Chapter 1 Fundamental aspects of nuclear reactor fuel elements

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Chapter 1-2

Chapter 1-2

02
Imports important terms, concepts, and definitions
related to the field
Overview of chapters
03
Gives a brief overview of the topics covered in each
chapter of the book
05
04
Element
A subsection made up of only one type of atom
Principles and Laws
• Law of Conservation of Mass: Matter cannot be created or destroyed in a chemical reaction
02
Atom
The smallest unit of matter that retains the properties of an element
01
03
Module
A combination of two or more atoms bonded together
Compound
A substance made up of two or more different types of atoms bonded together
Organize and manage data
Use databases or spreadsheets to organize and manage collected data, ensuring it is easily accessible for analysis

结构化学1

结构化学1
solid liquid gas synthetic
Types of substances
Atoms
Molecules
Clusters Nano materials
Size and structure make the difference of properties.
Bulk materials
1900:
1913:
1921:
•Louis De Broglie Louis De •Otto Stern published his doctoral thesis, Broglie won measures the magnetic “Recherches sur la the Nobel moment of the théorie des quanta”, Prize in Physics for proton which introduced hypothesis. •Schrödinger his theory of wins Nobel electron waves. prize for his Schrödinger Equation
relationships between structures and properties
of substances such as atoms, molecules, crystals, and so on.
Objective of Structural Chemistry
1) Determining the structure of a known substance. 2) Understanding the structure-property relationship of a known substance. 3) Predicting a unknown substance with specific structure and property.

Chapter 1 Summary

Chapter 1 Summary

Chapter 1: Introduction of MotivationHuman wants are unlimited. All of us try to satisfy our wants and desires once they appear through carrying out some particular actions. In the process of carrying out appropriate actions to satisfy our wants, we do experience some forces that driving and directing us to perform particular behavior, which is our motivation.Our motives may not only come from internal wants, but also the environmental events happening around us. For the internal motives, it includes our needs, cognitions and emotions. Needs are the basic desires that we have to satisfy them in order to maintain our lives and personal well being, such as hunger and thirst. Cognitions include our values, beliefs and the ways how we think, they are mental thoughts or events, such as the beliefs a person hold about his/her self capacity and the goals he/she set in mind. For emotions, they enhance our motives in responding or carrying out certain kinds of behavior, such as when we feel fear of something, this fearful emotion stimulate our bodily reaction, leading our respiratory rate increases, as well as increasing heart rates, and this finally prepared us to take action to fight or escape. For the external events, they refer to the environmental situations surrounding us, such us our home, working places, classrooms. For example, when a child know he/she will receive a candy from his/her mother after finishing homework, the candy provides incentives for the child to do the homework. So, environmental rewards/punishments do affect our motives in participating in certain kind of behavior.Besides, motivation does vary in its intensity and direct our attention at a particular time, depending on the preceding situation and the urgency to satisfy our wants. For example, Peter have several wants, they are playing football, buying pen and eating. If the previous situation is that Peter did not eat his breakfast and lunch, eating is the strongest want for him and his brain will tend to gain the attention on food, action will be taken to eat as the first priority.We usually express our motivation through three ways, they are behavior, physiology and self report, in which both of them can reflect the existence and intensity of our motives. For behavior, there are seven aspects to indicate being motivated, which are the effort, latency, persistence, choice, probability of response, facial expressions and bodily gestures. Usually, the higher the effort, the shorter the latency and the longer in persistence imply higher motivation in particular event. For physiology, changing in heart rates, respiratory rates, blood pressure and muscle’s tension indicates the biological change under motivation and emotion. For self-report, it refers to ask and get answer, however, this is not very reliable if conflicts occur between client‘s answer and his/her bodily expressions. Therefore, self-report mainly being used to support behavioral and physiological approach.To better understand about motivation, some theorists in the past have established a framework for motivation. To summarize it, there are three main sequences in the framework, which are the antecedent conditions, the motive status and the sense of wanting to. A person motive status, including needs, cognitions and emotions, are affected by the previous conditions and event, in which how urgency or the intensity to satisfy that want will drive the person to have a sense of wanting to, and those motives are expressed through behavior (action take), physiology (bodily change) and self report (reported feelings). And finally the motives direct us to perform certain behavior in satisfying that want.。

Biochemistry-chapter 1(英文2)

Biochemistry-chapter 1(英文2)

Energy Flow
Living systems are actively engaged in energy transformations
Food pyramid
Carnivores Herbivores
Photosynthesis
A prairie falcon acquires nutrients by consuming a smaller bird.
1.5 Basic Phenomena of living systems
1.5.1 The Chemical Elements of Life
1.5.2 Many Important omolecules Are
Polymers
1.5.3 The Energetics of Life 1.5.4 Biochemistry and Evolution 1.5.5 The Cell Is the Basic Unit of Life
1.5.3 The Energetics of Life (Metabolism)
Photosynthesis is one of the key biochemical processes that is essential for life, even though many species, including animals,benefit only indirectly.
Hydrogen bonds, Van der Waals forces,
Weak Forces
Ionic interactions,
Hydrophobic interactions
Structural Complementarity Determines Biomolecular Interactions and Recognition. This principle of structural complementarity is the very essence of biomolecular recognition. Biological systems from the macromolecular level to the cellular level operate via specific molecular recognition mechanisms based on structural complementarity: a protein recognizes its specific metabolite, a strand of DNA recognizes its complementary strand, sperm recognize an egg.

