submitted to the Faculty of Informatics,
专业课老师英语作文范文
When I first stepped into the hallowed halls of high school, I was a bundle of nerves and excitement. Little did I know that my journey through these corridors would be marked by a profound encounter with a teacher who would not only teach me the intricacies of my major subject but also impart life lessons that would resonate with me for years to come.My major subject was Physics, a subject that I found both fascinating and daunting. The laws of nature, the principles governing the universe, and the sheer beauty of mathematical equations were all part of what made Physics a subject I was eager to delve into. However, it was also a subject that demanded precision, analytical thinking, and a deep understanding of concepts that could be quite abstract at times.Enter Mr. Smith, our Physics teacher. He was a man of few words, but when he spoke, it was with an eloquence that belied his quiet demeanor. His classes were not just about solving problems or memorizing formulas they were about understanding the why behind every what. He would often start a lesson by posing a question that seemed simple at first glance but would lead us on a journey of discovery, unraveling the complexities of the subject matter.One of the most memorable lessons was when we were studying the concept of gravity. Instead of just explaining the law of universal gravitation, Mr. Smith brought a large ball of string into the classroom. He tied one end to a chair and began to roll the ball across the floor, letting the string unravel behind it. As the ball moved, it created a spiral pattern on the floor, illustrating the path of an object in free fall under theinfluence of gravity. It was a simple yet effective demonstration that made the concept click for me.Mr. Smiths teaching style was not just about imparting knowledge it was about fostering a love for learning. He encouraged us to ask questions, to challenge assumptions, and to think critically. He would often say, The best way to learn is to teach. And so, he would assign us roles in class, where we would take turns explaining concepts to our peers. This not only helped us understand the material better but also boosted our confidence in expressing our thoughts.Beyond the classroom, Mr. Smith was a mentor and a guide. He would often stay back after school to help students who were struggling with the subject. He would patiently work through problems with them, explaining concepts in different ways until they understood. His dedication to our learning was truly inspiring.What set Mr. Smith apart from other teachers was his ability to relate Physics to reallife situations. He would often bring in articles or videos that showcased the application of Physics in various fields, from engineering to astronomy. This helped us see the relevance of what we were learning and sparked our interest in the subject.One of the most impactful lessons I learned from Mr. Smith was about the importance of perseverance. There were times when I found myself struggling with a concept or a problem, and the temptation to give up was strong. But Mr. Smith would remind us that every great discovery orinvention was the result of persistence and hard work. He would often quote Albert Einstein, saying, The only source of knowledge is experience, encouraging us to keep trying, to learn from our mistakes, and to grow from our experiences.In conclusion, my experience with Mr. Smith as my major subject teacher was transformative. He not only equipped me with a strong foundation in Physics but also instilled in me a passion for learning, critical thinking, and perseverance. His unique teaching style, dedication to our learning, and ability to relate the subject to reallife situations made him more than just a teacher he was a mentor, a guide, and an inspiration. As I continue my academic journey, the lessons I learned from him will undoubtedly serve as a compass, guiding me towards success.。
高考英语一轮复习 完形填空选练(二)高三全册英语试题 (2)
入舵市安恙阳光实验学校广东新会县2017高考英语完形填空一轮选练（二）完形填空。
阅读下面短文，掌握其大意，然后从各题所给的四个选项A、B、C和D中，选出最佳答案。
“I wish I'd known this before” is a statement often said by us when we realize we've made bad decisions.1.________ you don't want to have regrets，you must realize some factors that cause poor decisions. For example，lack of foresight is 2.________ of such factors. Many times，we tend to concentrate only on the “right now” of a certain decision3.________ fail to understand its effects on our future. Ideally，we4.________ practise proactive thinking (主动思考) to predict the changes in future.Often，we get confused and leave some important decisions of our life in the hands of others，5.________ can be harmful. Instead，we must avoid asking others to decide for us at all costs.Making incorrect assumptions also can cause bad decisions. We often base our views 6.________ the history of our experiences. However，as people and things keep changing，it's best to judge them 7.________ they are. For example，you decide not to interact much with your colleague because you thought she was unable. However，she was 8.________ only one who helped you in completing your task.(八)1. If 考查状语从句的引导词。
卡马斯汀英语写法
卡马斯汀英语写法Kamarastin English Writing: Crafting Compelling and Coherent CompositionsThe art of English writing is a multifaceted endeavor that requires a deep understanding of language mechanics, a keen eye for detail, and a creative flair for expression. At the heart of this craft lies Kamarastin English Writing a methodology that emphasizes the importance of structure, clarity, and cohesion in creating compelling and impactful written works.Kamarastin English Writing is a comprehensive approach that guides writers through the process of constructing well-organized and effectively communicated essays, articles, and other forms of written communication. The methodology is rooted in the principles of effective communication, drawing from the fields of linguistics, rhetoric, and cognitive psychology to establish a framework for crafting coherent and engaging written pieces.One of the key tenets of Kamarastin English Writing is the emphasison logical organization. The approach encourages writers to carefully plan and structure their compositions, ensuring that each paragraph and section flows seamlessly into the next. This is achieved through the use of clear topic sentences, well-developed supporting ideas, and effective transitions that guide the reader through the narrative.Another crucial aspect of Kamarastin English Writing is the focus on clarity and concision. Writers are trained to express their ideas in a straightforward and unambiguous manner, avoiding unnecessary jargon, convoluted sentence structures, and redundant phrasing. By prioritizing clarity, Kamarastin English Writing enables writers to convey their message effectively, ensuring that the reader can easily comprehend and engage with the content.Coherence is another key element of the Kamarastin approach. Writers are encouraged to maintain a consistent and logical flow throughout their compositions, ensuring that each paragraph and idea builds upon the previous one. This is accomplished through the use of cohesive devices, such as pronouns, conjunctions, and adverbs, which help to establish logical connections between sentences and paragraphs.In addition to these foundational principles, Kamarastin English Writing also emphasizes the importance of audience awareness. Writers are encouraged to consider the needs, expectations, andperspectives of their intended readers, tailoring their language, tone, and content accordingly. This approach helps to ensure that the written work resonates with the target audience and effectively communicates the desired message.One of the unique aspects of Kamarastin English Writing is its emphasis on the revision process. Writers are encouraged to engage in multiple rounds of editing and refinement, carefully scrutinizing their work for any areas that can be improved. This iterative approach allows writers to refine their compositions, address any weaknesses or inconsistencies, and ultimately produce a polished and well-crafted piece of writing.The benefits of Kamarastin English Writing extend beyond the realm of academic or professional writing. The principles and techniques can be applied to a wide range of written communication, from personal essays and creative narratives to business reports and marketing materials. By mastering the Kamarastin approach, writers can develop a versatile skillset that can be applied to various writing contexts and genres.Moreover, the Kamarastin methodology has been widely recognized for its effectiveness in improving writing skills. Many educational institutions and professional development programs have incorporated Kamarastin English Writing into their curricula, as it hasbeen shown to enhance students' and professionals' ability to communicate their ideas clearly, coherently, and persuasively.In conclusion, Kamarastin English Writing is a comprehensive and transformative approach to the art of written expression. By emphasizing the importance of logical organization, clarity, coherence, and audience awareness, the Kamarastin methodology empowers writers to craft compelling and impactful compositions that effectively communicate their ideas and resonate with their intended readers. Whether you are a student, a professional, or an aspiring writer, the principles of Kamarastin English Writing can serve as a powerful tool for enhancing your written communication skills and elevating your writing to new heights.。
哈佛大学校长福斯特在2022年毕业典礼英语演讲稿
哈佛大学校长福斯特在2022年毕业典礼英语演讲稿It is always a pleasure to greeta sea of alumni on Commencement afternoon—even thoughmy role is that of thewarm-up act for the feature to come. Today I am especially aware of thetreatwe have in store as I look out on not a sea, but a veritable ocean ofanticipation.But it is my customary assignmentand privilege to offer each spring a report to thealumni on the year that isending. And this was a year that for a number of reasons demandsspecial note.“The world is too much with us”—the lines of Wordsworth’s well-known poem echoed in mymind as I thoughtabout my remarks today, for the world has intruded on us this year in wayswenever would have imagined. The University had not officially closed for a daysince 1978. Thisyear it closed three times. Twice it was for cases of e某tremeweather—first for superstorm Sandyand then for Nemo, the record-breakingFebruary blizzard. The third was of course the day ofBoston’s lockdown in theaftermath of the tragic Marathon bombings. This was a year thatchallenge dfundamental assumptions about life’s security, stability and predictability.Yet as I reflected on theseintrusions from a world so very much with us, I was struck by howwe at Harvardare so actively engaged in shaping that world and indeed in addressing somanyof the most important and trying questions that these recent events have posed.Just two weeks ago, climatescientists and disaster relief workers gathered here for a two-day conferenceco-sponsored by the Harvard Humanitarian Initiative and the HarvardUniversityCenter for the Environment. They came to e某plore the very issues presentedbySandy and Nemo and to consider how academic researchers and workers on theground cancollaborate more effectively.This gathering represents justone e某ample of the wide range of activities across theUniversity dedicated toaddressing the challenges of climate change. How can we advance thesciencethat helps us understand climate change—and perhaps avert it? How can wedevisesolutions—from new technologies to principles of urban design—that mightmitigate it?How can we envision the public policies to manage and respond toit? Harvard is deeplyengaged with the broad issues of energy andenvironment—offering more than 250 courses inthis area, gathering 225 facultythrough our environment center and its programs, enrolling100 doctoralstudents from 7 Schools and many different disciplines in a graduateconsortiumdesigned to broaden their understanding of environmental issues. Our facultyarestudying atmospheric composition and working to develop renewable energysources; theyare seeking to manage rising oceans and to reimagine cities foran era of increasinglythreatening weather; they are helping to fashionenvironmental regulations and internationalclimate agreements.S o the weather isn’t somethingthat simply happens at Harvard, even though it may haveseemed that way when wehad to close twice this year. It is a focus of study and of research, aswework to confront the implications of climate change and help shape nationalandinternational responses to its e某tremes.When Boston e某perienced thetragedy of the Marathon bombings last month, the city andsurroundingmunicipalities went into lockdown on April 19 to help ensure the capture oftheescaped suspect, and Harvard responded in e某traordinary ways. Within ourowncommunity, students, faculty and staff went well beyond their ordinaryresponsibilities tosupport one another and keep the University operatingsmoothly and safely underunprecedented circumstances. But we also witnes sedour colleagues’ magnificent efforts tomeet the needs ofBoston and our other neighborsin the crisis. The Harvard Police worked withother law enforcement agencies,and several of our officers played a critical role in saving thelife of thetransit officer wounded in Watertown. Doctors, nurses and other staff, manyfrom ouraffiliated hospitals, performed a near-miracle in ensuring that everyinjured person who arrivedat a hospital survived. Years of disaster planningand emergency readiness enabled theseinstitutions to act in a stunninglycoordinated and effective manner. I am deeply proud of thecontributions madeby members of the Harvard community in the immediate aftermath of thebombings.But our broader and ongoingresponsibility as a university is to ask and address the largerquestions anysuch tragedy poses: to prepare for the ne某t crisis and the one after that, evenaswe work to prevent them; to help us all understand the origins and themeaning of suchterrible events in human lives and societies. We do this workin the teaching and research towhich we devote ourselves every day.Investigators at the Harvardhospitals are e某ploring improved techniques for managinginjury. Researchers atBrigham and Women’s, for instance, are pursuing the prospect of legtransplantsfor amputees. A faculty member in our School of Engineering and AppliedSciences isstudying traumatic brain injury. Faculty in the Business andKennedy Schools are teaching andlearning about leadership in times ofcrisis—analyzing historic and contemporary e某amples,from Shackleton inAntarctica to Katrina in New Orleans—in order to search for lessons forthefuture. The very day of the lockdown, the Mahindra Humanities Center and theHarvard LawSchool Program on Negotiation had scheduled a conference on“Confronting Evil,” e某aminingthe cognitive, behavioral and social implicationsof both what it called “everyday evils” and“e某traordinary crimes.” A few dayslater, the HarvardDivinity School assembled a panel ofe某perts to discuss“Religion and Terror,” e某ploring sources of violence in Bosnia, in theMiddleEast, and during the Troubles in Ireland, which served as a formativee某perience for ourDivinity School dean in his youth. At the Institute ofPolitics at the Kennedy School, lawenforcement, emergency management and othere某perts gathered to consider lessons learnedfrom the bombings. As we struggledto understand the events that shook our city and ourregion, members of ourcommunity were already engaged in interpreting the world that hadproduced suchtragedy and in seeking ways to prevent its recurrence.Three unusual days, making for anunusual year. Yet these three unusual daysunderscore and illuminate the usualwork of this University: calling on knowledge andresearch to addressfundamental challenges and dilemmas with resources drawn from the widestscopeof human inquiry—from the insights of the natural and social sciences to thereflectionson meaning and values at the heart of the humanities. Universitiesurge us towards a betterfuture and equip us as individuals and societies toget there.Yet other events this past yearremind us we cannot take what universities do for granted.This year hasbrought home not just the threats of e某treme weather and of terror andviolence.It has also been a year that has challenged fundamental assumptions undergirdingAmericanhigher education and the foundations of our nation’s researchenterprise. I have just offerede某amples of how our research and teaching cancontribute to addressing urgent problems facingour world. We live in an era inwhich knowledge is more vital than ever to nations, economiesand societies.Knowledge is, I often say, the most important currency of the twenty-firstcentury.And universities are the places that, more than any other, generateanddisseminate thatknowledge.In the United States, thepartnership between universities and the federal governmentestablished afterWorld War II has been a powerful engine of scientific discovery andprosperity.Yet that partnership, now more than half a century old, is threatened by theerosionof federal support for research—a situation made acute by the sequester. Anestimatedalmost $10 billion will be