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Investigation of Microfluidics and Heat Transferability Inside a Microreactor Array Made of Glass

Investigation of Microfluidics and Heat Transferability Inside a Microreactor Array Made of Glass

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(1)
with: k: heat transfer coefficient [W/m2K]; (~Q/~t)R-K: heat flow [W]; A: heat transfer surface [m2]; ~ T m: mean logarithmic temperature difference [K] The mean logarithmic temperature difference arises from the measured temperatures of the coolant and the reactants both at the inlet and outlet ofthe micro reactor (equation 2).
microreactor
product collection
Fig. 2:
scheme of experimental set-up for calorimetric measurements
The heat transfer between the reaction channels and their vicinity was described by the heat transfer coefficient which was calculated from equation (1):
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Spatially resolved information on heat transferability and simultaneous mapping of the entire process were obtained by thermographic measurements of exothermicities in the micro reactor array applying an infrared camera system. Finally, Computational Fluid Dynamic (CFD) simulations were carried out to investigate the influence of flow and mixing behavior on heat flow and heat transfer.

自由主义(国际安全学)

自由主义(国际安全学)

Liberalism------Cornelia Navari 1.AbstractThis chapter provides an overview of the debates about security within liberal thought. The first section outlines traditional/Kantian liberalism.The second section introduces liberal economic thought regarding peace and war and the ideas of douce commerce. The third section describes the democratic peace thesis, and reviews the major discussions on the idea that liberal states do not fight wars with other liberal states. The final section outlines the major arguments in neoliberal institutionalism. It concludes by highlighting the main differences between realist approaches to security and liberal approaches.2.IntroductionTrue internationalism and world peace will come through individual freedom, the free market, and the peaceful and voluntary associations of civil society.(Richard M. Ebeling 2000) The liberal tradition in thinking about security dates as far back as the philosopher Immanuel Kant, w ho emphasized the importance of ‘republican’ constitutions in producing peace. His pamphlet Perpetual Peace contains a peace plan, and may fairly be called the first li beral tract on the subject. But liberal security has been elaborated by different schools within a developing tradition of liberal thought. Andrew Moravcsik (2001) has distinguished between ideational, commercial and republican liberalism following Michael Doyle (1998) who distinguished international, commercial and ideological liberalism, each with rather different implications for security planning; and Zacher and Matthews (1995) have identified four different tendencies in liberal security thought. Each is reflecting upon a f amily of loosely knit concepts, containing in some cases rather opposed approaches. Kant believed that trade was likely to engender conflict, while later ‘commercial’ liberals saw in trade a beneficial and beneficent development. Republican liberals argue that peace is rooted in the liberalism of the liberal state – the internal approach –while neoliberal institutionalists emphasize the role of international institutions, which could ameliorate conflict from without.This chapter provides an overview of the debates about security within liberal thought. The first section outlines traditional/Kantian liberalism. The second section introduces liberal economic thought regarding peace and war and the ideas of douce commerce. The third section describes the democratic peace thesis, and reviews the major discussions on the idea that liberal states do not fight wars with other liberal states. The fin al section outlines the major arguments in neoliberal institutionalism. It concludes by highlighting the main differences between realist approaches to security and liberal approaches.3.Traditional or Kantian liberalismImmanuel Kant was an enlightenment philosopher (some would say the greatest enlightenment philosopher), often noted for his approach to ethics. (Kant argued that moral behaviour resulted from moral choices and that these were guided by an inner sense of duty –when individuals behaved according to duty, they were being moral.) But he was not only an ethicist; he philosophized the ‘good state’ as well as its international relations. According to Kant, the only justifiable fo rm of government was republican government, a condition of constitutional rule where even monarchs ruled according to the law. Moreover, the test of good laws was their‘universalizability’ – the test of universal applicability. The only laws that deserved the name of ‘law’ were those one could wish everyone (including oneself ) obeyed. Such laws became ‘categorical imperatives’; they were directly b inding, and monarchs as well as ordinary citizens were subject to them.Kant argued that republican states wer e ‘peace producers’; that is, they were more inclined to peaceful behaviour than other sorts of states. He attributed this to habits of consultation; a citizenry which had to be consulted before going to war would be unlikely to endorse war easily. He also attributed it to the legal foundations of the republican state because he believed a state built on law was less likely to endorse lawless behaviour in international relations.But being republican was not sufficient to ensure world peace. According to Kant – and it was the critical argument of Perpetual Peace – the situation of international relations, its lawless condition, unstable power balances and especially the ever-present possibility of war endangered the republican state and made it difficult for liberal political orders to maintain their republican or liberal condition. Hence, he argued, it was the duty of the republican state to strive towards law-regulated international relations; they could not merely be liberal in themselves.A critical part of Kant’s argument, whi ch initiated the debate between liberals and ‘realists’, was his critique of the con cept of the ‘balance of power’: he refuted the argument, becoming prevalent in his day, that the balance of power was a peacekeeper. The idea of conscious balancing was fallacious, he argued, since ‘It is the desire of every state, or of its ruler, to arrive at a condition of perpetual peace by conquering the whole worl d, if that were possible’ (Kant (1991b), a view shared by some leading realists e.g. Mearsheimer (2001)). As to the automatic operations of such a balance, he held Rousseau’s view that such tendencies did indeed exist. Rousseau (1917) argued that states were naturally pushed into watching one another and adjusting their power accordingly, usually through alliances. However, this practice resulted merely in ‘ceaseless agitation’ and not in peace.Kant’s peace programme consisted of two parts (Kant 1991a). There were the ‘preliminary articles’ – the initial conditions that had to be established before even republican states could make much contribution to a more peaceful international environment. These included the abolition of standing armies, non-interference in the affairs of other states, the outlawing of espionage, incitement to treason and assassination as instruments of diplomacy, and an end to imperial ventures. These had to be abolished by a majority of states,non-liberal as well as liberal, to end the condition Hobbes had described as‘the war of all against a ll’. There were then the three definitive articles; these went further and provided the actual foundations for peace:1 The civil constitution of every state should be republican.2 The law of nations shall be founded on a federation of free states.3 The law of world citizenship shall be limited to conditions of universal hospitality.Spreading republican constitutions meant, in effect, generalizing the striving for peace, since according to Kant, striving for peace was part of the natural orientation of the republican state. The ‘federation of free states’ would provide for a type of collective security system; and the provision of ‘universal hospitality’ would, in Michael Howard’s formulation, ‘gradually create a sense of cosmopolitan community’ (2000: 31). Kant distinguished between the end of war and the establishment of positive peace, and his plan made peace ‘more than a merely pious aspiration’. Accordingly, he may properly be regarded as‘the inventor of peace’ (Howard 2000: 31).During the nineteenth century, liberals tended to emphasize only Kant’s views that liberalism inclined to peace. Through most of the nineteenth century, the liberal approach to peace consisted of critiques of the ancient regime, and promised that peace would automatically follow the overthrow of autocracy and the establishment of constitutional regimes. According to Raymond Aron (1978), nineteenth-century liberals had no peace plan. With the outbreak of the First World War, however, the emphasis changed. Then, the dangers that Kant had foreseen for liberalism in a dangerous international environment were rediscovered; and liberal thinkers turned from internal reform towards emphasizing arbitration, the development of international law and an international court, to protect liberalism from without. When the League of Nations failed, moreover, some would go so far as to recommend either the abolition of, or severe restrictions upon, state sovereignty.4.Douce commerceAccording to Moravcsik, ‘commercial liberalism’focuses on ‘incentives created by opportunities for trans-border economic transactions’ (2001: 14). This contemporary formulation attempts to mak e specific the causal mechanisms behind the inclination of economically liberal states to prefer peace to conflict.According to Moravcsik, ‘trade is generally a le ss costly means of accumulating wealth than war, sanctions or other coercive m eans’ (2001: 50). But it is not the only theory – other commercial liberals stress the structure of a liberal economy, not merely the preferences of individual economic actors.The origins of modern commercial liberalism lie in the nineteenth-century theory of douce commerce (‘beneficent commerce’) –the developing liberal critique of mercantilism, the aggressive economic policies recommended to, and to a degree practised by, the autocrats of the ancient regime. Mercantilist doctrine advised doing all to increase the amount of bullion held by a country, in an environment where bullion was believed t o be a fixed quantum. The effect of generalizing mercantilism was made explicit by Voltaire in 1764: ‘It is clear that a country cannot gain unless another loses and it cannot prevail without making others miserable.’ The economic philosophes (called physiocrats) such as François Quesnay and Victor de Mirabeau id entified a structural proclivity in mercantilism towards trade wars and territorial conquests. If your own nation was to be wealthy, it could only be so by making others poorer. Tariff walls were needed to protect the prosperity of domestic producers from the‘attacks’ of foreign competitors. Subsidies were required for export producers so that they could ‘seize’ the wealth of others in forei gn markets. Resources in foreign lands had to be militarily ‘captured’ t o keep them out of the hands of commercial rivals in opposing nation-states who would use them to defeat ‘our’ nation-state.The explicit association between non-mercantilist, open trading orders and peace was, however, not French but a British d evelopment. It first appea red in Adam Smith’s Wealth of Nations, where he argued that ‘the hidden hand’ besides increasing wealth also promoted a lessening of economic hostilities. But even earlier, Smith’s Scottish colleague and friend David Hume had demonstrated that an internati onal division of labour and trade benefited all participants, and David Ricardo had formulated the theory of comparative advantage. According to Ricardo, wealth accrued in the degree to which states concentrated production in areas where they had ‘comparative advantage’ and traded for other products. Ricardo’s theory underpinned the notion of a benevolent division of labour as well as the idea that trade was non-hostile competition.The nineteenth-century ‘commercial liberals’ developed these ideas into doctrine. Liberal trade doctrine held that trade among states, like trade among individuals, was mutually beneficial. All men would gain through participation in a global division of labour – a way of life in which they offered to each other the various products in the production of which they specialized. Market competition was not conflict, they argued, but rather peaceful cooperation:each producer helped to improve the quality of life for all through the production and sale of superior and less expensive products than the ones offered by his market rivals. The market was civil society and peace; economic policy in the hands of governments was conflict and war.Commercial liberalism also took on a sociological aspect. James Mill described the British Empire as outdoor relief for the upper classes. Joseph Schumpeter argued that conquest and imperialism had economically favoured the old aristocratic elites, and that the social changes which accompanied capitalism made modern states inherently peaceful, since they led to the declineof the aristocratic class.The only formal non-liberal nineteenth-century riposte to the commercial liberals (that is, the only argument one could credit with some respect) was the mid-nineteenth-century idea of protecting infant industries. The German nationalist Jahn argued that because of the time lag between developed and developing countries, there was an argument for initial protection for ‘infant’ industry, but even then only until it could compete in an open market. In the twentieth century, under the press of the Great Depression, liberals would also argue that there was some justification for p rotecting economies from storms in the world economy, but again temporary measures only. (The liberal tendency came to be to improve international regimes so that storms could be avoided or ridden out without closures.) The re also developed a more refined critique of the argument that everyone benefited through trade. This made it clear that the wealth accruing through opening up economic exchange did not automatically benefit everyone in society; this depended on social policies which, among other things, deliberately fostered the skills which would allow individuals to participate in market economies.During the twentieth century, the initial successes of Nazism, government directed labour programmes and the much vaunted ‘Soviet model’ led the commercial liberals to focus on government involvement in the economy and on protectionist ideologies. Indeed, twentieth-century commercial liberals spoke less of economy than of ideology, particularly attacking ideas of economic closure and planning that derived from ‘scientific socialism’ and especially economic nationalism. The most famou s of these is Friedrich Hayek’s Road to Serfdom, but it had many echoes, especially in Central Europe. During the 1930s, the German economist Wilhelm Röpke declared that the ‘genuinely liberal principle’ required ‘the widest possible separation of the two spheres of government and economy’. He recommended the greatest possible‘depoliticization’ of the economic sphere. In 1936, the Swiss economist and political scientist William Rappard (the Rappard Chateau which houses the World Trade Organization in Geneva is named after him) in a lecture entitled‘The Common Menace of Economic and Military Armaments’ identified‘economic armaments’ with all of the legislative and administrative devices governments use to politically influence imports and exports as well as the allocation of commodities. Rappard argued that a new world order of peace and prosperity would only come about when governments exited from control of the economy. In similar fashion, in 1952, the free-market economist Michael A. Heilperin delivered a lecture entitled ‘An Economist’s Views onInternational Organization’. He told his audience,It is an elementary, but often forgotten, knowledge that policies of nationalgovernments have always been the principal obstacle to economic relations between people living in various countries, and that whenever these relations were free from government restrictions, equilibrium and balanced growth would follow by virtue of the spontaneous and anonymous mechanism of the market.(cited in Ebeling 2000) Attacks on ideology came to include some liberal ideas, particularly the idea that peace could come through the abolition of sovereignty, a favourite liberal idea of the late 1930s and 1940s. According to the Austrian economist Ludwig von Mises:[Classical] liberalism did not and does not build its hopes upon abolition of the sovereignty of the various national governments, a venture which would result in endless wars. It aims at a general recognition of the idea of economic freedom. If all peoples become liberal and conceive that economic freedom best serves their own interests, national sovereignty will no longer engender conflict and war. What is needed to make peace durable is neither international treaties and covenants nor international tribunals and organizations like the defunct League of Nations or its successor, the United Nations. If the principle of the market economy is universally accepted, such makeshifts are unnecessary; if it is not accepted, they are futile. Durable peace can only be the outgrowth of a change in ideologies.(Mises 1949: 686) The notion that economic openness produces a more peaceful international posture has become the subject of close empirical examination. In 1997,Oneal and Russett (1997) declared that the ‘the classical liberals were right’ in their study of the record in the post-war period. Similarly, M ansfield and Pollins (2001) have summarized a large body of empirical work that, for the most part, supports the thesis. There are various except ions and qualifications which are seen to limit the circumstances under which economic interdependence results in conflict reduction. Stephen Van Evera(1994) has argued that the more diversified and complex the existing transnational commercial ties and production structures the less cost-effective coercion is likely to be. By extension, the less diverse the production structure of a country and the more it is characterized by monopolies, the more fragile will be the inclination to peace.Moving beyond economic interdependence to the issue of economic freedom within states, Erik Gartzke (2005) has found empirical evidence that economic freedom (as measured by the Fraser Institute Economic Freedom Index) is about 50 times more effective than democracy in reducing violent conflict. Gartzke’s conclusions are crucial for th e direction of liberal reforms, since they imply that it is less important what sort of political regime a country has as its degree of economic freedom.The policy prescriptions enjoined by the commercial liberals –often called‘economic disarmament’ – focus on limiting the power of governments to impose trade restraints, primarily through international regulation. Foreign exchanges were to be open; tariffs were to be reduced to the minimum and quotas and other quantitative restrictions positively forbidden. Governments were to pledge themselves to open tariff borders, to abolish quotas and to allow currencies to move in line with market forces. These policy prescriptions were immensely influential in the architecture of the newly established international economic organizations, setup at the end of the Second World War.Recently, the literature on globalization has suggested that globalization, in its aspect as unfettered free trade on a global scale, is a peace producer. Graham Allison has opined that ‘global networks, pa rticularly in economics, create demands by powerful players for predictability in interactions and thus for rules of the game that become, in effect, elements of international law’ (Allison 2000:83). Thomas Friedman’s The Lexus and the Olive Tree declares that ‘When a country reaches the level of economic development, when it has a middleclass big enough to support a McDonald’s network, it becomes a McDonald’s country. And people in McDonald’s countries d on’t like to fight wars anymore,they prefer to wait in line for burgers’ (Friedman 2000: 14).But it is not obvious that globalizatio n has firmly entrenched economic liberalism. Commenting on America’s foreign ec onomic policy of the 1980s,Professor Richard Ebeling, of the Future of Freedom Foundation, has observed the emergence of traditional mercantilist methods: If some of America’s Asian trading partners ‘capture’ a large share of the American consumer market, the government responds with a tariff-wall‘defense.’ If American agriculture cannot earn the profits it considers ‘fair,’ the U.S. gover nment takes the ‘offensive’ by ‘attacking’ other lands through export price-subsidies. If other nations will not comply with the wishes of the Washington social engineers in some international dispute, the American government influences and persuades them with government-to-government financial loans, grants and subsidized credits –all at American taxpayers’ expense, of course.(Ebeling 1991) The reputed peace effects of globalization are also countered in the literature by some reputed war effects. These include increased vulnerability to threats from the failure of the complex systems globalization relies upon, as well as from non-state actors whose access to weapons and potential for disruption increases in a globalized world. Advances in technology may also have made states more vulnerable to coercive threats than would have been possible earlier (on some of the implications of globalization for security, see Navari 2006). Liberal unease with globalization is well represented in a recent collection of essays (Held 2007), where Michael Doyle, among other noted liberals, outlines the problem of democratic accountability in a globalized political system.5.The democratic peace thesisThe ‘democratic peace’ thesis is the argument that liberal states do not fight wars against other liberal states. It was first enunciated in a keynote article by Michael Doyle in the journal Philosophy and Public Affairs (Doyle 1983). Doyle argued that there was a difference in liberal practice towards other liberal societies and liberal practice towards non-liberal societies. Among liberal societies, liberalism had produced a cooperative foundation such that ‘constitutionally liberal states have yet to engage in war with one another’. Doyle based his findings on David Singer’s Cor relates of War Project (COW) at Michigan University and the COW’s list of wars since 1816 (see Small and Singer 1982). Using the list, Doyle observed that almost no liberal states had fought wars against other liberal states, and that in the two instances in which it seemed that liberal states had fought against other arguably liberal states, liberalism had only recently been established. Doyle sourced the tendency in Kant’s ‘three preconditions’; namely republican constitutions, collective security arrangements and civic hospitality, in which Doyle included freetrade.The specific causes of the ‘liberal peace’ have become the subject of robust research and discussion. The two major contending theories focus on liberal institutions and liberal ideology respectively. Liberal institutions include the broad franchise of liberal states and the need to ensure broad popular support; the division of powers in democratic states which produces checks and balances; and the electoral cycle, which makes liberal leadership cautious and prone to avoid risk (Russett 1996). But liberal institutions would tend to inhibit all wars, whereas liberal states have fought robust wars against nonliberal states. The other contender, which can explain the difference, is liberal ideol ogy or ‘culture’. According to the liberal c ulture argument, liberal states tend to trust other liberal states and to ex pect to resolve conflict through discussion and compromise. But, equally, they distrust non-liberal states. The major argument for liberal ideology has been put forward by John M. Owen who suggests that, ‘Ideologically, liberals trust those states they consider fellow liberal democracies and see no reason to fight th em. They view those states they consider illiberal with suspicion, and sometimes believe that the national interest requires war with them’ (1996: 153).Since Doyle first produced his finding s, the theory has developed two variants: one maintains that democracies are more peaceful than non-democracies; that is, that they are more pa cific gen erally (see Russett 1993). This is sometimes referred to as the monadic variant. The other maintains that liberal states are not necessarily more peaceful than non-liberal states, but that they eschew the use of force in relation to other democracies; that is, the use of force depends on the recipient’s form of government. In the later variant, sometimes called the dyadic variant, a few have argued that democracies may be even more robust in the use of force than non-democracies, due partially to the ideological nature of democratic wars and partially to the fact that liberal democracies are generally strong states with a large wealth base (see Barkawi and Laffey 2001).From the security point of view, the recommendations of democratic peace theory are clear – in the final analysis, security depends on encouraging liberal institutions; and a security policy must have as its long-term aim the spread of liberalism. In the short term, it must protect liberalism, including liberal tendencies in non-liberal states. Doyle himself argues that where liberalism has been deficient ‘is in preserving its [liberali sm’s] basic preconditions under changing international circumstances’ (1983: 229). The route to peace is to encourage democratic systems, the universal respect for human rights and the development of civil society.But such a conclusion depends on an untroubled and robust correlation between the democratic nature of a state and a peaceful inclination, at least towards other liberal states, and it is not entirely clear that such a direct correlation exists. Chris Brown (1992) has pointed out that liberal states have, during the period that many states became liberal, faced determined enmity from non-liberal states. The fact that liberal states have faced enemies of liberalism distorts the historical record; we do not know how they may have diverged in the absence of such an enmity. It may also be that in a world of diverse states in situations of conflict, that is, in an anarchical society, liberal states make more reliable allies – that they do not fight one another because they ally with one another. (This is called the liberal alliance thesis and is compatible with Realist approaches.) There is also the not insignificant fact that the majority of liberal states are locked into economic integration via the European Union (a fact that may support the douce commerce variant). Finally, the democratic transition phenomenon may be a statistical aberration.David Spiro (1996), for instance, has argued that historically there have not been many liberal states, and that most states do no t fight wars against one another anyway. The fact that liberal states have not fought wars against one another may not be statistically significant.As to whether liberal states are more intrinsically peaceful than other states, this is perhaps even more contentious. Kant, for his part, seemed to support the monadic theory; he claimed not only that republics would be at peace with each other, but that republican government is more pacific than other forms of government. But the empirical work is indeterminate since it has so far concentrated on traditional state-to-state wars and has ignored interventions –intervention could also be considered an intrinsically hostile act involving the use of force outside of one’s borders. Recent ‘liberal’ attempts to bring other states to liberal democracy (in Iraq, for example) have raised fears that, far from being a recipe for peace, liberal foreign policy may have its own tendencies towards war. This ‘dark side of liberalism’ has occupied much of the recent research, which has turned to the conditions which may lead liberal states to fight wars (see Geis et al. 2006).Despite some hesitations from the academy, the theory that democracies do not fight wars against other democracies h as been immensely influential in public policy. For example, it underpinned President Clinton’s A National Security Strategy for a New Century (United States 1998); it was also extensively used to support the neoconservative case for war in Iraq and has guided post-war reconstruction in insisting on a broadly inclusive post-war government in Iraq and an early move to self-government with elections. The democratic transition thesis has also come to dominate the peace-building programme of the UN. Michael Barnett (2006) has been critical of what he calls the‘civil society’ model for post-war reconstruction, since it places emphasis on mobilizing social forces in often unstable and divided societies, when more attention should be placed on building state capacity and strengthening governmental powers (see also Paris 1997).The association between war, democracy and rights, prevalent in the immediate aftermath of the Second World War, has also been revived. Founded upon the principles of territorial integrity and state sovereignty, the UN has recently begun to shift towards an emphasis on the rights of human beings as being at least as important as the rights of states in the international realm. In a discussion on the relevance of the Security Council, UN Secretary-General Kofi Annan clearly indicated that ‘the last righ t of states cannot and must not be the right to enslave, persecute or torture their own citizens’. In fact, rather than rally around sovereignty as its sole governing idea, the Security Council should ‘unite behind the principle that massi ve and systematic violations of human rights conducted against an entire people cannot be allowed to stand’(Annan 1999a: 514).6.Neoliberal institutionalismNeoliberal institutionalism concentrates on the role of international institutions in mitigating conflict. Robert Ke ohane (1984) and Robert Axelrod (1984), who have played a central role in defining this field, point t o the ability of institutions such as the UN to redefine state roles and act as arbitrators in state disputes. Although institutions cannot absolve anarchy, they can change the character of the international environment by influencing state preferences and state behaviour. International institutions do this through a variety of methods that either create strong incentives for cooperation like favourable trade status, or through powerful disincentives。

