Training Notes(T2th)
2009年英语专业八级真题及答案(最全面的试题答案对比分析)
TEST FOR ENGLISH MAJORS (2009)-GRADE EIGHT-TIME LIMIT: 195 MINPART I LISTENING COMPREHENSION (35 MIN)SECTION A MINI-LECTUREIn this section you will hear a mini-lecture. Y ou will hear the lecture ONCE ONLY While listening, take notes on the important points. Y our notes will not be marked, but you will need them to complete a gap-filling task after the mini-lecture. When the lecture is over, you will be given two minutes to check your notes, and another ten minutes to complete the gap-filling task on ANSWER SHEET ONE. Use the blank sheet for note-taking.Writing Experimental ReportsI. Content of an experimental report, e.g.--- study subject/ area--- study purpose--- ____1____II. Presentation of an experimental report--- providing details--- regarding readers as _____2_____III.Structure of an experimental report--- feature: highly structured and ____3____--- sections and their content:INTRODUCTION ____4____; why you did itMETHOD how you did itRESULT what you found out____5____ what you think it showsIV. Sense of readership--- ____6____: reader is the marker--- ____7____: reader is an idealized, hypothetical, intelligent person with little knowledge of your study--- tasks to fulfill in an experimental report:ν introduction to relevant areanecessary background informationνν development of clear argumentsdefinition of technical termsνpreciseν description of data ____8____V. Demands and expectations in report writing--- early stage:understanding of study subject/area and itsν implicationsbasic grasp of the report's formatν--- later stage:ν ____9____ on research significance--- things to avoid in writing INTRODUCTION:inadequate materialν____10____ of research justificationν for the studySECTION B INTERVIEWIn this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Mark the correct answer to each question on your coloured answer sheet.Questions 1 to 5 are based on an interview. At the end of the interview you will be give n 10 seconds to answer each of the following five questions.Now listen to the interview.1. Which of the following statements is CORRECT?A. Toastmasters was originally set up to train speaking skills.B. Toastmasters only accepts prospective professional speakers.C. Toastmasters accepts members from the general public.D. Toastmasters is an exclusive club for professional speakers.2. The following are job benefits by joining Toastmasters EXCEPTA. becoming familiar with various means of communication.B. learning how to deliver messages in an organized way.C. becoming aware of audience expectations.D. learning how to get along with friends.3. Toastmasters' general approach to training can be summarized asA. practice plus overall training.B. practice plus lectures.C. practice plus voice training.D. practice plus speech writing.4. Toastmasters aims to train people to be all the following EXCEPTA. public speakers.B. grammar teachers.C. masters of ceremonies.D. evaluators.5. The interview mainly focuses onA. the background information.B. the description of training courses.C. the requirements of public speaking.D. the overall personal growth.SECTION C NEWS BROADCASTIn this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Mark the correct answer to each question on your coloured answer sheet. Questions 6 and 7 are'based on the foUowing news. At the end of the news item, you will be given 20 seconds to answer the questions.Now listen to the news.6. Which of the following is the main cause of global warming?A. Fossil fuel.B. Greenhouse gases.C. Increased dryness.D. Violent storm patterns.7. The news item implies that ______ in the last report.A. there were fewer studies doneB. there were fewer policy proposalsC. there was less agreementD. there were fewer objectivesQuestions 8 and 9 are based on the following news. At the end of the news item, you will be given 20 seconds to answer the questions.Now listen to the news.8. The cause of the Indian train accident wasA. terrorist sabotage.B. yet to be determined.C. lack of communications.D. bad weather.9. Which of the following statements is CORRECT?A. The accident occurred on a bridge.B. The accident occurred in New Delhi.C. There were about 600 casualties.D. Victims were rescued immediately.Question 10 is based on the following news. At the end of the news item, you will be given 10 seconds to answer the question.Now listen to the news.10. What is the main message of the news item?A. Y oung people should seek careers advice.B. Careers service needs to be improved.C. Businesses are not getting talented people.D. Careers advice is not offered on the Intemet.PART II READING COMPREHENSION (30 MIN)In this section there are four reading passages followed by a total of 20 multiple-choice questions. Read the passages and then mark your answers on your coloured answer sheet.TEXT AWe had been wanting to expand our children's horizons by taking them to a place that was unlike anything we'd been exposed to during our travels in Europe and the United States. In thinking about what was possible from Geneva, where we are based, we decided on a trip toIstanbul, a two-hour plane ride from Zurich.We envisioned the trip as a prelude to more exotic ones, perhaps to New Delhi or Bangkok later this year, but thought our 11- and 13-year-olds needed a first step away from manicured boulevards and pristine monuments.What we didn't foresee was the reaction of friends, who warned that we were putting our children "in danger," referring vaguely, and most incorrectly, to disease, terrorism or just the unknown. To help us get acquainted with the peculiarities of Istanbul and to give our children a chance to choose whatthey were particularly interested in seeing, we bought an excellentguidebook and read it thoroughly before leaving.Friendly warnings didn't change our planning, although we might have more prudently checked with the U.S. State Department's list of troublespots. We didn't see a lot of children among the foreign visitors during our six-day stay in Istanbul, but we found the tourist areas quite safe, very interesting and varied enough even to suit our son, whose oft-repeated request is that we not see "every single" church and museum in a given city.V accinations weren't needed for the city, but we were concemed about adapting to the water for a short stay. So we used bottled water for drinking and brushing our teeth, a precaution that may seem excessive, but we all stayed healthy.Taking the advice of a friend, we booked a hotel a 20-minute walk from most of Istanbul's major tourist sites. This not only got us some morning exercise, strolling over the Karakoy Bridge, but took us past a colorful assortment of fishermen, vendors and shoe shiners.From a teenager and pre-teen's view, Istanbul street life is fascinating since almost everything can be bought outdoors. They were at a good age to spend time wandering the labyrinth of the Spice Bazaar, where shops display mounds of pungent herbs in sacks. Doing thiswith younger children would be harder simply because the streets are so packed with people; it would be easy to get lost.For our two, whose buying experience consisted of department stores and shopping mall boutiques, it was amazing to discover that you could bargain over price and perhaps end up with two of something for the price of one. They also learned to figure out the relative value of the Turkish lira, not a small matter with its many zeros.Being exposed to Islam was an important part of our trip. Visiting the mosques, especially the enormous Blue Mosque, was our first glimpse into how this major religion is practiced. Our children's curiosity already had been piqued by the five daily calls to prayer over loudspeakers in every corner of the city, and the scarves covering the heads of many women.Navigating meals can be troublesome with children, but a kebab, bought on