A note on the very ampleness of complete linear systems on blowings-up of P^3

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英专综合教程6册课文翻译及课后答案Answer to unit3

英专综合教程6册课文翻译及课后答案Answer to unit3

IV. Chinese Translation of Paragraphs1. 首先,我要强调的是,读书本应是一种享受。

当然,为了应付考试或者获取信息,许多书我们不得不读,而我们从中却不可能得到任何愉悦。

我们读这些书是出于教育的目的,至多希望自己对它的需要不至于使阅读的过程过于乏味。

我们读这些书并非好之乐之,而是出于无奈。

这当然不是我要谈的读书。

要谈的读书。

我接下去要谈论的书籍,既不能助您获得学位,也不能帮您谋生;既不能教您怎样驾驶帆船,也不能教您怎样启动熄火的车辆。

然而,它们却可以让您生活得更为充实。

不过,您必须喜欢读书才行,否则也无济于事。

2. 我这里所说的“您”,是指那些有闲的成年人,他们想读的不是非读不可的那些书。

我指的不是书虫,因为书虫们自有读书之道。

我这里只想谈些名著,那些很久以来广受推崇的杰作。

我们理应都读过这些名著,遗憾的是这类人却为数甚少。

有些名著不仅为优秀的批评家们所公认,文学史家也会有长篇大论,然而,今天的普通读者读之却味同嚼蜡。

这些作品对研究者来说是重要的,然而,时移事易,人们喜好变更,如今这些书早已失其原味,要读完全凭意志。

举例来说,我读过乔治·艾略特的《亚当·比德》,但我不能违心地说这个过程是愉悦的。

我读它是出于义务,读完了自然如释重负。

3. 关于这类书籍,我无意置喙。

每个人自有自己的评价和意见。

不论学者们对某本书作何评价,即便他们众口如一,极尽溢美之词,除非您感兴趣,否则它与您毫不相干。

不要忘记批评家也经常犯错,批评史上那些最著名的评论家的低级错误比比皆是。

一本书对您价值几何,只有作为读者的您才是最终评判人。

当然,这适用于我将要向您推荐的书籍。

我们每个人都不可能与他人完全一样,至多只是相仿而已。

因此,没有理由认为对我有益的书也正好对您有益。

不过,读这些书让我觉得内心更加富有;倘若我没有读过的话,恐怕我就不会完全是今天的我了。

所以我恳求您,倘若您在本文的诱惑之下去读我推荐的书,但却又读不下去,那就放下它们。

Using Appropriate Language

Using Appropriate Language
Revised: We cannot continue to fund Social Security and Medicare for the elderly unless we raise taxes.
Revising sexist and other biased language
1. Avoiding stereotypes of race, ethnicity, religion, age and other characteristics
Sexist: In the annual office picture, the photographer asked the men to stand behind the girls.
Revised: In the annual office picture, the photographer asked the men to stand behind the women.
Pretentious: To perpetuate our endeavor of providing funds for our elderly citizens as we do at the present moment, we will face the exigency of enhanced contributions from all our citizens.
Revised: Many students start out with clear goals but then lose their direction.
Using colloquial language only when appropriate
Mixed diction: According to a Native American myth, the Great Creator had a dog hanging around with him when he created the earth.

现代大学英语精读6课后句子翻译中英对照(精)

现代大学英语精读6课后句子翻译中英对照(精)

高英句子翻译unit11. Asian American success is typically taken to ratify the American dream and to prove that minorities can make it in this country without handouts. (Para. 7)亚裔美国人的成功总是被用来证明美国梦是有道理的,用来证明少数种族群体能够在这个国家取得成功而不必依靠政府的布施和救济。

2. Earlier this year, the publication of Amy Chua's Battle Hymn of the Tiger Mother incited a collective airing out of many varieties of race—based hysteria. (Para. 8)今年年初,蔡美尔《虎妈颂歌》一书的出版引发了公众各种各样反映种族观念的狂热评论。

3. There are no set-asides for the underprivileged or, conversely, for alumni or other privileged groups. There is no formula to encourage diversity" or any nebulous concept of “well-roundedness” or “character”. (Para. 12)这所学校没有为所谓弱势群体留下特殊的名额,反之,也没有为校友或其他特权人士留下名额,也没有旨在鼓励民族或宗教多样性或任何其他“全面发展”、“操行品德”等模糊观念的规定和计划。

4. You could frame it as a simple issue of equality and press for race-blind quantitative admissions standards. In 2006, a decade after California passed a voter initiative outlawing any racial engineering at the public universities, Asians composed 46 percent of UC Berkeley's entering class... (Para. 16)你可以把它说成是一个简单的平等问题,并强烈要求入学标准不许在录取数量上有种族歧视。

国际结算重点知识

国际结算重点知识

国际结算重点知识单选:EXW 卖⽅责任最⼩DDP 卖⽅责任最⼤连线:sales contract=purchase order Transport document=bill of lading Beneficiary =drawer判断:F不可撤销信⽤证不可撤销或修改F 现⾦⽀票只可以在柜台上提取现⾦1. Settlement on commercial credit usually includes payment in advance, open account, remittance and collection2. While the EXW(Ex Works) term represents the minimum obligation for the seller, DDP represents the maximize obligation.3. Advance payment is most advantageous to the seller.4. Open account is least advantageous to the seller.5. Settlement on bank credit include Letter of credit and bank guarantee.6. Trade terms are also called price terms and delivery terms7. A drawer is the person who draws a bill of exchange or a check upon the drawee for the payment of a certain amount of money.8. A drawee is the person upon whom a bill of exchange or a check is drawn. He is also known as the addressee ofa draft.9. Check ⽀票is a bill of exchange drawn on a bank payable on demand. (以银⾏为付款⼈的即期汇票)1. A promissory note is a promise to pay, whereas a bill of exchange is an order to pay.2.There are only two essential parties to a promissory note, namely the maker and the payee( or the holder in thecase of a bearer note), whereas there are three parties to a bill of exchange, namely the drawer, the drawee and the payee.3.The maker is primarily liable on a promissory note, whereas the drawer is primarily liable, if it is a sight bill,and the acceptor becomes primarily liable, if it is a time bill.4.When issued, a promissory note has an original note only, whereas a bill of exchange may be either a sole billor a bill in a set.“down payment” 订⾦Open Account 赊销Letter of Credit 信⽤证Bank Guarantee 银⾏保函Correspondent Bank 代理⾏Holder for value 对价持票⼈Collection Bill Purchase托收出⼝加汇Trust Receipt信托收据commercial documents商业单据commercial invoice 商业发票proforma invoice 形式发票sample invoice 样本发票consular 领事发票customs invoice 海关发票legalized or visaed invoice 签证发票Shipping documents 运输单据marine/ocean bill of lading 海运提单rail-way bill 铁路单据air waybill 公路单据post parcel receipt 邮包收据Insurance documents 保险单据insurance policy 保险单insurance certificate 保险凭证Miscellaneous documents 其他单据certificate of origin 原产地证export/import license 出/进⼝许可证packing list 装箱单Advising bank通知⾏revocable credit可撤销& irrevocable credit不可撤销confirmed credit保兑& unconfirmed credit不保兑.non-negotiable ocean waybill 不可议付/不可转账海运单combined/multi-modal transport document 多式联运单据Documents against payment (D/P) 付款交单(对出⼝商seller较安全)Documents against acceptance (D/A) 承兑交单Parties to Documentary Credit : 1. Applicant=importer=the buyer.2. Issuing/opening bank=the buyer’s bank3.Advising bank通知⾏4. Beneficiary=exporter=the seller.Trade terms=price terms=delivery terms价格术语、交货条件in Advance=advance payment预付款time bill=usance bill 远期汇票holder in due course正当持票⼈=bona fide holder善意持票⼈remittance by airmail=mail transfer、M/T信汇remittance by Cable/Telex/SWIFT=cable transfer =telegraphic transfer、T/T电汇(速度最快,最安全,⾦额⼤,时间紧急)D/D(demand draft 票汇): Remittance by Banker’s demand draft, 最灵活Open Check/uncrossed check 现⾦⽀票/⾮划线⽀票(可领取现⾦)crossed check ⾮现⾦⽀票/转账⽀票(只能转账)collection托收:documentary collection 跟单托收clean collection 光票托收Control Documents 控制⽂件:1. Lists of specimen of authorized signatures 有权签字样本; 2. Telegraphic test keys 电汇密押; 3. Terms and Conditions 费率表; 4. SWIFT authentic key 全球银⾏⾦融电讯协会.Inter-bank Accounts 银⾏往来账户: 1. Nostro account 往账(我们的银⾏出国开设账户); 2. V ostro account 来账(国外的银⾏来我国开设账户)三种主要信⽤⼯具:bills of exchange(汇票), promissory notes(本票)and checks(⽀票)Parties to Negotiable instrument 流通票据的当事⼈:drawer出票⼈; drawee受票⼈; payee收款⼈; acceptor承兑⼈; endorser背书⼈;endorsee被背书⼈; acceptor for honor参加承兑⼈; guarantor保证⼈/担保⼈; holder持票⼈; holder for value付对价持票⼈; holder in due course正当持票⼈/bona fide holder善意持票⼈1. Issuance 出票;2. Endorsement 背书: 1). Blank endorsement 空⽩背书; 2). Special endorsement 记名背书3). Restrictive endorsement 限制性背书; 4) conditional endorsement 有条件背书3. Presentment 提⽰4. Acceptance 承兑5. dishonor 退票(none payment/refuse payment)6. discounting 贴现~ bank(贴现⾏)Tenor 期限sight bill 即期汇票time bill=usance bill 远期汇票Principal(Seller/Exporter/Drawer : 委托⼈,即委托银⾏收取款项的⼈。

剑桥10阅读解析test2

剑桥10阅读解析test2

剑桥雅思10TEST2 PASSAGE1阅读解析1. 总体难度概括:中等2. 文章介绍:标题:tea and the industrial revolution话题:历史类3. 词汇准备: a段anthropological adj. 人类学的historian n. 史学工作者wrestle v. 斗争enigma n. 奥秘birth n. 诞生strike v. 罢工;打击;冲击b段puzzle n. 谜团factor n. 因素drive v. 推动,驱动affluent adj. 富足的criteria n. 标准【criterion的复数】sufficient adj. 足够的convinced adj. 确信的c段propose n. 提议cupboard n. 柜橱fuel v. 助燃,加速antiseptic adj. 防腐的,杀菌的property n. 性能tannin n. 单宁酸ingredient n. 配料hops n. 啤酒花succumb v. 屈从dysentery n. 痢疾eccentric adj. 奇怪的deduction n. 推理skepticism n. 怀疑论wary adj. 谨慎的admiration n. 羡慕strengthen v. 加强notable adj. 值得注意的distinguished adj. 杰出的favorable adj. 有利的appraisal n. 评价d段alight v. 偶然发现static adj. 静态的virus n. 病毒bacteria n. 细菌malaria n. 疟疾sanitation n. 卫生e段dig v. 探寻reveal v. 揭示antibacterial adj. 抗菌的agent n. 药剂preserve v. 保护malt n. 麦芽gin n. 杜松子酒f段grip n. 掌握,控制prevalence n. 流行coincidence n. 巧合clipper n. 帆船sip v. 啜饮g段forge v. 伪造futures n. 期货wheel n. 轮子4. 题型分析这篇文章是由二种题型组成,都是阅读考试中常见的题型。