News_in_Brief_简讯

News_in_Brief_简讯

The 19th Asian Games commenced on September 23 night in Hangzhou, east China’s Zhejiang Province,presenting not just another China-hosted sports gala to the world, but also an opportunity for Asian countries to shore up peace, solidarity and inclusiveness through the spirit of good sportsmanship.State leaders and dignitaries from Asian countries and international organizations attended the opening ceremony at the Hangzhou Olympic Sports Center Stadium, which was a display celebrating the depth of Chinese culture and history and emphasizing unity in diversity in different countries and regions.With the 45 members of the Olympic Council of Asia sending over 12,000 athletes to the Games, the HangzhouAsiad is the largest and most comprehensive Asian Games in history. From September 23 to October 8, the Hangzhou Games will feature 40 sports, 61 disciplines, and 481 events.The Hangzhou 19th Asian Games, which was postponed for a year due to the COVID-19 pandemic, is the thirdtime China has hosted the Asiad, after Beijing in 1990 and Guangzhou in 2010.Beyond highlighting sports’ role in fostering unity, friendship, and cooperation, the Hangzhou Games also provide a venue for deepening mutual learning among different civilizations and mutual understanding among nations with different social backgrounds and cultures.The Asian Games can help reinforce the spirit of unity and cooperation that is a hallmark of the region.Hangzhou G ames S howcase f or t he A sian S piritCHINESE MEDIA************************ CHINESE MEDIAThe National Library of the Philippines on September 14 inaugurated the Chinese Bookshelf,an addition of Chinese books to the facility’s already diverse collection, to promote culturalunderstanding between the two countries.The new collection, including books on Chinese politics, science fiction, and language studies,among others, is a testament to the enduring cultural ties and friendship between the Philippinesand China, said Cesar Gilbert Adriano, director of the library.The initiative will promote cross-cultural understanding and foster deeper connections in theyears to come, Adriano added.As co-organizer of the book project, the Confucius Institute at the Angeles University Foundationcontributed to the book donation, together with a Chinese publisher focusing on culturepromotion. A photo exhibition on Chinese culture was also held at the library.An evening for Chinese traditional art kicked off the celebration of the traditional Chinese Mid-Autumn Festivalin the Vietnamese capital Hanoi on September 20.The art evening was attended by representatives from the Vietnamese government and the Vietnam-ChinaFriendship Association, along with teachers and students from local universities and overseas Chinese.Peng Shituan, cultural counselor at the Chinese Embassy in Vietnam, said that the art evening displayed commoncultural values shared by audiences from both countries, helping strengthen the people-to-people bond.The art evening was hosted by the Chinese Ministry of Culture and T ourism and the Chinese Embassy in Vietnam,co-organized by the Vietnamese Ministry of Culture, Sports and T ourism, and undertaken by the Chinese CultureCenter in Hanoi, the department of culture and tourism of Guangxi, and the Guangxi Theater.The release ceremony for the results of the “iYunnan” series of activities in Cambodia was successfullyheld on September 22, as one of the events to mark the 65th anniversary of the establishment of China-Cambodia diplomatic ties.The event was hosted by the Chinese Embassy in Cambodia, the Yunnan Provincial People’s Associationfor Friendship with Foreign Countries, the information office of the Yunnan government, the NationalT elevision of Cambodia, and the government of Dali Bai Autonomous Prefecture.More than 100 excellent speeches, singing and talent entries were carefully prepared by 12 schools andmore than 100 teachers and students.More than 500 people took part in the event, where they experienced a cultural feast in which Chinesecivilization and Angkor civilization intertwined, and the beauty of Yunnan’s humanities and Cambodiancustoms complemented each other.Strong cooperation and collaborative efforts with Chinese partners will help boost Malaysia’s drivetowards digitalization, a Malaysian official said on September 8.Cooperation between Malaysia and China in telecommunications and digital economy will benefit bothcountries, Malaysia’s Deputy Minister of Communications and Digital T eo Nie Ching said in her speech atthe 2023 China Smart Industry Trade Exhibition and Digital Forum.Chinese Ambassador to Malaysia Ouyang Yujing said that China and Malaysia share much in common insocial and economic development strategies. Both countries take science, technology, and innovation asimportant drivers for social and economic growth.Organized by the China Entrepreneurs Association in Malaysia (PUCM), the forum brought togetherexperts from both countries and more than 100 enterprises and organizations.Collaboration with Chinese Partners Helps Boost Digitalization Drive in Malaysia Philippines National Library Inaugurates Chinese BookshelfTraditional Chinese Mid-Autumn Festival Celebrated in Vietnam “iYunnan” Series of Activities in Cambodia Held in Capital Phnom Penhin briefNEWSVOICES“We must hand in hand navigate the challenges to be opportunities, navigate the rivalries to be collaborations, navigate exclusivity to be inclusivity, and navigate differences to be unity.”—Indonesian President Joko Widodo said while addressing the closing ceremony of the 43rd Association of Southeast Asian Nations (ASEAN) on September 7“ASEAN countries, including Vietnam, have always appreciated and highly valued China’s important contribution to cooperation and common prosperity in the region.”—Vietnamese Prime Minister Pham Minh Chinh said at the opening ceremony of the 20th China-ASEAN Expo on September 17“To save our world from another catastrophe, our shared wisdom and united political determination are more crucial than ever. This must be done by putting aside any unilateral interests and resolutely avoiding greater confrontation and division among the UN member states.”—Laotian Deputy Prime Minister and Foreign Minister Saleumxay Kommasith told the General Debate of the 78th session of the UN General Assembly on September 23Thailand received over 19 million foreign tourists between January and mid-September, representing a 271-percent year-on-year increase, and earned more than 795 billion baht (about US$22.08 billion) in revenue from foreign visitors who were mainly from Malaysia, China, South Korea and India, according to data released by the Ministry of T ourism and Sports on September 19. From September 25, Thailand grants a temporary tourist visa exemption to passport holders from China and Kazakhstan until the end of February 2024. The visa-free entry scheme is expected to help revive Thai tourism and achieve the whole-year target of 25 million to 30 million inbound visitors with 2.38 trillion baht in revenue, said Thapanee Kiatphaibool, governor of the T ourism Authority of Thailand.A record number of investment deals were inked during a signing ceremony at the 20th China-ASEAN Expo in Nanning, the capital of south China’s Guangxi Zhuang Autonomous Region. Organizers said the ceremony saw deals signed for 470 projects with a combined investment of 487.3 billion yuan (about US$67.9 billion). Over 65 percent of that investment came from deals in the manufacturing sector. The number of deals, the total investment figure, and the manufacturing sector’s share of the total investment have already hit record highs this year,organizers said. The 20th China-ASEAN Expo opened on September 16, with nearly 2,000 enterprises in attendance. Participation is up 18.2 percent from last year’s expo, which was attended by 1,653 enterprises.4.7271487.3Economic growth of developingeconomies in Asia and the Pacific is projected to remain solid, although risks to the outlook are rising, according to The Asian Development Outlook September 2023 released by Asian Development Bank (ADB) on September 20. The report forecasts the region’s developing economies to grow 4.7 percent this year, a slight downward revision from a previous projection of 4.8 percent. The report says that growth in the region was upbeat in the first half of this year, driven by China’s reopening, healthy domestic demand, rebounding tourism, strong remittances, and stable financial conditions, even as a weaker global outlook reduced export demand. “Developing Asia continues growing robustly, and inflation pressures are receding,” ADB Chief Economist Albert Park said.billion%%ASEAN MEDIABangkok Post Sep 16, 2023NBTC and APT Join Forces for APT Symposium 2023The Office of The National Broadcasting andT elecommunications Commission (NBTC) has joined hands with the Asia-Pacific T elecommunity (APT) to host the APT Symposium 2023, scheduled for September 11–12 2023, at the W Bangkok Hotel.APT Symposium 2023 serves as a platform for APT Members, Associate Members, Affiliate Members, and representatives from international organisations to convene and share insights on regulatory measures and policy frameworks governingtelecommunications/ICT infrastructure development in the Asia-Pacific region.This year’s event saw participation from representatives and delegations representing a multitude of nations, the International T elecommunication Union (ITU), the European Conference of Postal and T elecommunications Administrations (CEPT), and the Regional Commonwealth in the Field of Communications (RCC), totalling 134 attendees.VNA Sep 9, 2023Vietnam attends traditional medicine cooperation conference in ChinaA Vietnamese delegation attended the China (Bozhou)-RCEP Traditional Chinese Medicine Industry Cooperation Conference that took place on September 8 in Bozhou city, China’s Anhui province.The event aimed to promote trade and investmentcooperation between traditional pharmaceutical enterprises of China and countries participating in the RegionalComprehensive Economic Partnership (RCEP) Agreement.Speaking at the event, Vietnamese Trade Counselor to China Nong Duc Lai highlighted the long history of cooperation in traditional medicine between ASEAN and China in general and between Vietnam and China in particular.Lai expressed his hope that through the conference, Vietnamese and Chinese schools, research institutes,hospitals and businesses will cooperate more deeply in this field.The Star Sep 17, 2023Malaysia, China sign three MOUs worth nearly RM20bilMalaysia and China have inked three memoranda of understanding (MOUs) worth RM19.84bil. The signing of the MOUs was witnessed by Prime Minister Datuk Seri Anwar Ibrahim, who was accompanied by Investment, Trade and Industry Minister T engku Datuk Seri ZafrulAbdul Aziz, Deputy Agriculture and Food Security Minister Chan Foong Hin, Local Government Development Minister Nga Kor Ming and Deputy Foreign Affairs Minister Datuk Mohamad Alamin.After witnessing the signing of MOUs, Anwar also invited Chinese President Xi Jinping and Premier Li Qiang to visit Malaysia next year to commemorate 50 years of China-Malaysia ties.Anwar is currently in Nanning, China, for a one-dayworking visit to the 20th China-Asean Expo (CAExpo) and the China-Asean Business and Investment Summit (Cabis).The Straits Times Sep 8, 2023Indonesia, China discuss boost to investment and tradeT op officials from Indonesia and China discussed ways to improve their bilateral investment and trade, which include expanding the range of Indonesian exports products, both countries said on September 8.Indonesia’s President Joko Widodo, popularly known as Jokowi, met with Chinese Premier Li Qiang after this week’s East Asia Summit in Jakarta. Li said in the meeting that China “stands ready to expand the imports of Indonesian bulk commodities and premium agricultural and fishery products”.Jokowi also specifically invited Chinese firms, both private and state-owned, to participate in building the Indonesia’s $32 billion new capital, Nusantara, according to a statement from his office. Both parties also discussed flight connectivity between both countries.。

2023年上半年6级试卷

2023年上半年6级试卷

2023年上半年6级试卷一、写作(30分钟)题目: The Importance of Lifelong Learning。

要求:1. 阐述终身学习的重要性;2. 应包含具体事例或理由;3. 字数不少于150词。

二、听力理解(30分钟)Section A.Directions: In this section, you will hear two long conversations. At the end of each conversation, you will hear four questions. Both the conversation and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A), B), C) and D).Conversation One.1. A) He is a college student majoring in history.B) He is a tour guide in a local museum.C) He is a researcher in an archaeological institute.D) He is a teacher in a high school.2. A) To visit some historical sites.B) To attend an academic conference.C) To do some research on ancient civilizations.D) To take a vacation with his family.3. A) It has a long history.B) It is famous for its architecture.C) It has many rare artifacts.D) It is well - preserved.4. A) He is very interested in it.B) He has studied it before.C) He wants to write a paper about it.D) He is required to do so by his boss. Conversation Two.1. A) She is a fashion designer.B) She is a marketing manager.C) She is a magazine editor.D) She is a TV presenter.2. A) The latest fashion trends.B) How to promote products effectively.C) The influence of social media on fashion.D) How to choose the right models for shows.3. A) By conducting market surveys.B) By following fashion bloggers.C) By attending fashion shows.D) By reading fashion magazines.4. A) It is very challenging.B) It is quite rewarding.C) It is rather boring.D) It is extremely stressful.Section B.Directions: In this section, you will hear three short passages. At the end of each passage, you will hear some questions. Both the passage and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A), B), C) and D).Passage One.1. A) It was founded in the 19th century.B) It is located in a small town.C) It has a large number of students.D) It offers a wide range of courses.2. A) To improve students' practical skills.B) To attract more international students.C) To keep up with the latest technological developments.D) To meet the needs of local employers.3. A) They are required to do internships.B) They have to pass a series of exams.C) They need to write a thesis.D) They must complete a project.4. A) It has a high employment rate.B) It has a beautiful campus.C) It has excellent teaching facilities.D) It has a strong faculty.Passage Two.1. A) How to deal with stress.B) The causes of stress.C) The effects of stress on health.D) Different types of stress.2. A) Work pressure.B) Family problems.C) Financial difficulties.D) All of the above.3. A) By taking some medications.B) By doing regular exercise.C) By changing one's lifestyle.D) By seeking professional help.4. A) Stress can be completely eliminated.B) Stress is always harmful to people.C) A certain amount of stress can be beneficial.D) People should avoid stress as much as possible. Passage Three.1. A) It is a new form of energy.B) It is a renewable resource.C) It is widely used in industry.D) It is very expensive to produce.2. A) Solar panels.B) Wind turbines.C) Hydroelectric power plants.D) Nuclear reactors.3. A) It is clean and environmentally friendly.B) It can be stored easily.C) It is more efficient than other energy sources.D) It is not affected by weather conditions.4. A) The lack of government support.B) The high cost of installation.C) The limited availability of resources.D) The technical problems in production.Section C.Directions: In this section, you will hear a passage three times. When the passage is read for the first time, you should listen carefully for its general idea. When the passage is read for the second time, you are required to fill in the blanks with the exact words you have just heard. Finally, when the passage is read for the third time, you should check what you have written.The development of artificial intelligence (AI) has been one of the most significant technological trends in recent years. AI has the potential to (1) _revolutionize_ many industries, including healthcare, finance, and transportation.In healthcare, AI can be used to assist doctors in diagnosing diseases. For example, it can analyze medical images such as X - rays and CT scans more (2) _accurately_ than human doctors in some cases. This can lead to earlier detection of diseases and better treatment outcomes.In finance, AI can be used for fraud detection. It can analyze large amounts of financial data in real - time to identify (3) _suspicious_ transactions. This helps financial institutions to protect their customers' money and maintain the integrity of the financial system.However, the development of AI also raises some concerns. One concernis the potential loss of jobs. As AI systems become more capable, they may replace humans in certain tasks. Another concern is the ethical use of AI.For example, how should AI be used in decision - making processes that affect people's lives?To address these concerns, governments and international organizations need to develop appropriate regulations. At the same time, researchers and developers should also be (4) _responsible_ for ensuring the ethical use of AI.三、阅读理解(40分钟)Section A.Directions: In this section, there is a passage with ten blanks. You are required to select one word for each blank from a list of choices given in a word bank following the passage. Read the passage through carefully before making your choices. Each choice in the word bank is identified by a letter. Please mark the corresponding letter for each item on Answer Sheet 2. You may not use any of the words in the word bank more than once.The concept of "smart cities" has been around for a while, but it is only in recent years that it has really started to gain (1) _momentum_. A smart city is a city that uses information and communication technologies (ICTs) to improve the quality of life of its residents, enhance urban (2) _efficiency_, and promote sustainable development.There are many different aspects to a smart city. For example, in the area of transportation, smart cities can use ICTs to manage traffic flow more effectively. This can include things like intelligent traffic lights that (3) _adjust_ their timing based on real - time traffic conditions, and public transportation systems that provide passengers with real - time information about bus or train arrivals.In the area of energy management, smart cities can use ICTs to monitor and control energy consumption. This can help to reduce energy waste and (4) _lower_ carbon emissions. For example, smart meters can be installed in homes and businesses to provide real - time information about energy usage, and building management systems can be used to automatically adjust heating, ventilation, and air - conditioning (HVAC) systems based on occupancy levels.Another important aspect of smart cities is the use of ICTs for public safety. This can include things like surveillance cameras that are connected to a central monitoring system, and emergency response systemsthat can quickly (5) _dispatch_ police, fire, or ambulance services when needed.However, building a smart city is not without challenges. One of the biggest challenges is the need for (6) _interoperability_ between different ICT systems. For example, if a city wants to integrate its traffic management system with its energy management system, the two systems needto be able to communicate with each other effectively.Another challenge is the issue of data privacy and security. As smart cities collect and use large amounts of data about their residents, it is essential to ensure that this data is protected from unauthorized accessand misuse.Despite these challenges, the potential benefits of smart cities are significant. By improving the quality of life of their residents, enhancing urban efficiency, and promoting sustainable development, smart cities can play an important role in the future of urban (7) _development_.Word Bank:A) adjust.B) dispatch.C) efficiency.D) interoperability.E) lower.F) momentum.G) privacy.H) security.I) sustainable.J) urban.Section B.Directions: In this section, you will read several passages. Each passage is followed by several questions based on its content. You are to choose the best answer to each question. Answer all the questions following each passage on the basis of what is stated or implied in that passage.Passage One.The sharing economy has been growing rapidly in recent years. Companies like Airbnb and Uber have disrupted traditional industries by enabling individuals to share their assets, such as their homes or cars, with others.One of the main drivers of the sharing economy is the increasing use of mobile technology. Mobile apps have made it easy for people to connect with others who are interested in sharing their assets. Another driver is thegrowing awareness of the environmental and economic benefits of sharing. For example, sharing a car instead of owning one can reduce traffic congestion and carbon emissions.However, the sharing economy also faces some challenges. One challenge is the lack of regulation in some areas. For example, in some cities, Airbnb has faced criticism for not following local housing regulations. Another challenge is the issue of trust. Since sharing economy transactions often involve strangers, there is a need to build trust between the parties involved.1. What is the main idea of this passage?A) The sharing economy is a new and innovative business model.B) The sharing economy has both advantages and challenges.C) Mobile technology is the key to the success of the sharing economy.D) The sharing economy is facing serious regulatory problems.2. According to the passage, what are the main drivers of the sharing economy?A) Mobile technology and environmental awareness.B) The need to reduce traffic congestion and carbon emissions.C) The desire to make more money by sharing assets.D) The lack of trust in traditional industries.3. What is one of the challenges faced by the sharing economy?A) The high cost of using sharing economy platforms.B) The difficulty in finding people to share assets with.C) The lack of trust between the parties involved.D) The over - regulation of sharing economy activities.Passage Two.The rise of e - commerce has had a significant impact on traditional retail stores. In recent years, many brick - and - mortar stores have been closing down as consumers increasingly prefer to shop online.One of the main reasons for the popularity of e - commerce is the convenience it offers. Consumers can shop from the comfort of their own homes, at any time of the day or night. Another reason is the widerselection of products available online. E - commerce platforms can offer a much larger range of products than a single physical store.However, e - commerce also has some disadvantages. One disadvantage is the lack of the ability to physically examine products before purchasing. This can lead to problems such as receiving damaged or defective products. Another disadvantage is the potential for fraud. Since e - commerce transactions are often conducted over the Internet, there is a risk of identity theft and other forms of fraud.1. What is the main impact of e - commerce on traditional retail stores?A) It has made traditional retail stores more competitive.B) It has led to the closure of many traditional retail stores.C) It has forced traditional retail stores to improve their services.D) It has had no significant impact on traditional retail stores.2. What are the main reasons for the popularity of e - commerce?A) The lower prices and better quality of products.B) The convenience and wider selection of products.C) The ability to interact with other shoppers online.D) The faster delivery times and better customer service.3. What are the disadvantages of e - commerce?A) The high cost of shipping and handling.B) The limited selection of products.C) The inability to physically examine products and the potential for fraud.D) The lack of personal interaction with salespeople.Section C.Directions: There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice and mark the corresponding letter on Answer Sheet 2 with a single line through the center.Passage One.Genetically modified (GM) foods have been a controversial topic for many years. Supporters of GM foods argue that they can help to solve global food security problems by increasing crop yields and reducing the need for pesticides. They also claim that GM foods are safe for human consumption, as they have been extensively tested.However, opponents of GM foods have several concerns. One concern is the potential long - term health effects of consuming GM foods. Although there is currently no scientific evidence to suggest that GM foods are harmful, some people worry that there may be unforeseen consequences in the future. Another concern is the impact of GM crops on the environment. For example, some GM crops are engineered to be resistant to pesticides, which could lead to the overuse of pesticides and the development of pesticide - resistant weeds.1. What is the main argument of supporters of GM foods?A) GM foods are cheaper than non - GM foods.B) GM foods can solve global food security problems.C) GM foods are more nutritious than non - GM foods.D) GM foods are easier to grow than non - GM foods.2. What are the concerns of opponents of GM foods?A) The short - term health effects and the impact on the environment.B) The long - term health effects and the impact on the environment.C) The taste and quality of GM foods.D) The availability and cost of GM foods.3. What can be inferred from the passage about the safety of GM foods?A) GM foods are definitely safe for human consumption.B) GM foods are definitely harmful to human consumption.C) There is currently no scientific evidence to suggest that GM foods are harmful.D) There is scientific evidence to suggest that GM foods are harmful.Passage Two.The Internet has changed the way we communicate, learn, and do business. One of the most significant changes has been in the field of education. Online education has become increasingly popular in recent years, offering students a flexible and convenient way to study.There are many different types of online education programs available. Some are offered by traditional universities, while others are provided by specialized online education providers. These programs can range from short - term courses to full - degree programs.One of the advantages of online education is that it allows students to study at their own pace. They can log in to the course materials whenever they have time and complete the assignments at their own speed. Another advantage is that it can be more cost - effective than traditional education. Since there are no physical classrooms or campus facilities to maintain, online education providers can often offer lower tuition fees.However, online education also has some challenges. One challenge isthe lack of face - to - face interaction with instructors and other students. This can make it difficult for some students to stay motivatedand engaged in the learning process. Another challenge is the need for students to have a high level of self - discipline, as they are responsible for managing their own study time.1. What is the main change in education brought about by the Internet?A) It has made education more expensive.B) It has made education more difficult.C) It has made online education more popular.D) It has made traditional education obsolete.2. What are the advantages of online education?A) It allows students to study at their own pace and is cost - effective.B) It provides more face - to - face interaction with instructors.C) It has more comprehensive course materials.D) It offers a more traditional learning environment.3. What are the challenges of online education?A) The high cost of tuition and the lack of course variety.B) The lack of face - to - face interaction and the need for self - discipline.C) The difficulty in accessing course materials and the slow Internet speed.D) The short duration of courses and the lack of accreditation.四、翻译(30分钟)题目:中国的城市化(urbanization)将会充分释放潜在内需(domestic demand)。