the street or in restaurants, was unfailingly popular. Since we had decided this trip was not for gourmets, kebabs spared us the agony of trying to find a restaurant each day that would suit the adults' desire to try something new amid children's insistence that the food be served immediately. Gradually, we branched out to try some other Turkish specialties.Although our son had studied Islam briefly, it is impossible to be prepared for every awkward question that might come up, such as during our visits to the Topkapi Sarayi, the Ottoman Sultans' palace. No guides were available so it was do-it-yourself, using our guidebook,which cheated us of a lot of interesting history and anecdotes that a professional guide could provide. Next time, we resolved to make such arrangements in advance.On this trip, we wandered through the magnificent complex, with its imperial treasures, its courtyards and its harem. The last required a bit of explanation that we would have happily lef~to a learned third party.11. The couple chose Istanbul as their holiday destination mainly becauseA. the city is not too far away from where they lived.B. the city is not on the list of the U.S. State Department.C. the city is between the familiar and the exotic.D. the city is more familiar than exotic.12. Which of the following statements is INCORRECT?A. The family found the city was exactly what they had expected.B. Their friends were opposed to their holiday plan.C. They could have been more cautious about bringing kids along.D. They were a bit cautious about the quality of water in the city.13. We learn from the couple's shopping experience back home thatA. they were used to bargaining over price.B. they preferred to buy things outdoors.C. street markets were their favourite.D. they preferred fashion and brand names.14. The last two paragraphs suggest that to visit places of interest in IstanbulA. guidebooks are very useful.B. a professional guide is a must.C. one has to be prepared for questions.D. one has to make arrangements in advance.15. The family have seen or visited all the following in Istanbul EXCEPTA. religious prayers.B. historical buildings.C. local-style markets.D. shopping mall boutiques.TEXT BLast month the first baby-boomers turned 60. The bulky generation born between 1946 and 1964 is heading towards retirement. The looming "demographic cliff" will see vast numbers of skilled workers dispatched from the labour force.The workforce is ageing across the rich world. Within the EU the number of workers aged between 50 and 64 will increase by 25% over the next two decades, while those aged 20-29 will decrease by 20%. In Japan almost 20% of the population is already over 65, the highest share in the world. And in the United States the number of workers aged 55-64 will have increased by more than half in this decade, at the same time as the 35- to 44-year-olds decline by 10%. Given that most societies are geared to retirement at around 65, companies have a looming problem of knowledge management, of making sure that the boomers do not leave before they have handed over their expertise along with the office keys and their e-mail address. A survey of human-resources directors by IBM last year concluded: "When the baby-boomer generation retires, many companies will find out too late that a career's worth of experience has walked out the door, leaving insufficient talent to fill in the void."Some also face a shortage of expertise. In aerospace and defence, for example, as much as40% of the workforce in some companies will be eligible to retire within the next five years. Atthe same time, the number of engineering graduates in developed countries is in steep decline.A few companies are so squeezed that they are already taking exceptional measures. Earlierthis year the Los Angeles Times interviewed an enterprising Australian who was staying inBeverly Hills while he tried to persuade locals to emigrate to Toowoomba, Queensland, to workfor his engineering company there. Toowoomba today; the rest of the developed worldtomorrow?If you look hard enough, you can find companies that have begun to adapt the workplace toolder workers. The AARP, an American association for the over-50s, produces an annual list ofthe best employers of its members. Health-care firms invariably come near the top because theyare one of the industries most in need of skilled labour. Other sectors similarly affected, says the Conference Board, include oil, gas, energy and government.Near the top of the AARP's latest list comes Deere & Company, a no-nonsenseindustrial-equipment manufacturer based in Illinois; about 35% of Deere's 46,000 employees are over 50 and a number of them are in their 70s. The tools it uses to achieve that - flexibleworking, telecommuting, and so forth - also coincidentaUy help older workers to extend their working lives. The company spends "a lot of time" on the ergonomics of its factories, makingjobs there less tiring, which enables older workers to stay at them for longer.Likewise, for more than a decade, Toyota, arguably the world's most advancedmanufacturer, has adapted its workstations to older workers. The shortage of skilled labour available to the automotive industry has made it unusually keen to recruit older workers. BMW recently set up a factory in Leipzig that expressly set out to employ people over the age of 45. Needs must when the devil drives.Other firms are polishing their alumni networks. IBM uses its network to recruit retiredpeople for particular projects. Ernst & Y oung, a professional-services firm, has about 30,000 registered alumni, and about 25% of its "experienced" new recruits are former employees who return after an absence.But such examples are unusual. A survey in America last month by Ernst & Y oung foundthat "although corporate America foresees a significant workforce shortage as boomers retire, itis not dealing with the issue." Almost three-quarters of the 1,400 global companies questionedby Deloitte last year said they expected a shortage of salaried staff over the next three to five years. Y et few of them are looking to older workers to fill that shortage; and even fewer arelooking to them to fill another gap that has already appeared. Many firms in Europe and America complain that they struggle to find qualified directors for their boards - this when the pool ofretired talent from those very same firms is growing by leaps and bounds.Why are firms not working harder to keep old employees? Part of the reason is that thecrunch has been beyond the horizon of most managers. Nor is hanging on to older workers theonly way to cope with a falling supply of labour. The participation of developing countries in the world economy has increased the overall supply - whatever the local effect of demographics inthe rich countries. A vast amount of work is being sent offshore to such places as China andIndia and more will go in future. Some countries, such as Australia, are relaxing theirimmigration policies to allow much needed skills to come in from abroad. Others will avoid the need for workers by spending money on machinery and automation.16. According to the passage, the most serious consequence of baby-boomers approaching retirement would beA. a loss of knowledge and experience to many companies.B. a decrease in the number of 35- to 44- year-olds.C. a continuous increase in the number of 50-to 64-year-olds.D. its impact on the developed world whose workforce is ageing.17. The following are all the measures that companies have adopted to cope with the ageing workforce EXCEPTA. making places of work accommodate the needs of older workers.B. using alumni networks to hire retired former employees.C. encouraging former employees to work overseas.D. granting more convenience in working hours to older workers.18. "The company spends 'a lot of time' on the ergonomics of its