Chapter 11 MAP-2
《异度装甲》完全攻略
《异度装甲》完全攻略DISK1CHAPTER 1 はじまりは、山奥の村ラハン“恩，终于画完了，”飞（フェイ）伸了个懒腰，“好吧，是时候休息一下了。
”（现在就可以控制飞了，先熟悉一下各键的功能吧）上楼和村长面前的迪莫西谈话（一个小技巧，如果谈话时可以走动，说明此次交谈无关紧要；反之，则是剧情对话或重要对话）。
刚要出门，阿露露的弟弟丹闯了进来，发了一通牢骚后，要飞来外面和他谈谈。
出村长家找到丹，他竟要求你带着姐姐私奔（汗……），此处两个选项，分别是答应和拒绝，选哪个都不要紧。
接下来去见阿露露，她家门口站着一个女的，很好找。
到2楼和阿露露谈话，答应帮她去向希坦（シタン）先生借照相机和灯（不得不PS一下，阿露露家的BGM很好听）。
在离开村子前，先把村子里的宝物搜刮一空吧，到了先生家后就再也回不来了。
一切准备就绪后，出发！（阿露露的家）CHAPTER 2 谷をこえ、ひとり山道をゆけば没什么要特别注意的，记得去拿宝箱和蜘蛛。
有一处地方要用大跳（加速+跳）。
这里的敌人是狼和小猪（汗……），狼会用连续攻击，小猪会用HP吸收，都很容易对付，找找战斗的感觉吧。
过了吊桥，朝右上方走就到了先生家。
CHAPTER 3 つかの間の平穏山頂の家にて先去厨房见见唯阿姨和先生的女儿米多莉（ミドリ）吧，听唯阿姨说先生在机械屋那边，过去看看，果然在屋顶看到了希坦。
他让飞先等等，于是飞走进屋里，发现一个奇怪的盒子，调查一下，居然是一个会演奏音乐的天使像。
这时先生也进来了，一番寒喧后，大家准备去吃晚餐了。
然而，当飞一出门，天使像突然碎掉--这，难道是什么预兆吗？希坦若有所思。
CHAPTER 4 夜道で見た！闇にふるもの晚饭后告辞先生一家，朝村子走去。
刚走到吊桥，听到巨大的轰鸣声，还有东西从头上飞过。
这时先生匆匆赶到，据他说这是邻国基斯雷夫的机甲群。
正说着，从ラハン村方向传来了爆炸声！两人急忙赶去……村里要打一场机甲战，对手是2架ムシャ百式，HP只有150左右，想输都难。
Chapter 2 Speech Sounds
2.1 How Speech Sounds Are Made? The Nasal Cavity（鼻腔）
●When the vocal cords are apart, the air can pass through easily and the sound produced is said to be voiceless. e.g. [p, s, t ] ●When they are close together, the airstreams cause them to vibrate and produces voiced sounds. e.g. [b, z, d] ●When they are totally closed, no air can pass between them, then produce the glottal stop [?]none in En.
2.1 How Speech Sounds Are Made? The Oral Cavity（口腔）
The oral cavity provides the greatest source of modification. Tongue: the most flexible Uvula, the teeth and the lips, Hard palate, soft palate (velum) Alveolar ridge: the rough, bony ridge immediately behind the upper teeth
软件项目管理案例教程(第2版)完整版本
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本章要点
一、项目立项 二、授权项目 三、初始项目范围分析 四、生存期模型 五、案例分析
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项目章程(Project Charter)
确认项目存在的文件，包括对项目的 确认、对项目经理的授权和项目目标 的概述等。
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Sample Project Charter
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本章要点
一、项目立项 二、授权项目 三、初始项目范围分析 四、生存期模型 五、案例分析
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n 项目范围的主要内容
l 1. 项目的合理性说明 l 2. 项目目标 l 3. 项目可交付成果
n 项目范围的依据
l 合同 l 规范 l SOW：客户份额（工作说明书）
Project Manager Director of IT Operations VP, Human Resources
Steve McCann
Director of Purchasing
Sign-off: (Signatures of all above stakeholders)
Responsibility Monitor project Monitor project, provide staff Plan and execute project Mentor Kim Provide staff, issue memo to all employees about project Assist in purchasing hardware and software
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Spiral Model
暗之探险队主角选择流程攻略 (2)
主角タイプ(姓名)..............♂(男).............♀(女)フシギダネ(妙蛙种子)...さみしがり(孤独)....すなお(坦率)ヒトカゲ(小火龙).......すなお(坦率)........ゆうかん(勇敢)ゼニガメ(杰尼龟).......きまぐれ(浮躁)......ずぶとい(大胆)ピカチュウ(皮卡丘) .....ゆうかん(勇敢)......せっかち(急躁)ニャース(喵喵).........なまいき(狂妄)......のんき(悠闲)チコリータ(菊草叶).....おだやか(沉着)......れいせい(冷静)ヒノアラシ(火球鼠）....おくびょう(胆小)....おだやか(沉着) ワニノコ(小锯鳄）......ようき(开朗)........なまいき(狂妄)キモリ(草蜥蜴）........れいせい(冷静)......がんばりや(实干)アチャモ(小火鸡）......がんばりや(实干)....うっかりや(马虎) ミズゴロウ(水跃鱼）....うっかりや(马虎)....さみしがり(孤独) エネコ(向尾猫）........せっかち(急噪)......むじゃき(天真)ナエトル(嫩叶龟).......ずぶとい(大胆)......おくびょう(胆小)ヒコザル(小火猴）......むじゃき(天真)......わんぱく(淘气)ポッチャマ(圆企鹅）....わんぱく(淘气)......きまぐれ(浮躁)ゴンベ(刚比兽).........のんき(悠闲)........ようき(开朗)1、（明天有重要的考试，你会……）A:（通宵熬夜学习）→(实干+2)B:（听天由命）→(悠闲+2)C:（怎么？忽然觉得发烧了？）→(胆小+1)2、（和一个没怎么交谈的朋友独处在一起，你会）A:（聊天）→(沉着+1 实干+1)B:（不说话）→(浮躁+1)C:（说个理由闪人）→(胆小+2)3、（你是否有一堆买时觉得不错可已经用不上的东西？）A:（是的）→(浮躁+2 马虎+1 急噪+1)B:（不是）→(冷静+1)4、（有一块过期一天的蛋糕。
SBS第一册-Unit2
Chapter Two – A 重点单词1.pen/ pen /钢笔2.book/ bʊk /书3.pencil/ ˈpens(ə)l /铅笔4.notebook/ ˈnoʊtbʊk / 笔记本5.bookshelf/ ˈbʊkʃelf /书架6.globe/ ɡloʊb /地球仪7.map/ mæp /地图8.board/ bɔːrd /板9.wall/ wɔːl /墙10.clock/ klɑːk /钟puter/ kəmˈpjuːtər /电脑12.table/ ˈteɪbl /桌子13.chair/ tʃer /椅子14.ruler/ ˈruːlər /尺15.desk / desk /书桌16.dictionary/ ˈdɪkʃəneri /字典重点句型Where isthe pen?Where’sIt’son the desk.It isFill in the blanks. (选词填空)W h e r e’s I t’s W h e r e on W h e r e i s1.Where is =2.It is =3.Where’s the book? = the book?4.It is the desk.5.is the globe?It’s on the wall.Chapter 2-B 重点单词1.bathroom浴室2.attic阁楼3.yard院子4.garage车库5.basement地下室6.restaurant饭店7.bank银行8.library图书馆9.park公园10.zoo动物园11.hospital医院重点短语living room客厅dining room饭厅movie theater电影院post office邮局重点句型重点语法Fill in the blanks(选词填空)am is basement What They in(1)is she doing?(2)I the garage.(3)are in the attic.(4)Where it?(5)We are in the.Be动词拓展（特殊疑问句用where/what/who/whose/how提问）1.where: 表示“哪里”，用于对地点提问2.who/whose: “谁” “谁的”用于对人提问3.what: “什么” 用于对某事物提问4.how: “怎样” 用于询问性质，状况，方式等。
《逻辑与计算机设计基础》(原书第五版)课后习题答案-chapter03_solutions-5th
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2023-2024学年高中英语北师大版选择性必修第四册Workbook课件
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sister would like to meet me and told me the time and
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78页 10.2 2 Lesson 2 Complete the paragraph with the correct form of the words or phrase below. crime additional community spirit frequently consequence household bond suburb conflict envy
美国加州教材-二年级科学练习-Science.A closer look.building skills visual literacy.G2.SE
Leaves take in air and use sunlight to make food.The stem holds up the plant. It allows water and food to travel through the plant.Roots hold the plant in the soil. They also take in water and minerals. Roots can store food for the plant, too.Plants Make Food© M a c m il l a n /M c G r a w -H i l lName DateHow do plants make food?This diagram shows the parts of a plant. The lines point to the different parts, and the captions tell how each part of the plant helps make or store food.Study the diagram, then answer the questions. 1. What part of the plant takes in sunlight?2. Which parts of the plant can you see above the soil?1Chapter 1 • Plants Use with Lesson 1Visual Literacy What Living Things NeedThe pine cones fall A seed sprouts and becomes a seedling or young plant.of flowers.© M a c m i l l a n /M c G r a w -H i l lName DateHow do seeds grow?This diagram shows how the seeds of a pine cone grow into pine trees. The arrows show the order of the different stages in the life cycle of a pine tree. Read the captions as you follow the arrows.Study the diagram, then answer the question.1. What happens before a pine seed sprouts and becomes a seedling?2Chapter 1 • Plants Use with Lesson 2Visual Literacy Plants Make New PlantsTulips© M a c m i l l a n /M c G r a w -H i l lName DateHow are plants like their parents?This photograph shows young tulips and adult tulips. Can you tell which are which?Study the photograph, then answer the questions. 1. What are some traits that these tulips share?2. Can you tell which tulips are young and which are old? Why or why not?3Chapter 1 • Plants Use with Lesson 3Visual Literacy How Plants Are Alike and DifferentAn insect is ananimal with six legs,antennae, and a hard, outer shell.The antenna helps insects feel, taste, and smell.The outer shell helps keep insectssafe. The legs help insects climb on smooth or rough places.Beetle© M a c m i l l a n /M c G r a w -H i l lName DateWhat are some animals without backbones?Here is a diagram of a beetle. The captions next to the lines give information about each part of the beetle.Answer the questions.1. Can the antennae help the beetle find food? How do you know?2. Does a beetle have a backbone? How do you know?4Chapter 2 • Animals Use with Lesson 1Visual Literacy Animal GroupsGiant Panda Life CycleChicken Life Cycle© M a c m i l l a n /M c G r a w -H i l lName DateA nswer the questions. 1. What do baby pandas drink? How do you know?2. Which baby animal do you think looks mostlike its parents? Tell why you think so.Baby pandas grow inside their mothers’ bodies. They drink milk from their mothers so they can grow.A baby panda grows up to be an adult. It may find a mate and have a baby of its own.What is a life cycle?This diagram shows you the life cycles of a chicken and a giant panda. The photos and captions give information about different stages in the life cyclesof these animals.Baby chickens, or chicks, break the shell to get out of an egg. They can see, walk, and feed themselves after they hatch.The chicks grow up tobe adult chickens. This is a rooster, or a male chicken.5Chapter 2 • Animals Use with Lesson 2Visual Literacy Animals Grow and Change© M a c m i l l a n /M c G r a w -H i l lName DateWhy do animals act and look the way they do?The photographs below show how a bird can change the colors of its feathers. The captions tell why the bird changes color.Answer the questions.1. Do you think that the bird is easy to see in the winter? Why?2. Why do the feathers of the bird in the first photograph look the way they do?6Chapter 2 • Animals Use with Lesson 3Visual Literacy Staying AliveForest Habitat© M a c m i l l a n /M c G r a w -H i l lName DateUse the diagram to answer the questions. 1. Where does the squirrel sleep in this habitat? How do you know?2. How does the tree help the squirrel?How do living things use their habitats?Below is a diagram of a forest habitat. A habitat is an environment from which plants and animals get what they need to live.7Chapter 3 • Looking at Habitats Use with Lesson 1Visual Literacy Places to LiveArrows in the food web go from foodto eater.A Desert Food Web© M a c m i l l a n /M c G r a w -H i l lName DateWhat is a food web?The diagram below shows a food web of a hot desert habitat. The arrows point to and from each plant and animal to show how they are connected.Use the diagram to answer the questions. 1. What does the beetle eat? How do you know?2. Circle the animals that eat the beetle.3. What does the hawk eat? How do you know?8Chapter 3 • Looking at Habitats Use with Lesson 2Visual Literacy Food Chains and Food WebsDrought© M a c m i l l a n /M c G r a w -H i l lName DateUse the photograph to answer the questions. 1. Take a closer look at the photograph. How can you tell that this area has been through a drought?2. Do you think that the leaves of the sunflower in the photograph are soft? Explain.How do habitats change?The photograph below shows what happens during a drought. A drought happens when an area does not get rain for a long time.9Chapter 3 • Looking at Habitats Use with Lesson 3Visual Literacy Habitats Change© M a c m i l l a n /M c G r a w -H i llName DateWhat is a woodland forest like?This chart tells how forest animals use differenttraits to help them live.Use the chart to answer the questions. 