ASTM C393-C393M 2006

ASTM C393-C393M 2006

Designation:C393/C393M–06Standard Test Method forCore Shear Properties of Sandwich Constructions by Beam Flexure1This standard is issued under thefixed designation C393/C393M;the number immediately following the designation indicates the year of original adoption or,in the case of revision,the year of last revision.A number in parentheses indicates the year of last reapproval.A superscript epsilon(e)indicates an editorial change since the last revision or reapproval.This standard has been approved for use by agencies of the Department of Defense.1.Scope1.1This test method covers determination of the core shear properties offlat sandwich constructions subjected toflexure in such a manner that the applied moments produce curvature of the sandwich facing planes.Permissible core material forms include those with continuous bonding surfaces(such as balsa wood and foams)as well as those with discontinuous bonding surfaces(such as honeycomb).1.2The values stated in either SI units or inch-pound units are to be regarded separately as standard.Within the text the inch-pound units are shown in brackets.The values stated in each system are not exact equivalents;therefore,each system must be used independently of the bining values from the two systems may result in nonconformance with the standard.1.3This standard does not purport to address all of the safety concerns,if any,associated with its use.It is the responsibility of the user of this standard to establish appro-priate safety and health practices and determine the applica-bility of regulatory limitations prior to use.2.Referenced Documents2.1ASTM Standards:2C273Test Method for Shear Properties of Sandwich Core MaterialsC274Terminology of Structural Sandwich Constructions D883Terminology Relating to PlasticsD3878Terminology for Composite MaterialsD5229/D5229M Test Method for Moisture Absorption Properties and Equilibrium Conditioning of Polymer Ma-trix Composite MaterialsD7249/D7249M Test Method for Facing Properties ofSandwich Constructions by Long Beam FlexureD7250/D7250M Practice for Determining Sandwich Beam Flexural and Shear StiffnessE4Practices for Force Verification of Testing Machines E6Terminology Relating to Methods of Mechanical Test-ingE122Practice for Calculating Sample Size to Estimate, With a Specified Tolerable Error,the Average for a Characteristic of a Lot or ProcessE177Practice for Use of the Terms Precision and Bias in ASTM Test MethodsE456Terminology Relating to Quality and StatisticsE1309Guide for Identification of Fiber-Reinforced Polymer-Matrix Composite Materials in DatabasesE1434Guide for Recording Mechanical Test Data of Fiber-Reinforced Composite Materials in Databases3.Terminology3.1Definitions—Terminology D3878defines terms relating to high-modulusfibers and their composites.Terminology C274defines terms relating to structural sandwich construc-tions.Terminology D883defines terms relating to plastics. Terminology E6defines terms relating to mechanical testing. Terminology E456and Practice E177define terms relating to statistics.In the event of a conflict between terms,Terminology D3878shall have precedence over the other terminologies.3.2Symbols:b=specimen widthc=core thicknessCV=coefficient of variation statistic of a sample population for a given property(in percent)d=sandwich total thicknessD F,nom=effective sandwichflexural stiffnessE f=effective facing chord moduluse=measuring strain in facingF u=facing ultimate strength(tensile or compressive)F c=core compression allowable strengthF s=core shear allowable strengthF s ult=core shear ultimate strengthF s yield=core shear yield strengthk=core shear strength factor to ensure core failureL=length of loading span1This test method is under the jurisdiction of ASTM Committee D30onComposite Materials and is the direct responsibility of Subcommittee D30.09onSandwich Construction.Current edition approved Sept.1,2006.Published October2006.Originallyapproved st previous edition approved in2000as C393–00.2For referenced ASTM standards,visit the ASTM website,,orcontact ASTM Customer Service at service@.For Annual Book of ASTMStandards volume information,refer to the standard’s Document Summary page onthe ASTM website.Copyright(C)ASTM International.100Barr Harbour Drive P.O.box C-700West Conshohocken,Pennsylvania19428-2959,United StatesS=length of support spanl pad=length of loading padn=number of specimensP=applied forceP max=maximum force carried by test specimen before failureF Z ftu=ultimateflatwise tensile strengthP max=maximum force carried by test specimen before failureS n-1=standard deviation statistic of a sample population for a given propertys=facing stress or strengtht=facing thicknessx1=test result for an individual specimen from the sample population for a given propertyx=mean or average(estimate of mean)of a sample popu-lation for a given property4.Summary of Test Method4.1This test method consists of subjecting a beam of sandwich construction to a bending moment normal to the plane of the sandwich.Force versus deflection measurements are recorded.4.2The only acceptable failure modes are core shear or core-to-facing bond.Failure of the sandwich facing preceding failure of the core or core-to-facing bond is not an acceptable failure e Test Method D7249to determine facing strength.5.Significance and Use5.1Flexure tests onflat sandwich construction may be conducted to determine the sandwichflexural stiffness,the core shear strength and shear modulus,or the facings compressive and tensile strengths.Tests to evaluate core shear strength may also be used to evaluate core-to-facing bonds.5.2This test method is limited to obtaining the core shear strength or core-to-facing shear strength and the stiffness of the sandwich beam,and to obtaining load-deflection data for use in calculating sandwich beamflexural and shear stiffness using Practice D7250.N OTE1—Core shear strength and shear modulus are best determined in accordance with Test Method C273provided bare core material is available.5.3Facing strength is best determined in accordance with Test Method D7249.5.4Practice D7250covers the determination of sandwich flexural and shear stiffness and core shear modulus using calculations involving measured deflections of sandwichflex-ure specimens.5.5This test method can be used to produce core shear strength and core-to-facing shear strength data for structural design allowables,material specifications,and research and development applications;it may also be used as a quality control test for bonded sandwich panels.5.6Factors that influence the shear strength and shall therefore be reported include the following:facing material, core material,adhesive material,methods of material fabrica-tion,core geometry(cell size),core density,adhesive thick-ness,specimen geometry,specimen preparation,specimen conditioning,environment of testing,specimen alignment, loading procedure,speed of testing,and adhesive void content. Further,core-to-facing strength may be different between precured/bonded and co-cured facings in sandwich panels with the same core and facing material.N OTE2—Concentrated loads on beams with thin facings and low density cores can produce results that are difficult to interpret,especially close to the failure point.Wider load pads with rubber pads may assist in distributing the loads.6.Interferences6.1Material and Specimen Preparation—Poor material fabrication practices and damage induced by improper speci-men machining are known causes of high data scatter in composites and sandwich structures in general.A specific material factor that affects sandwich cores is variability in core density.Important aspects of sandwich core specimen prepa-ration that contribute to data scatter include the existence of joints,voids or other core discontinuities,out-of-plane curva-ture,and surface roughness.6.2Geometry—Specific geometric factors that affect core shear strength include core orthotropy(that is,ribbon versus transverse direction for honeycomb core materials)and core cell geometry.6.3Environment—Results are affected by the environmen-tal conditions under which specimens are conditioned,as well as the conditions under which the tests are conducted.Speci-mens tested in various environments can exhibit significant differences in both strength behavior and failure mode.Critical environments must be assessed independently for each specific combination of core material,facing material,and core-to-facing interfacial adhesive(if used)that is tested.6.4Core Material—If the core material has insufficient shear or compressive strength,it is possible that the core may locally crush at or near the loading points,thereby resulting in facing failure due to local stresses.In other cases,facing failure can cause local core crushing.When there is both facing and core failure in the vicinity of one of the loading points it can be difficult to determine the failure sequence in a post-mortem inspection of the specimen as the failed specimens look very similar for both sequences.For some core materials,the shear strength is a function of the direction that the core is oriented relative to the length of the specimen.7.Apparatus7.1Micrometers and Calipers—A micrometer having aflat anvil interface,or a caliper of suitable size,shall be used.The instrument(s)shall have an accuracy of625mm[60.001in.] for thickness measurement,and an accuracy of6250mm [60.010in.]for length and width measurement.N OTE3—The accuracies given above are based on achieving measure-ments that are within1%of the sample length,width and thickness. 7.2Loading Fixtures—The loadingfixture shall consist of either a3-point or4-point loading configuration with two support bars that span the specimen width located below the specimen,and one or two loading bars that span the specimen width located on the top of the specimen(Fig.1),Theforceshall be applied vertically through the loading bar(s),with the support bars fixed in place in the test machine.7.2.1Standard Configuration —The standard loading fixture shall be a 3-point configuration and shall have the centerlines of the support bars separated by a distance of 150mm [6.0in.].7.2.2Non-Standard Configurations —All other loading fix-ture configurations are considered non-standard,and details of the fixture geometry shall be documented in the test report.Fig.3shows a typical 4-point short beam test fixture.Non-standard 3-and 4-point loading configurations have been retained within this standard (a)for historical continuity with previous ver-sions of Test Method C 393,(b)because some sandwich panel designs require the use of non-standard loading configurations to achieve core or bond failure modes,and (c)load-deflection data from non-standard configurations may be used with Practice D 7250to obtain sandwich beam flexural and shear stiffnesses.7.2.3Support and Loading Bars —The bars shall be de-signed to allow free rotation of the specimen at the loading and support points.The bars shall have sufficient stiffness to avoid significant deflection of the bars under load;any obvious bowing of the bars or any gaps occurring between the bars and the test specimen during loading shall be considered significant deflection.The recommended configuration has a 25mm [1.0in.]wide flat steel loading block to contact the specimen (through rubber pressure pads)and is loaded via either a cylindrical pivot or a V-shaped bar riding in a V-groove in the top of the flat-bottomed steel loading pad.The tips of the V-shaped loading bars shall have a minimum radius of 3mm [0.12in.].The V-groove in the loading pad shall have a radius larger than the loading bar tip and the angular opening ofthe(a)3-Point Loading (StandardConfiguration)(b)4-Point Loading (Non-Standard Configuration)ConfigurationSupport Span (S )Load Span (L )Standard 3-Point (Mid-Span)150mm [6.0in.]0.0Non-Standard 4-Point (Quarter-Span)S S /24-Point (Third-Span)SS /3FIG.1LoadingConfigurationsFIG.2Sandwich Panel ThicknessDimensionsFIG.3Short Beam—4-Point (Third-Span)Short BeamLoadingConfigurationgroove shall be such that the sides of the loading bars do not contact the sides of the V-groove during the test.Loading bars consisting of25mm[1.0in.]diameter steel cylinders may also be used,but there is a greater risk of local specimen crushing with cylindrical bars.Also,the load and support span lengths tend to increase as the specimen deflects when cylindrical loading bars without V-grooved loading pads are used(for example,rolling supports).7.2.4Pressure Pads—Rubber pressure pads having a ShoreA durometer of approximately60,a nominal width of25mm[1.0in.],a nominal thickness of3mm[0.125in.]and spanning the full width of the specimen shall be used between the loading bars and specimen to prevent local damage to the facings.7.3Testing Machine—The testing machine shall be in accordance with Practices E4and shall satisfy the following requirements:7.3.1Testing Machine Configuration—The testing machine shall have both an essentially stationary head and a movable head.7.3.2Drive Mechanism—The testing machine drive mecha-nism shall be capable of imparting to the movable head a controlled velocity with respect to the stationary head.The velocity of the movable head shall be capable of being regulated in accordance with11.4.7.3.3Force Indicator—The testing machine force-sensing device shall be capable of indicating the total force being carried by the test specimen.This device shall be essentially free from inertia lag at the specified rate of testing and shall indicate the force with an accuracy over the force range(s)of interest of within61%of the indicated value.7.4Deflectometer(LVDT)—The deflection of the specimen shall be measured in the center of the support span by a properly calibrated device having an accuracy of61%or better.N OTE4—The use of crosshead or actuator displacement for the beam mid-span deflection produces inaccurate results,particularly for4-point loading configurations;the direct measurement of the deflection of the mid-span of the beam must be made by a suitable instrument.7.5Conditioning Chamber—When conditioning materials at non-laboratory environments,a temperature/vapor-level controlled environmental conditioning chamber is required that shall be capable of maintaining the required temperature to within63°C[65°F]and the required relative humidity level to within63%.Chamber conditions shall be monitored either on an automated continuous basis or on a manual basis at regular intervals.7.6Environmental Test Chamber—An environmental test chamber is required for test environments other than ambient testing laboratory conditions.This chamber shall be capable of maintaining the gage section of the test specimen at the required test environment during the mechanical test.8.Sampling and Test Specimen8.1Sampling—Test at leastfive specimens per test condi-tion unless valid results can be gained through the use of fewer specimens,as in the case of a designed experiment.For statistically significant data,consult the procedures outlined in Practice E122.Report the method of sampling.8.2Geometry—The standard specimen configuration should be used whenever the specimen design equations in 8.2.3indicate that the specimen will produce the desired core or core-to-facing bond failure mode.In cases where the standard specimen configuration will not produce a desired failure,a non-standard specimen shall be designed to producea core or bond failure mode.8.2.1Standard Configuration—The test specimen shall be rectangular in cross section,with a width of75mm[3.0in.] and a length of200mm[8.0in.].The depth of the specimen shall be equal to the thickness of the sandwich construction.8.2.2Non-Standard Configurations—For non-standard specimen geometries the width shall be not less than twice the total thickness nor more than six times the total thickness,not less than three times the dimension of a core cell,nor greater than one half the span length.The specimen length shall be equal to the support span length plus50mm[2in.]or plus one half the sandwich thickness,whichever is the greater.Limita-tions on the maximum specimen width are intended to allow for the use of simplified sandwich beam calculations;plate flexure effects must be considered for specimens that are wider than the restrictions specified above.8.2.3Specimen Design—Proper design of the sandwich flexure test specimen for determining shear strength of the core or core-to-facing bond is required to avoid facing failures.The facings must be sufficiently thick and/or the support span sufficiently short such that transverse shear forces are produced at applied forces low enough so that the allowable facing stress will not be exceeded.However,if the facings are too thick,the transverse shear force will be carried to a considerable extent by the facings,thus leading to a high apparent core shear strength as computed by the equations given in this standard. The following equations can be used to size the test specimen (these equations assume that both facings have the same thickness and modulus,and that the facing thickness is small relative to the core thickness[t/c#~0.10]):The support span length shall satisfy:S#2k s tF s1L(1) or,the core shear strength shall satisfy:F s#2k s t~S–L!(2) The core compression strength shall satisfy:F c$2~c1t!s t~S–L!l pad(3)where:S=support span length,mm[in.],L=loading span length,mm[in.](L=0for3-point loading),s=expected facing ultimate strength,MPa[psi],t=facing thickness,mm[in.],c=core thickness,F s=estimated core shear strength,MPa[psi],k=facing strength factor to ensure core failure(recom-mend k=1.3),l pad=dimension of loading pad in specimen lengthwise direction,mm[in.],andF c=core compression allowable strength,MPa[psi].8.3Facings:8.3.1Layup—The apparentflexural stiffness obtained from this method may be dependent upon the facing stacking sequence,albeit to a much lesser degree than is typical for laminateflexure.For the standard test configuration,facings consisting of a laminated composite material shall be balanced and symmetric about the sandwich beam mid-plane.8.3.2Stiffness—For the standard specimen,the facings shall be the same material,thickness and layup.The calculations assume constant and equal upper and lower facing stiffness properties.This assumption may not be applicable for certain facing materials(such as aramidfiber composites)which have significantly different tensile and compressive moduli or which exhibit significant non-linear stress-strain behavior.8.3.3Facing Thickness—Accurate measurement of facing thickness is difficult after bonding or co-curing of the facings and core.The test requestor is responsible for specifying the facing thicknesses to be used for the calculations in this test method.For metallic or precured composite facings which are secondarily bonded to the core,the facing thickness should be measured prior to bonding.In these cases the test requestor may specify that either or both measured and nominal thick-nesses be used in the calculations.For co-cured composite facings,the thicknesses are generally calculated using nominal per ply thickness values.8.4Specimen Preparation and Machining—Specimen preparation is important for this test method.Take precautions when cutting specimens from large panels to avoid notches, undercuts,rough or uneven surfaces,or delaminations due to inappropriate machining methods.Obtainfinal dimensions by water-lubricated precision sawing,milling,or grinding.The use of diamond coated machining tools has been found to be extremely effective for many material systems.Edges should beflat and parallel within the specified tolerances.Record and report the specimen cutting preparation method.8.5Labeling—Label the test specimens so that they will be distinct from each other and traceable back to the panel of origin,and will neither influence the test nor be affected by it.9.Calibration9.1The accuracy of all measuring equipment shall have certified calibrations that are current at the time of use of the equipment.10.Conditioning10.1The recommended pre-test specimen condition is ef-fective moisture equilibrium at a specific relative humidity per Test Method D5229/D5229M;however,if the test requestor does not explicitly specify a pre-test conditioning environment, conditioning is not required and the test specimens may be tested as prepared.10.2The pre-test specimen conditioning process,to include specified environmental exposure levels and resulting moisture content,shall be reported with the test data.N OTE5—The term moisture,as used in Test Method D5229/D5229M, includes not only the vapor of a liquid and its condensate,but the liquid itself in large quantities,as for immersion.10.3If no explicit conditioning process is performed the specimen conditioning process shall be reported as“uncondi-tioned”and the moisture content as“unknown”.11.Procedure11.1Parameters to Be Specified Before Test:11.1.1The specimen sampling method,specimen geometry, and conditioning travelers(if required).11.1.2The properties and data reporting format desired. 11.1.3The environmental conditioning test parameters. 11.1.4The nominal thicknesses of the facing materials.N OTE6—Determine specific material property,accuracy,and data reporting requirements prior to test for proper selection of instrumentation and data recording equipment.Estimate the specimen strength to aid in transducer selection,calibration of equipment,and determination of equipment settings.11.2General Instructions:11.2.1Report any deviations from this test method,whether intentional or inadvertent.11.2.2Condition the specimens as required.Store the speci-mens in the conditioned environment until test time,if the test environment is different than the conditioning environment.11.2.3Before testing,measure and record the specimen length,width and thickness at three places in the test section. Measure the specimen length and width with an accuracy of 6250mm[60.010in.].Measure the specimen thickness with an accuracy of625mm[60.001in.].Record the dimensions to three significantfigures in units of millimeters[inches]. 11.3Measure and record the length of the support and loading spans.11.4Speed of Testing—Set the speed of testing so as to produce failure within3to6min.If the ultimate strength of the material cannot be reasonably estimated,initial trials should be conducted using standard speeds until the ultimate strength of the material and the compliance of the system are known,and speed of testing can be adjusted.The suggested standard speed for cross head displacement is6mm/min[0.25in./min]. 11.5Test Environment—If possible,test the specimen under the samefluid exposure level used for conditioning.However, cases such as elevated temperature testing of a moist specimen place unrealistic requirements on the capabilities of common testing machine environmental chambers.In such cases,the mechanical test environment may need to be modified,for example,by testing at elevated temperature with nofluid exposure control,but with a specified limit on time to failure from withdrawal from the conditioning chamber.Record any modifications to the test environment.11.6Fixture Installation—Arrange the loadingfixture as shown in Fig.1as appropriate and place in the test machine.11.7Specimen Insertion and Alignment—Place the speci-men into the testfixture.Align thefixture and specimen so that the longitudinal axis of the specimen is perpendicular(within 1°)to the longitudinal axes of the loading bars,and the bars are parallel(within1°)to the plane of the specimen facings. 11.8Transducer Installation—Attach the deflection trans-ducer(LVDT)to thefixture and specimen,and connect totherecording instrumentation.Remove any remaining preload,zero the strain gages and balance the LVDT.11.9Loading —Apply a compressive force to the specimen at the specified rate while recording data.Load the specimen until failure or until a deflection equal to the specimen thickness is reached.N OTE 7—Some core materials do not exhibit a well-defined fracture failure with sudden loss of load-carrying capacity,rather failures are characterized by a protracted yield of the core in shear,resulting in large core-shear deformation while continuing to carry load.Tests of such materials should be stopped within the limits of linear beam theory.11.10Data Recording —Record force versus crosshead dis-placement,and force versus LVDT deflection data continu-ously,or at frequent regular intervals (on the order of 2-3recordings per second,with a target minimum of 100recorded data points per test).If any initial failures are noted,record the force,displacement,and mode of damage at such points.Potential initial (non-catastrophic)failures that should be reported include:facesheet delamination,core-to-facesheet disbond,partial core fracture,and local core crushing.Record the mode,area and location of each initial e the failure identification codes shown in Table 1.Record the method used to determine the initial failure (visual,acoustic emission,etc.).Record the maximum force,the failure force,the head displacement and the LVDT deflection at,or as near as possible to,the moment of ultimate failure.11.11Ultimate Failure Modes —Record the mode,area and location of ultimate failure for each e the failure identification codes shown in Table 1.Shear failures of the sandwich core or failures of the core-to-facing bond are the only acceptable failure modes.Failure of one or both of the facings preceding failure of the core or core-to-facing bond is not an acceptable failure mode.12.Validation12.1Values for ultimate properties shall not be calculated for any specimen that breaks at some obvious flaw,unless such flaw constitutes a variable being studied.Retests shall be performed for any specimen on which values are not calcu-lated.12.2A significant fraction of failures in a sample population occurring in one or both of the facings shall be cause to reexamine the loading and specimen geometry.13.Calculation13.1Force-Displacement Behavior —Plot and examine the force-displacement data to determine if there is any significant compliance change (change in slope of the force-displacementcurve,sometimes referred to as a transition region)prior to ultimate failure (significant is defined as a 10%or more change in slope).An example of a transition region is shown in Test Method D 3410.Determine the slope of the force-displacement curve above and below the transition point using chord values over linear regions of the curve.Intersect the linear slopes to find the transition point.Report the force and displacement at such points along with the displacement values used to determine the chord slopes.Report the mode of any damage observed during the test prior to specimen failure.13.23-Point Mid-span Loading :13.2.13-Point Mid-span Loading —Calculate the core shear ultimate stress using Eq 4:F s ult 5P max~d 1c !b(4)where:F s ult =core shear ultimate strength,MPa [psi],P max =maximum force prior to failure,N [lb],t =nominal facing thickness,mm [in.],d =sandwich thickness,mm [in.],c =core thickness,mm [in.](c =d –2t )see Fig.2,and b =sandwich width,mm [in.].N OTE 8—Since it is generally not practical to accurately measure the facing thicknesses of co-cured sandwich panels,the calculations are based on nominal thicknesses specified by the test requestor.N OTE 9—The first order approximation to the shear stress distribution through-the-thickness of a thin facesheet sandwich panel uses a linear distribution of shear stress in the facesheets starting at zero at the free surface and increasing to the core shear stress value at the facesheet-core interface.Therefore,the effective area of transverse shear stress is the core thickness +1⁄2of each facesheet thickness,which is equal to c +t 1/2+t 2/2=(d +c )/2.13.2.2Core Shear Yield Stress —For core materials that yield more than 2%strain calculate the core shear yield stress using Eq 5:F s yield 5P yield~d 1c !b(5)where:F s yield =core shear ultimate strength,MPa [psi],andP yield=force at 2%offset shear strain,N [lb].13.2.3Facing Stress —Calculate the facing stress using Eq 6:s 5P max S 2t ~d 1c !b(6)where:s =facing stress,MPa [psi],TABLE 1Sandwich Panel Three Part Failure Identification CodesFirst CharacterSecond CharacterThird CharacterFailure TypeCode Failure Area Code Failure Location Code core CrushingC At load bar A CoreC skin to core DelaminationD GageG core-facing bond A Facing failure F Multiple areas M Bottom facing B Multi-modeM(xyz)Outside gage O Top facing T transverse Shear S Various V both Facings F eXplosive X UnknownUVarious V OtherOUnknownU。

全国通用2023高中英语必修二Unit3TheInternet知识汇总大全

全国通用2023高中英语必修二Unit3TheInternet知识汇总大全

全国通用2023高中英语必修二Unit3TheInternet知识汇总大全单选题1、Protecting yourself from ________ theft is a matter of treating all your personal and financial documents as top-secret information.A.identityB.databaseC.conferenceD.resident答案:A考查名词。

句意:保护自己不被盗用身份就是把你所有的个人和财务文件当作绝密信息来对待。

A. identity n. 身份;B. database n. 数据库,资料库;C. conference n. 专题讨论会;D. resident n. 居民。

根据句子结构和意思可知,这里考查名词做定语,表示“身份”的意思,修饰后面的名词theft。

故选A。

2、It was the first time that I ________online in English.A.chattedB.was chattingC.has chattedD.had chatted答案:D考查时态。

句意:这是我第一次在网上英语聊天。

固定句式:It was the first time that+ 句子,意为“是某人第一次做某事”,that从句要用过去完成时。

结合选项,故选D。

3、___________salaries for teachers in rural areas are made higher, they may still choose to leave for a more comfortab le and respectable life.A.OnceB.SinceC.Even thoughD.Now that答案:C考查从属连词。

句意:即使农村地区老师的工资提高了,但他们仍然可能会为了更舒适、更体面的生活而选择离开。

2013_Double-in-the-supply-chain-with-uncertain-supply_Li_European-Journal-of-Operational-Research

2013_Double-in-the-supply-chain-with-uncertain-supply_Li_European-Journal-of-Operational-Research

Production,Manufacturing and LogisticsDouble marginalization and coordination in the supply chain with uncertain supplyXiang Li a ,Yongjian Li b ,⇑,Xiaoqiang Cai caCollege of Economic and Social Development,Nankai University,Tianjin 300071,PR China bBusiness School,Nankai University,Tianjin 300071,PR China cDepartment of Systems Engineering &Engineering Management,The Chinese University of Hong Kong,Shatin,NT,Hong Konga r t i c l e i n f o Article history:Received 6August 2011Accepted 26October 2012Available online 11November 2012Keywords:Supply chain management Uncertain supply Contract designDouble marginalizationa b s t r a c tThis paper explores a generalized supply chain model subject to supply uncertainty after the supplier chooses the production input level.Decentralized systems under wholesale price contracts are investi-gated,with double marginalization effects shown to lead to supply insufficiencies,in the cases of both deterministic and random demands.We then design coordination contracts for each case and find that an accept-all type of contract is required to coordinate the supply chain with random demand,which is a much more complicated situation than that with deterministic demand.Examples are provided to illustrate the application of our findings to specific industrial domains.Moreover,our coordination mech-anisms are shown to be applicable to the multi-supplier situation,which fills the research gap on assem-bly system coordination with random yield and random demand under a voluntary compliance regime.Ó2012Elsevier B.V.All rights reserved.1.IntroductionSupply uncertainty is a major issue in both the industrial and academic worlds.In traditional manufacturing processes,stochas-tic capacity and random yield are regarded as the main causes of supply uncertainty.In the remanufacturing field,uncertainty with-in the supply channel also stems from used product acquisition.These supply uncertainties pose great challenges to supply chain management,and result in substantial revenue losses.In a decen-tralized system,channel performance could be even worse because of the different,and usually conflicting,objectives that the supply chain members attempt to optimize.Therefore,it has been a signif-icant problem to design coordination schemes to increase supply chain performance and to properly allocate the supply risk be-tween the channel members.This paper explores the underlying double marginalization of a supply chain with supply uncertainty and the related problem of coordination contract design.Specifically,a buyer procures a prod-uct from a supplier,who is confronted with uncertain production quantity (output)after deciding a certain production input level because of random disturbance in the production/delivery/supply process.The supplier’s modeling setting (partially or fully)general-izes many of the uncertain supply models in literature.Examples include (i)random yield,such as the models of Gerchak et al.(1994)and Li and Zheng (2006);(2)random capacity,such as those of Ciarallo et al.(1994)and Hsieh and Wu (2008);(3)random deteriorating loss,such as that of Cai et al.(2010);and (4)random used product acquisition,such as that of Kaya (2010).We explore the supply chain model in such a generalized setting and show that double marginalization effect is translated into a lower production input level from the supplier,which leads to supply insufficiency for the buyer.We also investigate coordination mechanisms for the cases of deterministic and random demand.A simple shortage penalty contract is designed to coordinate the supply chain under conditions of deterministic demand,but the coordination issue becomes more complicated when there is a random demand.Our study thus stands on the interface between supply uncer-tainty and supply chain coordination,both of which have attracted a vast amount of research.Most of the papers considering supply uncertainty focus on the production planning problems of uncer-tain production capacity,random manufacturing yield,or unreli-able supplier,such as those of Gerchak et al.(1988),Parlar and Perry (1996),Gupta and Cooper (2005),Chopra et al.(2007),and Pac et al.(2009),among others.The subject of supply chain coordi-nation has been investigated by Muson and Rosenblatt (2001),Cachon and Lariviere (2005),Li and Wang (2007),Chen and Xiao (2009),and Luo et al.(2010),to name just a few.We also refer the reader to Cachon (2003)for an excellent survey of this field.Other than the aforementioned studies,the works most related to this paper involve the study of a supply chain model under con-ditions of uncertain supply from the supplier,which constitutes a rather limited body of literature.Zimmer (2002)investigates the supply chain coordination issue between a buyer facing determin-istic demand and a supplier facing uncertain capacity equal to the sum of newly built capacity and a random leftover.He and Zhang (2008)consider the risk-sharing problem between a retailer and a0377-2217/$-see front matter Ó2012Elsevier B.V.All rights reserved./10.1016/j.ejor.2012.10.047⇑Corresponding author.Tel.:+862223505341.E-mail addresses:xiangli@ (X.Li),liyongjian@ (Y.Li),xqcai@.hk (X.Cai).supplier subject to random production yield and a more expensive emergency production option,but do not address the supply chain coordination issue.In a subsequent work,He and Zhang(2010)fur-ther explore a supply chain with random yield production and a yield-dependent secondary market in which the product is ac-quired or disposed of.Serel(2008)considers a supply chain in which the retailer orders products from one unreliable supplier and one reliable manufacturer,thereby analyzing the retailer’s ordering problem in conjunction with the manufacturer’s pricing problem.Keren(2009)considers a supply chain in which the dis-tributor faces a known demand and orders from the producer sub-ject to a random production yield,and shows that the distributor mayfind it optimal to order more than the demand due to supply uncertainty under a uniform distribution.Li et al.(2012)further extends the problem into a generalized distribution of yield ran-domness,and specifies the condition under which ordering more is optimal.Xu(2010)investigates a supply chain model in which the retailer adopts an option contract and the supplier conforms with random yield production and a more expensive emergency production.None of the above papers,except Zimmer(2002),ad-dresses the supply chain coordination issue.In addition,a number of recent papers explore issues of information asymmetry in set-tings of supply uncertainty based on incentive theory,such as Yang et al.(2009)and Chaturvedi and Martinez-de-Albeniz(2011).There is also research on the supply chain coordination of an assembly system with a random yield supply.Gurnani and Gerchak(2007),for example,explore an assembly system with random yield of component production and deterministic demand for thefinal product.They assume the voluntary compliance of the suppliers and propose two coordination contracts,one with a pen-alty only for each undelivered item and the other with an extra penalty for the worst performing supplier.Yan et al.(2010)extend Gurnani and Gerchak’s model to the case of a positive salvage value and asymmetric suppliers,and derive a new coordination scheme that also falls within a voluntary compliance regime.Guler and Bilgic(2009)explore a similar problem under conditions of both random yield and random demand,but their model assumes forced compliance,i.e.,the suppliers have to make the input pro-duction quantities equal to the manufacturer’s ordered quantities.In contrast,the main contributions of our paper can be summa-rized as follows:(1)We prove theoretically that the wholesale price contractundermines the performance of the entire supply chain by lowering the supplier’s production input level,which is shown as the double marginalization effect in the supply chain with uncertain supply.(2)We consider both deterministic and random demands,pro-vide coordination mechanisms for both cases,and point out the essential differences between them.In the case of deterministic demand,a shortage penalty contract could achieve channel coordination and arbitrary profit allocation, as the buyer will not accept more units than the known demand.In the case of random demand,in contrast,coordi-nation contracts require the buyer to accept all yielded units from the supplier in response to the random disturbance on the demand side.(3)Our results are derived in a very generalized setting and arethus applicable to more specific industrial cases,such as ran-dom yield,uncertain capacity,and stochastic used product collection.Moreover,they can easily be extended into a mul-tiple-supplier scenario.In particular,our model covers the problem of a decentralized assembly system with suppliers subject to random component yields,which is related to the aforementioned papers:Gurnani and Gerchak(2007), Guler and Bilgic(2009),and Yan et al.(2010).However,aswe have reviewed,Gurnani and Gerchak(2007)and Yan et al.(2010)only consider the case of deterministic demand, while Guler and Bilgic(2009)explore the case of random demand but assume forced compliance,and thus their derived schemes can be applied only when the manufacturer is substantially pared to them,our coordina-tion contracts are based on voluntary compliance and unify the cases of deterministic and random demands.To the best of our knowledge,this paper is among thefirst to delve into the coordination mechanisms of an assembly system with both random yields and random demand and under a volun-tary compliance regime.Furthermore,our model is analyzed under a more general setup compatible with,e.g.,non-linear production costs and additive production risk,and thus can applied to wider industrial domains.The reminder of the paper is organized as follows.In Section2, we describe the problem.Sections3and4investigate the cases of deterministic demand and random demand,respectively,explore the double marginalization effects,and derive the coordination contracts.Section5provides examples to illustrate applications to specific industrial cases,and Section6further extends the model to the case of multiple suppliers.Section7concludes the paper with directions for future research.2.Problem descriptionConsider a supply chain consisting of a supplier and a buyer. The buyer contracts the supplier to provide a specific product and sells it on the market to meet deterministic demand d or ran-dom demand D.The supplier determines production input level e, which depending on the specific industrial scenario,could repre-sent the product development effort,invested capacity,planned manufacturing quantity,or any other determinants of production.1 Due to the random disturbance in the production process,the output of production quantity S(e)is stochastic and sensitive to input level e.The production cost for the supplier C(e)satisfies C0(e)>0and C00(e)P0,which implies that the marginal production cost is non-decreasing as the production input level is raised.Such a (non-strictly)concave cost is a commonly used assumption in the production planning literature(see, e.g.,Veinott,1964;Morton, 1978;Smith and Zhang,1998;Yang et al.,2005).In our model,it re-flects the idea that the supplierfirst utilizes his most efficient pat-tern of production.However,as the production volume is asked to increase,it exhausts the most attractive resources that are available to the supplier and he has to pay more in order to acquire additional resources to generate the extra output.We assume that the production quantity can be expressed by (1)S(e)=s(e)+e or(2)S(e)=s(e)Áe,where s(e)is a deterministic function of the production input level and e is an independent ran-dom variable withfinite support,denoting the yield randomness. These are called the additive and multiplicative forms,respec-tively,both of which are widely used in the literature.Let f e(Á), F e(Á)and FÀ1eðÁÞbe the density,distribution and inverse distribution functions of e,respectively.Also suppose that s0(e)>0and s00(e)60, which implies that the marginal expected production quantity is non-increasing as the production input level is raised.Without any loss of generality,we assume linear function s(e)=a+b e, b>0,and normalize the yield randomness into E e=0or E e=1 for the additive or multiplicative form,respectively.In fact,for 1Although in practice the decisions concerning product development,capacity reservation,and manufacturing quantity plan can be made at different time points, and thus have different degrees of forecast accuracy,our model can be applied as long as these decisions are appropriately abstracted and meet the required theoretical assumptions.Please see Section4.3for relevant examples.X.Li et al./European Journal of Operational Research226(2013)228–236229any arbitrary function s (e ),let s =s (e )be the new variable repre-senting the production input level and C (s )the new cost function.We then have C 0(s )>0,C 00(s )P 0,and S (s )=s +e or S (s )=s Áe ,and thus the expected production quantity is a linear function.The de-tails can be found in the Supplementary material of this paper.Other parameters include exogenous selling price p and the hold-ing cost of leftover unit,h ,which can be negative if the leftover unit incurs salvage value.We assume that p >Àh .The interaction between the supply chain members is as fol-lows.As the Stackelberg leader,the buyer first proposes to the sup-plier an incentive contract with payment T ,which is related to the realization of production quantity S (e ).As the follower,the sup-plier accordingly chooses production input level e .After S (e )is realized,the supplier delivers a partial or full quantity of units to the buyer,according to the prescription in the contract.Finally,demand is realized (if it is random),and the buyer meets that de-mand.Note that we assume voluntary compliance in the supplier’s decision,which means the supplier freely chooses the production input level without any contracting obligation.In many industries,it would be very difficult or costly for the buyer to monitor the sup-plier’s production input level,thus the supply chain system should indeed be operated under a voluntary compliance regime.Further-more,we assume that both the supplier and the buyer are risk-neutral and seek to maximize their own expected profits,respectively,with information on the system parameters as com-mon knowledge.3.Deterministic demandIn the case of deterministic demand d ,we first investigate the optimization problem for the centralized supply chain,which serves as a benchmark for the decentralized case.The expected profit of the centralized supply chain isp c ðe Þ¼E f p min ½d ;S ðe Þ Àh ½S ðe ÞÀd þÀC ðe Þg :ð1ÞLemma 1.(1)There is a unique e Ãc that maximizes the expected profitof the centralized supply chain,and (2)e Ãc is increasing with p and decreasing with h .Lemma 1shows the uniqueness of the optimal production input level e Ãc that maximizes the expected profit of the entire supply chain,and it is increasing with the selling price and decreasing with the holding cost.In the following,this maximized supplychain profit is assumed to be positive,i.e.,p c e Ãc ÀÁ>0.We now ex-plore the decentralized supply chain.The simplest scheme,which is also widely adopted in practice,is a wholesale price contract with the buyer prescribing an order quantity q and paying whole-sale price w 2(Àh ,p )for each delivered unit in the order.Hence,the payment to the supplier is T (w ,q )=w min[S (e ),q ],and the sup-plier’s expected profit isp s ðe Þ¼E f w min ½q ;S ðe Þ Àh ½S ðe ÞÀq þÀC ðe Þg :ð2ÞLemma 2.For any order quantity q from the buyer,there is a unique optimal production input level e d (q )for the supplier characterized byðw þh Þ@E min ½q ;S ðe Þ¼b h þC 0ðe Þ:ð3ÞGiven the above optimal response from the supplier,the buyer can strategically choose an order quantity q which is no less than the deterministic demand d .In other words,the buyer anticipates the supplier’s response e d (q )characterized by (3)and determines order quantity q to maximizep b ðq Þ¼pE min ½d ;S ðe d ðq ÞÞ ÀhE ½min ½q ;S ðe d ðq ÞÞ Àd þÀwE min ½q ;S ðe d ðq ÞÞ ¼ðp þh ÞE min ½d ;S ðe d ðq ÞÞ Àðw þh ÞE min ½q ;S ðe d ðq ÞÞ ;ð4Þwhere the second equality is because the order quantity q should be no less than the deterministic demand d .We reformulate the above buyer’s expected profit into the func-tion of the induced production input level e as follows:p b ðe Þ¼ðp þh ÞE min ½d ;S ðe Þ Àðw þh ÞE min ½q d ðe Þ;S ðe Þ ;ð5Þwhere q d (e )is characterized by (3).Let e Ãd be the optimally induced production input level under the wholesale price contract,which maximizes the objective function (5).The following result shows the properties of the optimal production input levels in the decen-tralized case.Proposition 1.We have:(1)e Ãd <e Ãc ;(2)e Ãd is increasing with p .Proposition 1indicates that the optimal production input level in the decentralized supply chain is increasing with the selling price,which is an intuitive result.More importantly,it shows that this input level is lower than that in the centralized case,tending towards a smaller supply quantity.It has been well-known that double marginalization generally refers to the channel barrier that causes a lower transfer/delivery amount of products through the channel.This usually exhibits as a result of a higher selling price set by the retailer or a less order quantity submitted from the retailer (see e.g.,Cachon,2003;Dellarocas,2012).However,in a supply chain with uncertain supply,such a lower transfer/delivery amount may not necessarily occur.For example,under deterministic demand d the retailer may submit an order higher than d (see Li et al.,2012),and thus the ac-tual transfer/delivery amount within the channel can be even lar-ger than that in the centralized system.As we can see,the double marginalization in our model is the lower production input level as shown by Proposition 1and the resulting insufficient supply,as compared to that in the centralized optimum.This effect is differ-ent from the traditional one,although the root for such phenome-non is also the double price distortion that occurs when two successive vertical layers in a supply chain independently stack their price–cost margins under a price-only contract,as the term ‘‘double marginalization’’implies.With an appropriate coordination scheme,the systematically optimal decision can be induced and the maximal profit achieved,even if the supply chain members act in a decentralized way.Specifically,we derive a shortage penalty contract T (w ,b )=w min[S (e ),d ]Àb [d ÀS (e )]+,in which the supplier is not only paid wholesale price w for each delivered unit within the demand d ,but is also charged penalty b for each order shortage for the demand.The following result shows that this contract is an imple-mentable coordination scheme that achieves both optimal system performance and flexible profit allocation.Proposition 2.For any k 2(0,1),letw üp Àk p c e Ãc ÀÁ=db ük pc e ÃcÀÁ=d :8<:ð6ÞThen,we have:(1)w ⁄>0,b ⁄>0;and(2)the shortage penalty contract T (w ⁄,b ⁄)coordinates the sup-ply chain with deterministic demand d ,and the resulting expected profit shares of the buyer and supplier are k and 1Àk ,respectively.230X.Li et al./European Journal of Operational Research 226(2013)228–236We have two remarks on the contracts in Proposition1.First, one should note that our contracts can coordinate the supply chain under voluntary compliance since the monetary transfer is based on the realized delivery from the supplier.That is,the supplier is allowed to freely choose the production input,although in the equilibrium resulted from the contract he will rationally choose the production input level that is systematically optimal.In prac-tice,such contracts are more advantageous than those under forced compliance since in many cases the production inputs are not verifiable,and thus the coordination contracts under forced compliance are not applicable(see,for example,Cachon and Lariviere,2001,the case of unverifiable supplier’s capacity input). More importantly,as Cachon(2003)points out,any contract that coordinates a supply chain with voluntary compliance surely coor-dinates the supply chain with forced compliance,but the reverse is not true.We refer to Cachon(2003)and Bolandifar et al.(2010)for more detailed discussion on the concept of compliance regime.In addition,the contracts in Proposition1not only coordinate the supply chain but also leavesflexibility for profit allocation.In general,the particular profit split depends on thefirms’relative bargaining power.As the buyer’s bargaining position becomes stronger,one would anticipate k to increase.In the extreme case, if the buyer is a completely dominating party in the channel she might leave to the supplier only the profit he earns in the uncoor-dinated case to ensure the supplier’s participation in the coordina-tion contract.In the less extreme cases,cooperative game theories such as Nash-bargainning solutions may be adopted to determine what kind of allocation k is a fair one.We refer to Muthoo(1999) for a more detailed discussion on the issue of profit allocation un-der cooperation.4.Random demand4.1.Double marginalizationWe now turn our attention to the case in which the buyer faces random demand D,which is independent of supply randomness e. Let f D(Á),F D(Á)and FÀ1DðÁÞbe the density,distribution and inverse dis-tribution functions of D,respectively.In this subsection we will show how double marginalization is manifested under the whole-sale price contract.The expected profit of the centralized supply chain ispcðeÞ¼E f p min½D;SðeÞ ÀhÁ½SðeÞÀD þÀCðeÞg:ð7ÞLemma3.(1)There is a unique eÃcthat maximizes the expected profitof the centralized supply chain(7);(2)eÃcis increasing with p and decreasing with h.Lemma3shows that the uniqueness of the optimal productioninput level eÃcfor the centralized supply chain under random de-mand,and it is increasing with the selling price and decreasing with the holding cost.The results are similar to the case of deter-ministic demand.In the decentralized case,the wholesale price contract T(w,q)=w min[S(e),q]is adopted.The supplier’s expected profit p s(e)and his optimal production input level e d(q)are expressed by(2)and(3),respectively,for given order quantity q.The buyer’s problem is to choose order quantity q to maximize her expected profitpbðqÞ¼E f p min½D;Sðe dðqÞÞ;q Àh½min½Sðe dðqÞÞ;q;q ÀD þÀw min½q;Sðe dðqÞÞ;q g¼ðpþhÞE min½D;Sðe dðqÞÞ;q ÀðwþhÞE min½q;Sðe dðqÞÞ ;ð8Þwhich can be reformulated into the function of the induced produc-tion input level e as follows:pbðeÞ¼ðpþhÞE min½D;SðeÞ;q dðeÞ ÀðwþhÞE min½q dðeÞ;SðeÞ ;ð9Þwhere q d(e)is characterized by(3).Let qÃdand eÃdbe the optimal or-der quantity and its induced production input level,which maxi-mize(8)and(9),respectively.We have the following result.Proposition3.(1)If p b(q)in(8)is a quasi-concave function,theneÃd<eÃc,and eÃdis increasing with p.(2)When C00(e)=0,p b(q)in(8)is a strictly concave function.Proposition3shows that double marginalization also occurs and manifests at a lower production input level,which is similar to the case of deterministic demand.The condition of quasi-concavity for the buyer’s objective function is to ensure the optimal order quan-tity(and the induced production input level)to be unique.This con-dition holds in the case of linear production cost,as indicated in Proposition3.For other cost functions,we point out that although it is very difficult to theoretically prove that the quasi-concavity holds in general,extensive numerical experiments have shown that it is true for many convex polynomial functions of C(e).Proposition 3also shows that the optimal production input level in decentral-ized case is increasing with the selling price.The above results are valid when an order quantity q<+1is ap-pointed as a decision variable in wholesale price contract T(w,q), while the wholesale price w2(Àh,p)can be any given plausible value.In fact,contract T(w,1)can be adopted when the buyer des-ignates a specific supplier for the product supply,which implies that the buyer will accept as many units as the supplier pro-duces/provides and pays for them at a unified wholesale price w. We call this type of payment scheme with q=1as an accept-all type of wholesale price contract for the buyer,and it can be a prac-tical policy mechanism in some cases.For example,in the reman-ufacturing industry if a remanufacturer outsources the acquisition activity of used product to a specialized collector,then this collec-tor may be required to deliver all acquired units to the remanufac-turer,and the accept-all contract T(w,1)can be used.Similar situation also occurs in agriculture in China,where the government encourages the downstreamfirm to provide the farmers(or the production base)a contract with no order limit on the quantity of agricultural products given a certain price mechanism.Under the accept-all type of wholesale price contract T(w,1), the supplier determines the production input level e to maximize p sðeÞ¼E½wSðeÞÀCðeÞ :ð10ÞThe buyer anticipates the supplier’s optimal response e d(w)and determines the wholesale price w to maximizepbðwÞ¼E f p min½D;Sðe dðwÞÞ Àh½Sðe dðwÞÞÀD þÀwSðe dðwÞÞg;ð11Þwhich can be reformulated into the function of the induced produc-tion input level e as follows:pbðwÞ¼E f p min½D;SðeÞ Àh½SðeÞÀD þÀw dðeÞSðeÞgð12Þwhere w d(e)is the inverse function of e d(w)that maximizes(10).LetwÃdand eÃdbe the optimal wholesale price and its induced induced production input level,which maximize(11)and(12),respectively. We have the following result.Corollary1.Under the accept-all wholesale price contract T(w,1),we have eÃd<eÃcwhen C00(e)>0.Corollary1shows that the double marginalization effect is also manifested as a lower production input level with accept-all wholesale price contract T(w,1),in which case the wholesale price w becomes a decision variable.The required condition C00(e)>0X.Li et al./European Journal of Operational Research226(2013)228–236231。