北师大版 选修6 Unit17 Period 5 Language Awareness 2 & Culture Corner & Bulletin Board

北师大版 选修6 Unit17 Period 5 Language Awareness 2 & Culture Corner & Bulletin Board

更新:2019/07/16 难度:0.65 题型:用所给词的正确形式填空 组卷:10
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4 . Drama and the performing arts are excellent methods of building confidence in both children and adults. Learning through drama allows children to explore their creativity and have fun while they are leaving their shyness and worries behind. Drama also works by supporting the growth of imagination and other skills. Entertainment has become rather passive(被动的) with cinemas,television, and video games. These screen-based methods have had a negative effect on communication. However, drama puts the"get-up-and-go"back into entertainment. Children have the opportunity to connect with others in a more meaningful way as drama encourages speech development and awareness of body language, and allows children to become more socially active. Play and drama are closely connected. When children play a game, they are pretending and using their imagination and so they are moving away from reality to create their own story. Drama is a vehicle through which children can express themselves more freely through movement and speech to make education fun. Children gain confidence by understanding that there is no final answer in drama and that their opinions and contributions are valued. Children are able to give a personal response to many problems and situations such as poverty, global warming and recycling. The problems that drama can deal with are endless. Drama and education have a strong connection as drama can encourage children to take an active interest in other subjects such as geography, history, and English and so they can have a more rounded education. As a drama teacher, I have seen children at their first class holding on to their parents' arms-unwilling to let them go. Then to see the same child later running into my class with smiles is an excellent sight. Drama gives children confidence by allowing them to try and experiment. Everyone is given the opportunity to shine within drama. Besides the history of the theatre, drama covers dance, music, directing, etc. These classes are especially designed to be of great fun. 【小题1】Performing drama is likely to help children ______. A.invent something useful B.imagine anything they like C.become more confident in themselves D.develop an interest in doing experiments 【小题2】Which of the following is useful in developing a child's communication skills? A.Drama and play. B.Television and the cinema. C.Video games and drama. D.The cinema and video games. 【小题3】What does the underlined part"get-up-and-go"in the second paragraph probably mean? A.Great influence on children. B.Enthusiasm for communication. C.Need for communication. D.Negative effects on children. 【小题4】We can know from the fourth paragraph that _____. A.children's opinions are of little importance B.drama has a weak connection with education C.children can learn drama by themselves in their daily life D.drama can help children learn about other subjects

On Entropy and Monotonicity for Real Cubic Maps

On Entropy and Monotonicity for Real Cubic Maps
On Entropy and Monotonicity for Real Cubic Maps John Milnor and Charles Tresser1 with an appendix by Adrien Douady and Pier9096v2 [math.DS] 25 Jun 1999
On the other hand, it has been proved more recently that any value of the topological entropy in [0, log 2] which cannot be achieved by a map having a periodic critical orbit, is realized for a single value of v . ([Gs], [L2].) This result is a special case of the Generic Hyperbolicity Conjecture, which states that every rational map can be approximated arbitrarily closely by a rational map (real if the original map is real, and a polynomial if the original is a polynomial) such that the orbits of all critical points converge to attracting periodic orbits. (For an early version on this conjecture, see Fatou [F].)
Contents 1. Introduction 2. Piecewise monotone maps and kneading theory 3. Parametrization of polynomial maps 4. Topological entropy and periodic orbits 5. The stunted sawtooth family 6. Contractibility of isentropes for the stunted sawtooth family 7. Bones in P 2 8. Monotonicity, intersections of bones, and the period n -skeleton 9. From connected bones to connected isentropes Appendix A. (by A. Douady and P. Sentenac): Characterization of a polynomial by its critical values Appendix B: Tight symbol sequences and Thurston’s theorem Appendix C. Monotonicity versus antimonotonicity References §1. Introduction Consider a continuous map f from a closed interval I to itself. In the simplest cases, I is the union (in a not necessarily unique way) of sub-intervals where f is monotone. The minimal number of sub-intervals required (called the lap number ) is a rough measure of the complexity of the map f . If now we think of f as generating a dynamical system, a quantitative description of the dynamic complexity of f is obtained by measuring the rate of exponential growth of the lap numbers of the successive iterates f ◦1 = f , f ◦2 = f ◦f , . . . of the map f . This growth rate is clearly invariant under a continuous change of coordinate, and turns out to be equal to a measure of dynamic complexity used in a much more general context and known as the topological entropy h(f ) . Maps on the interval provide the simplest examples to illustrate the problem of understanding how dynamic complexity evolves under deformations of a dynamical system. However, even the basic problem of comparing the topological entropies of two smooth interval maps which are close to each other is only partly understood. The best results so far