Chapter 1 - Introduction

Chapter 1 - Introduction

Chapter 1 - I ntroductionEcho sounding is a technique for measuring water depths by transmitting acoustic pulses from the ocean surface and listening for their reflection (or echo) from the sea floor. This technique has been used since the early twentieth century to provide the vital depth input to charts that now map most of the world’s water-covered areas. These charts have permitted ships to navigate safely through the world’s oceans. In addition, information derived from echo sounding has aided in laying trans-oceanic telephone cables, exploring and drilling for off-shore oil, locating important underwater mineral deposits, and improving our understanding of the Earth’s geological processes. Until the early 1960s most depth sounding used single-beam echo sounders. These devices make a single depth measurement with each acoustic pulse (or ping) and include both wide and narrow beam systems. Relatively inexpensive wide-beam “unstabilized” sounders detect echoes within a large solid angle under a vessel and are useful for finding potential hazards to safe navigation. However, these devices are unable to provide much detailed information about the sea bottom. On the other hand, more expensive narrow-beam “stabilized” sounders are capable of providing high spatial resolution with the small solid angle encompassed by their beam, but can cover only a limited survey area with each ping. Neither system provides a method for creating detailed maps of the sea floor that minimizes ship time and is thus cost-effective. The unstabilized systems lack the necessary spatial resolution, while the stabilized systems map too little area with each ping.In 1964, SeaBeam Instruments—at the time the Harris Anti-Submarine Warfare Division of General Instrument Corporation—patented a technique for multiple narrow-beam depth sounding. The first such systems to use this technique were built by SeaBeam for the US Navy and were known as Sonar Array Sounding Systems (SASS). SASS employed two separate sonar arrays oriented orthogonal to one another—one for transmitting and one for receiving—an arrangement called a Mills Cross Array. The arrays and the associated analog electronics provided 90 1°-wide unstabilized beams. Roll and pitch compensation produced 60 1°-wide stabilized beams, which permitted mapping a 60° “fan” of the sea floor with each ping. This system allowed survey vessels to produce high-resolution coverage of wide swaths of the ocean bottom in far less ship time than would have been required for a single-beam echo sounder, greatly reducing the costs of such mapping endeavors.Figure Chapter 1 - -1: Contour Map of Perth CanyonMost multibeam bathymetry systems still use the Mills Cross technique for beam forming. However, as faster computers and Large Scale Integrated (LSI) digital chips have become available, most of the signal processing, including beam forming, moved from analog signal processing into the digital (discrete) signal processing (DSP) domain using digital signal microprocessor (DSPµP) chips. The availability of fast DSPµPs has also permitted the implementation of sophisticated detection algorithms. As a result, survey vessels today can do on-board real-time multibeam processing and display of bathymetry data in a manner impossible only a few years ago. Figure Chapter 1 - -1 shows a sample of a high-quality ocean floor map produced by a SEA BEAM 2100 Multibeam Survey System, the latest generation of multibeam sonar from SeaBeam Instruments.The SEA BEAM 2100 system represents the culmination of over a third of a century of design, development, and production experience by SeaBeam Instruments in the area of multibeam bathymetric systems. With added sophistication, this latest generation multibeam sonar system has added capabilities and complexity. It is necessary to have a basic theoretical understanding of the way multibeam bathymetry systems in general, and the SEA BEAM 2100 in particular, work in order to both:•Operate the system in a manner that maximizes coverage and data quality•Evaluate the system performance for signs of system degradationOrganization of this DocumentThis manual provides a general explanation of the way a multibeam sonar system works and describes in detail the implementation of multibeam technology represented by the SEA BEAM 2100 system.Chapter 2, “Sonar Concepts,” introduces the concepts and definitions involved in echo sounding, using a description of a simple single-beam echo sounder as an example. Characteristics of the creation and transmission of acoustic pulses in water and their echoes off the ocean bottom are discussed. This chapter also explains some of the limitations of a single-beam sonar.Chapter 3, “Introduction to Multibeam Sonar: Projector and Hydrophone Systems,” describes the Mills Cross technique, including the processes of beam forming and beam steering and how it is applied to sonar and to the SEA BEAM 2100 in particular. The chapter discusses how systems that employ the Mills Cross technique can make up for many of the short-comings of single-beam echo sounders.Chapter 4, “Detection Processing and Range Calculation,” describes how the SEA BEAM 2100 extracts signals and determines the location of the sea floor from multibeam echoes. The processes used for ship motion compensation and the formation of stable beams and the implementation of sound velocity profiles are discussed.Chapter 5, “Sidescan Sonar,” discusses sea floor imaging using sidescan sonars and how the SEA BEAM 2100 can be used simultaneously as a depth-finding and sidescan sonar.A glossary of the terminology of multibeam sonar technology is included as an appendix. Scope of this DocumentMultibeam technology involves a number of disciplines including underwater acoustics, digital signal processing, and detection theory statistics. Many excellent texts are available that provide in-depth mathematical treatment of each of these fields. The purpose of this document is not to cover all related topics in rigorous mathematical detail, but instead to present you with a simple, clear understanding of the fundamental concepts required to develop the full potential of a multibeam sonar system. Ideas are presented in a graphical and descriptive way, with minimal use of complex mathematics. Where appropriate, references to texts are provided so you can pursue topics in greater detail. While directed at users of the SEA BEAM 2100 system in particular, most of the concepts explained in this document are common to all multibeam sonars, so much of this information can be applied to any commercially available multibeam system.。