factories" (Paragraph Seven) means thatA. the company attaches great importance to the layout of its factories.B. the company improves the working conditions in its factories.C. the company attempts to reduce production costs of its factories.D. the company intends to renovate its factories and update equipment.19. In the author's opinion American firms are not doing anything to deal with the issue of the ageing workforce mainly becauseA. they have not been aware of the problem.B. they are reluctant to hire older workers.C. they are not sure of what they should do.D. they have other options to consider.20. Which of the following best describes the author's development of argument?A. introducing the issue---citing ways to deal with the issue---~describing the actualstatus---offering reasons.B. describing the actual status--- introducing the issue---citing ways to deal with theissue---offering reasons.C. citing ways to deal with the issue---introducing the issue----describing the actualstatus---offering reasons.D. describing the actual status--offering reasons---introducing the issue---citing ways todeal with the issue.TEXT C(1) The other problem that arises from the employment of women is that of the working wife.It has two aspects: that of the wife who is more of a success than her husband and that of the wife who must rely heavily on her husband for help with domestic tasks. There are various ways in which the impact of the first difficulty can be reduced. Provided that husband and wife are not in the same or directly comparable lines of work, the harsh fact of her greater success can be obscured by a genialconspiracy to reject a purely monetary measure of achievement as intolerably crude. Where there are ranks, it is best if the couple work in different fields so that the husband can find some special reason for the superiority of the lowest figure in his to the most elevated in his wife's.(2) A problem that affects a much larger number of working wives is the need to re-allocate domestic tasks if there are children. In The Road to Wigan Pier George Orwell wrote of the unemployed of the Lancashire coalfields: "Practically never ... in a working-class home, will you see the man doing a stroke of the housework. Unemployment has not changed this convention,which on the face of it seems a little unfair. The man is idle from morning to night but the woman is as busy as ever - more so, indeed, because she has to manage with less money. Y et so far as myexperience goes the women do not protest. They feel that a man would lose his manhood if, merely because he was out of work, he developed in a 'Mary Ann'."(3) It is over the care of young children that this re-allocation of duties becomes really significant. For this, unlike the cooking of fish fingers or the making of beds, is an inescapably time-consuming occupation, and time is what the fully employed wife has no more to spare of than her husband.(4) The male initiative in courtship is a pretty indiscriminate affair, something that is tried on with any remotely plausible woman who comes within range and, of course, with all degrees of tentativeness. What decides the issue of whether a genuine courtship is going to get under way is the woman's response. If she shows interest the engines of persuasion are set in movement. The truth is that in courtship society gives women the real power while pretending to give it to men.(5) What does seem clear is that the more men and women are together, at work and awayfrom it, the more the comprehensive amorousness of men towards women will have to go, despiteall its past evolutionary services. For it is this that makes inferiority at work abrasive and, more indirectly, makes domestic work seem unmanly, if there is to be an equalizing redistribution of economic and domestic tasks between men and women there must be a compensating redistribution of the erotic initiative. If women will no longer let us beat them they must allow us to join them as the blushing recipients of flowers and chocolates.21. Paragraph One advises the working wife who is more successful than her husband toA. work in the same sort of job as her husband.B. play down her success, making it sound unimportant.C. stress how much the family gains from her high salary.D. introduce more labour-saving machinery into the home.22. Orwell's picture of relations between man and wife in Wigan Pier (Paragraph Two) describes a relationship which the author of the passageA. thinks is the natural one.B. wishes to see preserved.C. believes is fair.D. is sure must change.23. Which of the following words is used literally, NOT metaphorically?A. Abrasive (Paragraph Five).B. Engines (Paragraph Four).C. Convention (Paragraph Two).D. Heavily (Paragraph One).24. The last paragraph stresses that if women are to hold important jobs, then they mustA. sometimes make the first advances in love.B. allow men to flirt with many women.C. stop accepting presents of flowers and chocolates.D. avoid making their husbands look like "Mary Anns".25. Which of the following statements is INCORRECT about the present form of courtship?A. Men are equally serious about courtship.B. Each man "makes passes" at many women.C. The woman's reaction decides the fate of courtship.D. The man leaves himself the opportunity to give up the chase quickly.TEXT DFrom Namche Bazaar, the Sherpa capital at 12,000 feet, the long line threaded south,dropping 2,000 feet to the valley floor, then trudged down the huge Sola-Khumbu canyon until it opened out to the lush but still daunting foothills of Central Nepal.It was here at Namche that one man broke rank and leaned north, slowly and arduouslyclimbing the steep walls of the natural amphitheater behind the scatter of stone huts, then past Kunde and Khumjong.Despite wearing a balaclava on his head, he had been frequently recognized by the Tibetans,and treated with the gravest deference and respect. Even among those who knew nothing about him, expressions of surprise lit up their dark, liquid eyes. He was a man not expected to be there.Not only was his stature substantially greater than that of the diminutive Tibetans, but itwas also obvious from his bearing - and his new broadcloak, which covered a much-too-tightarmy uniform - that he came from a markedly loftier station in life than did the average Tibetan. Among a people virtually bereft of possessions, he had fewer still, consisting solely of a rounded bundle about a foot in diameter slung securely by a cord over his shoulder. The material the bundle was wrapped in was of a rough Tibetan weave, which did not augur that the content wasof any greater value - except for the importance he seemed to ascribe to it, never for a moment releasing his grip.His objective was a tiny huddle of buildings perched halfway up an enormous valley wallacross from him, atop a great wooded spur jutting out from the lower lap of the 22,493-foot Ama Dablum, one of the most majestic mountains on earth. There was situated Tengboche, the most famous Buddhist monastery in the Himalayas, its setting unsurpassed for magnificenceanywhere on the planet.From the top of the spur, one's eyes sweep 12 miles up the stupendous Dudh Kosi canyonto the six-mile-long granite wall of cliff of Nuptse at its head. If Ama Dablum is the Gatekeeper,then the sheer cliff of Nuptse, never less than four miles high, is the Final Protector of the highest and mightiest of them all: Chomolongma, the Mother Goddess of the World, to the Tibetans; Sagarmatha, the Head of the Seas, to the Nepalese; and Everest to the rest of us. And over the great barrier ofNuptse She demurely peaks.It was late in the afternoon - when the great shadows cast by the colossal mountains were descending into the deep valley floors - before he reached the crest of the spur and shuffled to a stop just past Tengboche's entrance gompa. His chest heaving