1. What does the chipmunk eat? How do you know?2. How do owls hunt for food? What traits do they use?3. Colors and spots protect which animals?10Chapter 4 • Kinds of Habitats Use with Lesson 1Visual Literacy ForestsFinding Water in the Desert© M a c m i l l a n /M c G r a w -H i l lName DateWhat is a hot desert like?This diagram shows how some living things get water in a hot desert. The illustration on the right is called an inset.Use the diagram to answer the questions. 1. What does this diagram show about how the cricket gets water from its habitat?2. Describe the roots of the desert plant and how they help the plant get water in the dry desert.11Chapter 4 • Kinds of Habitats Use with Lesson 2Visual Literacy Hot and Cold DesertsCrabs and sea stars live closer to the ocean’s shore.Whales, dolphins, and sharks swim in the deep water, away from shore.Angler fish and squid live in the deepest part of the ocean.Life in the Ocean© M a c m i l l a n /Mc G r a w -H i l lName DateWhat is the ocean like?This diagram shows animals that live in the ocean. The captions explain how and where each animal lives in the ocean.Use the diagram to answer the questions. 1. Where do squids live? How do you know?2. Would a sea star have to protect itself from an angler fish?12Chapter 4 • Kinds of Habitats Use with Lesson 3Visual Literacy Oceans and PondsNorth America© M a c m i l l a n /M c G r a w -H i l lName DateWhat can maps tell us about Earth?A map is a model that shows Earth’s surface. Somemaps are flat. Others, like a globe, are round. This map shows how Earth looks in one part of the world.Study the map, then answer the questions. 1. Where is the land and water on the map?2. What part of the world does this map show? How do you know?13Chapter 5 • Land and Water Use with Lesson 1Visual Literacy Earth’s LandEarth from Space© M a c m i l l a n /M c G r a w -H i l lName DateStudy the photograph, then answer the questions. 1. Does this photograph of Earth show more water or more land? Why does this make sense?2. Circle the continent where you live. Which continent did you circle?Where is most of Earth’s water found?This photograph shows how Earth looks from space. It shows land and water in North America and South America.14Chapter 5 • Land and Water Use with Lesson 2Visual Literacy Earth’s Water123Ice Changes Land©M a c m i l l a n /M c G r a w -H i l lName DateHow does Earth change slowly?This diagram shows how water can change land. Each photograph shows a change. The numbers under the photographs tell you what happens first, next, and last. The captions below each photograph explain how the land is changing.Study the diagram, then answer the questions. 1. How has the rock changed from Photograph 2 to Photograph 3? Why did it change?15Chapter 5 • Land and Water Use with Lesson 3Visual Literacy Changes on EarthgraphitemagnetitefluoriteturquoiseUses of Minerals© M a c m i l l a n /M c G r a w -H i llName DateWhat are minerals?This chart shows some of the ways that we useminerals in our daily lives.Use the chart to answer the questions below. 1. Study the chart. Write a heading for the left column. Then write a heading for the right column.Heading for left column:Heading for right column:2. Where is the mineral graphite on the chart? What object is made from graphite? How do you know?16Chapter 6 • Earth’s Resources Use with Lesson 1Visual Literacy Rocks and MineralsTypes of Soilsandy soiltopsoil clay soil Name Date© M a c m i l l a n /M c G r a w -H i l lUse the photographs and captions to answer the questions below.1. Which type of soil is best for farming? Why?2. Describe what clay soil looks like.3. Which soil would you find near a beach?What is soil?The photographs below show three types of soil.17Chapter 6 • Earth’s Resources Use with Lesson 2Visual Literacy SoilPollution© M a c m i l l a n /M c G r a w -H i l lName DateWhy should we care for Earth’s resources?The photograph below shows a river and its environment.Use the photograph to answer the questions below.1. Where do you think the pollution on the beach came from?2. How might pollution hurt the living things in this river?18Chapter 6 • Earth’s Resources Use with Lesson 3Visual Literacy Using Earth’s ResourcesWind SockName Date© M a c m i l l a n /M c G r a w -H i l lWhat is wind?This photograph shows a wind sock. A wind sock is a kind of weather tool that shows you which direction air is blowing.Use the photograph to answer the questions. 1. Is the wind in the photograph blowing to the left or to the right? How do you know?2. Is the wind blowing very hard? How do you know?19Chapter 7 • Observing Weather Use with Lesson 1Visual Literacy WeatherWater is warmed by the Sun, evaporates, and rises into the air.Once the air cools, the water condenses and forms clouds.Precipitation can fall as rain, snow, sleet, orhail.Over time, rain and melted snow flow back to the lakes, rivers, and oceans.The Water Cycle© M a c m i l l a n /M c G r a w -H i l lName DateWhat is the water cycle?This diagram tells about the water cycle. The water cycle shows how the water in oceans, lakes, and rivers becomes rain.Use the diagram to answer the questions. 1. Does water travel up or down when it evaporates? How do you know?2. How does snow become ocean water? Howdo you know?20Chapter 7 • Observing Weather Use with Lesson 2Visual Literacy The Water CycleLightning SafetyAvoid open spaces.Stay out of water.Do not stand under trees.Stay indoors.Name Date© M a c m i l l a n /M c G r a w -H i l lHow can we stay safefrom weather?The photograph below shows lightning. The chart to the right of the photograph tells how to stay safe in a storm. The chart tells you what to do during a lightning storm.Use the chart to answer the question. 1. Should you go swimming or stay indoors during a lightning storm? How do youknow?21Chapter 7 • Observing Weather Use with Lesson 3Visual Literacy Changes in WeatheraxisEarth’s Axis© M a c m i l l a n /M c G r a w -H i l lName DateWhat causes day and night?The diagram below explains why we have day and night. Read each question and circle the correct answer.1. In which direction is Earth rotating?left right2. What is the line going from the North to theSouth of Earth?orbit axis3. Is it cooler during the day or at night? Howcould you use the diagram to figure this out?22Chapter 8 • Earth and Space Use with Lesson 1Visual Literacy Day and NightThe tilt of Earth during its orbit around the Sun causes the seasons to change.springwinterfallsummerEarth Tilts© M a c m i l l a n /Mc G r a w -H i l lName DateWhat causes the seasons?This diagram shows you how the weather changes on Earth as it orbits the Sun. Look at the diagram to answer the questions.1. During which season is the bottom half ofEarth tilted toward the Sun? Circle your answer.fall winter spring summer 2. Read the caption. Why does the weatherchange when our part of Earth is tiltedtoward the Sun? How does it change when it is tilted away from the Sun?23Chapter 8 • Earth and Space Use with Lesson 2Visual Literacy Why Seasons HappenThe Sun’s lightshines on the Moon.Sun Moon EarthHow the Moon Moves© M a c m i l l a n /M c G r aw -H i l lName DateWhy can we see the Moon from Earth?This diagram explains how light from the Sun shines on the Moon so that we can see it from Earth. Study the diagram, then answer the questions.1. Which way does the Moon move aroundEarth?2. How does the way the Moon moves aroundEarth compare to the way Earth movesaround the Sun?24Chapter 8 • Earth and Space Use with Lesson 3Visual Literacy The Moon and StarsMarsEarthVenusMercuryJupiterSaturnUranusNeptunePlutoThe Solar System© M a c m i l l a n /M cG r a w -H i l lName DateWhat goes around the Sun?The diagram below shows our Solar System. Use the diagram to answer the questions.1. Where is the Sun in this diagram? How doyou know?2. Which planets have the shortest andlongest paths around the Sun?25Chapter 8 • Earth and Space Use with Lesson 4Visual Literacy The Solar SystemUsing Matter© M a c m i l l a n /M c G r a w -H i l lName DateWhat is matter?Photographs can help you understand ideas. The photograph below helps to explain what matter is.A nswer the questions. 1. The boy is using water to wash the dog. Is water matter? Why or why not?2. List all of the matter you see in the photograph.26Chapter 9 • Looking at MatterUse with Lesson 1Visual Literacy Describing MatterMeasuring Solids© M a c m i l l a n /M c G r a w -H i l lName DateHow can we measure solids?This photograph shows how a balance is useful for measuring the masses of solids.Answer the questions.1. Which side of the balance has more mass? How do you know?2. What would happen if you added another pencil to the left side of the balance?27Chapter 9 • Looking at Matter Use with Lesson 2Visual Literacy Solids© M a c m i l l a n /M c G r a w -H i l lName DateWhat is a liquid?This photograph shows two containers called beakers. The beakers in the photograph measure liquids in milliliters.Answer the questions.1. Which beaker has more liquid? How do you know?2. How many milliliters can you measure in one beaker?3. What is the smallest number on the beaker?Measuring Liquids28Chapter 9 • Looking at Matter Use with Lesson 3Visual Literacy Liquids and Gases© M a c m i l l a n/M c G r a w -H i l lName DateWhat are chemical changes?The diagram below shows three objects before and after a chemical change.Use the diagram to answer the questions below.1. Why did the match change? How do you know?2. Did the screw change? How do you know?29Chapter 10 • Changes in Matter Use with Lesson 1Visual Literacy Matter Changeswater vaporwaterice© M a c m i l l a n /M c G r a w -H i l lName DateHow can heating change matter?The diagram below shows how heat changes ice.Use the diagram to answer the questions below.1. What happens when heat is added to ice? How can you tell?2. How does the shape of water change as it becomes warmer?30Chapter 10 • Changes in MatterUse with Lesson 2Visual Literacy Change of Statebefore © M a c m i l l a n /M c G r a w -H i l lName DateWhich mixtures stay mixed?The photographs below show two blenders. Eachphotograph has a label that tells about what it shows.Use the photographs and labels to answer the questions below.1. Which photograph shows what happens to the fruit after the blender is turned on? How do you know?2. Which blender do you think contains a mixture? Which one has a solution? Explain.31Chapter 10 • Changes in Matter Use with Lesson 3Visual Literacy MixturesAnimal Speed© M a c m i l l a n /M c G r a w -H i l lNameDateWhat is speed?This graph compares the speeds of a zebra, acheetah, and a lion. The speed of each animal is measured in miles per hour.Use the graph to answer the questions. 