研究生学位英语考试试题

研究生学位英语考试试题

2005年1月份研究生学位课英语统考试题Paper OnePart I :Listening Comprehension (25 minutes, 20 points )Section A (1 point each)1.A: He refuses to help the woman. B: He can‘t handle the equipment by himself.C: He thinks some other people can do it better.D; He thinks the equipment is too heavy for the woman.2.A: His colleagues have contributed a lot. B: All of his colleagues congratulated him.C. The award has been given to his colleagues. D He doesn‘t deserve the honor.3. A: He dislike Jack‘s name. B He doesn‘t care who Jack is.C He doesn‘t know Jack well.D He dislikes Jack.4. A: The man is cracking a joke on her.B It is impossible to buy a genuine antique for so little money.C The man is out of his mind about the old vase.D The man has run into a great fortune.5. A: He can‘t find a good idea about the problem. B He feels hopeless about the project.C He has encountered another problem.D He is going to give up the project.6. A: It is worthwhile. B It has a very tight schedule.C It was a waste of time.D It took him too much time on the road.7. A: It‘s useless to talk to the professor. B The professor is often unfair.C The man has done well enough.D The man can‘t be be tter next time.8. A The man should not say things like that. B The man should fight back.C The man should show his anger openly.D The man should not complain openly.9. A: She was injured in the shoulder. B She disliked the people who attended the party.C She was laughed at for her behaviour.D She was unpopular at the party.Section B (1 point each)Mini-talk One10. A: Improving the conditions of farm animals. B: Increasing the production of farm animals.C: Regulating the food marketing system.D: Regulating the food stores and restaurant chains.11. A: Because they want to save more money. B: Because they want the hens to lay more eggs.C Because they want the hens to grow more lean meat.D Because they want to sell the hens at a better price.12. A: Chickens should be kept in clean places. B: Pigs should be housed in large metal boxes.C: Farm animals should be slaughtered in factories.D Farm animals should be killed without feeling pain.Mini-talk Two13. A: Under the mountains is the state of Nevada.B: At the power centers in almost forty states.C: Under the deep ocean . D Near the inactive volcanoes.14. A: People object to burying it at the power centers.B: The power centers have no more space to store it.C: It is very dangerous to bury it in populous areas.D: The new site is the estate of the federal government.15. A; There are active volcanoes nearby. B: Some people still live in the area.C: The area is close to Las Vegas. D The area is geographically unsafe.Section C (1 point each)You will hear the recording twice. At the end of the talk there will be a 3-minute pause, during which time you are asked to write down your answers briefly on the Answer Sheet. You now have 25 seconds to read the questions (请在录音结束后把16-20题的答案抄写在答题纸上.) 16.What percentage of plant and animal species on Earth do rain forests contain?17. What critical role do rain forests play besides being home to animals and plants?18. How much has global output of carbon dioxide increased in the past century?19. To be classified as a rain forest, how should the trees look?20. How large is the size of the rain forest in South America?Part I Vocabulary Section A1.This student was expelled from school because he had forged some documents for overseasstudy.A frustratedB formulatedC fabricatedD facilitated2.Opinion polls suggest that the approval rate of the president is on the increase.A agreementB consensus Cpermission D support3. A man of resolve will not retreat easily from setbacks or significant challenges.A pull outB pull upC pull inD pull over4. As few household appliances are now perfect, this minor defect is negligible.A detectableB triflingC inexcusableD magnificent5. The U.S. athletes topped the gold medal tally for the 3rd straight time this summer.A directB proceedingC verticalD successive6. Despite tremendous achievement, formidable obstacles to development will persist.A difficultB sustainableC externalD unpredictable7. Moderate and regular exercise can boost the rate of blood circulation and metabolism.A restrictB reduceC increaseD stabilize8. The manager is seeking some cost-effective methods that can call forth their initiative .A efficientB conventionalC economicalD unique.9. The report proposes that students be allowed to work off their debt through community service.A pay offB get offC dispose ofD run off10. It was a tragic love affair that only gave rise to pain.A brought forwardB brought aboutC brought downD brought inSection B :11. As females in their 40s tend to ____ weight, they are to go in for outdoor activities.A take onB hold onC carry onD put on12. The shop-owner took a load of ____-crusted bread and handed it to the child.A fragileB crispC vagueD harsh13. The excessive hospitality ____ the local officials failed to leave us assured.A on the point ofB on the grounds ofC on the advice ofD on the part of14.These intelligence officers tried a ___ of persuasion and force to get the information they wanted.A combinationB collaborationC convictionD confrontation15. The terminally ill patient lying in the ___ care unit was kept alive on life support.A apprehensiveB intensiveC extensiveD comprehensive16. The very sound of our national anthem being played at the awarding ceremony is ____.A ice-breakingB eye-catchingC painstakingD soul-touching17. Leading universities in China prefer to enroll ___ brilliant high school students.A intellectuallyB intelligiblyC intelligentlyD intimately18. When a heavy vehicle is ___ in the mud, the driver has to ask for help.A involvedB stuckC interferedD specialized19. A risk or effect may diminish ___, but it may also increase for some reason.A at willB over timeC under wayD so far20. It‘s in your best ____ to quit smoking, for you have some breathing problems.A sakeB benefitC advantageD interestPart II. Cloze―Techno-stress‖----frustration arising from pressure to use new technology----is said to be 21 , reports Maclean‘s magazine of Canada. Studies point to causes that 22 ―the never-ending process of learning how to use new technologies to the 23 of work and home life as a result of 24 like e-mail, call-forwarding and wireless phones.‖ How can you cope? Experts recommend setting 25 . Determine whether using a particular device will really simplify life or merely add new 26 . Count on having to invest time to learn a new technology well enough to realize its full benefits. ― 27 time each day to turn the technology off,‖ and devote time to other things afforded or deserving 28 attention. ―People start the day by making the 29 mistake of opening their e-mail, instead of wo rking to a plan,‖ notes Vancouver productivity expert Dan Stamp. ―The best hour and a half of the day is spent on complete30 .‖21. A descending B narrowing C mounting D widening22. A pass on B range from C deal with D give up23. A confusion B construction C contribution D conduction24. A creations B promotions C productions D innovations25. A laws B boundaries C deadlines D barriers26. A convenience B advantages C flexibility D complexity27. A Put forward B Put across C Put aside D Put up28. A prior B major C senior D superior29. A fragmental B fictional C fractional D fundamental30. A relaxation B entertainment C rubbish D hobbyPart III. Reading ComprehensivePassage OneThe study of genetics has given rise to a profitable new Industry called biotechnology. As the name suggests, it blends biology and modern technology through such techniques as genetic engineering. Some of the new biotech companies, as they are called, specialize in agriculture and are working enthusiastically to patent seeds that give a high yield, that resist disease, drought, and frost, and that reduce the need for hazardous chemicals. If such goals could be achieved, it would be most beneficial. But some have raised concern about genetically engineered crops.―In nature, genetic diversity is created within certain limits,”says the book Genetic Engineering, Food, and Our Environment.―A rose can be crossed with a different kind of rose, but a rose will never cross with a potato…‖ Genetic engineering, on the other hand, usually involves taking genes from one species and inserting them into another in an attempt to transfer adesired property or character. This could mean, for example, selecting a gene which leads to the production of a chemical with antifreeze properties from an arctic fish, and joining it into a potato or strawberry to make it frost-resistant. It is now possible for plants to be engineered with genes taken from bacteria, viruses, insects, animals or even humans.In essence, then, biotechnology allows humans to break the genetic walls that separate species.Like the green revolution, what some call the gene revolution contributes to the problem of genetic uniformity---some say even more so because geneticists can employ techniques such as cloning and tissue culture, processes that produce perfectly identical copies, or clones. Concerns about the erosion of biodiversity, therefore, remain. Genetically altered plants, however, raise new issues, such as the effects that they may have on us and the environment. ―We are flying blindly into a new era of agricultural biotechnology with high hopes, few constraints, and little idea of the potential outcomes,‖ said science writer Jeremy Rifkin.31. According to the author, biotech companies are ______A mostly specialized in agriculture.B those producing seeds of better propertiesC mainly concerned about the genetically engineered crops.D likely to have big returns in their business.32. Now biotech products are made ____.A within the limits of natural genetics .B by violating laws of natural genetics.C without the interference of humans.D safer than those without the use of biotechnology33. In nature, genetic diversity is created ____A by mixing different speciesB within the species itselfC through natural selectionD through selection or contest34.Biotechnoly has made it possible ____A for us to solve the food shortage problem in the world.B for plants to be produced with genes of humans.C for humans to assume the cold-resistant property.D to grow crops with the taste of farm animals.35. According to the author, with the development of biotechnology ____A the species of creatures will be reduced. D we will suffer from fewer and fewer diseases.B our living environment will be better than it is now.C humans will pay for its side effect.36. T he author‘s attitude towards genetic engineering can best be described ____A optimisticB pessimisticC concernedD suspiciousPassage TwoThe practice of capital punishment is as old as government itself. For most of history, it has not been considered controversial. Since ancient times most governments have punished a wide variety of crimes by death and have conducted executions as a routine part of the administration of criminal law. However, in the mid-18th century, social critics in Europe began to emphasize the worth of the individual and to criticize government practices they considered unjust, including capital punishment. The controversy and debate whether government should utilize the death penalty continue today.The first significant movement to abolish the death penalty began during the era known as the Age of Enlightenment. In 1764 Italian jurist and philosopher Cesare Beccaria published An Essay on Crimes and Punishments. Many consider this influential work the leading document in the early campaign capital punishment. Other individuals who campaigned against executions duringthis period include French authors V oltaire and Denis Diderot, British philosophers David Hume and Adam Smith, and political theorist Thomas Paine in the United States.Critics of capital punishment argue that it is cruel and inhumane, while supporters consider it a necessary form of revenge for terrible crimes. Those who advocates the death penalty declare that it is a uniquely effective punishment that prevents crime. However, advocates and opponents of the death penalty dispute the proper interpretation of statistical analyses of its preventing effect. Opponents of capital punishment see the death penalty as a human right issue involving the proper limits of governmental power. In contrast, those who want governments to continue to execute tend to regard capital punishment as an issue of criminal justice policy. Because of these alternative viewpoint, there is a profound difference of opinion not only about what is the right answer on capital punishment, but also about what type of question is being asked when the death penalty becomes a public issue.37. We can learn from the first paragraph that in ancient times _________A death penalty had been carried out before government came into being.B people thought it was right for the government to conduct executions.C death penalty was practiced scarcely in European countries.D many people considered capital punishment unjust and cruel.38. Why was capital punishment questioned in the mid-18th century in Europe?A People began to criticize their government.B The government was unjust in this period.C People began to realize the value of life.D Social critics were very active at that time.39. Italian jurist and philosopher Cesare Beccaria ____A was the first person to question the rightness of death penalty.B was regarded as an important author criticizing capital punishment.C was the first person who emphasized the worth of the individuals.D first raised the theory against capital punishment.40. Critics of capital punishment insist that it ___.A violates human rights regulations.B is an ineffective punishment of the criminalsC is just the revenge for terrible crimes.D involves killing without mercy.41. The advocates and opponents of the death penalty _____A agree that it is a human rights issueB agree that it can prevent crimes.C explain its statistical analyses differentlyD think that they are asked different types of questions.42. The author‘s attitude towards capital punishment can be summarized as _____A supportiveB criticalC neutralD contradictoryPassage ThreeBears mostly live alone, except for mothers and their babies, and males and females during mating season. Bears form temporary groups only in exceptional circumstances, when food is plentiful in a small area. Recent evidence also suggests that giant pandas may form small social groups, perhaps because bamboo is more concentrated than the patchy food resources of other bear species. Other bears may live alone but exist in a social network. A male and female may live in an area partly shared in common----although they tolerate each other, each defends its range from other bears of the same sex. Male young usually leave their mothers to live in other areas, but female young often live in a range that is commonly shared with that of their mother.The key to a bear‘s survival is finding enough food to satisfy the en ergy demands of its largesize. Bears travel over huge territories in search of food, and they remember the details of the landscape they cover. They use their excellent memories to return to locations where they have had success finding food in past years or seasons. Most bears are able to climb trees to chase small animals or gain access to additional plant vegetation. The exceptions are polar bears and large adult brown bears----their heavy weight makes it difficult for them to climb trees.Bears that live in regions with cold winters spend the coldest part of the year asleep in sheltered dens, including brown bears, American and Asiatic black bears, and female polar bears. Pregnant females give birth in the winter in the protected surroundings of these dens. After fattening up during the summer and fall when food is abundant, the bears go into this winter home to conserve energy during the part of the year when food is scarce. Winter sleep differs from hibernation in that a bear is easily aroused from sleep. In addition, a bear‘s body temperature drops only a few degrees in its winter sleep. In contrast, a true hibernator undergoes more extensive changes in bodily functions. For instance, the body temperature of the Arctic ground squirrel drops from 380C to as low as -30C.43. Most bears live alone because _________A they don‘t want to keep a social network.B each bear feeds on different kinds of food.C male and female bears can‘t tolerate each other.D they don‘t want other bears to share th eir food.44.According to the passage, bears of the same sex ____A can get along with each other peacefully.B share their range with each other.C live in an area partly shared in common.D can‘t live peacefully in the same area.45.As is told about bears in the passage, we know that _____A it is easy for bears to find enough food if they can climb trees.B a bear can long remember where it has found food.C all except polar bears are able to climb trees to catch their prey.D all except polar bears and adult brown bears feed on small animals.46. Bears sleep in their sheltered dens in cold winter because ____A their babies need to be born in a cold and protected surrounding.B they need to fatten themselves up in the cold season.C they need to convert their fat into energy in winter.D they can‘t find enough food in the cold season.47. Winter sleep differs from hibernation in that _______A animals in hibernation don‘t wake up easily.B animals in hibernation are aroused regularly for energy supply.C the body temperature of animals in winter sleep doesn‘t change.D animals in winter sleep experience drastic changes in bodily functions.48. The passage is mainly about ___.A the species of bearsB the food category of bearsC the winter sleep of bearsD the behavior of bearsPassage FourThe young man who came to the door--- he was about thirty, perhaps, with a handsome, smiling face---- didn‘t seem to find my lateness offensive, and led me into a larg e room. On one side of the room sat half a dozen women, all in white; they were much occupied with a beautiful baby, who seemed to belong to the youngest of the women. On the other side of the room sat seven or eightmen, young, dressed in dark suits, very much at ease, and very imposing. The sunlight came into the room with the peacefulness that one remembers from rooms in one‘s early childhood--- a sunlight encountered later only in one‘s dreams. I remember being astounded by the quietness, the ease, the peace , and the taste. I was introduced, they greeted me with a genuine cordiality and respect ---and the respect increased my fright, for it meant that they expected something of me that I knew in my heart, for their sakes, I could not give ---and we sat down. Elijah Muhammad was not in the room. Conversation was slow , but not as stiff as I had feared it would be. They kept it going, for I simply did not know which subjects I could acceptably bring up. They knew more about me and read more of what I had written, than I had expected , and I wondered what they made of it all, what they took my usefulness to be. The women were carrying on their own conversations, in low tones; I gathered that they were not expected to take part in male conversations. A few women kept coming in and out of the room, apparently making preparations for dinner. We, the men, did not plunge deeply into any subject, for, clearly, we were all waiting for the appearance of Elijah. Presently, the men, one by one, left the room and returned. Then I was asked if I would like to wash, and I, too, walked down the hall to the bathroom. Shortly after I came back, we stood up, and Elijah entered. I don‘t know what I had expected to see. I had read some of his speeches, and had heard fragments of others on the radio and on television, so I associated him with strength. But, no ----the man who came into the room was small and slender, really very delicately put together, with a thin face, large warm eyes, and a most winning smile. Something came into the room with him ---- his worshipers‘ joy at seeing him, his joy at seeing them. It was the kind of encounter one watches with a smile simply because it is so rare that people enjoy one another.49.Which of the following is the best alternative word f or ―imposing‖?A EnthusiasticB HostileC ImpressiveD Anxious50. Which word best describes the atmosphere in the room?A TranquilB SolemnC ChaoticD Stressful51.How did the author feel when he was greeted with respect?A DelightedB AstonishedC EmbarrassedD Scared52. Which of the following statements is true about the author?A He talked little.B He was puzzledC He enjoyed the conversationD He got more respect than he deserved.53. The man didn‘t get deeply involved in any subject because they ____A had little knowledgeB didn‘t know one another well.C wanted to relax themselvesD awaited the arrival of someone important54. What can we learn about Elijah?A He was admired by others.B He was very handsome.C He was a man with determinationD He was happy to give speeches.Passage FiveSingapore‘s Mixed Reality Lab is working on new ways of interacting with computers, including wearable devices and virtual war room that will allow officials to work together online as if they were all in one place. Its director is a spiky-haired Australian, a postmodern match for the fictional British agent James Bond‘s tool man, Q.It is funded by the Defense Science & Technology Agency, which controls half the $ 5 billion defense budget, and sponsors hundreds of research projects every year. The agency came to worldwide attention last year when it took justone day to customize a thermal scanner in order to detect travelers with high fever, helping to stem the spread of SARS.DSTA is now working on a range of projects that are attracting attention in both the commercial and military worlds. It devised an air-conditioning system that harnesses melting ice and cool seawater to conserve electricity at the new Changi Naval Base, and could have broad civilian applications.Singapore can easily afford Western hardware, but off-the-shelf products are often unsuitable for the tropical conditions in Southeast Asia. For example, the DSTA is funding development of an anti-chemical-weapons suit that works not as a shield, but as a sort of weapon. The Singapore garments, made of a revolutionary plastic-like material that is much lighter and cooler than traditional fabrics, actually degrade suspect substance on contact.Much of the agency‘s work is geared toward helping this resource-poor city-state overcome its natural limitations, says its director R&D, William Lau Yue Khei. Conserving manpower is one of the agency‘s most critical assignmen ts, because Singapore is a nation of 5 million people dwarfed by larger neighbors, including Indonesia and Malaysia. Right now, the biggest DSTA project is computerizing a stealth warship so that it can run on half the usual crew. Making equipment lighter is a particular agency specialty, because the universal military rule of thumb is that a soldier should carry no more than one third his body weight, and that seems that smaller Singaporean soldiers should carry no more than 24 kilos, or 20 percent less than Europeans, says DSTA project manager Choo Hui Weing. One such program: the Advanced Combat Man System, has produced a lightweight handguard that controls an integrated laser range finder, digital compass and a targeting camera. Top that, Q.55. It can be inferred from the passage that Q is probably________A a mechanic in James Bond‘s garage.B a fictional Australian with spiky hair.C a director of the Advanced Combat Man SystemD An imaginary engineer who invents advanced equipment.56. Which of the following statements concerning DSTA true?A It became world-known for its high efficiency in preventing the SARS spread.B It funds numerous research programs, including Mixed Reality lab.C It devised an air-conditioning system now widely used in households.D It takes credit for conserving electricity at the new Changi Naval Base.57. The suit described in the third paragraph can be used as a sort of weapon mainly because ___A it is made of a new material resembling plastics.B it can reduce harmful effects of chemicals on it.C it has been adapted to the tropical weather there.D its light weight allows soldiers to carry more equipment.58. Which of the following is Not mentioned as a disadvantage of Singapore?A Smaller soldiersB Smaller populationC Limited defense budgetD Limited natural resources59. The Advance Combat Man System is mentioned in the last paragraph mainly to show ____A what DSTA has done to meet the country‘s special needs.B how sophisticated the equipments designed by DSTA can be.C why it is difficult for Q to compete with CHoo Hui Weing .D how Singapore‘s technology is superior to that of the British.60. The main purpose of the passage is to ____A analyze Singapore‘s defense system.B summarize the contributions of DSTA.C introduce the technical advantages of a small country.D describe the roles and achievements of a government agency.Paper Two Part IV TranslationSection AQuitting smoking is more of a matter of willpower than of individual choice, for smoking is widely recognized as addictive. Although counseling and medication can increase the odds that a smoker quits permanently, the best way to avoid dilemmas is never to take up smoking to begin with.The irreversible effects of cigarette smoking vary in intensity and are related both to the amount and duration of exposure and the age at which the person is initially exposed. This report challenges the notion that a few years of exposure to smoking will have no lasting harmful consequences. We hope to discourage this prevalent but vital habit and suggest that tobacco-related health effects decline substantially as time away from smoking increases. Section B人们越来越意识到开发环保型产品的重要性. 为实现长期可持续发展, 发达国家应不惜代价减少温室气体的排放. 如果目前全球变暖的速度保持不变, 东京和伦敦等大城市从地球上消失的可能性将是20年前的10倍.Part V Writingwrite a compositions of no less than 150 words under the title of “Knowledge from books and knowledge from experience” . Your composit ion should be based on the following outline:1Compare and contrast knowledge gained from experience with knowledge gained from books. 2.Explain which source is more important?Answer1-10 CDABD, ACCAB, 11-20 DBDAB, DABBD 21-30 CBADB, DCADC31-40 DBBBA, CBCBD, 41-50 CCDDB, DADCA 51-60 DADAD, CBCABTranslation : Section BThere is a growing realization/awareness that developing environment-protecting products really counts. To fulfil the long-term and substantial development, developed countries should at all costs decrese the emission of greenhouse gases. If the speed of global warming nowadays continues, the probability of disappearance from the earth to such big cities as Tokyo and London will be 10 times as fast as that of 20 years ago.2005年6月研究生学位英统考试题Paper OnePart I Listening Comprehension(25 minutes, 20 points )Section A (1 point each)1.A: To ask his boss for leave. B: To work in his place.C To meet his friend at the airport.D To cover his absence from his boss.2. A; He doesn’t want to go to the show, as he is not interested in it.B: He is not free to go to the fashion show with the woman.C He can’t go with the woman, as he has to finish his paper.D he can’t go with the woman, as he has a pile of paperwork to do.3. A: He has been pretty busy. B: He has been mad.。

