Comparative classical and ab initio Molecular Dynamics study of molten and glassy germanium

合集下载

金属与氮的结合力排序_范文模板及概述说明

金属与氮的结合力排序_范文模板及概述说明

金属与氮的结合力排序范文模板及概述说明1. 引言1.1 概述金属与氮的结合力是研究金属-氮化物复合材料以及其应用潜力的重要方面。

探索金属与氮的结合力排序对于深入了解这些材料的性质、优化其制备方法以及开发新型应用具有重要意义。

本文旨在通过综合分析各种研究方法和结果,系统地总结金属与氮的结合力排序,并讨论其对材料性质、应用前景以及相关研究方向的影响。

1.2 文章结构本文主要分为五个部分,每个部分都会围绕着特定的主题展开详细讨论。

首先,在引言部分,将简要介绍金属与氮的结合力排序的背景和意义,并概述本文所涉及到的主要内容和结构。

接着,正文部分将围绕三种不同的方法来进行金属与氮的结合力排序。

每种方法都将被详细描述并提供一些实例来支持其可行性和适用性。

然后,在讨论与分析部分,将对前述方法得到的结果进行解释,并探讨金属和氮元素在结合过程中存在差异的原因。

此外,本节还将讨论金属与氮的结合力排序对于探索新型金属-氮化物复合材料的应用前景所带来的潜在影响,并提出一些实验验证的可能方法。

最后,在结论部分,将总结研究发现并归纳出主要观点和结果。

同时,还将提出对未来相关研究和应用方向的建议和展望。

最后,参考文献部分将列举本文所引用和参考的相关文献,以便读者进一步深入了解相关领域的研究成果。

1.3 目的本文旨在综合分析各种研究方法和结果,系统地总结金属与氮的结合力排序,并探讨其对材料性质、应用前景以及相关研究方向的影响。

通过该文章可以更好地理解金属与氮结合力排序的重要性以及未来进一步开展相关研究工作的方向。

2. 正文:2.1 金属与氮的结合力排序方法一根据以往的研究成果和实验数据,我们可以使用实验室中常用的计算方法来确定金属与氮的结合力排序。

其中一种常见的计算方法是使用密度泛函理论(DFT)计算金属与氮化物之间的结合能。

通过对不同金属和氮化物体系进行第一性原理计算并比较结果,可以得出它们之间的结合能大小排序。

2.2 金属与氮的结合力排序方法二另一种常用的方法是通过实验测量得到材料中金属-氮键的键能,并将其作为评价标准进行排序。

对比选择性英语作文模板四级

对比选择性英语作文模板四级

Comparative Analysis of Traditional andModern Education SystemsIn the ever-evolving landscape of education, the traditional and modern education systems stand as two distinct paradigms, each with its own strengths and weaknesses. As we delve into the intricacies of these two systems, it becomes evident that while traditional education focuses on rote learning and standardization, modern education emphasizes critical thinking and adaptability.The traditional education system, rooted in the past, is characterized by its rigidity and conformity. This system places a heavy emphasis on textbooks and rote learning, with teachers often serving as the sole dispensers of knowledge. Students are expected to memorize facts and figures, and assessments are typically based on exams that test recall rather than understanding. The curriculum is often standardized, with little room for individuality or innovation. This approach, while effective in imparting basic knowledge, can stifle creativity and critical thinking.On the other hand, the modern education system aims to cultivate a more comprehensive and adaptive skill set among students. It emphasizes hands-on learning and critical thinking, encouraging students to question, explore, and innovate. Teachers serve as facilitators, guiding students towards independent discovery and understanding. The curriculum is more flexible, allowing for the integration of new technologies and innovative teaching methods. Assessments are typically more diverse, including projects, presentations, and other forms of active learning. This approach fosters a more dynamic and inclusive learning environment, where students are encouraged to think outside the box and apply their knowledge to real-world problems. However, it is important to note that while the modern education system has its advantages, it also faces its own challenges. The integration of new technologies and innovative teaching methods can require significant investment in infrastructure and teacher training. Additionally, the focus on hands-on learning and critical thinking can sometimes lead to a lack of basic knowledge and skills. Therefore, a balanced approach that combinesthe best of both systems is perhaps the most ideal way forward.In conclusion, the traditional and modern education systems each have their own strengths and weaknesses. While the traditional system excels in imparting basic knowledge through rote learning and standardization, it can stifle creativity and critical thinking. The modern system, on the other hand, fosters a more comprehensive and adaptive skill set by emphasizing hands-on learning, critical thinking, and innovation. However, it also faces challenges related to infrastructure investment and teacher training. Therefore, a balanced approach that combines the best of both systems is perhaps the most effective way to prepare students for the complexities of the 21st century.**传统教育与现代教育的对比分析**在教育这一不断演变的领域中,传统教育和现代教育体系是两种截然不同的范式,各自具有其优势和局限性。

中考英语经典科学实验与科学理论深度剖析阅读理解20题

中考英语经典科学实验与科学理论深度剖析阅读理解20题

中考英语经典科学实验与科学理论深度剖析阅读理解20题1<背景文章>Isaac Newton is one of the most famous scientists in history. He is known for his discovery of the law of universal gravitation. Newton was sitting under an apple tree when an apple fell on his head. This event led him to think about why objects fall to the ground. He began to wonder if there was a force that acted on all objects.Newton spent many years studying and thinking about this problem. He realized that the force that causes apples to fall to the ground is the same force that keeps the moon in orbit around the earth. He called this force gravity.The discovery of the law of universal gravitation had a huge impact on science. It helped explain many phenomena that had previously been mysteries. For example, it explained why planets orbit the sun and why objects fall to the ground.1. Newton was sitting under a(n) ___ tree when he had the idea of gravity.A. orangeB. appleC. pearD. banana答案:B。

英语作文比较报告

英语作文比较报告

Comparative Analysis of English Essays: A Multifaceted ApproachIn the realm of academic writing, English essays stand as a significant metric of a student's analytical, critical, and creative thinking abilities. They not only serve as a means of communicating ideas but also reflect the author's grasp of the subject matter and command over the language. In this comparative analysis, we delve into the distinct features and elements that differentiate one English essay from another, focusing on content, structure, language use, and creativity.**Content Depth and Breadth**The foundation of any essay lies in its content. A profound essay is one that explores a topic comprehensively, delving into various aspects and perspectives. In contrast, a superficial essay may touch upon the topic lightly, lacking depth and insights. A comparative analysis of two essays reveals that essay A digs deeper into the subject matter, discussing related concepts andtheories, while essay B remains on the surface, offering a basic overview.**Structural Coherence**The structure of an essay is crucial in maintaining a logical flow of ideas. A well-structured essay guides the reader through the argument, ensuring a smooth transition from one point to another. Essay A exhibits a clear structure, with well-defined introduction, body paragraphs, and conclusion. In contrast, essay B lacks coherence, with ideas seemingly scattered and disconnected.**Language Use and Clarity**The language used in an essay plays a pivotal role in its clarity and impact. Essay A employs precise vocabulary, avoiding jargon and technical terms that may confuse the reader. Its sentences are concise and to the point, ensuring effective communication. On the other hand, essay B suffers from verbosity and unclear language, making it difficult for the reader to grasp the author'sintended meaning.**Creativity and Originality**Creativity is what sets an essay apart from the rest. It involves presenting ideas in a unique and innovative manner, offering fresh perspectives and insights. Essay A stands out for its creativity, introducing original arguments and examples that engage the reader. Conversely, essay B lacks creativity, following a conventional approach and failing to offer anything new or insightful.In conclusion, a comparative analysis of English essays highlights the significance of content depth, structural coherence, language clarity, and creativity in distinguishing between high-quality essays and those that fall short. It is essential for writers to pay attention to these aspects when crafting their essays, ensuring that their work stands out for its quality and impact.**英语作文比较报告:多维度分析**在学术写作领域,英语作文是衡量学生分析、批判和创造性思维能力的重要指标。

Comparative and Superlative Adjectives in Primary

Comparative and Superlative Adjectives in Primary

Adjectives in Primary School01 Comparative and Superlative Concepts ofChapterDefinition and function of comparative level DefinitionFunctionExampleSupreme Definition and FunctionDefinitionFunctionExamplesExamples01Comparative Adjectives 02Format03Examples Superlative Adjectives FormatExample"biggest," "happiness," "reddest";"Most beautiful," "mostintelligent"Irregular AdjectivesSome objections do not followthe regular patterns ofcomparison and have uniquecomparative and superior formsExamples "good" benefits "better" (comparative) and "best" (superlative); "Bad" behaviors "word" (comparative) and "best" (superlative)02Adaptive comparative change rulesChapterWeak connection 0102Irregular changesSpecial objective variationAdjectives of two or more symmetries commonly form the comparative with 'more' and the superior with 'most.' For example, "beautiful" benefits "more beautiful" (comparative) and "most beautiful" (superlative)Adjectives that end in '-ing' or '-ed' form their comparisons and superlatives by adding 'more' and 'most' respectively For instance, "quoting" benefits "more quoting" (comparative) and "most quoting" (superlative) Similarly, "accelerated" benefits "more accelerated" (comparative) and "most accelerated" (superlative)03The rule of superior impact of objections ChapterWeak connectionIrregular changesSpecial objective variation04Comparative and superior presence structuresChapter01020304010204Structure: "Subject+beverb+the+superior advisory+in the group"Example: "MountEverest is the highestmountain in theworld.""Subject+be verb+themost+objective+inthe group"Example: "The GreatWall is the mostvisited tour attractionin China."03Converting from comparative to superior: Replace the comparative objective and "than" with the superior objective and "in the group."Example: "John is talkerthan Mike." behaviors"John is the talker in theirclass."Converting from superiorto comparative: Replacethe superior objectiveand "in the group" withthe comparative objectiveand "then."Example: "Mount Everestis the highest mountain inthe world." benefits"Mount Everest is higherthan any other mountainin the world."Sentence pattern conversion methods05 Common errors and correction methodsChapterIgnoring consistency of comparison objects Error CorrectionMisuse of comparative or superior formsErrorStudents may use the wrong form of comparative or superior objectives,such as "more better" instead of "better" or "most best" instead of "best"CorrectionTeach students the correct forms of comparative and superior objectivesand provide examples for practice Encourage them to use these forms intheir writing and speechStudents may use comparative or superior objectives without considering the context, which can lead to misunderstandings or inappropriate usageCorrectionDiscuss the importance of context in language use Provide examples of how context can affect the meaning of comparative and superior objectives Encourage students to consider the context when using these objectivesErrorNeglecting context leads to misuseVS06Practice questions and answer analysisChapterQuestion 1AnswersQuestion 3AnswerQuestion 2AnswersExercise questionsAnswerExplanation 1The correct answer is A) teller The presence compares my sister's height to mine, so we use the comparative objective "teller" to show that she is higher in height要点一要点二AnswerExplanation 2The correct answer is A) best The presence is comparing John to all the other students in the class, so we use the superior objective "best" to indicate that he is at the top of the groupAnswerExplanation 3The correct answer is B) more health The presence compares fast food to home cooked meals, so we use the comparative objective "more health" to indicate that home cooked mealsare health要点三Answer Analysis07Summary and Expansion ChapterKey ReviewExpansion and Extension: Comparative and Superlative Expressions in Other LanguagesTHANKS。

欧洲文化入门考试内容归纳中文版

欧洲文化入门考试内容归纳中文版

《欧洲文化入门》本作者绪论《欧洲文化入门》由于其内容庞杂,琐碎,因而是一门学习起来比较困难的课程。

其实大家大可不必担心,只要我们潜下心去,找出里面的规律和线索,这门课并不难攻克。

我们要牢记文化的五分法:一、社会历史(包括政治、经济、宗教、历史) 二、哲学三、文学四、科学五、艺术(包括绘画、雕塑、建筑和音乐),以记忆每个时代的各要点为主,理解纵向的变迁为辅,后者主要的作用时帮助我们更好的记住前者。

《欧洲文化入门》的考试大致包括以下几种题型:四选一,填空,判断,简答题,名词解释,论述题。

选择题:这种题型可考查考生的记忆、理解、判断、推理分析,综合比较,鉴别评价等多种能力,评分客观,故常被应用。

在答题时,如果能瞬时准确地把正确答案找出来最好,假如没有把握,就应采用排除法,即应从排除最明显的错误开始,把接近正确答案的备选项留下,再分析比较强以逐一否定最终选定正确答案。

填空题:这种题型常用于考核考生准确记忆的“再现”能力,在答题时,无论有几个空,回答都应明确、肯定,不能含糊其辞,填空题看似容易实则难,最好的应对办法是对英语语言知识中最基本的知识、概念、原理等要牢记。

名词解释:这种题型一般针对英语专业自考本科段课程中的基本概念、专业名词进行命题,主要考核考生的识记、理解能力。

在答题时,答案要简明、概括、准确,如分值较大,可简要扩展。

简答题:这种题型一般围绕基本概论、原理及其联系进行命题,着重考核考生对概念、史实、原理的掌握、辨别和理解能力。

在答题时,既不能像名词解释那样简单,也不能像论述题那样长篇大论,答案要有层次性,列出要点,并加以简要扩展就可以。

论述题:这种题型一般从试卷编制的全局出发,能从体现考试大纲中的重点内容和基本问题的角度来命题,着重考核考生分析、解决实际问题的能力,考核考生综合应用能力和创见性。

在答题时,要仔细审题,列出答案要点,然后对要点逐一展开叙述,此时考生应发挥自己的真知灼见,要在深度,广度上下功。

英语比较级说课ppt

英语比较级说课ppt

Definition
Comparative level refers to the graphical form used to compare two or more people, things, actions, or states in English It expresses the degree of difference between them, such as "higher," "faster," or "more beautiful."
Dominic Head, The Norton Anthology of World Literature, and
other relevant resources
02
Basic concepts and rules of comparative
level
Definition and function of comparative level
sentences
目录
• Common types of errors and correction methods
• Design and implementation of practical activities
• Course Summary and Reflection
01
Course Introduction and Objectives
Enhance analytical and critical thinking skills through close reading and discussion of primary texts
Improve written and oral communication skills through essay writing and class participation

