1 principles
OECD GLP Principles No. 1中英文翻译-报告
9. Reporting of Study Results 报告
9.2 Content of the Final Report最终报告的内容 9.2.2Information Concerning the Sponsor and the Test Facility委托方和试验机构的信息 9.2.2a) Name and address of the sponsor; 9.2.2a)委托方的名称和地址； 9.2.2b) Name and address of any test facilities and test sites involved; 9.2.2b)测试机构和测试场所的名称和地址；
9. Reporting of Study Results 报告
9.1 General 总则 9.1.2Reports of Principal Investigators or scientists involved in the study should be signed and dated by them. 9.1.2 PI和（对专题做出贡献的）科学家（们）的 报告应当得到他们亲自签署。
9. Reporting of Study Results 报告
9.1 General 总则 9.1.4Corrections and additions to a final report should be in the form of amendments. Amendments should clearly specify the reason for the corrections or aቤተ መጻሕፍቲ ባይዱditions and should be signed and dated by the Study Director. 9.1.4对最终报告的修正和补充应当以最终报告变 更的形式体现。此变更要清晰的体现所修正和补 充的内容及原因，并得到SD的签署。
Ray Dalio 《Principles》
P RINCIPLESIntroductionChapter 1 – My Most Fundamental PrinciplesChapter 2 – How to Get What You WantChapter 3 – My 5-Step Process1) Goals, 2) Problems, 3) Diagnoses, 4) Designs and 5) TasksChapter 4 – My Management PrinciplesGet the People and the Culture RightGetting SpecificA) To Get the Culture Right……Truth is Essential…Recognize That Mistakes are Good if They Result in Learning…Constantly Get in SynchB) To Get the People Right……The Most Important Decision You Make is Choosing theResponsible Party…Recognize That People are Built Very Differently…Hire Right, Because the Penalties of Hiring Wrong are Huge…Understand the Differences Between Managing,Micromanaging and Not Managing…Probe Deep and Hard…Evaluate People Accurately, Not Kindly…Train and Test People through Experiences…Sort People into Other Jobs or Boxes at Bridgewater, orRemove Them from BridgewaterC) To Perceive, Diagnose and Solve Problems……Know How to Perceive Problems Effectively…Follow a Systematic Approach to Diagnosing Problems…Put Things in Perspective…Design Your Plan and Your Machine…Do What You Set Out To DoD) To Make Decisions Effectively ……Recognize the Power of Knowing How to Deal With NotKnowing…Think Probabilistically and About What MattersIntroductionPrinciples are concepts that can be applied over and over again in similar circumstances as distinct from narrow answers to specific questions. Every game has principles that successful players master to achieve winning results. So does life. Principles are ways of successfully dealing with the laws of nature or the laws of life. Those who understand more of them and understand them well know how to interact with the world more effectively than those who know fewer of them or know them less well. Different principles apply to different aspects of life – e.g., there are “skiing principles” for skiing, “parenting principles” for parenting, “management principles” for managing, “investment principles” for investing, etc. – and there are over-arching “life principles” that influence our approaches to all things. And, of course, different people subscribe to different principles that they believe work best.I am confident that whatever success Bridgewater and I have had has resulted from our operating by certain principles. Creating a great culture, finding the right people, managing them to do great things and solving problems creatively and systematically are challenges faced by all organizations. What differentiates them is how they approach these challenges. The principles laid out in the pages that follow convey our unique ways of doing these things, which are the reasons for our unique results. Bridgewater’s success has resulted from talented people operating by the principles set out here, and it will continue if these or other talented people continue to operate by them. Like getting fit, virtually anyone can do it if they are willing to do what it takes.What is written here is just my understanding of what it takes: my most fundamental life principles, my approach to getting what I want, and my “management principles,” which are based on those foundations. Taken together, these principles are meant to paint a picture of a process for the systematic pursuit of truth and excellence and for the rewards that accompany this pursuit. I put them in writing for people to consider in order to help Bridgewater and the people I care about most.Until recently, I didn’t write out these principles because I felt that it was presumptuous for me to tell others what would work best for them. But over time, I saw the people who I cared about most struggling with problems and wanted to help them; I also found that their problems were almost always the result of violating one or more of these principles, and that their problems could be solved by applying these principles. So I began writing down the types of problems and the broken principles that caused them. When I began, I didn’t know how many principles I would end up with but, through this process, I discovered that about 300 principles pretty much cover all the problems.1 I’m sure that I will come up with more as I learn more.When I say that these are my principles, I don’t mean that in a possessive or egotistical way. I just mean that they are explanations of what I personally believe. I believe that the people I work with and care about must think for themselves. I set these principles out and explained the logic behind them so thatwe can together explore their merits and stress test them. While I am confident that these principles work well because I have thought hard about them, they have worked well for me for many years, and they have stood up to the scrutiny of the hundreds of smart, cynical people, I also believe that nothing is certain. I believe that the best we can hope for is highly probable. By putting them out there and stress testing them, the probabilities of their being right will increase.I also believe that those principles that are most valuable to each of us come from our own encounters with reality and our reflections on these encounters – not from being taught and simply accepting someone else’s principles. So, I put these out there for you to reflect on when you are encountering your realities, and not for you to blindly follow. What I hope for most is that you and others will carefully1 Since I learned these principles by encountering reality and reflecting on my encounters, and I am still doing these things, I expect there are more principles to come. So I am still creating this document by throwing various thoughts down when they occur to me, trying to put them in some sensible order and trying to smooth over the bumps. Organizing these principles into a sensible order is a challenge since they relate to each other more like a matrix than as a sequence. To help guide you, I’ve tried to organize them around large themes like building a great culture, managing people well, and creative problem-solving. I will continue these things, so this is an evolving document.consider them and try operating by them as part of your process for discovering what works best for you. Through this exploration, and with their increased usage, not only will they be understood, but they will evolve from “Ray’s principles” to “our principles,” and Ray will fade out of the picture in much the same way as memories of one’s ski or tennis instructor fade and people only pay attention to what works.2 So, when digesting each principle, please……ask yourself: Is it true?Before I discuss the management principles themselves, it’s important for me to articulate my own most fundamental life principles because my management principles are an extension of them. So, in Chapter 1, I explain why I believe that understanding what reality is, how it works and how to deal with it to get what you want is both fundamentally good and rewarded.In Chapter 2, I describe what I believe are the best ways of interacting with reality to learn what it’s like, and how to most effectively deal with it to get what you want. I also discuss what I believe are the most common traps that people fall into that prevent them from getting what they want, and how people’s lives can be radically better by avoiding them. This chapter is fundamental to understanding why we behave the way we do at Bridgewater.Chapter 3 lays out a framework that I developed and follow for achieving goals, whatever they might be. This 5-Step Process is a specific and systematic structure that frames almost all of the discussions we have at Bridgewater about getting things done. It has broad applications in both business and life. I sincerely believe that people who follow these five steps can get almost anything they want out of life. In Chapter 4, I explain my management principles, which are based on the principles described in the first three chapters. What I convey here are not only individual principles, but a framework of principles that hang together to comprise our culture at Bridgewater. The chapter begins at the big-picture, conceptual level, with an explanation of why I believe that any company’s results are primarily determined by its people and its culture. It then drills down into what I believe are the important principles behind creating a great culture, hiring the right people, managing them to achieve excellence, solving problems systematically and making good decisions.There are of course lots of other types of principles. For example, I hope to one day write about my investment principles. However, management principles are now what we need most, so here are the ones that I think make sense and have worked for me. I believe that for any individual and for any organization to live up to their potentials, they must have clearly understood 1) values, 2) goals that are consistent with these values, and 3) ways of operating that are consistent with these values and goals. I believe that, to be clearly understood, these values, goals and ways of doing things must be spelled out. The purpose of my writing the “Principles” in such a comprehensive way is to make them crystal clear. What you decide to do with them is up to you.2 While this particular document will always express just what I believe, others will certainly have their own principles, and possibly even their own principles documents, and future managers of Bridgewater will work in their own ways to determine what principles Bridgewater will operate by. At most, this will remain as one reference of principles for people to consider when they are deciding what’s important and how to behave.Chapter 1 – My Most Fundamental PrinciplesAs mentioned in the Introduction, principles are concepts that can be applied over and over again in similar circumstances, as distinct from narrow answers to very specific questions. Principles are ways of successfully dealing with the laws of nature or the laws of life. Those who understand more of them and understand them better know how to interact with the world more effectively than those who know fewer of them or know them less well.In the following pages, I will share with you many of the principles I have learned and believe work. I only ask that you consider them with an open mind. You have to assess them for yourself because I’m certainly not trying to tell you what to do, and I’m not 100% sure of anything. Also, I’m not saying they’re going to work 100% of the time. Like good principles you might use when deciding how to play a poker hand, they won’t work every time because “luck” (i.e., the unanticipated) also plays a role.Every day, everything that happens has principles embedded in them. For example, putting your hand on a hot stove teaches you at