart I Complete the following sentences with the help of the Chinese given. (4%*5=20%)1.________________________________________ are beginning to realize that education is not complete with graduation.越来越多的人开始意识到教育不能随着毕业而结束。

2.____________________________, I agree with the latter opinion for the following reasons:就我而言，我同意后者，有如下理由：3.From what has been discussed above, we may __________________________________ that advantages of bicycle far outweigh its disadvantages and it will still play essential roles in modern society.通过以上讨论，我们可以得出结论：自行车的优点远大于缺点，并且在现代社会它仍将发挥重要作用。

4._______________________ no college or university can educate its students by the time they graduate.人们普遍认为高校是不可能在毕业的时候教会他们的学生所有知识的。

5.There is a growing tendency these days for many people who live in rural areas to come into and work in city. This problem has ____________________________ in most cities all over the world.农民进城打工正呈增长趋势，这一问题在世界上大部分城市已引起普遍关注。

Model Article

Model Article for the preprint style elsartS.A.M.PeppingElsevier Science,P.O.Box103,1000AC Amsterdam,NetherlandsAbstractThis article discusses several features of preparing preprints with the elsart docu-ment style.Key words:preprint style,elsart,L A T E X style,model article,guide lines PACS:01.30.−y1IntroductionThis article discusses several features of preparing preprints with the elsart document style.For more general information about L A T E X,see the L A T E X manual written by Lamport[1]or the booklet Preparing Articles with L A T E X, which is part of Elsevier Science’s L A T E X package(see below).All macro packages recommended in this document can be obtained from one of the servers of the Comprehensive TeX Archive Network(CTAN).CTAN is a mirrored network of the FTP servers ,ftp.dante.de and ,which are widely mirrored(see ftp:/// tex-archive/README.mirrors)and hold up-to-date copies of all the public-domain versions of T E X,L A T E X,Metafont and ancillary programs.Elsevier Science has prepared a L A T E X package for authors,which contains the followingﬁles:•ascii.tab(ASCII table),•elsart.cls(use thisﬁle if you are using L A T E X2ε,the current version of L A T E X),Email address:s.pepping@elsevier.nl(S.A.M.Pepping).URL:/locate/latex(S.A.M.Pepping).Preprint submitted to Elsevier Science5January2001•elsart.sty and elsart12.sty(use these twoﬁles if you are using L A T E X2.09, the now obsolete version of LaTeX),•instraut.dvi and/or instraut.ps(instruction booklet),•readme.The package is freely available from Elsevier Science’s Web servers•http://www.elsevier.nl/locate/latex,•/locate/latex,•http://www.elsevier.co.jp/locate/latex,and from CTAN in the directory/tex-archive/macros/latex/contrib/supported/elsevier.2OptionsThere is an option to obtain double line spacing,as is sometimes required for copies submitted for review.It is called doublespacing or reviewcopy.3FrontmatterThe elsart document class has a separate frontmatter environment for the title,authors,addresses,abstract and keywords.•\title:As in standard L A T E X,e.g.\title{Model}.•\author:Diﬀerent from standard L A T E X,the\author command contains only one author and no address.Multiple authors go into multiple\author commands,separated from each other by commas.The address goes into a separate\address command.Example:\author{D.E.Knuth}.•\address:Here goes the address,e.g.\address{CERN,Geneva}.•\thanks and\thanksref:These provide footnotes to the title,authors and addresses.The\thanksref command takes a label:\thanksref{label}to relate it to the\thanks command with the same label:\thanks[label]. There can be several references to a single\thanks command.Example:\title{Model\thanksref{titlefn}}and\thanks[titlefn]{Supported by grants.}•\corauth and\corauthref:These provide footnotes to mark the corre-sponding author and the correspondence address.They are used in the same manner as\thanks and\thanksref.Example:\author{\corauthref{cor}}and\corauth[cor]{Corresponding author.Address:....}2•\ead:This command should be used for the email address or the URL of the author.It refers to the‘current author’,i.e.,the author last mentioned before the command.When it holds a URL,this should be indicated by setting the optional argument to‘url’.Example:\ead{s.pepping@elsevier.nl}, \ead[url]{www.elsevier.nl/locate/latex}.It is not necessary to give a\maketitle command.The title,authors and addresses are printed as soon as T E X sees them.The authors and addresses can be combined in one of two ways:•The simplest way lists the authors of one address,followed by the address, and so on for all addresses.•The other wayﬁrst lists all authors,and then all addresses.The authors and addresses are related to each other by labels:\author[label1]{Name1} corresponds to\address[label1]{Address1}.\author[South]{T.R.Marsh},\author[Oxford]{S.R.Duck}\address[South]{University of Southampton,UK}\address[Oxford]{University of Oxford,UK}See the examples inﬁgs.1,2,3,4.If you put the frontmatter in an includedﬁle,thatﬁle should contain the whole frontmatter,including its begin and end commands.Otherwise,the labels of the frontmatter will remain undeﬁned.4AbstractThe abstract should be self-contained.Therefore,do not refer to the list of references.Instead,quote the reference in full,as follows:Wettig&Brown (1996,NewA,1,17).5KeywordsIn electronic publications a proper classiﬁcation is more important than ever. Elsevier Science’s physics journals use several keyword schemes: Keywords:Uncontrolled keywords.PACS:The PACS scheme,developed and maintained by the AIP,covers the wholeﬁeld of Physics.See /pacs/pacs.html or http://www.elsevier.nl/locate/pacs.3\documentclass{elsart}\usepackage{graphicx,amssymb}\journal{New Astronomy}\begin{document}\begin{frontmatter}\title{Stroboscopic Doppler tomography of FO Aqr}\author[South]{T.R.Marsh\corauthref{cor}},\corauth[cor]{Corresponding author.}\ead{trm@}\author[Oxford]{S.R.Duck\thanksref{now}}\thanks[now]{Present address:Systems Engineering and Assessment Ltd., Beckington Castle,PO Box800,Bath BA36TB,UK.}\ead{srd@}\address[South]{University of Southampton,Department of Physics, Highfield,Southampton SO171BJ,UK}\address[Oxford]{University of Oxford,Department of Physics,Nuclear Physics Laboratory,Keble Road,Oxford,OX13RH,UK}\begin{abstract}FO Aqr is a close binary star inwhich a magnetic white dwarf accretes from a cool companion.Light curves and spectra show variations on the orbital frequency,thewhite dwarf’s spin frequency and combinations of the two.\end{abstract}\begin{keyword}Accretion,accretion disks\sep Line:profiles\sepBinaries:close\sep Novae,cataclysmic variables\PACS97.10.Gz\sep97.30.Qt\sep97.80.Gm\end{keyword}\end{frontmatter}\section{Introduction}FO Aqr is a member of the DQ~Her class of stars whichare close binary stars in which a magnetic white dwarf accretes from a late-type main-sequence secondary star.These stars have most recently been reviewed in Ref.\cite{Patterson94}.Fig.1.Article opening with explicit links(input)4Stroboscopic Doppler tomography of FO AqrT.R.Marsh a,∗,S.R.Duck b,1a University of Southampton,Department of Physics,Highﬁeld,Southampton SO171BJ,UKb University of Oxford,Department of Physics,Nuclear PhysicsLaboratory,Keble Road,Oxford,OX13RH,UKAbstractFO Aqr is a close binary star in which a magnetic white dwarf accretes from a cool companion.Light curves and spectra show variations on the orbital frequency, the white dwarf’s spin frequency and combinations of the two.Key words:Accretion,accretion disks,Line:proﬁles,Binaries:close,Novae,cata-clysmic variablesPACS:97.10.Gz,97.30.Qt,97.80.GmIntroductionFO Aqr is a member of the DQ Her class of stars which are close binary stars in which a magnetic white dwarf accretes from a late-type main-sequence secondary star.These stars have most recently been reviewed in Ref.[1].∗Corresponding author.1Present address:Systems Engineering and Assessment Ltd.,Beckington Castle, PO Box800,Bath BA36TB,UK.Email addresses:trm@(T.R.Marsh),srd@(S.R. Duck).Preprint submitted to New Astronomy21August1997 Fig.2.Article opening with explicit links(output)5\documentclass{elsart}\begin{document}\begin{frontmatter}\title{Integrability inrandom matrix models\thanksref{talk}}\thanks[talk]{Expanded version of a talkpresented at the Singapore Meeting onParticle Physics(Singapore,August1990).}\author{L.Alvarez-Gaum\’{e}\corauthref{cor}}\address{Theory Division,CERN,CH-1211Geneva23,Switzerland}\ead{lag@cern.ch}\author{C.Gomez\corauthref{cor}\thanksref{SNSF}} \address{D\’{e}partment de Physique Th\’{e}orique, Universit\’{e}de Gen\‘{e}ve,CH-1211Geneva4,Switzerland}\ead{cg@ug.ch}\author{cki}\address{School of Natural Sciences,Institute for Advanced Study,Princeton,NJ08540,USA}\ead[url]{/~jl}\thanks[SNSF]{Supported by theSwiss National Science Foundation}\begin{abstract}We prove the equivalence between the recent matrix model formulation of2D gravity and lattice integrable models.For even potentials this system is the Volterra hierarchy.\end{abstract}\end{frontmatter}\section{Introduction}Some aspects of the recently discoverednon-perturbative solutions to non-critical strings \cite{Patterson94}can be better understood and clarified directly in terms of the integrability properties of the random matrix model....Fig.3.Article opening with implicit links(input)6Integrability in random matrix modelsL.Alvarez-Gaum´e∗Theory Division,CERN,CH-1211Geneva23,SwitzerlandC.Gomez∗,1D´e partment de Physique Th´e orique,Universit´e de Gen`e ve,CH-1211Geneva4,SwitzerlandckiSchool of Natural Sciences,Institute for Advanced Study,Princeton,NJ08540,USAAbstractWe prove the equivalence between the recent matrix model formulation of2D gravity and lattice integrable models.For even potentials this system is the Volterra hierarchy.1.IntroductionSome aspects of the recently discovered non-perturbative solutions to non-critical strings[1]can be better understood and clariﬁed directly in terms of the integrability properties of the random matrix model....Fig.4.Article opening with implicit links(output)7MSC:The MSC scheme,developed and maintained by the AMS,covers the wholeﬁeld of Mathematics.See /msc or http://www. elsevier.nl/locate/msc.Keywords are entered below the abstract in the following way:\begin{keyword}Keyword\sep Keyword\PACS PACS code\sep PACS code\MSC MSC code\sep MSC code\end{keyword}6Cross-referencesIn electronic publications articles may be internally hyperlinked.Hyperlinks are generated from proper cross-references in the article.For example,the words Fig.1will never be more than simple text,whereas the proper cross-reference\ref{mapfigure}may be turned into a hyperlink to theﬁgure itself.In the same way,the words Ref.[1]will fail to turn into a hyperlink;the proper cross-reference is\cite{Gea97}.Cross-referencing is possible in L A T E X for sections,subsections,formulae,ﬁg-ures,tables,and literature references.7PostScriptﬁguresL A T E X and PostScript have had a long and successful relationship.In the current version of L A T E X,L A T E X2ε,there are three packages for including PostScriptﬁgures:•graphics.This simple package provides the command\includegraphics*[<llx,lly>][<urx,ury>]{file}.The*is optional;it enables the PostScript feature of clipping.In its simplest form,\includegraphics{file},it includes theﬁgure in the PostScriptﬁle file without resizing.•graphicx.This package provides the command\includegraphics*[key--value list]{file}.The*is optional;it en-ables the PostScript feature of clipping.Often used keys are:8\begin{figure}\begin{center}\includegraphics*[width=5cm]{name.eps}\end{center}\caption{An example of a figure.}\label{fig:exmp}\end{figure}Fig.5.An example of aﬁgure.–scale=.40to scale the size of theﬁgure with40%,–width=25pc,height=15pc to set the width or height of theﬁgure,–angle=90to rotate theﬁgure over90◦.•epsfig.This package is really the graphicx package,but it allows one to include PostScriptﬁgures using the familiar commands from the earlier packages epsfig and psfig.For detailed information,see the documentation of the graphics packages,in particular theﬁle grfguide.tex.8Mathematical symbolsMany physics authors require more mathematical symbols than the few that are provided in standard L A T E X.A useful package for additional symbols is the amssymb package,developed by the American Mathematical Society.This package includes such oft used symbols as\lesssim for ,\gtrsim for or \hbar for .Note that your T E X system should have the msam and msbm fonts installed.If you need only a few symbols,such as\Box for ,you might try the package latexsym.In the elsart document class vectors are preferably coded as\vec{a}instead of\bf{a}or\pol{a}.9The BibliographyIn L A T E X literature references are listed in the thebibliography environment. Each reference is a\bibitem;each\bibitem is identiﬁed by a label,by which it can be cited in the text:\bibitem{ESG96}is cited as\cite{ESG96}. Version2.16of elsart introduces the subbibitems environment.The refer-ences in a subbibitems environment have the same major reference number, and are counted by letters a,b,etc.The subbibitems environment has a label9of its own:\begin{subbibitems{label}.It can therefore be referred to as \cite{label},which produces a citation like[7a–c].A short citation like[7] can be produced by adding:s to the label:\cite{label:s}.Example:See Refs.[6a–b],or in short form,see Refs.[6].Version2.16of elsart also introduces the possibility to insert notes into the bibliography,by using the\note command.In a subbibitems environment it must be the last item.Example:See Refs.[5,7].10Template articleThere is a template article templat-num.tex,which you can use as a skeleton for your own article.References[1]Leslie Lamport:L A T E X,A document preparation system,2nd edition,Addison-Wesley(Reading,Massachusetts,1994).[2]Wettig,T.,&Brown,G.E.,The evolution of relativistic binary pulsars,1996,NewA,1,17-34.[3]Elson,R.A.W.,Santiago,B.X.,&Gilmore,G.F.,Halo stars,starbursts,anddistant globular clusters:A survey of unresolved objects in the Hubble Deep Field,1996,NewA,1,1-16.[4]Governato,F.,Moore,B.,Cen,R.,Stadel,J.,Lake,G.,&Quinn,T.,The LocalGroup as a test of cosmological models,1997,NewA2,91-106.[5]We consider an exactly solvable two-band model of electrons moving in onedimension and interacting with aδ-function spin-exchange potential.[6a]N.Nagaosa and P.A.Lee,Phys.Rev.Lett.79,3755(1997).[6b]C.P´e pin and P.A.Lee,Phys.Rev.Lett.81,2779(1998).[7]K.Gorny,O.M.Vyasilev,J.A.Marindale,V.A.Nandor,C.H.Pennington,P. C.Hammel,W.L.Hults,J.L.Smith,P.L.Kuhns, A.P.Reyes and W.G.Moulton,Phys.Rev.Lett.82,177(1999).These references demonstrate that for some high-T c compounds the gap does not seem to depend on the magneticﬁeld.10。

