Form 15-1 - Paralegal Today Magazine for Legal …
冀教版七年级英语
Object clauses can be introduced by positions or by conjunctions,
and they usually answer the questions "who" or "what"
Some examples of object claims include: 'I like the book that you recommended', 'He dreams of becoming a doctor who can help
02
7th Grade English Grammar Knowledge
in Jijiao Press
The Plural Form Nouns
The usual form of nouns is used to indicate more than one of the nouns
The typical form of nouns is commonly formed by adding's or 'es to the end of the nouns
• Assessment and feedback: Regular assessment is essential to track students' progress and identify areas where further support is needed Provide constructive feedback on assignments and exams to help students identify their strengths and areas for improvement
雅思作文c14t3
雅思作文c14t3英文回答：In the contemporary era of rapid technological advancements, the question of whether individuals should embrace or resist technological progress has sparked a heated debate. Advocates of technological progress contend that it offers a myriad of benefits that can enhance human lives and drive societal evolution. On the other hand, detractors express concern over the potential adverse consequences, such as job displacement, social isolation, and the erosion of privacy.Proponents of technological progress argue that it leads to innumerable innovations and discoveries that can profoundly improve living standards. For instance, advancements in medicine have enabled the development of life-saving treatments and extended human lifespans. Technological innovations have also revolutionized industries, leading to increased productivity, efficiency,and convenience. Smartphones, computers, and the internet have connected people across vast distances, facilitating global communication and access to information.However, the opponents of technological progress raise valid concerns about its potential negative effects. The automation of tasks and the rise of artificial intelligence have led to job displacement in certain sectors,potentially exacerbating unemployment and economic inequality. Excessive reliance on technology can also contribute to social isolation, as individuals spend more time engaging with devices rather than interacting with others in person. Furthermore, the increasing collection and sharing of personal data through technological platforms raise concerns about privacy and surveillance.Ultimately, the decision of whether to embrace orresist technological progress is a complex one that requires a careful consideration of both the potential benefits and risks. It is essential to recognize the transformative power of technology while acknowledging its potential drawbacks. By striking a balance betweeninnovation and responsible use, societies can harness the benefits of technological progress while mitigating its negative consequences.中文回答：科技的快速发展在当代引发了激烈的争论，争论的核心是人们是对科技进步持拥抱还是抵制态度。
英语报纸2024高一31期作文
英语报纸2024高一31期作文2024高一31期英语报纸The Rising Stars: How High School Students in 2024 Are Making a DifferenceIn today's issue, we are proud to showcase the amazing achievements of high school students in 2024 who are making a difference in their communities and beyond. From advocating for climate change action to creating impactful social campaigns, these young individuals are proving that age is just a number when it comes to making a positive impact on the world.One shining example is Emily, a 16-year-old student from Green Valley High School who has been leading a campaign to raise awareness about the dangers of plastic pollution in the oceans. With the support of her classmates, Emily has organized beach clean-up events, lobbied local businesses to reduce their plastic usage, and even started a petition to ban single-use plastics in her city. Her dedication and passion have inspired her peers to take action and make a difference in their own communities.Another inspiring story comes from Alex, a 17-year-old student from Oakwood High School who has been using hisplatform as a social media influencer to raise awareness about mental health issues among teenagers. Through his engaging videos and posts, Alex has started important conversations about the stigma surrounding mental illness and the importance of seeking help. He has also organized fundraisers for mental health organizations and connected with other students who are struggling with their mental health, offering them support and encouragement.These are just a few examples of the incredible work that high school students are doing in 2024. From volunteering at local charities to organizing fundraisers for important causes, these young individuals are proving that they are not just the leaders of tomorrow, but the leaders of today.As we celebrate the achievements of these rising stars, we are reminded of the power of youth and the potential for positive change that lies within each and every one of us. Let's continue to support and encourage the young leaders of today as they work towards creating a brighter future for all.Stay tuned for more inspiring stories from high school students in our next issue. Until then, keep shining bright and making a difference in your own unique way. The world is waiting for your light to shine!。
Literacy for the 21st Century- An Overview & Orientation Guide to Media Literacy Education_version2
LITERACY for the 21st Century An Overview & Orientation Guide To Media Literacy Education Part I: Theory CML MediaLit Kit™A Framework for Learning and Teaching in a Media Age Developed and written by Elizabeth Thoman Founder Tessa Jolls President / CEO Revised and expanded by Tessa Jolls President / CEO Center for Media Literacy © 2008Edition 2Edition 2Edition 1CMLEn Espanol!Edition 1 is available in Spanish under the title:Conjunto de Herramientas Para Alfabetismo en MediosISBN: 978-1-879419-18-6/medialitkit.htmlLiteracy for the 21st Century:An Overview & Orientation Guide ToMedia Literacy EducationEdition 2Featuring CML’s Five Key Questions for both Construction and Deconstruction Questions/ Tips (Q/TIPS)ISBN: 978-1-879419-00-1© 2008/pdf/mlk/ola_mlkorientation_ rev2.pdfQuestions/TIPS (Q/TIPS)ISBN: 978-1-879419-01-8© 2008Edition 1Featuring CML’s Five Key Questions for Deconstruction onlyISBN: 978-1-879419-17-9© 2002Table of ContentsI. Literacy for the 21st Century II. The CML MediaLit Kit TM A Framework for Learning and Teaching in a Media Age III. Pedagogy in Plain Language:The Basic Framework Explained Literacy for the 21st Century / New Ways of Learning What a Difference a Century Makes!Why Media Literacy is Important Questioning the MediaMedia Literacy: Theory to Practice to Implementation How this Book is Organized Media Literacy: Charts and HandoutsThe ‘Inquiry’ Process: Deconstruction / Construction Media Literacy: A Definition Five Core Concepts / Five Key Questions: Key Words and Explanations Five Core Concepts / Five Key Questions for Consumers and Producers Media Literacy Process Skills (Access / Analyze / Evaluate / Create / Participate)How to Conduct a ‘Close Analysis’ of a Media ‘Text’• The Empowerment Spiral (Awareness / Analysis / Reflection / Action)Organizing Media Literacy Learning• 071638081112141720223942444860626567Table of ContentsIV. Alternate Questions for Different Ages and Abilities V. Getting Started: Strategies and Tools Adapting the Questions for Different Ages and Abilities Questions to Guide Young Children Expanded Questions for More Sophisticated Inquiry: Deconstruction 10 Benefits of Media Literacy Education Introducing Media Literacy in your School or District A Word about Copyright How CML Can Help CML Educational Philosophy: • Empowerment through Education Words of Wisdom: About Teaching CML‘s • Five Key Questions6876777881838586697375“Educators are often called upon to ‘teach critical thinking’ to their students, butthe big question is, ‘How?’CML’s Five Key Questions, based on the Five Core Concepts of media literacy, provide a path to follow, featuring a basic framework with a specific methodology that is engaging for students and teachers alike.”Tessa Jolls“The convergence of media and technology in a global culture is changing the way we learn about the world and challenging the very foun-dations of education. No longer is it enoughto be able to read the printed word; children, youth, and adults, too, need the ability to both critically interpret the powerful images of a multimedia culture and express themselves in multiple media forms.Media literacy education provides a framework and a pedagogy for the new literacy neededfor living, working and citizenship in the 21st century. Moreover it paves the way to master-ing the skills required for lifelong learning in a constantly changing world.”Elizabeth Thoman and Tessa JollsMedia Literacy: A National Priority for a Changing World“The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.” Alvin TofflerLiteracy for the 21st Century“We must prepare young people for living in aworld of powerful images, words and sounds.”UNESCO, 1982Since the beginning of recorded history, the concept of “literacy” meant having the skill to interpret “squiggles” on a piece of paper as letters which, when put together, formed words that conveyed meaning. Teaching the young to put the words togetherto understand (and, in turn, express) ever more complex ideas became the goal of education as it evolved over the centuries.Today information about the world around us comes to us not only by words on a piece of paper but more and more through the powerful images and sounds of our multi-media culture. Although mediated messages appear to be self-evident, in truth, they use a complex audio/visual “language” which has its own rules (grammar) and which can be used to express many-layered concepts and ideas about the world. Not everything may be obvious at first; and images go by so fast! If our children are to be able to navigate their lives through this multi-media culture, they need to be fluent in “reading” and “writing” the language of images and sounds just as we have always taught them to “read” and “write” the language of printed communications. Furthermore, they need the skills to interact, to share their ideas and to collaborate constructively, making it possible to participate in today’s media-driven culture.In the last 40 years, the field of media literacy education has emerged to organize and promote the importance of teaching this expanded notion of “literacy.” At its core are the basic higher-order critical and creative thinking skills—e.g. knowing how to identify key concepts, how to make connections between multiple ideas, how to ask pertinent questions, formulate a response, identify fallacies—that form the very foundation of both intellectual freedom and the exercising of full citizenship in a democratic society. Indeed in a time when candidates are elected through websites and 30-second com-mercials, and wars are fought real-time on the internet and television, a unique role of media literacy is to prepare citizens to engage in and contribute to the public debate.It also expands the concept of “text” to include not just written texts but any message form—verbal, aural or visual (or all three together!)—that is used to create and then pass ideas back and forth between human beings.New ways of learningThis explosion in information has presented a major challenge to the world of formal education. For centuries, schooling has been designed to make sure students learned facts about the world—which they proved they knew by correctly answering questions on tests. But such a system is no longer relevant when the most up-to-date facts are available at the touch of a button. What students need today is to learn how to find what they need to know when they need to know it, from the best sources available—and to have the higher order thinking skills to analyze and evaluate whether the infor-mation they find is useful for what they want to know.How will schools do this? First, schools and classrooms must be transformed from being storehouses of knowledge to being more like portable tents providing a shelter and a gathering place for students as they go out to explore, to question, to experiment, to discover!Secondly, to use a phrase from the great Brazilian educator, Paulo Freire, teaching must be distinguished from “banking.” No longer is it necessary for teachers to deposit in-formation in students’ heads. Rethinking the principles of democratic pedagogy dating back to Socrates, wise teachers realize they do not have to be a “sage on the stage.” Instead their role is to be a “guide on the side:” encouraging…guiding…mentoring…supporting the learning process. Creative classrooms today are ones where everyone is learning, from each other as well as the teacher!Thirdly, curriculum, classes and activities must be designed that will engage students in active problem solving and discovery. And today’s multi-media culture, which includes print but is not limited to it, provides a nearly limitless resource for real world learning—from how to identify “point of view” by exploring how camera angles influence our perception of the subject being photographed to how to conduct a social marketing campaign through multiple communications and technology platforms.The transformation of our culture from an Industrial Age to an Information Age is why a new kind of literacy, coupled with a new way of learning, is critical in the 21st century.