least one principle. If you learn that principle, it will help you improve your ways of dealing with life. If you don’t, you’ll continue to get burned. So, I believe that there is an incredible beauty to mistakes, because embedded in each mistake is a puzzle and a gem to be had if you solve the puzzle. If you recognize that each mistake is probably a reflection of something you or others don’t understand about how to interact with the world as it is, and you figure out what that is, you will gain one or more gems, or what I call principles. People who recognize that all our experiences, rewards and punishments are essentially life’s instructions repeatedly thrown at us are more likely to learn how to live life more effectively (i.e., by principles), and favorably adapt their behaviors. What I am saying is that you don’t need to do much more than experience what the challenges and opportunities that life will bring you with an open mind, and you will learn how to get what you want out of life.Though I might sound philosophical, I am a hyperrealist. I believe one needs to deeply understand, accept and work with reality to produce great results and to be happy. Whether it is knowing how people really think and behave when dealing with them, or understanding in detail how things really work in physics, economics or physiology, so that if you do X then Y will happen, understanding these realities gives you the power to get what you want out of life – or at least dramatically improves your odds. So, what follows is a description of how I believe reality works and how to deal with it to get what we want. When I say I’m a hyperrealist, people sometimes think I don’t believe in making dreams happen. This couldn’t be further from the truth. In fact, I believe that without pursuing dreams life is mundane. I am just saying that hyperrealism is the best way to choose and achieve one’s dreams. The people who really change the world are the ones who see what’s possible and figure out how to make that happen. I believe that idealists, who simply imagine things that would be nice but are not possible, don’t sufficiently appreciate the laws of the universe to even know what would be nice. Let me explain what I mean.I believe there is an infinite number of laws of the universe and that all progress or dreams achieved come from operating in a way that’s consistent with them. These principles have always existed. Man didn’t and can’t make them up. He can only hope to understand them and use them to get what he wants. For example, the ability to fly or to send cellular phone signals imperceptibly and instantaneously around the world or any other new and beneficial developments resulted from using and understanding previously existing laws of the universe. These inventions did not come from people who were not well grounded in reality. The same is true for economic, political and social systems that work. Success is achieved by people who deeply understand reality and know how to use it to get what they want. The converse is also true: idealists who are not well grounded in reality create problems, not progress. For example, communism was a system created by people with good intentions who failed to recognize that their idealistic system was inconsistent with human nature. As a result, they caused more harm than good. My belief is that truth – or, more precisely, accurate understanding of reality – is the essential foundation for producing good outcomes.I know I’m pretty extreme in these beliefs. For example, as a hyperrealist, I have a non-traditional sense of good and bad. I believe that being good means operating consistently with reality (i.e., natural laws). Operating this way will likely result in rewards for you and for society as a whole. Being bad means operating inconsistently with these laws, which will likely result in punishment for you and harm to society as a whole. So I believe that for something to be good, it has to work to make things better; and to do that, it must be grounded in reality.Understanding what is good is obtained by looking at the way the world works. But it is not obvious. I think it’s educational and enjoyable to study how things work in nature and to assume that however they work is in some way good. I like to try to figure out why they’re working this way is good in the context of the whole system.3 I also believe that sometimes the conclusions are at odds with traditional notions of good and bad, which can sometimes make accepting these laws of nature, or principles, difficult.For example, when a pack of hyenas takes down a young wildebeest, is that good or evil? At face value, that might not be “good” because it seems cruel, and the poor wildebeest suffers and dies. Some people might even say that the hyenas are evil. Yet this type of apparently “cruel” behavior exists throughout the animal kingdom. Like death itself, it is integral to the enormously complex and efficient system that has worked for as long as there has been life. It is good for both the hyenas who are operating in their self-interest and the interest of the greater system, including those of the wildebeest, because killing and eating the wildebeest fosters evolution (i.e., the natural process of improvement). In fact, if you changed anything about the way that dynamic works, the overall outcome would be worse.I believe that evolution, which is generally the natural move toward better adaptation, is the greatest single force in the universe. It affects the changes of everything from all species to the entire solar system. Based on how I observe both nature and humanity working, I believe that what is bad and most punished are those things that don’t work because they are at odds with the laws of the universe and impede evolution. I believe that the desire to evolve (i.e., to get better) is probably humanity’s most pervasive driving force.4 Enjoying your job, a craft, or your favorite sport comes from the innate satisfaction of getting better. Though most people typically think that they are striving to get things (e.g., toys, better houses, money, status, etc.) that will make them happy, that is not really the case. When we get the things we are striving for, we rarely remain satisfied,5 so we seek other things or we seek to make the things we have better, and, in the process of this seeking, we continue to evolve. The things we are striving for are just the bait to get us to chase after them in order to make us evolve, and it is the evolution and not the reward itself that matters.It is only logical that it is that way – i.e., that our lives are not satisfied by obtaining our goals rather than by striving for them – because of the law of diminishing returns.6 For example, suppose making a lot of money is your goal and suppose you make enough so that making more has no marginal utility. Then it would be silly to continue to have making money be your goal. People who acquire things beyond their usefulness will not only derive little or no marginal gains from these acquisitions but they also will experience negative consequences, as with any form of gluttony. So, it is only logical that seeking3 To me it’s probably wrong and certainly presumptuous to assume that one’s theory of life is right when it’s inconsistent with the way things work in nature. Man is a manifestation of nature – just one infinitesimally small manifestation among zillions. If mankind disappeared, it wouldn't change the universe one iota. So who makes the rules – man or nature? Whether we acknowledge it or not, we are governed by nature's rules. It is silly, futile and arrogant for man to think that he can make up rules that will work that are inconsistent with nature's rules. To be successful, we must understand and abide by nature's rules. Man thinks of himself as intelligent and much more evolved than animals, but the truth is that he has about as much understanding of the universe as moss growing on an apple. Most people find it difficult acknowledging they don’t know things, which causes them to spend too much time wrestling with questions that won’t be answered and/or coming up with wrong answers (which is worse than recognizing one doesn’t know the answer). For example, asking questions like “what is it all for” and expecting to come up with the answer is like expecting a crab to understand the meaning of the universe. It’s also not all that important to have the answers in order do what you need to do. All other species manage to pursue their self-interests, contribute to evolution and evolve without having a clue of how the whole thing works. They are virtually perfect and perfectly doing their jobs without knowing how they fit into the scheme of things.4 To be more precise, I believe that this desire to evolve occurs only after we have taken care of our survival needs.5 Of course, we are often satisfied with the same things – relationships, careers, etc.—but when that is the case, it is typically because we are getting new enjoyments from the new dimensions of these things.6 The marginal benefits of moving from a shortage to an abundance of anything decline.something new, or seeking new depths of something old, is required to bring us satisfaction. For this reason I believe that it is the evolutionary process that occurs through the sequence of 1) seeking new things (goals), 2) working and learning in the process of pursuing these goals, 3) obtaining these goals and 4) then doing this over and over again, that creates personal evolution and fulfills most of us. And I believe that it is this process that moves society forward.So, based on how I observe reality working, it seems that what is most rewarded (therefore what is “good”) are those things that are in harmony with the laws of the universe (i.e., reality) and that contribute to its evolution. Similarly, it seems that what is punished (and is “bad”) are those things that are at odds with the laws of the universe and impede its evolution. Look at all species in action: they are constantly pursuing their own interests and helping evolution in a symbiotic way. Like the hyenas attacking the wildebeest, successful people might not even know if or how their pursuit of self-interest helps society, but it typically does.Along these lines, I believe that self-interest and society’s interests are generally symbiotic – e.g., I observe that society typically rewards those who give it what it wants and penalizes those who operate inconsistently with those wants.7 If you give society what it wants, you practically can’t help getting rewarded. That is why how much money people have earned is a rough measure of how much they gave society what it wanted. It’s also why most people who have made a lot of money typically never made making a lot of money their primary goal. Instead, they typically engaged in the game or craft of what they were doing, got very good at it and society rewarded them because it valued what they were doing. In other words, I believe that the way “reality” generally works is that it is the pursuit of self-interest that motivates people to push themselves to do the difficult things that are required to produce what society wants, and society rewards those who give it what it wants. That is why self-interest is a far more powerful force for good than mercy and charity, though mercy and charity are certainly natural and beneficial forces in some cases.8As Darwin described, adaptation – i.e., adjusting appropriately to changes in one’s circumstances – is a big part of this evolutionary process.9 That is why some of the most successful people are