美丽心灵电子杂志-201201

美丽心灵电子杂志-201201

美丽心灵美丽心灵论坛主办创刊号康复从享受生活开始——分裂症患者家属经验谈编辑:土豆一、精神病与诺贝尔奖2003年中央电视台高端人物访谈栏目,记者询问诺贝尔奖得主纳什先生:“您这些年是怎样和疾病斗争的?”纳什只回答了五个字——“我享受生活”。

人们没有听到他与精神病抗争的悲壮历程,而是听到“享受生活”这样乐观的人生态度。

为了告诉正在痛苦中经受折磨的患者的父母亲们,我有责任写出儿子康复的故事,真诚的对大家说:坚定我们对孩子的伟大爱心,得病没什么,相信科学,自强不息,您的孩子肯定会有希望!二、承认有病是第一步正在痛苦中挣扎的父母们,您想过没有,耽误病情的,正是您们自己。

不敢正视,犹豫不决,放任自流,埋怨医生,都是没用的。

我儿子的康复是长达五年的磨难换来的。

1996年孩子大学毕业,工作受挫。

当时我太忙,发现他不吃不喝,精神恍惚,自说自笑,什么也不干时,我并没有认识到是精神病(其实是主观上不愿承认),而是以为他消极、懒惰,大声责骂他,逼他去找工作,现在想起来非常痛心。

后来,他的情况越发不好,疑病倾向十分严重。

当我发现时,他已看遍了北京市各大医院,有厚厚的十几本病例了。

每天都编出严重的病情去化验、打针、要求手术,我怎么也想不通,这样漂亮健康的儿子会变成这样!因为缺少精神病知识,沦于世俗,不敢正视精神病,虽然看过六院的很多名医,效果并不好。

直到读了《精神康复报》,她就像一盏明灯,慢慢照亮了我迷茫心。

我如饥似渴,每期不落,又买了大量书籍,拼命的学习研究。

看着儿子荒废,像一个游魂,急死都没有用,只有知识才能唤起心灵的智慧。

三、认识症状和吃药儿子不认为自笑、幻听、呆坐是病态,不吃药,我就根据所学的知识告诉他,这是典型的精神病症状,姚大夫也语气平和地劝告他,吃了药才能去工作。

就这样,从半片维思通开始,一片、二片……能正常服药了。

几个月后,儿子能自述幻听、幻觉、怀疑、敌视这些症状,并且认识到,吃药可以有效地控制这些病态。

语言学Chapter+1+Introduction

语言学Chapter+1+Introduction

II. The origin of Language (P8) 1. The Divine- Origin Theory
Adam’s naming
And out of the ground the LORD God formed every beast of the field, and every fowl of the air; and brought them unto Adam to see what he would call them: and whatsoever Adam called every living creature, that was the name thereof.
Syntax studies how morphemes and words are combined to form sentences. Semantics is the study of meaning in language. Pragmatics is the study of meaning not in isolation, but in context of use.
Textbook
胡壮麟. 语言学教程. 北京:北京大学出版社. 胡壮麟 语言学教程 北京:北京大学出版社 2006. 语言学教程网络版: 语言学教程网络版:httpy://
Other textbooks:
陈佑林、何举纯:《现代语言学概论》华中师范大学出版社,2008. 何兆熊、梅德明:《现代语言学》外语教学与研究出版社,1999. 胡壮麟、刘润清、李延福:《语言学教程》(新版)外语教学与研究出 版社,2001. 杨信彰:《语言学概论》高等教育出版社,2004. 张鑫友.《语言学教程修订版学习指南》.湖北科学技术出版社. 2003 . 戴韦栋,何照熊.《简明语言学教程》. 上海:上外出版社. 2003. 王德春,《语言学概论》. 上海:上海外语教育出版社. 2003. linguistics2008@ Code: yingyuxi

peter pan 小飞侠

peter pan  小飞侠

Cocky
Rebellious
The origin of Pan’s name
In Greek religion and mythology, Pan is the god of the wild, shepherds and flocks, nature of mountain wilds, hunting and rustic music. He always brings his Panpipes. It represents the freedom, nature and wildness. As we know, Peter Pan likes playing Panpipes. Obviously, He is the avatar of the god Pan.
Fly to the Neverland
Neverland
Fpirates
Telling stories
Living with fairy
Saving the Indian Princess
Fighting with Captain Hook
Back to home
"Would you send me to school?" he inquired craftily. "Yes." "And then to an office?" "I suppose so." "Soon I would be a man?" "Very soon." "I don't want to go to school and learn solemn things," he told her passionately. "I don't want to be a man. O Wendy's mother, if I was to wake up and feel there was a beard!" "Peter," said Wendy, "I should love you in a beard"; and Mrs. Darling stretched out her arms to him, but he repulsed her. "Keep back, lady, no one is going to catch me and make me a man."