英文世界名著介绍

英文世界名著介绍

英文世界名著介绍英文世界名著(按作者排序)English Literature 英语文学经典Edwin A. Abbott (1838-1926) 埃得温? A ?艾博特 Flatland 《平地》Jane Addams (1860-1935) 简?亚当斯 Twenty Years at Hull House 《赫尔大厦二十年》 Louise May Alcott (1832-1888) 路易莎?梅?奥尔科特 Little Women 《小妇人》Good Wives 《好妻子》Flower Fables 《花的寓言》Horatio Alger (1832-1899) 贺拉旭?阿尔杰 The Cash Boy 《送款员》The Errand Boy 《童仆》Joe the Hotel Boy 《旅馆服务生裘》Driven From Home 《逐出家门》Phil,the Fiddler 《混混菲尔》Paul the Peddler 《小贩保罗》Sherwood Anderson (1876-1941) 舍伍德?安德森 Winesburg, Ohio 《俄亥俄州瓦恩斯堡镇》 Edwin L. Arnold (1832-1904) 爱德温? L. 阿诺德 Gulliver of Mars 《火星上的格利弗》Jane Austen (1775-1817) 简?奥斯丁Emma 《爱玛》Lady Susan 《苏珊太太》Love and Friendship 《爱情和友谊》Mansfield Park 《曼斯菲尔德庄园》Persuasion 《劝导》Pride and Prejudice 《傲慢与偏见》Sense and Sensibility 《理智与情感》 Northanger Abbey 《诺桑觉寺》Mary Hunter Austin (1868-1934) 玛丽?亨特?奥斯汀 The Land of Little Rain 《少雨的土地》 Francis Bacon ( 1561-1626) 弗兰西斯?培根 Essays 《论说文集》R. M. Ballantyne (1825-1894) R? M? 巴兰坦 The Coral Island 《珊瑚岛》J. M. Barrie (1860-1937) J?M?巴里Peter Pan in Kensington Garden 《小飞侠在肯星顿花园》 The Little White Bird 《小白鸟》L. Frank Baum (1856-1919) L?弗兰克?巴姆 The Tin Woodman of Oz 《奥兹国的铁皮木人》 The Lost Princess of Oz 《奥兹国失踪的公主》 The Scarecrow of Oz 《奥兹国的稻草人》 The Patchwork Girl of Oz 《奥兹国的缀衣娘》 Edward Bellamy (1850-1898) 爱德华?贝拉米 Looking Backward, 2000 to 1887 《回顾2000-1887》 Ambrose Bierce (1842-1914) 安布鲁斯?比尔斯The Devil's Dictionary 《魔鬼辞典》An Occurrence At Owl Creek Bridge 《奥尔河桥的一次事件》Fantastic Fables 《荒唐的寓言》R. D. Blackmore (1825-1900) R?D?布莱克默 Lorna Doone 《洛纳?杜恩》William Blake (1757-1827) 威廉?布莱克 Poems of William Blake 《威廉?布莱克诗集》 George Borrow (1803-1881) 乔治?博罗 The Romany Rye 《罗曼?罗依》The Bible in Spain 《圣经在西班牙》The Zincali - An Account of the Gypsies of Spain《辛卡利--西班牙吉普赛人记实》James Boswell (1740-1795) 詹姆斯?博斯韦尔 Life of Johnson 《约翰逊传》B. M. Bower(1874-1940) B?M?鲍尔 Jean of the Lazy A 《雷泽A牧场的吉恩》 Hjalmar Hjorth Boyesen (1848-1895) H?H?博依森 Boyhood in Norway 《童年在挪威》Tales from Two Hemispheres 《来自两个半球的故事》 Ernest Bramah (1868-1942) 欧内司特?布拉默 Kai Lung's Golden Hours 《凯龙的黄金岁月》The Wallet of Kai Lung 《凯龙的钱包》 The Mirror of Kong Ho 《孔贺的镜子》 Anne Bronte (1820-1849) 安妮?勃朗特The Tenant of Wildfell Hall 《女房客》Agnes Grey 《艾格妮斯?格雷》Charlotte Bronte (1816-1855) 夏洛蒂?勃朗特 Jane Eyre 《简?爱》The Professor 《教师》Emily Bronte (1818-1848) 艾米莉?勃朗特 Wuthering Heights 《呼啸山庄》Rupert C. Brooke (1887-1915) 鲁珀特. C. 布鲁克 Poems of Rupert Brooke 《诗集》Charles Brockden Brown(1771-1810) 查尔斯?布罗克登?布朗Wieland, or The Transformation 《威兰,或蜕变》 Robert Browning (1812-1889) 罗伯特?勃朗宁 Dramatic Lyrics 《戏剧抒情诗》John Buchan (1875-1940) 约翰?布坎Mr. Standfast 《斯坦德法斯特先生》Greenmantle 《绿斗篷》The Thirty-Nine Steps 《三十九级台阶》 Prester John 《普雷斯特?约翰》John Bunyan (1628-1688) 约翰?班扬The Holy War 《圣战》The Pilgrim's Progress 《天路历程》Grace Abounding to Chief of Sinners 《罪人受恩记》 Frances Hodgson Burnett (1894-1924) 弗朗西斯?霍齐森.班内特A Little Princess 《小公主》The Secret Garden 《秘密花园》Little Lord Fauntleroy 《方特勒罗伊小爵爷》 The Dawn of A To-morrow 《明日破晓》 The Lost Prince 《失踪的王子》Sara Crewe 《萨拉?克鲁》The Shuttle 《穿梭》Robert Burns (1759-1796) 罗伯特?彭斯 Poems and Songs of Robert Burns 《罗伯特?彭斯歌谣集》George Byron (1788-1824) 乔治?拜伦 Don Juan 《唐?璜》Hall Caine (1853-1931) 霍尔?凯恩The Scapegoat 《替罪羊》Thomas Carlyle (1795-1881) 托马斯?卡莱尔 Life of John Sterling 《约翰?斯特林传》 The French Revolution 《法国革命》 Heroes and Hero Worship 《论英雄与英雄崇拜》Lewis Carrol (1832-1898) 刘易斯.卡罗尔 Alice's Adventures in Wonderland 《爱丽丝漫游奇境记》Through the Looking Glass 《镜中世界》 The Hunting of the Snark 《斯纳克之猎》 Phantasmagoria and Other Poems 《幻梦中的人群和其他的诗歌》Sylvia and Bruno 《西尔维亚和布鲁诺》 Willa Cather (1873-1947) 薇拉?凯瑟Alexander's Bridge 《亚历山大的桥》My Antonia 《我的安东尼亚》O Pioneers! 《啊,拓荒者~》The Song of the Lark 《云雀之歌》The Troll Garden and Selected Stories 《特罗尔花园及其他小说》Charles W. Chesnutt (1858-1932) 查尔斯?W?切斯纳特 The House Behind the Cedars 《雪松林后面的房屋》 G?K?Chesterton (1874-1936) G?K? 切斯特顿The Wisdom of Father Brown 《布朗神甫的智慧》 The Innocence of Father Brown 《布朗神甫的无知》 Orthodoxy 《正统》Heretics 《异教徒》Kate Chopin (1851-1904) 凯特 ?肖班The Awakening & Other Short Stories 《觉醒及其他短篇小说》 Samuel Taylor Coleridge (1772-1834) 塞缪尔?泰勒?柯勒律治 The Rime of the Ancient Mariner 《老水手之歌》 Wilkie Collins (1824-1889) 沃尔奇?科林斯No Name 《没有姓名》The New Magdalen 《新玛格达琳》The Moonstone 《月亮宝石》The Woman in White 《白衣女人》A Rogue's Life 《一个流氓的一生》The Black Robe 《黑袍》Man and Wife 《夫妻》The Haunted Hotel 《闹鬼的旅馆》 Henry J?Coke (1827-1916) 亨利?J?柯克 Tracks of A Rolling Stone 《漂泊者的足迹》 William Congreve (1670-1729) 威廉?康格里夫 The Way of The World 《如此世道》 Love For Love 《以爱还爱》Joseph Conrad (1857-1924) 约瑟夫?康拉德 Lord Jim 《吉姆爷》Nostromo 《诺斯特罗摩》The Secret Agent 《特务》Almayer's Folly 《奥尔迈耶的愚蠢》 Heart of Darkness 《黑暗的心灵》The Nigger of the Narcissus 《白水仙号上的黑家伙》 Chance 《偶然的事》The Arrow of Gold 《金箭》Within The Tides 《在潮汐之间》'Twixt Land & Sea 《在陆海之间》 The Mirror of the Sea 《海之镜》Notes on Life and Letter 《人生与文学随笔》 Typhoon 《台风》Tales of Unrest 《不平静的故事》Some Reminiscences 《回忆片断》 End of the Tether 《走投无路》Amy Foster 《艾米?福斯特》To-morrow 《明天》A Personal Record 《私人记录》An Outcast of the Island 《岛上的一个不幸者》 The Shadow Line 《阴影线》Youth 《青春》Russell H? Conwell (1843-1925) 拉舍尔. H. 康韦尔 Acres of Diamonds 《金刚石的田地》James Fenimore Cooper (1790-1851) 詹姆斯?费历摩?库柏 Last of the Mohicans 《最后的莫希干人》William (?-1900) and Ellen (1826-1897) Craft威廉.克拉夫特和艾伦.克拉夫特Running A Thousand Miles for Freedom 《跋涉千里寻自由》 Stephen Crane (1871-1900) 斯蒂芬?克莱恩Maggie- A Girl of the Streets 《街头女郎梅季》 The Red Badge of Courage 《红色英勇勋章》 Rebecca Harding Davis (1831-1910) 吕蓓卡?H?戴维斯 The Scarlet Car 《红车》Life in the Iron-Mills 《铁厂人生》Daniel Defoe (1661-1731) 丹尼尔?笛福The Journal of the Plague Year 《瘟疫年纪事》 Moll Flanders 《摩尔?弗兰德斯》Robinson Crusoe-1 《鲁滨逊漂流记》Robinson Crusoe-2 《鲁滨逊漂流记续集》Tour Through the Eastern Counties of England《英国东部各县》Charles Dickens (1812-1870) 查尔斯?狄更斯 A Christmas Carol 《圣诞欢歌》A Child's History of England 《写给孩子看的英国历史》A Tale of Two Cities 《双城记》American Notes 《旅美札记》Pictures from Italy 《意大利风光》 Bleak House 《荒凉山庄》Chimes 《钟声》David Copperfield 《大卫?科波菲尔》 Domby and Son 《董贝父子》Great Expectations 《远大前程》Hard Times 《艰难时世》Little Dorrit 《小杜丽》Martin Chuzzlewit 《马丁?霍述伟》 Nicholas Nickleby 《尼古拉斯?尼克贝》 Oliver Twist 《雾都孤儿》Our Mutual Friend 《我们共同的朋友》 The Battle of Life 《人生的战斗》 The Cricket on the Hearth 《炉边蟋蟀》 The Haunted Man and the Ghost's Bargain 《神缠身的人》The Mystery of Edwin Drood 《德鲁特疑案》 The Old Curiosity Shop 《老古玩店》 The Pickwick Papers 《匹克威克外传》Miscellaneous Papers 《散文集》Mrs. Lirriper's Lodgings 《咧咧破太太的公寓》 Mrs. Lirriper's Legacy 《咧咧破太太的遗产》Mugby Junction 《马格比车站》Going into Society 《走进上流社会》No Thoroughfare 《此路不通》The Wreck of the Golden Mary 《金玛丽号的沉没》 Doctor Marigold 《马利高德大夫的厨房》Somebody's Luggage 《某某人的行李》Tom Tiddler's Ground 《汤姆?梯特勒的土地》 A Message from the Sea 《海上通信》The Perils of Certain English Prisoners 《某些英国犯人的险境》 The Holly-Tree 《冬青树》The Seven Poor Travellers 《七个可怜的旅人》 Three Ghost Stories《三个鬼故事》Speeches: Literary & Social 《关于文学与社会的演讲》 Holiday Romance 《假日罗曼史》George Silverman's Explanation 《乔治?斯沃尔曼的解释》 The Lamplighter 《点灯人》To Be Read at Dusk 《供黄昏看的读物》Sketches of Young Gentlemen 《青年绅士手记》 Skethches of Young Couples 《青年夫妇手记》 Barnaby Rudge,80's Riots 《巴纳比?拉奇,1780年的暴动》 Lazy Tour of Two Idle Apprentices 《两个无聊学徒的懒散旅行》Sketches by Boz 《博兹札记》Reprinted Pieces 《重印的作品》Frederic Douglass (1817-1895) 弗里德里克?道格拉斯 My Bondage and My Freedom 《我的奴役与我的自由》 Sir Arthur Conan Doyle (1859-1930) 阿瑟?柯南道尔 The Adventures of Sherlock Holmes 《福尔摩斯探案集》 A Study in Scarlet 《血字的研究》Memoirs of Sherlock Holmes 《福尔摩斯回忆录》 The Hound of the Baskervilles 《巴斯克维尔庄园的猎犬》 The Lost World 《失去的世界》The Poison Belt 《有毒带》The Return of Sherlock Holmes 《福尔摩斯归来记》 The Sign of Four 《四签名》The Valley of Fear 《恐怖峡谷》Theodore Dreiser (1871-1945) 西奥多?德莱塞 Sister Carrie 《嘉莉妹妹》Charles Eastman (1858-1939) 查尔斯?伊斯特曼 Indian Boyhood 《印地安人的童年》Indian Heroes & Great Chieftains 《印地安人的英雄和杰出的酋长》The Soul of the Indian 《印地安人的心灵世界》 Old Indian Days 《印地安人的往昔时光》George Eliot (1819-1880) 乔治?艾略特The Mill on the Floss 《弗罗斯河上的磨坊》 Adam Bede 《亚当?贝德》Middlemarch 《米德尔马契》Silas Marner 《织工马南传》Edward S.Ellis (1840-1916) 爱德华?S?埃利斯 Thomas Jefferson 《托马斯?杰弗逊》Ralph W? Emerson (1803-1882) 拉尔夫?爱默生 English Traits 《英国人的特性》Essays 《论文集》The Conduct of Life 《生活行为》Henry Fielding (1707-1754) 亨利?菲尔丁The History of Tom Jones, A Foundling 《汤姆?琼斯》 From This World to the Next 《赴冥界》 Journal of a Voyage to Lisbon 《里斯本航海日记》Eugene Field (1850-1895) 尤金.菲尔德The Love Affairs of A Bibliomaniac 《书痴的罗曼史》 F? Scott Fitzgerald (1896-1940) F?司各特?费兹杰拉德 This Side of Paradise 《人间天堂》Benjamin Franklin (1706-1790) 本杰明?富兰克林 Poor Richard's Almanack (1733-1758) 《穷理查的历书》 The Autobiography 《自传》Anatole France (1844-1924) Penguin Island 《企鹅岛》Harold Frederic (1856-1898) 哈罗德?弗里德里克 The Damnation of Theron Ware 《西伦?