“Most of what we have called formal education has been intended to imprint on the human mind all of the information that we might need for a lifetime.Education is geared toward information storage. Today that is neither possible nor necessary. Rather, humankind needs to be taughthow to process information that is stored through technology.Education needs to be geared toward the handling of data rather than the accumulation of data.”David Berlo Communication and Behavior, 1975What a Difference a Century Makes!The following chart provides a quick comparison of how traditional education has been organized in the past and how it needs to change in order to prepare students for living all their lives in a 21st century media culture. Media literacy education, with inquiry as its core, provides the engaging bridge over which students can pass to learn the critical process skills they’ll need to not just survive but to thrive as adults in the 21st century.Why Media Literacy is Important1. The influence of media in our central democratic processes.In a global media culture, people need three skills in order to be engaged citizens ofa democracy: c ritical thinking, self-expression and participation. Media literacy instills these core skills, enabling future citizens to sort through political packaging, understand and contribute to public discourse, and, ultimately, make informed decisions in the voting booth.2. The high rate of media consumption and the saturation of society by media. When one considers cell phones, social networking, video games, television, pop music, radio, newspapers, magazines, billboards, the internet—even T-shirts!—we are exposed to more mediated messages in one day than our great-grandparents were exposed to in a year. Media literacy teaches the skills we need to navigate safely through this sea of images and messages—for all our lives.3. The media’s influence on shaping perceptions, beliefs and attitudes.While research disagrees on the extent and type of influence, it is unquestionable that media experiences exert a significant impact on the way we understand, interpret and act on our world. By helping us understand those influences, media education can help us separate from our dependencies on them.4. The increasing importance of visual communication and information.While schools continue to be dominated by print, our lives are increasingly influenced by visual images—from corporate logos to huge billboards to cell phones to Internet websites. Learning how to “read” the multiple layers of image-based communication isa necessary adjunct to traditional print literacy. We live in a multi-media world.5. The importance of information in society and the need for lifelong learning. Information processing and information services are at the core of our nation’s produc-tivity but the growth of global media industries is also challenging independent voices and diverse views. Media education can help both teachers and students understand where information comes from, whose interests may be being served and how to find alternative views.—With thanks to Len Masterman, Teaching the Media“From the clock radio that wakes us up in the morning until we fall asleep watching the late night talk show, we are exposed to hundreds—even thousands—of images and ideas not only from television but now also from newspaper headlines, magazine covers, movies, websites, video games and billboards.Media no longer just shape our culture…they ARE our culture.”Media&Values #57Questioning the Media“At the heart of media literacy is the principleof inquiry.”Elizabeth Thoman, Founder / Center for Media LiteracyTo be a functioning adult in a mediated society, one needs to be able to distinguish between different media forms and know how to ask basic questions about everything we see, read or hear.Although most adults learned through literature classes to distinguish a poem from an essay, it’s amazing how many people do not understand the difference between a daily newspaper and a supermarket tabloid, what makes one website legitimate and another one a hoax, or how advertisers package products to entice us to buy.Simple questions about the media can start even at the toddler stage, planting im-portant seeds for cultivating a lifetime of interrogating the world around us. Parents, grandparents, even babysitters can make a game of “spot the commercial” to help children learn to distinguish between entertainment programs and the commercial messages that support them. Even children’s picture books can help little ones grasp the storytelling power of images—”And what do you think will happen next?”As children grow and are able to distinguish the world of fantasy from the real world they live in, they can explore how media are put together by turning the sound off during a cartoon and noting the difference it makes, or even create their own super-hero story using videocams or cell phones and easy to use editing software. When students begin to use the internet to research school projects, they can compare different websites and contrast different versions of the same information in order to detect bias or political “spin.”Usually the questioning process is applied to a specific media “text”—that is, an identifiable production or publication, or a part of one: an episode of anime, an ad for Pepsi, an issue of People magazine, a billboard for Budweiser beer, photos and articles about a bank robbery on the front page of a newspaper, the SuperBowl telecast, a hot new video game.Sometimes a media “text” can involve multiple formats. A new animated Disney film, for example, involves not only a blockbuster movie released in thousands of theatres but also a whole campaign of advertising and merchandising—character dolls and toys, clothes, lunchboxes, etc.—as well as a website, storybooks, games and perhaps eventually, a ride at one of the Disney theme parks.Uncovering the many levels of meaning in a media message and the multiple answers to even basic questions is what makes media education so engaging for kids and so enlightening for adults.Essential Questions for Teachers1.Am I trying to tell the students what the message is? Or am I giving students the skills to determine what they think the message(s) might be?2.Have I let students know that I am open to accepting their interpretation, as long as it is well substantiated, or have I conveyed the message that my interpretation is the only correct view?3.At the end of the lesson, are students likely to be more analytical? Or more cynical?—with thanks to Faith Rogow, Ph.D.“…A marvelous piece of work—clear, concise, the distillation of the most available research and practice…As a framework for taking teachers through all of the necessary stages, components, ideas and assumptions about media literacy, it could scarcely be bettered.I hope it reaches every school and college in the land.”Len Masterman Author:Teaching the MediaMedia Literacy: Theory to Practice to Implementation Like a map for a journey, the CMLMediaLit Kit™ provides both a vision and an evolving guide for navigating today’s global media culture.As a vision of media literacy, the MediaLit Kit title is simply a metaphor for a collection of core ideas and tools that are fundamental to media literacy’s inquiry-based pedagogy. As an evolving guide, the CML MediaLit Kit™ expands our educational philosophy of Em-powerment through Education through a series of documents and resources articulating the theory, practice and implementation of media literacy in the US educational system.Resting on a foundation of CML’s 30 years of experience in the field plus the thinking of leading practitioners around the world, the MediaLit Kit™ was created to help establish a common ground upon which to build curriculum programs, teaching materials and training services for teaching in an increasingly mediated world.We believe that the CML MediaLit Kit™ provides, for the first time, an accessible, integrated Basic Framework of the established foundational concepts and implemen-tation models needed to organize and structure teaching activities using a media literacy lens. This Basic Framework for media literacy features the Five Core Concepts and Five Key Questions of media literacy, with help on how to apply them to decon-struct, construct and participate with media.How this project came to beThe Center for Media Literacy has built a reputation for clear and concise interpretation and articulation of the theory and issues in media education—first through Media&Values magazine (1977–1993) and later in a series of Media Literacy Workshop Kits, the first generation of teaching tools for US-based media literacy.In 1994, CML founder Elizabeth Thoman made her foundational article “Skills and Strat-egies for Media Education” copyright free. Reprinted widely for workshops and training, it helped to create a common language and understanding for media literacy nationally. In 2001, CML President and CEO Tessa Jolls, after managing school-based media literacy programs, saw that for teachers and students to more easily grasp media literacy con-cepts, “packaging” and labeling the concepts and related questions would enable teach-ers to directly engage students through a process of exploration and discovery. Connect-ing the Five Core Concepts to Five Key Questions for deconstruction represented the genesis of the CML MediaLit Kit.This new articulation reflects evolutionary developments in both education and society, including the impact of the Internet and new multi-media technology on learning—and on life. The CML MediaLit Kit™ includes the theory / practice / implementation docu-ments and resources listed below.As articulated in this Overview and Orientation Guide, the CML’s Basic Framework now serves as the basis for all CML’s work in curriculum development and training. We invite others, whether individual teachers, staff development trainers, researchers or publishers to adopt it as well.Terms of UseBooks and other elements of the CML MediaLit Kit are available for purchase through CML’s website, . Schools and districts, publishers, curriculum devel-opers, training agencies and others who incorporate elements of the MediaLit Kit™framework for profit or for wide dissemination should license it from CML. Much as soft-ware is developed by users, CML encourages additional adaptations and specialized applications as well as research relating media literacy pedagogy to learning objectives across the curriculum.A Framework for Learning and Teaching in a Media Age Part I: TheoryLiteracy for the 21st Century: An Overview and Orientation Guide to Media Literacy EducationA plain language introduction to the basic elements of media literacy education. An invaluable reference for teachers, media librarians, curriculum developers, researchers and all who want to understand what media literacy is all about. Contains CML’s Basic Framework,charts, handouts and explanation for each of the elements in the frame-work plus tips and recommendations for how to introduce media literacy in your school, district or state.Part II: PracticeFive Key Questions That Can Change the World: Classroom Activities forMedia LiteracyA collection of 25 cornerstone lesson plans to help you introduce students to the Five Key Questions of Media Literacy for deconstruction and master them through practice. Activities emphasize not just analysis but also creative production. Useful for all grade levels and across the curriculum: language arts, social studies, health, math, and the arts.MediaLit MomentsA collection of ideas and activities illustrating the Five Key Questions for deconstruction, construction and participation. Features topical and stimulating views that illicit the “Aha!” moment that often comes with asking one of the Five Key Question s.Part III: ImplementationMedia Literacy Works!Case studies illustrate program implementation in detailed and useful ways, sharing experience of those who have gone before in providing media literacy programs. These cases include Project SMARTArt: A Case Study in Elementary Media Literacy and Arts Education, featuring an inside look at a federally-funded demonstration project at Leo Politi Elementary School in Los Angeles. During Project SMARTArt, teachers developed innovative strategies to link media literacy to state standards for the arts as well as for language arts and English language development. The case also includes lesson plans, student animation and findings on how the Five Key Questions make media literacy possible to implement across the curriculum and what it takes for a media literacy pro-gram to be replicated in a school or district and sustained over time.Part IV: ResourcesCML provides a collection of curricula and supplemental materials related to CML’s Basic Framework for media literacy.All resources available online at: How this Book is OrganizedThe first section of this Overview & Orientation Guide provided a rationale for media literacy as literacy for a 21st century media culture. Now we will explore in depth each of the core elements in the MediaLit Kit’s Basic Framework, providing rationale, context, and relevant background.The Basic Framework consists of the elements outlined below. Gain a quick under-standing of these elements in the charts on the following three pages. The page refer-ence below each chart will take you to the page in later sections where the element is explained more fully.The cornerstone of the MediaLit Kit™ pedagogy is the Five Core Concepts of Media Literacy, with related Five Key Questions that provide an innovative recasting of the Five Core Concepts which the early media literacy field adapted from the traditional rhetorical analysis of primarily print literature.Through CML’s program implementations, we realized that concepts are difficult to teach but questions are powerful. Learning to ask a series of Key Questions about today’s media culture provides an internal checklist against which to analyze and evaluate any media message from any source. This provides a consistent methodology for critical thinking during deconstruction or construction of messages—a shortcut for gaining infor-mation process skills. That’s empowerment! You will see these concepts and questions in a variety of formats in the pages that follow.Basic Framework:1.The ‘Inquiry’ Process: “Activate Your Mind / Express Your View / Participate inYour World”2.A Media Literacy Definition3.Questions/TIPS (Q/TIPS)4.Five Core Concepts5.Key Words6.Five Key Questions for Consumers: Deconstruction7.Five Key Questions for Producers: Construction8.Media Literacy Process Skills: Access / Analyze / Evaluate / Create / Participate•How to Conduct a ‘Close Analysis’ of a Media ‘Text’The Empowerment Spiral: Awareness / Analysis / Reflection / Action9.