Chapter1

Chapter1

1 pc 3.26 ly
1.2 A quick tour of the cosmos
To understand the universe, we must understand the relative scales of planets, stars, galaxies and the universe as a whole. We will journey from a campus scene to the limits of the cosmos in 12 steps. In each step we will widen our view by a factor of 100. That is, each successive picture will show a region of the universe that is 100 times wider than the preceding picture.
THE UNITED NATIONS DECLARES 2009 THE INTERNATIONAL YEAR OF ASTRONOMY 联合国宣布 2009年为国际天文年! 纪念伽利略400年前 首次使用望远镜观测太空。
Astronomy
The Solar System and Beyond
Michael A. Seeds Joseph R. Grundy Observatory Franklin and Marshall College
Fig. 1-4 Field of view enlarged 100 times from the previous image (NASA). This step in our journey shows our entire planet. The earth is 12,756 km in diameter and rotates on its axis once a day.

质量管理 Quality Management——Fundamentals of Quality

质量管理 Quality Management——Fundamentals of Quality

DEFINITION OF QUALITY
• Goal Post View • Continuous Improvement View
Goal post view
– Conformance to valid customer requirements, that is, as long as an output fell within acceptable limits, called specification limits, around a desired value, called the nominal value (denoted by “m”), or target value, it was deemed conforming, good, or acceptable.
Definition of Quality
No Good, Loss Loss No Good,
Good,
No Loss
Loss
LSL
Nominal m
USL
Quality Characteristic
• Goal post view (example)
– The desired diameter of stainless steel ball bearings is 25 mm (the nominal value). – A tolerance of 5 mm above or below 25 mm is acceptable to purchasers. – Thus, if a ball bearing diameter measures between 20 mm and 30 mm (inclusive), it is deemed conforming to specifications. – If a ball bearing diameter measures less than 20 mm or more than 30 mm, it is deemed not conforming to specifications, and is scrapped at a cost of $1.00 per ball bearing.

高中生物必修二第一章

高中生物必修二第一章

高中生物必修二第一章**高中生物必修二第一章:遗传与进化****Genetics and Evolution**Genetics, as a branch of biology, focuses on the study of inheritance and variation of traits in organisms. It delves into the mechanisms underlying the transmission of genetic information from one generation to the next.遗传学作为生物学的一个分支,主要研究生物体中性状的遗传和变异,深入探索遗传信息从一代传递到另一代的机制。

Chapter one of the compulsory high school biology textbook II introduces the fundamental concepts of genetics, starting with the discovery of Mendel's laws of inheritance. Mendel's experiments with peas revolutionized our understanding of how traits are passed down from parents to offspring.高中生物必修二第一章介绍了遗传学的基本概念,从孟德尔遗传定律的发现开始。

孟德尔的豌豆实验彻底改变了我们对性状如何从父母传递给后代的理解。

The chapter goes on to explain the basic structure and function of DNA, the carrier of genetic information. DNA's double helix structure, discovered by Watson and Crick, provides a stable platform for the storage and replication of genetic material.接着,这一章解释了遗传信息的载体——DNA的基本结构和功能。

语言学Chapter

语言学Chapter

语言学ChapterLanguage Learning: Chapter 1Language learning is a fascinating process that humans have been engaging in since the dawn of time. From the moment we are born, we are immersed in a sea of linguistic input, which shapes our understanding of the world and our ability to communicate effectively. In this chapter, we will explore the fundamental aspects of language learning, including the critical period hypothesis, language acquisition and learning, and the role of motivation in language learning.The critical period hypothesis suggests that there is an optimal age for language learning. According to this hypothesis, children are more adept at acquiring languages than adults. This is because the young brain is more malleable and capable of forming new neural connections. As we age, the brain becomes less plastic, making it more challenging to learn and master a new language. However, it is important to note that this hypothesis is not without controversy, and many adults have successfully achieved fluency in a second language. Nonetheless, it highlights the importance of starting language learning at an early age.Language acquisition and language learning are two distinct processes. Language acquisition refers to the natural, subconscious process through which children acquire their first language. It occurs through exposure to linguistic input and does not involve formal instruction or deliberate effort. In contrast, language learning refers to the deliberate process of acquiring a second or additional language. This can occur through formal instruction, such as classroom-based learning, or through self-study and immersionprograms. While language acquisition is often more successful in terms of attaining native-like proficiency, language learning can also lead to high levels of proficiency with sufficient time and dedication.Motivation plays a crucial role in language learning. Without motivation, learners may struggle to stay focused and persevere through the challenges that arise during the learning process. Motivation can stem from various sources, including intrinsic motivation (e.g., personal interest in the language) and extrinsic motivation (e.g., desire for career advancement or cultural integration). Regardless of the source, maintaining motivation is essential for sustained language learning. Teachers and language program designers can help cultivate motivation by creating engaging and relevant learning materials, providing opportunities for learner autonomy, and fostering a supportive learning environment.In addition to the factors mentioned above, individual learner differences, such as learning styles and aptitude, can also influence language learning outcomes. Learners have different preferences in terms of how they process information and engage with learning materials. Some may prefer visual aids, while others may find auditory or kinesthetic input more helpful. Furthermore, learners vary in their aptitude for language learning, with some individuals naturally more skilled at acquiring languages than others. Recognizing and catering to these individual differences can maximize the effectiveness of language learning programs.In conclusion, language learning is a complex and multifaceted process that involves various factors. The critical period hypothesis suggests that early language learning is advantageous, although adults can still achievehigh levels of proficiency. Language acquisition and language learning are distinct processes, with the former being subconscious and the latter deliberate. Motivation plays a central role in language learning, driving learners to overcome challenges and continue their progress. Individual learner differences, such as learning styles and aptitude, also influence language learning outcomes. By understanding and addressing these factors, educators and learners can optimize the language learning experience and achieve desired proficiency levels.。