in the rarefied air, he removed his hand from the bundle--the first time he had done so - and wiped grimy rivulets of sweat fromaround his eyes with the fingers of his mitted hand.His narrowed eyes took in the open sweep of the quiet grounds, the pagoda-like monasteryitself, and the stone buildings that tumbled down around it like a protective skirt. In the distance the magic light of the magic hour lit up the plume flying off Chomolongma's 29,029-foot-high crest like a bright, welcoming banner.His breathing calmed, he slowly, stiffly struggled forward and up the rough stone steps tothe monastery entrance. There he was greeted with a respectful nameste -"I recognize the divinein you" - from a tall, slim monk of about 35 years, who hastily set aside a twig broom he hadbeen using to sweep the flagstones of the inner courtyard. While he did so, the visitor noticedthat the monk was missing the small finger on his left hand. The stranger spoke a few formalwords in Tibetan, and then the two disappeared inside.Early the next morning the emissary - lightened of his load - appeared at the monastery entrance, accompanied by the same monk and the elderly abbot. After a bow of his head, whichwas returned much more deeply by the two ocher-robed residents, he took his leave. The two solemn monks watched, motionless, until he dipped over the ridge on which the monastery sat,and out of sight.Then, without a word, they turned and went back inside the monastery.26. Which of the following words in Paragraph One implies difficulty in walking?A. "threaded".B. "dropping".C. "trudged".D. "daunting".27. In the passage the contrast between the Tibetans and the man is indicated in all the following aspects EXCEPTA. clothing.B. height.C. social status.D. personal belongings.28. It can be inferred from the passage that one can get ______ of the region from themonastery.A. a narrow viewB. a hazy viewC. a distant viewD. a panoramic view29. Which of the following details shows that the man became relaxed after he reached the monastery?A. "...he reached the crest of the spur and shuffled to a stop..."B. "...he removed his hand from the bundle..."C. "His narrowed eyes took in the open sweep of the quiet grounds..."D. "...he slowly, stiffly struggled forward and up the rough stone steps..."30. From how it is described in the passage the monastery seems to evokeA. a sense of awe.B. a sense of piety.C. a sense of fear.D. a sense of mystery.PART III GENERAL KNOWLEDGE (10 MIN)There are ten multiple-choice questions in this section. Choose the best answer to each question. Mark your answers on your coloured answer sheet.31. The Head of State of New Zealand isA. the governor-general.B. the Prime Minister.C. the high commissioner.D. the monarch of the United Kingdom.32. The capital of Scotland isA. Glasgow.B. Edinburgh.C. Manchester.D. London.33. Who wrote the Declaration of Independence and later became the U.S. President?A. Thomas Jefferson.B. George Washington.C. Thomas Paine.D. John Adams.34. Which of the following cities is located on the eastern coast of Australia?A. Perth.B. Adelaide.C. Sydney.D. Melbourne.35. Ode to the West Windwas written byA. William Blake.B. William Wordsworth.C. Samuel Taylor Coleridge.D. Percy B. Shelley.。
思维导图培训讲稿（Mindmaptrainingnotes）
思维导图培训讲稿（Mind map training notes）2010-3-9I. overview of mind mapping1.1. The origin of mind mapping?Scientific research has proved that human thinking features is a radioactive, into the brain of each piece of information, every feeling, memories or thoughts (including every word, number, code, food, flavor, color, lines, images, rhythm, texture, and notes) can be used as a thinking branch show, it presented the three-dimensional structure is radioactive.Tony Buzan, a famous British psychologist, discovered the power and potential of the brain, and discovered that the great artist Finch used many pictures, codes and connections in his notes. He realized that this was the secret of Da Vinci's super mind. On this basis, Buzan invented the mind map, a world - wide thinking tool, in 1860s.Tony Buzan was born in London, England in 1942. He is president of the British brain foundation, a world famous psychologist and educator. He has been credited as "the father of memory" for the memory of Prince Charles". His "mind map", a simple and easy thinking tool, is being used by around 300 million people worldwide.Mind mapping has also been widely used in education in countries such as the United Kingdom, the United States, Australia, Singapore and other countries, and has achieved remarkableresults in improving teaching effectiveness. Some countries have started education in mind mapping since primary school.1.2 what is mind mapping?Mind mapping is the process of presenting a thought process, Radiant, Thinking, through a tree structure with ordered labels.Mind mapping mainly uses visualization to promote the generation of inspiration and the formation of creative thinking.Mind map is the expression of radioactive thinking, so it is also the natural function of human thinking. Mind mapping uses a different and unique and effective way of controlling the entire range of cortical skills - vocabulary, graphics, numbers, logic, rhythm, color, and spatial sense.Mind mapping is based on the simulation of the human brain, and its entire picture, just as a human brain's structure diagram, can play the whole function of the human brain.1.3 types of mind mapping1. linear structure mind map2. radiation structure mind map3.. Mind mapping of plane structure4. comprehensive structure mind mapTwo. Mind mapping2.1 prepareBlank paper without lines on it.Color pen and pencil.Your brain.Your imagination!2.2 draw seven steps1. start from the center of a sheet of white paper and leavea blank around.2. use an image or picture to express your central idea.3. use color during rendering.4. connect the central image to the main branches, then connect the main branches with the two branches, and then connect the three branches with the two branches, and so on.5. let the branch of the mind map naturally bend instead of likea straight line.6. use a keyword on each line.7. use graphics from start to finish.2.3 draw the mind map notesClear(1) let the paper across the table, from the start;(2) write only one keyword per line;(3) the line thickness of different grades is reasonable;(4) the interval should be arranged with reasonable boundaries, and the branch outline can be accepted.Highlight key points(1) must use the central map, sub themes 3-7;(2) use colorful graphics as much as possible;(3) the central figure requires three or more colors;(4) the graphics have a sense of hierarchy, can use 3D;(5) fonts, lines, and graphics change as much as possible.Using associations(1) arrows can be used when connecting between branches;(2) using code;(3) use a variety of related colors, icons, symbols;Form personal style(1) the layout is reasonable and the hierarchy is distinct(2) order of organization, use numbers(3) the graphics are simple and clear and easy to understand(4) exaggeration and fun(5) color matching is harmonious, the overall effect is good2.5 draw examples of mind mapsRead the following boldface vocabulary, then close your eyes immediately, and continue for 30 seconds to think about it.Phase oneTake out a blank sheet of paper and some crayons. Take this piece of paper lying over, so that the width of larger,. In the center of the paper, draw an image that represents the fruit in your mind. Use a watercolor pen and play as freely as you can. Now, for this piece of comments on the label: "fruit".Second stageStarting with the fruit graphics center, draw some rough lines that radiate around. Each line uses a different color. These branches represent your main idea about fruit. When drawing mind maps, you can add numerous lines, but since we're doing exercises now, we limit