1. List the animals from fastest to slowest.2. How many miles per hour can the slowest animal run? How can you tell?3. How many miles per hour does each box stand for?1.2.3.32Chapter 11 • How Things Move Use with Lesson 1Visual Literacy Position and MotionThe pitcher uses a force to throw the ball toward the batter. ▼◀ The batter hits the ball with a push. It changes direction and flies toward the outfield.The player in the outfield catches the ball and uses a force to stop its motion. He can also use a force to throw the ball to another player.▶How a Ball Changes Directions© M a c m i l l a n /M c G r a w -H i l lName DateHow can forces change motion?The diagram below shows how each player uses forces while playing a game of baseball. The arrows show how the ball moves because of these forces. The caption next to each arrow tells how forces make the ball move.Use the diagram to answer the question. 1. Which player uses a stopping force? Whichplayers use a pushing force?33Chapter 11 • How Things Move Use with Lesson 2Visual Literacy Forcesfulcrumf o r c eThe force on the hammer will lift the nail from the board.Lever© M a c m i l l a n/M c G r a w -H i l lName DateWhat are levers and ramps?The photograph below shows a hammer being used as a simple machine. The part of the hammer used to pull out nails is called the claw. When you use the claw of the hammer, you are using the hammer as a lever.Use the photograph to answer the questions. 1. What is the fulcrum on this hammer? How can you tell?2. Is the nail moving up or down in the photograph? How do you know?34Chapter 11 • How Things Move Use with Lesson 3Visual Literacy Using Simple MachinesWhat a Magnet Attracts© M a c m i l l a n /M c G r a w -H i l lName DateWhat do magnets do?Magnets attract objects made of iron and someother metals. This chart shows the results of a test to see which objects a magnet will attract. Look carefully at each column of the chart.Use the chart to answer the questions. 1. How many objects were tested with a magnet? What were they?2. How are the crayon and the eraser the same? How are they different?35Chapter 11 • How Things Move Use with Lesson 4Visual Literacy Exploring MagnetsTemperature©Macmillan/McGraw-HillNameDate1.In which photograph is the weatherwarmer? How do you know?2.Do you think it is important to measure thetemperature outside? Why or why not?What is temperature?To get the temperature, we use a thermometer.Look at the photographs below. Then answer thequestions.36Chapter 12 • Using Energy Use with Lesson 1 Visual Literacy Heat▼ These vibrations move to your eardrum so you can hear the the air around them vibrate.eardrumHow We Hear Sound© M a c m i l l a n /M c G r a w -H i l lName DateWhat makes sound?This photograph shows how we hear sound energy.Look at the photograph to answer the questions.1. The words that tell about the photograph are called the caption. What do the captions say?2. Write your own caption about the photograph.37Chapter 12 • Using Energy Use with Lesson 2Visual Literacy SoundShadows© M a c m i l l a n /M c G r a w -H i l lName DateWhat is light?This photograph shows how shadows are made.Study the picture to answer the questions.1. Can light move through the puppet? How can you tell?2. Where is the light coming from in the photo? How can you tell?3. If the puppet were made of clear plastic,would it make a shadow? Why or why not?38Chapter 12 • Using Energy Use with Lesson 3Visual Literacy Lightlight bulbbatterywire▶ The light goes on only when all the wires are connected in a complete circuit.Circuit© M a c m i l l a n /M c G r a w -H i l lName DateWhat is current electricity?This diagram shows how current electricity moves along a path, or circuit, from a battery to a light bulb. Study the diagram to answer the questions.1. What is the title of this diagram?2. Which drawing shows only one wire connected to the battery?3. Which drawing shows the light bulb turned on? How can you tell?39Chapter 12 • Using Energy Use with Lesson 4Visual Literacy Exploring Electricity。
妖精战士精灵的黄昏全攻略
《妖精战士精灵的黄昏》全攻略操作；十字键（左摇杆）；控制人物移动三角键；调出菜单方块键；只在战斗中有效（查看敌我双方的状态）差键；取消圆圈键；确定R1键；只在战斗中有效（可使当前使用人物成360度旋转，用来锁定目标）另；本作为双主角系统，在前几个章节里，每过一章就切换一次。
有点类似于FF8。
注；文中蓝色字体代表地名绿色为重要道具剧情：第一章初阵<由贝尔>1 波尔蕾特加入2 回自己房间（一开始右边的屋子）和风之精灵交谈。
出屋。
3 在路口接受村民的委托。
前往<斯克拉普高地><斯克拉普高地>1 一进入之后就见到一个老人被一群老鼠围攻。
立即进入战斗。
此战是第一战，难度并不高，应当先熟悉一下战斗系统。
2 轻松的解决了几只老鼠之后，回<由贝尔>向罗依得（也是波尔蕾特得父亲）报告情况<由贝尔>1 回到自己的房间。
发现罗依得正在和母亲交谈。
2 来到村子的入口处遇见罗依得，得知魔族横行。
3 回家和母亲交谈，再来到自己的卧室和伤员对话～4 出屋听见有村外有人敲门（需找到钥匙）5 来到宿屋与右手边的男性交谈，得到钥匙～6 使用钥匙，放人进来（原来是刚才救下的老人）<卡奥斯森林>战斗结束后麻鲁加入<普拉穆溪谷>1 和龙族战士战斗2 先和门口的士兵交谈再和麻鲁对话<由贝尔>罗依得战死第二章觉醒<吉德的家>1 主角切换。
需前往<奥尔格斯>购买--凤凰之血--<奥尔格斯>1 找到魔族的长老了解情况2 在魔族的商店里可以购得--凤凰之血--3 刚准备回去得时候在入口处遇见了两个狂妄之徒，被带回酋长的房间。
4 战斗（很轻易的就可以搞定，多使用魔法特技）<吉德的家>1 把--凤凰之血--交给吉德后，他又会叫主角去抓一只魔兽。
<奥尔格斯>1 四处了解一下情况2 在版面最下边的一间破屋里找到长老了解情况。
【免费下载】C Primer英文版第5版
C++ Primer英文版(第5版)《C++ Primer英文版(第5版)》基本信息作者： (美)李普曼(Lippman,S.B.) (美)拉乔伊(Lajoie,J.) (美)默Moo,B.E.) 出版社：电子工业出版社ISBN：9787121200380上架时间：2013-4-23出版日期：2013 年5月开本：16开页码：964版次：5-1所属分类：计算机 > 软件与程序设计 > C++ > C++内容简介计算机书籍 这本久负盛名的C++经典教程，时隔八年之久，终迎来史无前例的重大升级。
除令全球无数程序员从中受益，甚至为之迷醉的——C++大师Stanley B. Lippman的丰富实践经验，C++标准委员会原负责人Josée Lajoie对C++标准的深入理解，以及C++先驱Barbara E. Moo在C++教学方面的真知灼见外，更是基于全新的C++11标准进行了全面而彻底的内容更新。
非常难能可贵的是，《C++ Primer英文版(第5版)》所有示例均全部采用C++11标准改写，这在经典升级版中极其罕见——充分体现了C++语言的重大进展极其全面实践。
书中丰富的教学辅助内容、醒目的知识点提示，以及精心组织的编程示范，让这本书在C++领域的权威地位更加不可动摇。
无论是初学者入门，或是中、高级程序员提升，本书均为不容置疑的首选。
目录《c++ primer英文版(第5版)》prefacechapter 1 getting started 11.1 writing a simple c++program 21.1.1 compiling and executing our program 31.2 afirstlookat input/output 51.3 awordaboutcomments 91.4 flowofcontrol 111.4.1 the whilestatement 111.4.2 the forstatement 131.4.3 readinganunknownnumberof inputs 141.4.4 the ifstatement 171.5 introducingclasses 191.5.1 the sales_itemclass 201.5.2 afirstlookatmemberfunctions 231.6 thebookstoreprogram. 24chaptersummary 26definedterms 26part i the basics 29chapter 2 variables and basic types 312.1 primitivebuilt-intypes 322.1.1 arithmetictypes 322.1.2 typeconversions 352.1.3 literals 382.2 variables 412.2.1 variabledefinitions 412.2.2 variabledeclarations anddefinitions 44 2.2.3 identifiers 462.2.4 scopeof aname 482.3 compoundtypes 502.3.1 references 502.3.2 pointers 522.3.3 understandingcompoundtypedeclarations 57 2.4 constqualifier 592.4.1 references to const 612.4.2 pointers and const 622.4.3 top-level const 632.4.4 constexprandconstantexpressions 652.5 dealingwithtypes 672.5.1 typealiases 672.5.2 the autotypespecifier 682.5.3 the decltypetypespecifier 702.6 definingourowndatastructures 722.6.1 defining the sales_datatype 722.6.2 using the sales_dataclass 742.6.3 writing our own header files 76 chaptersummary 78definedterms 78chapter 3 strings, vectors, and arrays 813.1 namespace usingdeclarations 823.2 library stringtype 843.2.1 defining and initializing strings 843.2.2 operations on strings 853.2.3 dealing with the characters in a string 90 3.3 library vectortype 963.3.1 defining and initializing vectors 973.3.2 adding elements to a vector 1003.3.3 other vectoroperations 1023.4 introducingiterators 1063.4.1 usingiterators 1063.4.2 iteratorarithmetic 1113.5 arrays 1133.5.1 definingandinitializingbuilt-inarrays 113 3.5.2 accessingtheelementsof anarray 1163.5.3 pointers andarrays 1173.5.4 c-stylecharacterstrings 1223.5.5 interfacingtooldercode 1243.6 multidimensionalarrays 125chaptersummary 131definedterms 131chapter 4 expressions 1334.1 fundamentals 1344.1.1 basicconcepts 1344.1.2 precedenceandassociativity 1364.1.3 orderofevaluation 1374.2 arithmeticoperators 1394.3 logical andrelationaloperators 1414.4 assignmentoperators 1444.5 increment anddecrementoperators 1474.6 thememberaccessoperators 1504.7 theconditionaloperator 1514.8 thebitwiseoperators 1524.9 the sizeofoperator 1564.10 commaoperator 1574.11 typeconversions 1594.11.1 thearithmeticconversions 1594.11.2 other implicitconversions 1614.11.3 explicitconversions 1624.12 operatorprecedencetable 166 chaptersummary 168definedterms 168chapter 5 statements 1715.1 simple statements 1725.2 statementscope 1745.3 conditional statements 1745.3.1 the ifstatement 1755.3.2 the switchstatement 1785.4 iterativestatements 1835.4.1 the whilestatement 1835.4.2 traditional forstatement 1855.4.3 range forstatement 1875.4.4 the do whilestatement 1895.5 jumpstatements 1905.5.1 the breakstatement 1905.5.2 the continuestatement 1915.5.3 the gotostatement 1925.6 tryblocks andexceptionhandling 1935.6.1 a throwexpression 1935.6.2 the tryblock 1945.6.3 standardexceptions 197 chaptersummary 199definedterms 199chapter 6 functions 2016.1 functionbasics 2026.1.1 localobjects 2046.1.2 functiondeclarations 2066.1.3 separatecompilation 2076.2 argumentpassing 2086.2.1 passingargumentsbyvalue 2096.2.2 passingargumentsbyreference 2106.2.3 constparametersandarguments 2126.2.4 arrayparameters 2146.2.5 main:handlingcommand-lineoptions 218 6.2.6 functionswithvaryingparameters 2206.3 return types and the returnstatement 222 6.3.1 functionswithnoreturnvalue 2236.3.2 functionsthatreturnavalue 2236.3.3 returningapointer toanarray 2286.4 overloadedfunctions 2306.4.1 overloadingandscope 2346.5 features forspecializeduses 2366.5.1 defaultarguments 2366.5.2 inline and constexprfunctions 2386.5.3 aids for debugging 2406.6 functionmatching 2426.6.1 argumenttypeconversions 2456.7 pointers tofunctions 247 chaptersummary 251definedterms 