outlineofChapterEleven

outlineofChapterEleven

outlineofChapterElevenChapter Eleven PsycholinguisticsPsycholinguistics is the study of language in relation to the mind. Its purpose is to study how human beings acquire, produce and comprehend and the problems related language and mind.1. The biological foundations of languageHuman beings can naturally acquire their mother tongues without formal classroom teaching. The primary reason that human beings can speak is not that human beings have vocal cords, because other animals also have vocal cords. Human linguistic ability largely depends on the structure and dynamics of the human brain. One of the features of human brain is that one particular part of the left half of the brain is larger than the corresponding part of the right half. Therefore, It is generally believed that human language is biologically or neurologically based.1. 1 The case of Phineas GageIn the middle of the 19th century, the front part of Gage’s brain was seriously hurt because of an accident. However, his senses,his speech and comprehension ability were apparently not affected. The Gage case led the linguists to believe that if our language ability is located in the brain, it is clear that it is not situated right at the front of the brain.1.2 The human brainThe outside surface of the brain, called cerebral cortex, contains ten billion nerve cells called neurons. Many of the cognitive abilities that distinguish humans from other mammals are thought to be situated in the cortex.The brain is divided into the right hemisphere and the lefthemisphere, which are linked by interconnecting nerve pathways. In general, the left hemisphere controls voluntary movements of the right side of the body, while the right hemisphere controls voluntary movements of the left side of the body.1.3 Brain lateralizationLateralization is the localization of cognitive and perceptual functions in a particular hemisphere of the brain. Lateralization process is gradual and maturational. It seems to be human-specific. Both hemispheres are involved in important mental functions, with the differences only in the way in which incoming stimuli are treated. They are dependent on and complementary to each other, for example:Left hemisphere Right hemispherelanguage and speech perception of nonlinguistic soundsanalytic reasoning holistic reasoningtemporal ordering visual and spatial skillsreading and writing recognition of patternscalculation recognition of musical melodiesassociative thought2. Linguistic lateralization2.1 Left hemispheric dominance for languageThe brain’s neurological specialization for language is called linguistic lateralization. Lan guage functions are believed to be lateralized primarily in the left hemisphere of the brain. For the majority of people, the left hemisphere is dominant for language, regardless of handiness.2.2 Dichotic listening researchThe discoveries from the dichotic listening research support the theory of the left hemispheric dominance for language. The subjects wear earphones and then they are presented with twodifferent auditory signals, one to the left ear and the other to right ear. Most subjects are able to report more accurately the linguistic input from the right ear than from the left ear.The researchers believe that the linguistic input from the right ear is sent directly to the left hemisphere, but linguistic input from the left ear takes a longer route by first going to the right hemisphere, from which it is then sent to the left hemisphere. Since the non-direct route takes a longer time than a direct route, the linguistic input from the left ear is reported less accurately. This phenomenon is called right ear advantage.3. The language centers3.1 Broca’s areaBroca’s area is in the front al lobe in the left cerebral hemisphere, responsible for the language expression. The damage to this area brings about word-finding difficulty and problems with syntax.3.2 Wernicke’s areaWernicke’s area is another important area for language functions. It is situated at the back of the left hemisphere. The damage to Wernicke’s area does not seem to affect hearing ability. The patients with the damage to Wernicke’s area are different from the patients with the damage to Broca’s area in that the former can be fluent in their speech, with good pronunciation and intonation, but their speeches are often inappropriate, even meaningless.3.3 The angular gyrusThe angular gyrus can control the converting of a visual stimulus into an auditory form and vice versa, for example, the matching of a speech with a perceived object, the naming of objects of the comprehension of written language. It lies behindthe We rnicke’s area.3. 4 Language perception, comprehension and productionWhen people listen, the linguistic signals are comprehended in Wernicke' s area, from which they are then sent to Broca' s area for the preparations of producing them. A signal from the Broca’s area is then sent to the motor area controlling the vocal tract to physically articulate these linguistic signals.When people speak, words are selected from Wernicke's area and sent to Broca's area, which determines the details of their form and pronunciation. The appropriate instructions are then sent to the motor area to express them.Language use involves the coordination of all these language centers and the language production and comprehension are much more complicated than the above mentioned.4. The critical period for language acquisition4.1 The critical period hypothesisThe critical period hypothesis, advanced by neurobiologist Eric Lenneberg, refers to a period in one' s life extending from about age two to puberty, during which the human brain is most ready to acquire a particular language without formal classroom instruction. The critical period for first language acquisition coincides with the period of brain lateralization. Two observations support Lenneberg’s critical pe riod hypothesis: one is that before the lateralization is completed, a child with the left hemisphere damage can acquire linguistic skills by shifting the language centers to the right hemisphere because of cerebral plasticity. The other is that those beyond the criticalperiod are poorer second language learners than a child.4. 2 The case of Genie and the degeneration of language faculty with ageGenie was locked at home, isolated from the society from the age of about 20 months. When she was rescued, she was already beyond the critical period for language acquisition. Although she exerted herself to learn her mother tongue, she did not completely succeed in doing so. Her case may show that the language faculty of an average human degenerates after the critical period.5. Language and thought5. 