全新版大学进阶英语,综合教程1 U2 Text with Translation

All Grown Up andStill in TowSherri Beattie1 My heart went out to him. In fact, I felt so uncomfortable thatI looked away. How humiliating to be in a university registrar’soffice with your father taking charge.2 As I stood in line, waiting for my own question to beanswered, I reflected on how times have changed.3 I am as old as, if not older than, most faculty members.4 Nonetheless, I do remember what it was like to be an 18-year-old undergraduate. The first-year experience is exciting,liberating and terrifying, all combined to help us grow intoadulthood. That is, if our parents don’t come with us.5 The young man at the counter had some sort of registrationproblem. It is inevitable in the first year. The woman behind thecounter clearly felt, as I did, embarrassed for this young man,who was accompanied by his no doubt well-intentioned, butmisguided, father.6 Dad did the talking while his son struggled to lift his eyesand look at the woman trying to help them. I thought aboutthose small bits of self-confidence that were so painstakinglybuilt in boyhood, and how they were being crushed at thecounter. What I saw was a student who looked perfectly able toask a few questions and get the information he needed.7 I grew very angry. “Oh, grow up, go home,” I wanted toshout at Dad from my place in the line.8 I was equally shocked as I sat in a seminar for 500 first-yearteaching assistants and was told what to do when Mom and/or Dad shows up in your office complaining about the marksor assignments that you have given to their children. It is a veryreal issue in universities thesedays.9 Baby-boomer parents seem to struggle with two things:saying no and letting go. The teaching assistants massedtogether in the theatre were advised to send unhappy parentsdirectly to professors. I sat in disbelief, but yes, it happens.10 Mom and Dad, your children are no longer children.Rather, they are eagerly trying to be adults. So whatever areyou doing in line with them at the registrar’s office?11 Twenty years ago, when I first entered university, parentsdid not follow their children all the way there. My parentsdropped me at the front door of St. Hilda’s College at theUniversity of Toronto and drove five hours back home.12 I was not ready, prepared or clearly aware about whatwould happen over the course of the next four years, but Imuddled through. From professors and teaching assistants toregistrars and student-loan officers, I learned to find my waythrough the perils and pleasures of university life. Naturally, Imade mistakes, but then I still do.13 Were my parents not caring or uninterested? Not at all.What they were not was university-educated baby-boomers whobelieve all events must be designed and controlled and thateverything I did was a direct reflection on them.14 My parents came from another generation. They never setfoot in a university. They were pleased, and supportive, when Idecided to attend but they considered me an adult at 18.15 The incident I saw in the registrar’s office was not anunusual sight. I wish it were. Rather, about six people behindme in line, I discovered another parent-child grouping. This timea son was pleading with his mother to stay put while he went tothe counter and dealt with the problem himself. They were stillnegotiating when I left.16 Too many baby-boomer parents are overly concerned withsuccess. They just don’t want to let go.17 When I tell my mother that I have won a scholarship andwill undertake graduate research in Europe this fall she says,“That’s nice, dear.”18 My mother would argue that my success is my own. I wouldargue that my success is a result of being allowed the freedomto make mistakes and find my own way.19 To parent s whose children are at tending first-yearuniversity, just remember they have all grown up now. It is timefor you to do the same.只好仍跟随着父母的成年孩子谢丽·比蒂1 我十分同情这位男孩。

prepare的过去式和用法例句

prepare的过去式和用法例句prepare有预备;准备等意思，那么你知道prepare的过去式是什么吗?下面店铺为大家带来prepare的过去式和用法例句，供大家参考学习!prepare的过去式和其他时态：过去式: prepared过去分词: prepared现在分词: preparingprepare的用法：prepare的用法1：prepare的基本意思是“准备”,指为了完成某种行动,在此之前比较短的时间内做必要的预备或使具备进行某项活动的条件,包括物质准备,也包括心理准备。

prepare的用法2：prepare既可用作及物动词,也可用作不及物动词。

用作及物动词时,可接名词、代词或动词不定式作宾语,也可接双宾语,其间接宾语可以转化为介词for的宾语。

prepare还可接以动词不定式或as短语充当补足语的复合宾语。

prepare接名词作宾语时,常含有使准备的东西能吃或能用的意味; 接动词不定式作宾语时,意为“准备做某事”; 接动词不定式充当补足语时,意为“准备某人做某事”; 接as 短语作宾语补足语时,意思是“为当…做准备”。

prepare的用法3：prepare用作不及物动词时,其后可接for或against。

接against时,所指的大多是不好的事或令人不愉快的事。

prepare的用法4：be prepared的意思是“做好准备”,其后可跟for引起的短语、动词不定式或虚拟的that从句,表示“愿意…”。

prepare的过去式例句：1. Good luck is when an opportunity comes along and you're prepared for it.好运就是当机会来临时，你早已做好了准备。

2. Many students are not adequately prepared for higher education.许多学生并未做好接受高等教育的充分准备。

道县一中高一年级分班考试英语试题1

道县一中2013级高一年级分班考试英语试题（问卷）命题: 邓英（时量: 分值: 150分）温馨提示．．．．: ．1.本试题共分四部分, 总分150分, 时量为120分钟。