cut from the federal government’s researchbudget in 2019. TheNational Institutes of Health calculates that cuts to itsresources could mean the loss of morethan 20,000 jobs in the life sciencessector. Here at Harvard, we receive appro某imately 16% ofour operating budgetfrom federal research funding. We anticipate we may see declines of asmuch as$40 million annually in federal support for research.What does all this mean? Facultyare finding that even grant applications with perfect scoresin peerevaluations are not getting funded. They see e某isting awards being reduced.Aspiringyounger scientists are fearful they will not receive career-launchinggrants on which their futuredepends. Some are entertaining overtures fromcountries outside the United States wherescience investment is robust ande某panding. Students contemplating graduate training arewondering if theyshould pursue other options. Great ideas that could lead to improvedhumanlives and opportunities, and improved understanding, are left without supportor themeans for further development.The world and the nation need thekind of research that Harvard and other Americanresearch universitiesundertake. We need the knowledge and understanding thatresearchgenerates—knowledge about climate change, or crisis management, or melanoma,oreffective mental health interventions in schools, or hormones that might treatdiabetes,orany of a host of other worthy projects our faculty are currentlypursuing. We need the supportand encouragement for the students who willcreate our scientific future. We need theeconomic vitality—the jobs andcompanies—that these ideas and discoveries produce. We needthe nation toresist imposing a self-inflicted wound on its intellectual and human capital.Weneed a nation that believes in, and invests in, its universities because werepresent aninvestment in the ideas and the people that will build and will bethe future.So as I report to you on the yearwe now bring to a close, I want to underscore the threatto universities and toour national infrastructure of knowledge and discovery that thesequesterrepresents. Even in a year when sometimes the world felt too much with us, wehavenever lost sight of how much what we do here has to do with the world. Andfor the world. Tosequester the search for knowledge, to sequester discovery,to sequester the unrelentingdrive of our students and faculty to envision andpursue this endless frontier—such a strategydoes more than threatenuniversities. It puts at risk the capacity and promise of universitiestofulfill our commitment to the public good, our commitment to our childrenandgrandchildren and to the future we will leave them. The challenges facing theworld are tooconsequential, the need for knowledge, imagination andunderstanding is too great, theopportunity for improving the human conditiontoo precious for us to do anything less thanrise to the occasion. With thedevotion of our alumni, with the inspiration of our new graduatesand—Ihope—with the support of our nation’s leaders, we must and we will.。
Angew. Chem. Int. Ed.德国应用化学(翻译)写作指导
1. General Information（基本资料，总说明）Angewandte Chemie International Edition and its German version （德语版）Angewandte Chemie are owned（拥有）by the Gesellschaft Deutscher Chemiker (German Chemical Society) and are published by Wiley-VCH（出版社）. This leading journal （重要期刊）for all fields of chemistry publishes a variety of articles （各种各样的文章）(see below). Both editions of the journal will have 52 issues（期号）in 2011 in print and online (in Wiley Online Library); all articles are available online weeks before the printed version appears (Early Views提前在线出版模式). Contributions （投稿）may be submitted in English or German（可以为英语或者德语递交）. Angewandte Chemie does not publish manuscripts（手稿，原稿草稿）that have already appeared（出现，发表）.The author must inform（通知，告知）the editor of manuscripts submitted（提交手稿的编辑）, soon to be submitted（很快投稿）, or in press at other journals that have a bearing on the manuscript being submitted（那些与投递原稿的相关信息）. If the manuscript is, in fact, a revised/extended version （之前被拒手稿修改或者扩展版本）of a manuscript previously rejected by Angewandte Chemie, the author must inform the editor about the previous submission（提交<物>，意见）in the cover letter（投稿信，附信）and explain in detail which changes have been made. The Ethical Guidelines for Publication in Journals and Reviews（期刊和评论出版物道德准则）issued by the European Association for Chemical and Molecular Sciences (EuCheMS) are followed（遵循）and applied by Angewandte Chemie; these guidelines are similar to the Ethical Guidelines to Publication of Chemical Research of the American Chemical Society. Authors should declare any conflict of interest（声明任何利益冲突）in their letter to the editor, for example support of the research by companies who stand to profit from publication of the results. Authors submitting a manuscript to Angewandte Chemie for the first time are asked to characterize their main research interests with a maximum of five keywords （最多五个关键词）from the Keyword List for Authors and Reviewers.All Manuscripts should be submitted through manuscriptXpress. Please prepare a single file一个单一文件(allowed formats格式: Word, RTF, Postscript, PDF) containing all schemes（方案，图式）, figures（图形，图表）, and tables（表格）integrated in the text; this file should also contain the Supporting Information, when appropriate. Then follow the instructions（按照说明）on the submission website. In this file, please include a short text justifying（证明）why your article should appear in Angewandte Chemie. Please use the box "Cover letter" for your cover letter (no formatted text, for example italics, sub/superscript). Any information that is intended for（打算给）the editorial office only (e.g., suggested reviewers and conflicts of interest with potential reviewers) should be given in the box "Additional Upload Comment（上传评论）". If you experience any problems please make use of the contact form（接触方式）at this site. When your article has been accepted you will be informed of （接到）the procedure for submitting revised manuscripts.Should you wish to submit multimedia files that exceed 5 MB in size, please proceed （继续）as described on the homepage. Smaller files can simply be sent as ane-mail attachement（附件）.MSword templates（模板）for Reviews（综述）, Minireviews, Essays（随笔）, Highlights（集锦）, and Communications are available in the section "Author Guidelines".2. Types of ContributionAlthough Reviews, Minireviews, Essays, and Highlights are generally written upon invitation（邀请）of the editor, they can also be the result of an author's own initiative.（主动）However, the editor should be informed in advance about such an intended contribution（有意的投稿）.We would like to emphasize that the number of characters mentioned in the following Sections always include spaces. （要强调的是包括空格在内的字符数）2.1. Review ArticlesReview articles should be written by leading experts（权威专家）and deal with（涉及）topics of high current interest in any area of chemistry. Rather than an assembly of detailed information with a complete literature survey, a critically selected treatment of the material is desired; unsolved problems and possible developments should also be discussed. （一个严格挑选材料处理是期望的，未解决的问题和可能的发展也应该讨论，而不是一组完整文献调查的详细信息）Reviews should be divided into numbered sections, as in this "Notice to Authors". Cross-references（相互参照，交叉引用）in the text should also use these section numbers. The Review starts with a lead-in（导入）(1000 characters, no references). This text should not be a mere summary（不仅有概要）but rather should—together with a round picture 18.5 cm in diameter (frontispiece（卷头插画）)—arouse the readers' interest. The first section of the Review itself, the Introduction, should primarily introduce the nonspecialist（非专业人士）to the subject in as clear a way as possible. A Review should conclude with a section entitled Summary and Outlook （题为总结和展望）, in which the achievements of and new challenges for the subject are presented succinctly（主题取得的成就和新挑战简洁的提出）. In addition, biographical sketches（传记性概述）(maximum length 560 characters) and portrait-quality black-and-white photographs of the correspondence authors（通讯作者）should be submitted.Length: A Review should not be of more than 65000 characters, including footnotes （脚注，附注）, literature citations, tables, and legends（文献引用，表格和说明，图例）. If a longer article is planned, the agreement of the editor should be sought（寻求）as early as possible.2.2. MinireviewsA Minireview (up to （多达）25000 characters) should present（呈现）current topics in a concise review style（用简洁的评论风格）. Minireviews offer the flexibility （灵活性）to treat topics at a time（在某时，每次）and in a suitable manner（方式，态度）, when a Review would still be premature or inappropriate（过早或者不适当）. The format is the same as that outlined（概述）for Reviews in Section 2.1; however, Minireviews do not have a frontispiece and the lead-in should be no longer than800 characters.2.3. EssaysIn Essays (up to 15000 characters) themes（主题）from every aspect of chemistry, including the philosophy or history of science（哲学和科学史）, are addressed（处理）freely. Use of unpublished results from original research（原创性研究的未发表过的成果）should be extremely limited. Primarily, known topics should be discussed illuminatingly and critically from a new vantage point（讨论启发性，从新的角度评论）, and they should be suitably illustrated（阐明，加插图）. In addition, a biographical sketch (maximum length 560 characters) and a portrait-qualityblack-and-white photograph of the correspondence author should be submitted.2.4. HighlightsIn Highlights very important new results of original research should be described, in general by a third person, with a view to instruct and to highlight their significance（一般由第三者指点或者强调那些原创性成果的意义）. The results should be presented clearly, but as succinctly as possible, without the comprehensive details required for an original article（没有原文全面细节的需要）. Highlights should include only essential formulas（基本的公式）and figures as well as（以及）not more than 15 references. A Highlight should not be longer than two pages (up to 8500 characters). To ensure that your manuscript does not exceed this length, please use the template, which can be found in the section "Author Guidelines" of the homepage.2.5. CommunicationsCommunications are short notes on experimental and/or theoretical studies in all branches of chemistry（通讯是化学分支科学实验或理论研究的简短札记）. The results must be of general interest （大众兴趣）or at least contribute to the development of an important area of research. The essential findings（重要的发现/成果）presented in a Communication or significant parts of them may not already have appeared in print or in electronic online systems (for example, in online resources, in reviews, proceedings（会议录）, or preprints（预印本）). Contributions that are too specialized（专业）for the general readership of Angewandte Chemie will be returned to the authors without further external review（没有进一步的外审）(ca. 25%). All other Communications are sent to two independent referees（审查员）. Authors are welcome to suggest referees. We ask referees to consult（参考）the "Guidelines for Referees for Communications" when judging the suitability of a Communication for Angewandte Chemie.Communications that are "very important" in the opinion of at least two referees are denoted（表示）as being a VIP (very important paper) upon publication. If a third referee’s report is however received that does note judge the work to be "very important" or "highly important", the communication does not receive this VIP status.Please be considerate（体谅的）to our many readers for whom English is a foreign language—use a simple, clear style and avoid jargon（避免术语）. Communications submitted in English to Angewandte Chemie will be printed in German only when an author provides a translation, perhaps from a current or former postdoc（博士后）, or gives specific reasons for wishing to have the article appear in German. In all other cases the Communication will appear in English in both editions of the journal.Length: The maximal length of a Communication, inclusive of all literature citations, footnotes, and tables, is 10000 characters; formulas and figures may be added. Longer Communications will be accepted only if their quality warrants（授权）special consideration and a written justification（书面辩护）of their length is provided. Details that are of importance to the referees and to specialists（专家）, but not to most of the readers, should be submitted as Supporting Information (see Section 3.2), which will be made accessible on the Web. Copies of cited publications not yet available publicly should be submitted along with the manuscript. Unpublished results and lectures should only be cited for exceptional reasons（为出版的成果和报告因特殊原因只引用）.The identity（身份，特性）and purity of all new compounds must be fully characterized by appropriate analytical methods (NMR spectroscopy, X-ray crystal structure analysis, elemental analysis, etc.). These data should be given in the Supporting Information in the event that（如果，万一）they exceed the scope of the Experimental Section.Computer-aided image enhancement is often unavoidable（计算机辅助增强图像不可避免）. However, such manipulation（操作，处理）cannot result in data that are less relevant（相关的）or unrepresentative（非代表性的）being shown and/or genuine（真实的）and significant signals（信息）being lost. A clear relationship must remain between the original data and the images that result from those data. If an image has been electronically modified（修改）, the form of the modification shall be given in the Figure caption（修改的方式应该在图标上说明）. If computer-aided processing or modification of an image is a fundamental part of the experimental work, then the form that this processing takes must be clearly described in the Experimental Section.Manuscripts containing animal experiments must include a statement（声明）that permission was obtained from the relevant national or local authorities（有关国家或当地政府）. The institutional committees（机构委员会）that have approved（批准）the experiments must be identified（认定）and the accreditation number（认证数）of the laboratory or of the investigator given where applicable（适当情况下）. If no suchrules or permissions are in place in the country where the experiments were performed, then this must also be clearly stated. Manuscripts with experiments with human subjects or tissue samples（组织样本）from human subjects must contain a disclaimer（免责声明）in the Experimental Section to state that informed, signed consent was obtained from either the patient or next of kin（病人或者亲属知情、签字同意）.A Communication returned to the author for revision（修改）should be returned to the editorial office within three weeks. If more time is needed the editor must be informed.Communications should not be divided into sections. However, experimental details or methods should be summarized concisely（简洁的概括）under the heading（标题）Experimental Section or Methods. The first paragraph of a Communication should be formulated（规划）as an introduction that provides the nonspecialist reader with a general idea of the state of the art of the field and allows the importance of the results to be put into perspective（清楚地认识）. In the final paragraph the results should be summarized succinctly and one sentence should be devoted to（用于）their significance and—if appropriate（如果有的话）—to the next challenges.2.6. Correspondences（通信，一致，相当）Manuscripts that critically comment on publications（批判性的评论出版物）in Angewandte Chemie can be published as Correspondences if they make an important contribution to the scientific discussion（探讨）. The author of the publication to which the Correspondence pertains（属于，关于）will have the opportunity to reply（回复）.2.7. Book Reviews, Meeting Reviews, Obituaries（讣闻）Book and Meeting Reviews as well as Obituaries are written upon invitation. Suggestions for books to be reviewed as well as for meeting reviews and obituaries are welcome, as are suggestions for possible authors. Publishers（出版商）should send brochures（手册）or preferably books（较好的书）directly to the editorial office.An informative Book Review（资讯书评）should provide answers to the following questions: Has the area of research covered in the book been the focus of recent research efforts（研究工作）, or does the book provide a fresh look at an already established area? Does the book have other merits（优点）, or is it unnecessary? Are the many aspects of the book's topic appropriately weighted? What benefits does the book offer to different types of readers?A Meeting Review should deal with the following questions: Why is the presented field of research currently of particular interest?（为什么这个研究领域目前令人感兴趣）How has it developed over the past few years? What are the most important unanswered questions? Which contributions were the highlights of the conference?（哪些文稿是会议的集锦）Among the answers given to the most important questions of the field, is there one that represents the "biggest leap forward"（跃进）? Have any new research topics arisen?