Taming

Taming

Tamingfirst order logic:relating the semantic and the syntactic approachMaarten MarxAbstractOut of the joint work of Johan van Benthem and the Hungarian group round HajnalAndr´e ka,Istv´a n N´e meti and Ildik´o Sain and their PhD students,two approaches fortaming a logic evolved.With taming a logic we mean changing the logic in such a waythat it becomes decidable.Forfirst order logic,they took a semantic route using rela-tivisation of models,and a syntactic route focusing on guarded fragments.The purposeof this paper is to show that these two routes are really two sides of the same coin.Wedo this by showing that a certain guarded fragment(called here the packed fragment)offirst order logic forms precisely the set offirst order sentences which are invariant for relativisation with a tolerance relation.Besides this technical contribution we providean intuitive explanation of relativisation in terms of information transmission.Contents1Introduction22Relativisation interpreted as a sceptical information processing strategy2 3Relativised semantics forfirst order logic53.1Admissible assignments (5)3.2Different relativisations (8)3.3Bisimulations (10)4Packed fragment135Conclusion17Dedicated to Johan van Benthem on hisfiftieth birthday.1IntroductionThe main purpose of this paper is to give a semantic characterisation of the guarded fragment(here called the packed fragment)in terms of invariance for relativisation(Theorem4.11).We will argue that relativisation in afirst order setting is the analogue of taking generated submodels in modal logic.Our tentative conclusion will be that the packed fragment is the true modal fragment offirst order logic,because it has the same“localflavour”and is decidable for very similar reasons.Besides this technical result we provide an interpretation of relativisation as a sceptical information processing strategy in section2.We show that for sentences in the packed fragment,this sceptical strategy leads to the same results(in terms of validity and satisfaction)as the classicalfirst order interpretation.This result makes the sceptical strategy an interesting alternative because it has great computational advantages over the classical first order way of interpreting sentences.The technical part of this paper is organised as follows.We introduce relativised semantics forfirst order logic in Section3.We take a modal view onfirst order logic and arrive to the notion of admissible assignments.We show how relativised semantics can be obtained from two primitive concepts:context sets and tolerance relations.Then we introduce our version of the(loosely)guarded fragment,called the packed fragment,and relate it to relativised semantics.We conclude by arguing that the packed fragment is the true modal fragment of first order logic.2Relativisation interpreted as a sceptical informa-tion processing strategyWe employ a very simple model of information transmission:there are two participants of which one does all the talking and the other merely listens and interprets the incoming information.It will be convenient to ascribe gender to the two participants.We assume that the speaker is male and the listener is female.The language used by the speaker is afirst order language,which will be interpreted dynamically,in the style of Dynamic Predicate Logic(DPL)of [3,4].The update–semantics version of DPL provides a model for the interpreta-tion process performed by the listenerIn the dynamic view the interpretation process consists of two components:1.finding antecedents for anaphora(interpreting discourse information)2.building a model of the world described by the speaker(interpretation ofworld–information).The speaker however is not God or some other embodiment of the world just reporting what is the case,the speaker is an observer of the world reportinghow he perceives it.Thus the interpretation of the world–information is more accurately described by2’building a model of the world perceived by the speaker on the basis of his report of it.Once the listener realises that she is building a model of the world relative to the perception of the speaker,a number of information processing strategies are open to her.In this paper,we will focus on one such a strategy:the listener does not accept universal statements made by the speaker unconditionally,but relativises them with the proviso“provided that the elements quantified over are perceived together bythe speaker.”We will make this proviso more precise in due course.First an example Example2.1A company like McDonald’s can be modeled in many different ways.A natural way to think about it is as a collection of databases each containing the employees of one outlet,databases containing the managers of a region,databases containing the whatevers of some larger geographical unit, and so on,all the way up to the database containing the president and his com-panions.In other words,a hierarchical setup of partially overlapping databases.Let’s look at the following situation.The president of McDonald’s gives his yearly address and says:“In this company,everybody loves each other.”A logician who ows his money baking hamburgers raises hisfinger and says that he doesn’t love his neighbour in the audience at all,since that man works in an outlet at the other side of the world.The president answers,rather annoyed, that he meant of course that“everyone within a unit in McDonald’s loves each other”.The president and the logician interpret thefirst sentence differently because they amalgamated the databases in a different way.The logician used the classical way,while the president amalgamated them in a relativised manner.In this way he could keep the natural structure of the company.For the president, the natural way of interpreting his universal statement was using the proviso given above.Before we go into the strategy,let’s look at some more basic questions.Why would a listener employ such a strategy?And,supposing there are good reasons, how does she know when elements of discourse are perceived together by the speaker?In other words,can she practically perform such a strategy at all?To start with thefirst question,why would a listener not want to accept universal statements unconditionally?The answer is that the computational costs connected to universal statements are very high.They can quickly lead to infinite models,moreover it is undecidable tofind out whether a set of sentences has a model at all.Given this it is reasonable to postulate that the listener uses some kind of mechanism to cope with these difficulties of interpretation.What kind of mechanism she uses is of course open to debate.Whatever mechanism she will use,we can expect some natural properties of it:•It should be sound:“whatever can still be deduced,can also be deduced in the“classical setting”.•It shouldn’t lead to too much loss of information:on a large natural frag-ment of natural language,the classical and the adjusted interpretation process should lead to the same results.•It should have definite computational advantages.The strategy we propose satisfies all these.So let’s look at the second question: suppose the listener uses the“proviso–strategy”,how does she implement it? In particular how does she know which elements in the domain of discourse are perceived together by the speaker,and what does that mean?We start with the latter.Given a domain D of individuals,and a subset X⊆D,how can we describe when the elements in X are perceived together by the speaker?One natural way to do this is to postulate that there exists a“dis-tance”function f:D×D−→R,which describes for the speaker the distance between each two elements in D.With distance we mean something inherently vague with many dimensions.It has at least spatial,temporal,conceptual and cultural components,but also cognitive ones,individualised to each speaker. The listener could now state that the elements in X are perceived together by the speaker if for all a,b in X,the distance between a and b is less than some fixed value d.But if the listener cannot know the function f,she also has no idea about d.So what is left for her is just the abstract information that there exists a tolerance relation on D for the speaker.With the assumption that the distance between one object is arbitrarily small,the only thing she knows then is that there exists a binary relationδ(x,y)on D which is reflexive and symmetric.So far so good,but how does she know which elements stand in this rela-tion?She can’t know anything but the discourse of the speaker provides her with clues.That is,from the discourse she gets information which makes it reasonable to assume that indeed the speaker can perceive certain individuals together.The following are examples of such clues:Named individuals all individuals which the speaker gives a name are per-ceived together.Existentially introduced individuals If the speaker introduces two individ-uals existentially in the same discourse,then their denotation can be per-ceived together by him.Primitive relations If the speaker puts certain individuals together in a prim-itive relation,then he can perceive them together.(We can view this as “naming”a group.)Related to named individuals Quite a bit stronger is to postulate that the distance between any individual and any named individual is arbitrarily small.Macho or classicalδis the universal relation on the domain of discourse.That is,the speaker can perceive each two individuals in the domain of discourse together.The last clue brings us back to the classical interpretation of a discourse.Clearlysuch clues can be provided by the speaker.We will assume though that he canonly do this outside the object language that we are studying.So the speakershould make a kind of meta–statement in order to effectuate this information.(Think of a math teacher who starts a class with:“Everything I will say holdsfor all the natural numbers and for them only”.)This concludes our view on relativisation in a discourse setting.We wil nowturn to the technical work.The clues presented above will re-occur there.3Relativised semantics forfirst order logicWe providefirst order logic with a different semantics than the standard seman-tics.We assume we are working with a standardfirst order language withoutfunction symbols:thus the language contains equality,the usualfirst order con-nectives,a countable stock of variables and individual constants,and a count-able stock of n-ary relation symbols,for every n.In addition we will assumethat we have as primitive symbols also∃¯v,where¯v is afinite set of variables.When¯v={v1,...,v k},then∃¯vϕjust means∃v1...∃v kϕin classical logic.For ϕa formula in this language,FV(ϕ)denotes the set of free variables ofϕ,defined in the standard way.In classicalfirst order logic,the interpretation of a formula in a model(D,I)is given relative to an assignment of the variables s.Given a domainD,the set of assignments consists of all functions from the set of variables intoD.The key idea of relativised semantics is that meaning of formulas becomesrelativised to a subset of the set of all assignments.We call such a set theadmissible assignments.In what follows we willfirst define this relativised semantics.Then we seewhat intuitions one can develop about the set of admissible assignments.Wefinish with providing the connection with standardfirst order logic and establisha notion of bisimulation.3.1Admissible assignmentsAssignments.Given a model(D,I),an assignment is a function from the setof variables into D.We assume our language hasωmany variables v0,v1,...,.An assignment g can then be viewed as a sequence fromωD:g(i)then givesthe value of v i according to g.To define the meaning of the existential quantifier,it is handy to create thefollowing relation between assignments:s≡i t ifffor all j=i:s(j)=t(j).(1) That is:two assignments s and t are≡i related iffthey agree on all values of the variables except possibly for v i.We can also define these relations for sets of variables¯v:s≡¯v t ifffor all j∈¯v:s(j)=t(j).(2)Using the relation≡i,we can give an alternative equivalent definition of the meaning of the existential quantifier.Given a model M=(D,I)and an assign-ment s∈ωD,defineM|=∃v iϕ[s]⇐⇒there exists a t≡i s such that M|=ϕ[t].Let us now look at this definition from a modal perspective.We view the as-signments as worlds and≡i as an accessibility relation.Then this definition is just the standard modal truth–definition of the“diamond”∃v i.Given afirst order model(D,I),the set of assignments(worlds)is uniquely determined:it is the setωD.The theory we will develop below abandons this classical rigidness:we will allow other subsets ofωD to be set of“worlds”of ourfirst order models.Before we can start we have to solve a technical difficulty.First order logic satisfies the following appealing locality condition.It says that the meaning of a formula depends only on the model and the variables occurring free in the formula.Fact3.1[Locality]Letϕbe afirst order formula.Let M=(D,I)be a model, and s,t be two assignments such that s(i)=t(i)for all v i∈FV(ϕ).ThenM|=ϕ[s]if and only if M|=ϕ[t].When we givefirst order logic a relativised semantics,locality does not neces-sarily hold,cf[1,6].We will give meaning to the existential quantifier using the dual of the relation≡¯v.This relation was introduced into cylindric alge-bra theory by Y.Venema.On relativised models,this will ensure locality,and on standard models,the meaning of the existential quantifier is just the same. Define for s,t assignments,¯v a set of variables,s≡∂¯v t ifffor all v i∈¯v s(i)=t(i).(3) Admissible assignments.The key idea of relativised semantics forfirst or-der logic is that given a model M=(D,I),only a subset of the set of all assignmentsωD is available for the interpretation of the formulas.We will now provide the truth definition for afirst order language relative to such an admis-sible set of assignments V⊆ωD.First we give meaning to terms:let s be an assignment,and M=(D,I)a model.We define a function i from the set ofterms into D asi(t)=I(t)if t is a constants(i)if t is the variable v i(4)Now for M=(D,I)a model,and V⊆ωD a set of assignments,we define truth of a formula in M relative to assignments in V.For s∈V,M|=V R(t1,...,t n)[s]⇐⇒(i(t1),...,i(t n))∈I(R)M|=V t1=t2[s]⇐⇒i(t1)=i(t2)M|=V¬ϕ[s]⇐⇒M|=Vϕ[s]M|=Vϕ∧ψ[s]⇐⇒M|=Vϕ[s]and M|=Vψ[s]M|=V∃¯vϕ[s]⇐⇒there exists a t∈V such thats≡∂FV(∃¯vϕ)t and M|=Vϕ[t].Note that the only difference with the definition in any textbook onfirst order logic is in the clause for the existential quantifier:the assignment t witnessing ϕmust be admissible,and we use the dual relation≡∂.For comparison,let us define|=c V—for“classical|=”,where all clauses are the same as for|=V above, except the existential quantifier is defined asM|=c V∃¯vϕ[s]⇐⇒there exists a t∈V such that s≡¯v t and M|=c Vϕ[t]. The next fact states that the two definitions are equivalent on classical models. Fact3.2Let M=(D,I)be a model and let V=ωD.Then for any s∈V, for any formulaϕ,M|=Vϕ[s]if and only if M|=c Vϕ[s].Proof.The only difference is in the meaning of the existential quantifier.That case goes through by the facts that locality holds on classical models and s≡¯v t implies that s≡∂FV(∃¯vϕ)t.qed The next fact states that on relativised models,locality holds as well.Fact3.3Let M=(D,I)be a model and V⊆ωD a set of admissible assign-ments.For any formulaϕ,for any s,t∈V such that s≡∂FV(ϕ)t(that is,s and t assign the same values to the free variables inϕ):M|=Vϕ[s]if and only if M|=Vϕ[t].Truth at non–admissible assignments.Given a model M=(D,I)and a set of admissible assignments V⊆ωD,we have defined what it means for a formula to be true in M at assignments in V.But what about the assignments inωD\V?The obvious way to do this for s∈ωD\V is as follows,M|=Vϕ[s]⇐⇒there exists t∈V such that t≡∂FV(ϕ)s and M|=Vϕ[t]. Note that for formulasϕ,M|=Vϕ[s]can still be undefined.If we assume that V is always non–empty,then for sentences however it is always defined.We now have two ways of defining truth in a model for sentences:M|=1Vϕiff(∀s∈ωD):M|=Vϕ[s]M|=2Vϕiff(∀s∈V):M|=Vϕ[s].For sentences,these two definitions give the same result:Fact3.4For every model M,for every non–empty V⊆ωD,for every sentence ϕ,M|=1Vϕif and only if M|=2Vϕ.Since|=2V is more economical,we will use this notion from now on and delete the superscript.Finally we define the notion of validity and of valid consequence.As usual we will overload the meaning of the symbol|=.LetΣbe a set of conditions onsets of admissible assignments.Letϕbe a sentence andΓa set of sentences. We define|=Σϕifffor everyfirst order model M=(D,I),for every V⊆ωD satisfyingΣ,M|=Vϕ.Γ|=Σϕifffor everyfirst order model M=(D,I),for every V⊆ωD satisfyingΣ,M|=VΓimplies M|=Vϕ.3.2Different relativisationsAbove we have defined relativised semantics for any choice of V⊆ωD.In the literature several restrictions on V have been proposed.Here we will show how one can define a set of admissible assignments from a tolerance relation on the domain of the model and from the notion of a context set[9].Tolerances were introduced in the previous section.For M=(D,I) a model,a context is just a subset of D.The intuitive meaning of a context X⊆D isall elements in X can be perceived together by the speaker.We will now define these notions and investigate their effects.Let M=(D,I)be afirst order model.Suppose f:D×D−→R+0is a function associating with every pair of elements in the model a value,which we think of as the distance between the elements.We can then defineδ(x,y)⇐⇒f(x,y)≤d for somefixed positive d.If we assume that f(x,x)=0,thenδsatisfiesδ1(∀x∈D):δ(x,x)δ2(∀xy∈D):(δ(x,y)→δ(y,x)).We call a relationδ⊆D×D satisfying these two requirements a tolerance on D.Let C be a collection of subsets of D.Let C satisfy the following two conditions: C1all singleton sets belong to CC2C is closed under subsets.If in addition C satisfies the following packed dense condition,C PD if for all x,y∈X,{x,y}∈C,then also X∈C,we call C a context set.Tolerances and context sets are closely related.Fact3.5(i)Ifδis a tolerance on D,then the set C defined byX∈C ifffor all x,y∈X,δxy,satisfies C1,C2and C PD.(ii)If C⊆P(D)satisfies C1,thenδdefined byδxy iffthere exists a set X∈C such that{x,y}⊆X,defines a tolerance on D.(iii)Tolerances and context sets are inter definable by the above definitions.We now relate tolerances and context sets to sets of admissible assignments.Definition3.6Let(D,I)be a model,and letδbe a tolerance and C a context set on(D,I).We define two sets of admissible assignments Vδand V C as the smallest subsets ofωD satisfyings∈Vδiff(∀i,j):δ(s(i),s(j))s∈V C iff{s(i)|i∈ω}∈C,respectively.The following fact is immediate by Fact3.5.Fact3.7Let(D,I)be a model,and letδbe a tolerance and C a context set on(D,I).Then Vδ=V C.Until now we have given only minimal requirements on the notions of context sets and tolerances.With our intended interpretation it makes sense to make them language–dependent as well(cf.,the clues provided in Section2).The following extra conditions make sense in a language with constants.¿From the perspective of a distance function,it says that the distance between any element and a named element is arbitrarily small.δ3(∀x∈D):δ(x,I(m))for all constants mC3(∀x∈D):{x,I(m)}∈C for all constants m.A further restriction onδ(and hence C)is to ask that the distance between two elements which stand together in a primitive relation is arbitrarily small. This would lead to the following extra conditions onδand C:δ4(∀x,y∈D):if(∃z1...z k(x=z i∧y=z j∧(z1,...,z k)∈I(R) for some R,i,j,thenδ(x,y).C4(∀x,y∈D):if(∃z1...z k(x=z i∧y=z j∧(z1,...,z k)∈I(R) for some R,i,j,then{x,y}∈C.We now look at the effect of the extra restrictions about constants and primitive relations on the logic.The conditionδ3does have an effect(of course only in languages with constants in the signature),whileδ4does not.Fact3.8There exists a sentence which can be falsified on a model with a set of admissible assignments Vδdefined by a toleranceδ,but which holds on all models where Vδis defined by a tolerance satisfyingδ3.Proof.Consider thefirst order tautology[∀x∃yRxy∧∀xyz((Rxy∧Ryz)→Sxz)]→∃xySxy.The counter model has the natural numbers as its domain,R is interpreted as successor,S=∅andδis generated by the successor relation(that isδ(x,y)iffx=y or Rxy or Ryx holds).Clearlyδis a tolerance and the consequent fails on this model.To see that the antecedent holds,observe that for no assignments∈Vδ,the range of s contains more than two elements.Thus the second conjunct in the antecedent cannot be falsified.On the other hand,consider any model M where Vδis defined from a tol-erance satisfyingδ3.Assume the antecedent holds in M.Let a be the element named by some constant a.Then by thefirst conjunct,there exists a b∈D such that Rab.Let s be the assignment sending every variable to b.Then M|=V∃yRby[s],whence there exists a c such that Rbc andδ(b,c)holds.But byδ3,alsoδ(a,b)andδ(b,c).But then{a,b,c}∈Vδ,whence by the truth of the second conjunct of the antecedent,Sac must hold.qedFor sentences,conditionδ4does not lead to extra validities.Fact3.9For every sentenceϕ,|={δ1,δ2,δ3}ϕif and only if|={δ1,δ2,δ3,δ4}ϕ.The same holds when we disregard conditionδ3.Proof.From left to right is obvious.For the other direction,assume M|=Vϕwhere V is defined from a tolerance not satisfyingδ4.Change the valuation of the relation symbols such thatδ4holds as well,by deleting any tuple¯a containing elements a i,a j which are notδ–related from the interpretation of every relation symbol.Call this model M .But then still M |=Vϕ,since to determine the truth of a sentence at an assignment in Vδone only needs toconsider assignments in Vδ.qedSumming up.We have given several ways of defining relativised semantics. Now it is time to make a choice.In a language without constants this would be easy:we only allow admissible assignments defined from a toleranceδ.Then, just because it is handy,we can ask for conditionδ4as well,since it does not alter the logic anyway.With constants in the language we should make a decision aboutδ3.Since it seems a natural condition and it makes the logic stronger,we have chosen to include that as well.So from now on we only use relativised models where the set of admissible assignments is defined from a toleranceδsatisfyingδ3andδ4(or equivalently,from a context set C which satisfies C3and C4).¿From now on a tolerance means a tolerance satisfying δ3andδ4.Definition3.10Let M=(D,I)be a model,andδ⊆D×D.The relationδis called a tolerance if it satisfiesδ1,δ2,δ3andδ4.3.3BisimulationsExplicit relativisations.Let M=(D,I)be a model and C⊂P(D)a context set on it.Recall that the intuitive meaning of C was as follows: X∈C if and only if all elements in X can be perceived together by thespeaker.The language does not have explicit means to state that two elements are per-ceived together.So we could add constants δij for every i,j ∈ω,and provide them with the following meaning.For any s ∈ωD ,M |=δij [s ]if and only if {s (i ),s (j )}∈C .(5)Following Tarski,we call an operation logical if it’s truth is preserved under automorphisms.Clearly δij is not a logical constant.But intuitively it should not be one in this sense.δij indicates that the elements denoted by s (i )and s (j )are part of a group of elements which can be perceived together.Arbitrary automorphisms can destroy this intuitive meaning of δij .On the other hand,the truth of δij is preserved under automorphisms which respect C .Fact 3.11Let M =(D,I )be a model and C ⊂P (D )a context set on it.Let g be an automorphism of M such that for any set X ⊆D ,X ∈C if and only if {g (x )|x ∈X }∈C .Then for any s ∈ωD ,M |=δij [s ]if and only if M |=δij [g (s )].Note that δij is true on every s ∈V C ,so on admissible assignments it is equiv-alent to .In particular the following equivalence holds.M |=V C ∃¯v ϕ[s ]if and only if M |=V C ∃¯v ( {δij |v i ,v j ∈FV (ϕ)}∧ϕ)[s ].What we just did is to make the implicit relativisation to admissible assignments in the meaning definition of the quantifiers explicit in the object language.This provides us with a translation to ordinary first order logic as follows.Define recursively the following translation function (·)δfrom first order for-mulas to first order formulas.(·)δdoes nothing to atomic formulas,it commutes with the booleans and(∃¯v ϕ)δ=∃¯v ( {δ(v i ,v j )|v i ,v j ∈FV (ϕ)}∧ϕδ).Here δis just a binary predicate.As expected we have,Fact 3.12Let M =(D,I )be a model and δa tolerance on it.Then for every formula ϕ,for all s ∈V δ,M |=V δϕ[s ]if and only if (D,I,δis defined as the set{(x,y )∈D ×D |x,y stand in the tolerance relation δ},and forms the interpretation of the binary predicate δ.Bisimulations and packed sets.Let(D,I)be a model andδa tolerance on it.We call a set X⊆Dδ–packed ifδ(x,y)holds for all x,y∈X.Then Vδ—the set of admissible assignments defined fromδ—is just the set of all sequences whose elements form aδ–packed subset of ing this we can define the appropriate notion of bisimulation for this logic.Note that the definition is very close to the one for the guarded fragment in[2].Two pieces of notation come handy:define for s∈ωD,R(s)={s(i)|i∈ω}.Also for g a function from D to D ,and s∈ωD,defineg(s)=that sequence inωD such that for all i,g(s)(i)=g(i).Definition3.13(Bisimulation)Let M=(D,I)and N=(D ,I )be two models for the same signature.LetδM andδN be tolerances on them respec-tively.A family F offinite partial isomorphisms between D to D is called a δ–bisimulation if F satisfies the following conditions:•if f∈F and g⊆f,then also g∈F•(totality)–for everyδ–packed set X⊆D,there exists an f∈F whose domain is X–similar forδ–packed subsets of D•(forth)if f∈F and dom(f)⊆X for someδ–packed set X,then there exists a g∈F which extends f and whose domain is X•(back)a similar condition in the other direction.Note that bisimulations are always non–empty,by totality and the fact that every singleton set isδ–packed.Of course we have the followingFact3.14For everyϕ,for every M,N,for everyδ–bisimulation F between them,for every f∈F,and for every assignment s such that R(s)=dom(f),M|=Vϕ[s]if and only if N|=Vϕ[f(s)].Proof.The proof is by induction on formulas.We only consider the case for the existential quantifier.So let M|=V∃¯vϕ[s]and f∈F with dom(f)=R(s). The case when∃¯vϕis a sentence is easy and left to the reader(use totality). So suppose otherwise.Then there exists a t∈Vδsuch that t≡∂FV(∃¯vϕ)s and M|=Vϕ[t].Let s be such that R(s )={s(i)|v i∈FV(∃¯vϕ)}.Then by locality also M|=V∃¯vϕ[s ].Since F is closed under subsets,also f R(s )∈F. From t≡∂FV(∃¯vϕ)s it follows that R(s )⊆R(t).Whence by forth,there exists a g⊇f R(s )with dom(g)=R(t).Thus by induction hypothesis,N|=Vϕ[g(t)]. But g⊇f s implies f R(s )(s )≡∂FV(∃¯vϕ)g(t).Thus N|=V∃¯vϕ[f R(s )(s )], whence by locality N|=V∃¯vϕ[f(s)].qed4Packed fragmentIn this section,we look for sentences whose truth in a model is unaffected by adding or deleting a tolerance.The syntactic characterisation of this fragment forms a slight generalisation of van Benthem’s loosely guarded fragment.We first define the fragment.We work in a standardfirst order language with equality with one restriction:terms are variables or constant symbols.We say that a formulaϕpacks a set of variables{x1,...,x k}ifϕis a conjunction of formulas of the form t i=t j or R(t1,...,t n)or∃¯y R(t1,...,t n) such that for every x i=x j,there is a conjunct inϕin which x i and x j both occur free.In the definition of the packed fragment we use generalised quantifiers ∀¯x(ϕ,ψ)where¯x=x1,x2,...,x n is a sequence of variables.The meaning of this quantifier is nothing but the meaning of∀x1...∀x n(ϕ→ψ)infirst order logic.A generalised quantifier∀¯x(ϕ,ψ)is called packed ifϕpacks all free variables ofψ.We callϕthe guard of∀¯x(ϕ,ψ).Note that ifψcontains only one free variable,then thefirst argument of the universal quantifier can be anything: packedness only speaks about pairs of variables.The packed fragment is defined as follows:a packed formula is constructed from atoms using the booleans and packed universal quantification∀¯x(ϕ,ψ), whereψmust be a packed formula.It will be useful to define two more fragments.A packed existential quan-tification is nothing but¬∀¯v(ϕ,¬ψ),where∀¯v(ϕ,¬ψ)is a packed universal quantification(i.e.,it is of the form∃¯v(ϕ∧ψ),whereϕpacks all free variables ofψ).The∀–packed fragment is defined as follows:formulas are constructed from atoms and their negations using∧,∨,∃and packed universal quantification ∀¯x(ϕ,ψ),whereψmust be a∀–packed formula.The∃–packed fragment is defined dually:so we may use unpacked∀,but only packed∃.The three fragments are of course closely relatedFact4.1Afirst order sentenceϕis equivalent to a packed sentence if and only if it is equivalent to a∀–and a∃–packed sentence.We will now related the packed fragment to relativised semantics.One direction is obvious,and observed in[8].Fact4.2The translation(·)δgoes to the packed fragment.Just as allfirst order sentences are invariant forδ–bisimulations when they are interpreted relativised to a set of admissible assignments,all packed sen-tences are invariant forδ–bisimulations when they are classically interpreted. Definition4.3A sentenceϕis invariant forδ–bisimulations if for all models M,N,for all tolerancesδM,δN,and for allδ–bisimulations F:M F N,M|=ϕif and only if N|=ϕ.。