2.请将所有答案填涂在答卷页上，否则不计分，仅交答卷页。

祝大家新年愉快．．．．．．．, ．学习进步！．．．．．PART ONE: LISTENING COMPREHENSION （30分）Section A (22.5 marks)Directions: In this section, you will hear six conversations between two speakers.For each conversation, there are several questions and each question is followed by three choices marked A,B and C.Listen carefully and then choose the best answer for each question.You will hear each conversation TWICE.Conversation one1.What is the probable relationship between the two speakers?A.Waiter and customer.B.Taxi driver and passenger.C.Salesman and customer.2.How much does the woman pay the man?A.￡7.B.￡7.3.C.￡8.Conversation two3.What will the man do after lunch?A.Go to the airport.B.Go to meet Mr.Williams.C.Go back to her office.4.When will the man be back?A.At 2:00 pm.B.At 3:15 pm.C.At 3:45 pm.Conversation three5.What do we know about the man?A.He's very busy now.B.He has a pain in his neck.C.He likes being in front of computers.6.What does the woman advise the man to do?A.Work until 6:00.B.Have a break.C.Write the report at noon. Conversation four7.What party does the woman want to have?A.A dinner party.B.A dancing party.C.A music party.8.Why doesn't the woman plan to invite many people?A.She worries it will cost too much.B.She doesn't like to talk too much.C.She doesn't want to tidy up after the party.9.What can we learn from the conversation?A.Frank and his wife don't like to talk.B.The two speakers were invited to a party by Frank.C.The two speakers will have a party for the man's birthday.Conversation five10.How long have the two speakers been waiting for a bus?A.About 5 minutes.B.About 10 minutes.C.About 15 minutes.11.Where are the two speakers going?A.To school.B.To the hospital.C.To a shop.12.What do we know about the man's watch?A.It is being repaired.B.It was lost last month.C.It is faster than usual.Conversation six13.What happened to the woman's room?A.It caught fire last week.B.It was broken into.C.It was pulled down.14.What did Grace do after the light was turned off?A.She fell asleep soon.B.She lit a candle and went on reading.C.She still didn't come back to the room.15.Where is Grace now?A.At home.B.At school.C.In the hospital.Section B (7.5 marks)Directions: In this section, you will hear a short passage.Listen carefully and then fill in the numbered blanks with the information you have heard.Fill in each blank with NO MORE THAN THREE WORDS. You will hear the short passage TWICE.Trouble with My Son—EricName EricAge 16 years oldStudies In a 17Interest Loves to play 18道县一中2013级高一年级分班考试英语试题（答卷）（请将所选答案涂黑, 否则不计分, 仅交本答卷页）01 A B C D 12 A B C D 13 A B C D 14 A B C D 15 A B C D06 A B C D 07 A B C D 08 A B C D 09 A B C D 10 A B C D11 A B C D 12 A B C D 13 A B C D 14 A B C D 15 A B C D21 A B C D 22 A B C D 23 A B C D 24 A B C D 25 A B C D26 A B C D 27 A B C D 28 A B C D 29 A B C D 30 A B C D31 A B C D 32 A B C D 33 A B C D 34 A B C D 35 A B C D36 A B C D 37 A B C D 38 A B C D 39 A B C D 40 A B C D41 A B C D 42 A B C D 43 A B C D 44 A B C D 45 A B C D46 A B C D 47 A B C D56 A B C D 57 A B C D 58 A B C D 59 A B C D 60 A B C D61 A B C D 62 A B C D 63 A B C D 64 A B C D 65 A B C D66 A B C D 67 A B C D 68 A B C D 69 A B C D 70 A B C D16._______________ 17.________ 18._____ ____ ___19.________ 20.______ ________48.____________ 49.____________ 50._______________ 51.________ ____52.____________ 53.____________ 54._______________ 55._____________71.________ ___________ _____ 72.________________ _______ _73.__________ _____________ _ 74._______ _____________ ____75.__________ __________ ____ 76.__________ __________ ____77._________ ______________ _ 78._____ _______________ ____ 79._________ ___________ ____ 80.____________ ________ ____81. .82. .83. .84. .书面表达:_____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________PART TWO: L ANGUAGE KNOWLEDGE （45 marks）Section A （15 marks）Directions: Beneath each of the following sentences there are 4 choices marked A, B, C and D.Choose one answer that best completes the sentence.21.I ______ Justin since last Friday nightA.didn’t seeB.hadn’t seenC.haven’t seenD.won’t see22.The police thought there was really no hard evidence ________ Justin had been taken away by aliens.A.thatB.whatC.whichD.why23.Mom, there is little food in the fridge,_________?A.is thereB.is itC.isn’t thereD.isn’t it24.Toby will not be in London next Tuesday. He ______ in the Himalayas.A.is climbingB.will climbC.will be climbingD.has climbed25.Now she is considering taking some weight-loss pills, _______ she thinks will help her become slim.A.whoB.thatC.whatD.which26.The name of Yang Liwei will go down in history with _______ of Yuri Gagarin and Alan Shepard.A.oneB.onesC.thoseD.that27.Zhongdian is 659 kilometers away from Kunming, and there are ______ flights between the two cities.ualB.regularC.extraordinarymon28.You should wear a shirt with long sleeves _________ you get burnt in the sun.A.so thatB.now thatC.in caseD.although29.The little baby, if _________ by other people, will wake up and cry.A.disturbingB.disturbedC.to be disturbedD.being disturbed30.He __________ two tickets for us before he arrived at the entrance of the cinema.A.has reservedB.had reservedC.has been reservingD.was reserving31.We will put off the outing until next month, ______ Amy feels better.A.thatB.whichC.whereD.when32.________ on the endless green grass are sheep, cattle and horses.A.WanderingB.Being wanderingC.WanderedD.Being wandered 33._______ the equipment before you leave, or you will be punished by our chemistry teacher.A.Remember cleaningB.Remember to cleanC.To remember to cleanD.To remember cleaning34.Today is the best day of my life! All my years of training as an explorer have finally ______!A.paid offB.sent offC.given offD.fallen off35.----Why didn’t you apply for the job?----I ________, but my old friend offered me a better one.A.didB.hadC.wouldD.was going toSection B （18 marks）Directions: For each blank in the following passage there are 4 words or phrases marked A, B, C and D.Fill in each blank with a word or phrase that best fits the context.Are you 36 of seeing the same view out of your window? Ifyour answer is “yes”, why not pay a trip to Shangri-la, which is 37mysteries and beauty.The world “Shangri-la”first appeared in the 1993 novel LostHorizon 38 the British writer James Hilton.He described a beautifulkingdom where three rivers 39 together and steep mountains 40to the sky, with fields of long grass covering the earth.In this perfectworld lived people who had discovered how to stay 41 forever.Three mountains are covered with snow and tower 42 the land.These snowy mountain tops form 43 beautiful picture that will leave you at a loss for words.Lakes, 44 by vast grasslands, look like diamonds.Sheep, cows, horses and animals feed 45 on the green grass and the forests around are 46 to lots of birds and animals.In this peaceful world, people live in perfect harmony with nature.The weather changes so 47 that people say you can experience four seasons in one day.36.A.hungry B.thirsty C.tired D.disappointed37.A.short of B.full of C.fill with ck of38.A.by B.with C.for D.to39.A.put B.joined C.got D.formed40.A.went B.got C.arrived D.reached41.A.calm B.the same C.old D.young42.A.on B.over C.above D.beyond43.A.so B.a so C.such D.such a44.A.covered B.separated C.surrounded D.divided45.A.mostly B.fully C.hardly D.simply46.A.home B.family C.room D.space47.A.fastly B.easily C.quickly D.slowlySection C (12 marks)Directions: Complete the following passage by filling in each blank with one word that best fits the context.Police in America have stepped up their search for Justin, a fifteen-year-old boy 48 went missing two days ago in Dover.People have shown great interest in this event due to sightings of puzzling lights in the sky 49 reports of alien visits around the time of his disappearance.His sister Kelly recalled that standing inside were lots of strange creatures 50 white skin and large black eyes.She was frightened.But his mother assumed Kelly was having a dream and sent 51 to bed. Police have dismissed the possibility 52 Justin was taken by aliens, but are also looking into other possibilities.Detective Sam Peterson, who has taken charge of the case, thought that people sometimes made 53 amazing stories, and there 54 be other possibilities such as murder.They wouldn’t give up 55 they found convincing evidence.PART THREE : READING COMPREHENSION (30 marks)Directions: Read the following three passages.Each passages is followed by several questions or unfinished statements.For each of them there are four choices marked with A, B, C and D.Choose the one that fits best according to the information given in the passage.AA famous teacher was speaking to the students at our school.He began his lesson by holding up a ￡100 bill.Then he said to the three hundred students, “Who would like to have this ￡100 bill?”The students began to put up their hands at once.Then he said, “I am going to give this bill to one of you, but first, let me do this.”He then made this bill into a ball.Then he said, “Who wants it?”Hands went into the air.“Well, ”he said, “What if I do this? ”and he dropped it on the floor and stepped on it.He picked up the dirty, crumpled（弄皱的）bill and said, “Who still wants it? ”Hands went back into the air.“My friends, ”he said, “You’ve learned a valued lesson today.No matter what I did to the money, you still wanted it because it didn’t go down in value.It was still worth ￡100.Many times in our lives, we’re dropped, crumpled, and stepped on by the chances we take and the things that happen to us.We feel as if we are worth nothing.But remember, no matter what has happened to you, you will never lose your value: you are always valuable to those who love you.Your value doesn’t come from what you drop or whom you know, but WHO YOU ARE .You are special and valuable.Don’t ever forget it!56.The story happened ______.A.when the teacher gave the students some advice on how to learn English.B.when the teacher gave the students a speech.C.when the students were having a meeting.D.when the students were discussing something interesting with their teachers.57.Even though the money was dirty, it _______.A.went up in valueB.was worth muchC.was still oursD.didn’t reduce in value58.The underlined sentence in the third paragraph means_______.A.the students put up their hands again.B.the students put down their hands.C.the students agreed to what the teacher saidD.the students put their hands in front of them59.Why did the famous teacher use a ￡100 at his lesson?A.Because he wanted to give a lecture about money.B.Because he was going to give the bill to one of the students.C.Because he wanted to make the students know what the value was.D.Because he was used to dropping a bill on the floor and stepping on it.60.What lesson can you learn from the passage?A.All people love money most.B.￡100 bill is worth the same no matter what you do with itC.The value of money changes when it is made dirty.D.Your value doesn’t change no matter what happens to you.BPeople travel for a lot of reasons.Some travelers go to see battlefields or religious shrines.Others are looking for culture, or simply want to have their photos taken in front of famous places.But most Europeans are willing to pay a lot of money and put up with a lot of inconveniences for the sun because they have so little of it.Residents of cities like London, Copenhagen, and Amsterdam spend a lot of their winter in the dark because the days are so short and much of the rest of the year is in the rain.Every summer, more than 25 million people travel to Mediterranean（地中海）resorts and beaches for their vacation.They all come for the same reason: sun.The huge crowds mean lots of money for the economies of Mediterranean countries.Italy's 30,000 hotels are booked every summer.And 13 million people camp out on French Beaches, parks, and roadsides.Spain's long sandy coastline attracts more people than anywhere else.37 million tourists visit yearly, or one tourist for every person living in Spain.But there are signs that the area is getting more tourism than it can handle.The Mediterranean is already one of the most polluted seas on earth.And with increased tourism, it's getting worse.The French can't figure out what to do with all the garbage left by campers around St.Tropez.And in many places, swimming is dangerous because of pollution.None of this, however, is damaging anyone's fun.The Mediterranean gets more popular every year with tourists.Obviously, they don't go there for clean water.They stand traffic jams and seem to like crowded beaches.They don't even mind the pollution.No matter how dirty the water is, the coastline stilllooks beautiful.And as long as the sun shines, it's still better than sitting in the cold rain in Berlin, London, or Oslo.61.It can be inferred from the passage that Europeans travel mostly for the reason that _________.A.they want to see battlefields or religious shrinesB.they are interested in different culturesC.they would like to take pictures in front of famous sitesD.they wish to escape from the cold, dark and rainy days back at home62.In Para.1, cities like London, Copenhagen, and Amsterdam are mentioned to show that _________.A.how rich their residents areB.they are not good cities in geography and climateC.these cities lack places of historic interest and tourist spotsD.they have got more tourism than they can handle63.According to the passage, which of the following countries attracts more tourists than the others?A.ItalyB.FranceC.SpainD.Greece64.The sentence “one tourist for every person living in Spain”(Para.2 ) means _________.A.all the 37 millions people living in Spain are touristsB.every Spanish is visited by a tourist every yearC.every person living in Spain has to take care of a touristD.every year the number of tourists is equal to（等于）the number of people living in Spain65.Which of the following will damage the tourists' fun at Mediterranean resorts and beaches?A.Rainy weatherB.Polluted waterC.Traffic jamsD.Crowded busesCIn the past two years, his wife, Merlie, and their seven children have said “goodbye”to him four times, most recently last month.Each time it has been unnecessary.Mr.Smart had a hip (髋关节) replacement in February at the Burnie hospital but was rushed back two months later with internal bleeding(内出血).“The doctors couldn’t stop the bleeding,”Mrs.Smart said.Medical staff told Mrs.Smart to contact(联系, 接触) her family, which includes children in Western Australia.“It took two days for them to get here.We had to hope he hung on .”He did.“The doctors were there 24 hours a day and they stopped the bleeding.They brought him back,”Mrs.Smart said.“I certainly believe in miracles（奇迹）because I’ve seen one happen, but it wouldn’t have happened if the doctors didn’t do what they did.”It was the second time Mrs.Smart thought she was losing her husband of 54 years.Two years ago, Mr.Smart was admitted to the Launceston General Hospital after a heart attack and a few days later with Hospital after a heart attack and a few days later with intense pain caused by a hemorrhage (出血).Again, the family was called to say goodbye---twice.“I was given a 50-50 chance of coming out of it,”Mr.Smart said.Going through the ordeal(苦难，折磨) then was trying on the family, who had prepared themselves for the worst.But to face the same situation only two years later was hard.The Smarts said the support they received at the Burnie hospital helped them through.And it seems the experience has also left an impression at the hospital.Mrs.Smart said when she rang recently and mentioned her husband’s name, the reply was “ah the miracle man”.66.The first time Mrs.Smart and the children said goodbye to Mr.S mart was when he had .A.a hip replacementB.a heart attackC.internal bleedingD.intense pain caused by a hemorrhage67.When Mr.Smart was rushed back to the hospital with internal bleeding, .A.he had given up hope of recoveringB.only his wife believed he could surviveC.no one believed that he could surviveD.it didn’t take the doctors long to stop the bleeding68.The experience Mr.Smart had at the hospital could be that of .A.wonderB.puzzleC.fearD.concern69.The underlined phrase “hung on ”in the third paragraph can be replaced by .A.lived throughB.came back to lifeC.beat the painD.make his fortune70.What would be the best title for the passage?A.A Great Family.B.The Kind Doctors and Nurses.C.A Devoted Wife.D.The Miracle Man.PART FOUR WRITING （45 marks）Section A (10 marks)Directions: Read the following plete the diagram by using the information for the passage.Write NO MORE THAN 3 WORDS for each answer.Anna Craig, 11, has a paper doll covered with stickers(贴纸).On each sticker is written a word, such as cheerful, smart or kind.“We choose stickers that can best describe ourselves and put them on our dolls,”explains Anna, who took part in the activity with a group of girls in the fourth grade last year.The activity is part of a program called “Beautiful Me.”The program’s goals are to help girls achieve a normal and healthy level of self-respect and develop basic skills of solving problems and handling relationships with others.So far, about 6,000 girls in New York, Chicago and Philadelphia, have joined in it.The organizers of “Beautiful Me”train teachers to present the program material to small groups of girls.They guide groups to carry out different activities.The activities include hands-on art activities, role-playing games and discussions on topics like making lasting friendships.Groups will show their performance, when they are ready.The organizers of “Beautiful Me”say the program helps girls understand their feelings, solve problems and get along well with others.Anna Craig says that she learns so many things from theprogram.But most importantly, she starts to appreciate the special qualities of other people.She also thinks that it ’s important to feel good about herself.When people feel good about themselves, it is easy to make other people around them feel good too!Title: The Program of “71 ”—— ————————Section B (10 marks)Directions: Read the following passage.Answer the questions according to the information given in the passage and required words limit.Write your answers on your answer sheet.When most people travel, they spend some time booking hotel rooms.However, my friend Ashley and I were not like most people many years ago.We decided that backpacking through Ireland would be more fun if we “winged it ”.Winging it, of course, meant that we ’d each buy a one-way ticket to Dublin, and give ourselves ten days to get back to Bath, England, where we were enrolled in a study-abroad program.The plan was to visit Dublin, Galway, Cong, and finally end things in Belfast, where we figured we could catch a flight back to England.Unfortunately, Ireland had other plans for us, as nothing worked out the way in which we thought it would.After getting stuck in Galway and Cong for about seven days, we finally managed to take a bus trip from Cong to Belfast .The twelve-hour bus ride started at ten in the morning, which meant that we ’d arrive in the heart of Belfast at around ten at night.Of course, like all transport, the bus ran late, and we ended up in Belfast at around eleven-thirty at night.As there were a ton of hotels around the area where it dropped us off, we weren ’t too worried about finding a hotel room.But hotel after hotel turned us down.After the third hotel turned us down and the fourth one was locked up for the night, Ashley and I started to realize that we had to spend a long night sleeping on a city bench.Like militant soldiers, we slept in turn as we were worried we would get robbed.The system worked, as we were able to stay safe while catching as much sleep as we could on the bench.From this experience, I really learnt a good lesson.81.Why did the author and his friend decide to wing it when they went to travel in Ireland? (No more than 8 words) 3’82.What did the author and his friend do in Bath, England? (No more than 8 words) 2’83.How long did it take the author and his friend to get to Belfast from Cong by bus? (No more than 5 words) 2’84.Why did the author and his friend have to take turns to sleep? (No more than 8 words) 3’Section C (25 marks)Directions: Write an English composition according to the instructions given below in Chinese.假如你叫李明, 放寒假前, 学校安排了社会实践活动, 以下是你针对中学生如何度过假期所做的调查结果, 请你用英文给学校校报写一篇调查报告。