韦尔的堕落》 The Market-Place 《集市》John Galt (1779-1839) 约翰?高尔特The Annals of the Parish 《教区纪年》 The Provost 《市长》The Ayrshire Legatees 《亚尔郡继承遗产者》 Elizabeth C? Gaskell (1810-1865) 盖斯凯尔夫人 Mary Barton 《玛丽?巴顿》North and South 《北方与南方》Ruth 《露丝》Sylvia's Lovers 《西尔维亚的恋人》Wives and Daughters 《妻子和女儿》 Cousin Phillis 《菲利丝表妹》Cranford 《克兰福德》William S. Gilbert (1836-1911) 威廉?S?吉尔伯特 50 Bab Ballads 《50首巴伯歌谣》Songs of A Savoyard 《萨伏依人之歌》 More Bab Ballads 《巴伯歌谣续集》The Bab Ballads 《巴伯歌谣集》Geroge Gissing (1857-1903) 乔治?吉辛 The Private Papers of Henry Ryecroft 《四季随笔》 Oliver Goldsmith (1730-1774) 奥利弗?哥尔德斯密斯She Stoops to Conquer 《委曲求全》 Kenneth Grahame (1859-1932) 肯尼思?格雷安 The Golden Age 《黄金时代》The Wind in the Willows 《杨柳风》Dream Days 《梦里春秋》Ulysses Simpson Grant (1822-1885) U?S?格兰特 Personal Memoirs of U. S. Grant (Vol.1, Vol.2)《格兰特总统回忆录》(上,下)Zane Grey (1872-1939) 珍?格雷The Light of Western Stars 《西部星星的光芒》 The Lone Star Ranger 《孤独的星游人》Riders of the Purple Sage 《紫艾灌丛中的骑士们》 Betty Zane 《贝蒂?珍》The Heritage of the Desert 《沙漠的遗产》 The Spirit of the Border 《边疆的精神》George Grossmith (1847-1912) and Weedon Grossmith乔治.格罗史密斯和威登.格罗史密斯Diary of a Nobody 《无名氏的日记》Alexander Hamilton(1755-1804) et al. 亚历山大?汉密尔顿等 The Federalist Papers 《联邦党人文集》Henry Rider Haggard (1856-1925) 亨利.赖德.哈葛德 King Solomon's Mines 《所罗门王的宝藏》 Allan Quatermain 《艾伦?夸特梅因》When the World Shook 《当世界动摇之时》 Nada the Lily 《百合娜达》Thomas Hardy (1840-1928) 托马斯?哈代 A Pair of Blue Eyes 《一双碧眼》Far from the Madding Crowd 《远离尘嚣》Jude the Obscure 《无名的裘德》Tess of the D'Urbervilles 《德伯家的苔丝》 The Mayor of Casterbridge 《卡斯特桥市长》 The Return of the Native 《还乡》The Woodlanders 《林地居民》Frances E. W. Harper (1825-1911) 弗兰西斯. E. W. 哈伯 Poems 《诗集》Bret Harte (1836-1902) 布勒特?哈特Selected Stories 《短篇小说选》Nathaniel Hawthorne (1804-1864) 纳撒尼尔?霍桑 Twice-Told Tales 《重讲一遍的故事》Mosses from an Old Manse 《古屋青苔》 The House of Seven Gables 《凶宅七角楼》 The Scarlet Letter 《红字》The Snow Image 《雪影》Tanglewood Tales 《丛林传说》Issac Taylor Headland (1859-1942) 伊萨克?泰勒?赫德兰 Court Life in China 《在中国宫廷的生活》 The Chinese Boy and Girl 《中国的少男少女》Lafcadio Hearn (1850-1904) 小泉八云Chita: A Memory of Last Island 《契塔》 Kwaidan 《怪谈》O. Henry (1862-1910) 欧?亨利Whirlingigs 《生活的陀螺》Options 《命运之路》The Voice of the City 《城市之声》Oliver Wendell Holmes (1809-1894) 奥利弗?温德尔?霍姆斯 The Autocrat of the Breakfast-Table 《早餐桌上的霸主》 Anthony Hope (1863-1933) 安东尼?霍普The Prisoner of Zenda 《詹达堡的囚徒》 Frivolous Cupid 《轻浮的爱神》William Dean Howells (1837-1920) 威廉?迪恩?豪威尔斯 The Rise of Silas Lapham 《塞拉斯?拉帕姆的发迹》 The Man of Letters as a Man of Business 《作为商人的文人》C. J. Cutcliffe Hyne (1865-1944) C. J. 卡特克利夫.海因 The Lost Continent 《失去的大陆》W? H? Hudson (1841-1922) W? H?哈得逊 Green Mansions 《绿色公寓》Washington Irving (1783-1859) 华盛顿?欧文 The Adventures of Captain Bonneville 《博纳维尔上尉探险记》The Sketch Book 《见闻札记》The Alhambra 《爱尔汗布拉》The Legend of Sleepy Hollow 《睡谷的传说》 Henry James (1843-1916) 亨利?詹姆斯 The Golden Bowl 《镀金碗》Daisy Miller 《黛西?米勒》Death of the Lion 《名流之死》Roderick Hudson 《罗德里克?赫德森》The Ambassadors 《奉使记》The American 《美国人》The Aspern Papers 《阿斯本文件》The Europeans 《欧洲人》The Figure in the Carpet 《地毯上的图案》 The Lesson of the Master 《大师的教诲》 The Portrait of A Lady 《贵妇人的画像》 The Sacred Fount 《神圣源泉》The Turn of the Screw 《螺丝在拧紧》Washington Square 《华盛顿广场》The Jolly Corner 《快乐的一角》The Coxon Fund 《科克森基金》Glasses 《镜中世界》In the Cage 《在笼中》The Beast in the Jungle 《丛林猛兽》The Pupil 《小学生》An International Episode 《一个国际事件》 The Altar of the Dead 《死者的祭坛》Alexander H? Japp (1839-1905) 亚力山大?H?嘉伯 Robert Louis Stevenson, A Record, An Estimate, A Memorial《罗伯特?路易斯?斯蒂文森评传》Thomas Jefferson (1743-1826) 托马斯?杰弗逊 Autobiography 《自传》Letters 《书信集》Jerome K. Jerome (1859-1927) 杰罗姆. K. 杰罗姆Three Men in a Boat 《三人同舟》The Love of Ulrich Nebendahl 《乌雷克?勒本代尔的爱情》 The Soul of Nicholas Synders 《尼古拉?辛德斯的内心世界》 The Philosopher's Joke 《哲学家的玩笑》 Mrs. Korner Sins Her Mercies 《科勒太太后悔太仁慈》 TheCost of Kindness 《善良的代价》Passing of the Third Floor Back 《四楼尽头的通道》 Idle Thoughts of An Idle Fellow 《懒汉的妄想》 Paul Kelver 《保尔?凯尔维尔》Stage-Land 《舞台上下》Evergreens 《长青树》Dreams 《梦》Clocks 《钟》Sarah Orne Jewett (1849-1909) 撒拉?奥恩?朱厄特 The Country of the Pointed Firs 《尖尖的枞树之乡》 Samuel Johnson (1709-1784) 塞缪尔.约翰逊Rasselas, Prince of Abyssinia 《阿比西尼亚国拉塞拉斯王子传》 James Joyce (1882-1941) 詹姆斯?乔伊斯 A Portrait of the Artist as a Young Man 《青年艺术家的肖像》 Dubliners 《都柏林人》Ulysses 《尤利西斯》John Keats (1795-1821) 约翰?济慈Poems of John Keats 《济慈诗集》Henry Kendall (1839-1882) 亨利.肯德尔Leaves from Australian Forests 《澳洲森林的叶子》 Songs from the Mountains 《山间的歌》Poems and Songs 《诗和歌》Joyce Kilmer (1886-1918) 乔依斯?基尔墨 Main Street and Other Poems 《大街及其他诗》 Trees and Other Poems 《树和其他诗》Rudyard Kipling (1865-1936) 罗德亚德?吉卜林 Kim 《基姆》Puck of Pook's Hill 《普克山的帕克》Rewards and Fairies 《报偿和仙女》The Jungle Book 《丛林故事》American Notes 《游美札记》Verses 《诗歌》Charles Lamb (1775-1834) and Mary Lamb 查尔斯?兰姆及玛丽?兰姆Tales from Shakespeare 《莎氏乐府本事》 Andrew Lang (1844-1912) 安德鲁?朗格The Blue Fairy Book 《蓝皮童话书》The Red Fairy Book 《红皮童话书》The Violet Fairy Book 《紫皮童话书》The Yellow Fairy Book 《黄皮童话书》Ballads Lyrics and Poems of Old France 《法国古代民歌和民谣》Aucassin and Nicolete 《奥卡辛与尼克莱》 Letters to Dead Authors 《致已故作者的信》 Letters on Literature 《论文学的信》R. F. Murray : His Poems with a Memoir 《R?F?默里的诗及略传》Grass of Parnassus 《帕纳塞斯山的草》 A Collection of Ballads 《民谣集》Sidney Lanier (1842-1881) 西德尼?拉尼尔 Select Poems of Sidney Lanier 《西德尼?拉尼尔诗集》 D. H. Lawrence (1855-1930) D?H?劳伦斯 Lady Chatterlay's Lover 《查泰莱夫人的情人》 Women in Love 《恋爱中的妇女》Sons and Lovers 《儿子与情人》Henry Lawson (1867-1922) 亨利?劳森In the Days When the World Was Wide 《在海阔天空的日子里》Joe Wilson and His Mates 《乔?威尔逊及其伙伴》 On the Track 《在路上》Over the Sliprails 《越过活动栏杆》Edward Lear (1812-1888) 爱德华?利尔 The Book of Nonsense 《荒谬书》Mattew Lewis (1775-1818) 马修?路易斯 The Monk 《僧侣》Vachel Lindsay (1879-1931) 凡克尔?林赛 General Booth, Other Poems 《布斯将军和其他诗篇》 The Congo and Other Poems 《刚果及其他诗篇》David Livingstone(1813-1873) 戴维.利文斯通 Missionary Travels in South Africa 《在南部非洲的传教旅行》Hugh Lofting (1886-1947) 休.罗夫丁The Story of Doctor Dolittle 《多立德医生的冒险故事》 Jack London (1876-1916) 杰克?伦敦Burning Daylight 《天大亮》John Barleycorn 《约翰?巴雷肯》Love of Life and Other Stories 《热爱生命》 Martin Eden 《马丁?伊登》The Call of the Wild 《荒野的呼唤》The Iron Heel 《铁蹄》The People of the Abyss 《深渊中的人们》 The Sea-Wolf 《海狼》The Son of the Wolf 《狼的儿子》The White Fang 《白牙》The Night-Born 《夜生者》Tales of the Fish Patrol 《渔巡故事集》 The Valley of the Moon 《月亮谷》Before Adam 《在亚当之前》South Sea Tales 《南海故事集》War of the Classes 《阶级的战争》Adventure 《冒险》The Jacket (Star-Rover) 《星游人》Jerry of the Islands 《岛上的吉雷》The Game 《竞赛》The Faith of Men 《人的信义》Moon-Face and Other Stories 《月面及其他故事》 The Strength of the Strong and Other Stories《强者的力量及其他故事》Smoke Bellew 《乌烟贝流故事集》Richard Lovelace (1618-1657) 理查德?洛夫莱斯 Lucasta 《卢卡斯塔》Amy Lowell (1874-1925) 阿米?洛威尔Sword Blades and Poppy Seed 《剑刃与罂粟籽》 James Russell Lowell (1819-1891) 詹姆斯?拉塞尔.罗威尔 Abraham Lincoln 《亚伯拉罕?林肯》Percival Lowell (1855-1916) 珀西瓦尔?洛威尔 The Soul of the Far East 《远东之魂》Edward George Bulwer-Lytton(1808-1873?) 爱德华.乔治.布尔沃-利顿The Last Days of Pompeii 《庞培城的末日》 Thomas Babbington Macaulay (1800-1859) 托马斯?B?麦考莱 Lays of Ancient Rome 《古罗马之歌》George MacDonald (1824-1905) 乔治?麦克唐纳 The Princess and Curdie 《公主与科蒂亚》The Princess and Goblin 《公主与妖怪》At the Back of the North Wind 《北风吹过》 Thomas Malory ( ,-1471) 托马斯?马洛礼 Le Mort d'Arthur (Vol.1, Vol.2) 《亚瑟王之死》 (上, 下) Katherine Mansfield (1888-1923) 凯瑟琳?曼斯菲尔德 In a German Pension 《在一个德国膳宿会馆里》 Don Marquis (1878-1937) 唐?马奎斯Danny's Own Story 《丹尼自己的故事》Hermione and Her Little Group of Serious Thinkers《赫耳弥俄涅的思想家们》Dreams & Dust 《梦与尘》Christopher Marlowe (1564-1593) 克里斯托弗?马洛 The Jew of Malta 《马耳他岛的犹太人》Dr. Faustus 《浮士德博士》Massacre at Paris 《巴黎的屠杀》Tamburlaine the Great (Part1, Part2) 《滕伯兰》(上,下篇) Marie L. McLaughlin (1842- ) 玛丽亚?L?麦克拉夫琳 Myths and Legends of the Sioux 《苏人的神话和传说》 George Meredith (1818-1909) 乔治?梅瑞迪斯A Reading of Life and Other Poems 《解读人生及其他诗》 An Essay on comedy 《论喜剧》Poems (Volume1) 《诗集》 (第一部)Poems (Volume2) 《诗集》 (第二部)Poems (Volume3) 《诗集》 (第三部)Herman Melville (1819-1891) 赫曼?麦尔维尔 Benito Cereno 《班尼托?西兰诺》Billy Budd 《比利?巴德》Moby Dick 《白鲸》Typee 《泰比》Alice Meynell (1847-1924) 艾丽斯?梅内尔 The Rhythm of Life 《生活的节奏》The Colour of Life 《生活的色彩》Marrian Michelson (1870-1942) 梅内姆?麦克尔森 In the Bishop's Carriage 《在主教的马车中》 John Milton (1608-1674) 约翰?弥尔顿Paradise Lost 《失乐园》Paradise Regained 《复乐园》Four Poems 《四首诗》S. Weir Mitchell (1829-1914) S?威尔?米切尔 The Autobiography of a Quack 《骗子自传》 L. Maud Montgomery (1874-1942) L?莫德?蒙哥马利 The Golden Road 《坦途》Anne of the Island 《岛上的安妮》Anne of Avonlea 《阿汪尼的安妮》Anne of Green Gables 《绿山墙上的安妮》 Anne's House of Dreams 《安妮的梦之屋》 William Morris (1834-1896) 威廉?莫里斯 A Dream of John Ball and A King's Lesson 《梦见约翰?