（新的研究课题诞生）Are there any (new) prospects in the application of developments in the field?2.8. Corrigenda（勘误表）Scientifically incorrect or incomplete information（科学上的错误和不完整的信息）in published articles should be corrected in a Corrigendum—which is as short as possible. Corrigenda are printed directly after the Table of Contents（目录）. We request that authors submit the Corrigendum electronically like any other article through manuscriptXpress and that they cite the publication to be corrected as well as its "digital object identifier" (DOI). （数字对象标识符）3. General Remarks（总论，第一章，一般注解）3.1. Table of Contents and KeywordsFor all manuscripts (with the exception of<除了…以外>Book Reviews, Meeting Reviews, Obituaries, and Corrigenda) a short text for the Table of Contents of the issue（发行物）(up to 450 characters; templates（模板）available from the section "Author Guidelines" on the homepage) and a maximum of five keywords in alphabetical order（按字母排序）should be included as（作为）the last page of the manuscript. At least two of the keywords should be taken from the "Keyword Catalogue"（关键字目录）(see the complete Notice to Authors on the homepage). The text（正文）for the Table of Contents should (ideally<理想中>with the help of a graphic, color is free here) arouse curiosity（唤起好奇心）. Repetition or a paraphrase of the title （重复或者题目的释义/改述）and presentation（描述，介绍）of experimental details should be avoided.3.2. Supporting InformationExperimental procedures, spectroscopic data, graphics（光谱数据，图像）, etc. that are essential for understanding the main points（大意，重点）of the publication but could be considered supplementary（补充，附属）or cannot be included in the actual publication for space reasons or because of technical limitations (e.g. animated（动画，有生气的）multimedia applications and movies) should be provided online as Supporting Information (in English!). This material is available free of charge to authors and readers, and appears simultaneous（同时）to the publication of the article. In the relevant sections相关部分of the article, reference should be made to the Supporting Information. The scientific quality of the Supporting Information and the preparation of the text and graphics should be of the same standard as that in the actual publication. The Supporting Information should start with a Table of Contents, and the relationships between the sections of the main article and the Supporting Information should be apparent. To submit multimedia files, please proceed（进行）as described on the homepage.3.3. ColorThe publication of Schemes and Figures in color is expensive, and we request that part of the additional costs be carried by the author. If color is essential（基本的，必要的）and the author does not have access to（使用，接近）funds for publication costs, the editor can make an exception.3.4. Cover Picture and Other Eye-Catching Graphics（封面图片和其它引人注目的图像）Suggestions for the cover or the inside-cover（封面里）picture of the issue (with an explanatory text up to 500 characters) or for the frontispiece（卷头插画）of the Communications<说明文本> section are welcome (diameter of the circle 16.5 and 18.5 cm, respectively). Part of the additional cost for color must be paid by the author. Assistance（辅助设备）for the design of these pictures is available on the homepage. Animated graphics（动画图形，活动图像）can also be deposited（放置）for cover pictures.3.5. Correction Process（纠错过程）The correspondence author will receive page proofs（版面校样）(in most cases as compressed（压缩的）PDF files). They should be returned to the editorial office within three days. Corrections after "Early View"（提前在线出版模式）and before issue publication will be accepted only if formal aspects or misprints are concerned.（只有格式或者印刷错误）For all the other corrections a Corrigendum has to be submitted (see Section 2.8).3.6. ReprintsThe main correspondence author of a Review will receive a complementary PDF in one of the two languages which allows 50 printouts（印出）as well as complimentary copies （赠送本）of both editions. For all other types of articles, complimentary copies of both editions are provided. Reprints and high-resolution（转载和高分辨率）PDFs can be ordered for a reasonable price（合理价格）before an article has been published.3.7. Press Releases（新闻发布，新闻稿，通讯稿）Each week, the publisher issues a press release about at least one Communication. It goes without saying不言而喻that authors are welcome to enhance the visibility知名度of their article through a press release from their institution, but such a release, about which the editorial office should be informed, must not precede（不能先于）the online publication of the article (embargo date禁止期).3.8. Open Access（开架阅览）If authors have to or want to make their publications freely available at the moment they are published (open access), Angewandte Chemie offers such a service. Under the keyword OnlineOpen you can find all the information about this subject on our homepage. Angewandte Chemie also complies with（遵守，依照）the request ormandate（授权，命令）from research funding agencies（研究资助机构）, for example the US National Institutes of Health (NIH)美国国立卫生研究院, to make manuscripts freely available online in the unedited（未刊行的，未编辑的）and not proof-read form after acceptance. In general we recommend that authors link on their homepage to their Angewandte Chemie publication through the "Digital Object Identifier" (DOI). Only in this way can Crossref function检索功能correctly and full-text downloads be tallied.4. Guidelines for the Preparation of ManuscriptsAuthors are requested to take special care with respect to the following points（对于以下几点特别注意）when preparing a manuscript for publication in Angewandte Chemie:a) Greek letters should be typed in the character font Symbol; special characters must be clearly recognizable; sub- or superscripts and italicized or boldface text should be clearly distinguishable. All pages, including those with the references, tables, and legends, must be numbered consecutively. 希腊字母应该以字符字体符号输入，特殊字符必须明确辨认；上下标以及斜体、加粗文本清晰可辨。
苏格兰 围术期预防的抗菌药物使用
KEY TO EVIDENCE STATEMENTS AND GRADES OF RECOMMENDATIONS
LEVELS OF EVIDENCE 1++ 1+ 12++ 2+ 23 4 High quality meta-analyses, systematic reviews of RCTs, or RCTs with a very low risk of bias Well conducted meta-analyses, systematic reviews, or RCTs with a low risk of bias Meta-analyses, systematic reviews, or RCTs with a high risk of bias High quality systematic reviews of case control or cohort studies High quality case control or cohort studies with a very low risk of confounding or bias and a high probability that the relationship is causal Well conducted case control or cohort studies with a low risk of confounding or bias and a moderate probability that the relationship is causal Case control or cohort studies with a high risk of confounding or bias and a significant risk that the relationship is not causal Non-analytic studies, eg case reports, case series Expert opinion
Scholarships Manual
TEXAS A&M UNIVERSITY –COMMERCE SCHOLARSHIP POLICY ANDPROCEDURES MANUAL2010/2011TEXAS A&M UNIVERSITY-COMMERCEScholarship Policy and Procedures ManualTABLE OF CONTENTSTexas A&M University-Commerce Scholarship Policy (3)University Scholarship Committee Member List.......................................4-5 Role and Responsibilities of the Office of Financial Aid and Scholarships..........6-7 General Information.. (7)Scholarship Application Process.............................................................................7-8 Scholarship Selection Process.......................................................................................8-9 Scholarship Awarding Criteria.. (9)Award Notification Process and Scholarship Acceptance Forms (9)Competitive Scholarship Waivers......................................................10-11 Continued Eligibility (11)Scholarship Appeal Process (11)Scholarship Account Information (12)Scholarship Resource Sheet, Applications, & Information forms................13-16 Scholarship Process Flowchart (17)Sample Forms & Letters...………………………………………………….…18-28 Approved 11/23/2009 2Scholarship Policy[The formation of an official University Scholarship Committee is needed to ensure that university-wide scholarship awards are made in accordance with procedures that ensure compliance with a fair and equitable application and awarding process for all eligible students. This is needed to maximize the utilization of scholarships to recruit and to retain students and to align the selection process with the awarding of financial aid packages. This committee will develop recommendations, guidelines, and policy considerations relating to scholarship awards]._____________________________________________________________________________________●The University Scholarship Committee will be charged with the responsibility of reviewing policies and procedures related to the application and selection process of university scholarships. This Committee will work closely with their respective departments to select recipients for those scholarships with subjective scholarship criteria. This Committee will determine which scholarships will be considered “competitive scholarships” for the purpose of granting out-of-state tuition waivers. This Committee will be comprised of Department Heads representing all colleges on campus.●Members of the University Scholarship Committee will be appointed by President Jones. Voting Membership: all committee members who are faculty members and the Assistant Dean of Graduate Studies and Research. The Chair of this Committee will be a faculty member appointed by President Jones and will serve a two-year term. Other committee members: Vice President of Access and Success (ex officio) [Dr. Mary Hendrix], Dean of Enrollment Management and Retention (ex officio) [Stephanie Holley], Director, Office of Financial Aid and Scholarships (ex officio) [Dolly Lasater], Assistant Director of Financial Aid and Scholarships (ex officio) [Susan Grove], Vice President for Advancement (ex officio) [Randy VanDeven], Associate Vice President of Academic Affairs, (ex officio) [ Dr. Randy McBroom], and Associate Athletic Director (ex officio) [Judy Sackfield].●University Scholarship Committee Members will be responsible for meeting with their respective colleges and disseminating scholarship application information to their departmental committees for the purpose of awarding scholarships.Approved 11/23/2009 3University Scholarship Committee MembersCOEHS Martha Foote Curriculum and Instruction COEHS Tracy Henley CounselingCOEHS Madeline Justice Educational Leadership COEHS Henry Ross Health & Human Performance COEHS Tracy Henley Psychology & SpecialEducationCOEHS COEHS Brenda MooreHarry FullwoodSocial WorkScholarship Committee ChairCAS David Crenshaw Scholarship Committee ChairCAS James Heitholt Agriculture ScienceCAS Joe Daun ArtCAS Jeffrey Kopachena BiologyCAS Ben Jang ChemistryCAS Sang Suh Computer ScienceCAS Judy Ford HistoryCAS Salvatore Attardo Literature & LanguagesCAS Stuart Anderson MathematicsCAS John Mark Dempsey Mass Media/Communications& TheatreApproved 11/23/2009 4CAS Chris White MusicCAS Bao-An Li PhysicsCAS JoAnn DiGeorgio-Lutz Political ScienceCAS Yvonne Villanueva-Russell Sociology/Criminal JusticeCBT Steve Shwiff Accounting/Economics/Finance CBT Jerry Parish Applied ScienceCBT Don English Bus. Administration/MISCBT Brent Donham Industrial Engineering & Tech.CBT CBT Lloyd BashamAsli OguncMarketing & ManagementScholarship Committee ChairGraduate School Mary Beth SampsonApproved 11/23/2009 5Role and Responsibilities of the Office of Financial Aid and ScholarshipsThe Office of Financial Aid and Scholarships serves as a central point of contact for awarding scholarships and is responsible for the following:♦Manage all on-line scholarship and paper application processes.♦Update scholarship information/criteria on Office of Financial Aid and Scholarship’s website. ♦Collect and disseminate scholarship information/applications to the University Scholarship Committee.♦Communicate scholarship criteria to the University Scholarship Committee regarding all scholarships to be awarded.♦Disseminate procedures for the scholarship awarding process to students, faculty and departments.♦Disseminate scholarship account information to the University Scholarship Committee for the purpose of determining how many awards may be made for each fiscal year. The University Accounting/Business Administration Department will be responsible for providing a detailed scholarship account report to the Office of Financial Aid and Scholarships for this purpose.♦Verify that students selected for scholarships meet the specific criteria set in accordance with donor intent.♦Maintain records/documentation to ensure adequate support of scholarship awards.♦Maintain records/documentation of the evaluation and ranking of scholarship applicants.♦Maintain records/documentation of those who participated in the application evaluation and their concurrence with the list of scholarship awards.♦Maintain records of documentation for the acknowledgement for those participating in the applicant selection process. All persons involved in the scholarship selection process must complete a disclosure statement form.♦Retain documentation for the length of time required by the Texas A&M University System records retention schedule.♦Monitor processes to ensure that the University Scholarship Committee and Departments are in compliance with university-wide scholarship procedures.Approved 11/23/2009 6♦Responsible for notifying all students of their awards and processing Scholarship Acceptance Forms.♦Responsible for collecting donor thank you notes from students and mailing them to the appropriate donors.♦Responsible for notifying students who are not maintaining scholarship requirements and for coordinating the Scholarship Appeal Process.General Information●This manual outlines the processes and procedures for awarding endowment scholarships. This process excludes university, state (e.g.: Texas Higher Education Coordinating Board scholarships), and/or federal grants because these types of funds typically require a particular set of criteria to be used for awarding purposes. Departments that award scholarships funded through the Texas Higher Education Coordinating Board are required to follow the general concept of selecting scholarship recipients as detailed in this scholarship policy and procedure manual to ensure there is a fair and equitable process.●F reshman and transfer institutional scholarships are used for recruiting purposes and will follow a fair and equitable process.Scholarship Application Process Undergraduate:●S tudents who are interested in applying for scholarships for the upcoming academic year (fall and spring semesters) must complete and submit a Scholarship Application Form online via the Office of Financial Aid and Scholarships website by February 15th.The deadline for spring semester only scholarships for newly admitted students is October 15th. Students may apply for scholarships when they have started the application process for admission to the university.●Students will submit a scholarship application to the Office of Financial Aid and Scholarships. It is the student’s responsibility to visit the departmental website for the degree desired to determine if additional information must be added to his or her scholarship application.●The receipt of all Scholarship Application Forms will be tracked in BANNER.●All scholarship application forms will be retained in an electronic format by the Office of Financial Aid and Scholarships.Approved 11/23/2009 7Graduate:●Students who are interested in applying for scholarships must complete and submit a Graduate Scholarship Application Form online via the Office of Financial Aid and Scholarships website by February 15th. The deadline for new spring semester students is October 15th. Students may apply for scholarships when they have started the application process for admission to the graduate school.●Students will submit a scholarship application to the Office of Financial Aid and Scholarships. It is the student’s responsibility to visit the departmental website for the degree desired to determine if additional information must be added to his or her scholarship application.●The receipt of all Scholarship Application Forms will be tracked in BANNER.●All scholarship application forms will be retained in an electronic format by the Office of Financial Aid and Scholarships.Scholarship Selection Process●Scholarship awards are made for one academic year with the exception of renewable scholarships. Awards are made for both fall and spring semesters simultaneously, unless the criteria specifies otherwise. Students will receive one scholarship disbursement per semester. Students awarded a scholarship for the spring semester only will receive the full amount of their scholarship award in one disbursement. Please note: The aforementioned process does not replace the donor’s intent as outlined in the specified scholarship criteria.●The university scholarship committee will receive all scholarship application forms and detailed scholarship report including funding amounts and criteria to award for the upcoming academic year.The University Scholarship Committee is responsible for disseminating this information to their respective colleges or departments for review.●Each Scholarship Committee Member is responsible for submitting their respective department’s ranking forms along with a list of scholarship recipients to the Office of Financial Aid and Scholarships by a pre-determined deadline date. College and department scholarship committees will have a minimum of two work weeks to convene to assess applicants and select recipients after being provided all qualifying application materials.●The scholarship application process may be re-opened with a July 1st deadline only for those departments who have endowed scholarships that allow awards to be made for newly admitted students beginning with the fall semester. This will only occur if these departments have not Approved 11/23/2009 8exhausted their scholarship funding after reviewing all eligible applicants who met the February 15th deadline.Scholarship Awarding Criteria●Students must be enrolled, in good standing with the university and in good standing academically to receive a scholarship disbursement.