【英语学习】第10周翻译练习之博物馆是否应当免费开放

【英语学习】第10周翻译练习之博物馆是否应当免费开放

【英语学习】第10周翻译练习之博物馆是否应当免费开放戊戌年六⽉廿⼆,浙江省博物馆Practice 371博物馆是否应当免费开放,这是当下热议的话题。

主流媒体和⾮营利机构的管理者也都在讨论这个话题。

有些⼈认为,博物馆不仅仅是娱乐休闲的地⽅,也是提供教育的地⽅,所以应该免费。

他们说他们理解博物馆取得藏品维护藏品要花很多钱,但⼀个对艺术感兴趣的⼈,不论⼤⼈、还是⼩孩,因为钱的原因⽽不能去观赏这些艺术品,这在道义上是不对的。

My:It's recently a controversial topic that the museums should either or not be open for free, which is talked about by both the main media and non-profit organizations. Some consider that they should be free for they are not only places for entertainment but also education. They say, although they understand the substantial cost of obtaining and preserving collections, it's immoral to make money the obstacle to appreciating those artworks of people interested in art ranging from children to adults.Teacher's:The debate over whether museums should be free is a big one right now. It's the source of a lot of discussion in the popular press and nonprofit boardrooms alike. Some people think that museums are not only there for enjoyment; they are education, and as such should be free. They say they appreciate the enormous costs involved in maintaining and obtaining collections, but the idea of a person or child interested in art not being able to view it because of cost is morally wrong.—-知识点—-1. A and B alike, A和B都…2. the debate over whether…is a big one right now, 在…上的讨论是当下热议的话题。