鲍尔》News from Nowhere 《乌有乡消息》John Muir (1838-1914) 约翰?缪尔Steep Trails 《陡峭的小径》H. H. Munro (Saki) (1870-1916) H?H?芒罗 ( 萨基 ) The Toys of Peace 《和平的玩偶》Beasts and Super-Beast 《野兽与超级野兽》 The Unbearable Bassington 《不可容忍的巴辛顿》 Sarojini Naidu (1879-1949) 奈都The Golden Threshold 《金色的门槛》E. Nesbit (1858-1924) E?内斯比特The Story of the Amulet 《护身符的故事》 The Phoenix and the Carpet 《凤凰与地毯》 Five Children and It 《五个孩子和它》The Story of the Treasure Seekers 《寻宝人的故事》 Beautiful Stories from Shakespeare 《莎士比亚剧中的美丽故事》The Wouldbegoods 《向善者》Frank Norris (1870-1902) 弗兰克?诺里斯Blix 《布里克斯》McTeague 《麦克提格》Moran of the Lady Letty 《莱蒂夫人号的莫兰》 The Octopus- A Story of California 《章鱼》 Oliver Optic(1822-1897) 奥利弗? 奥普蒂克Poor and Proud 《贫穷与骄傲》Baroness Emmuska Orczy (1865-1947) 巴恩斯.E.奥切 The Scarlet Pimpernel 《深红色的海绿》Mrs. Sutherland Orr (1828-1903) 萨瑟兰?奥尔夫人 Life and Letters of Robert Browning 《罗伯特?勃朗宁的生平和创作》Thomas Nelson Page (1853-1922) 托马斯?纳尔逊?佩奇 The Burial of the Guns 《枪炮的埋葬》Thomas Paine (1737-1809) 托马斯?潘恩Common Sense 《常识》Andrew Barton Paterson (1864-1941) 安德鲁.巴顿.佩特森 The Man from Snowy River 《来自雪河的人》 Rio Grande's Last Race and Other Verses 《里奥.格兰德的最后一次比赛及其他诗篇》Thomas Love Peacock (1785-1866) 托马斯?纳夫?皮考克 Maid Marian 《恶梦隐修院》David Graham Phillips (1867-1911) 戴维?格林厄姆.菲利普斯 Susan Lenox: Her Rise and Fall 《苏珊?伦诺克斯的沉浮》 The Cost 《代价》The Price She Paid 《她付出的代价》The Conflict 《冲突》The Fortune Hunter 《淘金者》The Dust 《尘埃》Edgar Allan Poe (1809-1849) 埃德加.爱伦.坡 The Fall of the House of Usher 《厄舍古屋的倒塌》 The Raven and Others 《乌鸦等三篇》Eleanor H?Porter(1868-1920) 埃莉诺?H?波特 Miss Billie Married 《比莉小姐结婚了》Miss Billie's Decision 《比莉小姐的决定》Pollyanna 《波利雅娜》Gene Stratton-Porter(1863-1924) 吉恩.斯特拉顿-波特 Laddie 《童子》The Harvester 《收获者》Freckles 《无法无天》At the Foot of the Rainbow 《在彩虹脚下》The Song of the Cardinal 《红衣主教之歌》A Girl of the Limberlost 《肢体残缺的女孩》Beatrix Potter (1866-1943) 贝垂克斯?玻特A Collection of Beatrix Potter Stories 《贝垂克斯?玻特短篇小说集》The Great Big Treasury of Beatrix Potter 《贝垂克斯?玻特文学宝库》William Hickling Prescott (1796-1859) 普雷斯科特 History of the Conquest of Peru 《秘鲁征服史》 Howard Pyle (1853-1911) 霍华德?派尔Book of Pirates 《海盗列传》The Merry Adventures of Robin Hood 《罗宾汉奇遇记》 Walter Raleigh (1861-1922) 瓦尔特?雷利 Robert Louis Stevenson 《罗伯特?路易斯?斯蒂文森》 Edwin Arlington Robinson(1869-1935) 埃德温?阿灵顿?罗宾荪 The Children of the Night 《夜之子》The Man against the Sky 《天边人影》The Three Taverns 《三个旅馆》Susanna Rowson (1762-1824) 苏珊娜?罗森 Charlotte Temple 《夏洛特》John Ruskin (1819-1900) 约翰?罗斯金Sesame And Lilies 《芝麻与百合》Oliver Schreiner (1855-1920) 奥尼弗?施赖纳 Dream Life and Real Life 《梦境与真实人生》 Woman and Labour 《妇女与劳动》Dreams 《梦》Walter Scott (1771-1832) 瓦尔特?司各特 Bride of Lammermoor 《拉马摩尔的新娘》 Ivanhoe 《艾凡赫》Rob Roy 《罗布?罗伊》The Heart of Mid-Lothian 《中洛辛郡的心脏》 The Antiquary 《古董家》The Talisman- A Tale of the Crusaders 《护符》 Waverley 《威弗利》The Black Dwarf 《黑侏儒》A Legend of Montrose 《孟脱罗斯的传说》 Alan Seeger (1888-1916) 艾伦?西格Poems 《诗集》Ernest Thompson Seton (1860-1946) 欧内斯特?桑普森?塞顿 Rolf in the Woods 《罗尔夫在森林》Anna Sewell (1820-1878) 安娜?西韦尔Black Beauty 《黑美人》William Shakespeare (1564-1616) 威廉?莎士比亚 The Complete Works of William Shakespeare 《莎士比亚全集》A Lover's Complaint 《情女怨》A Midsummer Night's Dream 《仲夏夜之梦》 All's Well That Ends Well 《终成眷属》As You Like It 《皆大欢喜》Cymbeline 《辛伯林》King John 《约翰王》King Richard II 《理查二世》King Richard III 《理查三世》Love's Labour's Lost 《爱的徒劳》Measure for Measure 《自作自受》Much Ado About Nothing 《无事生非》 Pericles, Prince of Tyre 《泰尔亲王配力克里斯》 The Comedy of Errors 《错见错觉》King Henry the Fourth(Part 1) 《亨利四世》(上) King Henry theFourth(Part2) 《亨利四世》(下) King Henry the Fifth 《亨利五世》King Henry the Sixth(Part1) 《亨利六世》(上) King Henry theSixth(Part2) 《亨利六世》(中) King Henry the Sixth(Part3) 《亨利六世》(下) King Henry the Eighth 《亨利八世》The History of Troilus and Cressida 《特洛勒罗斯与克瑞西达》The Life of Timon of Athens 《雅典人泰门》 The Merchant of Venice 《威尼斯商人》 The Merry Wives of Windsor 《温莎的风流娘儿们》 The Rape of Lucrece 《鲁克丽丝受辱记》 The Taming of the Shrew 《驯悍记》The Tempest 《暴风雨》Antony and Cleopatra 《安东尼与克莉奥佩特拉》 Coriolanus 《科利奥兰纳斯》Hamlet 《哈姆莱特》Julius Caesar 《裘力斯?凯撒》King Lear 《李尔王》Macbeth 《麦克佩斯》Othello, Moor of Venice 《奥赛罗》Romeo and Juliet 《罗密欧与朱丽叶》Titus Andronicus 《泰特斯?安德洛尼克斯》 The Two Gentlemen of Verona 《维洛那二绅士》 The Winter's Tale 《冬天的故事》Twelfth Night 《第十二夜》The Passionate Pilgrim 《爱情的礼赞》 Venus and Adonis 《维纳斯与阿都尼》The Phoenix and the Turtle 《凤凰和斑鸠》 The Sonnets 《十四行诗》Anna Howard Shaw (1847-1919) 安娜?霍华德?萧 The Story of A Pioneer 《一个先驱的故事》 Mary W? Shelly (1797-1851) 玛丽.W.雪莱 Frankenstein 《弗兰肯斯坦》Samuel Smiles (1812-1904) 塞缪尔?斯迈尔斯 Men of Invention and Industry 《工程师传记集》Life of Thomas Telford 《托马斯?梯尔福德传》 Self Help 《自助》John Philip Sousa (1854-1932) 约翰.菲利普.苏泽 The Fifth String 《第五根弦》Andrew Steinmetz (1816-1877) 安德鲁?斯坦美兹 The Gaming Table (Vol.1, Vol.2) 《赌桌》(上,下) Laurence Sterne (1713-1768) 劳伦斯?斯特恩 TheLife and Opinions of Tristram Shandy, Gentleman 《商第传》A Sentimental Journey 《感伤的旅行》Robert L. Stevenson (1850-1894) 罗伯特. L. 斯蒂文森 Prince Otto 《奥托王子》Treasure Island 《金银岛》Across the Plains 《横穿普莱恩斯》An Inland Voyage 《内河航程》Ballads 《叙事诗》In the South Seas 《在南海》Kidnapped 《绑架》Catriona (Kidnapped2) 《卡特林娜》(《绑架》续集) The Master of Ballantrae 《巴伦特雷少爷》 The Black Arrow 《黑箭》The Silverado Squatters 《西尔韦拉多-斯卡特斯》 The Strange Case of Dr. Jekyll and Mr. Hyde 《化身博士》 Travels with a Donkey in the Cevennes 《驴背旅程》 Weir of Hermiston 《赫米斯顿的韦尔》New Arabian Nights 《新天方夜谭》Moral Emblems 《道德徽章》The Wrong Box 《错箱记》Underwoods 《下层林丛》Tales and Fantasies 《故事与幻想作品》Familiar Studies of Men & Books 《对人与书的浅陋研究》 Memories and Portraits 《回忆与肖像》Essays of Travel 《旅行随笔》Records of a Family of Engineers 《一个工程师家庭的生活实录》 The Merry Men 《快乐的男人们》Fables 《寓言集》A Child's Garden of Verses 《儿童诗苑》Songs of Travel 《旅行之歌》The Art of Writing 《写作的艺术》A Footnote to History 《历史的注脚》New Poems 《新诗集》Frank Stockton (1834-1902) 弗兰克?斯托克顿 The Magic Egg and Other Stories 《魔蛋及其他故事》 The Great War Syndicate 《辛迪加的伟大战争》Bram Stoker(1847-1912) 布拉姆?斯多可 Dracula 《德拉库拉》Harriet B? Stowe (1811-1896) 斯陀夫人 Uncle Tom's Cabin 《汤姆大伯的小屋》 Robert Southey (1774-1843) 罗伯特.骚塞 The Life of Horatio Lord Nelson 《纳尔逊传》 Lytton Strachey (1880-1932) 利顿.斯特雷奇 Queen Victoria 《维多利亚女王》Jonathan Swift (1667-1745) 琼纳森?斯威夫特 Gulliver's Travels 《格列佛游记》The Battle of the Books and Others 《书的战争》 A Modest Proposal 《一个温和的建议》 J? M? Synge (1871-1909) J? M? 沁孤 Riders to the Sea 《骑马下海的人》The Tinker's Wedding 《补锅匠的婚礼》 The Well of the Saints 《圣泉》The Playboy of the Western World 《西域的健儿》 Booth Tarkington (1869-1946) 布斯?塔金顿 The Flirt 《调情》The Conquest of Canaan 《迦南的征服》 Penrod 《彭罗德》The Turmoil 《骚乱》Alice Adams 《爱丽丝.亚当斯》Bayard Taylor (1825-1878) 贝亚德?泰勒 Beauty and the Beast 《美女与野兽》 Sara Teasdale (1884-1933) 萨拉? 蒂斯代尔 Love Songs 《恋歌》Helen of Troy And Other Poems 《特洛伊的海伦》 Flame and Shadow 《火与影》Rivers to the Sea 《江河归大海》Alfred Tennyson (1809-1892) 阿尔弗莱德?丁尼生 Idylls of the King 《国王叙事诗》The Princess 《公主》William Thackeray (1811-1863) 威廉?萨克雷 The Rose and the Ring 《玫瑰与戒指》 Vanity Fair 《名利场》Francis Thompson (1859-1907) 弗朗西斯.汤普森 New Poems 《新诗》Poems 《诗集》Henry D. Thoreau (1817-1862) 亨利?D?梭罗 Walden 《瓦尔登湖》Walking 《漫步》Civil Disobedience 《论公民的不服从》Antony Trollope (1815-1882) 安东尼?特罗洛普 The Warden 《养老院院长》Hunting Sketches 《狩猎札记》Mark Twain (1835-1910) 马克?吐温A Horse's Tale 《马的故事》Captain Stormfield's Visit to Heaven《斯托姆菲尔德船长漫游天国记》A Connecticut Yankee in King Arthur's Court《亚瑟王朝廷上的康涅狄克州美国人》A Tramp Abroad 《国外浪游》Life on the Mississippi 《在密西西比河上》Mark Twain's Speeches 《演讲集》The $30,000 Bequest 《三万元遗产》The Adventures of Huckleberry Finn 《哈克贝利?费恩历险记》 The Adventures of Tom Sawyer 《汤姆?索耶历险记》 Tom Sawyer Abroad 《汤姆?索耶在国外》Tom Sawyer Detective 《汤姆?索耶探案》The Innocents Abroad 《傻子出国记》The Prince and the Pauper 《王子与贫儿》The Tragedy of Pudd'nhead Wilson 《傻瓜威尔逊的悲剧》 What is Man 《人是什么东西》Donald Mackenzie Wallace (1841-1919) 唐纳德.麦肯齐.华莱士 Russia 《俄罗斯》Mary Wollstonecraft (1759-1797) 玛丽?沃斯通克拉夫特 Maria, or The Wrongs of Women 《玛丽亚, 或女人的受罪》 Horace Walpole (1717-1797) 霍勒斯?沃波尔The Castle of Otranto 《奥托兰图堡》M. L. Weems (1759-1825) M.L.威姆斯The Life of General Francis Marion 《马里恩将军传》 H. G. Wells (1866-1946) 赫伯特?乔治?威尔斯Ann Veronica 《安?维罗尼卡》God the Invisible King 《上帝--无形的国王》Soul of A Bishop 《主教的灵魂》The Door in the Wall and Other Stories 《墙中之门及其他故事》 The First Man in the Moon 《月球上的第一个人》 The Invisible Man 《隐身人》The Island of Doctor Moreau 《莫洛医生的岛屿》 The Time Machine 《时间机器》The War in the Air 《空中战争》The War of the Worlds (I,II) 《星际战争》(上,下) Tono Bungay 《托诺?邦盖》The World Set Free 《世界获释》The Wheels of Chance 《命运之轮》When the Sleeper Wakes 《睡眠者醒来时》Edith Wharton (1862-1937) 伊迪丝?华顿The Glimpses of the Moon 《望月》Bunner Sisters 《邦纳姐妹》House of Mirth 《欢乐之家》Summer 《夏天》The Age of Innocence 《天真的时代》The Reef 《暗礁》The Touchstone 《试金石》。