typically those who see the changing landscape and identify how to best adapt to it.10 So the classic process for achieving success is trying to give society what it wants in order to gain its rewards in return.This does not pertain just to moving forward; it also relates to dealing with setbacks. Inevitably one encounters major and painful setbacks. Those who have the ability to successfully adapt to setbacks will also be rewarded.So what is success? It is nothing more than getting what you want. It is up to you to decide what that is for you. However, for most people success is evolving as effectively as possible – i.e., learning about oneself and one’s environment and then changing to improve. Personally,I believe that personal evolution is both the greatest accomplishment and the greatest reward.117 I want to be clear that I am referring to what the society wants as distinct from what is good for it. For example, over the short run, it often penalizes those who give it what is good for it, though society will pay a penalty for that, and the evolutionary process will continue by paying these consequences and then adjusting.8 Said differently, I find that relationships are generally far more symbiotic than sympathetic. In some cases, though, such as parents taking care of their offspring, the reverse is the case, and I believe this is good. Still, mercy and charity are also rewarding, especially for people who have evolved beyond their basic needs and their superficial selfishness. However, only a small percentage of the population has reached this state, which is why self-interest is a more powerful force.9 Darwin said “It’s not the strongest species that survive, nor the most intelligent, but those most able to adapt.”10 Your ability to see the changing landscape and adapt is more a function of your perceptive and reasoning abilities than your ability to learn and process quickly.11 It also seems to me that, for most people, happiness is much more determined by how things turn out relative to your expectations rather than the absolute level of your conditions. For example, if a billionaire loses $200 million he will probably be unhappy while if someone who is worth $10 thousand unexpectedly gets another $2 thousand, he will probably be happy. This basic principle means that you can follow one of two paths to happiness: 1) have high expectations and strive to exceed them; or 2) lower your expectations so that they are at or below your conditions. For those who choose the first path, which is most of us, there is another principle that’s worth keeping in mind. As Freud pointed out, meaningful work and meaningful relationships are the two main components for a happy life. The work doesn’t necessarily have to be a job, though I believe it’s generally better if it is a job. It can be any kind of long-term challenge that leads to your personal improvement. As you might have guessed, I believe that the need to have meaningful work is connected to man’s innate desire to improve. And relationships are the natural connections to others that make us relevant to society.Chapter 2 – How to Get What You WantLife consists of an enormous number of choices that come at us, and each choice has consequences, so the quality of our lives depends on the quality of the choices we make. We aren’t born with theability to make good choices; we learn it. The way life literally works is that we all start off as children with others, typically parents, directing us. But, as we get older, we increasingly make our own choices. Most importantly, we choose what we are going after (i.e., our goals), which influence our directions. Forexample, if you want to be a doctor, you go to med school; if you want to have a family, you find a mate, and so on. As we move toward our goals, we encounter reality. Most importantly, we encounter problems, make mistakes and run into personal weaknesses. Above all else, how we choose to approach these impediments determines how fast we move toward our goals. Wrestling with these problems, mistakes and weaknesses is the training that strengthens us. It is also the pain of this wrestling that makes us appreciate our successes. People who make the most of the process of encountering reality, especially the painful obstacles, learn more and get what they want faster thanpeople who do not. Along the way, our skills and preferences change. It is a rare person who goes after the same things late life as they went after early in life. However, the core values and abilities 12 that influence the things that they go after typically do not change much.I believe that is how reality works: We make our dreams into realities by constantly engaging with reality in pursuit of our dreams and by using these encounters to learn more about reality itself and how to interact with it in order to get what we want. So, I believe that if you are determined in the pursuit of your dreams, and if you learn from your encounters with reality, you will almost certainly have a successful life .13In other words…However, there a few big differences in the approaches people use to make decisions that radically affect their effectiveness. These differences don’t have anything to do with one’s abilities. In fact, for reasons explained in the next chapter, they are far more important than abilities in determining one’s success. The following decision trees show these choices. Those who don’t move effectively to their goals do the things on the top branches and those who move to them most quickly do the things on the bottom branches:12Ones values and abilities are determined by ones genetics and environment. In the early years, the environment is determined by the parents (or other care giver) and in later years it is determined by the individual. However, by the time one gets to make one’s own choices, the way they are made will be heavily influenced by the environmental and genetic influences that came before. That new learning and new choices can’t be made, because they certainly will be made, especially if one approaches them well. I just mean that the momentums behind these choices are set by the time one has the opportunity to direct one’s own life. 13 For me a successful life is getting the most of what I want out of life, which means evolving as fast as possible in learning what I want and how to get it. Because I want to evolve as fast as possible and because I believe that there are valuable lessons in all experiences, I view all – the painful ones as well as the enjoyable ones – as rich in what they have to offer me. RealityDreamsDeterminationA Successful Life+=+。
大学英语综合教程1课后答案与翻译
大学英语综合教程课后习题答案（含翻译）Part one : Keys of clozeUnit 1Cloze P. 311、academic2、priorities3、conducted4、principles5、begin6、priority7、compromised8、addition9、filing 10、speaking 11、formula 12、participation/participating 13、based 14、least 15、way 16、pressureUnit 2Cloze P.591、doubt2、efficient3、where4、advantage5、afford6、claim7、fluently8、qualified9、extent 10、ridiculous 11、perfect 12、as13、because 14、individualUnit 3Cloze P.881、recent2、surprise3、sad/solemn4、keeping5、disturbing6、inquiries7、admitted8、occurred9、surgery 10、options 11、tightly 12、soaking13、scent 14、gatheringsUnit 7Cloze P. 2291、dealing2、significant3、attention4、scold5、impatient6、settle7、blame8、defend9、hurting 10、encountered 11、miserable 12、sincerely13、assistance 14、enthusiasmUnit 8Cloze P.2611、Gender2、compete3、boasting4、masculine5、Feminine6、concerned7、influence8、reflects9、Commands 10、bossy 11、status 12、earning 13、Gossip 14、emphasizePart two : Working with words and expressionsUnit 1P.23-27Working with words and expressions2)1、compromise2、self-induced3、steered4、frame5、demonstrated6、employ7、promote8、impressed9、contribution 10、deliberately 11、financial 12、economic3）1、makes a point of2、refresh my memory3、lead to4、at hand5、working out6、under pressure7、Last but not least 8、took…down 9、In addition to10、were involved in 11、in other words 12、pointed out13、pay off4）1、scored2、scheduled3、assigned4、motivate5、crucial6、promote7、performed8、debate9、scanned 10、devised 11、advocated 12、clarify13、priorities 14、compromised 15、context 16、undertook academic excellenceIncreasing Your Word Power1）1、principal/major2、top3、major4、top5、principal6、major7、schedule8、advocate/have advocated9、top 10、approach 11、blame 12、major/principal 13、advocate 14、schedule 15、blame 16、approaching 17、pressure 18、pace 19、pressured 20、paceUnit 2P.54-58Working with words and expressions2）1、obtain2、confident3、communicate4、advantage5、relevant6、helpful7、extreme8、enjoyable9、means 10、process 11、particularly 12、characters 13、astonished 14、apparently1、fond of2、is…related to3、find out4、To a certain extent5、vice versa6、no doubt7、rid…of8、cleared up9、or else 10、at all costs 11、sure enough 12、let alone13、In his hurry 14、It’s no use 15、in my view 16、was worth Increasing Your Word Power1）c d b b b d2）1、highly/very2、quite/very3、quite/very/increasingly4、quite/simply/very3)1、logician2、magician3、mathematician4、journalist5、industrialist6、environmentalist7、laborer8、murderer9、conqueror 10、survivorUnit 3P.82-87Working with words and expressions2)1、awkward2、relief3、occur4、options5、disturbing6、released7、pausing8、scattered9、swallowed 10、wipe 11、treat 12、recall3）1、became well acquainted with2、took us by surprise3、gather our thoughts4、turned out5、fight back6、hang up on7、ran away 8、take care of 9、hemmed and hawed 10、turned into 11、keep…from 12、soaking up Increasing Your Word Power1）a e c eb d d b2）1、focus2、fears3、focus4、attack5、fears6、attacks7、visits visited8、touched9、chat 10、touch 11、match 12、chats13、match 14、fear1、guilty2、adaptable3、handy4、imaginable5、predictable6、panicky7、faulty8、picky9、reliable 10、portableUnit 7P.221-225Working with words and expressions2)1、delivered2、released3、permission4、rented5、miserable6、exploded7、pressed8、motion9、enthusiasm 10、blessed 11、trembled 12、attached13、inquired 14、deserve3)1、go wrong2、broke down3、on my way to4、by himself5、in time6、deal with7、breezed through8、had gone by9、To my surpriseIncreasing Your Word Power1)1、miserable2、respond3、career4、required5、wearily6、assisted7、gift8、stubborn9、serious 10、merry 11、departs 12、scolded13、significant2)1、safety2、miserably3、cheerfully4、carelessly5、absolutely6、desperately7、blame8、wealthy9、boring/dull 10、succeeded3)1、slapped2、present3、lit4、burden5、slap6、presented7、ordered8、light9、combat 10、motioned 11、strain 12、order13、strained 14、burden 15、motion 16、volunteered17、combat 18、volunteerUnit 8P.255-257Working with words and expressions2)1、hooked2、cultural3、block4、barely5、whipped6、fairly7、tolerate8、wane9、balance 10、female 11、relatives 12、follower13、identify3）1、found our way2、take my turn3、get the floor4、hungered for5、hang on to6、far too7、give up 8、gave away 9、face to face10、poured our heart out 11、open up 12、get the upper hand13、was flooded with 14、whipped…into line/shapeIncreasing Your Word Power1）e c b a d e b e2）c b e d aPart three : translation（unit 12378）新世纪综合教程1课文翻译Unit 1优等生的秘诀1 一位研究教育的老师针对成绩优异的学生做过重点研究，发现最聪明的学生不见得总能得高分。
iGCSE chemistry Section 1 lesson 1
LIQUIDS
• Some attraction between molecules. • free to move • no definite shape, but take shape of container • molecules in constantly random motion
LIQUIDS
Liquid
Particles are free to move within a container
Solid Particles are fixed in place and cannot move
SOLIDS
• Strong forces of attraction • held in fixed position • lattice arrangement • don’t move, so have definite shape and volume • vibrate
1.2 describe how the interconversion of solids, liquids and gases are achieved and recall the names used for these interconversions
1.3 describe the changes in arrangement, movement and energy of particles during these interconversions.