•Participation in a Media World: How to Organize for Learning and ActionAlternate Questions for Different Ages and Abilities1.Key Questions to Guide Young Children: Deconstruction (Consumers)2.Key Questions to Guide Young Children: Construction (Producers)3.Expanded Questions / for more sophisticated inquiryA few ideas for exploring the concepts in the classroom are included but for a com-prehensive collection of lesson plans we refer you to Part II of the MediaLit Kit™: Five Key Questions That Can Change the World. And for implementation models, see the Media Literacy Works! case studies on the CML website.AcknowledgementsWe acknowledge the generous contribution of leaders and colleagues in the field who have graciously allowed us to incorporate their reflections, experience and wisdom in order to share them with you.Charts and Handouts. For more detail on each idea, go to the page indicated.3942Charts and Handouts. For more detail on each idea, go to the page indicated.4444Charts and Handouts. For more detail on each idea, go to the page indicated.4848Charts and Handouts. For more detail on each idea, go to the page indicated.60 65Alternate Questions for Different Ages and Abilities6969Alternate Questions for Different Ages and Abilities7575Alternate Questions for Different Ages and Abilities7575CML’s Five Key Questions: Deconstruction (Consumers)4848CML’s Five Key Questions: Deconstruction (Consumers)5051CML’s Five Key Questions: Deconstruction (Consumers)5253CML’s Five Key Questions: Deconstruction (Consumers)54CML’s Five Key Questions: Construction (Producers)4848CML’s Five Key Questions: Construction (Producers)5556CML’s Five Key Questions: Construction (Producers)5758CML’s Five Key Questions: Construction (Producers)59CML’s FIVE CORE CONCEPTS AND KEY QUESTIONS FOR CONSUMERS AND PRODUCERSMedia Deconstruction/Construction Framework“The MediaLit Kit™ is an outstanding map for anyone embarking on the critical and rewarding journey that is teaching media literacy…An incredibly valuable piece of work that will, no doubt, contribute significantly to the develop-ment and form of media literacy education in the U.S. and beyond.”Faith Rogow, Ph.D. Founding National President / Alliance for a Media Literate America (AMLA)1. The ‘Inquiry’ ProcessThe teaching approach that best suits the media literacy classroom is called the “inquiry process” and includes both analytical (deconstruction) skills as well as cre-ative communications (construction / production) skills. When analysis is combined with creative production, theory unites with application, thereby allowing students to discover and express their learning in an interconnected and natural process. Each enriches the other, and allows for interaction that furthers knowledge and encourages participation. These intermixing of skills are particularly important in using today’s communication technologies, since very quick processing is required between consuming and producing messages that are unique to the individual.Since media messages are transmitted through so many different mental processes, the combination of analysis with production also incorporates multiple intelligences in the learning process (linguistic/verbal, logical/mathematical, musical/rhythmic, visual/ spatial, body/kinesthetic, intrapersonal and interpersonal). While both activities can happen independently there is much to gain by meshing the two into one cohesive activity of analysis and production—that is: Activate Your Mind! Express Your View! Participate in Your World!2. Media Literacy: A DefinitionThe definition most often cited in the US is a succinct sentence hammered out by participants at the 1992 Aspen Media Literacy Leadership Institute:…the ability to access, analyze, evaluate and create media in a variety of forms. Definitions, however, evolve over time and a more robust definition is now needed to situate media literacy in the context of its importance for the education of students in a 21st century global media culture. CML’s MediaLit Kit™ uses this expanded definition:Media Literacy is a 21st century approach to education.It provides a framework to access, analyze, evaluate, create and participate using messages in a variety of forms—from print to video to the internet. Media literacy builds an understanding of the role of media in society as well as essential skillsof inquiry and self-expression necessary for citizens of a democracy.What is important to understand is that media literacy is not about “protecting” kids from unwanted messages. Although some groups urge families to just turn the cell phone or TV off, the fact is, media are so ingrained in our cultural milieu that even if you turn off the technology, you still cannot escape today’s media culture. Media no longer just influence our culture. They are our culture.Media literacy, therefore, is about helping students become competent, critical and literate in all media forms so that they control the interpretation of what they see, hear or interact with rather than letting the interpretation control them. To become media literate is not to memorize facts or statistics about the media, but rather to learn to raise the right questions about what you are watching, reading, listening or contributing to. Len Masterman, the acclaimed author of Teaching the Media, calls it “critical autono-my” or the ability to think for oneself.Without this fundamental ability, an individual cannot have full dignity as a human person or exercise citizenship in a democratic society, where to be a citizen is to both understand and contribute to the debates of the time.。
关于世界人口英语作文
关于世界人口英语作文The topic of world population is a significant and complex issue that touches on various aspects of human society including economics social welfare and environmental sustainability. Here is an essay on the subjectTitle The Dynamics of World Population GrowthIntroductionThe world population has been on a continuous rise since the beginning of recorded history. As of the present day the global population stands at over 7.9 billion people with projections suggesting further growth in the coming decades. This essay will delve into the factors contributing to population growth its implications for the planet and the measures being taken to manage this demographic trend.Historical OverviewThe growth of the world population has not been uniform. The Agricultural Revolution marked the first significant increase as it allowed for the sustenance of larger communities. The Industrial Revolution further accelerated this growth with advancements in medicine and technology contributing to a decrease in mortality rates and an increase in life expectancy.Current TrendsToday the population growth rate varies greatly across different regions. Developed countries generally exhibit slower growth rates due to lower birth rates and higher standards of living while developing countries often experience rapid population increases driven by higher fertility rates and younger populations.Economic ImpactPopulation growth has a profound impact on the economy. A larger workforce can drive economic productivity but it also puts pressure on resources and infrastructure. In some cases rapid population growth can lead to unemployment and underemploymentexacerbating poverty and inequality.Social ImplicationsThe social implications of population growth are equally significant. Urbanization driven by the movement of people from rural areas to cities has led to overcrowding and a strain on public services such as healthcare education and housing. Additionally population density can contribute to social tensions and conflicts over limited resources.Environmental ConcernsThe environmental impact of a growing population is a critical issue. Increased demand for food water and energy can lead to deforestation pollution and climate change. The sustainable management of resources is becoming increasingly challenging as the population continues to expand.Strategies for Population ManagementTo address the challenges posed by population growth various strategies are being implemented globally. These include promoting family planning and reproductive health services investing in education and womens empowerment and encouraging sustainable development practices.ConclusionThe world population is a dynamic and multifaceted issue that requires a comprehensive approach to management. By understanding the factors driving population growth and implementing effective strategies societies can work towards a more sustainable and equitable future.This essay provides a broad overview of the world population topic touching on historical trends current dynamics and the various implications for society and the environment. It concludes with a discussion of potential strategies for managing population growth in a sustainable manner.。
托福TPO15
TPO15-1-1 原文：A Warm-Blooded TurtleWhen it comes to physiology, the leatherback turtle is, in some ways, more like a reptilian whale than a turtle. It swims farther into the cold of the northern and southern oceans than any other sea turtle, and it deals with the chilly waters in a way unique among reptiles.A warm-blooded turtle may seem to be a contradiction in terms. Nonetheless, an adult leatherback can maintain a body temperature of between 25 and 26°C (77-79°F) in seawater that is only 8°C (46.4°F). Accomplishing this feat requires adaptations both to generate heat in the turtle’s body and to keep it from escaping into the surrounding waters. Leatherbacks apparently do not generate internal heat the way we do, or the way birds do, as a by-product of cellular metabolism. A leatherback may be able to pick up some body heat by basking at the surface; its dark, almost black body color may help it to absorb solar radiation. However, most of its internal heat comes from the action of its muscles.Leatherbacks keep their body heat in three different ways. The first, and simplest, is size. The bigger the animal is, the lower its surface-to-volume ratio; for every ounce of body mass, there is proportionately less surface through which heat can escape. An adult leatherback is twice the size of the biggest cheloniid sea turtles and will therefore take longer to cool off. Maintaining a high body temperature through sheer bulk is called gigantothermy. It works for elephants, for whales, and, perhaps, it worked for many of the larger dinosaurs. It apparently works, in a smaller way, for some other sea turtles. Large loggerhead and green turtles can maintain their body temperature at a degree or two above that of the surrounding water, and gigantothermy is probably the way they do it. Muscular activity helps, too, and an actively swimming green turtle may be 7°C (12.6°F) warmer than the waters it swims through.Gigantothermy, though, would not be enough to keep a leatherback warm in cold northern waters. It is not enough for whales, which supplement it with a thick layer of insulating blubber (fat). Leatherbacks do not have blubber, but they do have a reptilian equivalent: thick, oil-saturated skin, with a layer of fibrous, fatty tissue just beneath it. Insulation protects the leatherback everywhere but on its head and flippers. Because the flippers are comparatively thin and blade-like, they are the one part of the leatherback that is likely to become chilled. There is not much that the turtle can do about this without compromising the aerodynamic shape of the flipper. The problem is that as blood flows through the turtle’s flippers, it risks losing enough heat to lower the animal’s central body temper ature when it returns. The solution is to allow the flippers to cool down without drawing heat away from the rest of the turtle’s body. The leatherback accomplishes this by arranging the blood vessels in the base of its flipper into a countercurrent exchange system.In a countercurrent exchange system, the blood vessels carrying cooled blood from the flippers run close enough to the blood vessels carrying warm blood from the body to pick up some heat from the warmer blood vessels; thus, the heat is transferred from the outgoing to the ingoing vessels before it reaches the flipper itself. This is the same arrangement found in an old-fashioned steam radiator, in which the coiled pipes pass heat back and forth as watercourses through them. The leatherback is certainly not the only animal with such an arrangement; gulls have a countercurrent exchange in their legs. That is why a gull can stand on an ice floe without freezing.All this applies, of course, only to an adult leatherback. Hatchlings are simply too small to conserve body heat, even with insulation and countercurrent exchange systems. We do not know how old, or how large, a leatherback has to be before it can switch from a cold-blooded to a warm-blooded mode of life. Leatherbacks reach their immense size in a much shorter time than it takes other sea turtles to grow. Perhaps their rush to adulthood is driven by a simple need to keep warm.---------------------------------------------------------------------------------------------------------------Paragraph 1: When it comes to physiology, the leatherback turtle is, in some ways, more like a reptilian whale than a turtle. It swims farther into the cold of the northern and southern oceans than any other sea turtle, and it deals with the chilly waters in a way unique among reptiles.1. The phrase “unique among” in the passage is closest in meaning to○natural to○different from all other○quite common among○familiar to2. What can be inferred about whales from paragraph 1?○They are considered by some to be reptiles.○Their bodies are built in a way that helps them manage extremely cold temperatures.○They are distantly related to leatherback turtles.