ASTM C393-C393M-06

ASTM C393-C393M-06

Designation:C393/C393M–06Standard Test Method forCore Shear Properties of Sandwich Constructions by Beam Flexure1This standard is issued under thefixed designation C393/C393M;the number immediately following the designation indicates the year of original adoption or,in the case of revision,the year of last revision.A number in parentheses indicates the year of last reapproval.A superscript epsilon(e)indicates an editorial change since the last revision or reapproval.This standard has been approved for use by agencies of the Department of Defense.1.Scope1.1This test method covers determination of the core shear properties offlat sandwich constructions subjected toflexure in such a manner that the applied moments produce curvature of the sandwich facing planes.Permissible core material forms include those with continuous bonding surfaces(such as balsa wood and foams)as well as those with discontinuous bonding surfaces(such as honeycomb).1.2The values stated in either SI units or inch-pound units are to be regarded separately as standard.Within the text the inch-pound units are shown in brackets.The values stated in each system are not exact equivalents;therefore,each system must be used independently of the bining values from the two systems may result in nonconformance with the standard.1.3This standard does not purport to address all of the safety concerns,if any,associated with its use.It is the responsibility of the user of this standard to establish appro-priate safety and health practices and determine the applica-bility of regulatory limitations prior to use.2.Referenced Documents2.1ASTM Standards:2C273Test Method for Shear Properties of Sandwich Core MaterialsC274Terminology of Structural Sandwich Constructions D883Terminology Relating to PlasticsD3878Terminology for Composite MaterialsD5229/D5229M Test Method for Moisture Absorption Properties and Equilibrium Conditioning of Polymer Ma-trix Composite MaterialsD7249/D7249M Test Method for Facing Properties ofSandwich Constructions by Long Beam FlexureD7250/D7250M Practice for Determining Sandwich Beam Flexural and Shear StiffnessE4Practices for Force Verification of Testing Machines E6Terminology Relating to Methods of Mechanical Test-ingE122Practice for Calculating Sample Size to Estimate, With a Specified Tolerable Error,the Average for a Characteristic of a Lot or ProcessE177Practice for Use of the Terms Precision and Bias in ASTM Test MethodsE456Terminology Relating to Quality and StatisticsE1309Guide for Identification of Fiber-Reinforced Polymer-Matrix Composite Materials in DatabasesE1434Guide for Recording Mechanical Test Data of Fiber-Reinforced Composite Materials in Databases3.Terminology3.1Definitions—Terminology D3878defines terms relating to high-modulusfibers and their composites.Terminology C274defines terms relating to structural sandwich construc-tions.Terminology D883defines terms relating to plastics. Terminology E6defines terms relating to mechanical testing. Terminology E456and Practice E177define terms relating to statistics.In the event of a conflict between terms,Terminology D3878shall have precedence over the other terminologies.3.2Symbols:b=specimen widthc=core thicknessCV=coefficient of variation statistic of a sample population for a given property(in percent)d=sandwich total thicknessD F,nom=effective sandwichflexural stiffnessE f=effective facing chord moduluse=measuring strain in facingF u=facing ultimate strength(tensile or compressive)F c=core compression allowable strengthF s=core shear allowable strengthF s ult=core shear ultimate strengthF s yield=core shear yield strengthk=core shear strength factor to ensure core failureL=length of loading span1This test method is under the jurisdiction of ASTM Committee D30onComposite Materials and is the direct responsibility of Subcommittee D30.09onSandwich Construction.Current edition approved Sept.1,2006.Published October2006.Originallyapproved st previous edition approved in2000as C393–00.2For referenced ASTM standards,visit the ASTM website,,orcontact ASTM Customer Service at service@.For Annual Book of ASTMStandards volume information,refer to the standard’s Document Summary page onthe ASTM website.Copyright(C)ASTM International.100Barr Harbour Drive P.O.box C-700West Conshohocken,Pennsylvania19428-2959,United StatesS=length of support spanl pad=length of loading padn=number of specimensP=applied forceP max=maximum force carried by test specimen before failureF Z ftu=ultimateflatwise tensile strengthP max=maximum force carried by test specimen before failureS n-1=standard deviation statistic of a sample population for a given propertys=facing stress or strengtht=facing thicknessx1=test result for an individual specimen from the sample population for a given propertyx=mean or average(estimate of mean)of a sample popu-lation for a given property4.Summary of Test Method4.1This test method consists of subjecting a beam of sandwich construction to a bending moment normal to the plane of the sandwich.Force versus deflection measurements are recorded.4.2The only acceptable failure modes are core shear or core-to-facing bond.Failure of the sandwich facing preceding failure of the core or core-to-facing bond is not an acceptable failure e Test Method D7249to determine facing strength.5.Significance and Use5.1Flexure tests onflat sandwich construction may be conducted to determine the sandwichflexural stiffness,the core shear strength and shear modulus,or the facings compressive and tensile strengths.Tests to evaluate core shear strength may also be used to evaluate core-to-facing bonds.5.2This test method is limited to obtaining the core shear strength or core-to-facing shear strength and the stiffness of the sandwich beam,and to obtaining load-deflection data for use in calculating sandwich beamflexural and shear stiffness using Practice D7250.N OTE1—Core shear strength and shear modulus are best determined in accordance with Test Method C273provided bare core material is available.5.3Facing strength is best determined in accordance with Test Method D7249.5.4Practice D7250covers the determination of sandwich flexural and shear stiffness and core shear modulus using calculations involving measured deflections of sandwichflex-ure specimens.5.5This test method can be used to produce core shear strength and core-to-facing shear strength data for structural design allowables,material specifications,and research and development applications;it may also be used as a quality control test for bonded sandwich panels.5.6Factors that influence the shear strength and shall therefore be reported include the following:facing material, core material,adhesive material,methods of material fabrica-tion,core geometry(cell size),core density,adhesive thick-ness,specimen geometry,specimen preparation,specimen conditioning,environment of testing,specimen alignment, loading procedure,speed of testing,and adhesive void content. Further,core-to-facing strength may be different between precured/bonded and co-cured facings in sandwich panels with the same core and facing material.N OTE2—Concentrated loads on beams with thin facings and low density cores can produce results that are difficult to interpret,especially close to the failure point.Wider load pads with rubber pads may assist in distributing the loads.6.Interferences6.1Material and Specimen Preparation—Poor material fabrication practices and damage induced by improper speci-men machining are known causes of high data scatter in composites and sandwich structures in general.A specific material factor that affects sandwich cores is variability in core density.Important aspects of sandwich core specimen prepa-ration that contribute to data scatter include the existence of joints,voids or other core discontinuities,out-of-plane curva-ture,and surface roughness.6.2Geometry—Specific geometric factors that affect core shear strength include core orthotropy(that is,ribbon versus transverse direction for honeycomb core materials)and core cell geometry.6.3Environment—Results are affected by the environmen-tal conditions under which specimens are conditioned,as well as the conditions under which the tests are conducted.Speci-mens tested in various environments can exhibit significant differences in both strength behavior and failure mode.Critical environments must be assessed independently for each specific combination of core material,facing material,and core-to-facing interfacial adhesive(if used)that is tested.6.4Core Material—If the core material has insufficient shear or compressive strength,it is possible that the core may locally crush at or near the loading points,thereby resulting in facing failure due to local stresses.In other cases,facing failure can cause local core crushing.When there is both facing and core failure in the vicinity of one of the loading points it can be difficult to determine the failure sequence in a post-mortem inspection of the specimen as the failed specimens look very similar for both sequences.For some core materials,the shear strength is a function of the direction that the core is oriented relative to the length of the specimen.7.Apparatus7.1Micrometers and Calipers—A micrometer having aflat anvil interface,or a caliper of suitable size,shall be used.The instrument(s)shall have an accuracy of625mm[60.001in.] for thickness measurement,and an accuracy of6250mm [60.010in.]for length and width measurement.N OTE3—The accuracies given above are based on achieving measure-ments that are within1%of the sample length,width and thickness. 7.2Loading Fixtures—The loadingfixture shall consist of either a3-point or4-point loading configuration with two support bars that span the specimen width located below the specimen,and one or two loading bars that span the specimen width located on the top of the specimen(Fig.1),Theforceshall be applied vertically through the loading bar(s),with the support bars fixed in place in the test machine.7.2.1Standard Configuration —The standard loading fixture shall be a 3-point configuration and shall have the centerlines of the support bars separated by a distance of 150mm [6.0in.].7.2.2Non-Standard Configurations —All other loading fix-ture configurations are considered non-standard,and details of the fixture geometry shall be documented in the test report.Fig.3shows a typical 4-point short beam test fixture.Non-standard 3-and 4-point loading configurations have been retained within this standard (a)for historical continuity with previous ver-sions of Test Method C 393,(b)because some sandwich panel designs require the use of non-standard loading configurations to achieve core or bond failure modes,and (c)load-deflection data from non-standard configurations may be used with Practice D 7250to obtain sandwich beam flexural and shear stiffnesses.7.2.3Support and Loading Bars —The bars shall be de-signed to allow free rotation of the specimen at the loading and support points.The bars shall have sufficient stiffness to avoid significant deflection of the bars under load;any obvious bowing of the bars or any gaps occurring between the bars and the test specimen during loading shall be considered significant deflection.The recommended configuration has a 25mm [1.0in.]wide flat steel loading block to contact the specimen (through rubber pressure pads)and is loaded via either a cylindrical pivot or a V-shaped bar riding in a V-groove in the top of the flat-bottomed steel loading pad.The tips of the V-shaped loading bars shall have a minimum radius of 3mm [0.12in.].The V-groove in the loading pad shall have a radius larger than the loading bar tip and the angular opening ofthe(a)3-Point Loading (StandardConfiguration)(b)4-Point Loading (Non-Standard Configuration)ConfigurationSupport Span (S )Load Span (L )Standard 3-Point (Mid-Span)150mm [6.0in.]0.0Non-Standard 4-Point (Quarter-Span)S S /24-Point (Third-Span)SS /3FIG.1LoadingConfigurationsFIG.2Sandwich Panel ThicknessDimensionsFIG.3Short Beam—4-Point (Third-Span)Short BeamLoadingConfigurationgroove shall be such that the sides of the loading bars do not contact the sides of the V-groove during the test.Loading bars consisting of25mm[1.0in.]diameter steel cylinders may also be used,but there is a greater risk of local specimen crushing with cylindrical bars.Also,the load and support span lengths tend to increase as the specimen deflects when cylindrical loading bars without V-grooved loading pads are used(for example,rolling supports).7.2.4Pressure Pads—Rubber pressure pads having a ShoreA durometer of approximately60,a nominal width of25mm[1.0in.],a nominal thickness of3mm[0.125in.]and spanning the full width of the specimen shall be used between the loading bars and specimen to prevent local damage to the facings.7.3Testing Machine—The testing machine shall be in accordance with Practices E4and shall satisfy the following requirements:7.3.1Testing Machine Configuration—The testing machine shall have both an essentially stationary head and a movable head.7.3.2Drive Mechanism—The testing machine drive mecha-nism shall be capable of imparting to the movable head a controlled velocity with respect to the stationary head.The velocity of the movable head shall be capable of being regulated in accordance with11.4.7.3.3Force Indicator—The testing machine force-sensing device shall be capable of indicating the total force being carried by the test specimen.This device shall be essentially free from inertia lag at the specified rate of testing and shall indicate the force with an accuracy over the force range(s)of interest of within61%of the indicated value.7.4Deflectometer(LVDT)—The deflection of the specimen shall be measured in the center of the support span by a properly calibrated device having an accuracy of61%or better.N OTE4—The use of crosshead or actuator displacement for the beam mid-span deflection produces inaccurate results,particularly for4-point loading configurations;the direct measurement of the deflection of the mid-span of the beam must be made by a suitable instrument.7.5Conditioning Chamber—When conditioning materials at non-laboratory environments,a temperature/vapor-level controlled environmental conditioning chamber is required that shall be capable of maintaining the required temperature to within63°C[65°F]and the required relative humidity level to within63%.Chamber conditions shall be monitored either on an automated continuous basis or on a manual basis at regular intervals.7.6Environmental Test Chamber—An environmental test chamber is required for test environments other than ambient testing laboratory conditions.This chamber shall be capable of maintaining the gage section of the test specimen at the required test environment during the mechanical test.8.Sampling and Test Specimen8.1Sampling—Test at leastfive specimens per test condi-tion unless valid results can be gained through the use of fewer specimens,as in the case of a designed experiment.For statistically significant data,consult the procedures outlined in Practice E122.Report the method of sampling.8.2Geometry—The standard specimen configuration should be used whenever the specimen design equations in 8.2.3indicate that the specimen will produce the desired core or core-to-facing bond failure mode.In cases where the standard specimen configuration will not produce a desired failure,a non-standard specimen shall be designed to producea core or bond failure mode.8.2.1Standard Configuration—The test specimen shall be rectangular in cross section,with a width of75mm[3.0in.] and a length of200mm[8.0in.].The depth of the specimen shall be equal to the thickness of the sandwich construction.8.2.2Non-Standard Configurations—For non-standard specimen geometries the width shall be not less than twice the total thickness nor more than six times the total thickness,not less than three times the dimension of a core cell,nor greater than one half the span length.The specimen length shall be equal to the support span length plus50mm[2in.]or plus one half the sandwich thickness,whichever is the greater.Limita-tions on the maximum specimen width are intended to allow for the use of simplified sandwich beam calculations;plate flexure effects must be considered for specimens that are wider than the restrictions specified above.8.2.3Specimen Design—Proper design of the sandwich flexure test specimen for determining shear strength of the core or core-to-facing bond is required to avoid facing failures.The facings must be sufficiently thick and/or the support span sufficiently short such that transverse shear forces are produced at applied forces low enough so that the allowable facing stress will not be exceeded.However,if the facings are too thick,the transverse shear force will be carried to a considerable extent by the facings,thus leading to a high apparent core shear strength as computed by the equations given in this standard. The following equations can be used to size the test specimen (these equations assume that both facings have the same thickness and modulus,and that the facing thickness is small relative to the core thickness[t/c#~0.10]):The support span length shall satisfy:S#2k s tF s1L(1) or,the core shear strength shall satisfy:F s#2k s t~S–L!(2) The core compression strength shall satisfy:F c$2~c1t!s t~S–L!l pad(3)where:S=support span length,mm[in.],L=loading span length,mm[in.](L=0for3-point loading),s=expected facing ultimate strength,MPa[psi],t=facing thickness,mm[in.],c=core thickness,F s=estimated core shear strength,MPa[psi],k=facing strength factor to ensure core failure(recom-mend k=1.3),l pad=dimension of loading pad in specimen lengthwise direction,mm[in.],andF c=core compression allowable strength,MPa[psi].8.3Facings:8.3.1Layup—The apparentflexural stiffness obtained from this method may be dependent upon the facing stacking sequence,albeit to a much lesser degree than is typical for laminateflexure.For the standard test configuration,facings consisting of a laminated composite material shall be balanced and symmetric about the sandwich beam mid-plane.8.3.2Stiffness—For the standard specimen,the facings shall be the same material,thickness and layup.The calculations assume constant and equal upper and lower facing stiffness properties.This assumption may not be applicable for certain facing materials(such as aramidfiber composites)which have significantly different tensile and compressive moduli or which exhibit significant non-linear stress-strain behavior.8.3.3Facing Thickness—Accurate measurement of facing thickness is difficult after bonding or co-curing of the facings and core.The test requestor is responsible for specifying the facing thicknesses to be used for the calculations in this test method.For metallic or precured composite facings which are secondarily bonded to the core,the facing thickness should be measured prior to bonding.In these cases the test requestor may specify that either or both measured and nominal thick-nesses be used in the calculations.For co-cured composite facings,the thicknesses are generally calculated using nominal per ply thickness values.8.4Specimen Preparation and Machining—Specimen preparation is important for this test method.Take precautions when cutting specimens from large panels to avoid notches, undercuts,rough or uneven surfaces,or delaminations due to inappropriate machining methods.Obtainfinal dimensions by water-lubricated precision sawing,milling,or grinding.The use of diamond coated machining tools has been found to be extremely effective for many material systems.Edges should beflat and parallel within the specified tolerances.Record and report the specimen cutting preparation method.8.5Labeling—Label the test specimens so that they will be distinct from each other and traceable back to the panel of origin,and will neither influence the test nor be affected by it.9.Calibration9.1The accuracy of all measuring equipment shall have certified calibrations that are current at the time of use of the equipment.10.Conditioning10.1The recommended pre-test specimen condition is ef-fective moisture equilibrium at a specific relative humidity per Test Method D5229/D5229M;however,if the test requestor does not explicitly specify a pre-test conditioning environment, conditioning is not required and the test specimens may be tested as prepared.10.2The pre-test specimen conditioning process,to include specified environmental exposure levels and resulting moisture content,shall be reported with the test data.N OTE5—The term moisture,as used in Test Method D5229/D5229M, includes not only the vapor of a liquid and its condensate,but the liquid itself in large quantities,as for immersion.10.3If no explicit conditioning process is performed the specimen conditioning process shall be reported as“uncondi-tioned”and the moisture content as“unknown”.11.Procedure11.1Parameters to Be Specified Before Test:11.1.1The specimen sampling method,specimen geometry, and conditioning travelers(if required).11.1.2The properties and data reporting format desired. 11.1.3The environmental conditioning test parameters. 11.1.4The nominal thicknesses of the facing materials.N OTE6—Determine specific material property,accuracy,and data reporting requirements prior to test for proper selection of instrumentation and data recording equipment.Estimate the specimen strength to aid in transducer selection,calibration of equipment,and determination of equipment settings.11.2General Instructions:11.2.1Report any deviations from this test method,whether intentional or inadvertent.11.2.2Condition the specimens as required.Store the speci-mens in the conditioned environment until test time,if the test environment is different than the conditioning environment.11.2.3Before testing,measure and record the specimen length,width and thickness at three places in the test section. Measure the specimen length and width with an accuracy of 6250mm[60.010in.].Measure the specimen thickness with an accuracy of625mm[60.001in.].Record the dimensions to three significantfigures in units of millimeters[inches]. 11.3Measure and record the length of the support and loading spans.11.4Speed of Testing—Set the speed of testing so as to produce failure within3to6min.If the ultimate strength of the material cannot be reasonably estimated,initial trials should be conducted using standard speeds until the ultimate strength of the material and the compliance of the system are known,and speed of testing can be adjusted.The suggested standard speed for cross head displacement is6mm/min[0.25in./min]. 11.5Test Environment—If possible,test the specimen under the samefluid exposure level used for conditioning.However, cases such as elevated temperature testing of a moist specimen place unrealistic requirements on the capabilities of common testing machine environmental chambers.In such cases,the mechanical test environment may need to be modified,for example,by testing at elevated temperature with nofluid exposure control,but with a specified limit on time to failure from withdrawal from the conditioning chamber.Record any modifications to the test environment.11.6Fixture Installation—Arrange the loadingfixture as shown in Fig.1as appropriate and place in the test machine.11.7Specimen Insertion and Alignment—Place the speci-men into the testfixture.Align thefixture and specimen so that the longitudinal axis of the specimen is perpendicular(within 1°)to the longitudinal axes of the loading bars,and the bars are parallel(within1°)to the plane of the specimen facings. 11.8Transducer Installation—Attach the deflection trans-ducer(LVDT)to thefixture and specimen,and connect totherecording instrumentation.Remove any remaining preload,zero the strain gages and balance the LVDT.11.9Loading —Apply a compressive force to the specimen at the specified rate while recording data.Load the specimen until failure or until a deflection equal to the specimen thickness is reached.N OTE 7—Some core materials do not exhibit a well-defined fracture failure with sudden loss of load-carrying capacity,rather failures are characterized by a protracted yield of the core in shear,resulting in large core-shear deformation while continuing to carry load.Tests of such materials should be stopped within the limits of linear beam theory.11.10Data Recording —Record force versus crosshead dis-placement,and force versus LVDT deflection data continu-ously,or at frequent regular intervals (on the order of 2-3recordings per second,with a target minimum of 100recorded data points per test).If any initial failures are noted,record the force,displacement,and mode of damage at such points.Potential initial (non-catastrophic)failures that should be reported include:facesheet delamination,core-to-facesheet disbond,partial core fracture,and local core crushing.Record the mode,area and location of each initial e the failure identification codes shown in Table 1.Record the method used to determine the initial failure (visual,acoustic emission,etc.).Record the maximum force,the failure force,the head displacement and the LVDT deflection at,or as near as possible to,the moment of ultimate failure.11.11Ultimate Failure Modes —Record the mode,area and location of ultimate failure for each e the failure identification codes shown in Table 1.Shear failures of the sandwich core or failures of the core-to-facing bond are the only acceptable failure modes.Failure of one or both of the facings preceding failure of the core or core-to-facing bond is not an acceptable failure mode.12.Validation12.1Values for ultimate properties shall not be calculated for any specimen that breaks at some obvious flaw,unless such flaw constitutes a variable being studied.Retests shall be performed for any specimen on which values are not calcu-lated.12.2A significant fraction of failures in a sample population occurring in one or both of the facings shall be cause to reexamine the loading and specimen geometry.13.Calculation13.1Force-Displacement Behavior —Plot and examine the force-displacement data to determine if there is any significant compliance change (change in slope of the force-displacementcurve,sometimes referred to as a transition region)prior to ultimate failure (significant is defined as a 10%or more change in slope).An example of a transition region is shown in Test Method D 3410.Determine the slope of the force-displacement curve above and below the transition point using chord values over linear regions of the curve.Intersect the linear slopes to find the transition point.Report the force and displacement at such points along with the displacement values used to determine the chord slopes.Report the mode of any damage observed during the test prior to specimen failure.13.23-Point Mid-span Loading :13.2.13-Point Mid-span Loading —Calculate the core shear ultimate stress using Eq 4:F s ult 5P max~d 1c !b(4)where:F s ult =core shear ultimate strength,MPa [psi],P max =maximum force prior to failure,N [lb],t =nominal facing thickness,mm [in.],d =sandwich thickness,mm [in.],c =core thickness,mm [in.](c =d –2t )see Fig.2,and b =sandwich width,mm [in.].N OTE 8—Since it is generally not practical to accurately measure the facing thicknesses of co-cured sandwich panels,the calculations are based on nominal thicknesses specified by the test requestor.N OTE 9—The first order approximation to the shear stress distribution through-the-thickness of a thin facesheet sandwich panel uses a linear distribution of shear stress in the facesheets starting at zero at the free surface and increasing to the core shear stress value at the facesheet-core interface.Therefore,the effective area of transverse shear stress is the core thickness +1⁄2of each facesheet thickness,which is equal to c +t 1/2+t 2/2=(d +c )/2.13.2.2Core Shear Yield Stress —For core materials that yield more than 2%strain calculate the core shear yield stress using Eq 5:F s yield 5P yield~d 1c !b(5)where:F s yield =core shear ultimate strength,MPa [psi],andP yield=force at 2%offset shear strain,N [lb].13.2.3Facing Stress —Calculate the facing stress using Eq 6:s 5P max S 2t ~d 1c !b(6)where:s =facing stress,MPa [psi],TABLE 1Sandwich Panel Three Part Failure Identification CodesFirst CharacterSecond CharacterThird CharacterFailure TypeCode Failure Area Code Failure Location Code core CrushingC At load bar A CoreC skin to core DelaminationD GageG core-facing bond A Facing failure F Multiple areas M Bottom facing B Multi-modeM(xyz)Outside gage O Top facing T transverse Shear S Various V both Facings F eXplosive X UnknownUVarious V OtherOUnknownU。