完整性与功利主义伦理学

完整性与功利主义伦理学

完整性与功利主义伦理学关于《完整性与功利主义伦理学》,是我们特意为大家整理的,希望对大家有所帮助。

摘要:伯纳德威廉斯强调哲学必须直面人类生活的复杂性和困难性,他批判以往哲学回避现实,特别是功利主义和康德主义,以恶劣的方式将生活简单化,忽视了个人情感、规划和运气对伦理生活的影响。

他通过对功利主义后果论结构的分析,指出其中所包含的消极责任特征,批判功利主义忽视了个人分离性的重要性以及对个人完整性的破坏。

威廉斯强调个人是情感需要、功利偏好和理性能力的综合体,主张应该从人的主体自身出发去思考道德问题,认为重要问题是人如何过有意义的生活,而不是我应该遵守什么样的规则。

威廉斯的批判是强有力的,对功利主义的发展具有重要启发。

下载论文网关键词:伯纳德威廉斯;个人完整性;后果论;消极责任;不偏不倚;功利主义中图分类号:B561.6 文献标识码:A 文章编号:1672-3104(2014)03?A50?A8一、关于后果论的理论架构及其缺陷经过古典功利主义与现代功利主义的发展演进,功利主义的理论形态发生了很大的变化,但是在核心原则上仍然保持一致。

阿玛蒂亚森将功利主义的核心要素归结为三个:“后果主义”“福利主义”“总量排序”,并指出所谓“后果主义”“指的是以下主张:一切选择(无论是对于行动、规则、机构等等所做的)都必须根据其后果(即它们所产生的结果)来评值”[1]。

根据后果论,行为的道德属性取决于其后果的价值,其根本目的在于提高事态的内在价值,而对达到这一目的的手段置之不理。

伯纳德威廉斯指出:“我认为,后果论的中心思想是,只有那种具有内在价值的事物是事态(state of affairs);任何其他事物具有价值,这是因为它导致了某些具有内在价值的事态。

”[2](8081)也就是说,具有内在价值的事物是事态而非产生价值的行为,行为与行为者只是达成事态的手段。

“功利主义者所感兴趣的,只是幸福的总量。

他们完全不在意幸福是如何产生的,也不在乎是谁的幸福岌岌可危”[3],这种后果论的理论架构使得功利主义饱受批评。

比较 的英语作文

比较 的英语作文

Comparing Traditional and ModernEducation SystemsIn the ever-evolving landscape of education, it is imperative to examine the fundamental differences between traditional and modern educational systems. This comparison not only highlights the strengths and weaknesses of each approach but also offers insights into how these systems shape the learning experiences of students.Traditional education systems, often characterized by a teacher-centered approach and a rigid curriculum, have been the backbone of education for centuries. These systems typically emphasize the importance of rote learning and the acquisition of factual knowledge. Teachers play a pivotal role, delivering lectures and imparting wisdom to a passive audience of students. The curriculum is often standardized and focused on preparing students for exams and assessments. In contrast, modern education systems embrace a more student-centered and innovative approach. These systems prioritize active learning, critical thinking, and the development of problem-solving skills. Teachers act as guides and mentors, facilitating learning experiences thatencourage students to explore, experiment, and discover new ideas. The curriculum is often flexible and tailored to meet the needs and interests of individual students.One significant advantage of traditional education is its emphasis on discipline and structure. The rigid curriculum ensures that students cover essential topics and skills, providing a solid foundation for future learning. However, this approach can also be limiting, as it maystifle creativity and critical thinking.Modern education systems, on the other hand, offer greater flexibility and personalization. By focusing on student-centered learning, these systems allow students to explore their interests and develop skills that are relevant to their future career paths. They also encourage collaboration and teamwork, fostering a sense of community and belonging within the classroom.However, modern education systems also face challenges. The emphasis on innovation and technology can sometimes overshadow the importance of fundamental skills like reading, writing, and math. Additionally, the increasing focus on student autonomy can lead to a lack of directionand accountability, potentially compromising the quality of learning.In conclusion, both traditional and modern education systems have their strengths and weaknesses. The ideal approach would be to strike a balance between the two, incorporating the best practices of both systems to createa comprehensive and inclusive educational experience. By doing so, we can ensure that students receive a well-rounded education that prepares them for success in the modern world.**传统与现代教育体系的比较**在教育不断演变的领域中,对比传统与现代教育体系显得尤为重要。

classic and i 英语作文

classic and i 英语作文

classic and i 英语作文The concept of "classic" has always been a fascinating one to me. It conjures up images of timeless elegance, enduring quality, and a certain je ne sais quoi that sets some works apart from the ephemeral trends of the day. As I've navigated the vast and ever-evolving landscape of art, literature, music, and culture, I've found myself drawn time and again to these classic touchstones, exploring how they have shaped and influenced the world around me.One of the things that I find most compelling about classic works is their ability to transcend the boundaries of time and space. Whether it's the timeless wisdom of Shakespeare's plays, the breathtaking beauty of Beethoven's symphonies, or the enduring relevance of Plato's philosophical musings, these creations have a way of speaking to the universal human experience in a way that feels both deeply personal and profoundly meaningful.As I've delved deeper into the world of the classics, I've been struck by the incredible diversity and depth of these works. From the grand epics of Homer and Virgil to the intimate character studies of JaneAusten, from the abstract expressionism of Jackson Pollock to the elegant minimalism of Mies van der Rohe, the canon of classic art and literature is vast and varied, encompassing a dizzying array of styles, perspectives, and approaches.And yet, despite this diversity, there is a common thread that seems to run through all of these classic works – a dedication to excellence, a commitment to pushing the boundaries of human expression, and a deep respect for the enduring power of the human spirit. Whether it's the towering grandeur of Michelangelo's David or the delicate, introspective poetry of Emily Dickinson, these works seem to speak to something fundamental and universal within us, tapping into the wellspring of our shared humanity.One of the things that I find most intriguing about the classics is the way in which they continue to evolve and take on new meaning over time. As the world around us changes, the way we interpret and engage with these works also shifts, revealing new layers of complexity and nuance. A novel that may have seemed quaint or outdated to one generation might take on a new relevance and urgency for the next, while a painting that was once dismissed as avant-garde might come to be seen as a seminal work of art.This dynamic, ever-shifting relationship between the classics and the present moment is something that I find endlessly fascinating. Itspeaks to the incredible resilience and adaptability of these works, and to the way in which they continue to challenge and inspire us, even as the world around us changes.At the same time, I'm also acutely aware of the ways in which the canon of classic works has been shaped by the biases and limitations of the cultures and societies in which they were created. The fact that the vast majority of the works that are typically considered "classic" were produced by white, Western, male artists and thinkers is a testament to the systemic inequalities and exclusions that have long plagued the world of art and culture.As I've grappled with this reality, I've come to see the study of the classics not just as an exercise in appreciating timeless beauty and wisdom, but also as an opportunity to critically examine the ways in which power and privilege have shaped the cultural landscape. By interrogating the canon, by seeking out the voices and perspectives that have been marginalized or overlooked, and by engaging with a more diverse and inclusive range of classic works, I believe we can gain a richer and more nuanced understanding of the human experience.At the same time, I don't believe that this process of critical examination should diminish our appreciation for the classics. On the contrary, I think it can actually deepen and enrich our engagementwith these works, by helping us to see them in a new light and to appreciate the ways in which they continue to speak to us, even as the world around us changes.Ultimately, my relationship with the classics is a complex and multifaceted one. It is a relationship that is characterized by awe and admiration, but also by a deep sense of responsibility and a commitment to pushing the boundaries of what we consider to be "classic." It is a relationship that is constantly evolving, and that continues to challenge and inspire me in equal measure.As I look to the future, I can't help but wonder what new classics will emerge, and how they will shape and transform the cultural landscape. Will they be the products of long-marginalized voices, finally given the recognition and platform they deserve? Or will they be the work of visionary thinkers and artists who manage to capture the spirit of our age in a way that transcends the boundaries of time and space?Whatever the case may be, I know that I will continue to be drawn to the classics, to explore their depths and to uncover their hidden secrets. For in these timeless works, I find a well of inspiration and insight that never seems to run dry, a wellspring of wisdom and beauty that continues to nourish and sustain me, even in the face of a rapidly changing world.。

[英语学习]culture and communication

[英语学习]culture and communication
Comparative(比较的) Studies of Oriental (东方的 ) and Occidental西方的 cultures
Culture and communication
Communication is done naturally by all of us that we take it for granted and we don’t think very much about what happens when we communicate. We think, we’re all human and we all communicate therefore
Culture and communication
A group of researchers conducted an experiment: on every day communication situations:
-
how much of the communication was through facial面部的,
Culture and communication
Discuss with your friends rules about: - How close you can stand to someone - The use of touch
Can you see any difference between your culture and any other cultures?
Culture and communication
Non-verbal ways of communicating our messages are vital至 关重要的 to the communication process. One of the big

对比作文英文

对比作文英文

Comparative Essays in English and Chinese In the realm of academic writing, comparative essays play a pivotal role in examining the similarities and differences between two or more subjects. This genre of writing is particularly relevant in the context of cross-cultural communication, where understanding the nuances of language and culture becomes paramount. In this article, we delve into the intricacies of writing comparative essays in English and Chinese, exploring the unique challenges and opportunities presented by each language.In English, comparative essays often emphasize clarity and precision. The language is concise, with a strong focus on grammar and syntax. The writer is expected to employ a third-person perspective and maintain an objective tone throughout the essay. In this regard, the writing style is often described as "formal" or "academic."On the other hand, Chinese comparative essays exhibit a different set of characteristics. The language is more flexible and allows for a greater degree of creativity and expression. The writer has more freedom in choosing the tone and perspective, and can even incorporate personalanecdotes or emotional appeals to enhance the argument. The result is a more "informal" or "narrative" style that is often more engaging and accessible to readers.When it comes to structure, both English and Chinese comparative essays follow a similar outline. They begin with an introduction that sets the context and poses the main argument. The body of the essay then presents the similarities and differences between the subjects, supported by evidence and examples. Finally, the conclusion sums up the main points and offers a final perspective on the subject matter.However, the execution of this structure can vary significantly between the two languages. In English, the writer needs to ensure that each sentence is grammatically correct and logically coherent. The language is often more abstract and relies heavily on nouns and verbs to convey ideas. In Chinese, on the other hand, the writer has more flexibility in sentence structure and can use a variety of words and phrases to express the same idea. The language is often more concrete and descriptive, making it easier for readers to visualize and understand the subject matter.When writing comparative essays in English, it's important to pay attention to the cultural context. For instance, certain cultural norms or values may beconsidered common knowledge in one culture but may be unfamiliar or even controversial in another. It's crucialfor the writer to be aware of these differences and to present the information in a way that is sensitive and respectful of the different cultural perspectives.In contrast, when writing comparative essays in Chinese, the writer may have more freedom to explore cultural similarities and differences. The language itself is areflection of Chinese culture and history, and the writer can often incorporate traditional elements or cultural references to enhance the essay's argument. This allows for a deeper exploration of the subject matter and a more nuanced understanding of the cultural dynamics involved.In conclusion, writing comparative essays in Englishand Chinese presents unique challenges and opportunities. The writer needs to be aware of the language-specific nuances and cultural considerations to ensure that theessay is effective and impactful. By understanding thedifferences and similarities between the two languages, we can better appreciate the richness and diversity of cross-cultural communication.**中英文对比作文**在学术写作领域,对比作文在考察两个或多个主题之间的相似性和差异性方面发挥着至关重要的作用。