易错点27 读后续写(5大陷阱)-备战高考英语考试易错题(原卷版)

易错点27 读后续写目录01 易错陷阱（5大陷阱）02 举一反三【易错点提醒一】审题不清、文本内容易混易错点【易错点提醒二】段首句推理衔接易混易错点【易错点提醒三】情节发展易混易错点【易错点提醒四】词句易混易错点【易错点提醒五】卷面易混易错点03 易错题通关易错陷阱1：审题不清、文本内容易混易错点。

【分析】只有把材料读透，才能明确故事主线，把握续写方向，为续写奠定基础。

很多考生因为词汇匮乏、时间不够等种种原因没有读透文本信息，导致续写严重偏离所给素材、跑题等错误。

为了表现角色的成长或事件的发展，文中会出现影响角色成长和事件发展的关键线索，而这些线索之间的逻辑关系，构成事件发生的经过，就是文章的主线。

易错陷阱2：段首句推理衔接易混易错点。

【分析】续写部分的内容，无论是时间的先后还是情节的发展，都以第一段和第二段首句这两句话为内在联系的连接点。

它们直接决定了情节的发展方向。

考生容易忽略这两句的作用，或是第二段首句与第一段结尾之间的联系。

应当根据第二段首句逆推第一段尾句，即过渡句。

易错陷阱3：情节发展和结局易混易错点。

【分析】续写必须与原文内容故事衔接自然、连贯。

语言风格与所给材料应当保持一致。

要紧扣原文主题、预设核心冲突、推动故事发展。

所给材料中可能会有很多伏笔，并且可能较为零星的分布在所给材料中，考生不必分别进行回应，只选取有助于推动情节发展或凸显故事主线的伏笔来设置情节。

一般来说，文章的第一段会介绍故事发生的背景、人物的性格特点等，为可能出现的矛盾冲突做好铺垫，考生应当善于发现和利用这些伏笔。

结局设置巧妙，可以对续写起到画龙点睛的作用。

一般选择“首尾呼应”或“情感升华”来传递作者的思想感情和感悟，凸显作者的变化。

具体读后续写升华句和写作要领详见本作者编撰的专辑《2023年新高考英语满分作文读后续写高分突破+万能金句》。

易错陷阱4：词句易混易错点。

【分析】为丰富故事的情节，充实续写的内容和升级语言，考生会用到多样化的词汇或句型。

英语四级答案

[转]新版新视野大学英语读写教程第四册答案新版新视野大学英语读写教程第四册unit1答案Unit 1III.1. idle2. justify3. discount4. distinct5. minute6.accused7. object8. contaminate9. sustain 10. worshipIV.1. accusing... of2. end up3. came upon4. at her worst5. pay for6. run a risk of7. participate in8. other than9. object to/objected10. at bestV1. K2. G3. C4. E5. N6.O7.I8. L9. A 10. DCollocationVI.1. delay2. pain3. hardship4. suffering5. fever6. defeat7. poverty8. treatment9. noise 10. agonyWord buildingVII.1. justify2. glorify3. exemplifies4. classified5. purified6. intensify7. identify8. terrifiedVIII.1. bravery2. jewelry3. delivery4. machinery5. robbery6. nursery7. scenery8. discoverySentence StructureIX.1. other than for funerals and weddings2. other than to live an independent life3. other than that they appealed to his eye . . `4. but other than that, he'll eat just about everything .5. other than that it's somewhere in the town centerX.1. shouldn't have been to the cinema last night2. would have; told him the answer3. they needn't have gone at all4. must have had too much work to do5. might have been injured seriouslyTranslationXI. -1. The plant does not grow well in soils other than the one in whichit has been developed.2. Research findings show that we spend about two hours dreaming every night, no matter what wemay have done during the day.3.Some people tend to justify their failure by blaming others for nottrying their best.4.We remain tree to our commitment: Whatever we promised to do; wewould do it.5.Even Beethoven's father discounted the possibility that his sonwould one day become the greatest musician in the world. The same istrue of Edison, who seemed to his teacher to be quite dull.6. They were accused by authorities of threatening the state security.XII.l.出入除自己家以外的任何场所时，如果你带有宠物，一定要了解有关宠物的规定。