251chapter 7 classes 2537.1 definingabstractdatatypes 2547.1.1 designing the sales_dataclass 2547.1.2 defining the revised sales_dataclass 256 7.1.3 definingnonmemberclass-relatedfunctions 260 7.1.4 constructors 2627.1.5 copy,assignment, anddestruction 2677.2 accesscontrol andencapsulation 2687.2.1 friends 2697.3 additionalclassfeatures 2717.3.1 classmembersrevisited 2717.3.2 functions that return *this 2757.3.3 classtypes 2777.3.4 friendshiprevisited 2797.4 classscope 2827.4.1 namelookupandclassscope 2837.5 constructorsrevisited 2887.5.1 constructor initializerlist 2887.5.2 delegatingconstructors 2917.5.3 theroleof thedefaultconstructor 2937.5.4 implicitclass-typeconversions 2947.5.5 aggregateclasses 2987.5.6 literalclasses 2997.6 staticclassmembers 300chaptersummary 305definedterms 305contents xipart ii the c++ library 307chapter 8 the io library 3098.1 the ioclasses 3108.1.1 nocopyorassignfor ioobjects 3118.1.2 conditionstates 3128.1.3 managingtheoutputbuffer 3148.2 file input and output 3168.2.1 using file stream objects 3178.2.2 file modes 3198.3 stringstreams 3218.3.1 using an istringstream 3218.3.2 using ostringstreams 323chaptersummary 324definedterms 324chapter 9 sequential containers 3259.1 overviewof the sequentialcontainers 3269.2 containerlibraryoverview 3289.2.1 iterators 3319.2.2 containertypemembers 3329.2.3 begin and endmembers 3339.2.4 definingandinitializingacontainer 3349.2.5 assignment and swap 3379.2.6 containersizeoperations 3409.2.7 relationaloperators 3409.3 sequentialcontaineroperations 3419.3.1 addingelements toasequentialcontainer 3419.3.2 accessingelements 3469.3.3 erasingelements 3489.3.4 specialized forward_listoperations 3509.3.5 resizingacontainer 3529.3.6 containeroperationsmayinvalidateiterators 353 9.4 how a vectorgrows 3559.5 additional stringoperations 3609.5.1 other ways to construct strings 3609.5.2 other ways to change a string 3619.5.3 stringsearchoperations 3649.5.4 the comparefunctions 3669.5.5 numericconversions 3679.6 containeradaptors 368chaptersummary 372definedterms 372chapter 10 generic algorithms 37510.1 overview. 37610.2 afirstlookat thealgorithms 37810.2.1 read-onlyalgorithms 37910.2.2 algorithmsthatwritecontainerelements 380 10.2.3 algorithmsthatreordercontainerelements 383 10.3 customizingoperations 38510.3.1 passingafunctiontoanalgorithm 38610.3.2 lambdaexpressions 38710.3.3 lambdacapturesandreturns 39210.3.4 bindingarguments 39710.4 revisiting iterators 40110.4.1 insert iterators 40110.4.2 iostream iterators 40310.4.3 reverse iterators 40710.5 structureofgenericalgorithms 41010.5.1 thefive iteratorcategories 41010.5.2 algorithmparameterpatterns 41210.5.3 algorithmnamingconventions 41310.6 container-specificalgorithms 415 chaptersummary 417definedterms 417chapter 11 associative containers 41911.1 usinganassociativecontainer 42011.2 overviewof theassociativecontainers 423 11.2.1 defininganassociativecontainer 423 11.2.2 requirements onkeytype 42411.2.3 the pairtype 42611.3 operations onassociativecontainers 428 11.3.1 associativecontainer iterators 429 11.3.2 addingelements 43111.3.3 erasingelements 43411.3.4 subscripting a map 43511.3.5 accessingelements 43611.3.6 awordtransformationmap 44011.4 theunorderedcontainers 443 chaptersummary 447definedterms 447chapter 12 dynamicmemory 44912.1 dynamicmemoryandsmartpointers 45012.1.1 the shared_ptrclass 45012.1.2 managingmemorydirectly 45812.1.3 using shared_ptrs with new 46412.1.4 smartpointers andexceptions 46712.1.5 unique_ptr 47012.1.6 weak_ptr 47312.2 dynamicarrays 47612.2.1 newandarrays 47712.2.2 the allocatorclass 48112.3 usingthelibrary:atext-queryprogram 484 12.3.1 designof thequeryprogram 48512.3.2 definingthequeryprogramclasses 487 chaptersummary 491definedterms 491part iii tools for class authors 493chapter 13 copy control 49513.1 copy,assign, anddestroy 49613.1.1 thecopyconstructor 49613.1.2 thecopy-assignmentoperator 50013.1.3 thedestructor 50113.1.4 theruleofthree/five 50313.1.5 using = default 50613.1.6 preventingcopies 50713.2 copycontrol andresourcemanagement 51013.2.1 classesthatactlikevalues 51113.2.2 definingclassesthatactlikepointers 51313.3 swap 51613.4 acopy-controlexample 51913.5 classesthatmanagedynamicmemory 52413.6 movingobjects 53113.6.1 rvaluereferences 53213.6.2 moveconstructor andmoveassignment 53413.6.3 rvaluereferencesandmemberfunctions 544 chaptersummary 549definedterms 549chapter 14 overloaded operations and conversions 551 14.1 basicconcepts 55214.2 input andoutputoperators 55614.2.1 overloading the output operator [[55714.2.2 overloading the input operator ]]. 55814.3 arithmetic andrelationaloperators 56014.3.1 equalityoperators 56114.3.2 relationaloperators 56214.4 assignmentoperators 56314.5 subscriptoperator 56414.6 increment anddecrementoperators 56614.7 memberaccessoperators 56914.8 function-calloperator 57114.8.1 lambdasarefunctionobjects 57214.8.2 library-definedfunctionobjects 57414.8.3 callable objects and function 57614.9 overloading,conversions, andoperators 57914.9.1 conversionoperators 58014.9.2 avoidingambiguousconversions 58314.9.3 functionmatchingandoverloadedoperators 587 chaptersummary 590definedterms 590chapter 15 object-oriented programming 59115.1 oop:anoverview 59215.2 definingbaseandderivedclasses 59415.2.1 definingabaseclass 59415.2.2 definingaderivedclass 59615.2.3 conversions andinheritance 60115.3 virtualfunctions 60315.4 abstractbaseclasses 60815.5 accesscontrol andinheritance 61115.6 classscopeunder inheritance 61715.7 constructors andcopycontrol 62215.7.1 virtualdestructors 62215.7.2 synthesizedcopycontrol andinheritance 62315.7.3 derived-classcopy-controlmembers 62515.7.4 inheritedconstructors 62815.8 containers andinheritance 63015.8.1 writing a basketclass 63115.9 textqueriesrevisited 63415.9.1 anobject-orientedsolution 63615.9.2 the query_base and queryclasses 63915.9.3 thederivedclasses 64215.9.4 the evalfunctions 645chaptersummary 649definedterms 649chapter 16 templates and generic programming 65116.1 definingatemplate. 65216.1.1 functiontemplates 65216.1.2 classtemplates 65816.1.3 templateparameters 66816.1.4 membertemplates 67216.1.5 controlling instantiations 67516.1.6 efficiency and flexibility 67616.2 templateargumentdeduction 67816.2.1 conversions andtemplatetypeparameters 67916.2.2 function-templateexplicitarguments 68116.2.3 trailing return types and type transformation 683 16.2.4 functionpointers andargumentdeduction 68616.2.5 templateargumentdeductionandreferences 68716.2.6 understanding std::move 69016.2.7 forwarding 69216.3 overloadingandtemplates 69416.4 variadictemplates 69916.4.1 writingavariadicfunctiontemplate 70116.4.2 packexpansion 70216.4.3 forwardingparameterpacks 70416.5 template specializations 706chaptersummary 713definedterms 713part iv advanced topics 715chapter 17 specialized library facilities 71717.1 the tupletype 71817.1.1 defining and initializing tuples 71817.1.2 using a tuple toreturnmultiplevalues 72117.2 the bitsettype 72317.2.1 defining and initializing bitsets 723 17.2.2 operations on bitsets 72517.3 regularexpressions 72817.3.1 usingtheregularexpressionlibrary 729 17.3.2 thematchandregex iteratortypes 73417.3.3 usingsubexpressions 73817.3.4 using regex_replace 74117.4 randomnumbers 74517.4.1 random-numberengines anddistribution 745 17.4.2 otherkinds ofdistributions 74917.5 the iolibraryrevisited 75217.5.1 formattedinput andoutput 75317.5.2 unformattedinput/outputoperations 761 17.5.3 randomaccess toastream 763 chaptersummary 769definedterms 769chapter 18 tools for large programs 77118.1 exceptionhandling 77218.1.1 throwinganexception 77218.1.2 catchinganexception 77518.1.3 function tryblocks andconstructors 777 18.1.4 the noexceptexceptionspecification 779 18.1.5 exceptionclasshierarchies 78218.2 namespaces 78518.2.1 namespacedefinitions 78518.2.2 usingnamespacemembers 79218.2.3 classes,namespaces,andscope 79618.2.4 overloadingandnamespaces 80018.3 multiple andvirtual inheritance 80218.3.1 multiple inheritance 80318.3.2 conversions andmultiplebaseclasses 805 18.3.3 classscopeundermultiple inheritance 807 18.3.4 virtual inheritance 81018.3.5 constructors andvirtual inheritance 813 chaptersummary 816definedterms 816chapter 19 specialized tools and techniques 819 19.1 controlling memory allocation 82019.1.1 overloading new and delete 82019.1.2 placement newexpressions 82319.2 run-timetypeidentification 82519.2.1 the dynamic_castoperator 82519.2.2 the typeidoperator 82619.2.3 usingrtti 82819.2.4 the type_infoclass 83119.3 enumerations 83219.4 pointer toclassmember 83519.4.1 pointers todatamembers 83619.4.2 pointers tomemberfunctions 83819.4.3 usingmemberfunctions ascallableobjects 84119.5 nestedclasses 84319.6 union:aspace-savingclass 84719.7 localclasses 85219.8 inherentlynonportablefeatures 85419.8.1 bit-fields 85419.8.2 volatilequalifier 85619.8.3 linkage directives: extern "c" 857chaptersummary 862definedterms 862appendix a the library 865a.1 librarynames andheaders 866a.2 abrieftourof thealgorithms 870a.2.1 algorithms tofindanobject 871a.2.2 otherread-onlyalgorithms 872a.2.3 binarysearchalgorithms 873a.2.4 algorithmsthatwritecontainerelements 873a.2.5 partitioningandsortingalgorithms 875a.2.6 generalreorderingoperations 877a.2.7 permutationalgorithms 879a.2.8 setalgorithms forsortedsequences 880a.2.9 minimumandmaximumvalues 880a.2.10 numericalgorithms 881a.3 randomnumbers 882a.3.1 randomnumberdistributions 883a.3.2 randomnumberengines 884本图书信息来源：中国互动出版网。
代数拓扑学习题(英文)
(b) X is the graph which is the suspension of n points and f is the suspension of a
cyclic permutation of the n points.
cylinder Mf is a CW complex. [The technique of cellular approximation described in §4.1 can be applied to show that the cellularity hypothesis can be dropped.]
3. Show that the n skeleton of the simplex ∆k has the homotopy type of a wedge
sum of
k n+1
n spheres.
Section 1.1.
1. If x0 and x1 are two points in the same path component of X , construct a bijection between the set of homotopy classes of paths from x0 to x1 and π1(X, x0) .
9. (a) Show that a finite CW complex, or more generally one with a finite 1 skeleton,
has finitely generated fundamental group.