the number of branches to less than five.On each branch, use a large word to clearly mark the key words, so when you think of the concept of "fruit", these words will jump out of your brain at once.As you can see, at this very moment, your mind map is basically made up of lines and words. So how can we improve it?Third stageNow, let's expand this mind map with associations. Go back to your drawing mind map and see the key words you write on each of the main branches. Do these words make you think of more words? For example, if you write the word "orange", you think of colors, juices, Florida, vitamin C, etc..According to what you think, more branches diverge from each keyword. The number of branches depends on the number of things you think of - there may be countless. But, in this exercise, please draw three branches.Then complete the same job as the first stage: write each keyword clearly on the line waiting to be filled. Use a keyword to trigger inspiration. Don't forget to use colors and graphicsagain on these branches.You have now completed your first basic mind map. You will notice that, even in the early stage, your maps also had been filled with symbols, code, lines, words, colors and images, which can make your brain more efficient and more enjoyable to work.Three, the advantages and application fields of mind mapping3.1 advantages of mind mappingUsing mind mapping for learning can exponentially increase learning efficiency and improve comprehension and memory.Focus the learner's attention on the key knowledge points.Enhance the user's three-dimensional thinking ability (thinking level and associative).Mind mapping is very scalable, and it conforms to the natural patterns of thinking in our brains.Enhance user's overall planning capability.Mind mapping greatly stimulates our right brain, giving full play to the brain's overall function.This way of thinking is almost devoid of visual rhythmVisual mode or any pattern colorVisual latitudeSense of space, unified concept, AssociationThe effect of mind stamp notes1. words related to memory can save time: 50% to 95%;2. read-only Related words can save time: more than 90%;3. reviewing mind map notes saves time: more than 90%;4. you don't have to look for keywords in unnecessary words. Save time: 90%;5. focus on the real problem;6., the important keywords are more conspicuous;7. keywords are juxtaposed in time and space, and can be flexibly combined to improve creativity and memory;8. it is easy to generate clear and appropriate associations between keywords;9. as a mind map, people are at the edge of new discoveries and relationships, encouraging thoughts to flow endlessly and endlessly;10., the brain constantly uses its cortical skills to wake upand become more willing to accept new things.3.2 the use of mind mapping。
converter controls training note
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PM3000W Overview – Interface board De-sat issue
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PM3000W Overview – Interface board De-sat issue
Test result with reference curve traced
Root cause of false de-sat
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PM3000W Converter parameters
• • • • • • • • IGBT: FS450R17KE4, 1700V, 450A, IGBT4 technology LSC: Three IGBTs paralleled for each phase, 1350A GSC: same as LSC, 1350A for each phase DC Bus capacitor 4320uF (270uF x 16) Nominal DC bus voltage 1150V Switching frequency 3kHz DBR is available (not for retrofit unit) Control circuitry is referenced to ground
Ch1: de-sat feedback signal measured at input ual de-sat reference curve measured at RC pin of EICE driver
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PM3000W Overview – Interface board De-sat issue
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1.5MW wind turbine electrical parameters
• • • • • • • • • • Line voltage: 690V ±5% Generator: 1.5MW DFIG, stator to rotor turn ratio 3.23 LSC main inductor: 400uH LSC filter capacitor: 300uF per phase (phase to neutral) LSC filter dampening capacitor: 300uF per phase LSC filter dampening resistor: 0.5ohm LSC full load current requirement: 210Arms, 50Hz GSC full load current requirement: 370Arms, 5 - 12Hz GSC inductor: 25uH Crowbar resistance: 0.22ohm
《TWI督导人员训练(2天)》
TWI督导人员训练课程背景：TWI（Training Within Industry）,即为督导人员训练，或一线主管技能培训，其源于二战后,美国生产局重建日本经济,发现日本技术劳动力潜力极为雄厚,但缺乏有效的督导人员,故引进TWI训练,培训了大量的督导人员的能力,日本政府认识到此培训的重要性,为此组织企业成立日本产业训练协会,并由日本劳动省大力推广,对二战后日本经济得以迅速发展起到了极大的促进作用，现已各个国家训练企业督导人员的必备教材。
TWI在1950年由日本国家产业界引入日本以来，目前为止，至少有一千万的日本企业界领导、专业人员及员工都受到了TWI的培训，或其系统培训之一。
TWI是实施精益生产，丰田生产方式，TPM，5S等各项工具和系统的基础。
其为日本产业的发展做出了重大的贡献。
课程模型：课程收益：1.使学员了解新一代员工的心愿，达到有的放矢地目的。
2.了解什么是错误的工作教导，彻底铲除检验主义的工作方法。
3.掌握对员工进行教导的有利时机，使沟通效果达到最佳。
4.掌握工作教导的四大步骤，使教导者教的轻松，学习者学得愉快。
5.了解普通基层干部与卓越基层干部的区别，不断迈向卓越。
6.掌握如何发现工作中的问题，做到一针见血。
7.掌握工作改善七步法，不断提升工作质量。
8.掌握解决问题的七个关键，使老大难问题迎刃而解。
9.掌握工作改善的四个阶段，使工作步步为营。
10.掌握工作现场的种种问题的解决办法，做到举一反三。
11.了解职场中11种劣习，做到因人施教。
12.了解工作中问题可能出现的四种形式，做到防微杜渐。
13.学会领导艺术的四种方法，提升影响力。
14.了解安全问题产生的原因，把安全事故消灭在萌芽状态。
实战型管理教练-黄俭老师简介：滨江双创联盟荣誉理事长；上海蓝草企业管理咨询有限公司首席讲师；多家知名企业特聘高级管理顾问。
黄老师多年在企业管理、公司战略规划、市场营销、品牌建设、员工管理、绩效考核、上市公司等等方面有着丰富的实践经验；深刻理解了东西方管理精髓。
营业部的培训流程(中英文)
讲解操作2小时 讲解2小时
Day 10
第10天
。接电话预定或取消预定 到店预定 2 hours to explain
Day 11-12 第11、12天
Notes: 1. All personnel required to participate in HR induction (including fire training, hotel profiles, management introduced, etc.) 备注：1.所有人员均需参加人力资源部的入职培训（包括消防培训、酒店简介、管理层介绍等）
Deputy Director of Chinese food operations 中餐营运副总监签字:
1
参观介绍2小时
Day 1
第1天
2
讲解操作4小时
A week
一周 Sales Manager 营业部经理
3
2 hours to explain 。营业部的规章制度及奖惩条例 。艺术带位的理论知识及应用 Explain the operation of 2 hours
讲解2小时
Day 9
第9天
4 5
。Art with a bit of theoretical knowledge and application of 。The phone book or cancel the reservation to reservation stores
New employee training process in the restaurant (Hostess)中餐厅新员工培训流程（咨宾）
Trainees 受训人： Entry Time 入职时间： Teacher 导师： Trainers 培训员
24trainingsightt...
摘要视译是在阅读文本的同时将文本内容翻译成另一种语言的翻译形式。
自20世纪70年代以来，译员越来越多地可以在正式口译之前获得发言人的演讲稿。
这一方面给译员提供了便利，另一方面也给译员带来了新的挑战。
从受重视程度来说，视译多数被认为是同声传译的附属，仅仅作为基础性训练，为交替传译、同声传译和带稿同传打基础。
因此，针对视译的研究一直为数不多。
然而，Marjorie Agrifoglio的论文《视译与口译—制约因素与失利原因的比较分析》引起了人们的注意。
论文通过实验证明，视译的最大挑战来自于文本对译员的视觉干扰。
和交替传译、同声传译相比，视译的内容错误较少，而表达错误较多。
要提高视译的表达质量就要从减少文本的视觉干扰开始。
笔者就是以此结论为出发点，假设事先对文本进行适当标记可以提高视译的质量。
笔者首先介绍了前人对视译理论和实践的研究，通过Gile的精力分配模型，Levelt的语言获得模型以及Anderson的ATC*模型和中英文句法结构的比较，阐释视译过程中译员可能面临的困难。
其次，通过请受试者进行做文本标记和不做文本标记的中英、英中视译对比实验来分析文本标记对视译的影响。
实验结果证实了笔者的假设，文本标记可以减少视译的视觉干扰，提高视译表达质量。
但是，由于中国学生在中英视译和英中视译中遇到的难点不同，文本标记对提高视译表达的作用也不尽相同。
鉴于中国学生面对英文文本可能存在的理解问题和紧张等心理因素，是文本标记所无法克服的，而在视译中文文本时，这些问题相对较少，文本标记对中国学生中英视译的帮助要大过英中视译。
因此，在视译教学中，应着重培养学生的文本标记能力，辅以提高英语阅读理解水平的课程，并将多种主题、多种类型的视译与带稿同传训练相结合，提高学生的综合口译能力。
关键词：视译，文本标记，视觉干扰，中英文句法结构差异ABSTRACTThe Effect of Text Marks on the Delivery of Sight TranslationJin LuSight interpretation is the kind of interpreting activity when the interpreter interprets the text while reading it. Since the 1970s, more and more interpreters have had access to the written speech before interpreting it which, one the one hand, makes the job easier, but on the other hand, brings about new challenges. Compared with simultaneous and consecutive interpreting, sight interpretation has been regarded as inferior and less demanding; therefore, not much effort has been devoted in studying sight interpretation. However, Marjorie Agrifoglio’s study: Sight interpretation and Interpreting—A Comparative Analysis of Constraints and Failures has drawn people’s attention. Agrifoglio found that interpreters made more expression mistakes and fewer meaning mistakes in sight interpretation than in consecutive or simultaneous interpreting. Then he came to the conclusion that the difficulty of sight interpretation lies in the visual interference posed by the text. It is to eliminate the visual interference that can improve the performance of sight translation. The author, inspired by this conclusion, assumes that making notes can improve sight