同样的审美英语作文

同样的审美英语作文

同样的审美英语作文Title: Exploring Aesthetic Appreciation in English。

Aesthetic appreciation is a fascinating aspect of human experience, transcending cultural boundaries and linguistic barriers. In this essay, we delve into the intricacies of aesthetic perception and its significance in our lives.First and foremost, it's essential to understand what aesthetics truly entail. Aesthetic appreciation encompasses the sensory experience of beauty or pleasure derived from observing or experiencing something visually appealing, harmonious, or emotionally stirring. It's not merely about superficial appearances but rather about the deeper resonance and emotional impact an object, artwork, or scene elicits.One significant aspect of aesthetic appreciation is its subjectivity. What one person finds aesthetically pleasing, another might not. This subjectivity is influenced byvarious factors, including cultural background, personal experiences, and individual preferences. For example, a painting that evokes nostalgia and warmth for one individual might leave another feeling indifferent or even unsettled.Moreover, the concept of aesthetics extends beyond visual stimuli to encompass other senses as well. The beauty of a piece of music, the aroma of freshly brewed coffee, or the tactile pleasure of running your fingers over a finely crafted sculpture—all evoke aesthetic experiences that enrich our lives.In contemporary society, the pursuit of aesthetic pleasure is evident in various aspects of life, from fashion and design to architecture and entertainment. The meticulous attention to aesthetics in product design, for instance, not only enhances the functionality of objects but also elevates the overall user experience. Think of sleek smartphones with minimalist designs or ergonomic furniture that seamlessly combines form and function.Furthermore, the arts play a pivotal role in fostering aesthetic appreciation. Whether through literature, visual arts, performing arts, or film, artists evoke profound emotions and provoke thought through their creative expressions. A well-crafted poem can transport us todistant realms, while a captivating film can evoke empathy and introspection.Cultivating an appreciation for aesthetics not only enriches our individual lives but also fosters a deeper understanding and empathy for others. By appreciating diverse forms of beauty and expression, we develop a more inclusive worldview that transcends cultural divides.In conclusion, aesthetic appreciation is a multifaceted aspect of human experience that enriches our lives in myriad ways. From the visual arts to music, literature, and beyond, aesthetics encompass a vast array of sensory experiences that evoke emotions, provoke thought, andfoster connection. Embracing the diversity of aesthetic expression not only enhances our individual lives but also contributes to a more harmonious and empathetic society.。

大学思辨英语教程精读1Unit3教师用书(20150809)

大学思辨英语教程精读1Unit3教师用书(20150809)

Unit 3 Verbaland Non-verbal CommunicationUnit overviewBoth Units 1 and 2 mention a key word “communication”.As Thomas Payne points out in Text B of Unit 2, most of us, linguists or non-linguists, have the common-sense notion that “the main purpose of human language is communication”. Thus to develop a deeper understanding of the nature and function of language, we need to take a close at human communication. This unit examines this topic from a cross-cultural perspective, illustrating the similarities and differences in verbal and non-verbal communication between different cultures, which lays a foundation for further exploration into the interface between language and culture in the following units.Text APeople in different communities demonstrate different perceptions and rules of both verbal and non-verbal communication. The way they interact is culturally relative in almost every aspect, including when to talk, what to say, pacing and pausing, listenership, intonation and prosody, formulaicity, indirectness, and coherence and cohesion.Text BSome non-verbal behaviors are practically universal and have the same meaning wherever you are (e.g., smiling and facial expressions of anger, surprise, fear, sadness, and so on). But for cultural and historical reasons, there have also developed great differences and variations in such aspects as eye contact, touch, gestures, and territorial space, etc. Without an awareness of respect and accommodation for people from a different background, these differences are likely to cause misunderstandings in cross-cultural communication.The two texts supplement each other in that Text A illustrates cross-cultural differences in both verbal and non-verbal communication while Text B focuses on non-verbal behaviors and addressesboth differences and similarities.Teaching objectivesThis unit is designed to help students develop their reading skills, communicative competence, critical thinking, intercultural reflection and abilities of autonomous learning in the following aspects.Reading skills:Use context to understand a new wordIdentify cohesive devicesPredict the content of an upcoming sentence/paragraphCommunicative competence:Develop a coherent and cohesive oral/written discourseUse topic sentences, supporting sentences and concluding sentences in presentations/essaysCommunicate constructively in team workCritical thinking:Evaluate the strengths and weaknesses of personal experience as evidence in argumentationOrganize the arguments using an outlineNote and reflect on the differences between academic writing and everyday writingIntercultural reflectionIdentify similarities and differences in non-verbal communication across culturesBe aware of multiple levels of differences on which cross-cultural communication can falterInterpret communication behaviors from cultural and historical perspectivesTeaching strategiesNon-verbal communication and cross-cultural communication are both interesting topics in linguistics. The teacher can introduce the two texts by quoting anecdotes or relating to students’own experiences (question 5 in Preparatory work, p. 59). For students who lack experience of cross-cultural communication, the topic can be led in by discussions about inter-subcultural communication.Text A is a research articlefrom an academic journaland its structure and writing style are quite clear. It is recommended to draw studen ts’ attention to the author’s logic (i.e., ways of arguing) and use of evidence in class. If well-planned, all the questions in Preparatory Work and Critical readingcan be dealt with in some detail in class. The teacher can follow all the questions in Understanding the text to check students’ comprehension of the text, while the tasks in Evaluation and exploration can be divided and assigned to groups. For example, in Making an outline (p. 62), the teacher can divide the students into three groups, each responsible for one topic.For classical works in intercultural communication, please refer to:Hall, Edward T. (1955). The Anthropology of Manners.Scientific American,192: 85-89.Hall, Edward T. (1959). The Silent Language. New York: Doubleday.For more updated information, please find the following journals:Cross-Cultural Communication published by Canadian Academy of Oriental and Occidental Culture (CAOOC)Across Languages and Cultures published by AkadémiaiKiadóLanguage and Intercultural Communication published byRoutledge Journals, Taylor & Francis Ltd.Preparatory work(1)Academic interests: gender and language, interactional sociolinguistics,conversational interaction, cross-cultural communication, frames theory, conversational vs. literary discourse, and new media discourse.Main publications:You Just Don't Understand: Women and Men in Conversation. New York: Morrow, 1990.That's Not What I Meant!: How Conversational Style Makes or Breaks Relationships. NY: William Morrow, 1986.Gender and Discourse. NY & Oxford: Oxford University Press, 1994. Note: Outside the academic world Deborah Tannen is best known as the author of a number of books on the New York Times best seller and she is also a frequent guest on television and radio news and information shows.(2)Edward Sapir (1884–1939): an American anthropologist who is widely regarded as one of the most important figures in the early development of modern linguistics. His main interests are in the ways in which language and culture influence each other, the relation between linguistic differences, and differences in cultural world views. His most important contribution is what is known as the principle of linguistic relativity or the "Sapir-Whorf" hypothesis.John Joseph Gumperz(1922 –2013): an American linguist. His research interests include the languages of India, code-switching, and conversational interaction. Well-known for his contribution in interactional sociolinguisticsand the "ethnography of communication", Gumperz’s research has benefitted such fields as sociolinguistics, discourse analysis, and linguistic anthropology.E. M. Forster (1879 –1970): an English novelist, short story writer, essayist and librettist. He is known best for his ironic and well-plotted novels examining class difference and hypocrisy in early 20th-century British society. He was nominated for the Nobel Prize in Literature in 13 different years.Robert Kaplan:An American applied linguist. His research area covers applied linguistics, discourse analysis, language policy, language planning, and ESL/EFL Teaching. He is most famous for his contribution in Contrastive Rhetoric, a term he first coined in 1966. Kaplan has authored or edited 32 books, more than 130 articles in scholarly journals and chapters in books, and more than 85 book reviews and other ephemeral pieces in various newsletters, as well as 9 special reports to the U.S. government and to governments elsewhere./usia/E-USIA/education/engteaching/kap0299.htm(3)Pragmatics is the systematic study of meaning dependent on language in use. Unlike semantics, which examines conventional meaning "coded" in a given language, pragmatics studies how the transmission of meaning depends not only on structural and linguistic knowledge (e.g., grammar, lexicon, etc.) of the speaker and the hearer, but also on the context of the utterance, any pre-existing knowledge about those participants involved, the inferred intent of the speaker, and other factors. Central topics of pragmatics include a speaker’s communicative intentions, the use of language that requires such intentions, context of use, the relation between the user of a linguistic form and the act of using the form, and the strategies an addressee employs to work out what the intentions and acts are.(4)Cohesion refers to the use of various phonological, grammatical, and/or lexical means to link sentences or utterances into a well-connected, larger linguistic unit such as a paragraph or a chapter. In other words, cohesion achieves well-connectedness by means of linguistic forms. Example: Mary is a secretary. She works in a law firm. Yan (2012)Coherence refers to the logical well-connectedness between different parts of a piece of spoken or written language, which distinguishes it from a random assemblage of sentences or utterances. Yan (2012)Formly incohesive discourse may be coherent through common sense, cult ural background, contextual information, imagination, logical assumption, e tc.Husband: That’s the telephone.Wife: I’m in the bath.Husband: OK.(5)Pause is a temporary and brief break in the flow of speech, which is often classified into filled pause and unfilled or silent pause. The former is taken up or filled by a hesitation form like ah, er, and um. In contrast, the latter is not filled by a hesitation form. In other words, a silent pause is one where there is no vocalization.Critical readingI. Understanding the text(1) The main purpose of this article is to illustrate eight levels of cross-cultural differences in non-verbal aspects of communication.(2) We can understand the nature of language by observing it in communication and in contact with other systems of communication.(3) Pacing and pausing, listenership. In deciding when to talk and what to say, the speaker usually takes a conscious speech planning, yet in pacing and pausing and in showing listenership in a conversation, one does not need to stop and think for a decision.(4) Section 2.1 starts with a direct thesis statement. Then the author explains it with an expert’s (Scollon) research findings and examples.In section 2.2 the author raises a number of questions (in para 7, 9 and 11) and responds to them with relevant research findings (Goody’s as well as hers) and her own personal experience. Section 2.3 is also organized in the order of “question-answer”. Section 2.4 illustrates cross-cultural differences in listenership with two examples, gaze (paras 21 and 22) and loudresponses (para 23), and then moves on to the conclusion (para 24). Section 2.5: example-discussion. Section 2.6: personal experience and a very brief interpretation. Section 2.7: the thesis (para 30 “how to be indirect is culturally relative”) and discussion about the cases of American-non-American differences (American men, women, Greek and Japanese). Section 2.8: definition and illustration.(5) The experience ina dinner party in paragraph 12 indicates that (1) people from different cultures not only differ in whether compliments should be accepted, rejected or deflected, but also in which compliments should be accepted/rejected/deflected; and (2) every culture has its own conventions about what to say on particular occasions, and without knowledge of these conventions, we can by no means appropriately interpret the messages in cross-cultural communication.In Para. 29, Tannenrefers to her first visit to Greece to exemplify the cross-cultural difference in formulaicity, i.e., what is novel and what is conventional in different languages.(6)Generally speaking, the eight levels are arranged in the order ofimportance, from the core of verbal communication to more peripheral factors. The first three levels and the fifth level belong to what is said while the last three center on how it is said. The fourth level, listenership, is the only level examined from the perspective of the hearer.(7)As has been illustrated in part II, verbal communication involves manyhidden rules and conventions that vary from culture to culture. Since every individual has his/her own unique experience, education background,and beliefs, etc., no two interactants would share exactly the same communicative rules and conventions. In this sense all communication is cross-cultural.Summary writingWays of communication are culturally diversified in almost every aspect, from what to say to how to say it. When to talk (and when not to) is culturally relative. People from one culture may find a particular silent moment unbearable while it is deemed appropriate in another culture.What to say also differs greatly across cultures. Many of us consider raising questions asa natural or even basic part of daily communication, but in some cultures questions are perceived imposing and hence rarely asked. A certain degree of indirectness in communication is universal in alllanguages, but how to be indirect varies from culture to culture. American men value “sticking to facts” while Japanese and Arab often insist on elaborate “small talks”. Cross-cultural differences can also be observed in the different ways of showing listenership, control of pace and pause, use of conventional and novel language, and variation of intonation. Even when peopleare asked to describe or write about the same thing, their organization of a discourse will very likely differ in ways of establishing coherence and cohesion as Kaplan illustrated.II. Evaluation and exploration1.Evaluating the text(1)Personal experiences and anecdotes help elucidate abstract and difficultterms and add to the vividness of the text. Controlled use of personal experience may also shorten the distance between the author and the reader. But the overuse and misuse of personal stories can also damage the objectivity and credibility of the argumentation.(2)Beside personal experience, Tannen mentions a lot of academicresearches (e.g. in para 4, 7, 8, 10, 21, 23, 38 and 39), which all add weight to her arguments.(3)It is obviously not an exhaustive list. Cross-cultural communication canvary at many other levels, e.g., proxemics and turn taking in a multiparty context.2.Exploring beyond the text(1)Questions for exploration1)There are altogether 16 questions which help structure the text inpart two and they are not equally important. The question in para 2, for example, is a global one that covers all the eight sections in the main body, while the question in para 20, “Now how many milliseconds shall I wait?”, is just an example to illustrate why pacing and pausing is an automatic level.a. See above.b. The first question in para 7 is asked to introduce the topic of thissection, what to say. It is a transition from section 2.1 to section 2.2.c. This is a rhetorical question requiring no answer. It is asked simplyto reinforce our conviction that questions are basic to the educational setting, which forms a sharp contrast with the case of Gonjans.2) In all the known languages there are strategies of making indirectrequests/apologies/invitations/, etc. In a strict sense, the use of language is an indirect means to achieve communicative ends. How to be indirect differs from culture to culture. For example, in English a request is often put forward as a question of ability (Can you pass me the salt?).3) For example, introvert people may be more tolerant of silence inface-to-face verbal interaction while extroverts usually find silence awkward and uncomfortable. This is primarily an interpersonal difference since in all cultures there are introvert and extrovert people.Gaze is another example. People with more aggressive personality usually hold longer and steadier gaze when they talk to others, while shy perpleare more likely to diverge in eye contact.Language enhancementI. Words and phrases1. Adverbs and prepositions(1) off; (2) out; (3) across; (4) away; (5) up; (6) between, for; (7) after; (8) out of, into; (9) off; (10) up; (11) out of2. Verbs(1) illustrate, vary, discussing, exemplifying, signaling, mean, say(2) vary(3) differ(4) illustrated(5) exemplifies(6) expounds(7) demonstrates(8) elucidate, interpret3.Words in contextOpen to discussion:To guess the meaning of a new word, one can first recognize its part of speech, analyze its word formation, identify its attitude if necessary, and then evaluate its meaning in the linguistic context.II. Sentences and discourse1.Paraphrasing(1)Athabaskan Indians consider that it is inappropriate to talk to peoplethey do not know. According to Scollon, this causes a strange effect when theAthabaskan Indians meet people from other cultures. The non-Athabaskans may want to make acquaintance with the Athabaskans by talking to them, but the Athabaskans will not talk to the non- Athabaskans before they become acquaintances.(2)Gonjans take it for granted that questions are always asked to achieveindirect functions, so they never ask questions for pure information. (3)The Americans usually take it for granted that in communication peopleshould be direct and say no more or less than needed, and that what people say is exactly what they mean. This is especially true in business and education and applies more to American men than to women. (4)No two people have just the same cultural background. Therefore, allcommunication is cross-cultural to someextent. In this sense, understanding cross-cultural communication can help us understand the nature of language and tackle problems in the world, especially those caused by and related to the use of language, e.g. obstacles in foreign language teaching and learning.2.Translation(1)物理学家通过观察物质元素在不同环境中的表现及其与其他物质的相互作用来理解它们的本质。