NOTICE

RPM-S IM : A Comparison of Simulated Versus Recorded DataPreprintJanuary 2001 • NREL/CP-500-29174J.T. Bia łasiewiczUniversity of Colorado at DenverE. Muljadi, G. Nix, and S. DrouilhetNational Renewable Energy LaboratoryTo be presented at the 39th American Institute of Aeronautics and Astronautics (AIAA) Aerospace Sciences Meeting Reno, NevadaJanuary 8−11, 2001National Renewable Energy Laboratory1617 Cole BoulevardGolden, Colorado 80401-3393NOTICEThe submitted manuscript has been offered by an employee of the Midwest Research Institute (MRI), a contractor of the US Government under Contract No. DE-AC36-99GO10337. Accordingly, the US Government and MRI retain a nonexclusive royalty-free license to publish or reproduce the published form of this contribution, or allow others to do so, for US Government purposes.This report was prepared as an account of work sponsored by an agency of the United States government. Neither the United States government nor any agency thereof, nor any of their employees, makes any warranty, express or implied, or assumes any legal liability or responsibility for the accuracy, completeness, or usefulness of any information, apparatus, product, or process disclosed, or represents that its use would not infringe privately owned rights. Reference herein to any specific commercial product, process, or service by trade name, trademark, manufacturer, or otherwise does not necessarily constitute or imply its endorsement, recommendation, or favoring by the United States government or any agency thereof. The views and opinions of authors expressed herein do not necessarily state or reflect those of the United States government or any agency thereof.Available electronically at /bridgeAvailable for a processing fee to U.S. Department of Energyand its contractors, in paper, from:U.S. Department of EnergyOffice of Scientific and Technical InformationP.O. Box 62Oak Ridge, TN 37831-0062phone: 865.576.8401fax: 865.576.5728email: reports@Available for sale to the public, in paper, from:U.S. Department of CommerceNational Technical Information Service5285 Port Royal RoadSpringfield, VA 22161phone: 800.553.6847fax: 703.605.6900email: orders@online ordering: /ordering.htmPrinted on paper containing at least 50% wastepaper, including 20% postconsumer wasteRPM-S IM SIMULATOR: A COMPARISON OF SIMULATED VERSUS RECORDED DATAJan T. BiałasiewiczDepartment of Electrical EngineeringUniversity of Colorado at DenverDenver, ColoradoEduard MuljadiSenior EngineerR. Gerald NixManager Geothermal ProgramStephen DrouilhetSenior EngineerNational Wind Technology CenterNational Renewable Energy LaboratoryGolden, ColoradoABSTRACTThis paper compares simulated versus recorded data for the RPM-S IM simulator, developed at the National Re-newable Energy Laboratory’s National Wind Technol-ogy Center. The simulator was used to study the system dynamics of a wind/diesel hybrid power system. We also provide information on newly developed simulator modules that will be released. The simulator performed extremely well, demonstrating flexibility in making modifications and including specialized modules re-quired for problem solving. We also outline several possible applications for this tool.INTRODUCTIONHybrid power systems combine continuously available diesel power with pollution-free wind and/or solar en-ergy. Another advantage of these systems is that annual diesel fuel consumption can be reduced, thus minimiz-ing pollution levels. However, to take full advantage of the wind and/or solar energy during periods of maximum availability, a proper control system has to be designed, subject to the constraints for a particular application. It has to maintain power quality measured by electrical performance (i.e., both the voltage and the frequency have to be properly controlled). Thus, each new system must be simulated to confirm that a par-This material is declared a work of the U.S. Government and is not subject to copyright protection in the United States.ticular control strategy results in desired system per-formance.Using the VisSim™† visual environment, we developed the modular simulation system RPM-S IM1-3to facilitate a low-cost application-specific study of the system dy-namics of wind-solar-diesel hybrid power systems. The simulation can aid developing system control strategies to balance the power flows under different generation and load conditions. Using the typical modules pro-vided, it is easy to set up a particular system configura-tion. Some simulation studies require modifications of the existing modules and/or inclusion of specialized modules4. In the simulation study presented in this paper, we use the dump load module, which we modi-fied to represent full physical model of the Wales Con-trol System Dump Load Dispatch used at the Hybrid Power Test Bed (HPTB) located at the National Re-newable Energy Laboratory.Many researchers recognized the need for a tool that would facilitate analysis and design of hybrid power systems. An interesting study of modeling efforts of wind/diesel systems was performed by Jeffries.5 Among those who have developed dynamic models of wind/diesel systems (in chronological order) are Tsitso-vits and Freris,6 Pierik and De Bonte,7 Papadopulos et al.,8 Uhlen and Skarstain,9 Manwell et al.,10 Papadopulos † VisSim is the trademark of Visual Solutions.et al.,11 Lundsager et al.,12 Binder,13 Jeffries et al.,14 and Ladakakos et al.15Of the various simulation tools, our simulator includes probably the largest selection of modules and control strategies. For example, the user can model systems that contain a diesel generator and an inverter con-nected to a battery bank or to a photovoltaic (PV) array; the inverter can work in a slave mode or in a master mode when the diesel generator is idling. In such a system, the user can easily program the master/slave switching strategy. It is also possible to simulate sys-tems without diesel generators (such as battery charging systems) with one or more wind turbine generators, in which the frequency and voltage are controlled by the inverter operating in the master mode. The RPM-S IM is the first dynamic hybrid system with a symbolic graphical user interface.Figure 1 presents principal modules of the RPM-S IM included in a single-line diagram of a hybrid power system. All elements of the simulated system are con-nected to one module, called the point of common cou-pling (PCC). The other principal modules shown in Figure 1 are the diesel generator (DG), the alternating current (AC) wind turbine (WT) with the induction generator and the wind speed time series as the input, the rotary converter (RC) with the battery bank (BB), the inverter with the PV array, the village load (VL), and the dump load (DL). R+jX represents the transmis-sion-line impedance and PFC represents the power-factor-correcting capacitors.In all electrical simulations, we use the d-q axis con-vention and synchronous reference frame. In the PCC module, the q-axis and d-axis components v qs1 and v ds1 of the line voltage V s are defined. In electric machine and power system analysis, it is common to use the transformation from three phase quantities a, b, and c into the d-q axis. This transformation, known as Park’s transformation, was pioneered by Park16 and Stanley.17 In 1965, Krause and Thomas18 generalized the d-q transformation for arbitrary reference frame. The Park’s transformation has the unique property of elimi-nating all time-varying inductances from the voltage equations. It also is used by Ong19 for dynamic simu-lation of electric machinary.For all modules included in the simulator, we assumed (for both real and reactive power) the following general power sign convention: the power absorbed is displayed as negative and the power generated is displayed as positive. A village load (as an inductive load) always absorbs both the real and the reactive power and both powers are always negative. The real power of a diesel generator always remains positive and its reactive power may be positive or negative. The real power of the wind turbine generator is negative during motoring and is positive during generation. Its reactive power is always absorbed, i.e., it is displayed as a negative quantity. This power convention makes easy the inter-pretation of the simulation results. In particular, it makes apparent the interpretation of the instantaneous power balance.In the sections that follow we first describe the modules of the simulator. We discuss some modifications done to account for unmeasured variables and/or to include the specifics of the simulated system. Next we present simulation results versus recorded data. Finally we summarize the results and present the potential applica-tions of the simulator.SIMULATOR MODULESDiesel generator moduleThe diesel generator module, presented in Figure 2, includes models of the diesel engine and the synchro-nous generator, the engine speed control block, and the voltage regulator. The engine speed control block gen-erates the fuel/air ratio, represented by the %FUEL vari-able, to keep the frequency constant. The voltage regulator determines the field current of the synchro-nous generator necessary to keep the voltage constant under varying load conditions. The voltage set point V s_ref and the frequency set point f b can be easily set at required values by the user using the dialog boxes in the simulation diagram at the level shown in Figure 2. With the addition of the first-order dynamics, we model the diesel engine according to the static relationship between the fuel/air ratio input and the generated power output. The aforementioned static characteristic is rep-resented as a straight line with the dead zone. The slope of the straight line part, which represents diesel capacity, and the dead zone, which represents the minimum value of the fuel/air ratio, are to be chosen by the user to approximate the engine involved. In addi-tion, the user can set the minimum diesel power P diesel_min as a required percentage of the rated value. This variable is used by the dump load controller, which maintains this minimum diesel load. Thus, the dump load is active only when the diesel power is lower than the minimum diesel power.Figure 3 presents the principle of the voltage and fre-quency control implemented by the RPM-S IM model of the diesel generator.AC wind turbine moduleThe AC wind turbine module simulates two-step con-version of wind power to electrical power. In the first step, wind power is converted to mechanical power represented by the torque developed by the wind tur-bine rotor and transmitted through the gearbox to the induction generator. In the second step, electrical power is obtained from the induction generatorconnected to the line. The wind speed is represented in time series.Figure 4 shows the principal functional blocks of the AC Wind Turbine module, together with their intercon-nections and all inputs and outputs. The reactive power has two components, one absorbed by the induction generator and the other contributed by the power factor correction capacitor block. The user can obtain its lower level expansion by clicking with the mouse on any of the blocks shown in Figure 4.Dump load moduleT he dump load module is composed of parallel resistive loads. The principle purpose of the dump load is to keep the diesel-generated power above a user-prescribed fraction of its rated power. It can also (un-der special circumstances) be used to control the fre-quency. So, we have the following control strategies available:•Diesel power control strategy.•Frequency control strategy.Either control strategy dynamically determines the number of the dump load elements to be connected in parallel.Village load moduleThe village load (VL) module generates the i qV and i dV components of the load current. The user declares the rated real power consumption P v and the power factor pf and has a choice between fixed load (for which he/she provides the constant values of P v1 and pf1)and the load profile (for which he/she provides the time series of P v2 and pf2). The user makes his/her choice by clicking the button in the parameter module of the VL. The RPM-S IM format of a village load profile is shown in Figure 5.Rotary converter/battery bank assembly Figure 6 shows, that the rotary converter/battery bank assembly consists of a battery bank and two machines: (1) a DC machine and (2) a synchronous machine. Fig-ure 6 shows the principal functional modules of the rotary converter, together with their connections and all inputs and outputs.The rotary converter/battery bank assembly can be set up to operate in the synchronous condenser mode, i.e., to provide or absorb reactive power. This is accom-plished by setting to zero the battery reference power and consequently maintaining zero shaft torque and zero real power output.Other RPM-S IM modules to be included in the second release of the simulatorIn this section, we briefly present the RPM-S IM mod-ules, which have not been included in the simulation performed to present the model performance versus recorded data. These include the Inverter Module and the PV Array Module.The inverters can work in one of two modes, i.e., the master mode or the slave mode.In the master mode, the inverter controls the system’s frequency and volt-age. The power exchange is determined by the system’s power balance. In the slave mode, the real and reactive power required to be generated or to be absorbed are specified by the user.The transfer from slave mode to master mode is deter-mined based on the control strategy designed by the hybrid power plant designer or operator. This is suit-able, for example, when the inverter uses a sufficient battery storage site, and during nighttime operation when the inverter’s battery carries the load and the die-sel generator is turned off. Power generated by occa-sional wind during the night will be stored in the bat-tery. During the day, when the load is close to rated power, the diesel is turned on and the inverter is oper-ated in the slave mode to charge the battery and to sup-port occasional peak loads.We developed a model of the inverter, which makes possible all specified options of operation. We tested this model under variable load conditions, switching between the slave mode, in which the system’s voltage and frequency are controlled by the diesel generator, and the master mode, in which the diesel generator is disconnected and the voltage and frequency control is taken over by the inverter. In addition, we tested the inverter’s operation in conjunction with the battery and the PV array.The PV arrays are commercially available in modules. The PV modules are used to build an array and their I-V characteristics are considered as I-V characteristics of the elementary PV array unit. In our model, we in-troduced a single solar cell as this elementary unit. Consequently, when setting up the simulation with commercial PV arrays, the user must declare N ser as a number of modules in one row or connected in series, and N par as a number of module rows connected in par-allel.The representation of a cell for varying insolation and temperature is accomplished by the scaling coefficients K v and K i, which are functions of the insolation and temperature specified by the files K_v.map and K_i.map, respectively. These functions are represented at several points in a two-dimensional table. The values of K v and K i for temperature and isolation values not included in the table are determined by interpolation and extrapolation.The I-V characteristics for a number of the commercial PV modules under adjustable environmental parameters such as temperature, beam irradiance, diffuse irradiance,wind speed, site altitude, sun elevation, angle of inci-dence and others along with manufacturer’s parameters of the module can be obtained using Sandia National Laboratories’ IVTracer Program. These data (for a particular solar module involved in the simulated sys-tem) can be used to generate the files K_v.map and K_i.map.In addition, we developed the PV Array-Inverter As-sembly, which converts the direct current (DC) power generated by the PV array to AC power. COMPARISON OF SIMULATED VERSUSRECORDED DATAIn this study, we use the data recorded from the Hybrid Power System Test Bed (HPTB) located at the National Renewable Energy Laboratory. The power system in-cluded: the diesel generator, the AOC wind turbine, the dump load (DL), and the village load (VL). The ar-rangement of the test bed is illustrated in Figure 7. The recorded time series sets include the real and reactive power of each device, the line voltage, and the fre-quency. The data were recorded over 10-second inter-vals with a sampling period of 0.001second. Because the wind speed was not measured, we could only com-pare simulated versus recorded data using two simula-tion runs:(a)Generating the simulated data for the system withthe standard models of the diesel generator and the village load, and the models of the other system modules modified to conform to the recorded power files.(b)Generating the simulated data for the same systemas in (a), but with the full physical model of the Wales Control System Dump Load Dispatch used at the HPTB when the recorded data was acquired. We performed simulations for five sets of data for the same system run under different conditions. However, we discuss the results for only one of these sets and two simulation runs: using a simplified and a full physical model of the dump load.The wind turbine recorded data consisted of the real and reactive power files, P WT and Q WT, respectively (i.e., the wind speed was not measured). Consequently, we had to modify our wind turbine generator model. Using these data and the reference voltage, we calcu-lated the equivalent resistance and inductance. Then, using the real voltage generated in the simulation, we calculated the equivalent d and q current components contributed by the wind turbine generator at the point of common coupling (PCC). In addition, using these cur-rents and the q and d components of the voltage gener-ated in the simulation, we calculated the wind turbine real and reactive power. This simulation approach is shown in the block diagram in Figure 8.In the first run of the simulation, we included the modi-fied dump load block, for which we calculated the power absorbed using the recorded power file and the voltage generated in the simulated system.For the second simulation run, we used the same data but did not use the dump load power file. Instead, we included the model of the real dump load block with the Wales Control System Dump Load Dispatch used at the HPTB. The dump load at the HPTB has 20 elements of 10 kW each. The Wales Control System Programmable Logic Controller (PLC) dispatches dump load elements in order to maintain a minimum load for the diesel generator. The algorithm uses a modified Proportional+Integral+Derivative (PID) loop to deter-mine the dump load kW required. It subtracts the cur-rent value of the dump load to determine the delta dump load power required, and divides this value by the dump load step size and rounds to determine the number of dump load elements to add or remove.1The recorded village load data consisted of the real and reactive power files P v and Q v, respectively. Therefore, the corresponding power factor pf was first determined and then the standard option of the village load profile data was used.The simulated power, voltage, and frequency traces closely follow those recorded after 2 seconds approxi-mately, which is the start-up time of the diesel genera-tor in the simulation. This is the time needed for the voltage level at the synchronous generator to reach the reference. At time zero, the initial condition of the field current is zero. We only present the representative re-sults. In both cases (see Figures 9 and 10), the dark line is used for simulated traces and the light line is used for recorded traces. The results of comparison run (a) (with the standard diesel generator model) are represented in Figure 9 by the recorded and simulated traces for one of the data sets. We also combined as one variable the real power consumed by the village and the dump load. Considering a slight oscillatory power imbalance in the recorded data (shown in Figure 9) and the smoothing involved in the measuring system, there is a very good agreement (within 2%-5%) between the recorded and simulated traces.The results for the comparison run (b) (with the physi-cal model of the dump load) and the same recorded data are shown in Figure 10. We separated the power traces for the village load and the dump load. We do not again illustrate the power imbalance of the data re-corded. A good agreement (within 2-5%) can also be observed in this case.CONCLUSIONSIn this paper, we compared RPM-S IM Simulator data versus the data recorded at the Hybrid Power System Test Bed (HPTB) at the National Wind TechnologyCenter, NREL. We developed the modular simulation system in order to•Study applications and cost-effective performance of wind-diesel hybrid power systems. (Both me-chanical and electrical components are simulated.)•Analyze both static and dynamic performance.•Develop control strategies.•Simulate different wind speed and village load profiles.The system has the following capabilities and/or characteristics:•Modular and multilevel structure is provided by the VisSim visual environment.•System presentation is clear and easy to under-stand.•Customized configuration setup is within a click of the mouse.•Modifications are easy to make.•Effects of system modifications can be immedi-ately examined.This simulation tool can be used for:•Control strategy simulationA proper control strategy must be developed totake full advantage of the available wind energyand to minimize diesel fuel consumption, whilemaintaining desired system performance.•Inclusion of constraintsTo implement this control strategy, a controlsystem must be designed subject to the con-straints for a particular application. These in-clude the power generation limitations of the die-sel generator, wind turbine generator, and batterybank/rotary converter assembly, excitation timeconstants, and dump load parameters.•Checking stability of the power system under time-varying conditionsTo properly control the system’s voltage and fre-quency, the time-varying power genera-tion/consumption conditions of the system mustbe considered. The levels of changes that drivethe system into instability should be determined.The three factors to be considered are:(1)Wind speed: High winds may drive thediesel engine and cause loss of frequencycontrol and instability.(2)Village load (represented by the real powerand the power factor): This includes eventssuch as start-up of induction motor load,start-up of large heating load, loss of load,and sudden change of power factor.(3)Minimum diesel load: To maintain systemstability diesel generation must be kept atthe required minimum level by a propercontrol strategy of the dump load.These are just a few of the possible uses of the RPM-S IM. However, because of its flexibility and modularity, it can, if necessary, be easily extended to meet any need that might emerge in the design of an autonomous power system with renewable energy sources. Thus, if some specialized modules for a par-ticular simulation are needed, the user can easily in-clude them. The RPM-S IM simulator can be obtained by contacting NREL.ACKNOWLEDGEMENTSWe wish to thank Dr. Susan Childs of Atlantic Orient Corporation, Dr. William Q. Jeffries of Yankee Envi-ronmental Systems, Inc., and Dr. Vahan Gevorgian of NREL for their valuable comments and suggestions. We also wish to extend our thanks to the anonymous reviewers who helped in improvement of the presenta-tion of our work. The recorded data were provided by Ian Baring-Gould of NREL. This work was supported by the U.S. Department of Energy.REFERENCES1J. T. Białasiewicz, E. Muljadi, R.G. Nix and S.Drouilhet, Renewable Energy Power System Modular Simulator RPM-SIM User’s Guide, NREL Technical Report No. NREL/TP-500-25951, Octo-ber 1999.2J. T. Białasiewicz, E. Muljadi, S. Drouilhett and G.Nix, Hybrid Power System with Diesel and Wind Turbine Generation, Proceedings of the 1998 American Control Conference, vol. 3, pp. 1705-1709, Philadelphia, PA, 1998.3J. T. Białasiewicz, E. Muljadi, S. Drouilhet and G.Nix, Modular Simulation of a Hybrid Power System with Diesel and Wind Turbine Generation, Proc.Windpower ’98, Bakersfield, CA, 1998.4 E. Muljadi, Nix, G. and Białasiewicz, J. T., Analysisof the Dynamics of a Wind Turbine Water-Pumping System, Proc. IEEE PES 2000 Summer Meeting, Seattle, WA, 2000.5W. Q. Jeffries, Analysis and Modeling of Wind/Diesel Systems Without Storage, Ph.D. The-sis, Department of Mechanical Engineering, Uni-versity of Massachusetts, 1994.6 A. J. Tsitsovits and Freris, L.L., Dynamics of anIsolated Power System Supplied from Diesel and Wind, Proc. IEEE, 130, Part A, No. 9, pp. 587-595, 1983.7J. T. G. Pierik, and De Bonte, Quasi Steady State Simulation of Autonomous Wind Diesel Systems (Status Report), Report No. ECN-85-091, Nether-lands Energy Research Foundation, Petten, May 1985. 8M. P. Papadopoulos, et al., Penetration of Wind Turbines in Islands with Diesel Power Stations,Proc. EWEC 1988, pp. 512-517, 1988.9K. Uhlen and O. Skarstein, A Short Term Dynamic Simulation Model for Wind/Diesel Systems, Proc.10 BWEA Conference, pp. 239-242, 1988.10J. F. Manwell, et al., Developments in Experimental Simulation of Wind/Diesel Systems, Proc. EWEC 1989, pp.759-763, 1989.11M. P. Papadopoulos, et al., Simulation of the Paral-lel Operation of Diesel, Wind Turbines and Photo-voltaic Systems, Proc. EWEC 1991, pp. 495-499,1991.12P. Lundsager, et al., The JODYMOD Dynamic Wind Diesel Simulation Program Part I: Description of the Model and its Validation, Proc. BWEA/RAL Workshop on Wind Energy Penetration into Weak Electricity Networks, Abingdon, UK, pp.133-149,1993.13H. Binder, The JODYMOD Dynamic Wind Diesel Simulation Program Part II: Presentation of the Pro-gram: Demonstration and Examples, Proc.BWEA/RAL Workshop on Wind Energy Penetra-tion into Weak Electricity Networks, Abingdon,UK, pp. 150-160, 1993.14W. Q. Jeffries, McGowan, J.G. and J.F. Manwell,Development of a Dynamic Model for No Storage Wind/Diesel Systems, Wind Engineering, Vol. 20,No.1, pp. 27-38, 1996.15P. D. Ladakakos, et al., Development of a Simula-tion Model for Investigating the Dynamic Operation of Autonomous Wind-Diesel Systems, Proc.EWEC, 1997.16R. H. Park, Two-Reaction Theory of Synchronous Machines-Generalized Method of Analysis-Part I,AIEE Trans., Vol. 48, pp. 716-727, 1929.17H. C. Stanley, An Analysis of Induction Motor,AIEE Trans., Vol. 57 (Supplement), pp. 751-755,1938.18P. C. Krause, and Thomas C. H., Simulation of Symmetrical Induction Machinery, IEEE Trans Power Apparatus and Systems, Vol. 84, pp. 1038-1053.19C.-M., Ong, Dynamic Simulation of Electric Ma-chinery Using Matlab/Simulink , Prentice Hall PTR,1998.Figure 1. Principal modules of the RPM-S IM included in a single-line diagram of a hybrid power system.INVERTERFigure 2. Block diagram of the DG module.CONTROLFigure 3. The principle of voltage and frequency control.Figure 4. Simulation diagram of the wind turbine generator.。