IGCSE CHEMISTRY LESSON 1
The iGCSE Chemistry course
Content
Section 1 Principles of Chemistry Section 2 Chemistry of the Elements Section 3 Organic Chemistry Section 4 Physical Chemistry Section 5 Chemistry in Society
Fundamental Accounting Principles (1)
7
01-C3: Ethics
8
1-9
Ethics – A Key Concept
The goal of accounting is to provide useful information for decisions. For information to be useful, it must be trusted. This demands ethics in accounting. Ethics are beliefs that distinguish right from wrong. They are accepted standards of good and bad behavior.
External users of accounting information are NOT directly involved in running the organization. Internal users of accounting information ARE directly involved in managing and operating an organization.
Differences between U.S. GAAP and IFRS are decreasing as the FASB and IASB pursue a convergence process aimed to achieve a single set of accounting standards for global use.
Accounting in Business
Chapter 1
PowerPoint Editor: Beth Kane, MBA, CPA
10-1Principles and Guidance
DESIGN MANUAL FOR ROADS AND BRIDGESVOLUME 10ENVIRONMENTALDESIGN ANDMANAGEMENTSECTION 0ENVIRONMENTALOBJECTIVESPART 1HA 86/01PRINCIPLES AND GUIDANCESUMMARYThis Advice Note provides guidance for those engagedin the assessment, design, implementation andoperation of new and existing highways. Specifically itdescribes a consistent system for defining and achievingthe environmental objectives, both policy and routespecific.INSTRUCTIONS FOR USEThis is a new document to be incorporated into themanual.1.Insert HA 86/01 into Volume 10, Section 0.2.Archive this sheet as appropriate.Note: A quarterly index with a full set of V olumeContents Pages is available separately from TheStationery Office Ltd.February 2001HA 86/01Principles and GuidanceSummary:This Advice Note provides guidance for those engaged in the assessment,design, implementation and operation of new and existing highways. Specifically it describes a consistent system for defining and achieving the environmental objectives, both policy and route specific.DESIGN MANUAL FOR ROADS AND BRIDGES* A Government Department in Northern Ireland THE HIGHWAYS AGENCYTHE SCOTTISH EXECUTIVE DEVELOPMENTDEPARTMENTTHE NATIONAL ASSEMBLY FOR WALES CYNULLIAD CENEDLAETHOL CYMRUTHE DEPARTMENT FOR REGIONAL DEVELOPMENT*Volume 10 Section 0 Part 1 HA 86/01February 2001REGISTRATION OF AMENDMENTSAmend Page No Signature & Date of Amend Page No Signature & Date ofNo incorporation of No incorporation ofamendments amendmentsRegistration of AmendmentsVolume 10 Section 0Part 1 HA 86/01February 2001REGISTRATION OF AMENDMENTSAmend Page NoSignature & Date of Amend Page NoSignature & Date of Noincorporation of Noincorporation of amendmentsamendmentsRegistration of AmendmentsDESIGN MANUAL FOR ROADS AND BRIDGESVOLUME 10ENVIRONMENTALDESIGN ANDMANAGEMENTSECTION 0ENVIRONMENTALOBJECTIVESPART 1HA 86/01PRINCIPLES AND GUIDANCEContentsChapter1.Principles and Guidance for Use2.EnquiriesFebruary 20011.1This Advice Note is intended to provide guidance, and a methodology for those engaged in the assessment, design, construction, improvement, operation and maintenance of the existing and proposed highway network.The technical standards, design guidance, and procedural requirements are covered in other documents and Advice Notes, which need to be used integrally with the processes described in this Section 1.The methodology set out in this Section 1 of DMRB Volume 10, is intended to provide a consistent system for defining and achieving the environmental objectives, which may be policy, or route-specific objectives. The main aims of the system are as follows:!To enable the design and implementation of capital maintenance and network improvements, taking full account of the need to protect, and where practicable enhance, the existing environment.!To enable the environmental assessment and design of improvements utilising known data, and developing the options and design using a consistently-applied approach to the description ofenvironmental features.!To enable the designer to provide design data and performance requirements to contractors in a consistent format, to enable them to detail and implement the various environmental features such that they meet the stated objectives, in the short and long term.!To enable constructed scheme or existing network data to be handed over to succeeding managing agents in a consistent format and content.!To enable environmental data to be utilised in analysing its interaction with other technical data. 1.2The Advice Note provides a framework and process for achieving the main aims set out above. As with the other sections of DMRB Volumes 10 and 11, the methodology relies on a high standard of professional expertise being applied in the various disciplines.The need for consideration of environmental matters in their wider sense has driven the development of the methodology. It is therefore of paramount importance that the various professional disciplines required are interactive, with appropriate advice being sought, whether from engineers, landscape designers, planners, environmental scientists, ecologists or landscape managers.By applying the co-ordinated multi-disciplinary teamwork approach, the overall environmental performance of the highway estate can be significantly improved over time.The following Parts of the Advice Note, used in conjunction with other technical guidance, and best practice, provide the basic ‘tools’.It is intended for use by civil engineers, those undertaking studies, and environmental impact assessment, designers, contractors, scientists, and landscape managers.1.3The Advice Note is subdivided into a sequential series of Parts, all of which are inter-related. This paragraph summaries the content of each Part:!PART 1: Principles and General Guidance!PART 2: Environmental ‘Functions’The codes and descriptive text for the core Environmental Functions, enable users to attachobjectives to the various features of the highway estate. This includes the ability, when appropriate, to ascribe highway and structural elements an environmental function that will inform its design and influence maintenance techniques.!PART 3: Landscape ‘Elements’This Part provides codes and descriptive text, with guidance notes for the core Elements of the ‘soft estate’ such as grass, planting, wetland, hedges. It also contains provision for inclusion of ‘hard’landscape features, such as decorative railings, feature paving materials, where these are there for specific landscape reasons.!PART 4: Environmental ‘Elements’This Part relates to non-landscape features, enabling the description of such ‘elements’ as Noise Attenuation measures, Water Quality controls, Protected Species, and legislated elements such as Injurious Weeds and Pests. Many of these elements interact closely with landscape functions and elements.It is not the intention, within the Environmental Database or Scheme Masterplan, to describe the technical details of the engineering content of, for instance, noise-reducing pavements. Theirinclusion within this Advice Note is to enable a co-ordinated approach to provision and management of environmental measures.!PART 5: Planning & Policy FeaturesThis Part provides codes for the inclusion of various statutory designations (eg Conservation Area), Cultural Heritage Features, Rights of Way, and specific land uses.This enables designers and network managers to take account of the relevant features as‘constraints’ as an integral part of the design and/or operational process.!PART 6: Environmental Database RequirementsThe Highways Agency, through their Managing Agents (MA), are developing a Database, using the ‘Functions’ and ‘Elements’ system to record and update a consistent Environmental Asset inventory.This Part describes the core requirements of the Database, and the methodology for itsdevelopment and operation.The requirements for MA’s Landscape Management Plans are described in Part 8.FEBRUARY 20011/1!PART 7: Scheme Development, Implementation and ManagementThis part illustrates how the ‘Functions’ and ‘Elements’ methodology are utilised and shown on plans for different purposes:-Option Assessment (Stage 1)-Scheme Design & Environmental Masterplans (Stages 2/3)-Detailed Design & Contract Documentation-Scheme/Network Handover Data-Network ManagementIt is not a Design Guide or a manual for Environmental Assessment; these are adequately covered in associated guidance. This Part provides guidelines for applying and recording the assessment, design, and performance of environmental features. It contains scheme examples at the various stages, and illustrates the principal requirements for Masterplans.!PART 8: Contract Performance RequirementsThis Advice Note is not intended to replace existing or emerging model contract documentation. It may however, be referenced as a ‘Core’ performance requirement for many future Design,Construction and Network Management Contracts.This part will therefore provide core text for the various procurement methods:-Managing Agents: Core Environmental Duties- D & B – Core Performance Requirements for ‘Functions’ and ‘Elements’-DBFO – Core Performance Requirements for ‘Functions’ and ‘Elements’This part, together with Parts 2, 3, 4, 5 and 6 in effect replaces the model text of various Annexes in Schedules 4 and 6 of the DBFO model. However, the relevant core text within Part 8 will need to be extended and adapted to suit scheme-or-network-specific requirements. It is therefore formatted to facilitate substitution; e.g. the core text for D & B within this part can be deleted and the scheme-specific requirements inserted within the actual contract documentation.This part contains notes and guidance for compilers of environmental specifications.!PART 9: Glossary of Terms1.4 DEFINITION OF ENVIRONMENTAL OBJECTIVESThe guiding principles for England are set out in the Highways Agency’s Environmental Strategic Plan. The key Environmental Objectives are described as follows:!BiodiversityTo manage our network in a practical way which promotes the maintenance and