(b) Show that a map f : X→Y with X compact and Y a CW complex cannot induce an
剑桥雅思11雅思阅读Test2passage2原文+题目+答案解析
剑桥雅思11雅思阅读Test2passage2原文+题目+答案解析－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－雅思给大家带来了剑11雅思阅读Test2passage2原文+题目+答案解析，更多真题解析，请点击：剑桥雅思11阅读解析先来了解一下剑11雅思阅读Test2passage2原文:What destroyed the civilisation of Easter Island?A Easter Island, or Rapu Nui as it is known locally, is home to several hundred ancient human statues ?— the moai. After this remote Pacific island was settled by the Polynesians, it remained isolated for centuries. All the energy and resources that went into the moai — some of which are ten metres tall and weigh over 7,000 kilos —came from the island itself. Yet when Dutch explorers landed in 1722, they met a Stone Age culture. The moai were carved with stone tools, then transported for many kilometres, without the use of animals or wheels, to massive stone platforms. The identity of the moai builders was in doubt until well into the twentieth century. Thor Heyerdahl, the Norwegian ethnographer and adventurer, thought the statues had been created by pre-lnca peoples from Peru. Bestselling Swiss author Erich von Daniken believed they were built by stranded extraterrestrials. Modern science —linguistic, archaeological and genetic evidence — has definitively proved the moai builders were Polynesians, but not how they moved their creations. Local folklore maintains that the statues walked, while researchers have tended to assume the ancestors dragged the statues somehow, using ropes and logs.B When the Europeans arrived, Rapa Nui was grassland, with only a few scrawny trees. In the 1970s and 1980s, though, researchers found pollen preserved in lake sediments, which proved the island had been covered in lush palm forests for thousands of years. Only after the Polynesians arrived did those forests disappear. US scientist Jared Diamond believes that the Rapanui people — descendants of Polynesian settlers —wrecked their own environment. They had unfortunately settled on an extremely fragile island — dry, cool, and too remote to be properly fertilised by windblown volcanic ash. When the islanders cleared the forests for firewood and farming, the forests didn’t grow back. As trees became scarce and they could no longer construct wooden canoes for fishing, they ate birds. Soil erosion decreased their crop yields. Before Europeans arrived, the Rapanui had descended into civil war and cannibalism, he maintains. The collapse of their isolated civilisation, Diamond writes, is a ‘worst-case scenario for what may lie ahead of us in our own future’.C The moai, he thinks, accelerated the self-destruction. Diamond interprets them as power displays by rival chieftains who, trapped on a remote little island, lacked other ways of asserting their dominance. They competed by building ever bigger figures. Diamond thinks they laid the moai on wooden sledges, hauled over log rails, but that required both a lot of wood and a lot of people. To feed the people, even more land had to be cleared. When the wood was gone and civil war began, the islanders began toppling the moai. By the nineteenth century none were standing.D Archaeologists Terry Hunt of the University of Hawaii and Carl Lipo of California State University agree that Easter Island lost its lush forests and that it was an‘ecological catastrophe’— but they believe the islanders themselves weren’t to blame.And the moai certainly weren’t. Archaeological excavations indicate that the Rapanui went to heroic efforts to protect the resources of their wind-lashed, infertile fields. They built thousands of circular stone windbreaks and gardened inside them, and used broken volcanic rocks to keep the soil moist. In short, Hunt and Lipo argue, the prehistoric Rapanui were pioneers of sustainable farming.E Hunt and Lipo contend that moai-building was an activity that helped keep the peace between islanders. They also believe that moving the moai required few people and no wood, because they were walked upright. On that issue, Hunt and Lipo say, archaeological evidence backs up Rapanui folklore. Recent experiments indicate that as few as 18 people could, with three strong ropes and a bit of practice, easily manoeuvre a 1,000 kg moai replica a few hundred metres. The figures’ fat bellies tilted them forward, and a D-shaped base allowed handlers to roll and rock them side to side.F Moreover, Hunt and Lipo are convinced that the settlers were not wholly responsible for the loss of the island’s trees. Archaeological finds of nuts from the extinct Easter Island palm show tiny grooves, made by the teeth of Polynesian rats. The rats arrived along with the settlers, and in just a few years, Hunt and Lipo calculate, they would have overrun the island. They would have prevented the reseeding of the slow-growing palm trees and thereby doomed Rapa Nui’s forest, even without the settlers’campaign of deforestation. No doubt the rats ate birds’ eggs too. Hunt and Lipo also see no evidence that Rapanui civilisation collapsed when the palm forest did. They think its population grew rapidly and then remained more or less stable until the arrival of the Europeans, who introduced deadly diseases to which islanders had no immunity. Then in the nineteenth century slave traders decimated the population, which shrivelled to 111 people by 1877.G Hunt and Lipo’s vision, therefore, is one of an island populated by peaceful and ingenious moai builders and careful stewards of the land, rather than by reckless destroyers ruining their own environment and society. ‘Rather than a case of abject failure, Rapu Nui is an unlikely story of success’, they claim. Whichever is the case, there are surely some valuable lessons which the world at large can learn from the story of Rapa Nui.剑11雅思阅读Test2passage2题目:Questions 14-20Reading Passage 2 has seven paragraphs, A-G.Choose the correct heading for each paragraph from the list of headings below.Write the correct number, i-ix, in boxes 14-20 on your answer sheet.List of Headings感谢阅读，欢迎大家下载使用！。
夏洛的网(第11章)
Charlotte’s Web –Chapter 11New wordsasparagus n.芦笋strand n.线bead n.珠子glisten v.闪光，闪亮veil n.面纱note v.注意particularly adv.特别的weave(过去式woven) v.编织neatly adv.整洁地whisper v.喃喃地说utter v.表达murmur v.低声说mutter v.咕哝exertion n.努力pale adj.苍白的bewilderment n.慌乱solemnly adv.严肃地completely adv.完全地，彻底地ordinary adj.普通的mysterious adj.神秘的distinct adj.醒目的spang adv.恰好的occur v.发生trick n.诡计，花招blunder v,跌跌撞撞地走lift v.消散plainly adv.明白清楚地queer adj.古怪的rattle v.发出咯咯声shave v.剃须principal adj.主要的Phrasesa silver forest 银光闪闪的森林on foggy mornings 在雾天的早晨be decorated with 用...点缀dozens of 许多take another look 又看了一眼in the center of 在...的中心stare at 盯着看had better do sth. 最好做某事in a low voice 低声说sink into 陷入recover from 从...中恢复过来out of the ordinary 不普通barn cellar 谷仓底intend to do sth. 想要做某事be pleased to sth. 乐意做某事be delighted with 对...感到高兴keep secrets 保守秘密be full of 充满all in all 总之Structures●现在分词作伴随状语Then,forgetting all about Wilbur’s breakfast,he walked back to the house and called Mr.Zuckerman.（para4）●被动语态The words were woven right into the web.(para19)●宾语从句You notice how solid he is around the shoulders,Lurvy?(para28)●表推测Human beings must always be on the watch for the coming of wonders.(para41)。
【英文原版】操作系统_精髓与设计原理_第6版 - Chapter11-new
Human readable
• Devices used to communicate with the user • Printers and terminals
– Video display – Keyboard – Mouse etc
Direct Memory Address
• Processor delegates I/O operation to the DMA module • DMA module transfers data directly to or form memory • When complete DMA module sends an interrupt signal to the processor
DMA Configurations: Single Bus
• DMA can be configured in several ways • Shown here, all modules share the same system bus
DMA Configurations: Integrated DMA & I/O
Hierarchical design
• A hierarchical philosophy leads to organizing an OS into layers • Each layer relies on the next lower layer to perform more primitive functions • It provides services to the next higher layer. • Changes in one layer should not require changes in other layers
Chapter-2-Airport-Check-in-幻灯片
Step 8: When you arrive, have your ticket and I.D. out. It will help get you through check-in faster.
Transcript for video:
Step 1: confirm your departure time the morning of or the night before your flight, either by calling your airline or by checking online. Step 2: visit the Transportation Security Administration’s website at for security waiting times at all the major airports. Sign up for updates from your airline’s website, which will call or email you alerts if there are any changes in your itinerary.
Step 2: Visit the Transportation Security Administration’s website at for security waiting times at all the major airports. Sign up for updates from your airline’s website, which will call or email you alerts if there are any changes in your itinerary.
软件开发项目管理
计划是否落实 是
出访组团登记
否
结束
出访团组基本情况 登记表
否 否
护照登记表?
是否本单位人员 是
是否需要 办理护照
是 申请护照
护照管理
签证管理
chapter__４
结束
申请出国 护照事项表
护照卡?
申请出国 签证事项表?