TheGeneralPrologue

The General PrologueThe most popular part of the Canterbury Tales is the General Prologue, which has long been admired for the lively, individualized portraits it offers. More recent criticism has reacted against this approach, claiming that the portraits are indicative of social types, part of a tradition of social satire, "estates satire", and insisting that they should not be read as individualized character portraits like those in a novel. Yet it is sure that Chaucer's capacity of human sympathy, like Shakespeare's, enabled him to go beyond the conventions of his time and create images of individualized human subjects that have been found not merely credible but endearing in every period from his own until now.It is the General Prologue that serves to establish firmly the framework for the entire story-collection:the pilgrimage that risks being turned into a tale-telling competition. The title "General Prologue" is a modern invention, although a few manuscripts call it prologus 序言. There are very few major textual differences between the various manuscripts. The structure of the General Prologue is a simple one. After an elaborate introduction in lines 1 - 34, the narrator begins the series of portraits (lines 35 - 719). These are followed by a report of the Host's suggestion of a tale-telling contest and its acceptance (lines 720 - 821). On the following morning the pilgrims assemble and it is decided that the Knight shall tell the first tale (lines 822 - 858).Nothing indicates when Chaucer began to compose the General Prologue and there are no variations between manuscripts that might suggest that he revised it after making an initial version. It is sometimes felt that the last two portraits, of Pardoner and Summoner, may have been added later but there is no evidence to support this. The portraits do not follow any particular order after the first few pilgrims have been introduced; the Knight who comes first is socially the highest person present (the Host calls him 'my mayster and my lord' in line 837).The Knight is the picture of a professional soldier, come straight from foreign wars with clothes all stained褪色的 from his armour. His travels are remarkably vast; he has fought in Prussia[5prQFE][史]普鲁士(位于北欧,1701年起成为王国,1871年建立了统一的德意志帝国), Lithuania[7liWju(:)5einjE]立陶宛, Russia, Spain, North Africa, and Turkey against pagans, Moors 摩尔人(非洲西北部伊斯兰教民族), and Saracens[5sArEs(E)n]萨拉森人（古希腊后期和罗马帝国时期的一支阿拉伯游牧民）, killing many. The variety of lords for whom he has fought suggests that he is some kind of mercenary图利的, but it seems that Chaucer may have known people at the English court with similar records. The narrator insists: "He was a verray, parfit[perfect], gentil knight," but some modern readers, ill at ease with idealized warriors, and doubtful about the value of the narrator's enthusiasms, have questioned this evaluation.His son, the Squire, is by contrast an elegant young manabout court, with fashionable clothes and romantic skills of singing and dancing.Their Yeoman is a skilled servant in charge of the knight's land, his dress is described in detail, but not his character.The Prioress女修道院院长is one of the most fully described pilgrims, and it is with her that we first notice the narrator's refusal to judge the value of what he sees. Her portrait is more concerned with how she eats than how she prays. She is rather too kind to animals, while there is no mention of her kindness to people. Finally, she has a costly set of beads around her arm, which should be used for prayer, but end in a brooch[bru:tF]胸针, 领针inscribed）题写；铭刻ambiguously Amor vincit omnia (Virgil's "Love conquers all"). She has a Nun with her, and "three" priests. This is a problem in counting the total number of pilgrims as twenty-nine: the word 'three' must have been added later on account of the rhyme, while only one Nun's Priest is in fact given a Tale and he is not the subject of a portrait here.The Monk continues the series of incongruous不调和的, 不适宜的church- people; in this description the narratorial voice often seems to be echoing the monk's comments in indirect quotation. He has many horses at home; he does not respect his monastic修道院的；僧侣的 rule, but goes hunting instead of praying. The narrator expresses surprisingly strong support for the Monk's chosen style of living.The Friar:男修道士 follows, and by now it seems clear that Chaucer has a special interest in church-people who so confidently live in contradiction with what is expected of them; the narrator, though, gives no sign of feeling any problem, as when he reports that the "worthy" Friar avoided the company of lepers麻疯病患者 and beggars. By this point the alert reader is alert to the narrator's too-ready use of 'worthy' but critics are still unsure of what Chaucer's intended strategy was here.The Merchant is briefly described, and is followed by the Clerk of Oxenford (Oxford) who is as sincere a student as could be wished: poor, skinny like his horse, and book-loving.The Sergeant[5sB:dVEnt][英]【史】高级律师 at Law is an expert lawyer, and with him is the Franklin小地主, a gentleman from the country whose main interest is food: "It snowed in his house of meat and drink." Then Chaucer adds a brief list of five tradesmen belonging to the same fraternity, dressed in its uniform: a Haberdasher男子服饰经销商, a Carpenter, a Weaver织工, a Dyer and a Tapestry 挂毯-maker. None of these is described here or given a Tale to tell later. They have brought their Cook with them, he is an expert, his skills are listed, as well as some unexpected personal details. The Shipman who is described next is expert at sailing and at stealing the wine his passengers bring with them; he is also a dangerous character, perhaps a pirate.The Doctor of Physic is praised by the narrator, "He was a verray parfit praktisour," and there follows a list of the fifteen main masters of medieval medicine; the fact that he, like most doctors in satire, "loved gold in special" is added at the end.The Wife of Bath is the only woman, beside the Prioress and her companion Nun, on this pilgrimage. Again the narrator is positive: "She was a worthy womman al hir live" and he glides quickly over the five husbands that later figure in such detail in her Prologue, where also we may read how she became deaf. She is a business woman of strong self-importance, and her elaborate dress is a sign of her character as well as her wealth.From her, we pass to the most clearly idealized portrait in the Prologue, the Parson. While the previous churchmen were all interested in things of this world more than in true Christianity, the Parson represents the opposite pole.He is accompanied by his equally idealized brother, the Plowman, "a true swinker" (hard-working man) "Living in peace and perfect charity." If the Parson is the model churchman, the Plowman is the model lay christian, as in Piers Plowman, one who is always ready to help the poor. It is sometimes suggested that the choice of a Plowman shows that Chaucer had read a version of Piers Plowman.The series then ends with a mixed group of people of whom most are quite terrible: the Miller磨坊主 is a kind ofugly thug暴徒, 凶手 without charm. The Manciple(大学或寺院等的)伙食承办人 is praised as a skillful steward）筹备人，组织者 in a household of lawyers; they are clever men but he is cleverest, since he cheats them all, the narrator cheerfully tells us. The Reeve is the manager of a farm, and he too is lining his own pocket.Last we learn of the Summoner and the Pardoner, two grotesque；怪诞的；荒唐可笑的 figures on the edge of the church, living by it without being priests; one administers the church courts, the other sells pardons (indulgences). Children are afraid of the Summoner's face, he is suffering from some kind of skin disease; he is corrupt, as the narrator tells us after naively saying "A better fellow should men not find." But it is the Pardoner who is really odd, and modern critics have enjoyed discussing just what Chaucer meant by saying: "I trowe he were a gelding or a mare". With his collection of pigs' bones in a glass, that he uses as relics of saints to delude 迷惑, 蛊惑 simple poor people, he is a monster in every way, and he concludes the list of pilgrims.The narrator of this Prologue is Chaucer, but this pilgrim Chaucer is not to be too simply identified with the author Chaucer. He explains that in what follows, he is only acting as the faithful reporter of what others have said, without adding or omitting anything; he must not then be blamed for what he reports. Neither must he be blamed if he does not put people in the order of their social rank, "My wit is short, ye may well understand." This persona continues to profess the utter naivety that we havealready noted in his uncritical descriptions of the pilgrims.It is in this way, too, that we should approach the conclusion of the Prologue. Here the Host of the Tabard Inn (Harry Bailey, a historical figure) decides to go with them and ironically it is he, not Chaucer, who proposes the story-telling contest that gives the framework of the Tales.He will also be the ultimate judge of which is the best: "of best sentence and most solas." He is, after all, well prepared by his job to know about the tales people tell! One model for the literary competition would seem to be the meetings of people interested in poetry, known in French as puys, with which Chaucer would have been familiar.--------------------------------------------------------------------------------。

prepare的用法总结大全

prepare的用法总结大全（学习版）编制人：__________________审核人：__________________审批人：__________________编制学校：__________________编制时间：____年____月____日序言下载提示：该文档是本店铺精心编制而成的，希望大家下载后，能够帮助大家解决实际问题。