TheSalemWitchcraftTrials

TheSalemWitchcraftTrials

The Salem Witchcraft TrialsREAD P. 128 –131 in the text America a Narrative HistoryThe Puritan ruling class suffered a blow that weakened its hold over the colony. Its control was curbed by the Charter of 1692, which made Massachusetts a Royal Colo ny. Its respected position was further undermined by the hysteria and remorse generated by the infamous Salem Witchcraft Trials.Belief in witchcraft was widespread throughout Europe and New England in the seventeenth century. (Discuss) The reason the Puritans left England was to find religious freedom. They had suffered long and severe persecution at the hands of the State Church in England and longed for a land of liberty where they and their children could practice their religion in freedom. They paid dearly for this choice. Many died due to the privations of the new world, and hard work and poverty was the lot of those who survived. But they considered their religion more precious and worth the sacrifice they made for it.This background is necessary to understand in why they would react strongly against any threat which might corrupt that for which they had suffered and died; especially should that threat be a heathen practice, and especially if that practice should be witchcraft, whic h Almighty God had categorized repeatedly as being among the worst of abominations.By the early 1690’s many Puritans were certain that God had abandoned them as His ―Chosen People‖. They felt that they had failed to live up to the standards of ortho dox Calvinism, and they were ready to interpret their misfortunes as signs of Divine wrath. The presumed presence of witches in the little village of Salem, Massachusetts, seemed to be just such a telltale sign.In Massachusetts, the deposing of Andros left the colony in political limbo for three years, and this allowed what might have been a brief outbreak of witchcraft in Salem to escalate into a bitter and bloody battle that the provincial government, caught in transition, reacted to only belatedly. Their charter was revoked, but the new Royal Governor had not arrived yet. It was in this power vacuum that the Salem witchcraft trials took place.In the late 1680s Rev. Samuel Parris an ex-merchant in the West Indies moved to Salem. He brought with him his servants including Tituba, an Indian woman, and her husband. This old woman was well versed in Voo-doo, and during the long winter months began to tell fortunes and read palms for other servants, and later to village women and children.On a winter’s day in 1692, nine year old Betty Parris and her eleven year old cousin, Abigail Williams began to play at magic in asking questions about their future, and future husbands, in the kitchen of the small house in Salem, Massachusetts. They enlisted the aid of Tituba. She told Voo-doo tales handed down from her African past and baked ―witch cakes‖. The girls soon became seized with fits and began making wild gestures and speeches. They crawled around on the floor, emitted strange sounds, and shook and trembled with midnight fears. A Dr. Gregg concluded that the girls were bewitched. Village elders forced from them confessions that they were being tormented by three women.The three women were Mrs. Good, Mrs. Osburn, and Tituba. The ―afflicted‖ children said harm had come to them from these women. Two of the women protested their innocence, but Tituba said that she did serve the devil and that the other two were witches, and hurt people. Mrs. Sarah Osburn died in jail. Sarah Good was tried a second time and executed. Tutuba was not executed because she testified against the other two. She was in jail for a year, then sold into slavery out of the country, because she owed for her room and board while in jail.In Salem the initial accusations against three older women quickly multiplied. Within a matter of weeks, as fear gripped the town, dozens had been charged with witchcraft, including several prominent members of the community. But formal prosecution of the accused witches co uld not proceed because neither the new Royal Charter of 1691 nor the Royal Governor to rule the colony had yet arrived. For three months, while charges spread, local authorities could only send the accused to jail without trial. When Governor William Phips arrived from England in May1692, he ordered a special court to try the accused, but by now events had careened out of control. ―Spectral‖ evidence was allowed in the courtroom, with the ―afflicted‖ girls rolling on the floor in convulsive fits as the accused women were questioned. All through the summer the court listened to testimony.By September it had condemned about two dozen villagers. Nineteen of them were hanged on barren ―Witches Hill‖ outside the town, and 80 year-old Giles Corey was crushed to death under heavy stones. The trials rolled on into 1693, but by then colonial leaders, including many of the clergy, recognized that a feverish fear of one’s neighbors, rather than witchcraft itself, had possessed the little village of Salem.(Transparency – Charts for John Demos article Underlying Themes in New England Witchcraft)By September 1692, twenty ―witches‖ had been executed and 150 suspects were in jail awaiting their fate. Gradually a few brave souls stepped forward to speak out against the executions. The governor finally lost patience when his own wife was accused of being a witch. He ordered all suspects released and several of the girls who had made the original accusations confessed that they had lied. It was an embarrassing affair for the Puritan hierarchy, and it cost them much public respect. (Discuss why one would choose execution beforeconfessing to witchcraft to save their life.)Many factors contributed to the hysteria. Among those entertained are:1.Generational strife: Adolescent girls are at the bottom of the social ladder. Were theygetting the attention they craved in this way by lashing out at middle aged women?2.Old family animosities: Was this one family’s way of getting even with another fami ly?(See Laura Whisler’s family history)3.Tensions between agricultural Salem Village and the nearbycommercial center called Salem Town: The following quote is frompage 128 of your text.―Salem Village was about eight miles from th e larger SalemTown, a thriving port. A contentious community made up ofindependent farm families and people who depended upon thecommercial activity of the port, the village struggled to freeitself from the infl uence and taxes of Salem proper.‖4.L.S.D.: An outbreak of food poisoning that may have causedhallucinogenic behavior has even been proposed. The group of younggirls may have been hallucinating from contaminated bread.Researchers have recently postulated that they were suffering fromergotism, a toxic condition produced by eating grain tainted with theparasitic fungus ergot, genus Claviceps. Ergot is a hallucinogenrelated to L.S.D.5. Alien sightings: Hey - I thought it might be worth a try?Probably no body will ever fully understand the underlying causes, but the fact that accusations of witchcraft kept spreading suggests the anxiety of this tumultuous era, marked by war, economic disruption, the political takeover of the colony by Andros and then his overthrow, and the erosion of the early generation’s utopian vision.The bereaved families worked tirelessly to have the names of theirexecuted loved ones cleared. ( Read Petition of Isaac Estey and Others: dated March 18th 1702.)Their efforts were finally rewarded when the court cleared their names and awarded the families 20 pounds for the loss of their loved one. (Read the House of Represenatives conclusion of July 21, 1703)Laura Whisler’s Family History and connection with the Salem Witchcraft Trials.Mary Estey is my distant relative on my mothers side. She and her two sisters, RebeccaNurse and Sarah Cloyse, were accused of being witches. (Their maiden name was Towne) OnApril 21, 1692, Mary Estey, age 58, was accused of witchcraft and thrown into jail. At about thesame time her sister, Rebecca, age 71, was arrested on the same charge. Neither of them hadever been accused before of even the most minor infraction of the law. Conditions in the jailwere terrible. Members of the family brought food, clothing and bedding.The jury found Rebecca ―not guilty‖. This caused such a courtroom clamor that the judgesordered the jury out again and practically ordered them to bring in a ―guilty‖ verd ict, which theydid. Rebecca was placed in chains, led to the church where she was ex-communicated and executed by hanging on July 19, 1692. After the crowd left, her sons sto le her body to insureproper burial.Mary was released after her first arrest. As soon as the ―afflicted‖ children heard of it theywent into terrible fits. Mary was re-arrested, taken out of bed at midnight, after just three days of freedom, and pu t into jail. Immediately the children returned to normal; ―proof‖ that Mary wasa real witch.After her sentence and while awaiting death, Mary wrote a petition to the judges in which she described herself as a:―humble petitioner, knowing my o wn innocency, blessed be theLord for it, and seeing plainly the wiles and subtility of myaccusers…‖and I ―am condemned to die, the Lord above knows my innocency thenand likewise does now as at the great day will be known to men andangels—I petition to your honours not for my own life for I knowthat I must die and my appointed time is set but the Lord knows it isthat if it be possible no more innocent blood may be shed…‖ ―I shallanswer it at the tribunal seat that I know not the least thing ofwitchcraft therefore I cannot I dare not belie my own soul I beg yourHonours not to deny this my humble petition from a poor dyinginnocent person and I question not but the Lord will give a blessingto yo ur endeavors.‖The principal participants in the testimony given at the trial were thegroup known as the ―afflicted children‖. They were:Elizabeth Parris age 9 Daughter of Rev. Samuel ParrisAbigail Williams 11 Niece of Rev. and household memberAnn Putnam 12Mercy Lewis 17Mary Wolcutt 17Elizabeth Hubbard 17Susannah Sheldon 18Mary Warren 20Sarah Churchill 20There was a land dispute between Salem and Topsfield which had been in court numeroustimes. The Towne boys (Mary, Sarah and Rebecca’s brothers – maiden name) didfarming/logging in the disputed area. The Putnam men filed suit against them and lost, yet they continued using the land, and feelings became more bitter. When the ―witch trials‖ of the Townesisters cam up, it was these Putnam men, wives and daughter, Ann (see above), whose testimonywas critical in their convictions. It was a chance to even the score.Mary was executed on September 22, 1692, it is assumed, under conditions like her sister.She was led to the public gallows and executed in full view of her family (9 children) and a large gathering of townspeople. Mary left a grieving husband and a family of devoted children, threeof whom were under the age of 21.When Sarah was released her husband moved her and the family out of the country immediately.Isaac Estey spent the rest of his life clearing his wife’s name, so that his children would no longer be disgraced in the eyes of the community. In 1707 Ann Putnam (mother of the Ann above), who had testified in every witchcraft trial except one, made a public confession. She said that she had been deluded by the Devil in testifying as she had. Petitions were made to the court in 1702 and 1703. Shortly before his death in 1712, Isaac’s efforts were rewarded. The verdict was annulled and in acknowledgment of the injustice done to him and his family, he was awarded 20 pounds.。

李政道诺贝尔领奖辞lee-lecture.pdf

李政道诺贝尔领奖辞lee-lecture.pdf

The interactions (not including the gravitational forces) between these par-ticles can be classified into three distinct groups:1. Strong Interactions. This group is responsible for the production and thescattering of nucleons, pions, hyperons (i.e. etc.) and K mesons. It ischaracterized by a couplinggC> = (1/137).3.Weak Interactions. This group includes all known non-electromagnetic de-cay interactions of these elementary particles and the recently observed ab-sorption process of neutrinoes by nucleons2.These interactions are charac-terized by coupling constants1957 T.D.L E EFig. 2.YThe law of conservation of parity is valid for both the strong and the elec-tromagnetic interactions but is not valid for the weak interactions. Today’s discussions will be mainly on the recently observed effects of nonconserva-tion of parity in the various weak interactions.IIThe weak interactions cover a large variety of reactions. At present there are about 20 known phenomenologically independent reactions ranging from the decay of various hyperons to the decay of light particles. Within the last year, many critical experiments have been performed to test the validity of the law of conservation of parity in these reactions. We shall first summarize the experimental results together with their direct theoretical implications.Next, we shall discuss some further possible consequences and theoretical considerations.W E A K I N T E R A C T I O N S A N D P A R I T Y M i r r o r r e f l e c t i o n409Fig. 3.(1)emitted, differentiates in a mostdirect way a right-handed system from a left-handed system. Thus the non-conservation of parity or the non-invariance under a mirror reflection can be established without reference to any theory.Furthermore from the large amount of angular asymmetry observed itcan also be established 4that the (1)in which each particle is described by a quantized wave equation. In partic-ular the neutrino is described by the Dirac equation6are the four (4 × 4)anti-commuting Dirac matrices and= ict are the four space-time coordinates. For each given mo-mentum there exists two spin states for the neutrino and two spin states for the anti-neutrino. These may be denoted by If we define thehelicity H to bewith the unit vector along the momentum direc-tion, then these four states have, respectively, helicities equal to + I, - I, -I and + I (Fig. 4). M a thand a left-handed part=(6)andIt is easy to see that both separately satisfy the Dirac equationt s ecomposition the β process of a nucleus A can be rep-[Eq. (2)]. With hi dresented schematically asFig. 4.and and+(7’)(8’)with as the corresponding amplitudes for emission ofUnder the charge conjugation operator we change a particle to its anti-particle but we do not change its spatial or spin wave functions. Conse-quently it must have the same helicity. Thus, if the β-decay process is in-variant under the charge conjugation operator, then we should expect pro-cess (7) to proceed with the same amplitude as process (8’). The condition for invariance under charge conjugation is, thenz (9)for all i = S, T, V, P, A.In the decay of 60Co, because there is a difference of spin values between 6O Co and 60Ni, only the terms i = T and i = A contribute. From the large angular-asymmetry observed it can be safely concluded that for bot h i = T, Awhich contradicts Eq. (9)and proves the non-invariance of β-interaction under charge conjugation. For illustration purposes, we assume in the abovethe neutrino to be described by a 4-component theory and further we assume that in the412 1957T.D.L E ERecently many more experiments7 have been performed on the longi-tudinal polarization of electrons and positrons, th e β−γ, correlation together with the circular polarization of the γ radiation and the β angular distribu-tion with various polarized nuclei other than 60Co. The results of all these experiments confirm the main conclusions of the first 60Co experiment, that both the parity operator and the charge conjugation operator are not con-served in β-decay processes.Another interesting question is whether the β-decay interaction is invariant under the product operation of (charge conjugation x mirror reflection). Under such an operation we should compare the decay of A with that ofa n dd e c a yThe π± meson decays into a µ± meson and a neutrino. The µ± meson, in turn, decays into an e± and two neutrinoes (or anti-neutrinoes). If parity is not conserved in π-decay, the µ meson emitted could be longitudinally po-Fig. 5.WEAK INTERACTIONS AND PARITY413 larized. If in the subsequentmeson (Fig. 5). Consequently in themeson measured in the rest system of measured in the restsystem ofThe experimental results8 on these angular correlations appeared within a few days after the results onLater, direct measurements9 on the longitudinal polarization of the posi-tron fromdecayIn this case we have instead of themeson and a neutrino (Fig. 6). Experiment10 on the angular correlation between theestablishes that in K-decay the par-ity as well as the charge conjugation operator is not conserved.(4)on proton. TheFig. 6.subsequently decays into a proton plus aπ− (Fig. 7). The observation of an a symmetrical distribution with respect to the sign of the product(Ginx the mo-mentum of the lambda particle,,,,,and that of the decay pionandFurthermore, from the amount of the large up-down asymmetry it can be concluded that the Λο-decay interaction is also not invariant under the charge conjugation operation.From all these results it appears that the property of nonconservation of parity in the variou s weak interactions and the noninvariance property of these interactions under charge conjugation are well established. In connec-tion with these properties we find an entirely new and rich domain of nat-ural phenomena which, in turn, gives us new tools to probe further into the structure of our physical world. These interactions offer us natural ways to polarize and to analyze the spins of various elementary particles. Thus, for example, the magnetic moment of the µ meson can now be measured to an extremely high degree of accuracy12which, otherwise, would be unattain-W E A K I N T E R A C T I O N S A N D P A R I T Y415 able; the spins of some hyperons now may perhaps be determined13 un-ambiguously through the observed angular asymmetries in their decays; new aspects of the electromagnetic fields of various gas, liquid and solid materials can now be studied by using these unstable, polarized particles. However, perhaps the most significant consequences are the opening of new possibil-ities and the re-examination of our old concepts concerning the structure of elementary particles. We shall next discuss two such considerations - the two-component theory of neutrino, and the possible existence of a law of con-servation of leptons.IIIBefore the recent developments on nonconservation of parity, it was cus-tomary to describe the neutrino by a four-component theory in which, as we mentioned before, to each definite momentum there are the two spin states of the neutrino plus the two spin states of the antineutrinoIn the two-component theory, however, we assume two of thesestates, say, simply do not exist in nature. The spin of the neutrinois then always parallel to its momentum while the spin of the antineutrino is always antiparallel to its momentum. Thus in the two-component theory we have only half of the degrees of freedom as in the four-component the-ory. Graphically we may represent the spin and the velocity of the neutrino by the spiral motion of a right-handed screw and that of the antineutrino by the motion of a left-handed screw (Fig. 8).The possibility of a two-component relativistic theory of a spin ½ particle was first discussed by H. Weyl14 as early as 1929. However, in the past, be-cause parity is not manifestly conserved in the Weyl formalism, it was always rejected15.With the recent discoveries such an objection becomes com-pletely invalid16.To appreciate the simplicity of this two-component theory in the present situation it is best if we assume further the existence of a conservation law for leptons17. This law is in close analogy with the corresponding conserva-tion law for the heavy particles. We assign to each lepton a leptonic num-ber l equal to +1or -1and to any other particle the leptonic number zero. The leptonic number for a lepton must be the negative of that for its antiparticle. The law of conservation of leptons then states that « in all physical processes the algebraic sum of leptonic numbers must be con-served ».W E A K I N T E R A C T I O N S A N D P A R I T Y417 two-component theory we have to investigate in detail all the neutrino pro-cesses. For example inor4181957T.D.L E E1. C. N. Yang, Nobel Lecture, this volume, p. 393.2. C. L. Cowan, Jr., F. Rines, F. B. Harrison, H. W. Kruse, and A. D. McGuire,Science, 124 (1956) 103.3. C. S. Wu, E. Ambler, R. W. Hayward, D. D. Hoppes, and R. P. Hudson,Phys.Rev., 105 (1957) 1413.4. T. D. Lee, R. Oehme, and C. N. Yang, Phys. Rev., 106 (1957) 340; B. L. Ioffe, L.B. Okun, and A. P. Rudik, J.E.T.P. (U.S.S.R.), 32 (1957) 396.5. We remark here that if the neutrino is described by a two-component theory (seeSection III) then the result of the large angular asymmetry in60Co decay estab-lishes in a trivial way the non-Invariance property of β-decay under the charge conjugation operation. However, this non-invariance property can also be provedunder a much wider framework. In this section we take as an example the case ofa four-component theory of neutrino to illustrate such a proof6.For notations and definitions of γmatrices see, e.g., W. Pauli,Handbuch der Physik,Julius Springer Verlag, Berlin, 1933, Vol. 24.7. For a summary of these experiments see, e.g., Proceedings of the Seventh AnnualRochester Conference,Interscience, New York, 1957.8. R. L. Garwin, L. M. Lederman, and M. Weinrich,Phys. Rev., 105 (1957) 1415;J. I. Friedman and V. L. Telegdi,Phys. Rev., 105 (1957) 1681.9. G. Culligan, S. G. F. Frank, J. R. Holt, J. C. Kluyver, and T. Massam, Nature, 180(1957) 751.10. C. A. Coombes, B. Cork, W. Galbraith, G. R. Lambertson, and W. A. Wenzel,Phys. Rev., 108 (1957) 1348.11. J. Crawford, et. al., Phys. Rev., 108 (1957) 1102; F. Eisler et al.,Phys. Rev., 108(1957) 1353; R. Adair and L. Leipuner, Phys. Rev., (to be published).12. T. Coffin, R. L. Garwin, L. M. Lederman, S. Penman, and A. M. Sachs, Phys.Rev., 107 (1957) 1108.13. T. D. Lee and C. N. Yang, Phys. Rev., 109 (1958) 1755.14. H. Weyl, Z. Physik, 56 (1929) 330.15. Cf. W. Pauli, Handbuch der Physik, Julius Springer Verlag, Berlin, 1933, Vol. 24,pp. 226-227.16. The possible use of a two-component theory for expressing the nonconservationproperty of parity in neutrino processes was independently proposed and dis-cussed by T. D. Lee and C. N. Yang, Phys. Rev., 105 (1957) 1671; A. Salam, Nuovo Cimento, 5 (1957) 299; and L. Landau,Nucl. Phys., 3 (1957)127.17. The possible existence of a conservation law for leptons has been discussed beforethe discovery of nonconservation of parity. Cf. E. Konopinski and H. M. Mah-moud, Phys. Rev., 92 (1953) 1045.。

Senior Member, IEEE

Senior Member, IEEE

Logical Control of an Elevator withDefeasible LogicMichael A.CovingtonSenior Member,IEEEArtificial Intelligence CenterThe University of GeorgiaAthens,GA30602-7415U.S.A.(E-mail mc@;fax706542-8864)11999February161The author would like to thank Donald Nute and David Billington for assis-tance and encouragement.AbstractThe elevator control program described in this journal by Dyck and Caines[2] can be implemented more concisely in d-Prolog,a defeasible logic program-ming system developed by Nute[3,4,5].In defeasible logic,more specific rules take precedence over more general ones.Thus,the d-Prolog program-mer can state general rules and then give explicit exceptions,just as humans do when explaining complex regularities to each other.Keywords:logic modeling,defeasible logic,defaults,elevator1IntroductionHuman beingsfind it natural to explain complex situations by stating general rules followed by exceptions,each of which overrides the rules that it appears to contradict.For example,birdsfly,but ostriches are birds,and ostriches don’tfly.In classical logic,these three statements lead to a contradiction because as soon as you encounter an ostrich,you infer both that itflies and that it does notfly.In defeasible logic,however,the rule about ostriches overrides the rule about birds because it is more specific.There are two reasons why humans use defeasible logic.First,human knowledge is imperfect.Classical logic specifies how to reason when all ap-plicable facts are known with complete certainty.Defeasible reasoning is for reasoning when relevant facts may be unknown or uncertain—the usual human situation.Defeasible logic is logic that can change its mind,i.e.,logic in which new information can override earlier conclusions[3,4,5].Second,defeasible knowledge representations are often more concise.In classical logic,every rule must enumerate everything that could possibly affect its conclusion.Defeasible logic can say,“unless a more specific rule applies.”As just noted,in defeasible logic you can say“Birdsfly,”and then add,“Ostriches are birds that don’tfly,”without creating a contradiction. Crucially,you don’t have to go back and change thefirst rule to“Birdsfly unless they are ostriches.”Like humans,automatic control systems often deal with situations that are conveniently described in terms of general rules with specific exceptions. The d-Prolog theorem prover[4]implements defeasible logic as a computer programming language;it is an extension of Prolog[5]and the full power of1Prolog is available.d-Prolog programs can be compiled into lookup tables for execution on low-end microcontrollers[1].2The elevator problemDyck and Caines[2]give a set of logical axioms for controlling an elevator. They assume that a separate routine,outside the theorem prover,maintains a queue of requests,each of which has a steadily increasing“frustration level”(age).Whenever the elevator reaches afloor at which it has been requested to stop,the doors open and the request is removed from the queue.The job of the theorem prover is to deduce whether the elevator should stand still,move up,or move down,according to the following rules:(1)By default,stand still.(2)But if there are any requests in the queue,service the oldest request.(3)But if there is a request forfloor4,service it immediately becausefloor4is the emergency entrance of a hospital.1(4)But if there is afire,stand still(at afloor,with the doors open,ofcourse).In Dyck and Caines’implementation,rule(2)splits into four cases:the oldest request could come from inside or outside the elevator,and it could refer to afloor above or below the current one.Without changing the logicalnature of the problem,I make two simplifications.My elevator simply takes requests to stop at particularfloors,without caring whether they come from the control panel inside the elevator or the call buttons outside,and my theorem prover deduces whatfloor the elevator should move toward,leaving it to a separate routine to decide whether this entails going up or down.3DefeasibilityThe defeasible structure of this set of rules is evident;each rule is an excep-tion to those that precede it.Dyck and Caines,using classical logic,cannot express this defeasibility directly.Instead,each of their control axioms spec-ifies the conditions under which it does not apply,as well as those under which it does.As a result,many conditions are stated in more than one place.Schematically,their renderings of the four rules look like this:(1)¬Fire∧¬Emergency∧Pf(Max)=0→U=0.(2)¬Fire∧¬Emergency∧¬Pf(Max)=0∧Pl(Max)<Pn→U=1(and three other cases).(3)A series of axioms dealing with the special status offloor4.(4)Fire→U=0.Separate axioms identify the oldest request(Max).For the full set of axioms and an explanation of the notation,see[2]; the important thing here is that¬Fire and¬Emergency are necessary in all rules that do not pertain tofires or hospital emergencies.Also,rule(2)3restates all the conditions of rule(1),negating the one that is not already negated.Using d-Prolog,and inferring the destination rather than the direction of travel,the rules are encoded much more simply:(1)stop:=true.(2)move(X):=oldest_request(X).(3)move(4):=requested(4,_),oldest_request(_).(4)stop:-fire.Here‘:=’means‘if,defeasibly,’and‘:-’means‘if,absolutely.’Translated into English,these rules say:(1)By default,stop(stand still).(2)But if oldest_request(X)is true for some X(i.e.,there are requestsin the queue),move towardfloor X.(3)But if requested(4,_)is true,move towardfloor4,regardless of thestatus of oldest_request.(Here‘_’means‘ignore this argument’—the age of the request forfloor4and thefloor of the oldest request.)(4)Regardless,if fire is true,stop.If it is necessary to deduce the direction of travel,one can add two more axioms in plain Prolog:move_up:-move(D),current_floor(C),D>C.move_down:-move(D),current_floor(C),D<C.4%Inputs to the logic enginerequested(3,1).%requested(Floor,AgeOfRequest)requested(2,2).requested(0,3).neg fire.%is there a fire?%Definition of"oldest request",in conventional Prolog:oldest_request(Floor):-requested(Floor,Age),\+(requested(AnotherFloor,AnotherAge),AnotherAge>Age).%Rules(in d-Prolog):stop:=true.move(X):=oldest_request(X).move(4):=requested(4,_),oldest_request(_).stop:-fire.pairwise_incompatible([stop,move(0),move(1),move(2),move(3),move(4)]).%Code to display the results:demo:-@@[stop,move(0),move(1),move(2),move(3),move(4)].Figure1:d-Prolog implementation of elevator control rules.5Figure1shows the complete program,which also contains the declarationpairwise_incompatible([stop,move(0),move(1),move(2),move(3),move(4)]).to tell the theorem prover that stop,move(0),move(1),etc.,are incom-patible conclusions,i.e.,any line of reasoning that implies that one of themis true also implies that all of the others are false.Otherwise the theorem prover would be unaware that the rules potentially conflict.The theorem prover resolves conflicts as follows.Absolute(‘:-’)rules always override defeasible(‘:=’)rules.Thus,whenever fire is true,the theorem prover will infer stop and will not infer anything that conflicts with stop.When two defeasible rules conflict,the more specific one wins out.For example,when oldest_request(2)is true,the premises of both rule(1)and rule(2)are satisfied.Rule(2)wins out because its premise,oldest_request(X), is more specific than the premise of rule(1),true.By“more specific”we mean“true in a proper subset of the situations.”Thus,rule(2)wins out because its premise takes more information into account.Likewise,when,for example,oldest_request(2)and requested(4,1)is true—that is,the oldest request is forfloor2but there is also a request forfloor4with an age of1—then rules(1),(2),and(3)are all satisfied, but rule(3)wins out because it takes into account all the premises of rules (1)and(2)plus another,more specific,premise of its own.64Another approachRule(3)should say,“If there is a request forfloor4,go there.”But if encoded asmove(4):=requested(4,_).it will not override rule(2)because the theorem prover will not recognize it as more specific.That is why it was encoded as:move(4):=requested(4,_),oldest_request(_).specifically mentioning oldest_request.This encoding is not unnatural; expressing it in English,we might say,“regardless of oldest_request.”It does,however,trigger an unnecessary computation tofind the oldest request.One alternative is to add a premise to rule(2)instead of rule(3),thus:(2)move(X):=oldest_request(X),neg requested(4,_).(3)move(4):=requested(4,_).Now rule(2)cannot be satisfied when there is a request forfloor4,and the question of precedence does not arise.However,this encoding still lacks elegance because the premise of rule(3)is still redundantly encoded in rule(2).A better alternative is to tell the inference engine explicitly which rule should win out,thus:move(X):=oldest_request(X).7move(4):=requested(4,_).sup((move(4):=requested(4,_)),(move(X):=oldest_request(X))).The sup declaration states explicitly that rule3is superior to rule2.As d-Prolog is presently implemented,the sup declaration has to quote,entire, the rules to which it applies,but a more concise notation could easily be provided.Indeed,for programming embedded systems,one may want to have a mode in which sequence determines superiority,i.e.,all later rules are superior to all the rules that precede them.5Implicit defeasibility of conventional com-puter programmingIf sequence determines superiority,a defeasible logic program resembles a conventional series of nested if–then–else statements such as this:if requested(4)thenmove(4)else if oldestrequested(4)→move(4)(∃X)oldestrequest(X)]∧¬requested(4)→stopwhere each rule explicitly mentions the conditions under which it could be overridden.In conventional computer programming,as in defeasible logic, the overriding of rules depends on context.The difference is that defeasible logic can use the internal structure of the rules,not just the place where they appear in the program,to determine which one has precedence.References[1]Michael A.Covington,“Defeasible Logic on an Embedded Microcon-troller,”Proceedings,Tenth International Conference on Industrial and Engineering Applications of Artificial Intelligence and Expert Sys-tems(IEA-AIE),1997.[2]Derek N.Dyck and Peter E.Caines,“The logical control of an eleva-tor,”IEEE Trans.Automat.Contr.,vol.40,pp.480–486,1995.[3]Donald Nute Basic defeasible logic.In Intensional logics for program-ming,ed.L.Fari˜n as del Cerro and M.Penttonen,pp.125–154.Oxford: Oxford University Press,1992.[4]Donald Nute.d-Prolog:an implementation of defeasible logic in Pro-log.In Non-monotonic extensions of logic programming:theory,im-plementation,and applications,ed.J.Dix,L.M.Pereira,and T.9Przymusinski,pp.161–182.Research report17/96,Institut f¨u r Infor-matik,University of Koblenz-Landau,1996.[5]Donald Nute Defeasible Prolog.In M.Covington,D.Nute,and A.Vellino,Prolog programming in depth,2nd ed.,pp.345–405.Upper Saddle River,N.J.:Prentice-Hall,1997.10。

英语试卷和答案

英语试卷和答案

2019—2020学年高三年级调研考试(一)英语卷第一部分听力(共两节)第一节听下面5段对话,每段对话后有一个小题。

从题中所给的A、B、C三个选项中选出最佳选项,并标在试卷的相应位置。

听完每段对话后,你都有10秒钟的时间来回答有关小题和阅读下一小题。

每段对话仅读一遍。

例:How much is the shirt?A.£19.15. B.£9.18. C.£9.15.答案是C。

1.What does the woman plan to do?A.Open a restaurant. B.Learn cooking. C.Decorate her kitchen.2.Where does the conversation take place?A.On the phone. B.In the street. C.At a hotel.3.What failed to work for the man?A.His bank account. B.His Internet connection. C.His TV service.4.What does the man say about Tom at work?A.He’s hard-working. B.He’s often late. C.He’s considerate.5.What will the speakers do?A.Go under a tree. B.Catch the bus. C.Go to a store.第二节听下面5段对话或独白。

每段对话或独白后有几个小题,从题中所给的A、B、C三个选项中选出最佳选项,并标在试卷的相应位置。

听每段对话或独白前,你将有时间阅读各个小题,每小题5秒钟;听完后,各小题将给出5秒钟的作答时间。

每段对话或独白读两遍。

听第6段材料,回答第6、7题。

6.What are the speakers doing?A.Hiking along the mountain path.B.Driving along the street.C.Biking in the national park.7.Why does the woman want to stop?A.To watch the animals. B.To drink some water. C.To enjoy the scenery.听第7段材料,回答第8、9题。