58
本章要点
一、软件需求定义 二、软件需求管理过程 三、需求建模的基本方法
原型方法 结构化分析法 面向对象的用例分析法 功能列表法 其他
chapter__４
20
需求规格
需求分析工作完成的一个基本标志是形成 了一份完整的、规范的需求规格说明书
需求规格说明书的编制是为了使用户和软 件开发者双方对该软件的初始规定有一个 共同的理解，使之成为整个开发工作的基 础。
chapter__４
21
软件需求规格说明的原则
从现实中分离功能，即描述要“做什 么”而不是“怎样实现”
平均值
4.5 4.3 4.2 4.1 4.1 3.9 3.8
3.8 3.6 3.6
9
本章要点
一、软件需求定义 二、软件需求管理过程 三、需求建模的基本方法 四、案例分析
chapter__４
10
软件需求管理过程
软件需求管理的过程
需 求 需求获取 确 认
需求验证
需求分析 编写需求规格
需求变更
需求的隐含错误 需求不明确、含糊 用户不断增加需求、变更需求 用户刁难 开发人员的镀金
chapter__４
3
本章要点
一、软件需求定义 二、软件需求管理过程 三、需求建模的基本方法 四、案例分析
chapter__４
HanselandGretel
Hansel and Gretel糖果屋历险记Contents 目录Chapter 1Lost in the Forest第一章迷路在森林Chapter 2Lost in the Forest Again第二章又一次迷路在森林Chapter 3Locked in the Witch’s House第三章被关进女巫的家Chapter 4Escape from the Witch’s House第四章逃出女巫的家Chapter 1Lost in the Forest第五章迷路在森林There lives a very poor○1woodcutter.○2He has a wife and two children, Hansel and Gretel. His wife is Hansel and Gretel’s stepmother○3.One day he asks his wife,“We have little○4food. What can we do?”She says, “Our family○5is very big.Let’s take the children into the forest○6.Then leave○7them there.”Hansel and Gretel hear their parent s’ plan○8.“I’m afraid○9,” cries Gretel.“Don’t worry○10,” says Hansel.Hansel goes outside○11.He picks up○12small and white stones○13.And he puts them in his pockets○14.Next morning the family walks into the forest. Hansel quietly○15drops○16stones along the path○17. ○1贫穷的[puə]○2伐木工['wʊd,kʌtə]○3继母，后妈['step,mʌðə]○4一点,几乎没有['litl]○5家，家庭，家人['fæmili]○6森林['fɔrist]○7把…..留下[li:v]○8计划[plæn]○9害怕[ə'freid]○10担心['wʌri]○11外面[,aut'said]○12捡起[pik]○13石头[stəun]○14口袋['pɔkit]○15悄悄地['kwaiətli]○16扔[drɔp]“Lie down○19here and rest. We will cut some wood. Wait until○20we come back.”Their parents go deep○21into the forest.Hansel and Gretel lie down and they fall asleep○22. They wake up○23at night.But their parents don’t come back○24.Gretel is afraid and cries○25.“Let’s ○26wait until the moon is up,’’ says Hansel.Soon the moon comes up○27.The stones shine○28in the moonlight○29.The children follow○30them.They arrive at○31their home at dawn○32.Chapter 2Lost in the forest again第二章又一次迷路在森林Soon the family has no food.One night the stepmother says to the woodcutter, “We must take the children deep into the forest.Then they can’t come back home again○33.”The woodcutter is very sad○34.But he finally ○35agrees○36.Hansel and Gretel hear their parents’ plan.But, oh, no! Hansel can’t go outside○37.The stepmother locks ○38the door that night.He can’t put the stones in his pocket again.Gretel is afraid and cries.“Don’t cry. God○39will help us!” says Hansel.*******************Next morning the step mother wakes○40the children. She gives them a small piece of bread○41.It is their last○42lunch○43.The family goes deep into the forest.Hansel drops bread crumbs○44along the path.“Rest and sleep here. We will come back soon,” says the stepmother.The children are very tired ○45and they fall asleep. They wake up○46at night.But their parents don’t come back.“Let’s wait until the moon rises○47.Then we will follow the bread crumbs.” says Hansel. Soon the moon rises.○19躺下○20直到….为止[ən'til,ʌn'til]○21深处地[di:p]○22睡着，入睡[fɔ:l][ə'sli:p]○23醒来[weik]○24回来○25哭泣(原形：cry)○26让我们…(后跟东西原形)○27升起○28发光[ʃain]○29月光['mu:n,laɪt]○30跟随['fɔləu]○31到达[ə'raiv]○32黎明[dɔ:n]○33再一次，又一次[ə'ɡen, ə'ɡein]○34伤心[sæd]○35最后['fainəli]○36同意[ə'ɡri:]○37外面[,aut'said]○38锁上[lɔk]○39上帝[ɡɔd]○40叫醒[weik]○41一小片面包○42最后的○43午餐[lʌntʃ]○44碎屑[krʌm]○45疲倦的['taiəd]○46醒来○47升起（rise）[raiz]Hansel and Gretel get lost○48.Oh, poor○49children!They walk and walk○50all night○51.But they can’t get out of○52the forest.They are very hungry ○53and tired.They can’t walk anymore○54.They lie down○55under a tree and they fall asleep.Chapter 3Locked○56in the Witch’s○57House○58第三章被关进女巫的家The hungry children walk for three days.Then they see a beautiful○59bird.The bird leads○60them to a small house.Wow! The house is made of○61bread and cakes.The windows○62are made of sugar○63. “Wonderful!”○64Hansel eats some of the house.Gretel eats some of the window.Suddenly○65an old woman comes out of○66the house. “Who is eating my house?” she shouts○67. “Sorry. We are very hungry○68!” say the children.“Oh, poor○69children!Come into my house.”The children ear the food and they fall asleep.The old woman is a wicked witch○70.She likes to eat children.“Ha-ha! I will fatten○71them up and eat them.”Next morning the witch locks Hansel in a cage.She wakes Gretel.“Make ○72some food for your brother.When he is fat, I will eat him!” she says.Every day Gretel cooks○73food for Hansel.Every day the wicked witch says,“Hansel, stretch out○74your finger○75.When you are fat, I will eat you!”But the witch is blind○76. Hansel knows that.Every day he gives her a thin○77chicken bone○78.The witch waited for a month.“Hansel is still○79thin. I can’t wait!” says the witch. “Tomorrow I will cook Hansel.”Gretel is very afraid. She cries and cries○80.“Shut up○81, or I will eat you, too!” shouts the witch. ○48迷路○49可怜的○50走啊走○51整夜○52从……出去○53饿['hʌŋɡri]○54not…anymore 不再○55躺下○56被锁住○57女巫的○58房子○59漂亮的['bju:təful]○60带领[li:d]○61由……制成[meɪd]○62窗户['windəu]○63糖['ʃuɡə]○64太棒了！['wʌndəful]○65突然['s ʌdnlɪ]○66来到….的外面○67大喊[ʃaut]○68饥饿['hʌŋɡri]○69可怜的[puə]○70一个邪恶的女巫['wikid][witʃ]○71养肥，喂肥['fætn]○72制作○73做饭[kuk]○74伸出[stretʃ]○75手指['fiŋɡə]○76瞎的[blaind]○77瘦的[θin]○78骨头[bəun]○79仍旧[stil]○80哭啊哭○81闭嘴[ʃʌt]Chapter 4第四章逃出女巫的家Escape from the Witch’s HouseNext morning the witch heats○81 a big pot○82.She heats an oven○83, too.She will cook Gretel in the oven.“Gretel, look into○84the oven. Is it heated?” asks the witch. But Gretel knows the witch’s plan. She has an idea!“I don’t know. How can I do it?” she says.“Oh, silly○85girl!”The witch looks into the oven.Then Gretel pushes○86her into the oven.Gretel runs○87to the cage and opens it.“The wicked witch is dead○88!” she shouts.Hansel and Gretel are very happy.They find some jewels○89and money in the witch’s house. “Let’s take○90them with us,” says Hansel.The childrencome out of○91the house.They walk down○92the path.Soon they come to○93a w[waid]ide○94river○95.But there is no boat○96.They see a duck○97in the river.“Little Duck, will you take us across○98the river?” they ask. The duck takes them across the river one by one. ○99Hansel and Gretel arrive at their home.“Oh, Hansel and Gretel, you’re back,” says their father. “Your stepmother is dead.”The children give their father jewels and money.Now they are not poor anymore.(非中文文本字数统计899) ○81加热[hi:t]○82锅[pɔt]○83炉子['ʌvən]○84朝…里面看；查看○85愚蠢的['sili]○86推[puʃ]○87跑[rʌn]○88死了[ded]○89珠宝['dʒu:əl]○90拿走[teik]○91从…走出来○92沿着….走○93到达○94宽阔的○95河流['rivə]○96船[bəut]○97鸭子[dʌk]○98横过[ə'krɔs]○99一个接一个100从此以后['evə]['ɑ:ftə]风雨河岸柳（The Wind in the Willows）Contents 目录Chapter I Life at the Riverbank第一章：河岸生活Chapter 2 No One Can Stop Toad第二章：无人能当的蛤蟆Chapter 3 Toad’s Adventure第三章：蛤蟆的历险Chapter 4 The Fight for Toad Hall第四章：大战蟾蜍府Chapter 1 Life at the Riverbank第一章：河岸生活Mole○1lived in a house under the ground○2.One springmorning, he was cleaning his house.“Oh, I’m tired. It is never interesting.I’ll go outside!” he cried.He went out and walked along the riverbank.○3Suddenly,○4he saw a dark hole○5in the bank across○6the river. Two brown○7eyes twinkled○8inside the hole.Then a head came out. It was the Water Rat○9.“Hello, Mole!” Then Rat came across the river in a little boat. Soon, Mole was in the boat on the river, too!“I’m excited! This is my first time in a boat!” exclaimed○10Mole. “Really? Oh, poor Mole! Let’s spend the day on the river.I have some food, ” said Rat.Rat rowed○11and Mole looked all around him.“So you live by the river. What a wonderful○12life!”said Mole dreamily○13.“Yes, the river is my friend. It gives me food,and of course I wash○14in it.It’s my whole○15world and I don’t want any other,” said Rat.Rat and Mole had a delicious lunch on the riverbank.They could see the river passing lazily○16by.“Oh, look! There’s Toad○17!” shouted○18Rat.Mole saw Toad rowing past them in a boat.“He is always trying new things. Sometimes he talks too much about himself. But he is my good friend.”S aid Rat.Later, Rat said, “Would you like to stay with me for a while○19?I will teach you all about the river.”“Oh, thank you. Rat, I am so happy.”s aid Mole. ○1 [məʊl]鼹鼠○2地面[ɡraund]○3河岸;河堤['rɪvə,bæŋk]○4突然地['s ʌdnlɪ]○5洞[həul]○6在….对面[ə'krɔs]○7棕色的[braun]○8(眼睛)闪亮['twɪŋkəl]○9大老鼠[ræt]○10呼喊, 惊叫, 大声说[iks'kleim]○11划船[rəu]○12绝妙的['wʌndəful]○13做梦死地['dri:mi:li]○14洗[wɔʃ]○15全部的[həul]○16懒散地[ˈleɪzɪlɪ] pass by 经过○17蟾蜍[təud]○18大喊[ʃaut]○19一会Rat and Mole sat in the sun on the riverbank one morning.“Rat, Iwould like to○20meet Toad. Can you visit○21him?” asked Mole. “What a good idea! Toad always welcomes visitors!”exclai med Rat. So Rat and Mole rowed over to Toad Hall○22.It was a grand○23house with a beautiful garden.They found him in the garden.“Oh, Rat! I wanted to see you!” Toad jumped up.“Toad, this is my friend, Mole,” said Rat.“Hello, I have something exciting to show you!” cried Toad.He took Rat and Mole to the yard○24.There was a gypsy caravan○25in the yard.“I will travel○26the whole world,” said Toad.Mole was very interested. He looked at the kitchen○27, the beds, the books, the games and the food in the caravan.“Everything is here for us, let’s go!” said Toad.The three friends left○28Toad Hall that afternoon.“What a beautiful day! This is better than the river!”exclaimed Toad.Mole was so excited, but Rat was already missing○29the river.The next morning Toad, Rat and Mole heard a strange noise○30 behind them. They looked back and saw a lot of dust○31in the road. The strange noise came again, “Poop! Poop!○32”Then the thing went passed them.The horse was very scared○33.It ran into a ditch○34and the caravan turned over○35.The windows and everything inside were broken○36.Rat jumped up and down angrily○37in the road.But Toad said dreamily, “I never knew! That was a motorcar! Now, that’s the thing for me!”“We’ll just have to walk then. Come on,” Rat sighed○38.They went back to their home. The next day, Toad bought a very large and expensive car!Chapter 2 No One Can Stop Toad第二章无人能挡的蛤蟆Rat and Mole enjoyed life on the river again.Soon the summer was over.Before long, the days were getting shorter.Winter came and the animals slept long hours.Rat and Mole talked about Rat’s friend, Badger.“I want to see him. Why don’t we visit him?I would like to hear about life in the Wild Wood,” said Mole.“Badger really hates visitors. If he wants to see us, he will come.”answered Rat. ○20想要…○21拜访['vizit]○22蟾蜍宫殿[hɔ:l]○23宏伟的，宏大的[ɡrænd]○24院子[jɑ:d]○25吉普赛大篷车['dʒɪpsi:]['kærəvæn]○26旅行['trævəl]○27厨房['kitʃin]○28离开（leave的过去式）[left]○29怀念['mis]○30奇怪的噪音[streindʒ][nɔiz]○31灰尘[dʌst]○32船尾，这里模拟机动车尾部发出的声音[pu:p]○33吓坏的[skeəd]○34冲进沟里[ditʃ]○35翻车○36被打破['brəukən]○37愤怒地[ˈæŋgrɪlɪ]○38叹气[sai]One warm day, Badger appeared at Rat’s house. “Hello, Rat!”。
剑桥雅思阅读11原文真题解析
剑桥雅思阅读11原文真题解析雅思阅读部分的真题资料，同学们需要进行一些细致的总结，比如说雅思阅读解析其实就是很重要的内容，接下来就是小编给同学们带来的关于剑桥雅思阅读11原文解析(test2)的内容，一起来详细的分析一下吧，希望对你们的备考有所帮助。
剑桥雅思阅读11原文(test2)READING PASSAGE 1You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 below.Raising the Mary RoseHow a sixteenth-century warship was recovered from the seabedOn 19 July 1545, English and French fleets were engaged in a sea battle off the coast of southern England in the area of water called the Solent, between Portsmouth and the Isle of Wight. Among the English vessels was a warship by the name of Mary Rose. Built in Portsmouth some 35 years earlier, she had had a long and successful fighting career, and was a favourite of King Henry VIII. Accounts of what happened to the ship vary: while witnesses agree that she was not hit by the French, some maintain that she was outdated, overladen and sailing too low in the water, others that she was mishandled by undisciplined crew. What is undisputed, however, is that the Mary Rose sank into the Solent that day, taking at least 500 men with her. After the battle, attempts were made to recover the ship, but these failed.The Mary Rose came to rest on the seabed, lying on her starboard (right) side at an angle of approximately 60 degrees. The hull (the body of the ship) acted as a trap for the sand and mud carried by Solent currents. As a result, the starboard sidefilled rapidly, leaving the exposed port (left) side to be eroded by marine organisms and mechanical degradation. Because of the way the ship sank, nearly all of the starboard half survived intact. During the seventeenth and eighteenth centuries, the entire site became covered with a layer of hard grey clay, which minimised further erosion.Then, on 16 June 1836, some fishermen in the Solent found that their equipment was caught on an underwater obstruction, which turned out to be the Mary Rose. Diver John Deane happened to be exploring another sunken ship nearby, and the fishermen approached him, asking him to free their gear. Deane dived down, and found the equipment caught on a timber protruding slightly from the seabed. Exploring further, he uncovered several other timbers and a bronze gun. Deane continued diving on the site intermittently until 1840, recovering several more guns, two bows, various timbers, part of a pump and various other small finds.The