●There is no set minimum or maximum award limit regarding scholarship offers.●After the Office of Financial Aid and Scholarships receives scholarship recipient lists from the University Scholarship Committee, awards will be processed in BANNER.Award Notification Process and Scholarship AcceptanceForms●All scholarship recipients will receive an official letter of notification through myLeo e-mail and/or by mail of their scholarship(s) award(s) from the Office of Financial Aid and Scholarships along with a Scholarship Acceptance Form(s).●Students must accept or decline their scholarship within the time frame indicated on the Scholarship Acceptance Form. Failure to do so will render the scholarship offer invalid and the scholarship will no longer be available for the named student.●Students must submit their Scholarship Acceptance Form(s) before funds will be scheduled to credit to their student account in BANNER.●Unless the donor of scholarship award is deceased, s tudents are encouraged to write a thank you note(s) even if they are not required per donor criteria.●The Office of Financial Aid and Scholarships will notify the departments of when all scholarship award letters have been sent to the students after which point the departments can begin communication with the recipient about their scholarship award.●The Office of Financial Aid and Scholarships will notify the departments of any unclaimed scholarship offers.Approved 11/23/2009 9Competitive Scholarship Waivers●Section 54.064 of the Texas Education Code provides for a competitive scholarship waiver of non-resident tuition for a non-resident or international student who receives a competitive scholarship totaling at least $1,000 (the $1,000 can be a combination of several smaller scholarships or a single Texas A&M University-Commerce scholarship). A competitive scholarship waiver allows the qualifying student to pay the fees and charges required of Texas residents without regard to the length of time the student has resided in Texas. In order to qualify as a competitive scholarship for purposes of the waiver, the student must compete with other students, including Texas residents, for the scholarship and the scholarship must be awarded by a scholarship committee officially recognized by the administration and be approved by the Texas Higher Education Coordinating Board under criteria developed by the Board. Competitive scholarships must be awarded in accordance with factors set forth in a written policy and published in the University catalog or the Office of Financial Aid and Scholarships website in advance of any scholarship application deadline.●Competitive scholarships may be awarded by the University Scholarship Committee or by scholarship committees within individual colleges or departments. Committees awarding competitive scholarships must have at least three members, must vote in making awards and must keep minutes of committee proceedings. A committee awarding competitive scholarships under an alternative process must set out the process in writing and have it approved by the Office of Financial Aid and Scholarships prior to any awarding of scholarships. A college or department issuing a competitive scholarship waiver must be able to demonstrate that the requirements of a waiver have been met. Scholarships open only to Texas residents are not considered competitive scholarships and do not provide a waiver of tuition. External scholarships (non-university awarded) are not eligible for the competitive scholarship waiver.●A waiver based on a competitive scholarship award lasts for the period of the scholarship (up to a 12-month period). A student who qualifies for a competitive scholarship waiver during fall and spring may also qualify for the waiver during the summer term(s) if the award is made for an‘academic year.’ A recipient must be notified in writing by the Office of Financial Aid and Scholarships of the term(s) in which a waiver is in effect. If a scholarship is terminated, the corresponding waiver is also canceled automatically. If a scholarship is to be issued in multiple disbursements and is less than $1,000 when an award is terminated, a student does not owe a refund for the tuition that has been waived, since the waiver was granted in good faith. However, the waiver shall be canceled for the term(s) for which the scholarship is no longer applicable. A competitive scholarship waiver is not applicable from one fiscal year to another; a student must qualify for the waiver each fiscal year.Approved 11/23/2009 10●The Office of Financial Aid and Scholarships is responsible for maintaining a list of approved competitive scholarships to ensure that awards are disbursed to students in accordance with federal, state and institutional regulations and for audit purposes.●The total number of students paying resident tuition on the basis of competitive scholarship waivers for a particular semester may not exceed 5 percent of the total number of students enrolled in the same semester in the prior year.Continued Eligibility● After fall official grades are determined, warning letters will be sent to scholarship recipients (via myLeo e-mail accounts and regular mail) who have GPA and enrollment status issues.●Satisfactory Academic Progress (SAP) [completed hours and Grade Point Average (GPA)] will be checked yearly at the end of the spring semester. The SAP process will not replace the donor requirements as specified in their outlined scholarship criteria.●A SAP notification letter will be sent to all students (via myLeo e-mail accounts and regular mail) who did not maintain their scholarship eligibility requirements for the academic year. This notification informs students of the scholarship appeals process. A list of ineligible students will be generated from BANNER.Scholarship Appeal Process● Notification letters will advise students regarding the appeals process.●The Scholarship Appeals Committee will review all scholarship appeals submitted to the Office of Financial Aid and Scholarships.●The Scholarship Appeals Committee is appointed every year by the University President. Approved 11/23/2009 11Scholarship Account Information●The University Accounting/Business Administration Department will be responsible for providing the Office of Financial Aid and Scholarships with a list of scholarship fund balances to award each fiscal year.●The Office of Financial Aid and Scholarships will review the report to ensure that all necessary scholarships are included in the report. This office will distribute the report to the University Scholarship Committee with the criteria for each scholarship.●The University Scholarship Committee will determine how many scholarships to award per scholarship account and the amount of each scholarship award. All awards will be made in compliance with the donor’s intent as stated in the donor’s agreement with the university. Approved 11/23/2009 12Scholarship Resource SheetContact Information:Office of Financial Aid and ScholarshipsStudent Access and Success Center2200 Campbell Street, Commerce, Texas 75428Phone: 903-886-5915Fax: 903-468-3256Reminder:Incomplete scholarship applications will not be reviewed. If you have any questions about the scholarship process, please do not hesitate to contact the Office of Financial Aid and Scholarships.Approved 11/23/2009 13Undergraduate Scholarship Application_____________________________________________________________________________________________________Last name First name Middle name______________________________________________(__)______________________________________________________ CWID # or Social Security Number Phone Number Email Address________________________________________________________________________________________________________ Address City State ZipAre you a U.S. citizen? Yes No Are you a Texas resident? Yes NoHigh School Name County, State of High School_______________________________________________________________________________________________________ Other Colleges Attended Major GPA______________________________________________________________________________________________________________ ______________________________________________________________________________________________________________ ____________________________________________________________________________________________First Semester to Attend Texas A&M University – Commerce: Fall Spring Summer Year______Degree Program ______________________________________ Major(s) ____________________________________________ Concentration_____________________________Classification for upcoming Fall Semester: Freshman Sophomore Junior SeniorWill you be attending Texas A & M University – Commerce _______ Full-time_______Part-timeAre you the first person in your immediate family to attend a higher education institution? Yes________ No _________Are you or your parents’ current or prior military personnel? Yes________ No _________Are you a single parent with legal dependent(s)? Yes________ No________New Transfer Students Only for upcoming semester: Are you a member of Phi Theta Kappa or Phi Theta Kappa-All State?Yes ________ No________ (If yes, please provide a copy of certification with application)Awards/Honors/Social______________________________________________________________________________________________________________ __________________________________________________________________________________________________Work /Service/Leadership Experience______________________________________________________________________________________________________________ __________________________________________________________________________________________________Activities/Membership in Social fraternity/sorority________________________________________________________________________________________________________ Are your parents employed by any of the following companies? (You may be eligible for certain scholarships)Cavender’s Boot City Campbell Soup American Electric Power L-3 ComCept Parent Name: ________________________________________ ___________________________________________________ Certification: All information on this form is true and complete to the best of my knowledge. I authorize Texas A&M University – Commerce to provide information regarding honors and achievements as necessary to foundations and scholarship donors.Signature:______________________________________________ Date:___________________________*To complete the application process for departmental scholarships, please visit the following website:Approved 11/23/2009 14Graduate Scholarship Application________________________________________________________________________________________________________ Last name First name Middle name_______________________________________________(________)_______________________________________________ CWID # or Social Security Number Phone Number Email Address________________________________________________________________________________________________________ Address City State ZipAre you a U.S. citizen? Yes No (Country of Citizenship ________________) Are you a Texas resident? Yes No Undergraduate Institution(s) Attended Major GPA ________________________________________________________________________________________________________ ______________________________________________________________________________________________________________ _______________________________________________________________________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________First Semester to Attend Texas A&M University – Commerce: Fall Spring Summer Year ______Will you be attending Texas A&M University – Commerce: ______Full-time ______Part-timeDegree Program_________________________________________Major____________________________________________ GPA (undergraduate): GPA (graduate):GRE/GMAT Scores:FAFSA received? Yes NoAwards/Honors_________________________________________________________________________________________________ ______________________________________________________________________________________________________________ ____________________________________________________________________________________________Work /Service/Leadership Experience______________________________________________________________________________________________________________ __________________________________________________________________________________________________Activities______________________________________________________________________________________________________________ _______________________________________________________________You may be eligible for certain scholarships based on the following information. Please check all that apply:Are you a single parent with legal dependent(s)?____Are you or your parents current or prior military personnel?___Did you receive financial aid?____ Certification: All information on this form is true and complete to the best of my knowledge. I authorize Texas A&M University – Commerce to provide information regarding honors and achievements as necessary to foundations and scholarship donors.Signature:______________________________________________ Date:___________________________*To complete the application process for departmental scholarships, please visit the following website:Approved 11/23/2009 15NOTE: This is the information sheet that we provide to the departments for each student that submits an application. This is not a part of the student’s application.Departmental Scholarship Undergraduate Student Information FormName:CWID: ______________________________Major: ________________________________________________Classification: __________________________________________SAT Scores:ACT Scores:High School GPA:Native GPA:Transfer GPA:FAFSA received? Yes __ No _____Financial need? Yes_____ No______ N/A_______Departmental Scholarship Graduate Student Information FormName:CWID: ______________________________Major: ________________________________________________GRE Scores:GMAT Scores:GPA (undergraduate): __overall GPA (graduate):_______ native GPA(graduate)_______ FAFSA received? Yes __ No _____Financial need? Yes_____ No______ N/A_______Approved 11/23/2009 16Scholarship Process FlowchartOFFICE OF FINANCIAL AID & SCHOLARSHIPS (FA&S)Process for University Scholarship ApplicationsApproved 11/23/2009 17SAMPLE LETTERScholarship Award LetterDateStudent NameStreet AddressCity, State Zip CodeDear Student,Congratulations! You have been selected to receive the Adelle Rogers Clark Scholarship Endowment Scholarship, valued at a total of $4,000, beginning in the fall of 2009.The Blue and Gold Scholarship is an award totaling $4,000 toward your baccalaureate degree. This will be awarded in the amount of $1,000 per academic year ($500 per fall/spring semester) for up to four years or until a baccalaureate degree is conferred as long as criteria (12 semester credit hours and a 3.0 g.p.a.) is met prior to each award year.Please complete and return the enclosed acceptance form to the Office of Financial Aid & Scholarships by June 17, 2009. If you have any questions, please contact the Office of Financial Aid & Scholarships at 903-886-5915 or Scholarships@. Please make a copy of the acceptance form for your records.Sincerely,Susan M. GroveAssistant DirectorOffice of Financial Aid and ScholarshipsApproved 11/23/2009 18。
Lesson 10
sway 指" 有伸缩性的物体受压后又恢复原位地摆动", 如: Branches sways gently in the wind. 树枝在风中微微摇动。 Rock是指温柔而有节奏感的摇动或猛烈的摇摆或倾斜 The business is on the rocks rock a baby (in)to sleep People used to say:The hand that rocks the cradle rules the world."过去人们常说,掌握摇篮的手统治世界。" Vibrate通常暗指快速的周期性摇摆；常常表示颤抖、搏 动或微颤 The house vibrates when a train passes. Fluctuate最常用于喻指比较稳定的交替变化 The price of vegetables and fruits fluctuates according to the season. 蔬菜和水果的价格随季节而波动。 Undulate暗指波浪般平缓的运动
The ripe wheat undulated in the breeze like the incoming tide. 成熟的小麦象潮水般随风起伏。 Waver表示不稳定、不确定的运动 His resolve began to waver. 他的决心开始动摇了 2. A buzz ran through the …that sweltering July day in 1925: 1) buzz: the vibrating sound of a bee; here it refers to the sound of many people whispering or talking excitedly in low tones .嗡嗡声 v.作嗡嗡声 2) ran through the crowd : spread among the people who had come to watch the trial 3) as I took my place in the packed court : as I went to my seat in the court which was crowded with people 4) sweltering : oppressively hot and humid ; very hot, causing unpleasantness 闷热, 被暑气所苦, 汗流夹背
循证医学与系统评价诊断学
Critically appraising systematic reviews
1. What are the review’s objectives? To focus on well-defined questions, stating the populations, intervention/control groups, and outcomes to be included. 2. How comprehensive was the search strategy? To search for all the literature relevant to the question. Published and unpublished literature should be sought, any restrictions regarding language of publication should be stated and justified, as should the time period covered by the search. Ideally a systematic review needs to be up to date, incorporating all the recent literature.