○They can swim farther than leatherback turtles.Paragraph 2: A warm-blooded turtle may seem to be a contradiction in terms. Nonetheless, an adult leatherback can maintain a body temperature of between 25 and 26°C (77-79°F) in seawater that is only 8°C (46.4°F). Accomplishing this feat requires adaptations both to generate heat in the turtle’s body and to keep it from escaping into the surrounding waters. Leatherbacks apparently do not generate internal heat the way we do, or the way birds do, as a by-product of cellular metabolism. A leatherback may be able to pick up some body heat by basking at the surface; its dark, almost black body color may help it to absorb solar radiation. However, most of its internal heat comes from the action of its muscles.3. The word “feat” in the passage is closest in meaning to○remarkable achievement○common transformatio n○daily activity○complex solution4. Paragraph 2 mentions all of the following as true about the body heat of adult leatherback turtles EXCEPT:○Their muscles produce heat for maintaining body temperature.○Their dark bodies help trap solar radiation.○Their cellular metabolism produces heat as a by-product.○Basking at the water’s surface helps them obtain heat.Paragraph 3: Leatherbacks keep their body heat in three different ways. The first, and simplest, is size. The bigger the animal is, the lower its surface-to-volume ratio; for every ounce of body mass, there is proportionately less surface through which heat can escape. An adult leatherback is twice the size of the biggest cheloniid sea turtles and will therefore take longer to cool off. Maintaining a high body temperature through sheer bulk is called gigantothermy. It works for elephants, for whales, and, perhaps, it worked for many of the larger dinosaurs. It apparently works, in a smaller way, for some other sea turtles. Large loggerhead and green turtles can maintain their body temperature at a degree or two above that of the surrounding water, and gigantothermy is probably the way they do it. Muscular activity helps, too, and an actively swimming green turtle may be 7°C (12.6°F) warmer than the waters it swims through.5. The word “bulk” in the passage is closest in meaning to○strength○effort○activity○massParagraph 4: Gigantothermy, though, would not be enough to keep a leatherback warm in cold northern waters. It is not enough for whales, which supplement it with a thick layer of insulating blubber (fat). Leatherbacks do not have blubber, but they do have a reptilian equivalent: thick, oil-saturated skin, with a layer of fibrous, fatty tissue just beneath it. Insulation protects the leatherback everywhere but on its head and flippers. Because the flippers are comparatively thin and blade-like, they are the one part of the leatherback that is likely to become chilled. There is not much that the turtle can do about this without compromising the aerodynamic shape of the flipper. The problem is that as blood flows through the turtle’s flippers, it risks losing enough heat to lower the animal’s central body temperature when it returns. The solution is to allow the flippers to cool down without drawing heat away from the rest of the turtle’s body. The leatherback accomplishes this by arranging the blood vessels in the base of its flipper into a countercurrent exchange system.6. The word “it” in paragraph 4 refers to○the problem○blood○the turtle○body temperature7. According to paragraph 4, which of the following features enables the leatherback turtle to stay warm?○An insulating laye r of blubber○A thick, oily skin covering fatty tissue○The aerodynamic shape of its flippers○A well-insulated headParagraph 5: In a countercurrent exchange system, the blood vessels carrying cooled blood from the flippers run close enough to the blood vessels carrying warm blood from the body to pick up some heat from the warmer blood vessels; thus, the heat is transferred from the outgoing to the ingoing vessels before it reaches the flipper itself. This is the same arrangement found in an old-fashioned steam radiator, in which the coiled pipes pass heat back and forth as water courses through them. The leatherback is certainly not the only animal with such an arrangement; gulls have a countercurrent exchange in their legs. That is why a gull can stand on an ice floe without freezing.8. Which of the sentences below best expresses the essential information in the highlighted sentence in the passage? Incorrect choices change the meaning in important ways or leave out essential information.○In a turtle's countercurrent exchange system, outgoing vessels lie near enough to ingoing ones that heat can be exchanged from the former to the latter before reaching the turtle's flippers.○Within the turtle's flippers, there is a countercurrent exchange system that allows colder blood vessels to absorb heat from nearby warmer blood vessels and then return warmed blood to the turtle's body.○In a countercurrent exchange system, a turtle can pick up body heat from being close enough to other turtles, thus raising its blood temperature as it passes them.○When a turtle places its flippers close to its body, it is able to use its countercurrent exchange system to transfer heat from the warmer blood vessels in its body to the cooler blood vessels in its flippers.9. Why does the author mention old-fashioned steam radiator in the discussion of countercurrent exchange systems?○To argue that a turtle's central heating system is not as highly evolved as that of other warmblooded animals○To provide a useful comparison with wh ich to illustrate how a countercurrent exchange system works○To suggest that steam radiators were modeled after the sophisticated heating system of turtles○To establish the importance of the movement of water in countercurrent exchange systems10. The phrase “courses through” in the passage is closest in meaning to○rises through○heats up in○runs through○collects inParagraph 6: All this applies, of course, only to an adult leatherback. Hatchlings are simply too small to conserve body heat, even with insulation and countercurrent exchange systems. We do not know how old, or how large, a leatherback has to be before it can switch from a cold-blooded to a warm-blooded mode of life. Leatherbacks reach their immense size in a much shorter time than it takes other sea turtles to grow. Perhaps their rush to adulthood is driven by a simple need to keep warm.11. According to paragraph 6, which of the following statements is most accurate about young leatherback turtles?○They lack the countercurrent excha nge systems that develop in adulthood.○Their rate of growth is slower than that of other sea turtles.○They lose heat easily even with insulation and countercurrent exchange systems.○They switch between cold-blooded and warm-blooded modes throughout their hatchling stage.Paragraph 3: Leatherbacks keep their body heat in three different ways. The first, and simplest, is size. The bigger the animal is, the lower its surface-to-volume ratio; for every ounce of body mass, there is proportionately less surface through which heat can escape. An adult leatherback is twice the size of the biggest cheloniid sea turtles and will therefore take longer to cool off. Maintaining a high body temperature through sheer bulk is called gigantothermy. ■It works for elephant s, for whales, and, perhaps, it worked for many of the larger dinosaurs. ■It apparently works, in a smaller way, for some other sea turtles. ■Large loggerhead and green turtles can maintain their body temperature at a degree or two above that of the surrou nding water, and gigantothermy is probably the way they do it. ■Muscular activity helps, too, and an actively swimming green turtle may be 7°C (12.6°F) warmer than the waters it swims through.12. Look at the four squares [■] that indicate where the follo wing sentence could be added to the passage.However, these animals have additional means of staying warm.Where would the sentence best fit?13. Directions: An introductory sentence for a brief summary of the passage is provided below. Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some sentences do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage. This question is worth 2 points.Contrary to what we would expect of reptiles, the leatherback turtle is actually warm-blooded.●The leatherback turtle uses a…●The leatherback turtle is…●Leatherbacks have an…Answer Choices○Even though they swim into cold ocean waters,leatherbacks maintain their body heat in much the same way as sea turtles in warm southern oceans do.○The leatherback turtle uses a countercurrent exchange system in order to keep the flippers from drawing heat away from the rest of the body.○The shape of the leatherback turtle's flippers is especially important in maintaining heat in extremely cold northern waters.○The leatherback turtle is able to maintain body heat through sheer size.○Leatherbacks have an insulating layer that can be considered the reptilian version of blubber.○Young leatherbacks often do not survive to adulthood because they are not able to switch from a cold-blooded way of life to a warm-blooded one quickly enough.---------------------------------------------------------------------------------------------------------------参考答案：1. ○22. ○23. ○14. ○35. ○46. ○27. ○28.○19. ○210. ○311. ○312. ○413. The leatherback turtle uses a…The leatherback turtle is…Leatherbacks have an…--------------------------------------------------------------------------------------------------------------- 答案解析：B，词汇题。
radical form数学
Radical Form数学一、概述Radical Form是数学中的一个重要概念，它在代数运算和方程求解中发挥着重要作用。
本文将围绕radical form展开详细讨论，包括其定义、性质和应用。
二、radical form的定义1. radical form的概念在代数学中，radical form是指一个数或量的开平方的代数表达式，一般形式为√n，其中n为被开方数，且n为非负实数。
√9表示被开方数为9的根号表达式，其结果为3。
2. radical form的特点(1) radical form的指数必须为奇数在radical form中，被开方数的指数必须为奇数。
如果指数为偶数，那么开方的结果将是正数，而无法表达负数的情况。
radical form可以用根号符号表示，也可以用指数形式表示。
√9可以表示为9的1/2次方，即9^(1/2)，这两种表示形式是等价的。
三、radical form的运算1. radical form的加法和减法(1) 加法：对于两个radical form，其被开方数相同，可以直接进行加法。
√3+√3=2√3。
(2) 减法：同样地，对于两个radical form，其被开方数相同，可以直接进行减法。
√5-√2=√5-√2。
2. radical form的乘法和除法(1) 乘法：对于两个radical form，可以利用乘法的交换律和结合律进行合并。
√2*√3=√(2*3)=√6。
(2) 除法：在进行radical form的除法时，要先化简被开方数的因数，然后再进行开方。
√8/√2=√(8/2)=√4=2。
1. radical form在方程求解中的应用(1) 一次方程：对于一次方程，如果方程中含有radical form，可以利用开平方的性质将其转化为简单的算式，进而求解方程。
(2) 二次方程：在二次方程中，如果无法直接进行因式分解，那么可以利用radical form的概念，通过开方运算将方程转化为标准的二次方程求解。
Mini-Circuits RUDAT-6000-110 可编程衰减器说明书
Programmable AttenuatorRUDAT-6000-110USB / RS23250Ω 0 – 110 dB, 0.25 dB step 1 to 6000 MHzCase Style: MS1813Software PackageThe Big Deal• Wide attenuation range, 110 dB • Fine attenuation resolution, 0.25 dB• Short attenuation transition time (650 ns)• Compact size, 2.0 x 3.0 x 0.6”• U SB and RS232 controlProduct OverviewMini-Circuits’ RUDAT-6000-110 is a general purpose, single channel programmable attenuator suitable for a wide range of signal level control applications from 1 MHz to 6 GHz. The Attenuator provides 0 to 110 dB attenuation in 0.25 dB steps. Its unique design maintains linear attenuation change per dB, even at the highest attenuation settings.The attenuator is housed in a compact and rugged package with SMA female connectors on the bi-directional input and output RF ports, a standard 9 pin D-Sub and a USB type Mini-B power and control ports.The attenuator can be controlled via USB or RS232 (via D-Sub connector). Full software support is provided and can be downloaded from our website any time at /softwaredownload/patt.html . The package includes our user-friendly GUI application for Windows ® and a full API with programming instructions for Windows ® and Linux ® environments (both 32-bit and 64-bit systems).Trademarks: Windows is a registered trademark of Microsoft Corporation in the United States and other countries. Linux is a registered trademark of Linus Tor-valds. Mac is a registered trademark of Apple Corporation. Pentium is a registered trademark of Intel Corporation. Neither Mini-Circuits nor the Mini-Circuits RUDAT-series attenuators are affiliated with or endorsed by the owners of the above referenced trademarks.Mini-Circuits and the Mini-Circuits logo are registered trademarks of Scientific Components Corporation.Rev. FECO-012291EDR-11180Applications• Automated Test Equipment (ATE)• WiMAX, 3G, 4G, LTE, DVB Fading Simulators • Laboratory Instrumentation • Handover system Evaluation • Power level cyclingIncluded AccessoriesModel No.DescriptionQty.MUSB-CBL-3+3.3 ft. USB cable11 Attenuator RF ports are interchangeable, and support simultaneous, bidirectional signal transmission, however the specifications are guaranteed for the RF in and RF out as noted on the label. There may be minor changes in performance when injecting signals to the RF Out port.2 Max accuracy defined as ±[absolute error+% of attenuation setting] for example when setting the attenuator to 100 dB attenuation the maximum error at 5000 MHz will be: ±(-1.1+0.04x100)= ±(-1.1+4)= ± 2.9 dB3 Isolation is defined as max attenuation plus insertion loss; this is the path loss through the attenuator when initially powered up. After a brief delay (~0.5 sec typically) the attenuator will revert to a user defined “power-up” state (either max attenuation or a pre-set value).4 Total operating input power from both RF In and RF Out out ports. Compression level not noted as it exceeds max safe operating power level.5 Tested with 1 MHz span between signals.6 Minimum Dwell Time is the time the RUDAT will take to respond to a command to change attenuation states without communication delays. In PC control addcommunication delays (on the order of msec for USB) to get actual response time.7Attenuation Transition Time is specified as the time between starting to change the attenuation state and settling on the requested attenuation state.8 Power on sequence for RS232 control: Connect 5V power followed by the control lines.Absolute Maximum RatingsPermanent damage may occur if any of these limits are exceeded. Operation in the range between the max operating power and the absolute maximum rating for extended periods of time may result in Operating Temperature 0°C to 50°C Storage Temperature-20°C to 85°C Voltage