比较文学翻译

比较文学翻译

GENERAL, COMPARATIVE, AND NATIONAL LITERATURWith literary studies, we have distinguished between theory, history, and criticism. Using another basis of division, we shall now attempt a systematic definition of comparative, general, and national literatur e. The term ‘comparative’ literature is troublesome and doubtless, indeed, one of the reasons why this important mode of literary has had less than the expected academic success. Matthew Arnold1, translating Ampere2’s use of ‘histoire comparative’, was apparently the first to use the term in English (1848). The French have preferred the term used earlier by Villemain3, who had spoken of ‘literature comparee’ (1829), after the analogy of Cuiver4’s Anatomie comparee (1800). The Germans speak of ‘vergleichende Literaturgeschichte5’. Yet neither of these differently formed adjectives is very illuminating, since comparison is a method used by all criticism and sciences, and does not, in any way, adequately describe the specific procedures of literary study. The formal comparison between literatures – or even movements, figures, and works –is rarely a central theme in literary history, though such a book as F.C.Green’s Minuet6, comparing aspects of French and English eighteenth-century literature, may be illuminating in defining not only parallels and affinities but also divergences between the literary development of one nation and that of another.In practice, the term ‘comparative’ literature has covered and still covers rather distinct fields of study and groups of problems. It may mean, first, the study of oral literature, especially of folk-tale themes and their migration; of how and when they have entered ‘higher’, ‘artistic’ literature. This type of problem can be relegated to folklore, an important branch of learning which is only in part occupied with aesthetic facts, since it studies the total civilization of a ‘folk’, its costumes and customs, superstitions and tools, as well as its arts. We must, however, endorse the view that the study of oral literature is an intergral part of literary scholarship, for it cannot be divorced from the study of written works, and there has been and still is a continuous interaction between oral and written literature. Without going to the extreme of folklorists such as Hans Naumann7who consider most later oral literature gesunkenes Kulturgut8, we can recognize that1马修·阿诺德2安培3维尔曼4居维埃5德语“比较文学史”6格林的“小步舞”7汉斯·诺曼written upper-class literature has profoundly affected oral literature. On the other hand, we must assume the folk origin of many basic literary genres and themes, and we have abundant evidence for the social rise of folk literature. Still, the incorporation into folklore of chivalric romance and troubadour lyric is an indubitable fact. Though this is a view which would have shocked the Romantic believers in the creativity of the folk and the remote antiquity of folk art, nevertheless popular ballads, fairy tales, and legends as we know them are frequently of late origin and upper-class derivation. Yet the study of oral literature must be an important concern of every literary scholar who wants to understand the process of literary development, the origin and the rise of our literary genres and devices. It is unfortunate that the study of oral literature has thus far been so exclusively preoccupied with the study of themes and their migrations from country to country, i.e. with the raw materials of modern literatures. Of late, however, folklorists have increasingly turned their attention to the study of patterns, forms, and devices, to a morphology1of literary forms, to the problems of the teller and narrator and the audience of a tale, and have thus prepared the way for a close integration of their studies into a general conception of literary scholarship. Though the study of oral literature has its own peculiar problems, those of transmission and social setting, its fundamental problems, without doubt, are shared with written literature; and there is a continuity between oral and written literature which has never been interrupted. Scholars in the modern European literatures have neglected these questions to their own disadvantage, while literary historians in the Slavic and Scandinavian countries, where folklore is still – or was till recently –alive, have been in much closer touch with these studies. But ‘comparative literature’ is hardly the term by which to designate the study of oral literature.Another sense of ‘comparative’ literature confines it to the study of relationships between two or more literatures. This is the use established by the flourishing school of French comparatists headed by the late Fernand Baldensperger2and gathered around the Revue de literature comparee3. The school has especially given attention, sometimes mechanically but sometimes with considerable finesse, to such questions as the reputation and penetration, the influence and fame, of Goethe in France and England, of Ossian4and Carlyle51形态2巴登斯贝格3《比较文学评论》4哦相and Schiller1in France. It has developed a methodology which, going beyond the collection of information concerning reviews, translations, and influences, considers carefully the image, the concept of a particular author at a particular time, such diverse factors of transmission as periodicals, translators, salons, and travelers, and the ‘receiving factor’“接待因子”, the special atmosphere and literary situation into which the foreign author is imported. In total, much evidence for the close unity, especially of the Western European literatures has been accumulated; and our knowledge of the ‘foreign trade对外贸易’ of literatures has been immeasurably increased.But this conception of ‘comparative literature’ has also, one recognizes, its peculiar difficulties. No distinct system can, it seems, emerge from the accumulation of such studies. There is no methodological distinction between a study of ‘Shakespeare in France’ and a study of ‘Shakespeare in eighteen-century England’, or between a study of Poe爱伦坡’s influence on Baudelaire波德莱尔and one of Dryden德莱顿’s influence on Pope. Comparisons between literatures, if isolated from concern with the total national literatures, tend to restrict themselves to external of sources and influences, reputation and fame. Such studies do not permit us to analyse and judge an individual work of art, or even to consider the complicated whole of its genesis; instead, they are mainly devoted either to such echoes of a masterpiece as translations and imitations, frequently by second-rate authors, or to the prehistory of a masterpiece, the migrations and the spread of its themes and forms. The emphasis of ‘comparative literature’ thus c onceived is on externals; and the decline of this type of ‘comparative literature’ in recent decades reflects the general turning away from stress on mere ‘facts’, on sources and influences.A third conception obviates, however, all these criticisms, by identifying ‘comparative literature’ with the study of literature in its totality, with ‘world literature’, with ‘general’ or ‘universal’ literature. There are certain difficulties with these suggested equations. The term ‘world literature’, a translation of Goethe歌德’s Weltliteratur, is perhaps needlessly grandiose, implying that literature should be studied on all five continents, from New Zealand to Iceland. Goethe, actually, had no such thing in mind. ‘World literature’ was used by him to indicate a time w hen all literatures would become one. It is the ideal of the unification of all literatures into one great synthesis, where each nation would play its part in a universal concert. But Goethe himself saw that this is a very distant ideal, that no single nation is willing to give up its individuality. Today we are possibly even furtherremoved from such a state of amalgamation, and we would argue that we cannot even seriously wish that the diversities of national literatures should be obliterated. ‘World literature’ is frequently used in a third sense. It may mean the great treasure-house of the classics, such as Homer, Dante, Cervantes, Shakespeare, and Goethe, whose reputation has spread all over the world and has lasted a considerable time. It thus has beco me a synonym for ‘masterpieces’, for a selection from literature which has its critical and pedagogic justification but can hardly satisfy the scholar who cannot confine himself to the great peaks if he is to understand the whole mountain ranges or, to drop the figure, all history and change.The possibly preferable term ‘general literature’ has other disadvantages. Originally it was used to mean poetics or theory and principles of literature, and in recent decades Paul Van Tieghem has tried to capture it for a special conception in contrast to ‘comparative literature’. According to him, ‘general literature’ studies those movements and fashions of literature which transcend national lines, while ‘comparative literature’ studies the interrelationships between two or more literatures. But how can we determine whether, e.g. Ossianism is a topic of ‘general’ or ‘comparative literature’? One cannot make a valid distinction between the influence of Walter Scott abroad and the international vogue of the historical n ovel. ‘Comparative’ and ‘general’ literature merge inevitably. Possibly, it would be best to speak simply of ‘literature’.Whatever the difficulties into which a conception of universal literary history may run, it is important to think of literature as a totality and to trace the growth and development of literature without regard to linguistic distinctions. The great argument for ‘comparative’ or ‘general’ literature or just ‘literature’ is the obvious falsity of the idea of a self-enclosed national literature. Western literature, at least, forms a unity, a whole. One cannot doubt the continuity between Greek and Roman literatures, the Western medieval world, and the main modern literatures; and, without minimizing the importance of Oriental influences, especially that of the Bible, one must recognize a close unity which includes all Europe, Russia, the United States, and the Latin-American literatures. This ideal was envisaged and, within their limited means, fulfilled, by the founders of literary history in the early nineteenth century: such men as the Schlegels史雷格尔兄弟, Bouterwek布特维克, Sismondi西斯蒙第, and Hallam哈勒姆. But then the further growth of nationalism combined with the effect of increasing specialization led to an increasingly narrow provincial cultivation of the study of national literatures. During the second half of the nineteenth century the ideal of a universal literarypractitioners of ‘comparative literature’ were folklor ists, ethnographers who, largely under the influence of Herbert Spencer, studied the origins of literature, its diversification in oral literary forms, and its emergence into the early epic, drama, and lyric. Evolutionism left, however, few traces on the history of modern literatures and apparently fell into discredit when it drew the parallel between literary change and biological evolution too closely. With it the ideal of universal literary history declined. Happily, in recent years there are many signs which augur a return to the ambition of general literary historiography. Ernst Robert Curtius’s科修斯European Literature and the Latin Middle Ages《欧洲文学与拉丁中古时代》(1948), which traces commonplaces through the totality of Western tradition with stupendous erudition, and Erich Auerbach埃利希·奥尔巴赫’s Mimesis模仿论(1946), a history of realism from Homer to Joyce based on sensitive stylistic analyses of individual passages, are achievements of scholarship which ignore the established nationalisms and convincingly demonstrate the unity of Western civilization, the vitality of the heritage of classical antiquity and medieval Christianity.Literary history as a synthesis, literary history on a super-national scale, will have to be written again. The study of comparative literature in this sense will make high demands on the linguistic proficiencies of our scholars. It asks for a widening of perspectives, a suppression of local and provincial sentiments, not easy to achieve. Yet literature is one, as art and humanity are one; and in this conception lies the future of historical literary studies.Within this enormous area – in practice, identical with all literary history – there are, no doubt, subdivisions somtimes running along linguistic lines. There are, first of all, the groups of the three main linguistic families in Europe –the Germanic, the Romance, and the Slavic literatures. The Romance literatures have particularly frequently been studied in close interconnection, from the days of Bouterwek up to Leonardo Olschki’s 奥尔式基attempt to write a history of them all for the medieval period. The Germanic literatures have been comparably studied, usually, only for the early Middle Ages, when the nearness of a general Teutonic条顿civilization, can be still strongly felt. Despite the customary opposition of Polish scholars, it would appear that the close linguistic affinities of the Slavic languages, in combination with shared popular traditions extending even to metrical forms, make up a basis for a common Slavic literature.The history of themes and forms, devices and genres, is obviously an international history. While most of our genres descend from the literature of Greece and Rome, they were very considerably modified and augmented duringindividual linguistic systems, is international. Furthermore, the great literary movements and styles of modern Europe (the Renaissance, the Baroque, Neo-Classicism, Romanticism, Realism, Symbolism) far exceed the boundaries of one nation, even though there are significant national differences between the working out of these styles. Also their geographical spread may vary. The Renaissance, e.g. penetrated to Poland but not to Russia or Bohemia. The Baroque style flooded the whole of Eastern Europe including the Ukraine, but hardly touched Russia proper. There may be also considerable chronological divergences: the Baroque style survived in the peasant civilizations of Eastern Europe well to the end of the eighteenth century when the West has passed through the Enlightenment, and so on. On the whole, the importance of linguistic barriers was quite unduly magnified during the nineteenth century.This emphasis was due to the very close association between Romantic (mostly linguistic) nationalism and the rise of modern organized literary history. It continues today through such practical influences as the virtual identification, especially in the United States, of the teaching of literature and the teaching of a language. The result, in the United States, has been an extraordinary lack of contact between the students of English, German, and French literature. Each of these groups bears a completely different imprint and uses different methods. These disjunctions are in part, doubtless, unavoidable, simply because most men live in but a single linguistic medium; and yet they lead to grotesque consequences when literary problems are discussed only with regard to views expressed in the particular language and only with reference to texts and documents in that language. Though in certain problems of artistic style, metre, and even genre, the linguistic differences between the European literatures will be important, it is clear that for many problems of the history of ideas, including critical ideas, such distinctions are untenable; artificial cross-sections are drawn through homogeneous materials, and histories are written concerning ideological echoes by chance expressed in English or German or French. The excessive attention to one vernacular is especially detrimental to the study of medieval literature, since in the Middle Ages Latin was the foremost literary language, and Europe formed a very close intellectual unity. A history of literature during the Middle Ages in England which neglects the vast amount of writings in Latin and Anglo-Norman gives a false picture of England’s literary situation and general culture.This recommendation of comparative literature does not, of course, imply neglecting the study of individual national literatures. Indeed, it is just the problem of ‘nationality’ and of the distinct contributions of the individual nationsstudied with theoretical clarity, the problem has been blurred by nationalistic sentiment and racial theories. To isolate the exact contributions of English literature to general literature, a fascinating problem, might lead to a shift of perspective and an altered evaluation, even of the major figures. Within each national literature there arise similar problems of the exact shares of regions and cities. Such an exaggerated theory as that of Josef Nadler约瑟夫·拿德勒, who professes to be able to discern the traits and characteristics of each German tribe and region and its reflections in literature, should not deter us from the consideration of these problems, rarely investigated with any command of facts and any coherent method. Much that has been written on the role of New England, the Middle East, and the South in the history of American literature, and most of the writings on regionalism, amounts to no more than the expression of pious hopes, local pride, and resentment of centralizing powers. Any objective analysis will have to distinguish questions concerning provenance and setting from questions concerning the actual influence of the landscape and questions of literary tradition and fashion.Problems of ‘nationality’ become especially complicated if we have to decide that literatures in the same language are distinct national literatures, as American and modern Irish assuredly are. Such a question as why Goldsmith高尔德斯密斯, Sterne斯特恩, and Sheridan沙瑞顿do not belong to Irish literature, while Yeats叶芝and Joyce乔伊斯do, needs an answer. Are there independent Belgian, Swiss, and Austrian literatures? It is not very easy to determine the point at which literature written in America ceased to be ‘colonial English’ and became an independent national literature. Is it the mere fact of political independence? Is it the national consciousness of the authors themselves? Is it the use of national subject-matter and ‘local color’地方色彩? Or is it the rise of a definite national literary style?Only when we have reached decisions on these problems shall we be able to write histories of national literature which are not simply geographical or linguistic categories, shall we be able to analyse the exact way in which each national literature enters into European tradition. Universal and national literatures implicate each other. A pervading European convention is modified in each country: there are also centres of radiation in the individual countries, and eccentric and individually great figures who set off one national tradition from the other. To be able to describe the exact share of the one and the other would amount to knowing much that is worth knowing in the whole of literary history.。