How to produce a Systematic Review?
How is a systematic review conducted?
First step: to specify a tight question. population (group to whom the intervention will apply), intervention (the therapy, treatment or preventive policy to be carried out), comparison (what will the intervention be compared against – it could be a common alternative intervention, a placebo or no intervention) and outcomes (what do we wish to measure at the end, what is important to us and to consumers?).
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TEST FOR ENGLISH MAJORS (1993)-GRADE EIGHT-TEXT AA scientist who does research in economic psychology and who wants to predict the way in which consumers will spend their money must study consumer behaviour. He must obtain data both on the resources of consumers and on the motives that tend to encourage or discourage money spending.If an economist were asked which of three groups borrow most 梡eople with rising incomes, stable incomes, or declining incomes 梙e would probably answer: those with declining incomes. Actually, in the years 1947-1950, the answer was: people with rising incomes. People with declining incomes were next and people with stable incomes borrowed the least. This shows us that traditional assumptions about earning and spending are not always reliable. Mother traditional assumption is that if people who have money expect prices to go up, they will hasten to buy. If they expect prices to go down, they will postpone buying. But research surveys have shown that this is not always true. The expectations of price increases may not stimulate buying. One typical attitude was expressed by the wife of a mechanic in an interview at a time of rising prices. "In a few months, she said, "we'll have to pay more for meat and milk; we'll have less to spend on other things. "Her family had been planning to buy a new car but they postponed this purchase. Furthermore, the rise in prices that has already taken place may be resented add buyer' s resistance may be evoked. This is shown by the following typical comment: "I just don' t pay these prices; they are too high. "Traditional assumptions should be investigated carefully, and factors of time and place should be considered. The investigations mentioned above were carried out in America. Investigations conducted at the same time in Great Britain, however, yielded results that were more in agreement with traditional assumptions about saving and spending patterns. The condition most conductive to spending appears to be price stability. If prices have been stable and people have become accustomed to consider them "right" and expect them to remain stable, they are likely to buy. Thus, it appears that the common business policy of maintaining stable prices with occasional sales or discounts is based on a correct understanding of consumer psychology.21. The best title of the passage isA. Consumer' s Purchasing PowerB. Relationship between Income and Purchasing PowerC. Traditional AssumptionsD. Studies in Consumer Behaviour22. The example of the mechanic' s wife is intended to show that in times of rising pricesA. people with declining income tend to buy lessB. people with stable income tend to borrow lessC. people with increasing income tend to buy moreD. people with money also tend to buy less23. Findings in investigations in Britain are mentioned to showA. factors of time and place should be taken into considerationB. people in Britain behave in the same way as those in AmericaC. maintaining stable prices is based on a correct understanding of consumer psychologyD. occasional discounts and sales are necessary24. According to the passage people tend to buy more whenA. prices are expected to go upB. prices are expected to go downC. prices don' t fluctuateD. the business policy remains unchangedRead TEXT B, an extract from a popular science book, and answer questions 25 to 28.TEXT BWeed CommunitiesIn an intact plant community, undisturbed by human intervention, the composition of a community is mainly a function of the climate and the type of soil. Today' , such original communities are very rare 梩hey are practically limited to national parks and reservations.Civilization has progressively transformed the conditions determining the composition of plant communities. For several thousand years vast areas of arable land have been hoed, ploughed, harrowed and grassland has been cut or grazed. During the last decades the use of chemical substances, such as fertilizers and most recently of weed killers (herbicides) has greatly influenced the composition of weed communities in farm land.All selective herbicides have specific ranges of activity. They control the most important weeds but not all the plants of a community. The latter profit fronithe new free space and from the fertilizer as much as the crop does; hence they often spread rapidly and become problem weeds unless another herbicide for their eradication is found.The soil contains enormous quantities of seeds of numerous species 梪p to half a million per m' according to scientific literature 梩hat retain their ability to germinate for decades. Thus it may occur that weeds that were hardly noticed before emerge in masses after the elimination of their competitors. Hence, the knowledge of the composition of weed communities before selective weed killers are applied is not only of scientific interest since the plant species present in the soil in the form of seeds must be considered as potential weeds. For efficient control the identification of weeds at the seedling stage, i.e. at a time when they can still be controlled, is particularly necessary; for the choice of the appropriate herbicides depends on the composition of the weed community.25. The composition of a plant community -A. depends on climate and soil type in a virgin environment undamaged by human beingsB. was greatly affected by human beings before they started using chemical substances on the soilC. was radically transformed by uncivilized human beingsD. refers to plants, trees, climate, type of soil and the ecological environment26. Why are there problem weeds?A. Because they are the weeds that cannot be eradicated by herbicides.B. Because all selective herbicides can encourage the growth of previously unimportant weeds by eliminating their competitors.C. Because they were hardly considered before so that their seeds were not prevented from germinating.D. Because they benefit greatly from the fertilizer applied to the farm land.27. A knowledge of the composition of a weed communityA. is essential to the efficient control of weedsB. may lead us to be aware of the fact that the soil contains enormous quantities of seeds of numerous speciesC. helps us to have a good idea of why seeds can lie dormant for yearsD. provides us with the means to identify weeds at the seedling stage28. The best alternative title for the passage will beA. A study of Weed CommunitiesB. The Importance of Studying How Plants Live in CommunitiesC. How Herbicides May Affect Farm LandD. Weed Control by Means of HerbicidesTEXT DPsychologists study memory and learning with both animal and human subjects. The two experiments reviewed here show how short-term memory has been studied.Hunter studied short-term memory in rats. He used a special apparatus which had a cage for the rat and three doors. There was a light in each door. First the rat was placed in the closed cage. Next one of the lights was turned on and then off. %. There was food for the rat only at this door. After the light was turned off, the rat had to wait a short time before it was released from its cage. Then, if k went to the correct door, it was rewarded with the food that was there. Hunter did this experiment many times. He always turned on the lights in a random order. The rat had to wait different intervals before it was released from the cage. Hunter found that if the rat had to. wait more than ten seconds, it could not remember the correct door. Hunter' s results show that rats have a short-term memory of about ten seconds.Henning studies how students who learning English as a second language remember vocabulary. The subjects in his experiment were 75 students at the University of California in Los Angeles. They represented all levels of ability in English. beginning, intermediate, advanced; and native-speaking students.To begin, the subjects listened to a recording of a native speaker reading a paragraph in English. Following the recording, the subjects took a 15-question test to see which words they remembered. Each question had four choices. The subjects had to circle the word they had heard in the recording. Some of the questions had four choices that sound alike. For example, weather, whether, wither, and wetter are four words that sound alike. Some of the questions had four choices that have the same meaning. Method, way, manner, and system would be four words with the same meaning. Some of them had four unrelated choices. For instance, weather, method, love, result could be used as four unrelated words. Finally the subjects took a language proficiency test. Henning found that students with a lower proficiency in English made more of their mistakes on words that sound alike; students with a higher proficiency made more of their mistakes on words that have the same meaning. Henning' s results suggest that beginning students hold the sound of words in their short-term memory, and advanced students hold the meaning of words in their short-term memory.32. In Hunter' s experiment, the rat had to rememberA. where the food wasB. how to leave the cageC. how big the cage wasD. which light was turned on33. Hunter found that ratsA. can remember only where their food isB. cannot learn to go to the correct doorC. have a short-term memory of one-sixth a minuteD. have no short-term memory34. Henning tested the students' memory ofA. words copied several timesB. words explainedC. words heardD. words seen35. Henning-concluded that beginning and advanced studentsA. have no difficulty holding words in their short-term memoryB. have much difficulty holding words in their short-term memoryC. differ in the way they retain wordsD. hold words in their short-term memory in the same wayRead TEXT E, a book review, and answer questions 36 to 40.TEXTEGoal TrimmerTITLE: THE END OF EQUALITYAUTHOR: MICKEY KAUSPUBLISHER: BASIC BOOKS; 293 PAGES; $25THE BOTTOM LINE: Let the American rich get richer, says Kaus, and the poor get respects. That' s a plan for the Democrats?By RICHARD LACAYOUTIOPIAS ARE SUPPOSED TO BE dreams of the future. But the American Utopia? Lately it' s a dream that was, a twilit memory of the Golden Age between V-J day and OPEC, when even a blue-collar paycheck bought a place in the middle class. The promise of paradise regained has become a key to the Democratic party pitch. Mickey Kaus, a senior editor of the New Republic, says the Democrats are wasting their time. As the U. S. enters a world where only the highly skilled and well educated will make a decent living, the gap between rich and poor is going to keep growing. No fiddling with the tax code, retreat to protectionism or job training for jobs that aren' t there is going to stop it. Income equality is a hopeless cause in the U. S."Liberalism would be less depressing if it had a more attainable end. Kaus writes, "a goal short of money equality. "Liberal Democrats should embrace an aim he calls civic equality. If government can' t bring everyone into the middle class, let it expand the areas of life in which everyone, regardless of income, receives the same treatment. National health care, improved public schools, universal national service and government financing of nearly all election campaigns, which would freeze out special-interest money 梩here are the unobjectionable components of his enlarged public sphere.Kaus is right to fear the hardening of class lines, but wrong to think the stresses can be relieved without a continuing effort to boost income for the bottom half. "No, we can' t tell them they' 11 be rich, "he admits. "Or even comfortably well- off. But we can offer them at least a material minimum and a good shot at climbing up the ladder. And we can offer them respect. " And what might they offer back? The Bronx had a rude cheer for it. A good chunk of the Democratic core constituency would probably peel off.At the center of Kaus' book is a thoughtful but no less risky proposal to dynamite welfare.He rightly understands how fear and loathing of the chronically unemployed underclass have encouraged middle- income Americans to flee from everyone below them on the class scale. The only way to eliminate welfare dependency, Kaus maintains, is by cutting off checks for all able- bodied recipients, including single mothers with children. He would have government provide them instead with jobs that pay slightly less than the minimum wage, earned-income tax credits tonudge them over the poverty line, drug counselling, job training and, if necessary, day care for their children.Kaus doesn' t sell this as social policy on the cheap. He expects it would cost up to $ 59 billion a year more than the $ 23 billion already spent annually on welfare in the U. S. And he knows it would be politically perilous, because he suggests paying for the plan by raiding Social Security funds and trimming benefits for upper-income retirees. Yet he considers it money well spent if it would undo the knot of chronic poverty and help foster class rapprochement. And it would be too. But one advantage of being an author is that you only ask people to listen to you, not to vote for you.36. According to Mickey Kaus, which of the following is NOT true?A. Methods like evading income tax or providing more chances for job training might help reduce the existing inequality.B. The Democratic Party is spreading propaganda that they could regain the lost paradise.C. Americans once had a period of time when they could obtain middle-class status easily.D. Income inequality results from the fact that society needs more and more workers who have a high skill and a good education.37. In Kaus' opinionA. the government should strive to realize equality in everybody' s incomeB. the government should do its best to bring every American into the middle classC. the goal will be easier to attain if we change it from money equality to civic equalityD. it' s almost impossible for the government to provide such things as national health care, improved public schools, universal national service, etc.38. Kaus has realized thatA. real equality cannot be achieved if the poor cannot increase their incomeB. his idea will probably meet with disapproval from the supporters of the Democratic PartyC. only the Bronx might cheer for his theoryD. the division of social strata has become increasingly conspicuous39. The proposal as offered by KausA. will increase the fear and loathing of the unemployed underclass by cutting off checks for all able-bodied recipientsB. will. drastically increase the income taxes for taxpayersC. is supposed to help establish reconciliation between the poor and the rich though the gap may be unbridgeableD. is too costly to be carried out40. The title of the review suggestsA. giving the poor more financial aid and more job opportunitiesB. a fundamental Change in the goal which the Democratic Party uses to appeal to AmericansC. the elimination of the unfair distribution of social wealth among AmericansD. a modification of the objective to make it more securableTEST FOR ENGLISH MAJORS (1994)- GRADE EIGHT -TEXT APanic and Its EffectsOne afternoon while