enhancement of biodiversity – that is to say the variety of life. In particular we seek to manage our own estate so as to add to its existing value as a refuge and a linking feature for wildlife.!Air Emissions ManagementTo take practical steps to minimise emissions. This includes appropriate highway designs toinfluence vehicle operation plus controls on the performance of contractors. In addition we seek to encourage our partners in the vehicle and construction industries to play their part in reducingemissions.!Noise ManagementTo take practical steps to minimise noise and disturbance. This includes providing appropriatehighway designs and making more use of noise reducing technologies. The Agency will also aim to increase the awareness of contractors about the importance on this issue. In addition we willencourage our partners in the vehicle, tyre and construction industries to play their part.!Waste ManagementTo develop techniques to ensure that the Trunk Road network is managed in the most sustainable manner, conserving the existing resource, generating less waste and removing barriers that prevent or inhibit the use of secondary or waste materials.!Water ManagementTo identify and implement practical steps to manage the drainage of our network; we aim tominimise the impact of traffic and of our maintenance operations on water courses, groundwater and flooding.!Landscape and TownscapeOur objective is to respect the landscape character and quality of an area when designing newroads or improving existing roads. We will seek to enhance the integration of our network into rural areas using a combination of sensitive road alignment, earthworks, the use of appropriate materials and planting to minimise the adverse effects of trunk road traffic on the countryside.!HeritageTo ensure that in the planning and resourcing of trunk road projects there is an appropriate response to any adverse effects on the historic environment and that the historic fabric of our landscape is respected.Users in Scotland, Wales and Northern Ireland should consult with the Overseeing Organisations within those territories regarding their relevant environmental policies and objectives.1.5 INTRODUCTION TO FUNCTIONS AND ELEMENTSThe wide diversity of landscape and biological features that affect the environment of highways demands a robust, objective, but flexible system for their classification, as well as a wide range of professional expertise for correct identification, interpretation, and management. The ‘Functions’ and ‘Elements’ methodology originally developed for DBFO, has been adapted to enable its usage for all the purposes outlined in Part 1 Paragraph 1.1. Using this system enables environmental data to be recorded and developed in a consistent manner and linked through all stages of schemes from initial design through to construction requirements and management action plans.FEBRUARY 20011/2The codes represent all the environmental objectives, apart from Air Quality, rather than just Landscape and Nature Conservation. Physical Environmental Features are subdivided for convenience into Landscape, Environmental, and Planning/Policy, although these elements form an integral part of the heading of ‘Environment’.It provides a ‘tool’ for users that, as long as the core requirements are followed, can be extended and adapted to suit specific needs. The Core Datasets and Codes described in Parts 2-5 are mandatory on all users on behalf of HA. This is essential to enable consistent data transfer and collation nationally.The principle is that any additional detailed technical information required by designers, contractors, and managers is linked ‘but stored’ in separate associated databases/documents. Parts 6, 7, and 8 describe the processes by which this can be achieved.The system relies on simplicity, in order to provide a readily-usable design and management tool. Additional data, whether as image or text files, can be attached by utilising the unique feature referencing system, and where appropriate, GIS technology via digital OS mapping.1.6 CORE FUNCTIONS AND ELEMENTSThe principle is that each existing or proposed environmental feature on or adjacent to the highway will have both one or more ‘Functions’, and an ‘Element’ which describes its physical attributes or designation in statutory terms.The basis of recording and showing these features is that they have an interaction with the highway i.e. if there are features that do not have an environmental function, or form a constraint upon the design or operation of the road, they would not be recorded.All features (i.e. ‘Elements’) may have a multiple purpose and therefore can be ascribed more than one ‘Function’ eg a vertical barrier may be designed to achieve both Visual Screening and Noise Attenuation.Likewise, the standard of maintenance applied to a grassed area may enhance Visual Amenity, and also have a Heritage Function relating to the setting of an adjacent Listed Building. Part 7 of this Advice Note provides illustrative examples of their usage.Parts 2, 3, 4 and 5 provide descriptive text for the Functions and Elements. The extent to which any text is incorporated into documents and drawings will depend on the purpose. For example, at public consultation stage, some site-specific explanatory notes may be needed on the Masterplan, whilst for Contract Requirements the specific design requirements for each feature will need to be stated in the documents and cross-referenced to the Masterplan and descriptive text.Feature Primary Function Secondary Function ElementPlanted Screen Visual Screening (EFA)Landscape Linear BeltsIntegration (EFB)(LE2.4)SSSI Nature Conservation-Statutory Nature& Biodiversity (EFD)ConservationDesignation (P1.1) Reed Bed Water Quality (EFH)-Water PollutionControl Measures(E2.1)Painted Seating Enhancing the Built Visual Amenity Hard LandscapeEnvironment (EFC)(EFE)Feature (LE2.11) Porous Asphalt Auditory Amenity (EFG)-Noise Reducing Surface Surface (E1.1)By utilising the multiplicity of the combinations, some of which are shown above, the user can succinctly describe all relevant features and their role in the highway and wider environment.1/3FEBRUARY 2001Volume 10 Section 0Part 1 HA 86/01February 20012.ENQUIRIESAll technical enquiries or comments on this Advice Note should be sent in writing as appropriate to:Divisional Director The Highways Agency St Christopher House Southwark Street M A GARNHAM London SE1 0TEDivisional DirectorChief Road EngineerThe Scottish Executive Development Department National Roads Directorate Victoria QuayJ HOWISONEdinburgh EH6 6QQChief Road EngineerChief Highway EngineerThe National Assembly for Wales Cynulliad Cenedlaethol Cymru Crown Buildings Cathays ParkJ R REESCardiff CF10 3NQChief Highway EngineerAssistant Director of EngineeringDepartment for Regional Development Roads Service Clarence Court10-18 Adelaide Street D O’HAGANBelfast BT2 8GBAssistant Director of Engineering2/1Chapter 2Enquiries。
OECD GLP Principles No. 1中英文翻译-标准操作规程
7. Standard Operating Procedures 标准操作规程
7.4Standard Operating Procedures should be available for, but not be limited to, the following categories of test facility activities. The details given under each heading are to be considered as illustrative examples. 7.4机构内的SOP应当涵盖但不局限于以下种类。 标题下的详细内容可以理解为解释性举例。
7. Standard Operating Proeference Items.供试品和对照品。 7.4.1.1Receipt, identification, labelling, handling, sampling and storage. 7.4.1.1 接收、鉴别、贴标签、存放、取样和贮存。
7. Standard Operating Procedures 标准操作规程
7.2Each separate test facility unit or area should have immediately available current Standard Operating Procedures relevant to the activities being performed therein. Published text books, analytical methods, articles and manuals may be used as supplements to these Standard Operating Procedures. 7.2机构独立的单元或区域应当有所执行操作的现 行版SOP。出版的文献、分析方法和手册可以作 为对SOP的补充材料。
高考英语复习3500高频词汇讲解4讲义
高考3500高频词汇讲解41、anxiety n.一、变形：复数：anxieties二、词义：焦虑，忧虑；切望，渴望；令人焦虑的事；挂念He has exhibited symptoms of anxiety and overwhelming worry.他表现出焦躁不安和过度忧虑的症状。
Many editorials express their anxieties about the economic chaos in the country.许多社论对该国经济的混乱状况表示忧虑。
三、派生词anxious adj. 焦虑的；担忧的；渴望的；急切的[比较级more anxious 最高级most anxious ]词组：1、anxious about 为……担心；对……着急So I’m not feeling anxious about anything I “have to” do.所以我不对任何“不得不”去做的事情感到焦虑。
2、anxious for 为…而焦虑Do not be anxious for things and not harm you have to know that you have now is you have an urgent want.不要为渴望得到没有东西而伤害你所拥有的，要知道你现在拥有的正是你曾迫切想得到的。
四、同义词辨析anxiety, worry 这些名词均含"焦虑，关心"之意。
anxiety : 指对预料中的不祥之事的焦虑。
worry : 侧重对未知事态演变的忧虑。
2、anniversary n./adj.一、词义：1. n. 复数：anniversaries 周年纪念日Next year will be the 60th(序数词) anniversary of the repeal of Prohibition.明年将是禁酒令废除60周年。
外贸函电Lecture1 General Principles.
imported to find out the possible imported in order to find out the
profit before I leave for Tokyo.
possible profit in advance of my
departure for Tokyo.
Business English Correspondence
--Yvonne School of Foreign Studies, NJFU
Criteria for Effective Business Writing
Courtesy Correctness Conciseness
Clarity Concreteness Completeness
2）Avoid unnecessary repetition
e.g. Will you ship us any time during the month
of December, or even November if you are rushed, for November would suit us just as well.
Correctness
Correct grammar, punctuation and spelling are basic requirements for business writing, In addition, correctness means choosing the correct level of language, and using accurate information and data.
Correctness （II）
1 Principles and parameters
• 1.4 Language faculty • A. The stages of the acquisition of grammar: how and when do children develop an initial grammar of the language they are acquiring , and what are the subsequent stages they go through in their grammatical development: • (i) Initial stage: 12 months • (ii) Single-word stage: 12-18 months • (iii) The acquisition of grammar: 18-30 months • a) Productive use of inflections • b) Elementary two- and three-word utterances
1 Principles and parameters
• (ii) Performance errors: Misunderstanding and misinterpretation • tiredness, boredom, drunkenness, drugs, external distractions, etc.