Mary Rose then faded into obscurity for another hundred years. But in 1965, military historian and amateur diver Alexander McKee, in conjunction with the British Sub-Aqua Club, initiated a project called ‘Solent Ships’. While on paper this was a plan to examine a number of known wrecks in the Solent, what McKee really hoped for was to find the Mary Rose. Ordinary search techniques proved unsatisfactory, so McKee entered into collaboration with Harold E. Edgerton, professor of electrical engineering at the Massachusetts Institute of Technology. In 1967, Edgerton’s side-scan sonar systems revealed a large, unusually shaped object, which McKee believed was the Mary Rose.Further excavations revealed stray pieces of timber and aniron gun. But the climax to the operation came when, on 5 May 1971, part of the ship’s frame was uncovered. McKee and his team now knew for certain that they had found the wreck, but were as yet unaware that it also housed a treasure trove of beautifully preserved artefacts. Interest in the project grew, and in 1979, The Mary Rose Trust was formed, with Prince Charles as its President and Dr Margaret Rule its Archaeological Director. The decision whether or not to salvage the wreck was not an easy one, although an excavation in 1978 had shown that it might be possible to raise the hull. While the original aim was to raise the hull if at all feasible, the operation was not given the go-ahead until January 1982, when all the necessary information was available.An important factor in trying to salvage the Mary Rose was that the remaining hull was an open shell. This led to an important decision being taken: namely to carry out the lifting operation in three very distinct stages. The hull was attached to a lifting frame via a network of bolts and lifting wires. The problem of the hull being sucked back downwards into the mud was overcome by using 12 hydraulic jacks. These raised it a few centimetres over a period of several days, as the lifting frame rose slowly up its four legs. It was only when the hull was hanging freely from the lifting frame, clear of the seabed and the suction effect of the surrounding mud, that the salvage operation progressed to the second stage. In this stage, the lifting frame was fixed to a hook attached to a crane, and the hull was lifted completely clear of the seabed and transferred underwater into the lifting cradle. This required precise positioning to locate the legs into the ‘stabbing guides’ of the lifting cradle. The lifting cradle was designed to fit the hull using archaeological surveydrawings, and was fitted with air bags to provide additional cushioning for the hull’s delicate timber framework. The third and final stage was to lift the entire structure into the air, by which time the hull was also supported from below. Finally, on 11 October 1982, millions of people around the world held their breath as the timber skeleton of the Mary Rose was lifted clear of the water, ready to be returned home to Portsmouth.Questions 1-4Do the following statements agree with the information given in Reading Passage 1?In boxes 1-4 on your answer sheet, writeTRUE if the statement agrees with the informationFALSE if the statement contradicts the informationNOT GIVEN if there is no information on this1 There is some doubt about what caused the Mary Rose to sink.2 The Mary Rose was the only ship to sink in the battle of 19 July 1545.3 Most of one side of the Mary Rose lay undamaged under the sea.4 Alexander McKee knew that the wreck would contain many valuable historical objects.Questions 5-8Look at the following statements (Questions 5-8) and the list of dates below.Match each statement with the correct date, A-G.Write the correct letter, A-G, in boxes 5-8 on your answer sheet.5 A search for the Mary Rose was launched.6 One person’s exploration of the Mary Rose site stopped.7 It was agreed that the hull of the Mary Rose should be raised.8 The site of the Mary Rose was found by chance.List of DatesA 1836 E 1971B 1840 F 1979C 1965 G 1982D 1967Questions 9-13Label the diagram below.Choose NO MORE THAN TWO WORDS from the passage for each answer.Write your answers in boxes 9-13 on your answer sheet.Raising the hull of the Mary Rose: Stages one and twoREADING PASSAGE 2You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 2 on the following pages.Questions 14-20Reading Passage 2 has seven paragraphs, A-G.Choose the correct heading for each paragraph from the list of headings below.Write the correct number, i-ix, in boxes 14-20 on your answer sheet.List of Headingsi Evidence of innovative environment management practicesii An undisputed answer to a question about the moaiiii The future of the moai statuesiv A theory which supports a local beliefv The future of Easter Islandvi Two opposing views about the Rapanui peoplevii Destruction outside the inhabitants’ controlviii How the statues made a situation worseix Diminishing food resources14 Paragraph A15 Paragraph B16 Paragraph C17 Paragraph D18 Paragraph E19 Paragraph F20 Paragraph GWhat destroyed the civilisation of Easter Island?A Easter Island, or Rapu Nui as it is known locally, is home to several hundred ancient human statues ?— the moai. After this remote Pacific island was settled by the Polynesians, it remained isolated for centuries. All the energy and resources that went into the moai — some of which are ten metres tall and weigh over 7,000 kilos —came from the island itself. Yet when Dutch explorers landed in 1722, they met a Stone Age culture. The moai were carved with stone tools, then transported for many kilometres, without the use of animals or wheels, to massive stone platforms. The identity of the moai builders was in doubt until well into the twentieth century. Thor Heyerdahl, the Norwegian ethnographer and adventurer, thought the statues had been created by pre-lnca peoples from Peru. Bestselling Swiss author Erich von Daniken believed they were built by stranded extraterrestrials. Modern science —linguistic, archaeological and genetic evidence — has definitively proved the moai builders were Polynesians, but not how they moved their creations. Local folklore maintains that the statues walked, while researchers have tended to assume the ancestors draggedthe statues somehow, using ropes and logs.B When the Europeans arrived, Rapa Nui was grassland, with only a few scrawny trees. In the 1970s and 1980s, though, researchers found pollen preserved in lake sediments, which proved the island had been covered in lush palm forests for thousands of years. Only after the Polynesians arrived did those forests disappear. US scientist Jared Diamond believes that the Rapanui people — descendants of Polynesian settlers — wrecked their own environment. They had unfortunately settled on an extremely fragile island —dry, cool, and too remote to be properly fertilised by windblown volcanic ash. When the islanders cleared the forests for firewood and farming, the forests didn’t grow back. As trees became scarce and they could no longer construct wooden canoes for fishing, they ate birds. Soil erosion decreased their crop yields. Before Europeans arrived, the Rapanui had descended into civil war and cannibalism, he maintains. The collapse of their isolated civilisation, Diamond writes, is a ‘worst-case scenario for what may lie ahead of us in our own futu re’.C The moai, he thinks, accelerated the self-destruction. Diamond interprets them as power displays by rival chieftains who, trapped on a remote little island, lacked other ways of asserting their dominance. They competed by building ever bigger figures. Diamond thinks they laid the moai on wooden sledges, hauled over log rails, but that required both a lot of wood and a lot of people. To feed the people, even more land had to be cleared. When the wood was gone and civil war began, the islanders began toppling the moai. By the nineteenth century none were standing.D Archaeologists T erry Hunt of the University of Hawaii andCarl Lipo of California State University agree that Easter Island lost its lush forests and that it was an ‘ecological catastrophe’ —but they believe the islanders themselves weren’t to blame. And the moai certainly weren’t. Archaeological excavations indicate that the Rapanui went to heroic efforts to protect the resources of their wind-lashed, infertile fields. They built thousands of circular stone windbreaks and gardened inside them, and used broken volcanic rocks to keep the soil moist. In short, Hunt and Lipo argue, the prehistoric Rapanui were pioneers of sustainable farming.E Hunt and Lipo contend that moai-building was an activity that helped keep the peace between islanders. They also believe that moving the moai required few people and no wood, because they were walked upright. On that issue, Hunt and Lipo say, archaeological evidence backs up Rapanui folklore. Recent experiments indicate that as few as 18 people could, with three strong ropes and a bit of practice, easily manoeuvre a 1,000 kg moai replica a few hundred metres. The figures’ fat bellies tilted them forward, and a D-shaped base allowed handlers to roll and rock them side to side.F Moreover, Hunt and Lipo are convinced that the settlers were not wholly responsible for the loss of the island’s trees. Archaeological finds of nuts from the extinct Easter Island palm show tiny grooves, made by the teeth of Polynesian rats. The rats arrived along with the settlers, and in just a few years, Hunt and Lipo calculate, they would have overrun the island. They would have prevented the reseeding of the slow-growing palm trees and thereby doomed Rapa Nui’s forest, even withou t the settlers’ campaign of deforestation. No doubt the rats ate birds’ eggs too. Hunt and Lipo also see no evidence that Rapanuicivilisation collapsed when the palm forest did. They think its population grew rapidly and then remained more or less stable until the arrival of the Europeans, who introduced deadly diseases to which islanders had no immunity. Then in the nineteenth century slave traders decimated the population, which shrivelled to 111 people by 1877.G Hunt and Lipo’s vision, therefore, is one of an island populated by peaceful and ingenious moai builders and careful stewards of the land, rather than by reckless destroyers ruining their own environment and society. ‘Rather than a case of abject failure, Rapu Nui is an unlikely story of succe ss’, they claim. Whichever is the case, there are surely some valuable lessons which the world at large can learn from the story of Rapa Nui.Questions 21-24Complete the summary below.Choose ONE WORD ONLY from the passage for each answer.Write your answers in boxes 21-24 on your answer sheet.Jared Diamond’s ViewDiamond believes that the Polynesian settlers on Rapa Nui destroyed its forests, cutting down its trees for fuel and clearing land for 21 __________. Twentieth-century discoveries of pollen prove that Rapu Nui had once been covered in palm forests, which had turned into grassland by the time the Europeans arrived on the island. When the islanders were no longer able to build the 22 __________ they needed to go fishing, they began using the island’s 23 __________ as a food source, according to Diamond. Diamond also claims that the moai were built to show the power of the island’s chieftains, and that the methods of transporting the statues needed not only a great number of people, but also a great deal of 24 __________.Questions 25 and 26Choose TWO letters, A-E.Write the correct letters in boxes 25 and 26 on your answer sheet.On what points do Hunt and Lipo disagree with Diamond?A the period when the moai were createdB how the moai were transportedC the impact of the moai on Rapanui societyD how the moai were carvedE the origins of the people who made the moaiREADING PASSAGE 3You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 below.NeuroaestheticsAn emerging discipline called neuroaesthetics is seeking to bring scientific objectivity to the study of art, and has already given us a better understanding of many masterpieces. The blurred imagery of Impressionist paintings seems to stimulate the brain’s amygdala, for instance. Since the amygdala plays a crucial role in our feelings, that finding might explain why many people find these pieces so moving.Could the same approach also shed light on abstract twentieth-century pieces, from Mondrian’s geometri cal blocks of colour, to Pollock’s seemingly haphazard arrangements of splashed paint on canvas? Sceptics believe that people claim to like such works simply because they are famous. We certainly do have an inclination to follow the crowd. When asked to make simple perceptual decisions such as matching a shape to its rotated image, for example, people often choose a definitively wrong answer if they see others doing the same. It is easy toimagine that this mentality would have even more impact on a fuzzy concept like art appreciation, where there is no right or wrong answer.Angelina Hawley-Dolan, of Boston