大学英语精读第6册课后习题答案

大学英语精读第6册课后习题答案

vocabulary work11.objections2.accuracy3.wrote up4.duplicate5.guidelines6.As such7.hypothesis8.eliminate9.Overall 10.ensure 11.visual 12.investigate 13.intended 14.obstacle 15.thorough 16.relevence21.significance2.precise3.a variety of4.date5.approved6.enhances7.preferable8.on the job9.taken on 10.tendency 11.emphasis 12.investigate 13.makes up 14.regulation31.The bids for the bridge construction have all been offered and they are now under the consideration of a special committee under the city government.2.This research is thought to be very important in that it confirms the relationship between cancer and smoking3.Ancient Greek astronomer Ptolemy believed that the earth was the center of the universe.This hypothesis was proved untrue by copernicus about 1400 years later.4.Country life is preferable to Michael.5.People are sometimes wrongfully put in prison.It is suggested that necessary measures should be taken to ensure that it won't happen again.41.lives up to2.live on3.has lived through4.live by5.live for6.will live out7.has been living on8.live with9.got over 10.got down 11.got round 12.got across 13.is getting along 14.get by 15.haven't got round 16.get round 17.getting down to 18.get through 19.get along 20.was getting at 21.get by 22.get throug 23.get over­Cloze1.order2.contained3.on4.presented5.easy6.conclusion7.with8.idea9.section 10.main 11.deal 12.one 13.rather 14.sutdy 15.reached 16.relevant 17.dislikes 18.convincing 19.in 20.it 21 need 22.on 23.piece 24.requires 25.instance 26.out 27.appropriate 28.such 29.throughout­Error correction1.serve--serve as2.prove--disprove3.for--/4.elect--select5.them--it6.demand--need7.arrive--arrive at8.enlightening--enlightened9.just--just as 10.that--ifTranslation1.When the task you are facing seems too great,it may be helpful to break it down into certain smaller and easier tasks.2.If you don't object.I want to duplicate the data related to our experiment.3.Miss Smith has just returned from Boston after a conference, and the boss immediately made her write up a report to him.4.John is unwilling to give up his medical ethics. As such, he will lose a lot of money.5.The marketing investigation team spent a whole day evaluating its guidelines every 6 months. Reading Practice1.a2.d3.d4.a5.b6.a7.cvocabulary work11.ratio2.franklye to his way4.polishing5.gracious6.cheered up7.index8.knows his way round9.germ 10.is preoccupied 11.sink in 12.outlet 13.anyhow panions 15.broaden 16.chaos21.senior2.insame3.at present4.assimilate5.perspectives6.has set his sight for7.soar8.actual9.get over 10.chaos 11.cheer her up 12.made the best of it 13.a coward e to my way31.what with the rain and with the bad hotel,we didn't enjoy our holidays very much.2.that is a great loss to her ,but i don't think it has sunk in to her.3.the duke lost the battle ;to top it off,nearly all his followers ,including those who were thought to be most loyal,left him.4.we may be behind now,but no doubt we will win in the end.5.as for us ,we hace no objection to the convening of the conference ,but we suggest it be put off ot a later date.41.being picked on2.had picked up3.picked at4.pick at5.pick out6.pick up7.pick out8.be picked up9.pick out 10.put away 11.was put forward 12.put up 13.be put down 14.has put out 15.put out 16.put up wotth 17.put up 18.put aside 19.puts up 20.put on 21.put across 22.put down 23.put out 24.put up 25.were put apart­Cloze1.of2.who3.honor4.on5.had6.people7.school8.right9.wonder 10.about 11.out 12.see 13.right 14.give 15.but 16.couble 17.love 18.not 19.question 20.and 21. where 22.through 23.from 24.I 25.second 26.one 27.time 28.for 29.specialize 30.prepare 31.going­Error correction1.resulting--bearing2.on--in3.than--/4.but--than5.which--by which6.although--while7.situation--realms8.have--having9.old--older 10.with --ofTranslationThat year, kate's life is awful. She was stuck in a meaningless job with no friends around her. To top it off, word came that the ship on which John had been working met a storm and foundered. For a while, she cheered up when she heard that there were some survivors on the beach. But soon it was proved that John had died. At this news, she was appalled, and would not get over the fact that such a thing would come John's way. In spite of everything, she still tried to take an a ctive attitude toward life even though she had to face these adversities. it's no wonder that she achieved success in her later life.Reading practice1.d2.c3.b4.a5.c6.b7.b8.dvocabulary work11.assurance2.exquisite3.pondered4.dedicated5.if any6.to date7.quest8.likelihood9.assigned 10.quantity 11.premature 12.candidates 13.peer 14.mission 15.Adolescent 16.in a position21.pondered2.assurance3.is crying out for4.quest5.to date6.not in a positon to7.an extraordinary8.dedicated 9.remote tely 11.detected 12.appropriate 13.probability 14.so as to31.What do you think of the likelhood that he will agree to your terms?2.His appearance has changed so much that you minght well not recongnize him.3.Because of the premature birth,their twins had to stay in the hospital for a month before they could go home.4.When completely built,the extensive palace and its grounds are larger than the city itself.5.I always keep fruit in the fridge so as to prevent the insects from getting at it.41.carried off2.carried ..back3.be carried out4.carried on5.carried on6.carried away7.was carried off8.carrying ...through9.have been carried down 10.carried ..through 11.carry forward 12.work out 13.work ..in 14.worked up 15.'ve been working away 16.worked out 17.works at 18.is working up 19.are...working on 20.had worked out 21.work off 22.worked inCloze1.in2.discoveries3.already4.like5.because6.ignore7.not8.for9.message 10.which 11.instead 12.both 13.such 14.maturity 15.from 16.likely 17.other 18.that 19.but 20.likelihood 21.solutions 22.growth 23.possible 24.depends.Error corrention1.from--between2.implication--implies3.nearest--the nearest4.more--less5.Upon--At6.they--whether they7.it--them8.alike--similar9.create--creating 10.from--/Translation1.His optimistic attitude toward life often infects his team fellows and creates a positive atmosphere in the team.2.The company is crying out for a large sum of money in equipment renovations and is not in a position to expand at present.3.His wife told him about their difficult condition and wanted him to ponder how many choices were left for them.(or...ponder on the probabilities left for them).4.The food, music and decorations that she has picked out for the reception imply her noble5.In the future, you may well have just fen chances of travelling abroad, if any, so thought you should strive for this chance.Reading practice1.c2.c3.b4.d5.a6.d7.a8.d4Vocabulary Work11.doubtful2.out of the question3.forging4.frowns5.beyond the reach of6.surged up7.scorn8.supervising 9.reality 10.crude 11.mood 12.vivid 13.Aside from 14.on errands15.clear of16.nothing less than21.ignorance2.denounced3.revied her4.conviction5.supervise6.posed7.furious8.referred to9.mocked 10.sufficient 11.Aside from 12.on earth 13.fit into 14.doubtful31.The lady from an aristocratic family felt contempt for anyone who was of lower social status.2.The boys had no money,so the idea of going to the movies was out of the question.3.I am doubtful about her sincerity this time because of her lack of loyalty in the past.4.Abraham Lincoln was in the full conviction that the Union must be preserved,even at the cost of civil war.5.I can't figure out why my college-age son has no hunger for knowledge.41.call in2.call up3.call on4.call off5.called on6.called forth7.call for8.called down9.lie up 10.lies over 11.lies behind 12.lie ahead of 13.lying downcloze1.behaviour2.But3.that4.said5.answered6.like7.wayugh9.of 10.within 11.on12.killing13.doubted 14.of 15.thought 16.were 17.any 18.in 19.would 20.for 21.that 22.forge 23.read 24.wonderError correction1.shameless--ashamed2.possible--as possible3.That--it5.even--even though6.lonely--alone7.improving--improved8.old--old enough9.and--but10.mere--merelyReading practice1.b2.a3.b4.d5.b6.c7.a8.b5Vocabulary Work11.incidence2.contemporary3.when it comes to4.paradox5.gradual6.for that matter7.in terms of8.can't help but9.mobilize 10.were overcomeponents 12.reform 13.resist 14.mass media 15.arrangement 16.seemingly21.was brought about2.liability3.plot4.environment5.can't help but6.asset7.incidenceponent9.passive 10.took great pains 11.popular12.assessed 13.the other way round 14.overcome31.In terms of exposing children to American history,Washinton,D.C. is a good choice for a family vacation.2.Despite the fact that the Internet is very popular recently,the daily newspaper is still society's most important medium.3.professor Major made students take pains to find a solution to a problem themselves rather than told thme how to solve it.4.The Johnsons were seemingly unaware why the Democratic Party resisted the reform.5.She is working full time training parents ti raise their children while hiring a babysitter to care for her own two-year0old son,but she fails to see this paradox.41.talked to2.talk to3.be talk out of4.talk over5.talking round6.Talking of7.talked of 8.being talked down to 9.talk me into 10.talk of11.heard about 12.hear out 13.heard from 14.been heard of 15.hear ofcloze1.having2.on3.by4.wiht5.live6.increase7.whether8.for9.shortages 10.for11.for 12.enough 13.for 14.something 15.that 16.who 17.satified18.Not 19.are 20.while 21.parts 22.toError correction1.maintain--maintaining2.cut--cut for3.symbolic--symbol4.how--however5.total--totally6.too--/7.a satisfactory--an unsatisfactory8.pay--paid9.to--for10.and--butTranslation1.At first, I planned to prepare for the biology examination first and then did my thesis, but later I decided to do them the other way round.2.In terms of the prediction of earthquakes, what scientists can do is very little while the city-plotting designer can do something when it comes to reducing the loss brought about by the earthquake.3.The whole national forces him to be mobilized for the salvage during the flood last summer.4.Regarding her passive attitude toward lift, she couldn't give any support for the reform of the administrative department.5.With her creative ideas and organizational ability, I don't think she is our burden but an asset to our committee.6Vocabulary Work11.hint2.selfish3.was summoned4.under obligation5.trivial6.at the expense ofy his hands onpromise9.ran up 10.good for 11.agony 12.scratch 13.offended 14.masterpiece 15.miracle16.genius21.prospective2.lofty3.In the eyes of4.forgive5.out of sorts6.had run up7.be good for8.In relation to9.was summoned 10.offended 11.endless 12.has ranked 13.lessened promise31.Needless to say that Mr.and Mrs. Marcus are overjoyed to learn that they will become grod parents in Mary.2.What if she doesn't forgive us for the error we committed?3.Though our finances are tight right now,we are under obligation to help out our orphaned niece.4.What a thrill it would be no visit the New York Metropolitan Museum of Art where masterpieces are in every room.5.It never occurs to Kevin that in his campaigh for mayor several local business leaders would run an ad in support of his rival.41.was cast out2.cast back3.cast over4.cast off5.cast up6.cast about round for7.cast off8.be cast down 9.thinking up 10.was thinking aloud 11.be thought of as 12.thought back 13.thought better of 14.think ahead 15.think about 16.thought about 17.thought outCloze1.never2.but3.him4.the5.himself6.when7.wrong8.sent9.what's 10.was 11.that 12.along 13.up 14.rudder 15.temper 16.for 17.instead 18.party 19.for 20.friends 21.his 22.swimming 23.all24.yet 25.light 26.punish 27.when 28.waited 29.where 30.wouldError Correction1.for --as2.as--as if3.how--that4.mose--/5.discovery--invention6.glories--honours7.his--its8.him--himself9.turn on--turn off10.have creaqted--would have createdTranslationOne night, an attempted murder took place in the community where Rogers lived. Nobody knew who had committed it, but the police suspected Rogers, because his history of violating the law and committing crimes could be checked in the country court. Besides, in the police's eyes, Rogers ranked as one of the most dangerous figures in the country, and must be carefully dealt with. So he was summoned to appear in court the next Friday. He had been out of employment for several months. Needless to say, he could not afford to ask for a lawyer, but he hoped that someone was willing to provide him with free legal consulting service through telephone, so that he could defend himself in court.7Vocabulary work11.die down2.licked3.shrewd4.choked5.In Brief6.for one7.a dispatch8.facilities9.publicity 10.earn a living 11.enterprise 12.agent 13.accusation 14.transport15.as far as16.rumor21.bound up with2.proportion3.elapsed4.first and last5.going through6.rescued7.substantialarre9.illegal 10.scheme 11.foresee 12.expand 13.slips 14.be caught in31.The sudden disappearance of their guide puzzled the tourists.2.He was a lively and interesting speaker,but his last remarks apparenty had no connection with the begining of his speech.3.The accusation against the candidate was that he broke his promises even before he was in office.4.She had intended to spend only one year studying in Germany,but four years elapsed before she returned home.5.The young entrepreneur was too shrewd to get involved in that risky business venture.41.played up2.played upon3.played off4.played down5.played at6.playing around7.played with8.play back 9.played out 10.was dying for 11.way dying off 12.died out 13.died down14.died away15.from diedCLoze1.residing2.uncle3.enough4.waste5.money6.as7.answer8.deep-freeze9.undertook10.until 11.defrost 12.when 13.which 14.his 15.in 16.left 17.more 18.rest19.paying20.to 21.but 22.next 23.only.Error Correction1.intentions --whose intentions2.himself--herself3.entitling--entitled4.only--only to5.Any--Every6.down--/7.was--were8.As--If9.Of--Upon10.baffling--baffledTranslation1.In brief, these lab facilities are too expensive. What's more, they may have been old-fashioned.2.When I got to know that the developing scheme that we had suggested did not go through, I was really disappointed.3.One they got the notification that the small plane disappeared, several rescue teams began to search the ground for wreckage.4.It is illegal to drive after becoming drunk, and a substantial fine and sentence can be given in many countries.5.Although the criticism that coach received after he declared to quit was quite severe at first,it died down several days later.8Vocabulary work11.controversial2.exterior3.think out4.tucked away5. bit by bit6.forecast7.sorrow8.decisive 9.Tragedy 10.formula 11.mode 12.headline 13.sober14.preaching15.minority 16.site21.came out2.clas h3.backed up4.is tucked away5.endeavor6.inevitable7.on the grounds that8.feel for 9.joint 10.exterior 11.slice 12.celebrates 13.fruitful 14.leaned heavily on31.The Federal Reserve Bank has forecasted that the economy is likely to grow by 3% this year.2.It is probable that Electronic books will start to replace paper ones in the near future.3.Rescue workers rushed to the site where the plane crashed.4.Unless I receive a satisfactory response from you within a month.I shall leave this matter in the hans fo my solicitor.5.It seen inevitable for them to discover the error when they check the account.41.feel like2.feel towards3.feel for4.feels like5.feel out6.feel for7.feel up to8.leaned over 9.leaned to 10.leans towards 11.leaning on 12.lean over 13.have leaned to14.lean onCLoze1.story2.on3.tryingst5.himself6.because7.which8.faced9.own 10.to 11.advance12. fate 13.back 14.one 15.takes 16.either 17.therefor es 19.Yet 20.like 21 underlyingError Correction1.make -take2.at -with3.inflexible -flexible4.effect -affect5.in dealing with -/dealing with6.accelerated -accelerating7.easy -difficult8.insofar-insofar as9.their -his10.which -in whichTranslationMany scientists believe that Mankind's greatest disaster - the destruction of the earth - will be inevitable if we don't change our mode of running our planet. But if we take some decisive action in this aspect, the prospect that we long for will appear before us. In other words, our future is in our own hand's to a great extent; our future is in fact the product of the joint decisions we make today. Needless to say, our present action will make certain prospect more likely to come true compared with some other prospects.Some scholars noticed that science fiction writers devoted their lives to showing what kind of future world would result from certain actions of human genius. They studied the excellent science fictions published in recent years, and got the conclusion that science fiction could reveal to us what would happen in the future and help us from a future world that we long for,What's interesting is that science fiction courses are offered in many colleges and universities on the grounds that science fiction is the bridge between science and art.9Vocabulary work11.submerged2.eased off3. enlarged4. burnt out5.make room for6.spit7.suck8.overdue9.at hand10.wreck11.vogue 12.rust 13.terror 14.digest 15.flash 16.turn back21.gets through2.but then3.transient4.at hand5.surrender6.pedestrian7. looked up to8.riddled with9.played a part 10.run out of time11.enlarge 12.vogue 13.optimist or a paragon 14.terror31.Overwork left him a wrech and his doctor ordered him to take a vacation.2.Ruth has every reason to think that her promotion is overdue.3.The heavy fog kept the plane from langding and it was how running out of fuel.4.Lst year's bad weather played a great part in the food prices which were pushed higher.5.Why don't you wait until traffic eases off.41.run out2.were run down3.running through4.is running out5.ran across6.run after7.run down8.are running out of9.ran away 10.be run away11.ran into 12.ran 13.run for 14.falling apart 15.fell away 16.fall back on17.am falling behind 18.falls for 19.falling in 20.fell off21.have fallen out22.fell out 23.has fallen throughCloze1.about2.going3.how4.what5.nothing6.Yet7.else8.spending9.too 10.off 11.on 12.do 13.More 14.less 15.like 16.thoughts 17.says 18.in19.if 20.failing 21.down 22.vision 23.claiming 24.sounds 25.far e 27.which 28.health 29.who 30 soError Corrention1.as -/2.attracting -distracting3.task-task in4.when-before5.them-it6.processions-processes7.nevertheless-instead8.and - yet9.Other -Another10.quick-quicklyTranslation1.James removed the books on the small stable to make room for the TV set.2.It is reported that the fire had burned out before firemen arrived there.3.Bob sat down and get ready to write. But twenty minutes later he had to give up the idea, for he could not find any inspiration.4.Plants in the desert don't need much rain because they can suck all the moisture they need from the earth.5.The company is seeking new ways of enlarging its market while its rival is trying to enlarge its market share.10Vocabulary Work11.explain away2.features3.in possession of4.resultant5.on the part of6.has it7.packaged8.introduction9.debate 10.feedback 11.imaginative 12.entities 13.glimpse 14.dispute 15.generous 16.evolve21.at close quarters2.nonetheless3.exhibited4.stirring up5.explain awayapitalize on7.fashion8.pereived9.readily 10.engross 11.think over 12.genuine 13.resemble ... so much erning31.It was a mistake on the part of Bruce to sign the agreement without reading it.2.We find it impossible to explain the mystery that the massive stones were brought here from hundreds of miles away.3.It is a common notion that people with red have a quich temper.4.The other boys were kept from being punished because if Fred's admission that he was to blame.5.In virtually every sport,possibly with the exception of women's gymnastics,the players are now bigger and stronger than before.41.move in2.were moving in on3.moving up4.are moving ahead5.move about6.be moved down7.had moved out8.move over9.has grown up 10.grew 11.grows up 12.grew from 13.growing away from 14.was grown over 15.has grown on 16.grew from 17.has grownn in 18.grow on 19.has grown upcloze1.doors2.but3.backgrounds4.waycation6.another7.As8.longer9.addition 10.ability 11.important 12.thus 13.get 14.as 15.for 16.student 17.with 18.knowing 19.yet 20.admission 21.alone 22.for 23.do 24.considered 25.taught 26.impossibleError Correction1.that -one2.now-then3.like -as4.that -when5.that -/6.having -being7.to -to be8.off- away9.was -were 10 specialized-reservedTranslationSome scientists believe that it is advisable to allow students to have contact with the important issues being debated in the field of science at the outset. But in fact teachers seldom mention the main controversial issues in the contemporary academic field even though they will teach them some scientific controversies in the past. This is concerned with the science teachers who are unwilling to introduce the current debates to students, for fear that students can't readily grasp the significance of the current academic debates if they don't first master the "fundamental knowledge."However things are different.College students are able to think over these controversies and understand what they are about by capitalizing on the knowledge they have acquired. Then what can college students learn from the current controversies concerned with the unknown world?First, it can stimulate their interest and attract their attention to watch those wise and imaginative scientists debating about the future world.Second, they will come to know that many important questions concerning our knowledge on nature are still a mystery. This will lead to the recognition of ignorance which will, in turn, urge them to make greater efforts in the scientific research.。