文档下载后可定制修改，请根据实际需要进行调整和使用，谢谢!并且，本店铺为大家提供各种类型的经典范文，如英语单词、英语语法、英语听力、英语知识点、语文知识点、文言文、数学公式、数学知识点、作文大全、其他资料等等，想了解不同范文格式和写法，敬请关注!Download tips: This document is carefully compiled by this editor.I hope that after you download it, it can help you solve practical problems. The document can be customized and modified after downloading, please adjust and use it according to actual needs, thank you!In addition, this shop provides various types of classic sample essays, such as English words, English grammar, English listening, English knowledge points, Chinese knowledge points, classical Chinese, mathematical formulas, mathematics knowledge points, composition books, other materials, etc. Learn about the different formats and writing styles of sample essays, so stay tuned!prepare的用法总结大全prepare的意思vt. 准备；预备（饭菜）；配备；使（自己）有准备vt.& vi. 筹备，进行各项准备工作；做好思想准备；作出，制订；锻炼（身体等），训练prepare的用法一、prepare用作及物动词时：1.prepare sth.表示"准备.",后接名词或代词作宾语.Our English teacher was preparing the lessons when I came into the office.我进办公室时,我们的英语老师在备课.当宾语是食物之类的东西时,可译为"制；做".Mother was preparing dinner in the kitchen while Father was watching TV.妈妈在做饭,而爸爸在看电视.2.prepare sb.sth.表示"给.准备.",也可转换为prepare sth.for sb..She prepared us a nice breakfast.（= She prepared a nice breakfast for us.）她给我们准备了可口的早餐.3.prepare sb.for sth.表示"使某人对某事有所准备".She said so because she wanted to prepare her father for the bad news.她这样说是因为她想使爸爸对那个坏消息有所准备.4.prepare to do sth.表示"准备做.".They were preparing to cross the river when it began to rain.他们正准备过河,突然下雨了.二、prepare用作不及物动词时：prepare for sth.表示"为.做准备".The students are busy preparing for the final exam.学生们正在准备期末考试.三、prepare的名词形式为preparation,它可以和介词in一起构成in preparation for短语；也可和动词make一起构成make preparations for短语,表示"为.做准备".We are getting things together in preparation for the journey.我们正在收拾东西准备旅行.They have made preparations for what will happen.他们已为将要发生的事情做了准备.四、prepare是一动词,意为"准备".其用法相当灵活,现归纳如下:1.prepare sth.是"准备……",宾语是所准备的内容.如:Mother was preparing dinner in the kitchen.妈妈在厨房准备饭菜.He had a speech to prepare that evening.那天晚上他得准备一个报告.2.prepare to do sth.准备做某事,如:Taking out a piece of paper,he prepared to write to hisparents.他拿出纸,准备给父母写信.He is preparing to go on a trip.他正准备去旅行.3.prepare for sth.是"为……做准备",for是准备的目的.如:He is busy preparing with great care for the Congress.他们正忙着精心准备这次代表大会.Hope for the best and prepare for the worst.抱最好的希望,做最坏的准备.4.prepare sth.for...为……准备某物,如:Please prepare the table for the dinner.请摆好桌子吃饭.You must prepare a room for the guest.你必须为客人准备一个房间.Mr Smith is preparing his speech for the meeting tomorrow.史密斯先生正在为明天会上的讲话做准备.5.prepare sb.for sth.使某人对……进行准备,如:We have to prepare the students for that work step by step.我们要为学生进行这项工作一步步做好准备.The doctors and nurses are preparing the patient for the operation.医生和护士们在使病人为做手术而进行准备.He prepared himself for defeat.他使自己对失败作好准备.6.prepare sb.to do sth.使某人准备做某事,如:They prepared themselves to accept the defeat.他们准备好接受失败的结果.Father is preparing my little brother to go to school.父亲为我小弟弟上学做准备.7.be prepared for sth.=get ready for sth.为……做好了准备,强调状态.如:They were prepared for the worst.他们已准备好了应付最坏的情况.He was not prepared for the question.对这个问题,他没有做好思想准备.8.be (well) prepared to do sth.准备、打算做某事,如:We are prepared to supply the goods you asked for.我们准备好供应你要的货物.I'm not prepared to listen to your weak excuses.我不想听你那站不住脚的借口.9.be prepared against sth.对……做好准备,against有"与……作斗争"、"抵御"之意.如:We're fully prepared against any aggression.我们对任何侵略都做好了充分的准备.Be prepared against war,be prepared against natural disasters and do everything for the people.备战,备荒,为人民.prepare的名词是preparation,常用复数,表示"具体的准备工作".如:The preparations for the party took hours.聚会的准备工作花了几个小时.可以用于以下一些短语:make preparations for 为……做准备,如:She is making preparations for her marriage.她正在为自己的婚事做准备.make preparations against sth.为对付/防止……做准备,如: We must make preparations against natural disasters.我们必须为防止自然灾害做准备.in preparation for 为……做准备,如:We're getting things together in preparation for the journey.我们正在收拾东西准备旅行.He is training in preparation for the next football match.他在训练准备下一轮足球赛.另外,prepare还有"配制、调制(点心、药、菜等)"之意.如:He is preparing a medicine.他正在配药.prepare的用法例句1. President Castro has warned Cubans to prepare for a profound economic emergency.卡斯特罗主席已经提醒古巴人民为严重的经济危急状况做准备。

DealingwithDifficultPeople

Dealing with Difficult People: a guide for public speakersDealing with difficult people: A Guide for public speakersThis short piece is intended as a handy guide to help public speakers, such as those required to speak in public and address audiences, to deal with difficult people in situations where it's important to remain composed and professional. The guide is set out in three parts:1. Tips for preparation before speaking2. Types3. General tipsPart One: Before your speech:1. Set out the rules of engagement: "Things we will do, things we will not do". For example you may have as your number one rule: " we will listen to each other respectfully".2. Research your topic3. Practice keeping your expression neutral in the mirror before you go. Note how you're holding your jaw, your hands, how you're breathing, whether you are hot or cold. Organise these things before you start speaking.4. Practice relaxing your facial muscles in the mirror. When people shout or are rude in public it can make the face tense, revealing your distress. Concentrate on relaxing your facial muscles so that you remain looking calm, even if you don't feel it!5. Do a "body check" and scan your body for tense poses, like clasping or wringing your hands. Make sure your body language speaks calmness and composure.6. Assemble everything you need beforehand in easily accessible note form or what ever is most comfortable for you. Preparation is key to speaking in public, and fumbling for notes will just disrupt your train of thought.Part two: TypesThe Heckler: These are the more vociferous of the range of difficult people that can disrupt a public meeting and derail your good intentions.What they are trying to achieve: Heckling is all about control. The usual problem is that they want control andthat you, (by being there and having the floor), have got it. Heckling is about shouting loud enough to try and wrest control of the crowd/audience away from you. The psychology is: "you should all be listening to me, not this other person".Remember these things:1. As soon as the heckler opens his or her mouth, they have marked themselves among other members of the audience as a disruption. You can emphasise that in your response.2. Most people in the room will just want the disruption to stop3. The heckler, (and there's no way round this), is your responsibility. You must stay focused on what you want to say as this will negate the power of the hecklerIgnoring hecklers just makes matters worse, as does trying to embarrass them. It's best to nip things in the bud, capitalising on the audience's sympathy with you in trying to stop the proceedings being disrupted. Politely say, you acknowledge the point they have made, ask them to sit down and tell everyone in no uncertain terms that you are now moving on, and make sure you keep talking.If this doesn't work, you can1. Defer: tell them you can hear what they are saying, but that it is disrupting everyone else to have a shouting match, so you will be happy to talk to the person after the meeting. More often than not, the heckler won't remain behind after the meeting.2. Deflate: Ask them to repeat what they have just said as you didn't hear what they were saying. When hecklers are asked to repeat themselves, it can take the wind out their sails3. Define: Get them to define what they are saying as a question can often defuse matters. Tell the heckler, you are not sure what their question is, and could they please make their question clearer for you and the people listeningIt's important not to give hecklers too much airspace. If the worst comes to the worst, and things get ugly, you can always refuse to continue until the person has been removed, or decides to remove themselves.The trapperWilier than the heckler, these difficult people will come ready-prepared with a well-oiled, well-sprung trap. They may politely wait their turn at question time, and then produce a very impressive looking file, or request for information with the intention of wrong-footing you. It is absolutely crucial, with all public meetings where you are giving a speech, to be prepared and to know your stuff. If there are things you know you're not going to be able to answer adequately, take someone with you who can. This is like turning up to a shoot-out without a gun if you fail to have within your armoury the means to answer any difficult questions. Never, ever be too proud to ask someone to support you.You cannot over-prepare for a public meeting. Keep these things in mind1. Research your topic2. Take along a supporter or two3. Research your audience and see if there are any potential problems4. Be preparedThe humiliatorSadly, there are those people who will intend to humiliate in order to be heard. Humiliating others is again an issue of control. If the humiliator can get the poison in first, they can achieve your downfall in the eyes of your audience, and "come out on top". This is a very simple and straightforward issue of control and wishing to be viewed in a favourable light. People who humiliate are often victims themselves, and it's even more important with this type of disruptor, notto embarrass them or be seen to play their game. Again, acknowledge their point, even if they are making every effort to be offensive and make personal comments, and undertake to see them about it after the talk, and this (now) is not an appropriate time to be discussing anything other than the issue at hand. It's so important to stay focused on your topic and keep reiterating why you are all here.The sniperThese individuals are often more interested in keeping up occasional fire rather than lobbing a grenade into the proceedings. They will often try to fire a stinging missile at you on several occasions during your talk. Snipers are often not so articulate as hecklers and humiliators, preferring a short sharp report than a sustained attack.The best defence against snipers is toAcknowledge the point and keep going.Refusing to lose focus can close down snipers very effectively, and this is all about knowing your stuff.Research, research, research and make sure you know what you're talking about, or that you've got someone with you who knows the bits you don't know.Again, keep airspace to an absolute minimum, acknowledging their point and firmly, decidedly moving on.Part three: General tips1. Do a mental check of your breathing. Drop your shoulders and breath in slowly and deeply through your nose. Hold for two seconds and breath out slowly through a relaxed mouth. A few iterations of this exercise will slow your heart rate down, helping to control nerves.2. Deliberately try to keep your voice a tone lower than you would normally use. This will help you slow down your delivery. It's really important to keep speaking slowly and clearly during any heated exchange. Margaret Thatcher was coached to use a tone several measures lower than her usual one in order to sound completely calm and in control, even if she wasn't.3. Hold eye contact. Looking away from snipers, hecklers and humiliators just makes people think they might have a point. Look at them without confrontation. If it helps, just concentrate on one feature of their face and focus on it completely.4. Never, ever, get angry. If you reach a point where you don't feel you can control your responses, it's best to call fora break whilst tempers cool.5. Never try to put one over on your opponent. One-upmanship makes you look bad, and that's not what you want your audience to think.。