1 Early views on language and thoughtThere are two contrastive views on the relationships between language and thought: mentalist view and empiricist view. The mentalist view as held by Plato suggests that thought and language are identical and that speech is the result of “thinking aloud”, while thought is “covert speech”.The empi ricist view as held by Aristotle argues that language and thought are not identical and that languages are only signs of psychological experiences. Human beings have different languages because they have different psychological experiences.5. 2 The Sapir-Whorf hypothesisAccording to Sapir-Whorf hypothesis, all higher levels of thinking are dependent on language. Language determines thought. This strong notion is also called linguistic determinism. The hypothesis also holds that because languages differ in many ways, speakers of different languages perceive and experience the world differently, relative to their linguistic background, hence the notion of linguistic relativism.According to the strong version of the Sapir-Whorf hypothesis, there is no real translation, and it is impossible to learn the language of a different culture unless the learner abandons his or her own mode of thinking and acquires thethought patterns of the native speakers of the target language.5. 3 Arguments against the Sapir-Whorf hypothesisLanguage can not determine thinking. The relation between linguistic forms and their referents is a matter of convention. There is no inherent or logic connection between language forms and what these language forms represent. Although languages may differ in their surface structures, all languages are fundamentally of the same universal human character.5.3.1 Words and meaningThe relationship between the name and the meaning of a word is quite arbitrary. Labeling a natural phenomenon or an object is not fundamental to a conceptual system. The speakers of one language with only one lexicalized w ord for a specific concept such as “snow” do not mean that they are poorer in distinguishing between different kinds of, say, snow those the speakers of a language with many different lexicalized words for “snow”. The speakers of a language with no lexicalized word for “snow” do not mean that they can not grasp the concept of “snow.”It is generally believed that words are but meaningless labels. Their meanings of depend largely on the communicative context. As the context of a word or a sentence changes, its effect and meaning also change.5.3.2 Grammatical structureThe differences in grammatical structures of languages are not directly related to the differences in the perceptual system of the speakers of these languages. Language structures and perceptual systems are not closely interdependent. Language differences are mainly differences in surface structures. For example, English indicates the third person singular number byaddingthe morphological element “-(e)s” to the end of a verb. The lack of this morphological indication of the third person singular number in Chinese does not mean that the Chinese speakers can not understand and master the concept of the third person singular number.5. 3. 3 TranslationIf language could determine thought and language differences were the differences of conceptual systems, then translation would not be possible. The fact that the conceptual uniqueness of a language such as Hopi, which is radically different from English, can be explained in English shows that language can not determine thinking. While we say that language can not determine thinking, we do not mean that language differences have no effect on conceptual differences. But the conceptual differences because of different languages are not such that mutual comprehension is impossible.5. 3. 4 Second language acquisitionSapir-Whorf hypothesis is also challenged by observations of second language acquisition (SLA). If the differences in languages were the differences of conceptual systems, then second language acquisition would be impossible. That fact that a person can master two, even more than two radically different languages shows that language differences can not represent different conceptual systems.5. 3. 5 Language and world viewsLanguage is only the medium by which world views are expressed. The language system is not inherently related to world views. The speakers with the same native language do not necessarily possess the same world views, while the speakers ofdifferent languages may share the same world views.From what has been discussed above, it is difficult to understand that language can not determine thinking.5. 4 Understanding the relation of language and thought5. 4. 1 Major functions of languageLanguage serves two major functions: interpersonal communication and intrapersonal communication. The interpersonal function is realized by the speakers’ use of language to convey information, thoughts and feelings, to influence, regulate and even control other’s behav ior. Intrapersonal function is often fulfilled by the speakers’ use of language to facilitate thinking, speech behavior and action for the individual.5. 4. 2 The development and blending of language and thoughtIn the early stages, the language and thought are different systems that develop at different speed along two different routes. Language as “overt thought” and thought as “sub-vocal speech” are the result of the bl ending of language and thought in their development. Language and thought interact with each other and influence each other. They can be thought of as two independent circles overlapping.5.4.3 Thinking without languageAlthough thought is mainly expressed by means of language, language is not the only medium by which thought is conveyed. Language users can use non-linguistic means to express their feelings and thoughts. For example, musicians can think with music notes, mathematicians can think with geometric lines and painters can think with colors. Therefore, it is not difficult to see that what we ordinarily think of as thought may have noimmediate relation to language.5. 4. 4 Language as a conventional coding system to express thoughtThere are no inherent and logic relations between linguistic symbols and what these symbols stand for. The connection between language and the conceptual system of thought is a matter of convention, not a matter of genetic basis. A person with two languages is not a person with two world views. The switch between two languages is not the switch between two world views. Language is only a set of conventional symbols to express thoughts.5.4.5 The ways in which language affects thoughtLanguage can not determine thinking, but language can influence thinking. If a language has a symbol to label a particular concept, then learning of that concept will become easier. For example, a language with the word “snow” will find it simpler and easier to refer to this natural phenomenon than a language without the word “snow”, though both languages can express the concept of “snow”. As a set of conventional coding system, language can help store, recall and express concepts and does influence thinking by its convenience, availability, and habitual use.第十一章:心理语言学心理语言学主要从心理的角度对语言进行研究,目的在于揭示人类是如何掌握语言,说出语言和理解语的,语言与思维的关系等一系列问题。