III.1 Principles 翻译标准
• hippie : 嬉皮士（常留长发、穿着艳丽、吸毒。嬉皮 士运动在 20 世纪 60 年代最盛行）1965年9月6日旧 金山的一家报纸首先使用了嬉皮士这个词来描写这些 年轻的波西米亚主义者，但其他媒体在此后两年中几 乎没有使用过这个词。旧金山海特· 亚许柏里地区的嬉 皮士是以一个叫做Diggers的团体为中心。这个街头 剧团体将即时性的街头剧、无政府主义行动和艺术表 演结合在一起，他们的目标是要建立一个“自由城市” 。他们受两个不同的运动的影响：一方面受波西米亚 主义的、地下艺术的、剧团的影响，另一方面受左派 的、民权主义的、和平运动的影响。加利福尼亚州的 洛杉矶也有一个非常活跃的嬉皮士社团。1967年夏， 许多年轻人（据警察估计有7.5万人）聚集在海特· 亚 许柏里分享他们的新文化的音乐、毒品和反抗。60年 代末嬉皮士运动达到高潮。1976年7月7日《时代》杂 志将嬉皮士运动作为其封面故事——《嬉皮士：一个 次文化的哲学》。由于许多嬉皮士在他们的头发里带 花或向行人分花，因此他们也有“花癫派”的称号。
2. Avoid cultural misunderstanding
Love me, love my dog. Every dog has its day.
That funny guy often talks horse.
• He became dissatisfied with modern life and man’s selfish wish for private wealth, so he went and joined a Hippie commune. • 出于对现代生活 的不满和对人们 自私的个人财富 占有欲的反感， 他加入了嬉皮士 群居社。
4. Faithful to the style
第一性原理计算方法的基本框架流程
第一性原理计算方法的基本框架流程The first principles calculation method is a fundamental approach in computational materials science for predicting and understanding the properties of materials at the atomic level. 第一性原理计算方法是计算材料科学中的基本方法，用于预测和理解材料在原子水平上的性质。
This method is based on solving the Schrödinger equation for a system of interacting electrons and nuclei, without relying on any empirical parameters. 该方法基于解决相互作用电子和原子核系统的薛定谔方程，而不依赖于任何经验参数。
First principles calculations involve three main steps: (1) choosing an appropriate simulation cell, (2) self-consistently determining the electronic ground state, and (3) calculating the desired material properties using the obtained electronic structure. 第一性原理计算涉及三个主要步骤：（1）选择合适的模拟单元，（2）自洽确定电子基态，并（3）使用获得的电子结构计算所需的材料性质。
The choice of the simulation cell is crucial, as it needs to encapsulate the material's properties accurately, while also being computationallyfeasible. 模拟单元的选择至关重要，因为它需要准确地包含材料的性质，同时也要在计算上是可行的。
毒理学基础Chapter 1 principle of toxicology 英文版
Principles of Toxicology
Basic definitions
Toxicology-
Toxicologist-
The principles of toxicology are integral to the concept of risk assessment
How may Toxic Agents be Classified?
Target organs Use Source Effects Physical state Chemical stability or reactivity General chemical structure Poisoning potential
2.
Descriptive Animal Toxicity Tests
The effects produced by a compound in lab animals, when properly qualified, are applicable to humans
Descriptive Animal Toxicity Tests
Duration and Frequency of Exposure
4 categories Acute Subacute Subchronic Chronic
– Exposure time may greatly effect toxicity and target organ (eg. Benzene) – Pharmacokinetics plays a role in degree of toxicity.How efficient is elimination?
2014英语一轮(必修5江西)：课文佳句仿写
2014英语一轮(必修5江西)：课文佳句背诵与仿写(教师版)新人教版Book 5 Unit 1 Great scientists英译三件事：1. principles: 信、达、雅2. structures, patterns: 结构，句型（主体、客体）3. diction: 选词课文佳句背诵与仿写【1.原句】John Snow was a well-known doctor in Landon －so famous indeed that he attended Queen Victoria to ease the birth of her babies.[模仿要点]两个简单句合并成一句，很好地运用了插入语和符号来压缩句子。
【模仿1】张老师是个热心的老师，他那么善良我想当他的学生生病时他一定乐意帮助他们的。
Mr. Zhang is a warm-hearted teacher in our school—so kind, I think/ I believe/ I suppose/ I dare say (插入语), that he is sure to help his students when they are ill.【模仿2】李平是我们班一位用功的学生。
他那么勤奋我想晚上不到 11 点他不会上床睡觉的。
Li Ping is ahard-working boy in my class－so diligent, I suppose, that he never goes to bed until 11 at night.2.【原句】Although he had tried to ignore them all his mathematical calculations led to the sameconclusion: that the earth was not the centre of the solar system.[模仿要点] 冒号加that 从句【模仿 1】虽然她不相信别人说的话，可她所收集的证据得出这样的结论：她的男朋友骗了她。
principle在商务英语中的意思
在商务英语中，principle是一个多义词，有多个意思。
1.原则：在商务英语中，principle可以指基本的、核心的规则或原则。
例如，“我们公司的原则是
始终为客户提供最好的产品和服务。
”
2.负责人：principle也可以指负责人或主管，特别是在一些组织或机构中。
例如，“我们的部门由
李先生负责，他是我们的主要负责人。
”
3.定理：在科学或数学领域，principle可以指一个基本的、普遍的原理或定理。
需要注意的是，principle的具体含义可能会根据上下文和语境有所不同。
因此，在商务英语中使用这个单词时，需要根据具体情况来确定其准确含义。
埃德斯坦和BTEC资格资料：计算机基本原理单位1：计算机科学原理说明书
Lead Examiner Report 2001January 2020L3 Qualification in Computing Unit 1: Principles of Computer ScienceEdexcel and BTEC QualificationsEdexcel and BTEC qualifications come from Pearson, the world’s leading learning company. We provide a wide range of qualifications including academic, vocational, occupational and specific programmes for employers. For further information visit our qualifications website at /en/home.html for our BTEC qualifications.Alternatively, you can get in touch with us using the details on our contact us page at /en/contact-us.htmlIf you have any subject specific questions about this specification that require the help of a subject specialist, you can speak directly to the subject team at Pearson. Their contact details can be found on this link:/en/support/support-for-you/teachers.htmlYou can also use our online Ask the Expert service at https:// You will need an Edexcel Online username and password to access this service.Pearson: helping people progress, everywhereOur aim is to help everyone progress in their lives through education. We believe in every kind of learning, for all kinds of people, wherever they are in the world. We’ve been involved in education for over 150 years, and by working across 70 countries, in 100 languages, we have built an international reputation for our commitment to high standards and raising achievement through innovation in education. Find out more about how we can help you and your learners at: /ukJanuary 202031768_2001_ERAll the material in this publication is copyright© Pearson Education Ltd 2019Grade BoundariesWhat is a grade boundary?A grade boundary is where we set the level of achievement required to obtain a certain grade for the externally assessed unit. We set grade boundaries for each grade, at Distinction, Merit and Pass.Setting grade boundariesWhen we set grade boundaries, we look at the performance of every learner who took the external assessment. When we can see the full picture of performance, our experts are then able to decide where best to place the grade boundaries – this means that they decide what the lowest possible mark is for a particular grade.When our experts set the grade boundaries, they make sure that learners receive grades which reflect their ability. Awarding grade boundaries is conducted to ensure learners achieve the grade they deserve to achieve, irrespective of variation in the external assessment.Variations in external assessmentsEach external assessment we set asks different questions and may assess different parts of the unit content outlined in the specification. It would be unfair to learners if we set the same grade boundaries for each assessment, because then it would not take accessibility into account.Grade boundaries for this, and all other papers, are on the website via this link: /en/support/support-topics/results-certification/grade-boundaries.htmlUnit 1: Principles of Computer ScienceGrade UnclassifiedLevel 3N P M DBoundary Mark 0 11 22 36 51IntroductionThis was the sixth examination season for Level 3 BTEC Computing Unit 1 Principles of Computer Science 31768. This unit is assessed through a single written examination which is two hours in length and the number of marks available is 90.This unit is a mandatory unit for all learners studying the extended certificate, foundation diploma, all diplomas and the extended diploma. The examination for this unit will always contain four sections and each section will have a scenario that will be used throughout the whole of that section. The scenario will be clearly stated at the beginning of each section.Each section is broken down into sub-questions which will then test learners on different areas of the specification and learners should be expected to apply their knowledge to the scenario. Learners will be given an information booklet. They will be instructed to look at individual parts / sections of this during the examination in order to answer questions.The information booklet may give learners:Information about problems that they need to solve.Programming code for them to interpret, analyse or evaluate.Requirements or designs for a new program that is needed.An algorithm for them to interpret, analyse or evaluate.At no point during the examination will learners be expected to write code in a particular language. Learners will only be given small pieces code to interpret, analyse or evaluate.All sections of the examination paper provide differentiation at all attainment levels and the paper is designed to be ramped in difficulty so that a larger percentage of higher grade marks are allocated to the later stages of the paper.Introduction to the Overall Performance of the UnitThe overall performance of learners is similar to the last examination season for this unit. The average mark per candidate has risen slightly which shows that centres are better preparing learners for the rigor of this exam. However, there is still evidence to suggest that there are still a lot of learners who are not fully prepared to take this examination.It is worth noting that the recommended Guided Learning Hours (GLH) for this unit is 120. It is recommended that centres ensure that this amount of time is used to ensure that learners are equipped with the knowledge to allow them to answer a range of different questions covering the whole specification.While learners did not perform well on some of the longer questions, on the whole the performance on the shorter response questions appears to have improved with many learners picking up some marks on each short answer question. The performance on the extended questions has remained in line with the previous exam season. Learners still do not fully understand the demands of the higher order command words such as discuss, analyse and evaluate. Learners were not able to meet the demands of these higher order command verbs which resulted in many learners achieving lower marks on the extended questions.Individual QuestionsThe following section considers each question on the paper, providing examples of learner responses and a brief commentary of why the responses gained the marks they did. This section should be considered with the live external assessment and corresponding mark scheme.Question 1a (2 Marks)The