英语六级阅读理解常见考点

英语六级阅读理解常见考点

英语六级阅读理解常见考点Introduction:In the English proficiency test, the reading comprehension section is a vital component. It evaluates students' ability to understand and interpret written texts. This article aims to explore the common areas of focus in English six-level reading comprehension tests.1. Vocabulary:One of the fundamental aspects of reading comprehension is vocabulary. Test questions often involve understanding the meaning of specific words or phrases in the given context. To excel in this area, candidates should expand their vocabulary and practice identifying word meanings through context clues.2. Inference:Inference questions require students to draw conclusions or make logical deductions based on the information present in the text. Candidates must comprehend the main idea, identify implicit information, and understand the relationships between different ideas within the passage to answer these questions accurately.3. Main Idea:Determining the main idea or the primary purpose of the passage is a commonly tested skill. Students need to grasp the central theme and understand how the supporting details are connected to it. The ability to identify the main idea helps in comprehending the text as a whole.4. Supporting Details:Understanding supporting details is crucial for a comprehensive understanding of the text. Test questions can ask students to identify specific details, such as facts, statistics, or examples, that support the main idea. Paying attention to these details enhances comprehension and the ability to answer related questions.5. Organization and Structure:Understanding the organization and structure of a passage helps students navigate and interpret it effectively. Test takers should recognize the relationships between paragraphs, such as cause and effect, comparison and contrast, or chronological order, to comprehend the author's intended message.6. Tone and Attitude:Another critical component of reading comprehension is analyzing the author's tone and attitude. Test questions may ask candidates to identify the author's opinion, viewpoint, or emotions towards certain ideas or events. Understanding the tone and attitude aids in comprehending the overall message conveyed in the passage.7. Pronoun Reference:In some passages, pronouns are used to refer back to previously mentioned nouns. Students must identify the noun to which the pronoun refers, ensuring clarity and comprehension. Practice recognizing pronoun references improves the ability to answer related questions correctly.8. Incomplete Information:Occasionally, test questions may present incomplete information, requiring candidates to make reasonable assumptions or predictions based on the given text. This skill tests a student's ability to fill in the gaps and make logical inferences to form a complete understanding.Conclusion:To excel in the English six-level reading comprehension test, candidates should focus on improving their vocabulary, inference skills, and understanding of main ideas and supporting details. Additionally, being aware of the organization, tone, and pronoun references within the passage enhances comprehension. By developing these crucial skills, test takers can confidently approach the reading comprehension section and achieve a high score.。

英语六级阅读精读

英语六级阅读精读

英语六级阅读精读The Importance of Reading in Improving English Proficiency。

Reading plays a crucial role in enhancing English proficiency for language learners. It not only helps to build vocabulary, but also improves grammar, comprehension, and critical thinking skills. In this article, we will explore the various benefits of reading and provide some tips on how to make the most out of this valuable language learning activity.First and foremost, reading is an effective way to expand one's vocabulary. By exposing oneself to a wide range of words and phrases in different contexts, learners can improve their language skills and become more fluent in English. Additionally, reading helps to reinforce grammar rules and sentence structures, as learners are exposed to correct usage through written texts.Furthermore, reading enhances comprehension skills by challenging learners to understand and interpret complex ideas and arguments. By engaging with different types of texts, such as articles, essays, and novels, learners can develop their ability to analyze and evaluate information critically. This not only improves their reading skills, but also enhances their overall language proficiency.In addition to vocabulary and comprehension, reading also helps to improve writing skills. By observing how authors structure their sentences and paragraphs, learners can learn how to effectively communicate their ideas in written form. Reading also exposes learners to different writing styles, which can inspire them to experiment with their own writing and develop their unique voice.Moreover, reading is a valuable tool for cultural and social learning. Through literature and other written works, learners can gain insights into different cultures, traditions, and perspectives. This exposure to diverse viewpoints can broaden their understanding of the world and help them develop empathy and tolerance towards others.To make the most out of reading as a language learning activity, learners should choose texts that are appropriate for their proficiency level and interests. They should also actively engage with the material by taking notes, asking questions, and discussing the content with others. By actively participating in the reading process, learners can deepen their understanding of the material and improve their language skills more effectively.In conclusion, reading is a powerful tool for improving English proficiency. It not only helps to build vocabulary, improve grammar, and enhance comprehension skills, but also fosters critical thinking, writing, and cultural awareness. By incorporating reading into their language learning routine, learners can accelerate their progress and become more confident and proficient English speakers.。

六级阅读可可英语

六级阅读可可英语

六级阅读可可英语The Importance of Passing the CET-6 Exam in ChinaIn China, the College English Test (CET) is a standardized English proficiency examination that has become a crucial milestone for many students pursuing higher education. The CET-6, or the CET Level 6, is the more advanced version of this test and is widely recognized as a significant achievement for those who successfully pass it. This essay will delve into the significance of the CET-6 exam and its impact on the academic and professional lives of Chinese students.Firstly the CET-6 exam is a testament to a student's mastery of the English language. The test covers a wide range of skills including reading comprehension vocabulary grammar and writing. Passing the CET-6 demonstrates that a student has reached a high level of proficiency in English which is an invaluable asset in today's globalized world. With English being the predominant language of international communication passing the CET-6 opens up a world of opportunities for Chinese studentsOne of the primary benefits of passing the CET-6 is the enhanced employment prospects it offers. Many companies in China especially multinational corporations place a strong emphasis on English language skills when hiring new graduates. Passing the CET-6 signals to employers that a candidate has the necessary linguistic abilities to thrive in a multilingual work environment. This can give CET-6 holders a significant advantage over their peers in the highly competitive job marketMoreover the CET-6 certification is often a prerequisite for postgraduate studies both within China and abroad. Many universities in China require students to pass the CET-6 before they can enroll in master's or doctoral programs. Similarly international universities may use the CET-6 score as a measure of an applicant's English proficiency when considering their admission. Therefore passing the CET-6 can greatly improve a student's chances of gaining acceptance into their desired postgraduate programBeyond the academic and professional realms the CET-6 also holds cultural significance. In China English proficiency is often viewed as a symbol of education and sophistication. Passing the CET-6 exam is seen as a testament to a student's intellectual prowess and dedication to their studies. This recognition can foster a sense of pride and accomplishment within the individual and their communityfurther reinforcing the value placed on English language skills in Chinese societyHowever the CET-6 exam is not without its challenges. The test is notoriously difficult with a high failure rate among test-takers. Preparing for the CET-6 requires extensive studying and practice over an extended period of time. Students must dedicate significant time and effort to mastering the necessary skills and knowledge to pass the exam. This can be particularly demanding for those who are already juggling a full course load and other extracurricular activitiesDespite these challenges the benefits of passing the CET-6 exam make the arduous preparation process worthwhile. The exam not only tests a student's English proficiency but also their perseverance and commitment to achieving their goals. The sense of accomplishment that comes with passing the CET-6 can be a powerful motivator for students to continue striving for excellence in their academic and professional pursuitsIn conclusion the CET-6 exam is a crucial milestone for Chinese students that holds immense significance in both their academic and professional lives. Passing the exam demonstrates a high level of English proficiency which can open doors to better employment opportunities and postgraduate studies. Additionally the CET-6 has become a symbol of education and sophistication in Chinese societyfurther enhancing the value of this certification. While the preparation process can be challenging the benefits of passing the CET-6 make it a worthy endeavor for aspiring students in China。