input at RS232 receive pin -30V to +30V Voltage input at RS232 transmit pin 0V to +4V Voltage input at RS232 Pin#1-1V to +6VV USB Max.6V DC voltage at RF port16V Total RF power for RF In & RF Out @ 1 to 10 MHz +13 dBm @ 10 to 6000 MHz+23 dBm9 Pin#1 can be used as supply voltage (+) pin instead of USB connection. When USB power is connected,Pin#1 may be connected to GND or supply voltage (+) or remain disconnected.10 Power on sequence for RS232 control: Connect 5V power followed by the control lines.Block DiagramUSBSimultaneous, bidirectional RF signal transmission with symmetrical performanceNot ConnectedRS232Transmit (2)Receive (3)NC (4)GND (5)(6)(7)(8)(9)Supply voltage (1)*9 Pin D-Sub Pin ConnectionsPIN NumberFunction2Transmit 3Receive 5GND 1+5 V DC 9,104,6-9Not ConnectedConnectionsRF IN (SMA female)RF OUT (SMA female)USB (USB type Mini-B female)RS232*(9 Pin D-Sub female)The 5V DC the D-Sub port.inch-3.0-2.0-1.00.01.02.00100020003000400050006000Frequency (MHz)Attenuation Accuracy @ +25°Cvs. Frequency over Attenuation settingsA c c u r a c y (dB )-3.0-2.0-1.00.01.02.0Frequency (MHz)Attenuation Accuracy @ 0°Cvs. Frequency over Attenuation settingsA c c u r a c y (dB )-3.0-2.0-1.00.01.02.0Frequency (MHz)Attenuation Accuracy @ +50°Cvs. Frequency over Attenuation settingsA c c u r a c y (dB )0.030.060.090.0120.0150.0Frequency (MHz)vs. Frequency over Attenuation settings 0.030.060.090.0120.0150.0Frequency (MHz)vs. Frequency over Attenuation settings A t t e n u a t i o n (d B )0.030.060.090.0120.0150.0Frequency (MHz)vs. Frequency over Attenuation settings A t t e n u a t i o n (d B )A t t e n u a t i o n (dB )11000 2000 3000 4000 5000 60001 1000 2000 3000 4000 5000 60001 1000 2000 3000 4000 5000 60001 1000 2000 3000 4000 5000 60001 1000 2000 3000 4000 5000 60001 1000 2000 3000 4000 5000 6000Attenuation relative to Insertion Loss @ +25°C vs. Frequency over Attenuation settingsAttenuation relative to Insertion Loss @ 0°C vs. Frequency over Attenuation settingsAttenuation relative to Insertion Loss @ +50°Cvs. Frequency over Attenuation settingsFrequency (MHz)Frequency (MHz)Frequency (MHz)Frequency (MHz)Frequency (MHz)Frequency (MHz)Frequency (MHz)Attenuation Setting (dB)A t t e n u a t i o n A c c u r a c y (dB )24681012I n s e r t i o n L o s s (d B )Insertion Loss @ Input Power=0dBm Insertion Loss @ Input Power +20 dBm vs. Frequency over TemperaturesI n s e r t i o n L o s s (d B )Insertion Loss @ Input Power=+20dBm Insertion Loss @ Input Power 0dBmvs. Frequency over Temperatures1 1000 2000 3000 4000 50006000Frequency (MHz)Input VSWR @ +25°Cvs. Frequency over Attenuation settings1.01.21.41.61.82.02.22.4I n p u t V S W R (:1)vs. Frequency over Attenuation settings1 1000 2000 3000 4000 5000 6000Frequency (MHz)Output VSWR @ +25°Cvs. Frequency over Attenuation settings1.01.21.41.61.82.02.22.4O u t p u t V S W R (:1)vs. Frequency over Attenuation settings1 1000 2000 3000 4000 5000 6000Frequency (MHz)Input IP3 @ 0dB Attenuation vs. Frequency over TemperaturesI P 3(d B m )IP3@0dB Attenuation Frequency (MHz)• Mini-Circuits’ full software and support package including user guide, Windows GUI, DLL files, programming manual and examples can be downloaded free of charge from /softwaredownload/patt.html • Please contact ****************************** for supportGraphical User Interface (GUI) for Windows Key Features:• Manual attenuation setting• Sweep and Hop attenuation sequences directed from thePC, or entire sequence loaded into RUDAT.• Attenuator address configuration and Firmware upgrade • Attenuation at power up may be set to selected attenuation level or last attenuation state recorded.• USB or RS232 control of RUDATApplication Programming Interface (API)Windows Support:• API DLL files exposing the full switch functionality See programming manual at https:///softwaredownload/Prog_Manual-6-Programmable_Attenuator.pdf for details • ActiveX COM DLL file for creation of 32-bit programs • .Net library DLL file for creation of 32 / 64-bit programs• Supported by most common programming environments (refer to application note AN-49-001 for summary of tested environments)Linux Support:• Full switch control in a Linux environment is achieved by way of USB interrupt commands. See programming manual at https:///softwaredownload/Prog_Manual-6-Programmable_Attenuator.pdf for detailsModelDescriptionRUDAT-6000-110USB/RS232 Programmable AttenuatorAdditional NotesA. Performance and quality attributes and conditions not expressly stated in this specification document are intended to be excluded and do not form a part of this specification document.B. Electrical specifications and performance data contained in this specification document are based on Mini-Circuit’s applicable established test performance criteria and measurement instructions.C. The parts covered by this specification document are subject to Mini-Circuits standard limited warranty and terms and conditions (collectively, “Standard Terms”); Purchasers of this part are entitled to the rights and benefits contained therein. For a full statement of the Standard Terms and the exclusive rights and remedies thereunder, please visit Mini-Circuits’ website at /MCLStore/terms.jspIncluded Accessories Part No.DescriptionMUSB-CBL-3+3.3 ft (1.0 m) USB Cable: USB type A(Male) to USB type Mini-B(Male)Optional AccessoriesDescriptionUSB-AC/DC-5 11,12AC/DC 5V DC Power Adapter with US, EU, IL, UK, AUS, and China power plugsMUSB-CBL-3+ (spare) 3.3 ft (1.0 m) USB Cable: USB type A(Male) to USB type Mini-B(Male)MUSB-CBL-7+ 6.6 ft (2.0 m) USB Cable: USB type A(Male) to USB type Mini-B(Male)D-SUB9-MF-6+ 6 ft RS232 Cable: 9 pin D-sub(Male) to 9 pin D-sub(Female)BKT-3901+Bracket kit including 3.75” x 2.00” bracket, mounting screws and washers11 Not used in USB control. USB-AC/DC-5 can be used to provide the 5VDC power when control is via RS232; units can also accept DCsupply voltage at Pin#1 of the D-sub connector.12 Power plugs for other countries are also available, if you need a power plug for a country not listed please contact testsolutions@。
Needs Analysis Questionnaire
US-China Education Review B, Mar.-Apr. 2021, V ol. 11, No. 2, 52-60doi: 10.17265/2161-6248/2021.02.002 Needs Analysis QuestionnaireKaskani Aliki, M.Ed. EFL TeacherThe Merchant Marine Academy, Preveza, Epirus, GreeceStudents’ needs have always been an issue of great concern among teachers in almost all stages of education.Teachers are occupied with the question of how they could make their lessons not only more appealing to studentsbut also more efficient so as to produce optimum results. Their basic tool has been the course book, which in manycases, as it has been proven through various studies, requires either amendments or additions to the existingmaterial in order to enrich it and simultaneously reinforce those skills that require enhancement. This is particularlytrue in the cases, where English is taught for specific purposes and learners receive specialized instruction, so as tosuit their future professional needs.Keywords: specific purposes, learners, needs, course bookIntroductionThe purpose of this study is to present the derived results from the questionnaire that the students completed,analyze the information gathered, and then evaluate the particular findings. The aim of this questionnaire was toextract data as far as students’ present and future needs, attitudes towards learning and lacks are concerned with a view to planning the lessons, so as to better suit their needs and also improve their learning.The respondents to this questionnaire were 31 adult students, learning English for specific purposes (ESP), 28 of them aged 19-23, one 25-year-old, and two aged 27. All of them are students of the Merchant Marine Academy in Preveza, Epirus, Greece, attending the 2nd semester of their studies after the completion of their first training voyage lasting about four to six months. English is among the most important subjects in their curriculum as they are called to serve on merchant ships trading all over the world and communicate in English almost exclusively throughout their voyages. Therefore , they will use the language learned in the near future to the outside world beyond the walls of the classroom as opposed to other learners who still attend school and the chances of using English outside the classroom are limited. The material we have at our disposal is a course book on Maritime English and a CD. As a result, the book they are being taught is designed, so as to prepare them for this field and it includes nautical terms, terminology, and texts containing useful information related to all aspects of navigation in an attempt to cover real interactions that will take place on board. Furthermore, even some topics of general knowledge, such as describing weather or clothing are presented in the context of Maritime English. As a consequence, the author would say that it is difficult to categorise them in levels as we do in other circumstances. Yet, as an attempt to do likewise, the author would suggest that most of them belong to B1 level.Kaskani Aliki, M.Ed., EFL Teacher, the Merchant Marine Academy.As it was mentioned above, the purpose of this study is to present the data collected through a questionnaire whose aim was to identify students’ needs as far as teaching and learning are concerned. NeedsAll Rights Reserved.NEEDS ANAL YSIS QUESTIONNAIRE 53analysis is regarded as very important because we, as teachers Description of the QuestionnaireWhen designing the particular questionnaire (see Appendix I) and according to the author’s teaching experience in the Academy, the author focused on some questions that would reveal valuable information as to what they can already do and what they need to do with English in their profession. The author also attempted to determine whether or not the existing course book and the activities carried out correspond to and fulfill their needs and if there are any areas that require special attention or improvement. The rationale behind these questions was to make them reflect more carefully on certain issues since they had completed their first training voyage and gained valuable experience from it. That means, they could answer in a more mature way after perceiving the language demands and difficulties they faced on the job. The questionnaire is anonymous, yet requiring some personal details to be disclosed, which give the background of these students. All of them learn English as a second language and for the same reason: They want to be able to communicate effectively with all the parties concerned while at sea. There is a combination of structured and unstructured questions which respondents could answer and understand quite easily. The reason for this choice was to bring onto surface their opinions about teaching, but most importantly about learning and at the same time, provide me with a comprehensive view of their needs and demands. Structured questions were easier to complete and they did not demand further analysis. On the other hand, unstructured ones were thought-provoking and some students even provided some kind of justification for their answers. That was really interesting as it not only declared their wish to be specific but it was also a sign of fully comprehending their situation.Some of the questions deal with objective needs, such as language proficiency and specific purpose needs, while others deal with subjective needs, which relate to what they think should be done to help them acquire the foreign language more effectively (Brindley, 1989; Nunam, 1988; Tudor, 1996, p. 88, as cited in Ayakli, 2004). Currently, we are interested in what learners will be able to do at the end of the course and how they would perform successfully their roles as mariners. All of them belong to the interactive domain, as stated by Tudor (1996, p. 82, as cited in Ayakli, 2004, p. 93), which means they are all interested in communicative language and especially for occupational purposes. The author’s target was to discover their weaknesses, strengths, and preferences, which they have spotted first and attempt to place more emphasis on the part of the language that requires reinforcement., want to discover not only how they feel about teaching and learning, but also what they need to learn in accordance with their interests and what skill they want to improve. The results of this enquiry will assist us in designing more purposeful, attractive and to the point lessons and through these our learners will gain the knowledge they seek and meet the demands of their future careers. Needs analysis dates back in 1960s (Richards, 2001, p. 51), because “The demand for specialized language programs grew and applied linguists increasingly began to employ needs analysis procedures in language teaching.” It can be inferred that a new trend in teaching arose and linguists were the field that undertook the responsibility of assessing learners’ specific needs in order the students to be qualified future individuals. They launched their efforts by carrying out needs analysis projects motivated by the current requirements of their time. One of their main concerns was the students and their learning desires.Presentation of Main ResultsThe results are quite reliable, because it must be noted, once again, that they had first-hand experience, All Rights Reserved.NEEDS ANAL YSIS QUESTIONNAIRE54therefore their level of proficiency in English was tested in real life situations. There is no need to say, that thestudents were all really eager to respond and help me comprehend their expectations from the lesson. In fact,they found it most interesting and intriguing since it was something outside their daily routines. Some of themspent more time completing it than others and that was really amazing, because they tried to be as analytic aspossible in their answers and reflected on their communicative needs. However, some of the findings stood outand showed that the learners had a clear view of their abilities. For instance, they could classify themselves