Neuroscience第1章神...

Neuroscience第1章神...
本书中正是以一个广阔的视角去探索人脑的奥秘。
THE ORIGINS OF NEUROSCIENCE 神经科学的起源
Views of the Brain in Ancient Greece 古希腊人对脑的认识
Views of the Brain During the Roman Empire 罗马帝国时代对脑的认识
Sensations were registered and movements initiated by the movement of hia the nerves, which were believed to be hollow tubes, like the blood vessels.
Views of the Brain From the Renaissance to the Nineteenth
Century 从文艺复兴到19世纪时期对脑的认识
Galen’s view of the brain prevailed for almost 1500 years. More detail was added to the structure of the brain by the great
国)作出很多贡献。 当时认为:液体从脑室中被压出,经过“神经管道”,使你兴奋,
In this book, we will explore the brain with this broad perspective.
在实验生物学领域所有由职业科学家组成的组织中,神经科 学学会的规模是最大的,而且发展最为迅速。
这一领域的研究几乎包罗了自然科学的方方面面,而神经系 统则是研究的最终焦点。
但这一观点并未得到普遍的认可,著名的古希腊哲学家 Aristotle(公元前384-322)固执地相信“心脏是智慧之 源”。

Chapter 1 Fundamental Concepts

Chapter 1   Fundamental Concepts
A binary signal is a digital signal whose values are equal to 1 or 0; that is, x[n]=0 or 1 for n= …, –2, –1 0, 1, 2,…. The sampled unit-step function and the unit-pulse function are both examples of binary signals.
The resulting discrete-time signal x(tn) is called the sampled version of the original continuous-time signal x(t).
3
Let tn=nT, where T is called the sampling interval. If T is a constant, the sampling process is called uniform sampling, otherwise, nonuniform sampling. Note that the nonuniform sampling is sometimes used in applications but is not considered in this course. So, we often use x[n] to denote x(tn), i.e.,
13
Discrete-time Rectangular Pulse
Definition:
1, pL[n] 0,
n (L 1) / 2, , 1, 0, 1, , (L 1) / 2 all other n
where L is a positive odd integer. The plot of pL[n] is displayed in Fig. 1-6

Chapter 1 Introduction -文档资料

Chapter 1  Introduction -文档资料
振宁不老松,扬帆为小翁,岁寒情更热,花好驻春风。 The ageless won’t grow old. You sail with your young bride.
Love will warm winter cold. Spring will ever abide.
5
Comments on this orientation
Theory and Techniques of Translation
Chapter 1 Introduction (2)
1
4) The aesthetics-oriented translation principle
Translating by focusing on the beauty of the SL and TL for the sake of insuring artistic equality.
6
Example: The Dover Beach by Arnold
The sea is calm tonight.
The tide is full, the moon lights fair
Upon the straits; --- on the French coast the light
Qian Zhongshu holds that the highest standard in literary is hua. When we translate one piece of literary writing from one language into another, we should produce a version which not only retains completely the original flavor but also contains none of the original vestiges strange to us both in culture and language. Such a translation can count as one of sublimation.