majority of learners gained two marks. Most learners were able to identify two reasons why string data type should be used for the item code. Some answers linked the reasons to the scenario, however this was not expect.2 Marks awarded for:not used in calculation 1 Markstrings can hold numbers and symbols 1 MarkQuestion 1b (3 Marks)Most learners gained three marks. Some learners however incorrectly used the item number given in the question as a location code and therefore gained no credit for giving the location as Bay 47, Shelf 85, Section 91.3 Marks awarded for:Bay: 01 (1 mark)Shelf: 01 (1 mark)Section: 08 (1 mark)Question 1c (2 Marks)Learners often scored 2 marks by identifying the code as a presence check or a form of validation. Some learners did not recognise that it was the length of the input being tested and suggested that a numeric value of 0 was not acceptable.2 Marks awarded for:"ensures that the user inputs the item required" (1 Mark)"will keep looping until item is entered" (1 Mark)Question 1d (3 Marks)Many of the learners managed to score three marks on this question. Common errors included confusing the index with either the item code or the location code. Stronger responses recognized the use of index as a pointer to the elements in the array.3 Marks awarded for:"increments each time" (1 mark)"compares the next index of the array with the item required each loop" (1 mark) "comparing every item” (1 mark)Question 1e (3 Marks)Some learners were able to score 3 marks on this question, most were able to explain that the string needed to be sliced and that selected characters were then output to show the location.3 Marks awarded for:Demonstrates a clear understanding of the location within the string of the data for bay, shelf, and section. There is a description of how lines 9, 10 and 11 print out the pair of characters. (3 Marks)Question 1f (3 Marks)Many learners found this question challenging. Although some learners did score 3 marks.A significant number of learners only saw 2 items with the same code, normally the two at the bottom of the table. Common misconceptions were:•The program would stop after the first item•The program would only print out the last item•The program would be “confused” by three itemsA few candidates noticed that the location of the last item did not exist. However, it was possible to gain full marks without this being recognised.3 Marks awarded for:The search goes through all locations (1 Mark)Prints location each time a match is found (1 Mark)All/three locations will be printed (1 Mark)Question 1g (4 Marks)Learners generally did well on this question scoring 3 marks.The most common answers were exiting the loop when an item was found, not having to search the whole list, and not printing more than one item. A good number of learners recognised that using a while loop could mean that the code did not have to be re-written if more locations were added.4 Marks awarded for:Allows the loop to break early (1) because it is a conditional loop (1)A while loop would be able to cope with new bays/ items/ data being added (1) without updates to the program code (1)Question 2a (2 Marks)The majority of learners scored 2 marks on this question. The majority of answers identified mouse clicks and actions controlling a trigger function or running code.2 Marks awarded for:Uses buttons/ mouse clicks/keyboard interactions (1 Mark)which could be controlled with a trigger function (1 Mark)Question 2b (2 Marks)Many learners were able to score two marks on this question. A common misconception was to refer to changing the number of attempts available.2 Marks awarded for:Change the parameters/values (1 Mark)In the random function (1 Mark)Question 2c (4 Marks)Most learners scored four marks for this question. Most recognized the logic error in line 4 and were able to give the correct logic, however some learners missed the wrong variable being tested in line 6.4 Marks awarded for:Line number: 4 (1 Mark)Correction: IF guess > target (1 Mark)Line number: 6 (1 Mark)Correction: ELSEIF guess < target (1 Mark)Question 2d (4 Marks)Learners generally performed well on this question, being able to complete the table accurately and gain 4 marks. Although one common error was to write 1 – 6 or 1 to 6 in the shaded cell for the counter.4 Marks awarded for:All 4 values correct in shaded cells (4 Marks)Question 2e (8 Marks)Most learners scored in mark band 1 or 2 for this question, although a good number gained mark band 3. Common reasons for not gaining the higher mark range included logic errors in the score counter or the number of questions counter.7 Marks awarded for:Mark band threeMeets all of the criteria for mark band 3. Logic is correct, flow and conventions are correct. The lack of detail on the calculation (i.e. num1 + num2 is not clear thatthis is the generated total for the question) means it does not achieve the full marks.Question 3a (2 Marks)Most learners gained 2 marks. Most were able to recognise the string values and the errors this would cause in a calculation. A common misconception was to state the £1 would be treated as the value 1 and therefore less than the other values, this type of response missed the fact that the array was of strings.2 Marks awarded for:A total cannot be calculated (1 Mark)because the data is non numerical (1 Mark)Question 3b (4 Marks)Most learners picked up some marks on this question with a lot of learners scoring 1 or 2 marks. Leaners often simply described a loop without relating it to the scenario.4 Marks awarded for:Check total >= 50p (1 Mark) awarded for "if no more than 50p is inserted.....more than 50p is inserted"Check button pressed (1 Mark) awarded for "until button is pressed"Print ticket if total is enough (1 Mark) awarded for "and all coins are inserted"Check value of coin inserted (1 Mark) awarded for “if the wrong coin is inserted it should display error”Question 3c (8 Marks)Most learners were placed in mark band 1 or mark band 2 for this question. Most learners had a structure for input of coins, and for testing the values. Most also had a structure to issue a ticket when the button was pressed. Stronger learner responses had structures for dealing with wrong coins, and loops which were conditional on the correct amount or more being placed in the machine.6 Marks awarded for:Mark band 2.A solution that meets most of the requirements with some inefficiencies. Structure of the algorithm uses mostly appropriate hierarchies/subdivision to provide some clarity and readability.Variable/object/process names are mostly appropriate but there is some inconsistency.Logical operations and sequences/structure of processes used with some accuracy. For example, the total is not calculated correctly and there is no loop to check button press.Accepted conventions have been applied but there are some inconsistencies.Question 3d (10 Marks)Most learners were placed in mark band 1 or mark band 2 for this question. The focus of this question was on pattern recognition and problem solving. The majority of answers identified the calculation of change and the need to have a supply of coins in the machine to provide change. The better responses identified the fact that there are only two ways to over pay, £1 or 3 x 20p. These learners often described a process of then rejecting extra coins after a sum greater the 50p was placed in the machine. Learners also gave some good responses based calculation of change.10 Marks awarded for:Mark band 3.Addresses the problems associated with calculating and giving change including the need to have coins available in the right value, e.g. if it runs out of 50p and 10p, it can no longer give change for a £1. Addresses processes such as calculating the change and identifies problems with running out of change/coins.Demonstrates mostly accurate and thorough/detailed knowledge and understanding. Breaks the situation down into component parts and most of the points made will be relevant to the context in the question.Displays a well-developed and logical analysis which clearly considers interrelationships or linkages in a sustained manner.Question 4a (6 Marks)Most Learners were placed in mark band 1 or mark band 2 for this question. Stronger responses consider all of the requirements and related the data required to fulfil them each, linking the data needed to each requirement. These learners considered all of the data that needs to be collected from customers, more than just name address as customers might have a different pick up point.4 Marks awarded for:Mark band two.The learner has analysed some of the requirements and has suggested the data required. For example, the type of car used by each instructor needs to be matched with the needs of the client (automatic/manual).They have also noted the need to have the date of the theory test and linked this to not taking a test.Demonstrates some accurate knowledge and understanding, with few minor omissions/any gaps or omissions are minor.Breaks the situation down into component parts and some of the points made will be relevant to the context in the question.Displays a partially developed analysis which considers some interrelationships or linkages but not always sustained.Question 4b (8 Marks)On the whole this question was not very well answered. Learners did not always focus on the inputs processes and outputs, instead they gave generic descriptions of what a programmer might do with the data. Also some learners did see the difference in the requirements of the question and simply described again the data requirements, without mentioning the processing and the outputs required to meet the desired outcomes.5 Marks awarded for:Mark band two.The learner makes some good points about the requirement of data and processes. However, these are not developed for the top of the mark band to be awarded.Demonstrates some accurate knowledge and understanding, with only minor gaps or omissions.Some of the points made will be relevant to the context in the question, but the link will not always be clear.Displays a partially developed discussion which considers some different aspects and some consideration of how they interrelate, but not always in a sustained way.Question 4c (12 Marks)Most learners were placed in mark band one or two for this question. The important part of this question was to analyse the use of data structures. The most common answers simply described the data structures listed in the question, without any links to the scenario. Learners need more guidance in how to answer this type of question.11 Marks awarded for:Mark band three.Fluent and accurate technical vocabulary is used to support arguments that are relevant to the issues of the question.Most of the points made will be relevant to the context in the question, and there will be clear links.Displays a well-developed and logical evaluation which clearly considers different aspects and competing points in detail, leading to a conclusion that is fully supported.SummaryOverall learners’ performance dropped in this series both in terms of level of knowledge and examination technique.Based on performance in this examination series, learners are offered the following advice to help continue this improvement:•Develop understanding of key terminology used in the unit so that you can access the context of the question.