translation and tries to prove the assumption.First of all, the author reviews the theories and previous studies on sight translation, and then describes the difficulties sight translators might have by explaining Gile’s Effort Models, Anderson’s ATC* Model, Levelt’s Language Acquisition Model and thestructural differences between Chinese and English. Next, the author conducts a control experiment with the help of two groups of Chinese subjects. Group A sight translates a Chinese and an English text without making any mark on it whereas group B marks the texts in their preferred way first and then translates them. The results support the author’s assumption, but meanwhile, it shows that, because Chinese students tend to have comprehension problems and tend to be nervous while sight translating English, which can not be overcome simply by marking the text, the effect of text marks on English to Chinese sight translation is less evident than that on Chinese to English sight translation. Therefore, it is suggested that text marking skills should be emphasized in sight translation training, supplemented by English reading comprehension courses. In addition, sight translation training and sight interpreting with text training should be provided in a coordinative way, covering various topics with varying preparation time, so as to improve students’ overall interpreting performance.Keywords: sight translation, text marks, visual interferences, structural differences between Chinese and EnglishList of TablesTable 1 Differences between SI, CI, ST (2)Table 2 Experiment Subjects (24)Table 3 Performance Comparison (29)Table 4 Backtrackings (32)Table 5 Improper Pauses (34)Table 6 Fillers (36)Table 7 Repetitions (39)Table 8 Number of Words Articulated per Minute (40)Table 9 Incomplete Sentences (41)Table 10 (A-B)/A (44)List of FiguresFigure 1 Performance Comparison (30)Figure 2 Backtrackings (33)Figure 3 Improper Pauses (35)Figure 4 Fillers (37)Figure 5 Repetition (39)Figure 6 Number of Words Articulated per Minute (41)Figure 7 Incomplete Sentences (42)Figure 8 (A - B)/A (45)学位论文原创性声明本人郑重声明：所呈交的学位论文，是本人在导师的指导下，独立进行研究工作所取得的成果。
英语教研听课活动小结(3篇)
第1篇Introduction:The English research and teaching hearing activity was organized with the aim of fostering a collaborative environment among English language educators to enhance teaching methodologies, share innovative ideas, and improve the overall quality of English language instruction. This summary aims to provide a comprehensive overview of the key points discussed, the activities conducted, and the insights gained during the event.I. Event OverviewThe English research and teaching hearing activity was held over two days, attracting a diverse group of educators from various schools and educational institutions. The event was structured into a series of workshops, presentations, and interactive sessions, designed to cater to the needs of both experienced and novice English language teachers.II. Key Points Discussed1. Current Trends in English Language TeachingThe first session focused on the latest trends in English language teaching, emphasizing the importance of technology integration, project-based learning, and flipped classrooms. Participants were encouraged to explore these methodologies and adapt them to their teaching practices.2. Assessing Student LearningA crucial aspect of effective teaching is the ability to assess student learning accurately. The session on assessment techniques highlighted the significance of formative and summative assessments, as well as the use of rubrics and standards-based grading. Participants shared their experiences and best practices in this area.3. Teacher Development and Professional GrowthThe importance of continuous professional development for English language teachers was emphasized. The session explored various resourcesand opportunities for teachers to enhance their skills, such as online courses, workshops, and mentorship programs.4. Engaging Diverse LearnersAs English language classrooms become increasingly diverse, it is essential for teachers to be equipped with strategies to engage all learners effectively. The session on diverse learners discussed the importance of cultural sensitivity, inclusive teaching practices, and differentiation to cater to the varying needs of students.5. Language Skills and Content IntegrationParticipants were reminded of the importance of integrating language skills (reading, writing, speaking, and listening) into the curriculum. The session emphasized the significance of content-based instruction and how it can help students develop their language skills in a meaningful context.III. Activities Conducted1. Workshop on Technology IntegrationA hands-on workshop was conducted to introduce participants to various digital tools and resources that can be used in English language teaching. Participants engaged in practical activities, creating interactive lessons and exploring online platforms.2. Case Studies and Peer ReviewParticipants were divided into small groups to discuss case studies of successful English language teaching practices. Each group presented their findings to the larger group, followed by a peer review and feedback session.3. Interactive Sessions on Content-Based InstructionIn a series of interactive sessions, participants were encouraged to share their experiences and ideas on content-based instruction. These sessions were designed to promote collaboration and the exchange of innovative teaching strategies.IV. Insights Gained1. The importance of collaboration and networking among educatorsThe event highlighted the significance of building a strong professional network to support ongoing development and growth in the field of English language teaching.2. The need for continuous professional developmentParticipants recognized the importance of investing in their own professional development to stay updated with the latest teaching methodologies and technologies.3. The power of technology in English language teachingThe event showcased the potential of technology to enhance the learning experience and make English language instruction more engaging and interactive.4. The importance of cultural sensitivity and inclusive teaching practicesParticipants were reminded of the importance of creating a supportive and inclusive learning environment that respects and values the diverse backgrounds of learners.Conclusion:The English research and teaching hearing activity was a valuable opportunity for educators to come together, share ideas, and learn from one another. The event provided a platform for professional growth and collaboration, fostering a sense of community among English language educators. By incorporating the insights gained from this event into their teaching practices, participants are well-equipped to providehigh-quality English language instruction that meets the needs of diverse learners.第2篇Introduction:The English Research and Teaching Listening Activity, held on [Date], aimed to enhance the quality of English language teaching within our educational institution. The activity was attended by a panel of educators, including experienced teachers, department heads, and education experts. The session focused on improving listening skills, an essential component of language acquisition, and explored various strategies and techniques to be implemented in the classroom. This summary aims to provide a comprehensive overview of the activities, discussions, and insights gained from the session.Activity Overview:The listening activity was structured into three main segments: a demonstration lesson, a panel discussion, and a Q&A session. Each segment was designed to cater to different aspects of English language teaching and to foster a collaborative learning environment.1. Demonstration Lesson:The demonstration lesson was conducted by [Teacher's Name], an experienced English teacher known for her innovative teaching methods. The lesson focused on developing listening skills through a series of activities designed to engage students actively. The lesson began with a warm-up activity that encouraged students to predict the content of a short passage based on a given title. This was followed by a listening exercise where students had to listen to a recording and answer comprehension questions.Key highlights of the demonstration lesson included:- Active Engagement: The teacher used a variety of visual aids and gestures to keep students engaged and focused on the task at hand.