College, Massachusetts, responded to this debate by asking volunteers to view pairs of paintings — either the creations of famous abstract artists or the doodles of infants, chimps and elephants. They then had to judge which they preferred. A third of the paintings were given no captions, while many were labelled incorrectly —volunteers might think they were viewing a chimp’s messy brushstrokes when they were actually seeing an acclaimed masterpiece. In each set of trials, volunteers generally preferred the work of renowned artists, even when they believed it was by an animal or a child. It seems that the viewer can sense the artist’s vision in paintings, even if they can’t explain why.Robert Pepperell, an artist based at Cardiff University, creates ambiguous works that are neither entirely abstract nor clearly representational. In one study, Pepperell and his collaborators asked volunteers to decide how ‘powerful’ they considered an artwork to be, and whether they saw anything familiar in the piece. The longer they took to answer these questions, the more highly they rated the piece under scrutiny, and the greater their neural activity. It would seem that the brain sees these images as puzzles, and the harder it is to decipher the meaning, the more rewarding is the moment of recognition.And what about artists such as Mondrian, whose paintings consist exclusively of horizontal and vertical lines encasing blocks of colour? Mondrian’s works are deceptively simple, but eye-tracking studies confirm that they are meticulously composed, and that simply rotating a piece radically changes the way weview it. With the originals, volunteers’ eyes tended to stay longer on certain places in the image, but with the altered versions they would flit across a piece more rapidly. As a result, the volunteers considered the altered versions less pleasurable when they later rated the work.In a similar study, Oshin Vartanian of Toronto University asked volunteers to compare original paintings with ones which he had altered by moving objects around within the frame. He found that almost everyone preferred the original, whether it was a Van Gogh still life or an abstract by Miro. Vartanian also found that changing the composition of the paintings reduced activation in those brain areas linked with meaning and interpretation.In another experiment, Alex Forsythe of the University of Liverpool analysed the visual intricacy of different pieces of art, and her results suggest that many artists use a key level of detail to please the brain. Too little and the work is boring, but too much results in a kind of ‘perceptual overload’; according to Forsythe. What’s more, appealing pieces both abstract and representational, show signs of ‘fractals’ —repeated motifs recurring in different scales. Fractals are common throughout nature, for example in the shapes of mountain peaks or the branches of trees. It is possible that our visual system, which evolved in the great outdoors, finds it easier to process such patterns.It is also intriguing that the brain appears to process movement when we see a handwritten letter, as if we are replaying the writer’s moment of creation. This has led some to won der whether Pollock’s works feel so dynamic because the brain reconstructs the energetic actions the artist used as hepainted. This may be down to our brain’s ‘mirror neurons’, which are known to mimic others’ actions. The hypothesis will need to be thoroughly tested, however. It might even be the case that we could use neuroaesthetic studies to understand the longevity of some pieces of artwork. While the fashions of the time might shape what is currently popular, works that are best adapted to our visual system may be the most likely to linger once the trends of previous generations have been forgotten.It’s still early days for the field of neuroaesthetics — and these studies are probably only a taste of what is to come. It would, however, be foolish to reduce art appreciation to a set of scientific laws. We shouldn’t underestimate the importance of the style of a particular artist, their place in history and the artistic environment of their time. Abstract art offers both a challenge and the freedom to play with different interpretations. In some ways, it’s not so different to science, where we are constantly looking for systems and decoding meaning so that we can view and appreciate the world in a new way.Questions 27-30Choose the correct letter, A, B, C or D.Write the correct letter in boxes 27-30 on your answer sheet.27 In the second paragraph, the writer refers to a shape-matching test in order to illustrateA the subjective nature of art appreciation.B the reliance of modern art on abstract forms.C our tendency to be influenced by the opinions of others.D a common problem encountered when processing visual data.28 Angelina Hawley-Dolan’s findings indicate that peopleA mostly favour works of art which they know well.B hold fixed ideas about what makes a good work of art.C are often misled by their initial expectations of a work of art.D have the ability to perceive the intention behind works of art.29 Results of studies involving Robert Pepperell’s pieces suggest that peopleA can appreciate a painting without fully understanding it.B find it satisfying to work out what a painting represents.C vary widely in the time they spend looking at paintings.D generally prefer representational art to abstract art.30 What do the experiments described in the fifth paragraph suggest about the paintings of Mondrian?A They are more carefully put together than they appear.B They can be interpreted in a number of different ways.C They challenge our assumptions about shape and colour.D They are easier to appreciate than many other abstract works.Questions 31-33Complete the summary using the list of words, A-H, below.Write the correct letters, A-H, in boxes 31-33 on your answer sheet.Art and the BrainThe discipline of neuroaesthetics aims to bring scientific objectivity to the study of art. Neurological studies of the brain, for example, demonstrate the impact which Impressionist paintings have on our 31 __________. Alex Forsythe of the University of Liverpool believes many artists give their works the precise degree of 32 __________ which most appeals to the viewer’s brain. She also observes that pleasing works of artoften contain certain repeated 33 __________ which occur frequently in the natural world.A interpretationB complexityC emotionsD movementsE skillF layoutG concern H imagesQuestions 34-39Do the following statements agree with the views of the writer in Reading Passage 3?In boxes 34-39 on your answer sheet, writeYES if the statement agrees with the views of the writerNO if the statement contradicts the views of the writerNOT GIVEN if there is no information on this34 Forsythe’s findings contradicted previous beliefs on the function of ‘fractals’ in art.35 Certain ideas regarding the link between ‘mirror neurons’ and art appr eciation require further verification.36 People’s taste in paintings depends entirely on the current artistic trends of the period.37 Scientists should seek to define the precise rules which govern people’s reactions to works of art.38 Art appreciation should always involve taking into consideration the cultural context in which an artist worked.39 It is easier to find meaning in the field of science than in that of art.Question 40Choose the correct letter, A, B, C or D.Write the correct letter in box 40 on your answer sheet.40 What would be the most appropriate subtitle for the article?A Some scientific insights into how the brain responds toabstract artB Recent studies focusing on the neural activity of abstract artistsC A comparison of the neurological bases of abstract and representational artD How brain research has altered public opinion about abstract art剑桥雅思阅读11原文参考译文(test2)PASSAGE 1 参考译文：打捞玛丽玫瑰号船记一艘16世纪的战舰是如何从海底被打捞的索伦特水域地处英国南部海岸，位于朴茨茅斯和怀特岛之间，1545年7月19日，英国与法国舰队在这里展开了一场海战。
the-secret-garden-Chapter-3(共22张)
第7页，共22页。
Chapter 3
• Page 13 Para 7 line 3 but she was not inclined to go to sleep again.
tend to do; want to do;
feel like doing
第8页，共22页。
Chapter 3
concerned only with yourself and the things that affect you.
第15页，共22页。
Chapter 2
• Page 4, Para 2 line 3
The English clergyman was poor and he had five children nearly all the
• Who came to London to pick Mary up? What did Mary think of her?
第14页，共22页。
Chapter 2
• Page 4 line 4 …and as she was a self-absorbed child she gave her entire thought to herself, as she had always done.
• What happened to Mary as a result of the Cholera outbreak? Did she feel sad about it?
• Where was Mary sent first? How did she like the place? Where was she sent a few days later? Misselthwaite Manor, Yorkshire, England
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11.3.3 Nitrogen (N2)
Low solubility in either water or lipids
– Prevent the pack collapse
Displays little or no antimicrobial activity Provide an anaerobic-environment
Strategy of MAP
– slow down metabolic activity & growth of microorganisms
Combine with low temperature
11.1.1 Reduction of oxidative reaction
Fruits and vegetables continue to live after harvest
– Delaying oxidative reactions or
inhibiting the growth of aerobes
Pack collapse
If product absorbs excess CO2, the total volume inside the package will be reduced, giving the package a vacuum package look, which is known as “pack collapse”.
11.1 Effect of modified gas atmosphere
Safety and perishability: most important concerns in any food product
– Safety：pathogen or toxic chemical Safety： – Perishability：microbial degradation, Perishability： enzymatic activities and /or chemical reactions
– Pseudomonads & Acinetobacter – Micrococcus and Bacillus – LAB: very resistant to CO2
Mould sensitive to high levels of CO2 Anaerobic atmosphere must be used with extreme caution
– Commercial applications limited
safety, legal, sensory and technical problems
9.3.1 Oxygen (O2)
Required in the metabolic processes, and many chemical reactions Stimulate the growth of aerobic bacteria, inhibit the growth of strictly anaerobic bacteria In MAP, O2 excluded or as low as possible Exceptions
Level in headspace not change Determined by permeability of packaging films
Headspace
Definition
The volume left at the top of an almost filled jar, tin, or other container
Chapter 11 Modified Atmosphere Packaging (MAP)
Outline
11.1 11.2 11.3 11.4 11.5 11.6 11.7 Introduction Effect of modified gas atmosphere Types of packages MAP gases Packaging materials Advantages and disadvantages Application of MAP in foods
– Consumption of components, spoil
Energy： Energy：aerobic respiratory processes O2：enzymatic and chemical reactions Extend storage periods：reduce periods： oxidative reaction
11.2.2. Controlled Atmosphere Packaging (CA)
The altered gas composition inside the package is monitored and maintained at a preset level It is actively created by introducing the desired gas mixture Also called active atmosphere packaging
11.1.2 Impact on microbial growth
1. Effect on spoilage microorganisms
CO2 in excess of 5% (v/v) inhibit the growth of most food spoilage bacteria GramGram-negative bacteria are more sensitive to CO2 than Gram-positive bacteria GramExamples
Headspace analyzer
11.3.2 Carbon dioxide (CO2)
Constitutes 0.03% by volume in air Both water and lipid soluble
– Lower temperature, more soluble
Strong inhibitory effect on aerobic micros, especially G- bacteria Inhibitory effects on some enzymes
2. Effect on pathogenic microorganisms
High levels of CO2 inhibit
– Staphylococcus aureus – Salmonella spp. – E. coli
Inhibition increases as temperature decreases
Introduction – Development of MAP
Beginning of the 19th century: New demonstration End of 19th century: First patent 1929: apple were stored in the mixture of CO2 and O2 1974: Commercial application of MAP Strongly extend postharvest life & maintain quality Biggest growth in use: fresh fruits and vegetables Application size ranges: Bulk storage packages (red currants) transport packages (bananas, strawberries) consumer packages (apples, broccoli)
11.3.4 Carbon monoxide (CO)
Effective in maintaining the red color in fresh meat Not approved by the regulatory authorities In the US, prevent browning in packed lettuce Little inhibitory effect on micro organisms
TypesLeabharlann of packagesModified atmosphere packaging (MA) Controlled atmosphere packaging (CA)
11.2.1 Modified-Atmosphere ModifiedPackaging (MA)
The gas composition within the packages in not monitored or adjusted It is created passively by the respiration activity of the product inside the package Also called passive atmosphere packaging
Definition of MAP
The packaging of a perishable product in an atmosphere which has been modified so that its compositions is other than that of air Replacement of the air in the package with a mixture (of gases) in different proportion from that of air
– Fresh fruits and vegetables (maintain respiration) – Meat (color retention)
9.3.1 Oxygen (O2) (cont.)