2020高中英语二轮复习专题一:阅读理解第二讲 做出推理和判断——推理判断题

2020高中英语二轮复习专题一:阅读理解第二讲 做出推理和判断——推理判断题

第二讲做出推理和判断——推理判断题推理判断题是历年高考英语阅读理解的命题集中点,包括推理和判断两个方面,属于深层理解题。

高考对推理判断题的考查形式包括以下几种:推断隐含意义、推断目的意图、推断文章出处或读者对象、推断观点态度。

【考查特点】Ⅰ.把握推理判断题常见的命题方式:(1)We can infer from the (first/last) passage that ________.(2)The passage/author implies/suggests that ________.(3)It can be concluded from the passage that ________.(4)The main purpose of the passage is ________.(5)Where does this passage probably come from?(6)What’s the author’s attitude towards...?(7)The writer developed the passage/his main idea by ________.(8)The first/last paragraph serves as a(n) ________.Ⅱ.掌握推理判断题的考查角度:(1)高频考点:推断隐含意义、写作意图、观点态度。

(2)低频考点:推断下段内容、文章出处、目标读者。

[考向1]推断隐含意义题——逻辑分析得结论推断隐含意义题要求考生在理解原文表面文字信息的基础上,做出合情合理的推理和判断,即考生不仅需要读懂原文,而且还要理解作者的弦外之音。

其涉及的内容可能是文中某一句或某几句话,但做题的指导思想都要以文中提供的信息为依据。

常见的设问方式:◆It can be inferred from the text that ________.◆It can be concluded from the passage that ________.◆The writer/author indicates/suggests/implies that ________.◆What can we infer about...?◆Which of the following statements does the passage support?◆What does the...paragraph imply?[典例](2019·全国卷Ⅰ·B片段)Whaley got the idea of this second-grade presidential campaign project when he asked the children one day to raise their hands if they thought they could never be a president. The answer broke his heart. Whaley says the project is about more than just learning to read and speak in public. He wants these kids to learn to boast(夸耀) about themselves.26.We can infer that the purpose of Whaley’s project is to ________.A.help students see their own strengthsB.assess students’public speaking skillsC.prepare students for their future jobsD.inspire students’love for politics[解题思路]第一步确定题干中的关键信息infer that the purpose of Whaley’s project第二步定位到原文信息句,并找出体现观点态度的关键句Whaley says the project is about more than just learning to read and speak in public. He wants these kids to learn to boast(夸耀) about themselves.第三步进行合理推断得出答案Whaley创办这个项目的目的不仅仅是让学生学会阅读和在公共场合演讲,更重要的是让他们发现自己的长处,从而树立自信。

2013-Decomposition of a Multiobjective Optimization Problem into a Number of Simple Multiobjective

2013-Decomposition of a Multiobjective Optimization Problem into a Number of Simple Multiobjective

I. I NTRODUCTION This letter considers the following continuous multiobjective optimization problem (MOP): minimize F (x) = (f1 (x), . . . , fm (x)) n ∏ subject to x∈ [ai , bi ] ∏n
Abstract—This letter suggests an approach for decomposing a multiobjective optimization problem (MOP) into a set of simple multiobjective optimization subproblems. Using this approach, it proposes MOEA/D-M2M, a new version of multiobjective optimization evolutionary algorithm based decomposition. This proposed algorithm solves these subproblems in a collaborative way. Each subproblem has its own population and receives computational effort at each generation. In such a way, population diversity can be maintained, which is critical for solving some MOPs. Experimental studies have been conducted to compare MOEA/D-M2M with classic MOEA/D and NSGA-II. This letter argues that population diversity is more important than convergence in multiobjective evolutionary algorithms for dealing with some MOPs. It also explains why MOEA/D-M2M performs better. Keywords-Multiobjective optimization, decomposition, hybrid algorithms

优化营商环境先进发言材料

优化营商环境先进发言材料

优化营商环境先进发言材料Optimizing the Business Environment: An Advanced Speech Material。

Ladies and gentlemen,。

It is my great honor to speak to you today about the importance of optimizing the business environment. As weall know, a favorable business environment is crucial for economic growth, job creation, and social stability. Therefore, it is incumbent upon us to continuously improve the conditions under which businesses operate, so that they can thrive and contribute to the well-being of our society.In recent years, many countries around the world have made significant efforts to enhance their business environments. They have streamlined regulations, reduced bureaucracy, strengthened property rights, and invested in infrastructure and education. These measures have paid off in terms of attracting more investment, creating more jobs,and improving the quality of life for their citizens.However, there is still much room for improvement. According to the World Bank's Doing Business report, the average time and cost to start a business in low-income countries is 33 days and 31% of income per capita, respectively, compared to 6 days and 3.7% in high-income countries. Moreover, the quality of infrastructure, theease of obtaining credit, and the efficiency of enforcing contracts vary widely across countries and regions.Therefore, we need to redouble our efforts to optimize the business environment, especially in the following areas:Firstly, we need to simplify regulations and reduce bureaucracy. Too often, businesses face a maze of rules and procedures that are confusing, time-consuming, and costly. This discourages entrepreneurship, innovation, and competition, and favors established players who can affordto navigate the system. We need to adopt a "smart regulation" approach that focuses on achieving the desired outcomes rather than prescribing the exact means. We alsoneed to use digital technologies to automate and streamline administrative processes, such as applying for permits, filing taxes, and registering property.Secondly, we need to strengthen property rights and the rule of law. Without clear and enforceable property rights, businesses cannot invest, innovate, or expand with confidence. They are vulnerable to expropriation, corruption, and arbitrary actions by the state or other actors. Therefore, we need to ensure that property rights are well-defined, registered, and protected by independent and impartial courts. We also need to combat corruption and promote transparency and accountability in public and private sectors.Thirdly, we need to invest in infrastructure and human capital. Without adequate infrastructure, businesses cannot transport goods, communicate with customers, or access markets. They are also exposed to risks such as power outages, water shortages, and natural disasters. Therefore, we need to invest in roads, ports, airports, railways, energy, water, and ICT infrastructure, especially in ruraland remote areas. We also need to invest in education, training, and health care, so that our workforce canacquire the skills and knowledge needed to compete in the global economy.Fourthly, we need to foster a culture of innovation and entrepreneurship. Innovation is the key driver of productivity growth, which in turn is the main source of long-term economic prosperity. Therefore, we need to create an environment that encourages risk-taking, experimentation, and creativity. We need to provide incentives for R&D, patent protection, and technology transfer. We also need to support startups, SMEs, and social enterprises, which arethe engines of job creation and innovation.In conclusion, optimizing the business environment is a complex and ongoing task that requires the cooperation and commitment of all stakeholders, including government, business, civil society, and academia. It is not a one-size-fits-all solution, but a tailored and context-specific process that takes into account the unique challenges and opportunities of each country and region. However, byworking together and learning from best practices, we can create a business environment that is conducive to growth, prosperity, and social welfare. Thank you.。

leptospira interrogans ss. icterohaemorrhagiae-感染的

leptospira interrogans ss. icterohaemorrhagiae-感染的

LEPTOSPIRA INTERROGANS SSP.Aetiology Epidemiology Diagnosis Prevention and ControlPotential Impacts of Disease Agent Beyond Clinical Illness References AETIOLOGYClassification of the causative agentLeptospira interrogans, the causative agent of leptospirosis, consists of numerable serotypes capable of causing a variety of disease manifestations in a wide range of hosts. This motile and flagellated spirochete bacterium is recognizable via microscopy and earned its name from a characteristic hooked appearance that resembles a question mark. The taxonomic classifications within the Leptospira genus have been reorganized many times in accordance with new antigenic, genomic, and pathologic data. What was once over 250 serovars grouped into two Leptospira species is now 21 genomospecies of Leptospira with reclassified serovars. While the new taxonomic names are typically used in the scientific literature, historical names still circulate on product labels and in common use.Not all serovars of Leptospira are pathogenic, and many are associated with a reservoir species in which little disease is apparent. Many serovars are highly prevalent within maintenance host populations and persist in the kidneys or genital tract. Small antibody responses and low tissue burdens are typical in these animals. Incidental hosts, however, typically develop serious disease with high tissue burdens and robust antibody responses. These classifications are not always entirely distinct and some overlap between presentations can exist.Leptospirosis is a zoonotic disease but is typically associated with at-risk occupations (veterinarian, livestock owners, dairy workers, etc.) and exposure to contaminated water.Resistance to physical and chemical actionTemperature: Generally fails to persist at <10°C or >34°C;pasteurization and moist heat at 121°C/15 minutes are effective methodsof killing leptospirespH: Prefers neutral to slightly alkaline conditionsChemicals/Disinfectants: Inactivated by 1% sodium hypochlorite, 70%ethanol, formaldehyde, detergents, quaternary ammonium compounds,iodine based compounds, glutaraldehyde, and hydrogen peroxideSurvival: Warm, moist conditions greatly enhance survival; maypersist up to 6 weeks under favorable conditions; freezing, dehydration,and UV radiation inactivate leptospiresEPIDEMIOLOGYHosts●Virtually all mammals are vulnerable to pathogenic Leptospira serovars to varying degrees○Many serovars have specific maintenance hosts while others are more promiscuous●Leptospira serovars known to cause disease in mammals have been isolated from amphibians○Some serovars have also been isolated from invertebrates, reptiles, and birdsProminent host-serovar associations●Armadillos (Dasypus novemcinctus, Euphractus sexcinctus) - Autumnalis, Cynopteri, Hebdomadis,Pomona●Bandicoots (Isoodon macrourus, Perameles spp.) - numerous serovars have been associated withthese species●Brazilian tapir (Tapirus terrestris) - Pomona●Canids (Canis latrans, C. familiaris, C. lupus) - Bratislava, Canicola, Grippotyphosa, Hardjo,Icterohaemorrhagiae, Pomona●Cattle (Bos taurus, Syncerus caffer) - Hardjo and others●Cervids - Bratislava, Canicola, Grippotyphosa, Hardjo, Icterohaemorrhagiae, Pomona●European hedgehog (Erinaceus europaeus)●Felids (Felis silvestris silvestris, F. silvestris catus, Lynx spp.)●Flying foxes (Pteropus spp.) - a multitude of Leptospira serovars have been identified in variousspecies of bat●Foxes (Vulpes lagopus, V. vulpes, Urocyon cinereoargenteus, Lycalopex griseus) - Bratislava,Canicola, Grippotyphosa●Giant anteater (Myrmecophaga tridactyla) - Djasiman●Horses (Equus ferus) - Bratislava●Lagomorphs (Lepus europaeus, L. timidus, Oryctolagus cuniculus) - Grippotyphosa●Marine mammals (Eubalaena australis,Trichechus manatus ) - Australis, Manaua○Sea lions (Zalophus californianus, Z. wollebaeki) and seals (Callorhinus ursinus, Phoca vitulina, Mirounga angustirostris, Arctocephalus forsteri) - Canicola, Hardjo, Pomona ○There have been multiple mass-mortality events attributed to leptospirosis in California sea lions●Marsupials - Australis, Autumnalis, Ballum, Bataviae, Celledoni, Cynopteri, Djasiman,Grippotyphosa, Hardjo, Hebdomadis, Icterohaemorrhagiae, Javanica, Mini, Panama, Pomona, Pyrogenes, Sejroe, Tarassov, Topaz●Mongooses (Herpestes auropunctatus, Mungos mungo, Paracynictis selousi) - Bratislava, Hardjo●Mustelids (Meles meles, Martes fiona, M. martes, Mustela putorius, M. nivalis, M. ermine, Lutra lutra)●Platypus (Ornithorhynchus anatinus) - Autumnalis, Hardjo, Grippotyphosa●Raccoons (Procyon itor) and skunks (Mephitis mephitis) - Bratislava, Canicola, Grippotyphosa,Hardjo, Icterohaemorrhagiae, Pomona●Rodents and insectivores - Arborea, Australis, Ballum, Bindjei, Broomi, Canicola, Celledoni,Gryppotyphosa, Icterohaemorrhagiae, Javanica, Mini, Pomona, Pyrogenes, Sejroe, Tarrasovi, Zanoni○Rats are well-appreciated hosts for serotype Icterohaemorrhagiae●Swine (Sus scrofa and other spp.) - Bratislava, Hardjo, Pomona●Vervet monkey (Cercopithecus aethiops sabaeus) - Australis, Grippotyphosa, Javanica●Multiple snake, turtle, toad, and frog species have also been identified as PCR and/or serologicallypositiveTransmission●Ingestion●Contact with mucous membranes or wet, abraded skin●Some serovars can be transmitted venerally or transplacentallySources●Urine●Contaminated soil and water●Placental fluids●Genital secretions●Milk●BloodOccurrenceMany wildlife species are reservoirs for Leptospira and subsequently maintain host-bacterium interactions that do not negatively impact the animal. Over time, selection pressures on the leptospires many change and drive reservoir species relationships to shift accordingly. Therefore, it is important to assess the epidemiology of leptospirosis on a more local level to understand transmission risks and disease impacts.Leptospira is globally enzootic, but disease is more frequently seen in warm and moist environments. This may be seasonal (temperate zones) or more constant (tropical regions). Rainfall encourages persistence of the organism in the environment. Additionally, some serotypes are much more geographically dispersed and others are found in more limited regions.For more recent, detailed information on the occurrence of this disease worldwide, see the OIE World Animal Health Information System - Wild (WAHIS-Wild) Interface [http://www.oie.int/wahis_2/public/wahidwild.php/Index].DIAGNOSISAfter invasion of mucous membranes or damaged skin, there is a 4-20 day incubation period followed by a 7-10 day period of circulation in the bloodstream. Clinical signs of acute leptospirosis depend on the tissues colonized during this period of bacteraemia, the host species, and infecting serovar. A robust antibody response follows and is associated with a declining bacteraemia. Tissues may recover slowly or not at all depending on the degree of damage. Death is possible in severe cases.Incidental hosts maintain the bacterium in renal tubules for days to weeks and shed the organism in urine. Maintenance hosts, however, maintain the bacterium in the renal tubules, genital tract, and/or eyes and shed it in urine or genital secretions for months to years after infection.Clinical diagnosisLeptospirosis is a highly variable, systemic infection and the presentation depends on the infecting serovar, the host species, and the host’s general health and immune status. Maintenance hosts typically do not develop significant clinical disease. Incidental hosts typically experience severe, acute disease secondary to bacterial toxins and inflammatory responses generated by the immune system. Initially, animals may be febrile and anorectic. They may quickly develop signs of haemorrhage and haemolytic anaemia secondary to endothelial damage such as mucosal petechiation, icterus, haemoglobinuria/haematuria, dehydration, vomiting, and colic. Acute renal injury develops rapidly and is a significant contributor to mortality. Pneumonia, meningitis, uveitis, corneal opacification, photosensitization, myalgia, and pancreatitis are also possible.Reproductive disease is often characterised by abortion/stillbirth, mummified fetuses, infertility, blood in milk, or a cessation of milk production. If not aborted, neonates infected transplacentally are typically weak. Maintenance hosts do not develop reproductive disease acutely like incidental hosts, but instead remain subclinical for weeks to months.Lesions●Renal tubular necrosis and suppurative nephritis○Pale, oedematous parenchyma +/- pitting of the serosal surface and capsular adhesions○Subcapsular haemorrhage○Inflammation initially characterised by neutrophils but becomes lymphoplasmacytic○Mixed inflammatory processes are associated with higher mortality rates●Hepatomegaly +/- necrotizing hepatitis○The liver is often friable and discolored in a lobular pattern●Pulmonary haemorrhage●Petechiae and ecchymoses on mucous membranes and internal organs●Horses may develop uveitis with conjunctivitis, corneal oedema, synechia, or cataractsDifferential diagnoses●Ocular disease○Equine recurrent uveitis○Traumatic uveitis/reflex uveitis○Infectious conjunctivitis●Kidney disease○Toxin exposure (e.g., ethylene glycol)○Infectious nephritis, pyelonephritis, glomerulonephritis○Renal tubular acidosis○Nematodes (Stephanurus dentatus, Dioctophyma renale)●Reproductive failure or compromise○Brucellosis○Bovine viral diarrhea virus (BVDV)○Porcine reproductive and respiratory syndrome (PRRS)○Q-Fever (Coxiella burnetii)○Neospora spp.○Tritrichomonas foetus○Mastitis, metritis●Liver disease, icterus, and haemolytic anaemia○Viral hepatitis○Toxin exposure (e.g., heavy metals, anticoagulant rodenticides)○Rickettsial infection○Clostridium haemolyticum, C. perfringens A○Neonatal isoerythrolysis●Bacterial septicaemiaLaboratory diagnosisSamplesFor isolation of agent●Kidney●Blood●Urine●Other grossly affected tissue such as liverSerological tests●Serum●Whole bloodProceduresIdentification of the agent●Silver-stained histopathology slides allow for direct visualization of the organism in renal tubules●Immunohistochemistry (IHC)●Bacterial culture○Because the organism is low-growing, this may take 12-26 weeks○Best available method to determine infecting serovar●Polymerase chain reaction (PCR)○Widely variable protocols○Does not provide serovar-specific resultsSerological tests●Microscopic agglutination test (MAT)○Uses live, regionally common serovars of Leptospira○Requires diagnostic laboratory to maintain live cultures of serovars○Provides quantitative titre level●Antibody capture enzyme-linked immunosorbent assay (ELISA)○Currently used for domestic canines; detects antibodies to LipL32 protein○Results are qualitative (positive/negative) and may yield false positives in the event of prior vaccination●Immunofluorescence assay (IFA)●There is not yet a consensus on what a diagnostic titre for Leptospira should be, therefore pairedacute and convalescent sera are recommended for testing●Caution should be taken when interpreting serology data; antibody titre does not always correspondwith disease stateFor more detailed information regarding laboratory diagnostic methodologies, please refer to Chapter 3.1.12 Leptospirosis in the latest edition of the OIE Manual of Diagnostic Tests and Vaccines for Terrestrial Animals.PREVENTION AND CONTROLSanitary prophylaxis●Extra precautions should be taken when cleaning areas frequented by potential Leptospira hosts.Wear gowns, shoe covers, and gloves to prevent contamination of personal clothing. Face shields are recommended to protect mucous membranes from aerosols.Medical prophylaxis●There are a variety of Leptospira vaccines available for domestic animals, including livestock○Vaccine intent may vary from prevention of infection to reduction of renal colonization and urine shedding○Read vaccine labels to determine which serovars are targeted, as immunity is believed to be serovar-specificPOTENTIAL IMPACTS OF DISEASE AGENT BEYOND CLINICAL ILLNESS Risks to public health●Leptospirosis is a zoonotic disease. Because clinical signs can be vague and maintenance hostscan be asymptomatic carriers, basic protective measures are suggested for at-risk populations (veterinarians, livestock owners, dairy workers, etc.): protect eyes with safety glasses, wear gloves especially if there are openings in the skin, thoroughly wash hands after interacting with animals of unknown status and before consuming food or water, etc.○Pregnant individuals within at-risk populations are particularly advised to utilise protective measures.●Many domestic animal species, including dogs, horses, and livestock, are susceptible to leptospirosisand could potentially transmit it to humans. Individuals should speak with local veterinarians to determine risk and appropriate prevention strategies, including animal vaccines.Risks to agriculture●If livestock or working animals (horses, dogs) develop clinical disease due to Leptospira, decreasedthrift and reproductive compromise can significantly impact production. Working animals may not beable to do their jobs as efficiently, and livestock may demand increased resources for treatment while producing less.REFERENCES AND OTHER INFORMATION●Atherstone, C., Picozzi, K., & Kalema-Zikusoka, G. (2014). Seroprevalence of Leptospira hardjo incattle and African buffalos in southwestern Uganda. The American Journal of Tropical Medicine and Hygiene, 90(2), 288–290.●Ayral, F., Djelouadji, Z., Raton, V., Zilber, A. L., Gasqui, P., et al. (2016). Hedgehogs and mustelidspecies: major carriers of pathogenic Leptospira, a survey in 28 animal species in France (20122015). PloS One, 11(9), e0162549.●Biscola, N. P., Fornazari, F., Saad, E., Richini-Pereira, V. B., Campagner, M. V., et al. (2011).Serological investigation and PCR in detection of pathogenic leptospires in snakes. Pesquisa Veterinária Brasileira, 31(9), 806-811.●Buhnerkempe, M. G., Pragger, K. C., Strelloff, C. C., Greig, D. J., Laake, J. L., et al. (2017). Detectingsignals of chronic shedding to explain pathogen persistence: Leptospira interrogans in California sea lions. Journal of Animal Ecology, 86(3), 460-472.●Denkinger, J., Guevara, N., Ayala, S., Murillo, J. C., Hirschfeld, M., et al. (2017). Pup mortality andevidence for pathogen exposure in Galapagos sea lions (Zalophus wollebaeki) on San Cristobal Island, Galapagos, Ecuador. Journal of Wildlife Disease, 53(3), 491-498.●Gravekamp, C., Korver, H., Montgomery, J., Everard, C. O. R., Carrington, D., et al. (1991).Leptospires isolated from toads and frogs on the island of Barbados. Zentralblatt für Bakteriologie, 275(3), 403-411.●Jobbins, S. E., Sanderson, S. E., & Alexander, K. A. (2014). Leptospira interrogans at the human-wildlife interface in northern Botswana: a newly identified public health threat. Zoonoses and Public Health, 61, 113-123.●Karesh, W. B., Hart, J. A., Hart, T. B., House, C., Torres, A., et al. (1995). Health evaluation of fivesympatric duiker species (Cephalophus spp). Journal of Zoo and Wildlife Medicine, 26(4), 485-502.●Leighton, F. A. & Kuiken, T. (2001). Leptospirosis. In E. S. Williams and I. K. Barker (Eds.), InfectiousDiseases of Wild Mammals (3rd ed., pp. 498-502). Iowa State Press.●Loffler, G. S., Rago, V., Martinez, M., Uhart, M., Florin-Christensen, M., et al. (2015). Isolation of aseawater tolerant Leptospira spp. from a southern right whale (Eubalaena australis). PLoS One, 10(12), e0144974.●Lunn, K. F. (2018). Overview of leptospirosis. Merck Veterinary Manual.Accessed 2020:https:///generalized-conditions/leptospirosis/overview-of-leptospirosis?query=leptospira●Pedersen, K., Anderson, T. D., Maison, R. M., Wiscomb, G. W., Pipas, M. J., et al. (2018). Leptospiraantibodies detected in wildlife in the USA and the US Virgin Islands. Journal of Wildlife Diseases, 54(3), 450-459.●Spickler, A. R. & Leedom, L. K. R. (2013). Leptospirosis. Accessed 2020:/Factsheets/pdfs/leptospirosis.pdf●The World Organisation for Animal Health (2018). Leptospirosis. Accessed 2020:https://www.oie.int/fileadmin/Home/eng/Health_standards/tahm/3.01.12_LEPTO.pdf●Vieira, A. S., Pinto, P. S, & Lillenbaum, W. (2018). A systematic review of leptospirosis on wildanimals in Latin America. Tropical Animal Health and Production, 50(2), 229-238.●Wildlife Health Australia (2018). Leptospira infection in Australian mammals. Accessed 2020:https://.au/FactSheets.aspx●Wildlife Health Australia (2011). Leptospira infection in Australian seals. Accessed 2020:https://.au/FactSheets.aspx** *。

全国通用2023高中英语必修三Unit2MoralsandVirtues易错题集锦

全国通用2023高中英语必修三Unit2MoralsandVirtues易错题集锦

全国通用2023高中英语必修三Unit2MoralsandVirtues易错题集锦单选题1、The bird flu ________through Asia has jumped from birds to humans at least 20 times so far, ________16 persons. A.sweeps; killedB.swept; killingC.sweeping; to killD.sweeping; killing答案:D考查非谓语动词。

句意:到目前为止,席卷亚洲的禽流感已经从鸟类传播到人类至少20次,造成16人死亡。

A.sweeps; killed 席卷;杀死;B.swept; killing 席卷;杀死;C.sweeping; to kill席卷;杀死;D.sweeping; killing席卷;杀死。

分析句子可知谓语动词是has jumped,推断两个空格处都是非谓语动词,排除A选项(sweeps是第三人称单数);第一空处The bird flu和sweep之间是主动关系,用现在分词作后置定语,排除B(swept是过去式或过去分词);第二空处用现在分词作结果状语,表示顺其自然的结果,排除C(动词不定式表示出乎意料的结果)。

故选D。

2、It is high time that we took measures to protect the animals from ____________by human race. A.harmedB.being harmedC.harmingD.to be harmed答案:B考查动名词的被动语态。

句意:该是我们采取措施保护动物免受人类伤害的时候了。

from是介词,其后跟动名词作宾语,由by可知,空格处用动名词的被动语态,即being done,故选B。

3、_________ hard at your lessons, you will be admitted into a key university.A.WorkB.To workC.WorkingD.Worked答案:C考查非谓语动词。

全国通用2023高中英语必修二Unit3TheInternet知识点总结(超全)

全国通用2023高中英语必修二Unit3TheInternet知识点总结(超全)

全国通用2023高中英语必修二Unit3TheInternet知识点总结(超全)单选题1、They raised money ______ the homeless children can have a shelter.A.in caseB.in order toC.in order thatD.now that答案:C考查目的状语从句。

句意:他们筹集资金以便无家可归的孩子们能有一个庇护所。

A. in case以防;B. in order to 为了;C. in order that为了,以便;D. now that既然。

分析句子可知,句子为目的状语从句,“in order that”意为“为了,以便”,引导从句,符合句意,“in order to”意为“为了”,后面不接句子,故空格处应填“in order that”。

故选C项。

2、The ability to keep calm is one of her many ________. Owing to that, she was promoted to deal with the emergency. A.basesB.challengesC.benefitsD.strengths答案:D考查名词词义辨析。

句意:保持冷静的能力是她的许多优点之一。

因此,她被提拔去处理紧急情况。

A. bases基础,基地;B. challenges挑战;C. benefits好处;D. strengths优点。

结合句意可知,此处指保持冷静是她众多优点之一,strength符合题意。

故选D。

3、I don’t believe what you said, but if you can prove it, you may be able to ________ me. A.convinceB.confirmC.guaranteeD.inform答案:A考查动词词义辨析。