- Differentiated Instruction: The teacher adapted the activities to cater to different learning styles and abilities within the class.- Technological Integration: The teacher effectively utilized technology to enhance the listening experience, such as using headphones and interactive whiteboards.2. Panel Discussion:The panel discussion was a platform for educators to share theirinsights and experiences regarding effective listening strategies. The panelists included:- [Panelist 1]: An English language curriculum developer with extensive experience in designing listening activities.- [Panelist 2]: A head of the English department, who provided an institutional perspective on implementing listening skills in the classroom.- [Panelist 3]: An educational psychologist specializing in language acquisition and learning strategies.Key points discussed during the panel discussion included:- Importance of Listening Skills: The panelists emphasized the importance of listening skills in language acquisition and its role in overall academic success.- Effective Listening Strategies: Various strategies were shared, suchas providing context before listening, using varied types of listening materials, and encouraging students to take notes while listening.- Teacher Training and Support: The need for continuous professional development for teachers in the area of listening skills was highlighted, along with the importance of providing them with adequate resources and support.3. Q&A Session:The Q&A session allowed participants to ask questions and seek clarification on specific topics. Some of the key questions and their corresponding answers are as follows:- Question: How can we encourage shy students to participate inlistening activities?- Answer: Create a supportive classroom environment where studentsfeel safe to express themselves, and use pair or group work to reduce individual pressure.- Question: What are some effective ways to assess listening skills?- Answer: Use a mix of formative and summative assessments, such as listening quizzes, reflection essays, and peer evaluations.Conclusion:The English Research and Teaching Listening Activity was a highly successful event that provided valuable insights and practicalstrategies for enhancing listening skills in the classroom. The demonstration lesson, panel discussion, and Q&A session were all instrumental in achieving the objectives of the activity.Key takeaways from the event include:- The importance of active engagement and differentiated instruction in listening activities.- The need for continuous professional development for teachers in the area of listening skills.- The value of using technology and varied types of listening materials to enhance the learning experience.Overall, the activity was a significant step towards improving the quality of English language teaching within our institution. We look forward to implementing the strategies and insights gained from this session to create a more effective and engaging learning environment for our students.第3篇Introduction:The English research and teaching listening activity was conducted with the aim of enhancing the teaching quality of English language education. The activity involved a series of lessons observed by a team ofeducators and researchers. This summary aims to provide a comprehensive overview of the activities, the observed teaching strategies, the strengths, and the areas for improvement.I. Background and ObjectivesThe English research and teaching listening activity was held at [Name of School/Institution] from [Start Date] to [End Date]. The main objectives of the activity were:1. To assess the effectiveness of different teaching strategies used in English language classrooms.2. To identify areas of strength and weakness in the teaching and learning process.3. To provide constructive feedback to teachers for continuous improvement.4. To promote a culture of research and innovation in English language education.II. Activities and MethodsThe activity comprised a series of observation sessions, follow-up discussions, and reflection meetings. The following methods were employed:1. Observation: A team of educators and researchers observed the lessons conducted by English language teachers. They focused on various aspects such as teaching methods, classroom management, student engagement, and assessment techniques.2. Interviews: After the observation sessions, the team conducted interviews with the teachers to gain insights into their teaching approaches and the rationale behind their choices.3. Student Surveys: Students were surveyed to gather their perspectives on the teaching and learning process. This helped in understanding the students' experiences and expectations.4. Reflection Meetings: Regular reflection meetings were held to discuss the observations, feedback, and suggestions for improvement.III. Observations and FindingsThe following are some key observations and findings from the activity:A. Teaching Strategies1. Teachers utilized a variety of teaching strategies, including interactive whiteboards, group work, and project-based learning.2. Teachers focused on developing students' speaking and listeningskills through activities such as debates, discussions, and role-plays.3. Teachers encouraged students to participate actively in the classroom by asking questions and providing opportunities for students to express their opinions.B. Classroom Management1. Teachers maintained a positive and supportive classroom environment, which fostered student engagement.2. Teachers were effective in managing classroom behavior and ensuring that all students were involved in the learning process.3. Teachers used classroom routines and procedures to maintain order and facilitate smooth transitions between activities.C. Student Engagement1. Students were generally engaged in the lessons, with many participating actively in discussions and activities.2. The observed lessons encouraged critical thinking and creativity among students.3. However, some students appeared less confident in speaking and required additional support from teachers.D. Assessment Techniques1. Teachers used a variety of assessment techniques, including formative and summative assessments.2. Teachers provided timely feedback to students, which helped them in understanding their strengths and areas for improvement.3. Some teachers could benefit from incorporating more diverse and innovative assessment methods to better evaluate students' language proficiency.IV. StrengthsThe following strengths were identified during the activity:1. Teachers demonstrated a good understanding of the English language curriculum and its objectives.2. The observed lessons were well-structured and focused on developing students' language skills.3. Teachers were supportive and encouraged students to participate actively in the learning process.V. Areas for ImprovementThe following areas for improvement were identified:1. Teachers should provide more opportunities for students to practice speaking and listening skills, especially for those who are less confident.2. Teachers could benefit from incorporating more varied and engaging assessment methods to better evaluate students' language proficiency.3. Continuous professional development and training for teachers in innovative teaching strategies and techniques are recommended.Conclusion:The English research and teaching listening activity provided valuable insights into the teaching and learning process in English language education. By identifying strengths and areas for improvement, theactivity has contributed to the continuous enhancement of teaching quality. It is essential for educators and researchers to collaborate and share their experiences to promote innovation and excellence in English language education.。