asweak, good or very good students (Question 2), since sometimes learners tend to overestimate their potentials.That was evident in the next replies, too, where they clearly stated the skills they think important or need to getbetter at. The questions following Question 4 are related to the aspects of occupational purposes, as it isrequired from them to define which skill they consider as the most important, which one they want to improveand with whom they will interact mostly using English. Fourteen out of thirty-one (Question 5) find speakingas the most vital skill in their profession as it is imperative for them to communicate with the rest of the crew,through the very high frequency (VHF) appliance or with the local and port authorities, which were among themost popular answers (Question 10). That is the reason why more than one third of them (Question 6) repliedthat their speaking skills need improvement, so as to cope with the demands of their duties. Actually, fourstudents added that by practicing speaking they could be understood better by colleagues of other nationalities,since there is a difference between learning a language in the classroom and using it in their everyday life. Next,came the writing and listening skills which help them understand the commands and fill in all the essentialpaperwork involved in their daily work.Although, two-thirds of the respondents find the existing course book adequate and that it covers their All Rights Reserved.basic needs (Question 7), they suggest that other activities should be added as well, thus indicating a wish formore practice and familiarization with authentic dialogues taking place on board. They demonstrated apreference for more speaking drills featuring real exchanges covering a wide variety of incidents in which theywould definitely be involved. Taking their answers into account, it can be implied that they desire to be fullyprepared to execute their duties and clearly shows how conscientious they are. Above all, it is a sign that cannotbe ignored of how well they perceive their lacks and needs. What comes to support this view is that 22 studentsfind performing dialogues useful for their training, while 15 of them go for vocabulary activities (Question 9),which complement speaking. This fact demonstrates the interactive and occupational domains they areinterested in. Last but not least, 24 out of 31 students believe strongly that English teachers should be speciallytrained, so as to cope with the demands of the lesson for the specific profession (Question 3).All in all, what is evident in most of their answers is their great need for speaking and listening as far as maritime English is concerned. What is provided through the course book does not seem to satisfy them totally.Implications of ResultsThe results obtained demand some changes not only in the curriculum development, but also in the materials design. Actually, there are quite some actions that could be taken in order to implement a morecommunicative approach. First of all, an extra hour could be added, so as to have more time for practice oralternatively, less time could be devoted to grammar, so as to pay more attention to the other areas that needreinforcement. One other thing that should be taken into consideration is to keep the present course book, sinceit is acceptable by most students, but add more speaking and listening activities. These could be comprised oftranscripts of authentic dialogues taken perhaps from the archives of marine companies, covering a wide rangeNEEDS ANAL YSIS QUESTIONNAIRE 55of incidents or accidents and the various accents of the officers on board the vessel. In line with the theory oflinguistic and cognitive reinforcement, role plays could be performed based on prompts given throughflashcards. Sample forms which are included in the ship’s paperwork can be distributed to students to completeand, as a result, become familiar with this part of their duties. Instead, they could negotiate in groups as to whatshould be written in the form and how. What is more, documentaries and films without subtitles based on realincidents may prove helpful as they would call for their undivided attention to understand. After watching them,they could prepare and give an oral presentation of the events and even discuss over with their classmates as towhat they think should have been done to prevent such unpleasant conditions. In order to carry out this taskthey would use language forms and expressions to argue, agree, disagree, give reasons, or conclude, therefore,using general English for maritime purposes. Open discussions could be initiated, as well, on the basis of theseissues. Articles and reports can be utilised for the same purposes either by listening to them or expressing theiropinions after reading. Their lexical repertoire can be expanded by presenting to them diagrams or pictures andassist them provide the appropriate topic vocabulary. The existing book uses this method and it has been proventhat it is very useful and helpful for the learners to acquire new words.ReferencesBrindley, G. (1989). The role of needs analysis in adult ESL programme design. In R. K. Johnson (Ed.), The second language curriculum. Cambridge: Cambridge University Press.Nunan, D. (1988). The learner-centered curriculum: A study in second language teaching. Cambridge: Cambridge University Press.Richards, J. C. (2001). Curriculum development in language teaching. Cambridge: Cambridge University Press.All Rights Reserved.Tudor, I. (1996). Learner-centerdness as language education. Cambridge: Cambridge University Press.NEEDS ANAL YSIS QUESTIONNAIRE56Appendix ITitle: Data regarding Merchant Marine Academy students’ needs in the English language-Maritime English.Needs Analysis QuestionnaireThis questionnaire is designed to gather data regarding Merchant Marine Academy’s students’ needs in the English language.Personal DetailsAge:Gender: Male FemaleOther foreign languages known: _______________________________________1. Do you think that the level of proficiency you had before entering the academy was sufficient to help you cope with thedemands of your job?Yes No2. At English, you consider yourself asExcellent GoodVery good WeakAll Rights Reserved.3. Do you think that your English teachers should be specially trained?Yes No4. For what purposes will you use English?Educational Occupational5. Which skill(s) do you consider as more important for your profession? Number 1-4, 4 = “the most important”; and 1 = “theleast important”.Speaking ListeningWriting Reading6. Which skill do you need to improve?________________________________________________________________7. Do you think your current course book covers your basic needs for your training voyage?Yes No8. If your answer is No, which extra material/teaching aids you find useful?____________________________________________________________________________________________________ ___________________________________________________________________________________________NEEDS ANAL YSIS QUESTIONNAIRE 579. What kind of activities do you find more useful for your training?Grammar activities Performing dialoguesWriting Vocabulary activitiesListening10. Who do you think you will interact using the English language with?____________________________________________________________________________________________________ ___________________________________________________________________________________________11. What extra activities would you like to be added?____________________________________________________________________________________________________ ___________________________________________________________________________________________12. Do you use any other sources to find information concerning your field?____________________________________________________________________________________________________ ___________________________________________________________________________________________13. Would it be helpful if you participated more during the lesson?YesThank you for your assistance.All Rights Reserved.Appendix IINEEDS ANAL YSIS QUESTIONNAIRE58Appendix III ArrayAppendix IVAll Rights Reserved.NEEDS ANAL YSIS QUESTIONNAIRE 59Appendix VAppendix VIAll Rights Reserved.NEEDS ANAL YSIS QUESTIONNAIRE60Appendix VII ArrayAppendix VIIIAll Rights Reserved.。
2023-2024学年黑龙江省哈尔滨市第九中学高二下学期6月月考英语试题
2023-2024学年黑龙江省哈尔滨市第九中学高二下学期6月月考英语试题The Summer Science Program is an independent nonprofit, the only summer program operated, governed, and largely funded by its former participants and teachers, which is proof of its impact on young people for more than six decades. Many participants call it “the educational experience of a lifetime.”What can SSP offer?SSP offers teens an exciting and inspiring immersion into hands-on experimental science. Working in teams of three, 36 participants and 7 teachers form a supportive “living and learning community” over 39 days. Each team completes a real research project, taking and analyzing original data. Afterward, they join a worldwide network of 2,500+ alumni of all ages.In 2024 we will operate six programs:•three in Astrophysics: research in near-earth asteroid orbit determination at New Mexico State Univ., Univ. of Colorado Boulder, and University of North Carolina Chapel Hill.•two in Biochemi stry: research in fungal crop pathogens at Purdue Univ. and Indiana Univ.•one in Genomics: research in evolution of antibiotic resistance, at Indiana Univ.Is SSP for you? SSP is open to current high school juniors (and a few truly exceptional sophomores) who have completed the pre-requisites by summer, and will be at least 15 years old, but not yet 19, during the program.Key Dates for 2024 ProgramsA．create hands-on science projects for teens B．support a living and learning communityC．collect and study data to carry out a project D．become part of a global alumni association2. Which is a requirement for the applicants?A．Attending a U. S. school. B．Funding the program.C．Holding a green card. D．Finishing pre-requisites.3. An overseas student had better submit the application before ______.A．February B．March C．April D．DecemberRecently, a set of video clips (片段) featuring a man showcasing umbrellas with various creative designs has gone viral on the Internet, even spreading overseas and attracting foreign netizens with the unimaginable “Chinese creativity”, CCTV news reported.In the clips, there are shining laser (激光) reflective umbrellas to dispel darkness, umbrellas with floor-length plastic curtains to prevent one’s clothes from getting wet, twin umbrellas specially designed for couples and many others. All of them are made by the man in the clips, Lei Penglin.38-year-old Lei has operated an umbrella factory in Shaoxing, Zhejiang Province. Netizens affectionately call him “uncle” due to his performances in the clips.In 2014, Lei established his own factory. At first, his factory received thousands of orders. However, as the competition intensified, Lei had to explore new opportunities. He found that creative and unique products always stood out. Therefore, Lei started to infuse creative ideas into the products and, in 2022, his umbrella with an attached flashlight gained popularity. “Consumers pursue personalized products. So the umbrellas have to function as decorations aside from just preventing sunshine and rain,” Lei said.In the comment section of the product videos, Lei noticed an interesting request with many likes, suggesting to him to make a reflective umbrella for walking in the dark. Following the advice, Lei created the “laser reflective umbrella”, selling over 70,000 units once upon release. From then on, Lei started to attach great importance to comments to absorb new ideas.Presently, Lei spends several hours reading comments every day. “Basically 300 to 500 comments a day, I will read and reply to them all by myself. Only by carefully observing can I know everyone’s need, and solve the after-selling problems on time,” he said. Several products developed based on the comments have been on shelf. “Almost all the umbrellas made so far can be sold; none have suffered loss,” Lei introduced.In the future, Lei hopes to make some Chinese-style umbrellas that can be paired with Han-style clothing. “I want to try something new and also advocate for our Chinese culture,” Lei added.4. What is the feature of Lei’s umbrellas?A．Conventional. B．Innovative. C．Unimaginative. D．Durable.5. What does the underlined word “infuse” in paragraph 3 mean?A．Divide. B．Burst. C．Integrate. D．Emerge.6. What is Lei’s attitude towards his future career?A．Uncertain. B．Indifferent.C．Dissatisfied. D．Optimistic.7. What contributes most to Lei’s success according to the author?A．Promoting his products through social media.B．Paying attention to customers’ comments and needs.C．Seeking uniqueness to compete with other producers.D．