图书馆英文

图书馆英文

“Dear Architect,…”: A Librarians ViewKlaus WernerDear Architect,One of the strange things that can be said about libraries is that they are seeing a renaissance in the digital age. This renaissance involves a transformation from the library as book storehouse to the library as place: a public space, a living room of the city,a learning center for students, a "third place" and a non-commercial media store. But that is not enough for the future -libraries must become "more".If you set out to plan a library, please do not go back in your mind to the small-town library you knew when you were a child. Do not let sentimentality or nostalgia influence you. The library of the past is not what we as librarians want and need for our users today and tomorrow. And in case you have a fond memory of the smell of books in your hometown library -you had better not talk about it to the librarian whom you are planning for.Although most librarians are still book lovers, we are now information specialists, sometimes event managers, teachers, even social workers from time to time…If you think about planning a large reading room, remember that reading rooms are still one kind of setting for a library but not the only one. Do not try to replicate elements from the glorious past of library buildings, such as a reading room similar to that of the British Museum or the New York Public Library. Users now like to choose from a range of different kinds of learning and working space, different chairs, and atmospheres. -People are no longer happy with just one option, like sitting in rows in one huge high hall. That said, there are still many users who favour the traditional reading room.Librarians try to anticipate a library that does not yet exist, because the function of libraries has been changing, and libraries will continue to change very quickly in the future. Therefore, we come up with new names for libraries like "Information Center," "Media Center," "Learning Center," "Idea Store," and so on. The librarian's thoughts on functional categories for a good library have to meet the architect's visions. Please help us to develop a visionary plan for the library, which will work well now and in the future.How can we explain our thinking about libraries to you as architects? How can you get in touch with our professional thinking about libraries? Librarians have worked together on an international level to produce a new ISO Technical Report "Information and documentation -Qualitative conditions and basic statistics for library buildings -Space, function and design" (ISO TR 11219:2012); an important source that you can use much like a manual in planning a library. Also, you can involve a librarian in the planning process as a consultant and learn from his experience. And, of course, I strongly recommend you work together closely with the librarian of the library you are planning. When the new library opens, it will be very easy to tell how close the collaboration between you and the librarian was.The best summary of the main aspects that make an excellent library from the librarian's point of view comes from the British librarian Andrew McDonald who published his "Top ten qualities of good library space" in 2007. Actually it is acompilation of 11 important factors, which librarians wish to have accomplished by the architect. These are the librarian's Ten Commandments for today's library planning. The library should be…Functional : The design should guarantee that the library can work well and fulfil its function.Libraries will be places to learn, to communicate and to do research. The building has to enable people to use the services, the collection, IT resources. As a librarian I rely on this: The building has to enable the library to respond to the changing needs of the library users.Adaptable : The room should be flexible enough to allow various ways of using the space.The arrangement of desks and seats should be changeable (for example, directed to the window or to the middle of the room). Flexibility of wiring is also required: Fixed hardware installations should be avoided; who knows how differently people will use libraries in just a few years? However, the expensive fully flexible spaces, which were demanded just a few years ago, are no longer required: The carrying capacity of the floors need not be so high throughout the building that shelves can be placed everywhere, because libraries will provide more and more materials digitally.Accessible and inviting : Library users are welcomed guests: they should not have difficulties feeling at home! To feel like a guest is not only a matter of customer service, but to a great extent a structural and a design requirement. A library is a social space that should be easy to use. Transparent spaces and a maximum amount of natural light are important. Lounge areas create a relaxed atmosphere that stimulates communication - a "Starbucks" feeling. -For people with physical and sensory impairments “easily accessible”means "barrier-free."Varied : The goal is to create a wide range of individual settings for users with different needs and individual behaviour and to offer appropriate equipment and furniture. Different options for users should include: sitting by oneself or with others, working alone or in groups, at a window, behind shelves, or in the lively foyer, relaxing on a sofa in a Reading Lounge, sitting on the floor, in plain sight or separately in a carrel or in a group-study room. Users should choose from these possibilities according to their preferences. The library also affords special spaces and facilities for different media types. -Note the Motto of the "Rolex Learning Center" at Lausanne designed by SANAA and opened in 2010: "Learn, innovate, live".Interactive : Good library space encourages interaction between services (traditional and digital) and users as well as between the library staff and the users. Designing library space in a customer-friendly way is quite a functional, not just an aesthetic task.Motivating and stimulating spaces of high quality : In order for library space to be enjoyable, the ambience has to invite people to stay, to read, to research, to be comfortable and feel good. A row of book shelves is not enough to create an inspiring ambience and a seminar room or a cafeteria is not a substitute for the specific learning atmosphere of a library.Environmentally suitable -concerning users,media and ICT equipment. Focusing on the users,taking care of the environment first of all implies creating acomfortable climate for people through natural or passive ventilation and a maximum amount of natural, glare-free light, a central concern for libraries.Light is a one of the most important topics!Suitable acoustic conditions are required for reading and working. Appropriate measures must be taken to control the noise from outside and to reduce the noise produced inside the building. Valuable and old books require specific storage conditions. And for ICT equipment the aspects of temperature, ventilation or cooling, and noise have to be taken into account.Safe and secure : The equipment of the library has to be protected from theft and abuse, although the safety and security needs of users and employees are not secondary. Libraries with long opening hours until late in the evening and particularly 24/7 libraries require an appropriate interior design so that everyone can feel comfortable and safe even at night. Security measures which sometimes interfere or conflict with aesthetic criteria, are a matter for special attention.Efficiency : Sustainability is a keyword in constructing and equipping the library in order to reduce the ecological footprint. The building should be engineered so as to minimize running costs (heating, ventilation, cleaning) and to allow staff to work in the most efficient way.Suitable for ICT : This is an absolute must in a modern library. Again, flexibility has to be provided in order to meet unexpected requirements that can arise any time. Computer hardware should be no extraneous material. It has to function as an integral part of the library, and it can, and should, be aesthetically pleasing. For student users, the computer equipment is a particularly important aspect in evaluating their library.The eleventh item in McDonald's list of desired qualities of library buildings is the so-called "wow" factor. -So, dear architect, just impress us with your design skills, your style and exciting effects. Make the library a "cool" place. Give it that certain something. Create an inspiring space where everyone likes to be. -designing an excellent library space is foremost about people!。

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Under which conditions does ICT have a positive effect on teaching and learning?A Call to ActionJ.Voogt,*G.Knezek,†M.Cox,‡D.Knezek§&A.ten Brummelhuis¶*Department of Curriculum Design and Educational Innovation,University of Twente,Enschede,the Netherlands†Department of Learning Technologies,University of North Texas,Denton,TX,USA‡King’s College London,London,UK§International Society of Technology in Education,Washington DC,USA¶Kennisnet,Zoetermeer,the NetherlandsAbstract‘Under which conditions does ICT have a positive effect on teaching and learning?’This was the leading question of the International EDUsummIT in The Hague,the Netherlands.Thebases for the discussion were the scholarlyfindings of the International Handbook of Informa-tion Technology in Primary and Secondary Education,a synthesis of research in thefield ofinformation and communication technology(ICT)in education.Seventy international policy-makers,researchers,and practitioners developed a Call to Action,which summarizes the mainaction points where policy,research,and leadership need to join forces in order to successfullyimplement ICT in educational practice.These main action points include a view on the role ofICT in21st century learning;conditions for realizing the potential of multiple technologies toaddress individual needs of students;better understanding of the relationship between formaland informal learning;the implications of technology for student assessment;the need formodels for leadership and teacher learning to successfully implement technology;the potentialof ICT for digital equity;and the development of a list of essential conditions to ensure benefitfrom ICT investments.In this contribution,we present the Call to Action and synthesize theresearch on which the Call is based.Keywords Call to Action,ICT integration,primary education,research synthesis,secondary education.IntroductionThe learning landscape is undergoing fundamental changes,requiring new methods and perspectives to capture the new capabilities and learning processes that have emerged because of the basic technology infra-structure and tools generally available and the aug-mented capabilities that learners have through the use of such tools.These observations brought together approximately70leading researchers,policymakers, and practitioners spanning six continents.They gath-ered in The Hague in2009at an international confer-ence designed to define action steps following the publication of the Handbook on ICT in Primary and Secondary Education(V oogt&Knezek2008).In a number of consecutive sessions,issues about how to formulate and implement an agenda aiming to stimulate the use of ICT in primary and secondary education were discussed,resulting in a Call to Action(see also http:// summit.nl).In this paper,we discuss this agenda for change from the perspective of the central question that guided the EDUsummIT‘Under whichAccepted:24August2011Correspondence:Joke Voogt,Department of Curriculum Design andEducational Innovation,University of Twente,P.O.Box217,7500AEEnschede,the Netherlands.Email:j.m.voogt@utwente.nldoi:10.1111/j.1365-2729.2011.00453.x ©2011Blackwell Publishing Ltd Journal of Computer Assisted Learning1conditions does ICT have a positive effect on teaching and learning?’A Call to ActionTeaching and learning processesFour actions are called for which concern teaching and learning processes.They deal with the relationship between(1)ICT and21st century learning;(2)restruc-turing schools to be able to use technology in addressing individual needs of students;(3)the need for new assessment structures to be able to measure outcomes of technology-rich experiences;and(4)the relationship between formal and informal learning experiences and its implications for formal learning.Action1:To establish a clear view on the role of ICT in 21st century learning and its implications for formal and informal learningA better understanding is needed about ICT’s role in21st century learning,especially in relation to the formal and informal settings where21st century skills may be acquired.Policymakers,leaders and researchers need to work closely together to incorporate21st century skills in curricula and to develop assessments of those skills.V oogt(2003,2008)argued that21st century skills,as an educational goal,align with developments in the learning sciences(see,for example,Bransford et al. 2000)about the importance of learner-centred instruc-tion to enhance student learning.She projected peda-gogical approaches that are consistent with the expectations and values of the knowledge society and showed how these might differ from those consistent with the expectations and values of the industrial society.According to her,the pedagogical approaches that are expected to be important in the knowledge society should include,among others,providing variety in learning activities,offering opportunities for students to learn at their own pace,encouraging collaborative work,focusing on problem solving,and involving stu-dents in the assessment of their learning.This implies that not only is there a need for21st century skills but also that these skills ask for learner-centred approaches to education,which might be referred to as21st century learning.It is without question that ICT has a primary place in 21st century skills and21st century learning.The acqui-sition of ICT skills is therefore not only an educational goal,but ICT also serves as a tool to support teaching and learning.V oogt and Pareja Roblin(2010)analysed different frameworks that elaborated more in depth what21st century skills encompass.All these frameworks referred to domains of what Anderson(2008)called ‘applied ICT literacy’,namely:a technical domain (related to the basic skills needed to use ICT),a knowl-edge domain(which refers to the use of ICT with a par-ticular knowledge-related purpose),and an information literacy domain(related to the capacity to access,evalu-ate,and use information).Applied ICT literacy is per-ceived important by researchers and policymakers; however,it is not easily incorporated in educational w(2009)found in an international study of grade8science and mathematics teachers that teachers’pedagogical orientations,as well as their students’prac-tices,were not very much oriented towards21st century learning.However,when ICT was involved,students’practices seemed a little more directed towards21st century learning.A more positivefinding was found by V oogt and Pelgrum(2005).They conducted a system-atic analysis of an international set of ICT-supported innovative educational practices and showed that the acquisition of‘applied ICT literacy’was often an inte-grated part in pedagogical practices in which also other 21st century skills were addressed.The pedagogical practices in their study however were selected because of their w et al.(2010)observed a shrinking orientation towards21st century learning of teachers in some European countries,and a growing ori-entation in some Asian countries,when comparing data from1997with data from2006.Their inference was that changes in national educational policies had an impact on teachers’orientation towards21st century learning.Policymakers,leaders,and researchers need to work closely together to incorporate21st century skills in curricula,including the utilization of ICT as a learn-ing tool and as a learning goal.Action2:To develop new assessments designed to measure outcomes from technology enriched learning experiencesIn many countries ICT has become an integrated part of curricular frameworks in primary and secondary educa-tion.However,assessment frameworks are often not changed accordingly.An urgent need for alternative assessment approaches and instruments is indicated, along with an understanding of the impact of IT on assessment.2J.Voogt et al.©2011Blackwell Publishing LtdThe call for alternative assessment frameworks in order to understand the impact of ICT on teaching and learning is closely related to the need for21st century learning.On the one hand,ICT is often used to support the acquisition of21st century skills;on the other hand, there is also a need to determine students’acquisition of ‘applied ICT literacy’(Anderson2008).An important problem in establishing students’attainments in21st century skills,including their ICT skills,is that these types of skills cannot easily be determined by means of simple,standardized tests.The complexity of the problem can for instance be illustrated by experiences in the Computer as a Learning Partner(CLP)project.CLP was a predecessor of the Web-based Inquiry Science Environment project(Linn&Hsi2000).In the CLP project,students did science inquiry learning in an ICT-rich learning environment.Researchfindings showed that students involved in CLP did not score better on multiple-choice items in standardized tests that required recall,but they outperformed students on items that required interpretation.Yet,the outcomes of CLP had much more impact on student learning than could be determined in standardized tests.CLP could demon-strate that comparing subsequent versions of the ICT-rich curriculum for science education resulted in a 400%increase–over eight versions of the curriculum–in student understanding of the complex science con-cepts that were dealt with in the curriculum.This example shows that other tests are needed when21st century skills are at stake.Several researchers(e.g. Erstad2008;Quellmaz2009)advocate the develop-ment of performance assessment for testing complex cognitive skills.In performance testing,students perform a task instead of ticking an option from several alternatives.However,when the aim of testing is to get a highly valid and reliable estimate of students’attain-ment for accountability or selection purposes,it is not easy to design performance assessments that meet these quality requirements,and can be used for larger scale testing.Some recent initiatives study how performance assessments can be designed in order to meet the usual psychometric quality criteria.Clarke(2009)started a study to develop and test virtual performance assess-ments for science inquiry learning that meet the criteria of reliability and validity.Another recent initiative is the International Association for the Evaluation of Educa-tional Achievement(IEA)International Computer and Information Literacy Study(Fraillon&Ainley2010),which plans to assess students’ICT literacy across countries through computer-based authentic tasks.In this study,ICT is not only considered the object of assessment–assessing ICT literacy skills–but also a tool to support the assessment itself.Thefindings of the aforementioned initiatives will not only contribute to a better understanding of the potential of performance assessment for assessing21st century skills but also of the potential of ICT in such assessments.For successful implementation of21st century skills, including ICT literacy skills,not only strategies for summative assessment are needed but also for formative assessment.Webb(2008),when discussing the impact of ICT in science education,argues that,because of the affordances of ICT,students get a more in-depth under-standing of complex science concepts.Formative assessment is needed to inform students and teachers about how students’understanding of these concepts develop,so that learning needs can be identified and, with the help of the teacher,appropriate planning of useful learning activities can be developed.In the E-scape project(Goldsmiths2009),handheld technol-ogy is used to enable students to build an online portfo-lio of their performance,demonstrating their capability as it emerges.The project studies the potential of the technology both for formative and summative assess-ment purposes.Action3:To radically restructure schools to be able to use multiple technology-enhanced pedagogies to address individual needs of studentsIntegrated research and development of infrastructure (mobile technologies),digital content and pedagogies are needed to better prepare schools to use technology enhanced pedagogies to benefit student learning.From the perspective of21st century learning,the implementation of ICT is part of a comprehensive change of the education system.International policy initiatives that advocate21st century skills[e.g.from European Union(EU)and United Nations Educational, Scientific and Cultural Organization]notice that to realize these goals an in-depth transformation of the school system might be the ultimate consequence (V oogt&Pareja Roblin2010).Dede(2010b)argues that implementing21st century skills and21st century learning is a challenge for the current curriculum, because the change that is being asked for is not about trading20th century content and goals for those of the 21st century;it is about what has to be core in the21stA Call to Action3©2011Blackwell Publishing Ltdcentury curriculum and about the implications of a21st century curriculum for the current school system. According to Dede(2010a),this discussion is not a rational discussion only,but also has to do with the unlearning of beliefs,values,assumptions,and percep-tions on school culture that researchers,practitioners, and policymakers hold about the current school system. Venezky(2004),based on an international study about school-wide use of ICT,found that the implementation of ICT in schools does not automatically lead to a struc-tural change of the current school system.According to Venezky,ICT can be seen as a lever for educational change,but this lever has to be put into action by the school community and needs to be based on a shared vision and shared goals.Findings from IEA’s Second International Technology in Education Study(V oogt& Pelgrum2005)showed that only a minority of the inno-vative ICT-supported pedagogical practices(6%) reflected school-wide use of ICT.These schools all had a strong emphasis on students’independence and responsibility for their own learning and had restruc-tured their school to realize that vision.The use of ICT was vital in the new structure and had become a routine throughout the school.The teachers in these schools reported that in order to transform their school,teacher collaboration and teacher learning were crucial and had become an integrated part of the school’s culture(V oogt &Pelgrum2005).School-wide integration of ICT was also found by Eickelmann(2010)as one of the factors that fosters sustainable ICT implementation.Other factors were a strong connection between pedagogical aims and ICT,strong leadership,school-wide adoption of ICT,a focus on the process,collaboration with exter-nal partners(also from the private sector)and with other schools(to share ideas and approaches),and being able to cope with new trends.Action4:To better understand student technology expe-riences in informal learning environments,in order to inform work in formal settingsResearch is needed to better understand the implications of immersion in technology-rich informal learning envi-ronments.Policy makers and leadership need to develop policies and actions on the implications of such informal learning environments for formal learning settings.It is often assumed that through the overall presence of ICT,students automatically are immersed with tech-nology,and that special attention for ICT in the curricu-lum as a tool and as an object for learning is not necessary.For instance,Prensky(2001)talks about digital immigrants and digital natives.Digital immi-grants experience ICT as a phenomenon,alien to their life;while for those who grew up with technology,the digital natives,technology fundamentally impacts their way of learning and living.Digital natives‘think and process information fundamentally differently’(Prensky2001).However,recent research shows big differences between students’knowledge and use of technology(Bennett&Maton2010;Kennedy et al. 2010),let alone in their use of technology for learning. Teachers and schoolsThere is general agreement that active involvement of teachers and schools is key to the implementation of ICT in educational practice.Two actions were called for related to(1)teacher preparation and teacher learning for technology implementation;and(2)the facilitating role of schools in making technology integration happen.Action5:To develop and use models for teacher learning on technology use in schools and classrooms at the pre-and in-service levelsPolicy needs to be developed on levels of knowledge responsibility and capacity of teachers in ICT integra-tion.Further research and development of models such as the TPaCK(Technological Pedagogical Content Knowl-edge)model is indicated in relation to the development of collaborative models for teacher learning on ICT integra-tion,at the pre-and in-service levels.The adoption of technology by teachers is conceived as a process that develops through different stages:from being aware and informed about the possibilities of ICT in education,to a more routine utilization of ICT in classroom practice,andfinally to creative uses of tech-nology for teaching and learning(Sandholtz et al.1997; Christensen&Knezek2008).To be able to predict teachers’adoption of technology,Christensen and Knezek(2008)developed an empirically tested model in which three constructs–teachers’attitude(as an expression of‘will’),their competencies(as an expres-sion of their‘skill’),and their access to technology–predict their adoption of technology.Knezek and Christensen(2008)used self-report measures to measure competencies,which in fact measure teachers’confidence in using computers for teaching and learning purposes and can be considered a self-efficacy measure4J.Voogt et al.©2011Blackwell Publishing Ltd(Bandura1977).Christensen and Knezek found that ICT competencies and access to technology are important during thefirst stages of technology adoption. While in the21st century,access to technology is no longer a problem in most of the USA,it still is in coun-tries like Mexico(Morales2006).In addition to these findings,Knezek and Christensen also found that teach-ers who use ICT creatively had a highly positive attitude towards ICT.In addition,although many teachers possess basic ICT competencies,many of them lack competencies related to the pedagogical use of ICT(e.g. Law et al.2008).Based on the need to be able to inte-grate technology skills with pedagogical skills in order to successfully integrate ICT in educational practice, Koehler and Mishra(2005,2008)elaborated the TPACK model.TPACK stands for technological peda-gogical content knowledge and is related to Shulmans’notion of pedagogical content knowledge(PCK) (Shulman1987).PCK represents the unique expertise teachers have.By blending pedagogical and discipline-based knowledge,teachers are able to teach complex concepts.Through adding technology to PCK,teachers should become aware that in today’s teaching,technol-ogy has an indispensable role,because it can add to the pedagogy as well as to the content of many subjects.The TPACK model seems to be a powerful model to further understand the knowledge teachers need to integrate ICT in their teaching.V oogt et al.(2010)conducted a systematic literature review on TPACK which showed that the empirical underpinning of the model is still in its infancy.More research is needed about(1)typical TPACK competencies for different subject matter domains;(2)assessment of teachers’TPACK compe-tencies;and(3)strategies for learning TPACK compe-tencies by practicing and prospective teachers.V oogt et al.(2010)also argued that further development of TPACK might benefit from research on teacher profes-sional development and on research about students’use of ICT in subject matter domains.Several researchers argue that TPACK is not enough to enhance the integration of ICT in educational prac-tice.Research on teachers’beliefs about teaching and learning show the relationship between teachers’beliefs and their use of technology in the classroom(Nieder-hauser&Stoddart2001;Ertmer2005;Tondeur et al. 2008).V oogt(2010)found that frequency of ICT use and a pedagogical orientation on21st century learning are positively related.Similarfindings were found by Tondeur et al.(2008).Law(2008)argues that teachers need to develop competencies to enact change.In her view,technology has the potential to transform schools, and teachers need to be able to actively participate in that process.Drent and Meelissen(2008)and Riel and Becker(2008)point teachers’professional identity. Those teachers who see themselves as‘entrepreneurs’(Drent&Meelissen)or take leadership roles(Riel& Becker)are more likely to use ICT in creative ways than other teachers.Action6:To develop and use distributed leadership models for technology use in schools and teacher educa-tion programsAn ecological perspective is needed to study ICT use in classrooms,in order to help explain and influence the complex interactions and events.Such a perspective ben-efits from distributed leadership models supported by information and communication technology(ICT)to help engage people at different levels of the ecology to effect change thatflows throughout the system. Teachers function not in isolation,but as part of a socio-cultural environment that encourages or inhibits the use of ICT(Somekh2008).According to Davis (2008),this socio-cultural environment can be under-stood as the ecology of school renewal.This ecology exists of multiple overlapping and interacting layers which impact the utilization of ICT in the classroom. Davis argues that teachers and schools need to under-stand this ecology to be able to provide leadership in ICT implementation.Successful ICT leadership should not be assigned to an individual,but needs to be distrib-uted(Bennett2008;Dexter2008).Distributed leader-ship implies that leadership is the property of a group and not of a single person and that expertise is distrib-uted among many and not among a few(Bennett2008). In a study of US schools,Anderson and Dexter(2005) found that ICT responsibilities are often shared between the principal,a technology coordinator,and teacher leaders.According to Dexter(2008),ICT lead-ership can be successful when school leadership sets clear learning goals that can be accomplished with the help of technology,puts in place an ICT support system, and creates a learning environment for teachers to develop teachers’TPACK competencies.Such an envi-ronment,as a way to organize teachers’professional learning,should be an integrated part of a collaborative culture in schools,supported by the leadership (McLaughlin&Talbert2001).Further research is needed to better understand the relationship betweenA Call to Action5©2011Blackwell Publishing Ltdthe ecology of school renewal,distributed leadership and ICT implementation,as well as the particular role of teacher leaders in ICT implementation with regard to both their leadership and their teaching role.Policy for equity and practicePolicy can facilitate or hamper the implementation of ICT and can also provide directions for ICT integration.Two actions were called for related to (1)the implemen-tation of ICT and digital equity;and (2)a list of neces-sary conditions at the policy level for ICT implementation.Action 7:To develop ideas on international opportunities relating to new and emerging technologies in order to address the needs of developing countries and promote global social awareness and responsibilitiesStudents around the globe are entitled to access to tech-nology to enhance their opportunities for learning.The sponsoring organizations commit themselves to put this concern of EDUsummIT participants on the agenda of international organizations such as UNESCO and the EU.Figures about access to computers areonly partially informative withrespect to how computers can be used in educational practice.Based on a secondary analysis of data from the Organisation for Economic Coopera-tion and Development Programme for International Student Assessment study,Ainley et al .(2008)made clear that contexts for IT access and uses differ among countries.Norris and Soloway (2008)argue that the emergence of low-cost mobile computing devices con-tributes to access to technology on a global scale,in par-cell phones (Brown 2008),One Laptop Per Child technology is not the only (2008)therefore empha-equity’for realizing digital and social equity goals through collaborative projects with students from different parts of the world or different socio-economic backgrounds.A study from Roy et al .(2008)showed how availability and access to content in local languages can support minority societ-ies to survive in the majority society.Resta and Laferrière (2008)proposed five dimen-sions that are relevant for realizing digital equity:(1)access to hardware,software,and connectivity to the Internet;(2)access to meaningful,high quality,cultur-ally relevant content in local languages;(3)access to creating,sharing,and exchanging digital content;(4)access to educators who know how to use digital tools and resources;and (5)access to high quality research on the application of digital technologies to enhance learning.To ensure digital equity,these dimensions should be considered in any general policy on ICT in education.Action 8:To develop and disseminate a list of essential conditions which need to be in place to ensure benefit from technology investmentsThe investments of ICT in education are often not reflected in expected benefits.Policy makers around the world can learn from the mistakes related to ICT policy in the past.(2008)observed four rationales that guide the strategic policies for ICT in education:(1)support economic growth;(2)promote social development;(3)advance educational reform;and (4)support education manage-ment.Often,more than one rationale can be found in policy documents.However,for policy to be effective,operational policies need to be defined in place,includ-ing a timeline,an appropriate budget,and an organiza-tional structure aiming at the implementation in practice (Moonen 2008).Kozma (2008)emphasized the need for alignment of strategic and operational policies.Tilya (2008)and Kozma (2008)both mention crucial ele-ments of operational policies.A combination of their lists is presented here and can act as the start of a list of essential conditions that need to be in place in order to benefit from technology investments.•Infrastructure development :Particularly in develop-ing countries,it is important that policy helps schools to have a minimum acceptable infrastructure at their disposition.The infrastructure not only consists of hardware,software,and network resources but also includes electricity,phone lines,insurance,and safe and secure school buildings (Tilya 2008).Infrastruc-ture policies need to take care of equality of access to hardware and software (Kozma 2008;Resta &Lafer-rière 2008).The potential of mobile technologies to address the problem of unequal access to hardware (Norris &Soloway 2008)needs to be taken into6J.Voogt et al .©2011Blackwell Publishing Ltdaccount when developing operational policies addressing ICT infrastructure.Schools need guide-lines on how to set up their own ICT infrastructure in relation to their educational vision.•Teacher professional development:Plans are needed to support teachers in the development of ICT skills. As has been argued earlier,teachers not only need to have basic ICT literacy skills;they also need to learn how to use ICT in pedagogical settings and how to integrate ICT in the curriculum.Conventional course-based training programmes lack follow-up support at the workplace(Joyce&Showers1995)and have therefore proven not to be very useful.For profes-sional development to be effective,it needs to(1) focus on translating general ideas into concrete classroom applications;(2)expose teachers to actual practice rather than descriptions;(3)provide opportu-nities for group support and collaboration;and(4) involve deliberate evaluation and feedback by skilled practitioners(Elmore&Burney1999).For this reason,operational policies aiming at teacher profes-sional development should also include provisions to realize support at school level.•Support:The rapid technological developments require a quite sophisticated support structure.Policy therefore needs to provide for ongoing technical, human,and organizational support.Technical support has to do with keeping the infrastructure up to a certain standard.Teachers need support in keeping up to date with the potential of hardware and software for teaching and learning.Such support should be related to provisions for teacher professional development at school level(Strudler&Haerrington2008).Organi-zational support deals with the organization and dis-tribution of access to ICT in schools.The organization of support is a complex effort for many schools. Schools need to decide whether they should invest in support personnel and/or whether they should out-source parts of the support to external parties.Policy can facilitate ICT implementation when well-elaborated provisions and guidelines for ICT support are in place,including exemplary task descriptions for ICT coordinators.•Articulation of ICT-related changes in curriculum: The added value of ICT lies in the way ICT supports teaching and learning.Successful implementation of ICT requires the development of policy frameworks to align the changes that are needed in curriculum,pedagogy,and assessment due to the implementation of ICT.•Content development and management:As Resta and Laferrière(2008)already stated,content appropriate for the local context is needed.This may imply the development of digital content in local languages or reflecting local culture(Kozma2008).In addition,the development of such content needs to be made acces-sible for teaching and learning.Policy should be in place to support these developments.•Continuous evaluation and research:Investments in ICT are huge.For this reason,monitoring the effect of ICT policies should be an integral part of any ICT policy.There is a need to have a set of indicators to provide a better insight of the impact of ICT on educa-tion.Pelgrum(2009)carried out a study among coun-tries in the EU about indicators on ICT in education. He found that particularly a need was expressed for indicators about(1)opportunities to learn with and/or about ICT;(2)competencies and attitudes of students;(3)ICT support;(4)teacher training;and(5)school leadership.Pelgrum also found that in some existing assessments indicators are used that have exceeded their lifetime(for instance by using the term com-puter,while a range of digital devices are implied). Pelgrum advocates shifting the emphasis in monitor-ing from ICT-related conditions to ICT-related student-outcomes.However,as the International Handbook of Information Technology in Primary and Secondary Education has showed(V oogt&Knezek 2008),research is able to show the potential of ICT, but ongoing research about the conditions under which this potential can best be realized is urgently needed.•Private–public partnerships:Widespread use of ICT is expensive for any country.Partnerships between the educational community and the private sector might therefore serve as an additional resource for education(Kozma2008;Tilya2008).Policy guide-lines are needed to frame public–private partnerships to prevent education from losing its independence. From action to implementationThis paper started with the question‘Under which con-ditions does ICT have a positive effect on teaching and learning?’Eight actions are proposed to join forces in order to realize successful implementation of ICT inA Call to Action7©2011Blackwell Publishing Ltd。

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