写给英语小朋友的信作文

写给英语小朋友的信作文

Dear Little Friends,I hope this letter finds you all in good health and high spirits. As a high school student who has been learning English for quite a few years now, I thought Id share some of my experiences and tips with you, hoping they might make your journey with the English language a bit easier and more enjoyable.Firstly, let me tell you a story. When I first started learning English, I was just as excited as you might be now. The idea of speaking a new language was thrilling, but also a bit daunting. I remember the first time I tried to read an English book it felt like deciphering a code. But with time and practice, those words started to make sense, and now I can read and write in English with relative ease.One of the most important things Ive learned is the value of consistency. Just like learning to ride a bike or play a musical instrument, English requires regular practice to improve. Try to incorporate English into your daily routine. It could be as simple as speaking a few sentences in English with your family, or reading an English storybook before bed.When it comes to vocabulary, dont be discouraged if you cant remember every word you learn. Its completely normal to forget some words, and thats okay. The key is to keep revisiting them. I used to keep a small notebook where I would jot down new words I learned. Whenever I had some free time, I would flip through it and try to use those words in sentences.Listening to English songs and watching English movies or cartoons can also be a fun way to learn. It helps you get accustomed to the natural flow of the language and pick up new phrases and expressions. Plus, its a great way to discover new interests and expand your cultural horizons.Dont be afraid to make mistakes. They are a natural part of the learning process. When I first started speaking English, I made plenty of mistakes. But instead of getting upset, I used them as learning opportunities. I would ask my teachers or classmates to correct me, and I would make a note of my errors to avoid repeating them.Another tip is to find a study buddy. Having someone to practice with can make learning more fun and motivating. You can take turns reading aloud, have conversations, or even play games that involve using English.Lastly, remember that learning a language is not just about memorizing words and grammar rules. Its also about understanding and appreciating a different culture. So, try to learn about the customs, traditions, and history of Englishspeaking countries. It will give you a deeper understanding of the language and make your learning experience more enriching.In conclusion, learning English can be a rewarding and exciting adventure. It might seem challenging at times, but with patience, practice, and a positive attitude, you can overcome any obstacle. I believe in you, and I hope these tips help you on your journey to becoming proficient in English.Keep up the great work, and never stop learning! Warm regards,Your Name。

话题选择技巧英语作文初一

话题选择技巧英语作文初一

As a high school student, Ive always been fascinated by the English language, and one of the most crucial aspects of mastering it is the ability to write effectively. Writing an essay, especially on a topic of my choice, is a thrilling experience that allows me to express my thoughts and ideas creatively. Heres how I approach the art of topic selection for an English essay in my freshman year.First and foremost, I believe that the key to a captivating essay lies in choosing a topic that genuinely interests me. When Im passionate about a subject, its easier to delve into the details and present a compelling argument. For instance, if Im intrigued by environmental issues, I might opt for a topic like The Impact of Plastic Pollution on Marine Life.Once Ive identified a subject that sparks my curiosity, I move on to the next step, which is researching the topic thoroughly. I spend time reading articles, watching documentaries, and even conducting interviews to gather as much information as I can. This not only helps me understand the topic better but also provides me with a wealth of material to draw from when writing my essay.After Ive gathered enough information, I start brainstorming ideas and structuring my essay. I jot down all the points I want to cover and arrange them in a logical order. This process helps me visualize the flow of my essay and ensures that my arguments are presented in a coherent manner.One of the most important aspects of writing an essay is ensuring that it is engaging and easy to understand. To achieve this, I pay close attention tothe language I use. I try to avoid jargon and complex vocabulary, opting instead for simple, clear language that conveys my message effectively. Additionally, I make sure to use a variety of sentence structures to keep the essay interesting and avoid monotony.Another technique I employ is the use of vivid descriptions and sensory details. By painting a picture with my words, I can help the reader visualize the scenarios Im describing and make the essay more immersive. For example, if Im writing about a historical event, I might describe the atmosphere, the emotions of the people involved, and the sounds that filled the air.To make my essay more persuasive, I also incorporate relevant examples and data to support my arguments. This not only strengthens my case but also adds credibility to my essay. I ensure that the examples I use are relevant and directly related to the topic, and I cite my sources properly to avoid plagiarism.One of the challenges I often face while writing an essay is maintaining focus and staying on topic. To overcome this, I constantly refer back to my outline and make sure that each paragraph contributes to the overall argument. If I find myself straying off course, I reevaluate my approach and adjust my writing accordingly.Lastly, I believe that revising and editing are essential steps in the writing process. After completing my first draft, I take a break and then come back to it with fresh eyes. I read through my essay, checking for grammaticalerrors, inconsistencies, and areas that need improvement. I also ask my peers or teachers for feedback and incorporate their suggestions to enhance the quality of my essay.In conclusion, selecting a topic for an English essay in my freshman year involves a combination of passion, research, organization, and effective writing techniques. By following these steps, I can craft an essay that not only reflects my understanding of the subject but also engages and persuades the reader. Writing an essay is a journey of exploration and selfexpression, and with the right approach, it can be an incredibly rewarding experience.。

六级英语作文套话

六级英语作文套话

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一些常见看法英语作文

一些常见看法英语作文

When it comes to writing an essay in English, there are a few common perceptions that students often hold. Lets explore some of these views and analyze their validity.1. English Composition is Difficult: Many students find English composition challenging due to the language barrier or the complexity of expressing thoughts clearly and coherently. However, with practice and a good understanding of the language, writing becomes less daunting.2. The More Complex the Vocabulary, the Better the Essay: Its a common belief that using advanced vocabulary makes an essay sound more intelligent. While a rich vocabulary is beneficial, its more important to use words appropriately and in context rather than simply using complex terms.3. Longer Essays are Always Better: Length does not equate to quality. A wellstructured, concise essay that conveys the message effectively is often more impactful than a lengthy one that meanders.4. Creativity is Not Important in Academic Writing: Some students think that academic essays should be strictly formal and devoid of creativity. However, creative thinking can enhance the essay by presenting arguments in a unique way or using innovative examples.5. First Drafts Should Be Perfect: The pressure to make the first draft perfect can inhibit the writing process. Its more productive to focus on getting ideas down initially and then refining them through revisions.6. Grammar is the Most Important Aspect of Writing: While grammar is crucial, its not the only aspect that determines the quality of an essay. Clarity of thought, logical flow, and persuasive argumentation are equally, if not more, important.7. Using Quotes Makes an Essay Stronger: Incorporating quotes can support an argument, but overusing them or relying on them to carry the essay can detract from the writers own analysis and understanding of the topic.8. Online Tools Can Replace Human Editing: Tools like grammar checkers are helpful, but they cannot replace the nuanced understanding that a human editor brings to the table. They can miss contextual errors or suggest changes that alter the intended meaning.9. Essay Writing is a Solitary Activity: Collaboration and discussion can enhance the writing process. Sharing drafts with peers or mentors can provide valuable feedback and different perspectives.10. Good Writing Comes Naturally: While some may have a natural flair for writing, most people improve their skills through practice, reading widely, and learning from feedback.Understanding and challenging these common perceptions can help students approach English composition with a more open and effective mindset. Remember, writing is a skill that can be developed and refined over time with patience and effort.。

综合英语教程6 翻译

综合英语教程6 翻译

1. They can move a nation to fall on its knees and sincerely worship an Emperor who, without the clothes and the title, would drop to the rank of the cobbler and be swallowed up and lost sight of in the massed multitude of the inconsequentials...衣着与头衔能让一个民族心甘情愿地跪拜在一个君主面前。

而这个君主,如果没有衣着和头衔的支撑,会沦为鞋匠之流,消失在芸芸众生之中。

2. Is the human race a joke? Was it devised and patched together in a dull time when there was nothing important to do?人类是玩笑的结果吗?是上帝感到无聊又无大事可做时草草拼在一起的玩物吗?3. Mine are able to expand a human cipher into a globe-shadowing portent.我的衣着能把我从一个无名小卒变成了一个全球耀眼的巨人。

4. And probably at no other point is the sense of shabbiness so keenly felt as it is if we fall short of the standard set by social usage in this matter of dress.可能最感到寒酸的时刻是我们没按照社会的规范穿着自己。

5. It is true of dress in even a higher degree than of most other items of other consumption, that people will undergo a very considerable degree of privation in the comforts or the necessaries of life in order to afford what is considered a decent amount of wasteful consumption.人们为了能付得起一定量的、通常被认为是浪费性的消费,会在生活的其他方面尽量节俭。