Adding elements of traditional culture to his products.I've been conducting scientific research with experts who specialise in advanced microscopy (显微镜观察) at Nottingham University for more than ten years. But I'm not a scientist—I'm an artist and lecture r in illustration.Despite their importance in education and society, science and art are often seen as distinct fields, which, in my opinion, restricts beneficial connections. I want to facilitate these connections by helping to make sense of scientists' work for a wider audience through my own work as an artist. I have seen the enormous potential that exists when scientists and artists work together.Like advanced imaging specialists, I am absorbed in light, colour, technology and science. When I discovered the Wellcome Trust's Sci-Art project in 1998, its belief—to facilitate connections that produce art directly inspired by science—encouraged me to seek out life scientists to collaborate (协作) with, because the methods we employ to create images are connected.Advanced microscopy is used to observe cells that the naked eye (裸眼) cannot see, while being as gentle as possible on the object being examined. My work focuses on the imaging potential of the biomedical data revealed through advanced microscopy. This artistic expression of scientists’ data can provide them with tools for showing their work in a different way to a different audience. For example, I work with scientists while they conduct image experiments, to discover how and why they generate image data of cell behaviour.Inspired by watching these scientists at work I create data pictures, seeing unique patterns, wonderful colours and movement through layers of skin at this carefully enlarged size. I then display my artwork along with advanced microscopy photographs at scientific conferences to compare results and highlight the aesthetic (类学的) potential of scientific data from an artist's viewpoint.I've worked with four science labs since 2010. Over a decade of combining science and art, I've discovered three major advantages to such collaborations. The variety of collaborations increased my appreciation for technical advances in scientific visualisation. They inspire both scientists and artists to think creatively. They contribute to making science more accessible to the general public.8. What role does the author play between science and art?A．A judge. B．A promoter. C．A guard. D．A leader.9. How did the Wellcome Trust's Sci-Art project impact the author?A．It inspired her to become a life scientist. B．It strengthened her belief in sharing andcaring.C．It got her to approach scientists for cooperation. D．It generated her interest in light and colour.10. What does the author's work involve?A．Collecting the biomedical data. B．Keeping track of cell behaviour.C．Conducting image experiments. D．Presenting data in an artistic manner. 11. What can be a suitable title for the text?A．Every science lab should have an artist on the teamB．It takes time to facilitate scientist-artist collaborationsC．Advanced microscopy inspires scientists to think criticallyD．Science should contribute to a variety of new art techniquesA new book makes the argument for being a careful kind of writer, even in informal, throwaway messages. Todd Rogers and Jessica Lasky-Fink are behavioral scientists, both at Harvard. Their Writing for Busy Readers is cleverly titled: all readers are busy nowadays. They present well-established principles that have long been prized in guides to writing including The Economist's style book: cut unnecessary words, choose those that remain from the vocabulary everyone knows and keep sentence structure simple. But Writing for Busy Readers brings evidence.Take “less is more”. Most books on writing well advise readers to cut needless words. The authors, however, have tested the principle. For example, in an email to thousands of school board members asking them to take a survey, cutting the length from 127 to 49words almost doubled the response rate. The same applies to text messages. In another experiment, a shorter message inviting parents to take the survey got more responses.Besides word-count, sentence structure and word choice are covered in the book. Short and active sentences, with common words, are best. The authors' other point s are less about writing than about design and information al packaging. Bullet points (项目符号), headings and formatting for emphasis are good—when used with care. But mixing up different forms of emphasis like highlighting, bold and italics (粗体和斜体的) is the “equal of a peanut butter, ham and Gorgonzola sandwich on banana bread: this combination adds up to an unpleasant, off-putting whole”.If everyone is a busy reader, everyone is a busy writer, too. That may make it appealing to fire off as many messages as quickly as possible and hope for the best. But from essays to text messages organizing dinner plans, devoting time to the needs of readers has provable benefits. If you are so busy that you write an undisciplined message that readers ignore and delete, then you might as well have not written it at all.12. What could be inferred from paragraph 1 about Writing for Busy Readers?A．It lays down principles for busy readers. B．It approaches writing as a science.C．It advocates writing simply. D．It is aimed at title writing.13. In what way is Writing for Busy Readers different from most books?A．It advises readers to cut needless words. B．It has adopted an evidence-basedapproach.C．It has overturned established writingD．It promotes the use of common words.principles.14. How do Rogers and Lasky-Fink look at the forms of emphasis?A．They should be combined in use. B．They could bring undesired effects.C．They matter less than sentence structure. D．They are key to informational packaging.15. What might the author suggest we do when we write?A．Prioritize readers. B．Try to polish the writing.C．Disregard word-count. D．Learn to change styles.How to overcome travel anxietyStress and anxiety around documents and procedures of travel is common. Here are some tips from experts on how to overcome travel anxiety and enjoy your holiday or trip.16 To be able to best cope with your travel anxiety, you need to have a good understanding of the things that actually cause it. Once you understand what triggers your anxiety, you can plan ahead for the best ways to handle it.Plan out your trip details. One of the reasons for your travel anxiety is that you’re being taken out of yo ur comfort zone and won’t have full control over everything. 17 That will give you a sense of control. However, it’s equally important to think of alternative plans for anything that could potentially not go as planned.Make use of different relaxation techniques. 18 Another useful way to calm your mind is by meditating. To make sure you find the mindfulness technique that works best for you, try out a few different ones beforehand and use the most efficient one during your trip to set your mind at ease. Have things with you that bring you joy. These can include physical item s like a book to read, or a game to play. It can be extremely useful in distracting you from your negative feelings. Alternatively, you can create a playlist of songs you love or have your favourite TV show with you.19Don’t forget your physical health. Being physically active is a great way to reduce feelings of anxiety and stress. 20 Going outside and connecting with nature can have a positive effect on your physical and mental wellbeing, which in turn will help reduce your anxious thoughts.Abigail Adjiri took part in a competition for kids aged 7 through 12. She, at only, has taken Ghana by _______, winning over viewers with her impressive dance moves. It’s not _______for most people to become skilled dancers, especially for little Abigail who is _______.Abigail has been trained to _______ the vibrations (震动) she feels with her feet,_______ listening to the beat of songs. Her precise calculations have allowed her to _______impressive moves. Still, Abigail’s Mom was _______ about the fact that their goal was to get the 7-year-old a hearing aid —but they needed _______. They made this known on “Onua Showtime with Nana Ama MeBrown”, a talk show in Ghana.A wom an named Joyce, who heard little Abigail’s story, was _______ to come to her assistance. After reaching out to MeBrown, she was able to ________ $ 5,000 for the hearing aid and$ 400 for insurance so that it can be replaced or ________, if needed.As you can imagine, Abigail and her Mom were ________. In fact, the two of them returned to MeBrown’s show where the 7-year-old happily showed off her new ________, with the help of which little Abigail answered questions from the MeBrown. The pure joy on Abigail’s face is absolutely ________. Folks like Joyce truly serve as a ________ that there is more good in the world than we realize at times.21.A．name B．reputation C．design D．storm22.A．fair B．easy C．surprising D．secret23.A．one-armed B．bow-legged C．deaf D．blind24.A．resist B．interrupt C．adjust D．match25.A．rather than B．thanks to C．regardless of D．apart from26.A．pull off B．slow down C．look into D．refer to27.A．curious B．hesitant C．nervous D．frank28.A．trust B．luck C．help D．courage29.A．moved B．surprised C．grateful D．brave30.A．save B．donate C．invest D．make31.A．repaired B．damaged C．abandoned D．shared32.A．on the go B．over the moon C．under a cloud D．at a loss33.A．dance B．song C．award D．device34.A．awkward B．pointless C．priceless D．beneficial35.A．solution B．reminder C．warning D．discovery阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。
词根词缀进阶---长难词速记合并版
n. 女飞行员
testatrix n. 女遗嘱人
dominatrix n. 女性施虐
狂,专横的女人
26. wright
cartwright playwright shipwright wheelwright 轮工人
n. 修车工 n.剧作家 n.造船工人 n. 车匠 , 造
-你有病啊？ -你有药啊！
27. oma fibroma sarcoma carcinoma dermatoma
infrared n. 红外线
infrasonic adj. 次声的
infraorbital adj. 眼 眶 下
的
nfrastructure n.基础设施
7. pan/panto
pantology n.百科全论
panorama n.全景,概论
pantoscope n. 广 角 照 像
机
pancosmism n.泛宇宙论
anarchy n. 无政府状态
10. hydr
hydride n.氢化物
hydrothermal adj.热液的
hydrotherapy n.水治疗法
dehydrate vi.脱水
11. neo
neolithic adj. 新石器时
代的,早先的
neoconservative n. 新 保
守派
neoclassicism n.新古典主
词根词缀记忆法
前缀进阶
方位
1. peri/circum
perigee
n. 近地点
perihelion n. 近日点
perimeter n. 周长,周界 periphery n.外围,边缘 circumvolution n.盘绕,旋转 circumspect adj. 周 到 的 , 慎重的
高中英语北师大版 选修二 (2019) Unit 4 Topic Talk(课件)
Unit 4 Humour
Topic Talk
Words and Phrases
1．_c_o_m__e_d_y_______ n. 喜剧；喜剧片 2．_c_r_o_s_s_t_a_lk______ 相声 3．_p_r_e_t_e_n_d_______ vi. & vt. 假装，装作 4．_h_u_m__o_r_o_u_s_____ adj. 幽默的，诙谐的 5．_p_l_o_t__________ n. （书、电影、戏剧的）情节 6．_a_c_c_e_n_t________ n. 口音 7．_f_a_c_ia_l_________ adj. 面部的；脸上的 8．_in__te_r_a_c_t_______ vi. 交流；交往；相互作用
C: Do you know why it is good for us to laugh?
M: Yes. Research shows that laughing has significant benefits; it relieves stress and anxiety, relaxes the whole body and gives one a sense of well-being.
Reasons the humorous plots, the funny acts, the clever conversations, the play on words the accents they are able to imitate the way they imitate facial expressions and the manner the way they interact with one another
呼吸道感染病原体检测技术
感染新冠病毒后，病毒载量在症状出现前约 2 天升 至最高水平，并在 5 天内保持较高水平，然后在 7 ~ 8 天后下降，但除免疫功能低下的患者外，多数 患者的活病毒可在 7 ~ 10 天内降为零。
血液中最早出现的抗体是 SARS-CoV-2 IgM，通常 在症状出现后 5 ~ 7 天出现。并不是所有的患者都 会产生 IgM，IgM 在血液中的含量比 IgG 上升得快， 下降得早，IgM 抗体是感染大多数病原体的标志物。
标本采集
涂片染色镜检
阳性检出率
约10%
分离培养（平板
微生物鉴定（生
培养或血培养）
化鉴定）
药敏试验
先进行痰液标本质量判定， 扁平鳞状上皮细胞≥10个 而白细胞＜25/低倍镜视野 建议标本重采，用革兰染 液对痰液或支气管肺泡灌 洗液的涂片样本进行染色 后镜检，根据涂片染色结 果粗略判断革兰氏阴阳性 球杆菌？疑似哪种病菌/真 菌（念珠菌），提供临床 经验性用药和选择合适培 养基分离培养。
真菌（GM试验）
抗原检测法 血清、BALF
因素第5位
呼吸道感染居全球疾病负担前列
• 据世界卫生组织估计，2016 年ARI 已导致全球近3 0 0 万人死亡。2 0 2 1 年全球疾病负担研究 结果显
• 示，2019 年下呼吸道感染位居全球主要死亡原因的第四位，2021 年新型冠状病毒（severe acuterespiratory syndrome coronavirus 2，SARS-CoV-2）感染位居第二位，导致2019 年至2021 年间全球预期寿命下降了1.6 岁。
LI Z J, ZHANG H Y, REN L L, et al. Etiological and epidemiological features of acute respiratory infections in China[J]. Nat Commun, 2021, 12(1): 5026.［1］ GBD Demographics Collaborators. Global age-sexspecific mortality, life expectancy, and population estimates in 204 countries and territories and 811 subnational locations, 1950-2021, and the impact of the COVID-19 pandemic: a comprehensive demographic analysis for the Global Burden of Disease Study 2021[J]. Lancet, 2024, 403(10440):
中日关系现状
中日关系现状概述中日关系是指中国和日本之间的政治、经济、文化和社会联系。
这两个国家的历史纠葛使得他们的关系一直备受关注。
本文将探讨中日关系的现状，包括政治、经济和文化领域的发展和挑战。
政治关系历史背景中日两国之间的政治关系曾因历史问题而紧张。
二战期间日军侵华和日本对中国的战争罪行导致两国关系陷入低谷。
随着时间的推移，中日两国在政治领域上开始进行对话和交流。
目前状况目前中日政治关系总体稳定，但仍面临一些挑战。
在领土争端问题上，中国和日本之间存在着一些争议，特别是东海和钓鱼岛的主权问题。
此外，历史问题仍然是中日关系中的敏感话题。
为加强两国之间的政治互信，中日两国领导人定期进行会晤，通过高层交流来加深相互理解和合作。
经济关系紧密的经济联系中国和日本都是亚洲重要的经济体之一，双方在经济领域有着密切的合作关系。
两国之间的贸易和投资往来日益增加，尤其是在汽车制造、电子产品和金融服务等领域。
合作和竞争尽管中日经济关系紧密，但两国之间仍然存在竞争。
双方在某些产业上处于竞争关系，例如汽车行业和高科技领域。
然而，这种竞争也能够带来创新和发展机会。
中日两国之间的经济合作也面临一些障碍，例如贸易壁垒、投资限制和知识产权问题。
双方需要加强合作，解决存在的问题，以推动中日经济关系的进一步发展。
文化交流传统文化影响中国和日本的传统文化对彼此有着深远的影响。
中日两国之间的文化交流可以追溯到数百年前，例如佛教传入日本和茶道文化的传播。
这种文化交流促进了两国人民之间的相互理解和友谊。
现代文化交流随着全球化的发展，中日之间的现代文化交流日益频繁。
中国的电影、音乐和文学作品在日本受到欢迎，而日本的动漫、电视剧和流行音乐也在中国有着广泛的影响。
这种文化交流促进了两国人民之间的交流和了解。
未来展望中日关系的发展面临一些挑战，但也有着巨大的潜力。
随着全球化的不断深入和亚洲地区的重要性日益增加，中日两国应该继续加强政治、经济和文化领域的合作。
Including the peptide which is displayed with form
专利名称：Including the peptide which is displayed with formula fMetLeuPhePhe of the remedy nullanti- tissue formation发明人：クラゲツト，ジエイムズ申请号：JP2000606253申请日：20000320公开号：JP4021147B2公开日：20071212专利内容由知识产权出版社提供摘要： (57) method for the treatment of fibrosis [summary] mammals have been described. Formula f-Met-Leu-X wherein, X is selected from the group consisting of Tyr, Tyr-Phe, from Phe-Tyr and Phe-Phe] administering to the mammal an anti-fibrotic effective amount of a peptide having the . Fibrosis, the pathological changes that occur (bacterial infections such as Chlamydia pneumoniae, for example) pulmonary fibrosis, atherosclerosis, cirrhosis, glomerulosclerosis, chronic pancreatitis, coronary artery disease, by surgical procedure or trauma due. Examples of surgical procedures that cause fibrosis, peripheral you have adhesions tendon tissue collapse of the tendon was adhesions been repaired perineural fibrosis, damage or postoperative nerve root or dura mater of the spinal cord after surgery, been repaired or damage postoperative adhesions after surgery repair of the fallopian tubes or vas deferens cancel neurolysis of the nerve, post-operative surgical adhesions after abdominal and gynecological, infertility of male or female, urethra, another, such as the esophagus or intestine It is a post-operative adhesions after surgical repair of the tubular structure.申请人：ヒスタテツク・エル・エル・シー地址：アメリカ合衆国、カリフオルニア・９４１１４、サン・フランシスコ、サン・ジエルマン・３７国籍：US代理人：川口 義雄,小野 誠,渡邉 千尋,金山 賢教,大崎 勝真,坪倉 道明更多信息请下载全文后查看。
heliyon authorship change form