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Krylov subspace iterative techniques:on thedetection of brain activity with electricalimpedance tomographyN.Polydorides,W.R.B.Lionheart and H.McCann2002MIMS EPrint:2006.240Manchester Institute for Mathematical SciencesSchool of MathematicsThe University of ManchesterReports available from:/mims/eprints And by contacting:The MIMS SecretarySchool of MathematicsThe University of ManchesterManchester,M139PL,UKISSN1749-9097596IEEE TRANSACTIONS ON MEDICAL IMAGING,VOL.21,NO.6,JUNE2002 Krylov Subspace Iterative Techniques:On theDetection of Brain Activity With ElectricalImpedance TomographyNick Polydorides,William R.B.Lionheart,and Hugh McCann*Abstract—In this paper,we review some numerical techniques based on the linear Krylov subspace iteration that can be used for the efficient calculation of the forward and the inverse elec-trical impedance tomography problems.Exploring their compu-tational advantages in solving large-scale systems of equations,we specifically address their implementation in reconstructing local-ized impedance changes occurring within the human brain.If the conductivity of the head tissues is assumed to be real,the pre-conditioned conjugate gradients(PCGs)algorithm can be used to calculate efficiently the approximate forward solution to a given error tolerance.The performance and the regularizing properties of the PCG iteration for solving ill-conditioned systems of equa-tions(PCGNs)is then explored,and a suitable preconditioning ma-trix is suggested in order to enhance its convergence rate.For image reconstruction,the nonlinear inverse problem is considered.Based on the Gauss–Newton method for solving nonlinear problems we have developed two algorithms that implement the PCGN iteration to calculate the linear step ing an anatomically detailed model of the human head and a specific scalp electrode arrange-ment,images of a simulated impedance change inside brain’s white matter have been reconstructed.Index Terms—Brain activity,computational efficiency,conju-gate gradients,electrical impedance tomography,regularization.I.I NTRODUCTIONI N ELECTRICAL impedance tomography(EIT)a number oflow-frequency current patterns are injected from the bound-aries of a conductive volume by some electrodes while a number of linearly independent voltage measurements are captured on others.The imaging capabilities of EIT are based on the fact that the knowledge of an adequate set of boundary measurements along with an accurate model of the volume and some prior in-formation can be used to reconstruct the electrical conductivity distribution in the interior of the volume at the time when the measurements were captured.One of the most challenging projects involving EIT is the de-tection of brain activity under some physiological phenomena that are known to cause local and temporal conductivity changes within the human brain tissue[3].Classical examples are theManuscript received August28,2001;revised February22,2002.Asterisk indicates corresponding author.N.Polydorides is with the Department of Electrical Engineering and Elec-tronics,UMIST,M601QD Manchester,U.K.W.R.B.Lionheart is with the Department of Mathematics,UMIST,M60 1QD Manchester,U.K.*H.McCann is with the Department of Electrical Engineering and Elec-tronics,UMIST,P.O.Box88,M601QD Manchester,U.K.Publisher Item Identifier10.1109/TMI.2002.800607.visual and auditory stimuli[21]as well as several ambulatory cases like migraines,strokes and epilepsy[4],[14],[19].De-spite the fact that the effects of these conditions vary in their magnitude and duration,each one tends to affect a particular area of the brain.This paper is primarily focused on the brain response to visual stimulation seeking to explore how this can be accurately and efficiently recovered in the prospect of a robust and reliable on-line monitoring based on EIT.In[15],Holder et al.have reported that the conductivity changes caused by this form of stimulus lie in the range2.7%–4.5%,and as such these are small enough to allow the consideration of a linear approx-imation to the nonlinear inverse conductivity problem.For a conductive volume of fixed boundaries and a certain conductivity distribution,the forward problem requires the calculation of the potential distribution inside the volume when known current patterns are injected from its boundaries.The mathematical modeling of the forward problem incorporates an elliptic partial differential equation derived from Maxwell’s equations in the low-frequency range and some mixed boundary conditions[8].The problem is often solved numerically rather than analytically using finite-element approximations,which necessitate a finite-element model of geometrical and structural characteristics similar to those of the real volume.Neglecting any magnetization effects,when the volume is a linear and isotropicmediumPOLYDORIDES et al.:KRYLOV SUBSPACE ITERATIVE TECHNIQUES597element method(FEM)approach,the forward problem can beexpressed as a system of linear equationselectrodes attached at the boundaries of amesh incorporating elements,if.II.C ONJUGATE G RADIENTS(CGs)The CGs iteration as a technique for solving linear systems isbased on the idea that a problem of a certain dimension can beprojected into a lower dimension Krylov subspace[12].In doingso,the original problem is effectively reduced to a sequence oflower dimension matrix problems.When applied to the systemof equations(5)the solution obtained by theand598IEEE TRANSACTIONS ON MEDICAL IMAGING,VOL.21,NO.6,JUNE2002Fig.1.A graph of the two-norm of the error residual f b 0Au g against the number of iterations.The graph shows a performance comparison between the CG algorithm with preconditioning (solid line)and without preconditioning (dotted line)when solving the forward problem to an error tolerance of 1.0210suchthat(9)where,then an array of boundary voltagemeasurementsoccurs,the same currentpatterns will produce another array of boundary measurementssuch that the perturbation in themeasurementsis always dif-ferent from zero.The relationship between the perturbations in the interior conductivity distribution and the perturbations in the measurements of potential at the boundaries is nonlinear,how-ever,a simple first approach to the problem is by formulating its linearization and then regularize in order to derive a stable solu-tion.If in the continuousregion with respectto(10)wherecannot be calculated directly from (10),thus,evenin the case whereato not depend continuously on thedata.For this kind of problems,the conventional approach is to adopt some form of regularization in order to obtain a stable and unique ually this comes in the form of a weighting matrix that encompasses some prior information about the de-sired solution.One of the most widely used regularization tech-niques is the one based on Tikhonov’s minimization scheme [8]and it is formulated as a least-squares problem with an extra side constraint.This improves the conditioning of the Jacobian by filtering a cluster of its smaller singular values,effectively preventing measurement noise from being amplified in the so-lution.Ifis the regularization matrixandcan be the discrete form of adifferential operator.Formulating the normal equations for the system (10)asth Krylov subspace generated from thenear singular coefficientmatrixand the right-hand-sidevector(14a)(14b)whereistheth right-hand-sidevector,POLYDORIDES et al.:KRYLOV SUBSPACE ITERATIVE TECHNIQUES599 the whole nonlinear ing an adjoint problem for-mulation[5],[7],theare the field solutions calculated based on thethandfactors veryefficiently.The intrinsic regularizing properties of the CGN algorithm[2],[12]can be easily verified.Although in principle the iter-ations target to minimizethe-norm of the error function,in effect they cause the two-norm of theresidual to be min-imized.Ifiterations the conditionminimum is satisfied.In this case,if is the actual inverse so-lutionand is the error norm suchthatFrom the above,one may conclude thatafterminimumover(16)Some simple algebra revealsthatth iterate minimizes overthe same subspace.In addition,sinceforwhichmatrix as these aremaintainedFig.2.The graph represents the norm of the error as a function of the numberof iterations for the CGN algorithm applied to the near singular system(12)(solid line),the PCGN algorithm on the same system(dotted line)and finallythe PCGN algorithm applied to the regularized system(19)(dashed line).Thevalues of and used are1.2210,respectively.well clustered.As it is shown in the graphs presented in Fig.2this selection enhances the performance of the algorithm byreducing the number of iterations required for convergence byalmost a third.Instead of applying the PCGs for normal equations(PCGN)algorithm to the system(12)directly,one may consider an al-ternative approach which is based on the PCGN iteration but itis even more efficient.Given the ill-conditioning of the system(12)one can improve its condition number before the itera-tions commence,effectively making their regularization tasksomewhat easier.The iterations can,therefore,be applied to aTikhonov regularized system,and if the solution is assumed tobe smooth a discrete approximation to the first differential op-erator(20a),its relation with the error toleranceparameterwhich controls the degree of correla-tion between neighboring pixels in the image.For the smoothingprocess,we have treated as neighboring the tetrahedral elementswhich share at least one vertex.If the element600IEEE TRANSACTIONS ON MEDICAL IMAGING,VOL.21,NO.6,JUNE 2002with theelements ,then the corresponding entriesintheis the numberof mesh elements,dominates the computational complexity of the system.To overcome these computational limitations a modified version of the PCGN algorithm [10]can be employed where by introducing the dummyvariable(22a)until the desired tolerance is reached.The valueofas in (22c).Ifthe preconditioningmatrix suchas,the modified PCGN iterationcan be describedasis the error tolerance.From the above description,it isobvious that the valueofalsominimizes as the two residual vec-tors(23a)(23b)(23c)TABLE IT HE C ONDUCTIVITY V ALUES A SSIGNED TO THE H EAD T ISSUESIN,A LONGSIDE THE N UMBER OF E LEMENTS E NCAPSULATED IN E ACHOF THE M ODEL TISSUESIn problems where bulky models are involved,the compu-tational efficiency becomes a crucial issue for the reconstruc-tion.The large number of mesh elements is often the reason that compromises the inverse computations on moderate machines,however,under certain conditions these can be radically sim-plified [1].Consider for instance the situation where two dis-tinctvolumesin a waythatPOLYDORIDES et al.:KRYLOV SUBSPACE ITERATIVE TECHNIQUES601Fig. 3.The 16electrodes attached on the human head.Views of the arrangement from the front and the back.The number and the positioning of the electrodes on the head’s surface are among the issues where practical limitations are likely to arise.Although in principle one would aim to maxi-mize their number,locating them throughout the surface of the scalp,a large number of electrodes and consequently a large number of measurements,will introduce delays in both the data acquisition cycle and the image reconstruction as the size of the problem will grow.In this concept it is also important to consider the relation between the data acquisition cycle and the “lifecycle”of the targeted effect.In real experiments,prolonged measurement cycles that are likely to occur in the presence of multiple current patterns,may distort the measurements because the magnitude of the particular effect is rather fast and periodic [16].Unless time-varying models are adopted it is imperative that each measurements gathered refers to the same conductivity distribution,thus,the duration of the data acquisition cycle is a crucial factor if we are to consider the physiological effect static while the measurements are captured [24].To meet the above specifications,a 3-D 16-electrode config-uration was developed aiming to allow:1)suitable current pat-terns to penetrate the resistive skull setting up an adequate field in the interior;2)linearly independent multiplane measurements between closely located electrodes;and 3)the collection of the majority of the data from the boundary surface near the partic-ular area of interest,i.e.,the back area of the head.In order to pass an adequate electric current through the relatively high-re-sistive skull,among others some current patterns from diametri-cally located electrodes were also injected.In addition,care was taken to place some of these electrodes close to the eye sockets and ear holes,exploiting skull’s structural characteristics.As far as the measurement patterns are concerned,most of the elec-trodes have been deliberately placed at the back area of the scalp close to where the the targeted effect was “expected”to occur,in order to enhance the system’s sensitivity in that particular re-gion.The exact positions of the 16electrodes on the scalp are those indicated in Fig.3.From this arrangement,a total of 19current patterns were injected and 369boundary voltage mea-surements were obtained by forward calculations.To perform the simulations in realistic conditions where the measurementsare contaminated with a certain amount of noise,the measure-ments were infused with a Gaussian noise signal of zero mean and standard deviation of 10of the norm of the measure-ments.This form of noise can be easily associated with the in-strumentation noise introduced by the data acquisition circuit [6].In order to be able to provide some form of assessment to the results obtained,one must consider what characteristics a suc-cessfully reconstructed image should possess,mainly in terms of its spatial resolution and its utility for medical diagnosis.Based on the particular simulated inhomogeneity,an acceptable image should indicate a single conductivity increase,symmet-rically situated at the back side of the head,bounded within the brain matter tissue,and having geometrical characteristics sim-ilar to those of the simulated inhomogeneity.The images pre-sented at the left column of Fig.4indicate the exact location of the simulated impedance change in slices deployed throughout the inhomogeneity’s volume.The relevant slices from the 3-D nonlinear inverse solution,which corresponds to an error norm of1.26degrees of freedom using a radically smaller set ofdata.In both cases,the linearized in-verse problem was solved to an error tolerance of 10for the iterative solution,and the two methods have accomplished sim-ilar performance with respect to their computational efficiency and the spatial resolution of the reconstructed images.On a benchmark test based on the model of Table I,the PCGN algorithm as in (20)computed the linearized inverse solution after only 62%of the floating point operations per second (flops)required by the generalized Tikhonov solver (11),while the underdetermined version of the PCGN algorithm (23)reached convergence after 66%of the flops executed by the Tikhonov method.With regards to the forward computations,a similar test showed that the PCG algorithm (9)required only 56%of the flops executed by the Cholesky method whensolving the forward problem to a tolerance of1.602IEEE TRANSACTIONS ON MEDICAL IMAGING,VOL.21,NO.6,JUNE2002 Fig.4.On the left slices indicating the simulated inhomogeneity and on the right the corresponding slices from the reconstructed change in conductivity distribution.The images are extracted from the third Gauss–Newton iterative solution.VII.C ONCLUSIONWhen the conductivity distribution is real the PCG iter-ations can drastically improve the efficiency of the forward computations.Solving the problem to the accuracy level required according to the error estimate in the actual mea-surements,the algorithm avoids to perform any unnecessary refinement computations.For the nonlinear inverse problem, two PCGN-based algorithms have been employed and pre-conditioned in order to calculate efficiently the linear step solution within the Gauss–Newton iterative method for solving nonlinear problems.Their performance in calculating the linearized inverse solution and the updated sensitivity matrix at each iteration demonstrates that even in the presence of bulky finite-element models,the nonlinear inverse conductivity problem can be solved efficiently and accurately.With regard to the specific biomedical application,the suggested3-D scalp electrode arrangement was shown to achieve a local sensitivity enhancement in the specific area of interest.A CKNOWLEDGMENTThe authors would like to acknowledge the help of the SCI In-stitute at the University of Utah and especially D.Weinstein for providing the human head models.They would also like to thank R.Kikinis of the Brigham and Women’s Hospital,Boston,MA, and P.Krysl from the California Institute of Technology(Cal-Tech),Pasadens,for their contribution in generating the meshes.R EFERENCES[1]S.R.Arridge,“Topical review:Optical tomography in medicalimaging,”Inverse Prob.,vol.15,pp.R41–R93,1999.[2]R.R.Arridge and M.Schweiger,“The use of multiple data types intime-resolved optical absorption and scattering tomography(TOAST),”Proc.SPIE,vol.2035,pp.218–229,1993.[3]K.G.Boone,D.Barber,and B.Brown,“Review imaging with elec-tricity:Report on the European concerted action on impedance tomog-raphy,”J.Med.Eng.Technol.,vol.21,no.6,pp.201–232,1997.[4]K.Boone, A.M.Lewis,and D.S.Holder,“Imaging of corticalspreading depression by EIT:Implications for localization of epileptic foci,”Physiol.Meas.,vol.15,no.Suppl2a(6),pp.A189–98,1994.[5]W.R.Breckon,“Image Reconstruction in Electrical Impedance Tomog-raphy,”Ph.D.,Oxford Brookes Polytech.,Oxford,U.K.,1990.[6] B.H.Brown and A.D.Seagar,“Applied potential tomography—Datacollection problems,”presented at the Proc.IEE Int.Conf.Electric and Magnetic Fields in Medicine and 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