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a r X i v :m a t h /0409526v1[mat h.AG ]27Sep24A NOTE ON THE VERY AMPLENESS OF COMPLETE LINEAR SYSTEMS ON BLOWINGS-UP OF P 3CINDY DE VOLDER AND ANTONIO LAF ACE Abstract.In this note we consider the blowing-up X of P 3along r general points of the anticanonical divisor of a smooth quadric in P 3.Given a complete linear system L =|dH −m 1E 1−···−m r E r |on X ,with H the pull-back of a plane in P 3and E i the exceptional divisor corresponding to P i ,we give necessary and sufficient conditions for the very ampleness (resp.base point freeness and non-speciality)of L .As a corollary we obtain a sufficient condition for the very ampleness of such a complete linear system on the blowing-up of P 3along r general points. 1.Introduction In this note we work over an algebraically closed field of characteristic 0.Let P 1,...,P r be general points of the anticanonical divisor of a smooth quadric in P 3and choose some integers m 1≥...≥m r ≥0.Consider the linear system L ′of surfaces of degree d in P 3having multiplicities at least m i at P i ,for all i =1,...,r .Let X denote the blowing-up of P 3alongs P 1,...,P r ,and let L denote the complete linear system on X corresponding to L ′.and the system is called special if dim(L )>max {−1,vdim (L )}.Let Z be a zero-dimensional subscheme of length 2of X ,then L separates Z if there exists a divisor D ∈L such that Z ∩D =∅but Z ⊂D .The system L on X is called very ample if it separates all such Z .The very ampleness of line bundles of blowings-up of varieties has been studied by several authors,e.g.St´e phane Chauvin and the first author [2],Marc Coppens[3,4],Brian Harbourne [8],Mauro C.Beltrametti and Andrew J.Sommese [1].In theorem 5.1(resp.theorem 4.1)we prove that such a system L is very ample (resp.base point free)on X if and only if m r >0,d ≥m 1+m 2+1and 4d ≥m 1+···+m r +3(resp.d ≥m 1+m 2and 4d ≥m 1+···+m r +2).A fundamental tool for proving these results is theorem 3.1which states that a system L with 2d ≥m 1+···+m 4is non-special if d ≥m 1+m 2−1and 4d ≥m 1+···+m r .If r ≤8,the points P i are in general position on P 3and the dimension and base locus of L on X can be determined using the results from [5,6].The techniques used in this note are a generalization of the ones in [5,6]and make use of the results about complete linear systems on rational surfaces with irreducible anticanonical divisor (see [7,8]).12CINDY DE VOLDER AND ANTONIO LAFACE2.Preliminaries and notationLet L3(d)denote the complete linear system of surfaces of degree d in P3.Consider a general quadric¯Q∈L3(2)in P3and let K¯Q denote the canonical class on¯Q. Then we know that−K¯Q is just the linear system on¯Q induced by L3(2),so we can consider D¯Q∈−K¯Q which is smooth and irreducible.Let P1,...,P r be general points of D¯Q and choose integers m1≥···≥m r≥0. By X r we denote the blowing-up of P3along the points P1,...,P r,E0denotes the pullback of a plane in P3,by E i(i=1,...,r)we mean the exceptional divisor on X r corresponding to P i andπ:X r→P3denotes the projection map.On P3,we let L3(d;m1,...,m r)denote the linear system of surfaces of degree d with multiplicities at least m i at P i for all i=1,...,r as well as the corresponding sheaf.By abuse of notation,on X r,L3(d;m1,...,m r)also denotes the invertible sheaf π∗(O P3(d))⊗O X r(−m1E1−···−m r E r)and the corresponding complete linear system|dE0−m1E1−···m r E r|.Analoguously,on P3,L3(d;m n11,...,m n t t)denotes the linear system of surfaces of degree d with multiplicities at least m i at n i of the points on D Q as well as the corresponding sheaf.Again,the same notation is used to denote the associated complete linear system and invertible sheaf on X r.The virtual dimension of the linear system L=L3(d;m1,...,m r)on P3as well as on X r is defined asvdim(L):= d+33 −r i=1 m i+23 −1.The expected dimension of L is then given byedim(L):=max{−1,vdim(L)}.It is then clear that dim(L)≥edim(L)≥vdim(L),and the system L is called special if dim(L)>edim(L).The system L is associated to the sections of the sheaf O P n(d)⊗I Z,where Z= m i p i is the zero-dimensional scheme of fat points. From the cohomology exact sequence associated to0O P n(d)0,we obtain that h i(L)=0for i=2,3.Therefore v(L)=h0(L)−h1(L)−1,so that a non-empty system is special if and only if h1(L)>0.Note that the strict transform Q r of¯Q on X r is a divisor of L3(2;1r),and Q r is just the blowing-up of¯Q along P1,...,P r.So Pic(Q r)= f1,f2,e1,...,e r ,with f1 and f2the pullbacks of the two rulings on¯Q and e1,...,e r the exceptional curves. By L Q r(a,b;m1,...,m r)we denote the complete linear system|af1+bf2−m1e1−...−m r e r|,and,as before,if some of the multiplicities are the same,we also use the notation L Q r(a,b;m n11,...,m n t t).Let B s be the blowing-up of P2along s general points of a smooth irreducible cubic, then Pic B s= h,e′1,...,e′s ,with h the pullback of a line and e′l the exceptional curves.By L2(d;m1,...,m s)we denote the complete linear system|dh−m1e′1−...−m s e′s|.And again,as before,if some of the multiplicities are the same,weVERY AMPLENESS ON BLOWINGS-UP OF P33 also use the notation L2(d;m n t1,...,m n t r).Note that−K B s=L2(3;1s)contains a smooth irreducible divisor which we will denote by D B s.On B s,a system L2(d;m1,...,m s)is said to be in standard form if d≥m1+m2+m3 and m1≥m2≥···≥m s≥0;and it is called standard it there exists a base ˜h,˜e1,...,˜e s of Pic B s such that L2(d;m1,...,m s)=|˜d˜h−˜m1˜e1−...−˜m s˜e s|is in standard form.As explained in[5,§6],the blowing-up Q of the quadric along1general point can also be seen as a blowing-up of the projective plane along2general points,andL Q(a,b;m)=L2(a+b−m;a−m,b−m).So,in particular−K Q=L Q(2,2;1)=L2(3;12)=−K B.Obviously,this means2that our blowing-up Q r can also be seen as a B r+1andL Q r(a,b;m1,m2,...,m r)=L2(a+b−m1;a−m1,b−m1,m2,...,m r). This implies in particular that we can apply the results from[7]and[8].3.Non-specialityTheorem3.1.Consider L=L3(d;m1,...,m r)on X r with2d≥m1+m2+m3+ m4and m1≥m2≥···≥m r≥0.Then h1(L)=0if(1)d≥m1+m2−1and(2)4d≥m1+···m r if r≥9.Proof.We will assume that m r>0,since otherwise we can work on X r′with r′:=max{i:m i>0}.If r≤8then the points P1,...,P r are general points of P3and the statement follows from[5,Theorem5.3].So we assume that r≥9and consider the following exact sequence0L0Then L⊗O Q r=L Q r(d,d;m1,...,m r)=L2(2d−m1;(d−m1)2,m2,...,m r). Proceeding as in the proof of[5,Lemma5.2]it is easily seen that this is a standard class.Moreover L2(2d−m1;(d−m1)2,m2,...,m r).K B r+1=−4d+m1+···+m r≤0,so we can apply[7,Theorem1.1and Proposition1.2]to obtain h1(L⊗O Q r)=0. On the other hand,one can easily check that L′:=L3(d−2;m1−1,...,m r−1) still satisfies the conditions of the theorem.Continuing like this until the residue class L′=L3(d′;m′1,...,m′r′)is such that r′≤8.For this class we then know that h1(L′)=0which gives us that h1(L)=0.4.Base point freenessTheorem4.1.Consider L=L3(d;m1,...,m r)on X r with m1≥m2≥···≥m r. Then L is base point free on X r if and only if the following conditions are satisfied(1)m r≥0,(2)d≥m1+m2and(2)4d≥m1+···m r+2if r≥8.4CINDY DE VOLDER AND ANTONIO LAFACEProof.First of all let us prove that the conditions are necessary.Obviously,if m r<0then m r E r⊂Bs(L);and if d<m1+m2then the strict transform of the line through P1and P2is contained in Bs(L).Now assume that(1)and(2)are satisfied,but4d≤m1+···m r+1and consider0L0(1) Proceeding as before,one can check that L⊗O Q r=L2(2d−m1;(d−m1)2, m2,...,m r)is standard and L2(2d−m1;(d−m1)2,m2,...,m r).(−K B r+1)=4d−m1−···−m r≤ing the results from[7],we obtain that L⊗O Q r has base points,which will also be base points of L.Now assume that all three conditions are satisfied(as before,we may even assume m r>0).If r≤8,the result follows from[6,Theorem6.2],so we assume that r≥9 and that the result holds for r′<r Consider the exact sequence(1).As before,one can see that L⊗O Q r=L2(2d−m1;(d−m1)2,m2,...,m r)is standard and since L2(2d−m1;(d−m1)2,m2,...,m r).K B r+1≤−2we know that L⊗O Q r is base point free(see[7,Lemma3.3(2)]).Also,because of theorem3.1,we know that h1(L3(d−2;m1−1,...,m r−1))=0,so L induces the complete linear system L⊗O Q r on Q r,which means in particular that L has no base points on Q r.On the other hand it is easily checked that L3(d−2;m1−1,...,m r−1)still satisfies the conditions of the theorem.Continue like this untill you have r′<r for the residue class(i.e. repeat this reasoning m r times).Denote L3(d−2m r;m1−m r,...,m r−1−m r)by L′.We then know that L′+mQ r⊂L.Since L has no base points on Q r,and since L′is base point free by our induction hypothesis,we obtain that Bs(L)=∅.5.Very amplenessTheorem5.1.Consider L=L3(d;m1,...,m r)on X r with m1≥m2≥···≥m r. Then L is very ample on X r if and only if the following conditions are satisfied(1)m r>0,(2)d≥m1+m2+1(d≥m1+1if r=1;d≥1if r=0)and(2)4d≥m1+···m r+3if r≥9.Proof.First of all let us note that the conditions are necessary.Obviously,if m r≤0 then L cannot separate on E r;and if d≤m1+m2then L cannot separate a zero-dimensional subscheme Z of length2of the strict transform of the line through P1 and P2.In case4d≤m1+···m r+2,one can see that L cannot separate Z if it is contained in D Q r.Now assume that all three conditions are satisfied.First of all consider the exact sequence0L0 Because of Theorem3.1we know that h1(L3(d;m1+1,m2,...,m r))=0,so Linduces the complete linear system L⊗O E1on E1.Since L⊗O E1=L2(m1),wesee that L separates on E1.Naturally,a similar reasoning can be done for any E i, so L separates on every E i.VERY AMPLENESS ON BLOWINGS-UP OF P35 Moreover,one can easily check that L(E i):=L3(d;m1,...,m i−1,m i+1,m i+1,..., m r)satisfies all the conditions of Theorem4.1,so that L(E i)is base point free on X r.This means that L can separate Z if∃i:Z∩E i=0but Z⊂E i. Combining the previous two results,we see that we now only need to show that L separates Z with Z∩E i=∅for all i=1,...,r.In case r=0,1or2,this is trivial.Now let us assume that r≥3and that the statement holds for r′<r.First look at the case where m r=1and consider the exact sequence 0L0 Proceeding as before,one can easily see that L⊗O Q r is standard.Moreover, 4d−m1−···−m r≥3(if r≥9this is condition(3)and if3≤r≤8this follows from(2)),so[8,Theorem2.1]implies that L⊗O Q r is very ample.Since h1(L3(d−2;m1−1,...,m r−1−1))=0(because of Theorem3.1)we then obtain that L separates on Q ing Theorem4.1we also obtain that L′:=L3(d−2;m1−1,...,m r−1−1,0)is base point free,which implies that L separates Z if Z∩Q r=∅.Let r′=max{i:m i>1}(or r′=0if all m i=1),then one can easily check that L′satisfies all the conditions of the theorem on X r′.So,using the induction hypothesis,we have that L′is very ample on X r′.But since Z on X r is disjoint with all E i,Z corresponds with a zero-dimensional subscheme on X r′(alsodisjoint with all E i).So may may conclude that L separates any Z.Now we assume m r>1and we assume that the statement holds for m′r<m r. Consider the exact sequence0L0 Proceeding similarly as for the case m r=1one can easily see that L separates all Z. Remark5.2.One can also use Theorem4.1and[1,Theorem2.1]to obtain a very ampleness result.However in this way only part of the complete class of very ample systems on X r are obtained.Remark5.3.Let A1,...,A r be general points on P3,let Y r be the blowing-up of P3along those r general points and let L3(d;m1,...,m r)(m1≥m2≥···≥m r) denote the complete linear system|dE0−m1E1−···−m r E r|on Y r.Since the very ampleness is an open property,Theorem5.1implies that L3(d;m1,...,m r)is very ample on Y r if m r>0,d≥m1+m2+1(d≥m1+1if r=1;d≥1if r=0)and 4d≥m1+···m r+3if r≥9.Of course the third condition will now no longer be a necessary condition.References[1]Mauro C.Beltrametti and Andrew J.Sommese.Notes on Embeddings of Blowups.J.Alg.,186:861–871,1996.[2]St´e phane Chauvin and Cindy De Volder.Some very ample and base point free linearsystems on generic rational surfaces.Math.Nachr.,245:45–66,2002.[3]Marc Coppens.Very ample linear systems on blowings-up at general points of projectivespaces.Canad.Math.Bull.,45(3):349–354,2002.[4]Marc Coppens.Very ample linear systems on blowings-up at general points of smoothprojective varieties.Pacific J.Math.,202(2):313–327,2002.6CINDY DE VOLDER AND ANTONIO LAFACE[5]Cindy De Volder and Antonio Laface.On linear systems of P3through multiple points.Preprint,math.AG/0311447,2003.[6]Cindy De Volder and Antonio Laface.Base locus of linear systems on the blowing-up ofP3along at most8general points.Preprint,math.AG/0401244,2004.[7]Brian plete linear systems on rational surfaces.Trans.Amer.Math.Soc.,289(1):213–226,1985.[8]Brian Harbourne.Very ample divisors on rational surfaces.Math.Ann.,272(1):139–153,1985.[9]Antonio Laface and Luca Ugaglia.On a class of special linear systems of P3.Preprint,math.AG/0311445,2003.Department of Pure Mathematics and Computeralgebra,Galglaan2,B-9000Ghent,BelgiumE-mail address:cdv@cage.ugent.beDipartimento di Matematica,Universit`a degli Studi di Milano,Via Saldini50,20100Milano,ItalyE-mail address:face@unimi.it。

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