she was preparing dinner in her kitchen, Anne Peters, a 32-year old American housewife, suddenly had severe pains in her chest accompanied by the shortness of breath.Terrified by the thought she was having a heart attack, Anne screamed for help. Her frightened husband immediately rushed Ann to a nearby hospital where, to her great relief, her pains were diagnosed as having been caused by panic, and not a heart attack.More and more Americans nowadays are having panic attacks like the one experienced by Anne Peters. Benjamin Crocker, a psychiatrist and assistant director of the Anxiety Disorders Clinic at the University of Southern California, reveals that as many as ten million adult Americans have already or will experience at least one panic attack in their lifetime. Moreover, studies conducted by the National Institute of Mental Health in the United States disclose that approximately 1.2 million adult individuals are currently suffering from severe and recurrent panic attack.These attacks are spontaneous and inexplicable and may last for a few minutes; some, however, continue for several hours, not only frightening the victim but also making him or her wholly disoriented. The symptoms of panic attack bear such remarkable similarity to those of heart attack that many victims are convinced that they are indeed having a heart attack.Panic attack victims show the following symptoms: they often become easily frightened or feel uneasy in situations where people normally would not be afraid; they suffer shortness of breath, dizziness or lightheadedness; experience chest pains, a quick heartbeat, tingling in the hands; a choking feeling, faintness, sudden fits of trembling, a feeling that persons and things around them are not real; and most of all, a fear of dying or going crazy. A person seized by a panic attack may show all or as few as four of these symptoms.There has been a lot of conjecture as to the cause of panic attack. Both laymen and experts alike claim that psycho,logical stress could be a logical cause, but as yet, no evidence has been found to support this theory. However, studies show that more women than men experience panic attack and people who drink a lot as well as those who take marijuana or beverages containing a lot of caffeine are more prone to attacks.Dr. Wayne Keaton, an associate professor of psychiatry at the University of Washington Medical School, claims thatthere are at least three signs that indicate a person is suffering from panic attack rather than a heart attack. The first is age. People between the ages of 20 and 30 are more often victims of panic attack. The second is sex. More women suffer from recurrent panic attacks than men, while heart attack rarely strikes women before their menopause. The third is the multiplicity of symptoms. A panic attack victim usually suffers at least four of the previous mentioned symptoms while a heart attack victim often experience only pain and shortness of breath.It is generally concluded that panic attack does not endanger a person' s life. All the same, it can unnecessarily disrupt a person' s life by making him or her so afraid that he or she will have a panic attack in a public place that he or she may refuse to leave home and may eventually become isolated from the rest of society. Dr. Crocker' s advice to any person who thinks he is suffering from panic attack is to consult a doctor for a medical check-up to rule out the possibilities of physical illness first. Once it has been confirmed that he or she is, in fact, suffering from panic attack, the victim should seek psychological and medical help.16. According to the passage, panic attack is[A] both frightening and fatal. [B] actually a form of heart attack.[C] more common among women than men. [D] likely to last several hours.17. One factor both panic and heart attacks have in common is[A] a feeling of faintness. [B] uncontrollable movements.[C] a horror of going mad. [D] difficulty in breathing.18. It is indicated in the last paragraph that panic attack may[A] make a victim reluctant to leave home any more. -[B] threaten a victim' s physical well-being.[C] cause serious social problems for the victim' s family.[D] prevent a victim from enjoying sport anymore.19. Dr. Crocker suggests that for panic attack sufferers[A] physical fitness is not so crucial.[B] a medical checkup is needed to confirm the illness.[C] psychological and medical help is necessary.[D] nutritional advice is essential to cure the disease.TEXT BHow the Smallpox War Was WonThe world' s last known case of smallpox was reported in Somalia, the horn of Africa, in October 1977. The victim was a young cook called Ali Maow Maalin. His case became a landmark in medical history, for smallpox is the first communicable disease ever to be eradicated.The smallpox campaign to free the world of smallpox has been led by the World Health Organization. The Horn of Africa, embracing the Ogaden region of Ethiopia and Somalia, was one of the last few smallpox ridden areas of the world when the WHO-sponsored Smallpox Eradication Program (SEP) got underway there in 1971.Many of the 25 million inhabitants, mostly farmers and nomads living in a wildness of desert, bush and mountains, already have smallpox. The problem of tracing the disease in such formidable country was exacerbated by continuous warfare in the area.The program concentrated on an imaginative policy of "search and containment". Vaccination was used to reduce the widespread incidence of the disease, but the success of the campaign depended on the work of volunteers. There were men, paid by the day, who walked hundreds of miles in search of "rumors" ?information about possible smallpox cases.Often these rumors turned out to be cases of measles, chick pox or syphilis ?but nothing could be left to change.the program progressed the disease was gradually brought under control. By September 1976 the SEP made its first that no new cases had been reported. But that first optimism was short-lived. A three:year-old girl called Amina Salat, from a dusty village in the Ogaden in the south-east of Ethiopia, had given smallpox to a young nomad visitor. Leaving the village the nomad had walked across the border into Somalia. There he infected 3,000 people, and among them had been the cook, Ali. It was further 14 months before the elusive "target zero" ?no further cases ?was reached. Even now, the search continues in "high risk" areas and in parts of the country unchecked for some time. The flow of rumors has now diminished to a trickle ?but each must still be checked by a qualified person.Victory is in sight, but two years must pass since the "last case" be fore an international declare that the world is entirely free from smallpox.20. All Maow Maalin' s case is significant because he was the[A] last person to be cured of smallpox in Somalia.[B] last known sufferer of smallpox in the world.[C] first smallpox victim in the Horn of Africa.[D] first Somalian to be vaccinated for smallpox.21. The work to stamp out smallpox was made more difficult by[A] people' s unwillingness to report cases. [B] the lack of vaccine.[C] the backwardness of the region. [D] the incessant local wars.22. The volunteers mentioned were paid to[A] find out about the reported cases of smallpox.[B] vaccinate people in remote areas.[C] teach people how to treat smallpox.[D] prevent infected people from moving around.23. Nowadays, smallpox investigations are only.carried out[A] at regular two-yearly intervals.[B] when news of an outbreak occurs.[C] in those areas with previous history of the disease.[D] by a trained professional.TEXT CThe Form Master' s observations about punishment were by no means without their warrant at St. James' s school. Flogging with the birch in accordance with the Eton fashion was a great feature in its curriculum. But I am sure no Eton boy, and certainly no Harrow boy of my day, ever received such a cruel flogging as this headmaster was accustomed to inflict upon the little boys who were in his care and power. They exceeded in severity anything that would be tolerated in any of the Reformatories under the Home Office. My reading in later life has supplied me with some possible explanations of his temperament. Two or three times a month the whole school was marshalled in the Library, and one or more delinquents were hauled off to an adjoining apartment by the two head boys, and there flogged until they bled freely, while the rest sat quaking, listening to their screams...How I hated this school, and what a life of anxiety Hived there for more than two years. I made very little progress at my lessons, and none at all games. I counted the days and the hours to the end of every term, when I should return home from this hateful servitude and range my soldiers in line of battle on the nursery floor. The greatest pleasure I had in those days was reading. When I was nine and a half my father gave me Treasure Island and I remember the delight with which I devoured it. My teacher saw me at once backward and precocious, reading books beyond my years and yet at the bottom of the form. They were offended. They had large resources of compulsion at their disposal, but I was stubborn. Where myreason, imagination or interest were not engaged, I would not or I could not learn. In all the twelve'years I was at school no one ever succeeded in making me write a Latin verse or learn any Greek except the alphabet. I do not at all excuse myself for this foolish neglect of opportunities procured at so much expense by my parents and brought so forcibly to my attention by my preceptors. Perhaps if I had been introduced to the ancients through their history and customs, instead of through their grammar and syntax, I might have had abetter record.24. Which of the following statements about flogging at St. James' s school is NOT correct?[A] Corporal punishment was accepted in the school:[B] Flogging was part of the routine in the school.[C] Flogging was more severe in schools for juvenile delinquents.[D] The Headmaster' s motive for flogging was then rather obscure.25. When he was back at home, the author enjoyed[A] playing war games. [B] dressing up like a soldier.[C] reading war stories. [D] talking to soldiers.26. "They had large resources of compulsion at their disposal." means that the teachers[A] had tried to suspend him from school several times.[B] had physically punished him quite a lot.[C] had imposed upon him many of their ideas.[D] had tried to force him to learn in many different ways.27. The author failed to learn Greek because -[A] he lacked sufficient intelligence. [B] he could not master the writing system.[C] of his parents' attitude to the subject. [D] the wrong teaching approach was used.TEXT DI HA VE A DREAM ----30 Years Ago and NowFew issues are as clear as the one that drew a quarter-million Americans to the Lincoln Memorial 30 years ago this August 28. "America has given the Negro people a bad check", the nation was told. It has promised quality but delivered second-class citizenship because of race. Few orators could define the justice as eloquently as Martin Luther King Jr. whose words on that sweltering day remain etched in the public consciousness: "I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character."The march on Washington had been the dream of a black labor leader. A. Philip Randolph who was a potent figure in the civil-rights movement. But it was King who emerged as the symbol of the black people' s struggle. His "I have a dream" speech struck such an emotional chord that recordings of it were made, sold, bootlegged and resold within weeks of its delivery. The magic of the moment was that it gave white America a new prospective on black America and pushed civil rights forward on the nation' s agenda.When the march was planned by a coalition of civil rights, union and church leaders, nothing quite like it had ever been seen. Tens of thousands of blacks streamed into the nation' s capital by car, bus, train and foot, an invading army of the disenfranchised singing freedom songs and demanding rights. By their very members, they forced the world' s greatest democracy to face an embarrassing question: How could America continue on a course that denied so many the simple amenities of a water fountain or a lunch counter? Or the most essential element ?of democracy the vote?Three decades later, we still wrestle with questions of black and white, but now they are confused by shades of gray. The gap persists between the quality of black life and white. The urban underclass has grown more entrenched. Bias remains. And the nation is jarred from time to time by sensational cases stemming from racial hate. But the clarity of the 1963 issue is gone. No longer do governors stand in schoolhouse doors. Nor do signs bar blacks from restaurants or theaters; It is illegal to deny African-Americans the vote. There are 7,500 black elected officials, including 338 mayors and 40 members of Congress, plus a large black middle class. And we are past the point when white American must look to one eloquent leader to answer the question "What does the Negro want ?"The change is reflected in the variety of causes on the wish list of this year' s anniversary march。
美国大学录取通知书常用术语解释