Chapter1.1-1.3

Chapter1.1-1.3

镜面反射 漫反射 同时的
According to chapter 1.2, answer the following questions. What's the angle of incidence? What's the angle of outgoing ray? please write the reflection law!
What happens when light is reflected from an object whose surface is not perfectly smooth? 当光束由表面并不完全光滑的物体反射时会发生什么? 当光束由表面并不完全光滑的物体反射时会发生什么?
In that case, the light is diffusely reflected, with different parts of the incident ldirections according to the law of reflection [Figure 1.5(b)]. 在那种情况下,光发生漫反射,根据反射定律, 在那种情况下,光发生漫反射,根据反射定律,不同的入射光以不同方向 发散。 发散。 The light reflected at each little region of the surface is reflected at an angle equal to the local angle of incidence. 表面处每一小区域的反射光,反射角与此处入射角相等。 表面处每一小区域的反射光,反射角与此处入射角相等。 我们能看到许多物体正是由于它们表面的光的漫反射。 我们能看到许多物体正是由于它们表面的光的漫反射。这本书的这张纸漫 反射光,因此你能从各个角度看到它。 反射光,因此你能从各个角度看到它。 To see a light reflected in a mirror, However, requires that you be in just the right place so that the specularly reflected light can reach your eye. 然而,你需要站在合适的位置,此时镜面反射光到达你的眼睛, 然而,你需要站在合适的位置,此时镜面反射光到达你的眼睛,你才能看 到由镜面反射的光线。 到由镜面反射的光线。
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ERDA
Distribution
Category
UC-79b
Printed in the United States of America ERDA Technical Information Center, Oak Ridge, Tennessee April 1976
Preface
Most industrialized nations of the world have accorded high priority to development of nuclear reactors in an effort to stave off an energy crisis. One of the critical areas on which the economic viability of this type of electricity production hinges is the performance of the ceramic fuel and the metallic structural components of the core, which are subject to conditions of high temperature and radiation fields. Research on the behavior of materials under such conditions is relatively recent, and this book represents application of this research to the practical problem of predicting the performance and longevity of reactor fuel elements. The book is designed to function both as a text for first-year graduate courses in nuclear materials and as a reference for workers involved in the materials design and performance aspects of nuclear reactors for electric power production. It is based on lectures in graduate courses in the Department of Nuclear Engineering, University of California, Berkeley, University students in nuclear engineering come from a variety of undergraduate disciplines, but, by and large, their background in the fundamental physics and chemistry on which much of the applied work treated in the book is based is sketchy. For this reason the first 8 chapters are devoted to reviews of selected aspects of s t a tistical thermodynamics, crystallography y, chemical thermodynamics, and physical metallurgy. The remaining 13 chapters constitute the application of these principles to the problems encountered in nuclear fuel elements. Chapters 9 to 16 deal with the properties and irradiation behavior of oxide fuels. Chapters 17 to 20 treat similar problems in the cladding. Chapter 21 incorporates the analyses of materials behavior presented in the earlier chapters into calculations of the performance of the entire fuel element. The book is primarily concerned with the materials problems uncovered during the development of the liquidmetal fast breeder reactor (LMFBR). Because of the less stringent radiation and thermal conditions in which lightwater-reactor (LWR) fuel operates compared to the environment of an LMFBR fuel pin, the fast breeder reactor may be more severely materials- limited than is the water reactor. Except for aqueous corrosion, hydriding, and nonisotropic growth of zircaloy cladding, which are not treated in the book, the basic irradiation effects are common on both LWR and LMFBR fuel elements. Similarly, gas-cooled fast breeder reactors will inherit all the
Citation
TID-26711-P1
Fundamental Aspects of Nuclear Reactor Fuel Elements
Donald R. Olander
Department of Nuclear Engineering University of California, Berkeley
fuel elements.
Available as TID-26711-P1
for $16.25 (foreign, $18.75)
National l Information Service U. S. Department of Commerce Springfield, Virginia 22161
Prepared
for the Division Energy
of Reactor Research
Development and Development
and
Demonstration Administration
1976
Technical Energy
Information Research
Center, and
Office
Published by of Public Affairs Administration
Development
Library
of Congress
Cataloging
in Publication
Data
Olander, Donald R. Fundamental aspects of nuclear reactor “TID-26711-P1” Includes bibliographies and index. 1. Nuclear fuel elements. 1. Title. TK9207.04 76-6485 621.48’ 335 ISBN 0-87079-031-5 (v.1)
iii
materials problem of the LMFBR save those arising from the use of liquid-sodium coolant. Advanced fuels, such as carbides and nitrides, for fast breeder reactors are not specifically discussed in the book. The phenomena responsible for the behavior of oxide fuels in a reactor environment are for the most part found in carbides and nitrides as well. The differences between oxide and advanced ceramic fuels are quantitative rather than qualitative, and some fuel performance analyses in the book are illustrated using (U,Pu)C instead of ( U,Pu)O2. The approach is analytic rather than descriptive. The aim is to make very clear the relation between a model of the performance of some feature of a fuel element and simple, basic physical principles with which the reader is familiar. This philosophy means that a number of standard, classical formulas that constitute the starting point for many fuel-element performance analyses are derived rather than simply presented. The book is intended to be as self-consistent and inclusive in this aspect as possible, and its length is in large part dictated by this approach. The ultimate purpose is to convey an understanding of the physical processes occurring in metals and ceramics which, when taken together, produce the complex irradiation behavior of a nuclear reactor fuel pin. No attempt has been made to provide a method for rational design of a fuel element. Such a recipe does not exist, and, even if it did, its technological lifetime would be very much shorter than that of the fundamental phenomena on which it is based. As an aid to students, problems are provided at the end of each chapter; solutions to these problems have been to Problems, published in a separate book, Solutions available as TID-26711-P2 from the National Technical Information Service, U. S. Department of Commerce, Springfield, Virginia 22161. An attempt was made to maintain a consistent set of symbols throughout the book. This in itself provides a thread of continuity between the many theories of fuel and cladding behavior which have appeared in the technical literature over the past decade. Metric units are used throughout. It is impossible to be an expert in a field as eclectic as nuclear materials. The disciplines of chemistry, nuclear and solid-state physics, metallurgy, ceramics, applied mechanics, and mathematical analysis are all involved in an accurate description of the fate of an irradiated fuel pin. I am consequently particularly grateful to colleagues who have reviewed sections of the book.
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