heliyon authorship change formAll research published in Heliyon must meet our rigorous technical and ethical standards. Corresponding authors need to carefully review our Ethics and Editorial Policies page.FlexibilityWe provide our authors flexibility in formatting their manuscripts. Your article doesn’t have to conform to a strict structure. While all manuscripts require essential elements, we do not impose any limit on article length or the number of tables and figures. Heliyon is a daily publication and publishes 1 volume and 12 issues each year.Submission checklistAll manuscript and supplementary material files have been uploaded. All author names and their affiliations have been provided correctly. The sequence of authors has been discussed and agreed upon with the co-authors.One author has been designated as corresponding author.The manuscript title is short and informative.The abstract can be read as stand-alone text and does not exceed 300words.The manuscript file contains all essential sections (the order can vary): Title, Abstract, Introduction, Materials and Methods, Results, Discussion, References, Figure Captions, Tables.For Case Reports / Case Series, please see our guidance here.For systematic reviews and meta-analyses, please see our guidance here Manuscript has been checked for spelling and grammar.All references mentioned in the References list are cited in the text, and vice versa.Artwork source files have been provided at the appropriate size and resolution.Permission has been obtained for use of copyrighted material from other sources including the Web. You can refer to Elsevier’s Permissions Guidelines for more information. Relevant subject areas have been selected and keywords describing the article have been provided.All necessary declarations have been made.。
registrationandaccommodationform
14th CONGRESS OF THE EUROPEAN FEDERATION OFNEUROLOGICAL SOCIETIESGeneva, Switzerland, September 25-28, 2010REGISTRATION & ACCOMMODATION FORM Please PRINT in BLOCK LETTERS and FAX, E-MAIL or AIRMAIL to:Registration and Accommodation Dept. 1-3 rue de ChantepouletCH-1211 Geneva 1, Switzerland Tel: +41 22 908 0488Fax: +41 22 906 9140E-mail:**********************IdentificationPlease complete this section accurately. The information you provide will allow us to correspond with you efficiently.Participant (Please TYPE or PRINT IN BLOCK LETTERS)Family Name Initials First NameTitle☐ Prof. ☐ Dr. ☐ Mr. ☐ Mrs. ☐ Ms. Age (optional)☐ 30-35 ☐ 35-40 ☐ 40-45 ☐ 45-50 ☐ 50-55 ☐ 55-60 ☐ 60-65 Office Address E- Mail Address _________________________@_________________________________Institute Dept.Telephone (office hours):Country code/city code/number Fax: Country code/city code/numberMailing Address (if different from the above)Address line 1City State/Province Country Postal codeYou and Your PrivacyPlease note that companies may be offered the opportunity to hold Satellite Symposia at this specific event.As a Congress registrant, your mailing details may be forwarded to companies organising Satellite Symposia. Companies receiving your mailing detailswill be permitted to use your details one time only for the purpose of sending you Satellite Symposia invitations. Under the Laws of Privacy, you are entitled to object at any time to the processing and usage of your mailing details.❑I DO NOT wish my details to be forwarded to companies organising satellitesEFNS members from Eastern European countries, which are not members of EU may apply for residents’ registration fee.EFNS associate members, i.e. members of the national neurological societies of Algeria, Egypt, Jordan, Lebanon, Libya, Morocco, Tunisia and Syria, may apply for residents’ registration fee.** Paid registered participants will receive a ticket to the opening session and social event (limited number, “first come-first served” basis)*** Limited space - early booking is recommendedNAME______________________ EFNS 2010 ACCOMMODATION:Rates are per room, per night and include breakfast and taxes.Early reservation is highly recommended!Hotels In GenevaHotels In FranceNAME______________________ EFNS 2010 RESERVATION:Reservations will only be confirmed if credit card details are fully supplied; alternatively, please forward a deposit of 1 night s’ payment per room in order to guarantee your accommodation. Each participant will receive an individual confirmation, indicating the name and address of the hotel. The booking will be final upon receipt of the corresponding deposit.1st choice hotel__________________________ 2nd choice hotel: ________________________Type of room required ☐ Single ☐ Double* ☐ OtherCheck In Check out Total night/s* I will share my accommodation with:PAYMENTPlease indicate the amount enclosed and preferred mode of payment. Ensure that you send your fully completed Registration and Accommodation Form together with your payment:Registration Fees Euro ____________Courses / Additional tickets / Social Event Euro ____________Deposit for hotel accommodation CHF ____________ (1st night payment)Total: Euro ____________Option 1: Credit Card☐Visa ☐MasterCard ☐Diners ☐ AmexNumber Expiry Date (month/year)Name as shown on card:Family NameOption 2: Bank Transfer: Registration - with your name and address indicated on the reverse. If payment is made for more than one person or by a company please make sure all names are indicated and send fully completed Registration and Accommodation Forms together with a copy of the bank transfer. Please make drafts for registration payable to:”EFNS 2010”,Bank Account: Credit Suisse Bank Geneva, 1211 Geneva 70, Switzerland. Clearing Number: 4835, Bank Account number: 693980-52-221, IBAN number: CH22 0483 5069 3980 5222 1,Swift Code: CRESCHZZ12AAccommodation: with your name and address indicated on the reverse. If payment is made for more than one person or by a company please make sure all names are indicated and send fully completed Registration and Accommodation Forms together with a copy of the bank transfer. Please make drafts for registration payable to:”EFNS 2010”,Bank Account: Credit Suisse Bank Geneva, 1211 Geneva 70, Switzerland.Clearing Number: 4835, Bank Account number: 693980-51-2, IBAN number: CH52 0483 5069 3980 5100 2,Swift Code: CRESCHZZ12ABank charges are the responsibility of the participant and should be paid at source in addition to the registration and accommodation fees.Please indicate type of facility where employed (choose one)☐ Hospital ☐ University Hospital ☐ University ☐ Private practice ☐ Research institute ☐ Industry ☐ Press☐ Comprehensive care clinic ☐ Government agency ☐ Laboratory ☐ Other (please specify) ___________________Please indicate your professional role (choose one)☐ Clinical practitioner ☐ Clinician researcher ☐ Basic science researcher ☐ Epidemiology/Statistics☐ Nurse/Healthcare practitioner ☐ Health administrator ☐ Industry/Corporate professional ☐ Resident/Research Fellow☐ Student ☐ Other (please specify) _____________________________Please indicate your area of expertise (choose one)☐ Neurology ☐ Neuroscience ☐ Psychiatry ☐ Psychology ☐ Pharmacology ☐ Internal medicine ☐ Neurosurgery ☐ Radiology/Imaging ☐ Physical Medicine & rehabilitation ☐ Geriatrics/Gerontology ☐ Physiology ☐ Other (please specify) _____________________________Please indicate your clinical interests (choose up to two)☐ Parkinson's disease and other movement disorders ☐ Addictions ☐ Dementia ☐ Epilepsy ☐ Genetic aspects ☐ Geriatric aspects☐ Cerebrovascular disease ☐ Central nervous system ☐ Autonomic nervous system ☐ Peripheral nervous system ☐ Headache☐ Neuroimmunology ☐ Intensive care ☐ Metabolic disorders ☐ Multiple sclerosis ☐ Muscle disorders ☐ Neurooncology ☐ Pain☐ Neuropathic pain ☐ Non-dementing degenerative disorders ☐ Paediatric aspects ☐ Cognitive neurology ☐ Neuroimaging ☐ Stroke☐ Neurorehabilitation ☐ Sleep disorders ☐ Neuropsychology ☐ Neuroradiology ☐ Other (please specify) _____________________________ How did you learn about this congress? (Please choose the key source)☐ Colleague / Co-worker ☐ Congress Brochure ☐ E-mail Newsletter ☐Sponsor ☐ Search Engine (i.e. Google)☐ Society/Professional Websites ☐ Online/Print Journal ☐ Internet event calendars ☐ Online Discussion Groups ☐ OtherDate ________________ SignatureBy signing this form you authorize KENES INTERNATIONAL to charge the above credit card for the balance of your account three weeks prior to your arrival for services ordered.。
c15t3大作文
Lifestyle has undergone dramatic changes over a couple of decades. Presently, the population of teenagers is on the rise in some countries which might have both positive and negative effects on the progress of a nation. Here, I would like to account for current and upcoming consequences of this phenomenon.Multifarious positive effects can be put down behind this happening. First and foremost, youthful generation plays a phenomenal role to flourish the progress of a nation. For example, majority of young people are expected to learn professional skills related to science, engineering, medical, technology, sports and so on. As a result, a country will be enriched with a massive number of prodigious talented people who could contribute remarkably at jobs to ensure the development of their nation. Besides this, advancement strides only in the presence of youngsters. To be specific, young blood is energetic, agile, creative and adaptive who welcome new changes, adjust nicely and can introduce innovative ideas for betterment of living standard. Hence, a nation is supposed to be more advanced than others.Moreover, youngsters are well educated, advanced and conscious about healthy living standard. Thence, they could be made willing to participate in social welfare activities such asplanting more trees, promoting cleanliness, saving wild life, using biodegradable materials so on to evolve pleasant ecological conditions and superior lifestyle. On the contrary, it has thorny side too.To begin with, in many thriving regions, employment sources are less due to deprivation of industries and other commercial sectors. Therefore, increasingly number of young people is leading to lack of job opportunities in such areas. Furthermore, the cultural heritage of a nation may lose its significance. To be specific, unlike other age groups, youthful generation has tendency to develop their own ways of living and attitudes rather than following traditional values. Thus, individuality of a culture will be at the low ebb. All of above, generation gap will spread its roots on account of imbalanced ratio of different age groups. Hence, misunderstandings and disputes might be the order of the day between young and late adulthood.To recapitulate, elevation in the number youngsters may lead to some hardships. However, I still believe positive outcomes will exceed negative results.。
Plural forms
plural formation.
We will look at rules for regular plural formation and irregular forms. We will look at some academic vocabulary and their plurals. Finally we will look at compound words and plurals with no singular form.
• • •
EAP 1: GRAMMAR
Plan for today
• • • • • • Many international students make
mistakes with plurals.
That’s why it is important that we revise these forms. In this first class on plurals we look at
EAP 1: GRAMMAR
Plurals I: plural forms
Plan for today
• Comparing and contrasting are very important features of academic writing. They’re not just important in writing but in all University work. You’re often asked to compare things in University assignments Today, we’ll practice comparatives and superlatives. We’ll look at the rules governing comparative and superlative adjectives and we’ll practise these forms.
TWO NEW INDOLE ALKALOIDS FROM MELODINUS MORSEI
TWO NEW INDOLE ALKALOIDS FROM MELODINUSMORSEIYa Li HE;Wei Ming CHEN;Xiao Zhang FENG Institute of Materia Medica,Chinese Academy of Medical Sciences,Beijing 100050【期刊名称】《中国化学快报：英文版》【年(卷),期】1992(0)9【摘要】Two new indole alkaloids named 152-hydroxy-14,15-dihydro-vindo-linine and 152-hydroxy-14,15-dihydro-16-epi-vindolinine were isolated fromMelodinus morsei.Their structures were established by spectroscopic meansand comparison with related compounds.【总页数】4页(P715-718)【关键词】indole;alkaloids;spectroscopic;COSY;isola;proton;主一;pharm;rumen;月峙【作者】Ya Li HE;Wei Ming CHEN;Xiao Zhang FENG Institute of Materia Medica,Chinese Academy of Medical Sciences,Beijing 100050【作者单位】【正文语种】中文【中图分类】O6【相关文献】1.Two new indole alkaloids from Melodinus morsei [J],2.Monoterpenoid Indole Alkaloids with Promoting Neurite Growth from Tabernaemontana divaricata [J], Yan Deng;Yang Yu;Bao-Bao Shi;Mei-Fen Bao;Si-Meng Zhao;Xiang-Hai Cai3.Strictosidine synthase,an indispensable enzyme involved in the biosynthesis of terpenoid indole and β-carboline alkaloids [J], CAO Ning;WANG Chang-Hong4.Melaxillarinine, a New Bisindole Alkaloid from Melodinus axillaris [J], Yan, KX;Feng, XZ5.Novel indole and quinoline alkaloids from Melodinus yunnanensis [J], Xiang-Hai CAI;Yan LI;Jia SU;Ya-Ping LIU;Xiao-Ning LI;Xiao-Dong LUO因版权原因，仅展示原文概要，查看原文内容请购买。
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Form 15-1 Motion to Dismiss on Statute of Limitations
IN THE COURT OF COMMON PLEAS OF
____________ COUNTY, ____________
COMMONWEALTH OF ____________, )
)
v. )
)
JOHN DOE, M.D. )
DEFENDANT’S MOTION TO DISMISS COUNTS I—VII, IX AND X FOR VIOLATION OF THE STATUTE OF LIMITATONS
AND NOW COMES the Defendant, John Doe, M.D., by and through his attorneys, and hereby files the following pre-trial motions, stating in support thereof as follows:
The criminal complaint in this case was filed on or about _____.
Pursuant to Title 42, Pa.C.S.A. §5552(b)(2), the statute of limitations for any offense punishable under the Controlled Substance, Drug, Device and Cosmetic Act, 35 P.S. §780-113(f) and for insurance fraud, 18 Pa.C.S.A. §4117, is five years from the date that the crime was committed.
Counts I and II of the information charge continuing offenses involving the delivery of controlled substances beginning in _____. Pursuant to the applicable statute of limitations, prosecution for any delivery of controlled substances which occurred prior to _____ is barred by the statute of limitations.
Neither the delivery or controlled substances nor insurance fraud are considered “continuing offenses” for statute of limitations purposes.
Similarly, with respect to Counts III, IV, V, VI, VII, IX, and X, all of which allege criminal conduct beginning in either “_____” or on “_____,” the statute of limitations bars prosecution of any conduct which occurred prior to _____. Therefore, those events should also be quashed.
Respectfully submitted,
_________________________
Thomas J. Farrell, Esq.。