CFA三级备考notes需要看哪些内容？
全球最大的CFA(特许金融分析师)培训中心总部地址：上海市虹口区花园路171号A3幢高顿教育电话：400-600-8011网址： 微信公众号：gaoduncfa 1CFA 三级备考notes 需要看哪些内容CFA 三级已经通过了，复习的时候正值公司业务繁忙之际，没有时间看书，把notes 完整的看完了一遍。
现在回忆起来考试中鲜少有考点在书中出现，但是notes 中没有包含。
notes 作为简化的复习资料，对于不想通读全部教材的同学来说是一份有价值的材料。
他能节省时间，提高效率，并且突出重点。
最有价值的复习资料就是历年上午essay 真题和sample 还有mocks 。
上午的考试内容很多题型还有问题的回答方式都跟往年出过的题类似。
往年真题是上午考试最好的模拟，建议可以把09-11年的考题答案好好抄一遍。
不会的考点背下来。
下午的题应该说都有一些难度，都是需要进行一定程度的思考和判断才能给出答案的类型。
其中有sample 和mocks 中的原题，2-3道吧。
每年都有，每级也都有。
这么说大家应该都明白我的意思。
sample 和mocks 是模拟下午试题的最好材料。
跟考试实际题型和实际难度最接近。
如果有时间的话建议做一下notes 配套的第一本练习题。
就是practise exam 第一册，问题跟真题差距比较大，但是可以巩固考点。
书后练习题要做一遍，跟真题相似度较高。
Qbank 我没做，可能会对其他的朋友有帮助。
最后能够顺利通过CFA 考试也受到了佛菩萨的保佑，哈哈哈，大家加油吧！各位考生，CFA 备考已经开始，为了方便各位考生能更加系统地掌握考试大纲的重点知识，帮助大家充分备考，体验实战，高顿网校开通了全免费的CFA 题库（包括精题真题和全真模考系统），题库里附有详细的答案解析，学员可以通过多种题型加强练习，通过针对性地训练与模考，对学习过程进行全面总结。
关注微信公众号：一起学CFA 更多CFA 资讯一手掌握 !。
学生成绩管理系统数据库表结构说明
否
学号
StuID
char(12)
否
否
课程编号
CourseID
char(8)
否
否
考试成绩
ExamGrade
Tinyint(1)
否
否
平时成绩
ParTGrade
Tinyint(1)
期评
Grade
Tinyint(1)
11、学生奖惩表 tb_StuRewardPun
字段描述
字段名
数据类型
与否主键
与否为空
自动编号
字段名
数据类型
与否主键
与否为空
教师编号
TeacherID
char(10)
是
否
姓名
TeacherName
varchar(8)
否
否
性别
Sex
char(2)
否
否
出生日期
BirthDate
datetime(8)
否
否
政治面貌
PoliticalFace
varchar(8)
否
否
籍贯
Native
varchar(40)
字段描述
字段名
数据类型
与否主键
与否为空
自动编号
Automati.um
Char(10)
是
否
教师编号
TeacherID
Char(12)
否
否
职称
ZhiCh
Vchar(12)
否
否
获得职称时间
GetZhiChTime
Varchar(20)
否
否
现所在单位
NowUnit
GMP-Training-TTT
18
Examples of Housekeeping
Never used rooms
19
Examples of Housekeeping
Roof
20Βιβλιοθήκη Examples of Housekeeping
Roof
21
Examples of Housekeeping
External areas of the facility-rubbish handling area
External areas of the facility
25
Benefits of Housekeeping
• Easier to maintain clean areas if they are orderly • Facilitates a good (IPM) Integrated Pest
• Manufacturing guidelines for food safety • Best practices guide • The right way to do right things • Avoid food adulteration (FB) • Government law • Consumer protection • Consumer satisfaction
9
Examples of Housekeeping
• Color-coded containers
10
Examples of Housekeeping
• Clear labelling
11
Examples of Housekeeping
• Utensils and tools for cleaning
recruit的用法
recruit的用法一、recruit的基本用法“recruit”主要用作动词，也可作名词。
1. 作动词时- 表示招募、征募（人员）。
例如：Thepany is trying to recruit new employees.（这家公司正在努力招募新员工。
）- 吸引（新成员）。
例如：We need to recruit more members to our club.（我们需要为我们的俱乐部吸引更多成员。
）- 补充（兵员等）。
例如：The army recruits every year.（军队每年都征兵。
）2. 作名词时- 新兵；新成员。
例如：The recruits are going through basic training.（新兵们正在接受基本训练。
）二、recruit的固定搭配1. recruit sb. for/as sth.- 例如：They recruited me for the marketing team.（他们把我招募进营销团队。
）- 例如：The school recruited him as a teacher.（学校把他招募为一名教师。
）2. recruit from- 例如：We often recruit from local universities.（我们经常从当地大学招募（人员）。
）三、双语例句1. The football team is recruiting players all over the country. It's like they're on a treasure hunt for the best talent.（这个足球队正在全国范围内招募球员。
这就像是他们在寻宝，寻找最优秀的人才。
）2. I heard that bigpanies like Google recruit only the top - notch candidates. Gosh, it must be so hard to get in!（我听说像谷歌这样的大公司只招募顶尖的候选人。
英语健身计划表
健身计划表(Fitness Plan Schedule)一、目标设定(Goal Setting)1. 增加肌肉质量(Increase Muscle Mass)2. 减少体脂百分比(Decrease Body Fat Percentage)3. 提高心肺功能(Improve Cardiovascular Health)4. 提升灵活性和平衡性(Increase Flexibility and Balance)二、日常健身计划(Daily Workout Schedule)星期一(Monday):上午：跑步30 分钟(Jogging for 30 minutes)下午：重量训练(Weight Training)星期二(Tuesday):上午：游泳45 分钟(Swimming for 45 minutes)下午：有氧运动(Aerobic Exercise)星期三(Wednesday):休息(Rest Day)星期四(Thursday):上午：骑自行车1 小时(Biking for 1 hour)下午：力量训练(Strength Training)星期五(Friday):上午：瑜伽或普拉提(Yoga or Pilates)下午：间歇训练(HIIT/Interval Training)星期六(Saturday):上午：爬山或徒步(Hiking or Walking)下午：柔韧性练习(Stretching and Flexibility Work)星期日(Sunday):休息(Rest Day)三、饮食建议(Dietary Advice)* 高蛋白饮食(High Protein Meals)* 低脂、低糖、低盐(Low Fat, Low Sugar, Low Salt)* 多吃蔬菜水果(Plenty of Fruits and Vegetables)* 多喝水，保持身体水分(Drink Plenty of Water)四、注意事项(Important Notes)1. 始终在训练前热身和训练后拉伸。
培训管理者培训TTM学员练习手册
培训管理者培训TTM（Train The Training Management）课程学员手册员工培训开发主讲：陈晓玲姓名岗位职务职业二○一一年八月学习理念★读书是学习，使用也是学习，而且是更重要的学习。
必须学会自己不懂的东西。
我们必须向一切内行的人们（不管什么人）学经济工作。
拜他们做老师，恭恭敬敬地学，老老实实地学。
毛泽东★生活即学习。
－亚侬★常玉不琢，不成文章；君子不学，不成其德。
《汉书·董仲书传》★博学之，审问之，慎思之，明辨之，笃行之。
《礼记·中庸》★君子之学，死而后已。
《清顾炎武》★吾日三省吾身。
——《论语》★“唯一愚蠢的问题是不问问题” ——发明家保尔.麦克克里德★人生在世，幼时认为什么都不懂，大学时以为什么都懂，毕业后才知道什么都不懂，中年又以为什么都懂，到晚年才觉悟一切都不懂。
1937年12月8日林语堂在上海某大学演讲《关于读书之意见》★人不是靠他生来就拥有一切，而是靠他从学习中所得到的一切来造就自己。
在这个世界上，一切都取决于学习。
歌德★倘若你有一个苹果，我也有一个苹果，而我们彼此交换这些苹果，那么，你和我仍然是各有一个苹果。
但是，倘若你有一种思想，我也有一种思想，而我们彼此交流这些思想，那么，我们每个人将各有两种思想。
英国大文豪肖伯纳作过的一个著名的比喻。
★在某种程度上讲，领导力主要是学习能力。
Vaill, 1998★“大家一起学习，可以互相激励，共同促进”古罗马哲学家昆体良★最有效的学习是同事之间的交流与学习…教练的角色就是促进这种学习。
Nick Zeniuk ★马塔若拉（Humberto Maturana ）说过：“爱是唯一能够引领我们采取明智举措的情感”如果你爱你的团队，你就会发现帮助他们的方法。
★Tomorrow is the first day of the rest of your life !明天是你剩余生活的第一天! 《新英汉词典》★陶行知先生每日四问：1．自己工作有没有进步2．自己身体有没有进步3．己学习有没有进步4．自己道德有没有进步。
俄语口译笔记和跟读训练法
摘要对译员来说，口译是对耳朵、大脑和嘴巴的一场综合性的挑战，是一场精神压力抗拒战。
但掌握一定的训练法并持之以恒地进行训练，能让译员比较轻松地驾驭口译现场。
本文就如何提高俄语口译能力，对笔记和跟读训练方法进行了分析。
关键词俄语口译笔记训练法跟读训练法Notes and Listen-Repeat Training Methods for Russian Interpretation//Yue PingAbstract For the interpreter,the interpreting is a comprehen-sive challenge of ear,brain and mouth,and a war against spir-itual pressure.If the interpreter can master some training method and keep on training,it will be more easy for the inter-preter to ride the interpretation on site.Notes and reading training methods are analyzed in this paper for how to improve Russian interpretation ability.Key words Russian;interpretation;notes training method;lis-ten-repeat method从事俄语翻译工作，大家普遍的难点是口译，毕竟做笔译工作有原文在手，思考时间比较充裕。
而口译工作，需要在听到的第一时间准确地将发言人的内容表达出来，对译员来说，这是对耳朵、大脑和嘴巴的一场综合性的挑战，是一场精神压力抗拒战。
所以，有很多译员，迫于这种压力，比较喜欢接受笔译工作。
WCM基础培训-07 小组板介绍
Action taken
from Audit 纠正行动
Board Layout 白板分布
Team Name 小组名称
Training
Record 培训记录
Meeting notes 会议计录
Audit Results 审核结果
Action taken
from Audit 纠正行动
Board Layout 白板分布
Anomalies analysis
procedure training 异常分析培训
Cause-effect
diagram 鱼骨图
OPL/SOP
training 培训记录
Methodology 方法
Pareto Analysis 柏拉图
External work list Anomalies analysis
Record 培训记录
Meeting notes Audit Results
会议计录
审核结果
Action taken
from Audit 纠正行动
Board Layout 白板分布
Team Name 小组名称
Training
Record 培训记录
Meeting notes 会议计录
Audit Results 审核结果
Team Name 小组名称
Training
Record 培训记录
Meeting notes Audit Results
会议计录
审核结果
Action taken
from Audit 纠正行动
小组的计划
Board Layout 白板分布
Team member
小组成员
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Name File Size Optical Access
AIX61-30-01_01.iso 3699 vtopt0 ro
要求学员使用的PC或笔记本能够连接Internet，推荐工具为putty或者SecureCRT。
讲师特别提醒：
1）若讲师需要部分特权密码（hscroot、padmin）请开课前与中达金桥或环境提供方联系；
）课程结束请讲师及时反馈给中达金桥以便做环境维护。
系统配置篇
HMC配置
IP Addr：121.8.131.125
连接用户名/密码：tguser/q!w@e#r$
服务器上有以下分区：
VIOS
nodea
nodeb 192.168.0.71/24
Lpar1 192.168.0.72/24
Lpar2 192.168.0.73/24
AIX61-30-01_02.iso 1297 None ro
AIX61-30-01_expansion.iso 967 None rw
环境及工具要求：
光驱及光盘由VIO Server中的虚拟光盘介质及ISO文件所提供；VIO Server中总计有AIX61安装DVD 映像文件一套2个以及扩展盘ISO映像一个，如有安装需求，可由讲师进行更换。具体清单如下：
$ lsrep
Size(mb) Free(mb) Parent Pool Parent Size Parent Free
Lpar3 192.168.0.74/24
说明：1）其中VIOS分区为VIO Server；nodea分区提供NIM功能；（以上两分区做环境维护用，不做实验用途）nodeb、Lpar1-3为教学实验系统，安装AIX61
2）访问分区的方式为：先从Internent连接到HMC，然后从hmc使用“ssh root@host_ip”命令连接到各分区，密码为1qaz@WSX；
3）每分区配置为：CPU 0.3、RAM 512MB、rootvg（hdisk0 10G以上）、hdisk1-4为6或4GB
操作须知篇：
请老师提醒学员勿做与上课内容不相干或可能干扰他人之操作，比如关机，删除配置等。
如需安装软件，则在各逻辑分区可使用smitty nim；亦可直接使用光盘安装——先从含有虚拟光驱的分区中删除该光驱及其适配器，然后在需要使用光盘安装的其它分区运行cfgmgr命令后，实现从光盘安装文件集。