•Ensure that when providing answers/information your response is applied to the given context.•Continue understanding the requirements of the different command verbs used in the unit so that you can structure your response appropriately andmaximise the marks you achieve.•Further support on the requirements of command verbs can be found in the specification and in training materials published on the Pearson website.•For shorter response questions (5 marks or less), make note of the number of marks available this will help you identify the number of points you need tomake. For example, a 4 mark ‘Explain one…’ style question would need to make at least four linked points, three of which expand/exemplify understanding of a single point.•When producing extended writing responses (6 marks or more) ensure you consider a range of points, each of which should be expanded or supportedwith examples and applied to the given context.•Do not leave questions blank. If you are struggling, moving on to other questions and working your way through the paper is a good idea. But makes sure you come back and attempt all questions.•Centres are encouraged to consult the ‘Technology Update’ which has been published on the BTEC website. This document defines the scope of thetechnologies that may be used in examinations such as defining the range of‘common protocols’, ‘input devices’ ‘utility software’ etc. It should also be used in conjunction with the specification when planning and delivering content.For more information on Pearson qualifications, please visit /en/home.htmlPearson Education Limited. Registered company number 872828 with its registered office at Edinburgh Gate, Harlow, Essex CM20 2JE。
第一性原理计算方法在材料科学中的应用
第一性原理计算方法在材料科学中的应用1.引言第一性原理计算方法（First Principles Calculation）是近年来发展的新型计算方法，用于准确计算分子和固体物质的能量、结构和物理性质。
它的优势在于不依赖于实验数据，可以直接从基本原理推导出体系的特性。
在材料科学领域，第一性原理计算方法已经成为研究材料的重要工具，可以为合成新材料和设计功能材料提供理论依据，并指导实验研究。
2.第一性原理计算方法的基本原理第一性原理计算方法的基本原理是量子力学中的密度泛函理论，它的基本假设是所有粒子的运动都可以描述为波函数的运动。
根据波函数理论，一个由N个电子和原子核组成的体系的波函数可以用N个单电子波函数表示。
通过求解薛定谔方程，可以确定体系的基态能量和电子的密度，从而得到体系的性质。
3.第一性原理计算方法在材料科学中的应用（1）材料合成第一性原理计算方法可以模拟材料的结构、动力学和化学反应，为材料合成提供理论指导。
例如，使用第一性原理计算方法可以预测材料的稳定性、生长机制和晶体缺陷，从而为材料的设计和制备提供指导。
（2）材料性能第一性原理计算方法可以计算材料的电子结构、热力学性质、光电性质和磁学性质等，从而为材料的性能研究提供理论基础。
例如，通过计算材料的电子结构，可以预测材料的导电性、热导率和热电性能等，为相关应用提供指导。
（3）材料改性第一性原理计算方法可以模拟材料的界面和表面结构，研究材料的改性效果。
例如，可以通过计算材料与其他材料的界面能量来评估材料的附着性和界面稳定性，从而指导材料的改性设计。
（4）功能材料设计借助第一性原理计算方法，可以针对具体的应用需求，设计出具有特定功能的材料。
例如，通过计算材料的光电性质、催化活性和磁学性质等，可以指导材料的功能设计，为实现特定的应用提供理论指导。
4.发展趋势随着材料科学和计算科学的发展，第一性原理计算方法的应用前景越来越广阔。
未来，第一性原理计算方法将会与机器学习和高通量计算等技术结合，为材料科学的研究提供更多的可能性。
strict的用法及短语
strict的用法及短语一、strict的基本含义及用法二、表示严格要求的短语1. be strict with/ about/on sth/sb2. have strict rules/regulations3. a strict diet/exercise regime三、表示严谨的短语1. follow a strict procedure/guidelines2. adhere to strict standards/principles四、表示严厉的短语1. receive a strict warning/punishment2. enforce strict measures/control一、strict的基本含义及用法在英语中，strict是一个常见的形容词，意为“严格的”。
它可以用来描述对某人或某事物有着高标准和明确规定。
当我们遇到需要描述强调遵循规定、要求或限制方面时，就可以使用strict这个词。
strict主要分为以下几种常见用法。
二、表示严格要求的短语1. be strict with/ about/on sth/sb（对某事/人要求严格）当我们希望表达对某事或某人采取严格态度和要求时，可以使用“be strict with/ about/on sth/sb”这个短语。
在这种情况下，通常我们会紧跟一个具体对象。
例如：- My parents were always strict with me when it came to my studies.（每当涉及我的学习，我父母总是对我要求很严格。
）- The boss is very strict about meeting deadlines.（老板对于遵守截止日期非常严格。
）2. have strict rules/regulations（有严格的规定/法规）此短语常用来描述某个组织、制度或场所有非常明确和严格的规定或法规。
(麻省理工)药理学原理-药物动力学原理1
Pharmacokinetics.doc
HST-151
3
b. Intravenous (i.v.) injection: complete bioavailability; drugs only given in sterile solution; important when immediate effect required; increased risk of toxicity. 4. Pulmonary Inhalation a. Rapid absorption of drugs in gaseous, vaporized or aerosol form. b. Absorption of particulates/aerosols depends on particle/droplet size which influences depth of entry in pulmonary tree; 1-5 uM particles reach alveolus 5. Topical Application a. Usually for local effect; patch formulations for systemic effect b. Absorption through mucous membrane may be rapid c. Absorption through skin generally slow; enhanced by increased lipophilicity, by damage to stratum corneum, and by increased blood flow.
Pharmacokinetics.doc
HST-151 II. Distribution of Drugs
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Computational Physics, Chemistry, Mechanics, Materials, Biology, …
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Mathematical Model Benefits
Mathematical model is more concise and more precise than natural language, pseudo-code, or diagrams. Mathematical model can be used to calculate and predict system behavior. Model can be analyzed using mathematical reasoning to prove system properties or derive new behaviors.
Mathematical modeling involves teamwork
Mathematical Contest in Modeling (MCM) Interdisciplinary Contest in Modeling (ICM)
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Appreciation of broad use of modeling Hands-on an experience with simulation techniques Develop communication skills working with practicing professionals
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Examples
Newton’s second law: F = m*a
Radioactive decay: N(t) = N(0)*e-k*t Compound interest: P(t) = P(0)(1 + r/n)nt Falling rock: x(t) = - g*t2/2 + v0*t + x0 or t0 = 0; x0 = H; v0 = V ti+1 = ti + Δt; vi+1 = vi - (g * Δt); xi+1 = xi + (vi * Δt); = 0, 1, 2, …
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Why Modeling?
Fundamental and quantitative way to understand and analyze complex systems and phenomena Complement to Theory and Experiments, and often Intergate them
Model should captures the essential characteristics of the system while ignoring irrelevant details If model is to be used for deductive reasoning about the system it needs to provide sufficient analytic power
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Materials research: design of new materials, smart materials; shape driven by temperature materials; materials aging issues (Stockpile stewardship) Drug design: design of anti-cancer drugs, etc. Manufacturing: optimization of manufacturing processes, automation Medicine: Medical imaging, MRIs Human genome: applications to understanding and treating disease. Once human genome is known and understood, modeling will be come an important part of understanding and treating disease.
Relationship with theory and experimentation
Mathematical modeling is a complement, but does not replace theory and experimentation in scientific research.
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Proof in Mathematics vs. Proof in Modeling
Mathematicians are used to axioms, theorems, and proofs. Mathematical modellers need to firstly translate from open-ended, real-world questions into a mathematical problem. Think about the following questions:
Analyze --->> Predict
Seismology: oil exploration, earthquake prediction (Parallel computation reduced compute time from weeks to hours) Global ocean/ climate modeling: global warming, weather prediction Economics: predictions of future growth, growth of a local or national economy (Agent-based modeling), management of resources, analysis of tax strategies Environmental / Biology: utilization of resources, population modeling, insect control
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The Real World and Mathematics
Mathematical Problem Pure Mathematics Mathematical Solution
Abstraction
Prediction
Real-World System
Experiment
Theory
Computation
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Role of Mathematical Modeling
Is often used in place of experiments when experiments are too large, too expensive, too dangerous, or too time consuming. Can be useful in “what if” studies; e.g. to investigate the use of pathogens (viruses, bacteria) to control an insect population. Is a modern tool for scientific investigation.
Is modelling about proof? What are the differences between proof and justification? What is the role of proof in modeling? Why knowing how to do a proof is different from knowing how to explain a model's assumptions?
MATHEMATICAL MODELING
Principles
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What is modeling?
The answer we will use in this class: Models are formal mathematical representations of a system used to describe and/or make predictions about that system
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Multidisciplinary activity
Seeks to gain an understanding of science through the use of
mathematical models on high-performance computers. Mathematical modeling is a multidisciplinary activity.
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Broad Application Area
Has emerged as a powerful, indispensable tool for studying a variety of problems in scientific research, product and process development, and manufacturing.