美国⼤学录取通知书常⽤术语解释美国⼤学录取通知书常⽤术语解释Academic Year Starts at the beginning of the fall semester, ends at the close of the spring semester; does not include summer sessions.Accreditation Official certification by an external academic organization that a college, school, or academic unit meets minimum requirements for academic achievement, curriculum, facilities, etc.Add Period Time at the beginning of each semester during which registered students may enroll in additional courses.Articulated General Education Courses UH system courses reviewed by the System-wide Articulation Standing Committees and accepted by campus core/curriculum committees as meeting undergraduate requirements at one or more system campuses.Auditors Regularly admitted students who register, with the consent of the instructor, for informational instruction only and who receive no credit. They do not take course examinations and the extent of their classroom participation is at the instructor’s discretion. Auditors are generally not allo wed in art studio, laboratory science, mathematics, elementary and intermediate Hawaiian and foreign languages, creative writing, English composition, physical education, speech and other performance courses or in classes where they might displace credit students. Audit courses are entered on the student’s transcripts with a grade of L and are subject to regular tuition and fee charges.Bachelor’s Degree Undergraduate degree signifying successful completion of the Manoa General Education Core, major, elective, and credit requirements of the University and of an academic unit.Backtracking Completion of a lower-level or prerequisite course after (or while) taking an advanced course. Additional credit and grade points are not awarded for lower-level courses if they are taken after or concurrently with the advanced course for which they are explicitly or implicitly prerequisites.Classified Students (Graduate) Students admitted by the Graduate Division to a program that offers a graduate certificate, or a master’s or doctoral degree.Classified Students (Undergraduate) Students who intend to earn an undergraduate degree and/or are admitted into a degree-granting college or school such as Architecture, Arts and Sciences, Business Administration, Education, Engineering, etc.Community Colleges Campuses within the University of Hawai‘i system that usually offer lower division courses and grant two-year degrees and certificates.Conditional Students (Graduate) Students admitted to graduate programs on the condition that they make up academic deficiencies or other requirements within a prescribed period of time.Continuing Students For registration purposes, those who were registered for the previous semester (fall or spring), are in good standing, have not completely withdrawn, have not graduated in their current classification, and intend to register for the upcoming semester.Co-requisite A course which must be taken in conjunction with and at the same time as another course. Co-requisites are indicated in the course descriptions.Core Requirements See General Education Core.Credit Overload (Graduate) For classified graduate students, registration for more than 16 credits (9 credits for graduate assistants) in any one semester. Permission from the graduate dean is required.Credit Overload (Undergraduate) Registration for more than 19 UH Manoa credit hours in any one semester for undergraduate and professional diploma students. Permission from the appropriate college/school dean is required. The request for credit overload is processed during late registration only.Credits (or Semester Credit Hours) Earned after successful completion (pass) of a course. If students fail a course, they have only attempted (but not earned) the credits for the course. Three semester credits are approximately equivalent to three 50-minute meeting periods per week in a 15-week semester.Cross-Listed Courses Courses whose contents are identical and are jointly offered by more than one department. Although the departments and course numbers are different—for example, AMST 354 and MUS 370—these courses are the same.Curriculum All the courses of study offered by the University. May also refer to a particular course of study (major) and the courses in that area.Discipline A branch of knowledge or teaching. Typically refers to an area of study or a major field.Diversification Requirement (Undergraduate) Specified courses in the General Education Core intended to assure that every student has a broad exposure to different domains of academic knowledge, while at the same time allowing flexibility for students with different goals and interests.Double Major Multiple majors falling under one degree will normally be approved for students who show promise of success in both, provided there is sufficient divergence between the majors. No one course may be used to satisfy more than one major requirement.Drop Period Time at the beginning of each semester during which registered students may drop unwanted courses and not have them appear on their transcripts.Early-Admits Academically superior and accomplished youths under 18 years of age who are continuing high school students admitted to the University to take specific courses for which they are qualified.Electives Courses not designated as part of the General Education Core, college/school, or major requirements. Students should consult their major advisers and college advisers to discuss the selection of electives.Emeriti Faculty Recognition, designation, and privileges given by the UH Board of Regents to faculty members who have retired but still retain ties to the University.Excess Credit Policy (Undergraduate) Students who, by the end of any semester, have earned 24 credit hours beyond those required for graduation and have fulfilled all specific program and University requirements may graduate by action of their college or school.Focus Requirements (Undergraduate) Specified courses in the UHM Graduation Requirements identifying important skills and discourses necessary for living and working in diverse communities.Foreign or Hawaiian Language Requirement (Undergraduate) Successful completion of second-level study (i.e., through 202 or equivalent) of Hawaiian or an approved foreign language for students who entered the UH system in fall 1989 or later. Successful completion of first-level study (i.e., through 102 or equivalent) of Hawaiian or an approved foreign language for students who entered the UH system in fall 1988 or spring 1989.Foundation Requirement (Undergraduate) Specified courses in the General Education Core intended to give students skills and perspectives that are fundamental to undertaking higher education.Freshmen Students who have earned fewer than 25 semester credit hours.Full-Time Students For academic purposes, undergraduates carrying 12 or more credits per semester or graduates carrying 8 or more credits.General Education Core Specified courses in liberal arts and related areas required for the bachelor’s degree and usua lly completed in the first two years of undergraduate study.Grade Point Average (GPA) Determined by first multiplying the number of credits for each course taken for a letter grade by the points earned for that course (i.e., A is 4 points, B is 3, C is 2, D is 1, and F is 0), then by adding all the points, and finally by dividing total grade points by the total number of credits attempted for courses in which letter grades were given.Graduate Assistants Graduate students hired by the University as teaching or research assistants.Graduate Courses Courses offered as part of a graduate degree program, numbered 600–800.Graduate Faculty Members of the University community eligible to advise classified graduate students.Graduate Record Examination (GRE) A standardized test required for admission to many graduate fields of study.Graduate Students Students admitted to the Graduate Division to pursue advanced degrees.Incomplete Grades With the instructor’s approval, students may receive a grade of I if they are unable to complete a small, but important part of a course’s requirements by semester’s end but are committed to doing so by a specified deadline. Introductory Courses All 100-level courses and those 200-level courses without explicit college course prerequisites.Juniors Students who have earned 55–88 semester credit hours.Liberal Studies An undergraduate program within the Colleges of Arts and Sciences that allows students to design their own major.Lower Division Courses Freshman- and sophomore-level courses that generally do not require any prerequisite courses and are numbered 100–299.Major The area of academic concentration or specialization in which the degree is conferred.Maximum Registration No more than 19 credit hours per semester for undergraduate and professional diploma students without special approval from a college dean. Graduate students are limited to 16 credit hours per semester (9 for graduate assistants) unless special approval is given.Minor Limited concentration of courses in an area other than the major and relating to an approved baccalaureate degree. Non-introductory Courses Upper division courses numbered 300 or above or 200-level courses that have explicit college course prerequisites.Part-Time Students For academic purposes, undergraduates carrying fewer than 12 credits per semester, or graduates carrying fewer than 8 credits per semester.Placement Examinations Noncredit tests used to measure a student’s proficiency in a specific subject area in order to determine the appropriate level of courses in which to enroll.Post-baccalaureate Unclassified Students Those who have earned a bachelor’s degree from a regionally accredited college or university and wish to enroll as unclassified students.Pre-professional Programs Programs designed to prepare students to pursue admission into professional programs, such as dentistry, law, medicine, or veterinary medicine.Prerequisite A necessary condition for enrollment in a course. Prerequisites for courses usually consist of a previous course or courses in a related subject and/or the instructor’s consent. Prerequisites are specified in the course descriptions. Residence This word is used in several ways in this Catalog: (1) to denote registration in a regular session (i.e., when a student is“in residence”during the fall or spring semesters); (2) to denote the period of time that a student must be registered at UH Manoa in order to be eligible for graduation (i.e., academic residence); (3) to denot e a student’s state of residence (e.g., Hawai‘i) to determine if nonresident tuition must be paid (i.e., legal residence); (4) to indicate the student’s place of residence (i.e., living quarters).Residents Individuals at any level of post-graduate medical education in a program accredited by the Accreditation Council for Graduate Medical Education (ACGME).Returning Students Students resuming studies after staying out of school for one semester or longer.Sabbatical A leave of absence granted to University faculty members for research, professional improvement, etc.Seniors Students who have earned 89 or more semester credit hours.Sophomores Students who have earned 25–54 semester credit hours.Test of English as a Foreign Language(TOEFL) Test required of students whose first language is not English.Transcript Official record of courses and grades earned at a secondary or postsecondary institution.Transfer Students Students admitted to UH Manoa who have previously attended another college or university.Tuition Waiver An exemption from the requirement to pay University tuition. Waivers awarded by the University can range from partial to full waivers and do not include student fees.UH System The state of Hawai‘i’s postsecondary educatio n system, comprised of 10 campuses and other research and learning facilities throughout the islands. In addition to UH Manoa, it includes UH Hilo, UH West O‘ahu, and the seven campuses of the UH Community Colleges.Unclassified Students Students who have not been accepted into a degree or certificate program but who have been admitted into Outreach College and may enroll in regular credit courses and graduate courses with the permission of the instructor.Undergraduate Students Students who have not ea rned a bachelor’s degree.Upper Division Courses Junior- and senior-level courses, numbered 300–499, which generally have prerequisites. Variable Credit Courses Courses in which the number of credits to be earned is determined in advance by the student and instructor.Withdrawal Grades Grades of W are given for courses from which the student has officially withdrawn with the approval of the instructor and the student’s college dean. Withdrawals are only approved until the end of the ninth week.Writing-Intensive Courses Courses that put emphasis on written work as part of the regular course of study and are officially designed as“WI”sections. WI sections are identified in each semester’s Schedule of Classes.。
在公众面前演讲的作文英语
Public speaking is an art that requires a combination of confidence, preparation, and the ability to engage an audience. Heres an essay on the topic:The Art of Public SpeakingPublic speaking is a skill that can be both daunting and rewarding. It is the act of addressing an audience in a formal setting, conveying a message, sharing knowledge, or expressing an opinion. Mastering this art form can lead to personal growth, professional success, and the ability to influence others.The Importance of ConfidenceConfidence is the cornerstone of effective public speaking. A speaker who is selfassured can command the attention of the audience and deliver their message with clarity and conviction. Building confidence often starts with selfreflection and understanding ones strengths. It is also crucial to practice the speech thoroughly to ensure familiarity with the content, which can alleviate anxiety.Preparation: The Key to SuccessPreparation is the bedrock of any successful public speaking engagement. This involves researching the topic extensively, organizing thoughts logically, and structuring the speech to have a clear introduction, body, and conclusion. Knowing the audience is equally important, as it helps tailor the speech to their interests and expectations.Engaging the AudienceAn engaging speaker is one who can connect with the audience on an emotional level. This can be achieved through storytelling, using relatable examples, and employing rhetorical devices such as analogies and metaphors. Moreover, maintaining eye contact, using appropriate body language, and varying the tone and pace of speech can make the delivery more dynamic and captivating.Overcoming NervousnessIt is natural to feel nervous before a public speaking engagement. However, there are strategies to manage this anxiety. Deep breathing exercises, visualization techniques, and positive affirmations can help calm the nerves. Additionally, viewing the audience assupportive rather than judgmental can shift the mindset and reduce stress.Adapting to the MomentA skilled public speaker is also adept at adapting to unexpected situations. This could involve dealing with technical difficulties, handling questions from the audience, or adjusting the speech based on the rooms atmosphere. Flexibility and quick thinking are essential in such scenarios.The Power of PracticePractice makes perfect in the realm of public speaking. Rehearsing the speech multiple times, ideally in front of a mirror or with a test audience, can help refine the delivery. It also provides an opportunity to receive feedback and make necessary adjustments.ConclusionIn conclusion, public speaking is a powerful tool for communication and persuasion. It requires a blend of confidence, thorough preparation, audience engagement, and the ability to adapt. By honing these skills, one can become a more effective communicator and leave a lasting impression on any audience.This essay provides a comprehensive overview of the elements that contribute to successful public speaking, offering insights into how to prepare, engage, and overcome common challenges associated with speaking in public.。
给国外教授发邮件会用到的礼貌用语
给国外教授发邮件会用到的礼貌用语1. I am writing to confirm /enquire/inform you...我写信时要确认/询问/通知你。
2. I am writing to follow up on our earlier decision on the marketing campaign in Q2. 我写信来追踪我们之前对于第二季度营销活动的决定。
3. With reference to our telephone conversation today...关于我们今天在电话中的谈话。
4. In my previous e-mail on October5...先前在10月5日所写的信。
5. As I mentioned earlier about...如我先前所提及关于。
6. as indicated in my previous e-mail...如我在先前的信中所提出。
7. As we discussed on the phone...如我们上次在电话中的讨论。
8. from our decision at the previous meeting...如我们在上次会议中的决定。
9. as you requested/per your requirement...按照你的要求。
10.In reply to your e-mail dated April 1，we decided...回答你在4月1日写的信，我们决定。
11.This is in response to your e-mail today.这是针对你今天早上来信的回复。
12. As mentioned before, we deem this product has strong unique selling points in china. 如先前所述，我们认为这个产品在中国有强有力且独一无二的销售点。
职称英语
Review Committee on Research Technical Personnel
专任
Full-time Employment
兼任
Concurrent Employment
研究人员
Research Staff
研究技术人员
Research Specialist
争取时效程序
无给职
Position Without Remuneration
准用
Applicable Mutatis Mutandis
答辩
Verbal Argument
核定
Approval
核备
Approval for Reference
核聘
Approval for Employment
审议
Deliberation
各机关聘请国外顾问、专家及学者来台工作期间支付费用最高标准表
Table of Maximum Payment for the Foreign Consultants, Professionals, and Scholars during Working in Taiwan
扩展新研究领域所需研究人才为限
Confidential Employees
人力
Manpower
雇用
Employment
新进人员
New Recruits
职员
Staff
职位
Position
职务
Capacity
官等
Official Ranks
职等Grade简任 NhomakorabeaSenior
荐任
Associate
委任
XX18惠灵顿维多利亚大学研究生奖学金申请条件
XX18惠灵顿维多利亚大学研究生奖学金申请条件(原文)China Scholarships Council (CSC) / Victoria University Scholarship SchemeFor candidates who are suesful in gaining admission into the PhD programme, VUW will provide tuition fees for up to 48 months. CSC will consider applications for living expenses of those receiving these VUW fees awards as prescribed from time to time by the Chinese government (which includes student health insurance), a 'round trip' airfare to Wellington by the most economical route and visa application fees.The China Scholarship Council (CSC) and Victoria University of Wellington (VUW) have agreed to collaborate on a designated doctoral (PhD) program which is offered to excellent students.Selected Chinese students will enrol at VUW and undertake study. If the selected Chinese students suessfully plete the requirements of the designated program and defend their dissertation, they will be conferred degrees by VUW.Admission into the PhD programme at VUW.Applicants are required to plete and submit an application for PhD admission (link/fgr/prospective-phds/applying.aspx)either for the 1 July or 1 November application round. In order to allow sufficient time to get an offer from the University applicants should apply to either of these two rounds.It is important to ensure all documentation, including the referees' statements, is received by the Faculty of Graduate Research before the designated closing date.Please see below the documents that you need submit to Victoria University for admission into the PhD programme (link again to link above):* the pleted application form,* your academic transcripts and degree certificates, * a statement of research interests - this document is detailed in section 5.1 of our Application Form,* an example of academic writing in English,* your English language proficiency score (if this is not available any offer would be conditional),* two academic remendations from your Professors provided on this template(/fgr/prospective-phds/Publications/referees -report-fillable.pdf).Victoria University will assess your application for admission and make an offer to all suitable candidates. Victoria University will also help you find a supervisor.Suessful applicants for PhD admissions will be notified by Victoria University and an offer forwarded to each applicant. Suessful recipients of a CSC scholarship will be notified by CSC.Please note unless all required documentation is provided prior to the closing date any offer issued may be conditional. Unconditional offers are required by CSC.奖学金金额：学费。
新GRE阅读真题与解析(维C上校 编著)
新GRE阅读真题&解析维C上校·编著【Preface写在前面】发现，在那些日子里，自己做了很多让自己想吐的事情...----那个，还在学校的冬季，和金哥每天早上六七点，穿着羽绒服在操场上早读一个多小时直到要吐；当年备考GRE的时候，每天五点起来，单词一直背到晚上，直到想吐的时候,很多个夜晚，做实验做得太晚，晚上回来，宿舍锁门，不得不从楼梯的阳台翻上宿舍。
晚上健身跑步的时候，跑几公里，直到想吐的时候；在琴房练琴，练到想吐的时候。
我清楚无论怎么练，自己这辈子都不会成为一个伟大的钢琴家，但我知道，无论做什么，是可以活在那种精神里的。
无论在做什么，我都会提醒自己，是在练琴。
日子久了，慢慢懂得，生命里，快乐是一种能力。
很多事，有些人就有能力把那些大多数人感到痛苦、煎熬的事情，做得津津有味，乐在其中。
每一件事，似乎都有它本身的快乐点，于是，似乎我们在这一路的备考过程中，得去快乐去备考。
永远不要轻易的去和别人比较考试后的结果，分数。
而是努力的学会去让这个自己已经选择的路上，更加的快乐，无论是和自己的过去相比，还是和别人相比，那么我愿意相信，最终的某天，暮然回首，你会看到属于你自己的，幸福的泪水。
当年备考GRE的时候，我很想一份这样的阅读资料，可是发现一直没有发现，有些有吧，可是偏偏打上那些irritating的水印！！！讨厌！！于是，我萌生了自己去弄的念头，而且绝无任何水印的痕迹（如果某天你发现有的话，肯定是出问题了。
要么是你有问题，要么是我出问题了，哈哈哈。
）。
于是，你现在看到的这份资料。
如今，暮然回首，一直很想为那些还在追梦，考G的你们做点事情--因为我曾经也走过这条路。
希望可以能为你们做点事情。
在此，祝你们备考快乐，我相信，你会的。
2013·夏季维C上校维多利·广州目录：Part1新GRE OG阅读部分 (3)Part2新GRE Practice book阅读部分 (36)Part3新GRE PP II阅读部分 (55)Part4新GRE阅读解析 (72)【注】由于ppII中，第二部分的内容会取决于你做第一部分的正确率，于是大家的第二部分的内容可能不同。
博士生发一篇information fusion
博士生发一篇information fusion Information Fusion: Enhancing Decision-Making through the Integration of Data and KnowledgeIntroduction:Information fusion, also known as data fusion or knowledge fusion, is a rapidly evolving field in the realm of decision-making. It involves the integration and analysis of data and knowledge from various sources to generate meaningful and accurate information. In this article, we will delve into the concept of information fusion, explore its key components, discuss its application in different domains, and highlight its significance in enhancingdecision-making processes.1. What is Information Fusion?Information fusion is the process of combining data and knowledge from multiple sources to provide a comprehensive and accurate representation of reality. The goal is to overcome the limitations inherent in individual sources and derive improved insights and predictions. By assimilating diverse information,information fusion enhances situational awareness, reduces uncertainty, and enables intelligent decision-making.2. Key Components of Information Fusion:a. Data Sources: Information fusion relies on various data sources, which can include sensors, databases, social media feeds, and expert opinions. These sources provide different types of data, such as text, images, audio, and numerical measurements.b. Data Processing: Once data is collected, it needs to be processed to extract relevant features and patterns. This step involves data cleaning, transformation, normalization, and aggregation to ensure compatibility and consistency.c. Information Extraction: Extracting relevant information is a crucial step in information fusion. This includes identifying and capturing the crucial aspects of the data, filtering out noise, and transforming data into knowledge.d. Knowledge Representation: The extracted information needs to be represented in a meaningful way for integration and analysis.Common methods include ontologies, semantic networks, and knowledge graphs.e. Fusion Algorithms: To integrate the information from various sources, fusion algorithms are employed. These algorithms can be rule-based, model-based, or data-driven, and they combine multiple pieces of information to generate a unified and coherent representation.f. Decision-Making Processes: The ultimate goal of information fusion is to enhance decision-making. This requires the fusion of information with domain knowledge and decision models to generate insights, predictions, and recommendations.3. Applications of Information Fusion:a. Defense and Security: Information fusion plays a critical role in defense and security applications, where it improves intelligence analysis, surveillance, threat detection, and situational awareness. By integrating information from multiple sources, such as radars, satellites, drones, and human intelligence, it enables effective decision-making in complex and dynamic situations.b. Health Monitoring: In healthcare, information fusion is used to monitor patient health, combine data from different medical devices, and provide real-time decision support to medical professionals. By fusing data from wearables, electronic medical records, and physiological sensors, it enables early detection of health anomalies and improves patient care.c. Smart Cities: Information fusion offers enormous potential for the development of smart cities. By integrating data from multiple urban systems, such as transportation, energy, and public safety, it enables efficient resource allocation, traffic management, and emergency response. This improves the overall quality of life for citizens.d. Financial Markets: In the financial sector, information fusion helps in the analysis of large-scale and diverse datasets. By integrating data from various sources, such as stock exchanges, news feeds, and social media mentions, it enables better prediction of market trends, risk assessment, and investmentdecision-making.4. Significance of Information Fusion:a. Enhanced Decision-Making: Information fusion enables decision-makers to obtain comprehensive and accurate information, reducing uncertainty and improving the quality of decisions.b. Improved Situational Awareness: By integrating data from multiple sources, information fusion enhances situational awareness, enabling timely and informed responses to dynamic and complex situations.c. Risk Reduction: By combining information from diverse sources, information fusion improves risk assessment capabilities, enabling proactive and preventive measures.d. Resource Optimization: Information fusion facilitates the efficient utilization of resources by providing a holistic view of the environment and enabling optimization of resource allocation.Conclusion:In conclusion, information fusion is a powerful approach to enhance decision-making by integrating data and knowledge from multiple sources. Its key components, including data sources, processing, extraction, knowledge representation, fusion algorithms, and decision-making processes, together create a comprehensive framework for generating meaningful insights. By applying information fusion in various domains, such as defense, healthcare, smart cities, and financial markets, we can maximize the potential of diverse information sources to achieve improved outcomes.。
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Editorial CommentsBarbara BeetonI am very pleased to introduce this special issue, devoted to H´a n Thˆe´Th`a nh’s dissertation,“Micro-typographic extensions to the T E X typesetting sys-tem”,submitted to the Faculty of Informatics, Masaryk University,in Brno,Czech Republic,in ful-filment of a requirement for the Ph.D.degree.Th`a nh,as most readers of TUGboat will know, is the creator of pdfT E X,an extended implementa-tion of T E X that can generate pdf output directly as an alternative to dvi.pdfT E XThefirst steps toward what would become pdfT E X were introduced to TUG’96in Dubna,Russia[8] by Petr Sojka.Response to the presentation was enthusiastic:the paper was awarded the UK T E X Users Group’s Cathy Booth memorial prize.The promise of this work was that it addressed the fu-ture—“Publishers are moving towards the art of creating electronic documents.”A pdfT E X discussion list[7]was established in March1997,and has been a lively forum ever since. Th`a nh has been an active participant in most of the discussions and,until he returned to Vietnam,his response to bug reports and suggestions was prompt and thorough;since leaving Brno,however,his e-mail connection has been unpredictable.The next installment in the saga was the ap-pearance of thefirst user manual[5].The name of the program was nowfirmly established as pdfT E X, and the output could be switched from dvi(the de-fault,which would become trip-worthy a short time later)to pdf.pdfT E X was accepted as Th`a nh’s master’s de-gree project;on thisfirm basis he has experimented further with many nuances offine typography.One such experiment was reported to TUG’98:“Improving T E X’s Typeset Layout”[6].In this pa-per,a technique is described for adjusting inter-word spacing after paragraphs have been broken into lines.Quoting from the abstract:Instead of changing only the interword spac-ing in order to justify text lines,we also slightlyexpand the fonts on the line as well in orderto minimize excessive stretching of the inter-word spaces.This technique is reminiscent of the approach used by the hz-program[9]invented by,and named for, Hermann Zapf.In this program,[Zapf]and URW wanted to reinstate in theage of computers that which Johannes Guten-berg had achievedfive hundred years ago;namely,a justified setting of text with equalinter-word spacing and optically straight mar-gins.Such setting could be achieved only byhard work until the present.In October1992,at the annual Goudy Award pre-sentation at the Rochester Institute of Technology, Peter Karow of URW spoke on the hz-program. Thinking that I recognized the basic paragraphing strategy,I asked him after his talk what he had based this on.His reply:“T E X,of course!”Here was a demonstration,from the“traditional”typesetting community,that T E X’s line-breaking algorithm not only yields output of high quality,but also provides a sound basis for further improvements.This is the area which Th`a nh chose to pursue for his doctoral research.DigressionIndependently from the microtypography investi-gation,work continued on pdfT E X.Others be-sides Th`a nh contributed actively to the project through the discussion list,and their own indepen-dent projects.One of the most active and ded-icated participants in this has been Hans Hagen; his ConT E Xt system,grounded solidly in pdfT E X, adds interactivity and many new ways of looking at T E X as a back end for development of on-line doc-uments,rather than as an end in itself to produce typeset copy for publication.This tool resulted in several papers presented at TUG’98[2–4](thefirst two of these were awarded the Cathy Booth prize for best paper),and another at the Polish T E X group, GUST’s,1999meeting in Bachotek[1].The dissertationIn his research,Th`a nh examined many different points of view regarding the interaction between fonts and composition techniques.The regularity of spacing in Gutenberg’s42-line Bible and the mech-anism by which this effect was achieved were im-portant influences.Hermann Zapf’s analysis of this mechanism,the use of the same letterforms in dif-ferent widths,became a key component of Th`a nh’s project.Developing algorithms to determine what kinds of adjustments might be necessary and car-rying them out on thefly form the core of what is described here.All this must be done without the reader being aware of what has happened.The completed project was submitted in Octo-ber2000.The examination comprised two sections: competence in the chosenfield,computer science,and review of the dissertation project.Among the examiners for thefirst section were Petr Sojka and Jiˇr´ıZlatuˇs ka,both of Masaryk University,and both active in TUG.The dissertation committee included Hermann Zapf and Hans Hagen.Donald Knuth also reviewed Th`a nh’s samples and sent a nice10-page letter with comments.The pages that follow will demonstrate that the degree was well earned.Production of this issue,and acknowledgmentsThe pages of the dissertation that follow are images of the actual dissertation as submitted.They have been embedded as pdf code into pages framed in the TUGboat format.A separate running footer has been included to carry the original page numbers,in case of internal page references.The work of creating this format was accom-plished by Hans Hagen,to whom we offer our warm-est thanks.As might be guessed,he performed this feat using ConT E Xt.Hans has agreed to work with the TUGboat production team to create a ConT E Xt author package,but we don’t have a schedule for this yet.Of course we are grateful to Th`a nh for per-mitting us to reproduce his work,and to all who supported him in bringing it to completion.Th`a nh has returned to Vietnam,and we wish him the very best—we hope that he is able to make good use of the knowledge he has gained.Although his e-mail connection is uncertain,we know that he will want to return to participation in the pdfT E X list[7],so please stay tuned.References[1]Gilbert van den Dobbelsteen,“InteractingpdfT E X,PERL and ConT E Xt”,TUGboat20(1999),No.2,pp.128.-133.[2]Hans Hagen,“The calculator demo,integratingT E X,METAPOST,JavaScript and PDF”,TUGboat19(1998),No.3,pp.304–310.[3]Hans Hagen,“Visual debugging in T E X,Part1:The story”,TUGboat19(1998),No.3,pp.311–317.[4]Hans Hagen,“Visual debugging in T E X,Part2:The macros,TUGboat19(1998),No.3,p.317.[5]H´a n Thˆe´Th`a nh and Sebastian Rahtz,“ThepdfT E X user manual”,TUGboat18(1997),No.4,pp.249–254.[6]H´a n Thˆe´Th`a nh,“Improving T E X’s TypesetLayout”,TUGboat19(1998),No.3,pp.284–288.[7]pdfT E X discussion list;subscriptions to thelist can be entered,and the archives viewed,at /mailman/listinfo/pdftex. [8]Petr Sojka,H´a n Thˆe´Th`a nh,and Jiˇr´ıZlatuˇs ka,“The joy of T E X2PDF—Acrobatics with analternative to DVI format”,TUGboat17(1996), No.3,pp.244–251.[9]URW Software&Type,“hz-program:Micro-typography for advanced typesetting”,URW Software&Type GmbH,Hamburg,Germany,1993Barbara BeetonAmerican Mathematical SocietyP.O.Box6248Providence,RI02940USAbnb@H´a n Thˆe´Th`a nh at TUG2000photo by Alan Wetmore.。