甲酰胺二聚体性质的分子力学模拟研究

甲酰胺二聚体性质的分子力学模拟研究

甲酰胺二聚体性质的分子力学模拟研究管清梅【摘要】应用ABEEM/MM浮动电荷力场和从头算方法对甲酰氨二聚体的性质进行了研究,甲酰氨二聚体都具有一定的对称性,其中FAD1和FAD4具有C2h对称性而FAD2和FAD3具有Cs对称性.ABEEM/MM力场的模拟结果与较精密从头算法所得的结构都非常相近,因此ABEEM/MM力场能够很好地描述氨基化合物二聚体的结构性质.【期刊名称】《阜阳师范学院学报(自然科学版)》【年(卷),期】2013(030)001【总页数】5页(P21-24,27)【关键词】甲酰胺二聚体;从头算方法;ABEEM/MM浮动电荷力场【作者】管清梅【作者单位】阜阳师范学院化学化工学院,安徽阜阳236037【正文语种】中文【中图分类】O643氢键是一种特殊的分子间和分子内作用力,是指与电负性极强的元素X相结合的氢原子和另一个分子中电负性极强的原子Y之间所形成的一种弱键。

氢键既不同于化学键,也不同于范德华力,而是介于两者之间,它远远小于化学键,却远远大于范德华力。

氢键在稳定蛋白质的结构中起着极其重要的作用,多肽主链上的羰基氧和酰氨氢之间形成的氢键是稳定蛋白质二级结构的主要作用力[1],并且大多数蛋白质的折叠就是使主链肽基之间形成最大数目的分子内氢键(如α螺旋,β折叠片),同时保持大多数能成氢键的侧链处于蛋白质分子的表面将与水相互作用[2]。

因此,氢键一直是人们研究的热点之一,尤其是运用分子力场方法研究蛋白质体系中的氢键作用[3]。

蛋白质中一种最重要的氢键类型是氨基化合物分子间的(N—H…O==C)氢键相互作用[4]。

由Yang等提出的原子键电负性均衡方法(ABEEM),其电荷位点不仅包括了原子中心区域,而且还加入了化学键和孤对电子区域,并且能够快速准确地计算体系随外势变化的电荷分布。

该方法已应用于有机和多肽分子的电荷分布及相关性质的研究。

Yang等又将其融合进分子力场,建立了ABEEM/MM浮动电荷分子力场模型,并已将其应用到了水、水合离子、烷烃分子构象以及小蛋白质crambin的研究[5-7]。

比较诗学_局限与可能

比较诗学_局限与可能

[收稿日期] 2003-03-05[作者简介] 王向远(1962-),山东临沂人,北京师大文学院教授,文学博士,博士生导师,从事比较文学与东方文学研究。

2004年第3期(总第74期)中国文学研究R esearch of Chinese Literature No,3,2004General,No.74[文艺理论天地]比较诗学:局限与可能王向远(北京师范大学文学院,北京 100875)关键词:比较诗学 中西诗学 东方诗学摘 要: 比较诗学 是以探讨人类文学的共通规律为目标的比较文学研究。

它有两个方面。

一、 比较文论 ,即各国文学理论的比较研究;二、从文学史及作家作品出发,从微观分析上升到宏观概括,对各国文学总体的美学风貌、共通规律与民族特色的研究。

这两个方面互为补充,才是完整意义上的 比较诗学 。

而我国的比较诗学研究却片面地将比较诗学等同于 比较文论 。

而在具体的研究中,严重偏向中西比较诗学,而没有将中国以外的东方诗学纳入比较诗学的视野。

这是需要认真加以反思的。

[中图分类号]I206 7 [文献标识码]A [文章编号]1003-7535(2004)03-0012-06Comparative Poetics:limitations and PossibilityWGNG Xiang yuan(Chinese Department Beijing Normal U niversity ,Beijing,100875,china)Key words:comparative poetics Si no-western poetics eastern poeticsAbstract:Comparative poetics aims to explore the universal law governing literature.It consists of two aspects:1)comparati ve study of li terary theories of di fferent countries,2)study of the overall literary styles and common aesthetic rules of di fferent countries that starts from microcos mic analysis and ends with macrocosmic generalization.The two aspects complement each other and consti tute comparative poetics in its true sense.However,Chinese comparative poetics used to equate comparative poetics with comparati ve study of literary theories and be confined to comparative study of Sino-western poetics exclusive of eastern poetics,which is a phe nomenon deserving our reflection.一、 比较文论 与 比较诗学在谈文学理论的比较研究!!!简称 比较文学 !!!之前,有必要涉及到一个相关的重要概念!!!比较诗学。

现代大学英语精读4 单词

现代大学英语精读4 单词

精读4: 1. acquaintance alas anguish atheist Buddhist bulge centralized compensation compulsive confer confront contemplate contempt contradiction conversion current affairs deficiency delinquentdetestation disintegrate disinterested draught ego exalted flee gloom heady hideous high-mindedhindquarters hustle hypocrisy impediment indignant integrated irresistible irreverent lag leopardlest libertine majesty masterpiece Methodist modest monologue muscular oratory patriotism penalpious prewar Prime Minister proficient prominent remorselessly repetition restively RomanCatholics rotten rug ruinous solidarity spectacles stampede statuette towel trifle unaccustomedundeserved utterly vanish Venus visitation writhe ----------2. aggression allotted allot apologize approximately ascend aspirin assumption blow one’s noseboarding-house bony chilling clear up clear up a little ground crossword cushion drawing-roomeccentric ejaculate emphatic get on one’s nerves guinea gulp hook in advance inconvenientinquiringly instantaneous keep the ball rolling knit latchkey lodging marble mess moisten obligepassage powder one’s nose shriek stall tablet tense triumphantly viciously whip up ----------3. admittedly alliance ally approximately artifact balance of power battery belligerent commonsensecut-and-dried deem denote (be) destined to diametrically disproportionate exhilarating factorfoolproof garrison haberdasher (the) high seas immersed in the event of insight interceptionmemorize minister model moreover never-ending note opposed oversleep persuasively premisepresumable probe pro-British proximate quest relevant remains restricted restrict revise stem fromsubmarine thereby validity whereby ----------4. abreast Africaans avert brandy ceremony cognac complimentary confidentially constrainedcontemplation demonstrator deserted disgusting envy exhibit expel flat for God’s sake goodwillherald inarticulateness incomprehensible indisputably insoluble jubilee lift liquor literature lobbyluxurious mansion mate nationwide omit outcry oversight passageway personage polished quarterrenounce sculptor sculpture segregate slumped squint statue strained suspend testimonial unselfish5. apologetically astride baba bad-tempered baker bastard bloody bugle charger crook cross disfiguredex- fantasize fend fork frenzied furiously gateway glaze greedy grunt haul heave hospitalityimpotence instrumental joint mortgage obscene onslaught overweight pant partial personalitypinion pork prop up raid reserve rib rum sarcastic scrap self-centered selfish shade sourly sprinklestanding straightforward thrash topple torment trickle unattainable undaunted vanish vigorouslyvilla weight whale ----------6. agreeable allowance to make an allowance for something anecdote antagonism as a rule attributebelittle bungle classify competent conceive consistent conversely coward cowardice cuedeep-rooted dogma dogmatic duel energetic enormous established fogey fundamental gladiatorialgramophone grudge headhunting improvident in fashion infant infanticide inherit inheritancejustify legitimate livelihood necessitate originate polygamy prestige prohibition run out sentimentsentimental skilful staunch uncritically undesirable ----------7. appetite assert atmosphere block bundle cluster commence coop crow crunch dotted draughtferociously flannel fowl freckled furrowed glimmer glisten gruffly hamlet hateful heartily henceforth homespuns hop imminence ivy-covered knoll limestone low manure mating mitten overpower pore primeval rake (out) rasp raw rebellion revel rheumatism ridge rim rod seaweed shawl shrewd sideways slavery sod sore sow spade stoop streak striped subjugate throb tremor triangular turf whiten woollen worm yawn ----------8. abreast abruptly acquisition adjust alien antidote backlash binge boom Bulgaria bust cable centurychampion clamor complement component consequence conspicuously constituent controversial crony daunting discriminate downturn dwarf Ecuador ensue entity erode Estonia exceed export fare financing forecast genetically globalization glut hamstring implode indicator industrialize inept instability interdependence internet investor irreversible Kyrgyztan Latin America Latvia liberalization lopsided materialize maximize membership merger modify Mongolia multilateral multinational nationalism negotiation neutralize optimism Panama percentage peril plausible presumption prevail project prone propel purchase recession relentless relieve retard scary seattle shield slowdown slump snowball South Korea sovereignty sub-Sahara succession a succession of takeover tariff transportation treasury trendy undersea unification upheaval volume widespread wireless ----------9. agility alertness ape Au revoir bay bloodhound brighten businesslike chateau concealment Cossackcourtly cove cower crotch deplorable dingy dodge exceedingly expanse fable flask flatten furnish grapevine hogshead hound hum huskily insane lash leash leech legweary lightning-charred lore mainland Malay metallic moccasins mock moss muck mutter ooze outspread panther pastime pent-up pit placid postpone quarry quicksand recoil repast rude sack sapling savagely shin sip stake stalk stamina suck suicide swamp torch trigger twig Uganda uncanny utmost varnish wilderness wind woodcraft zealous ----------10. amid apron backgammon bustle cave in checkers chickenpox chime (in) clay clearing communionconfessor congregate crank curse deli desolate devout ditch dragout droppings drought dung earthquake escalate fingernail firsthand fish-bearing forcefully forsaken full-blown gravity hailstorm hide-and-seek homey Iraqi jet-back knockdown Lebanese locust lucrative lukewarm lure maimed mayor New Zealand oasis panty pestilence piaster prostitute ravine reassuring relay reveal rumor scholarship sergeant shoo shun sinewy skeleton soda sticky tag temper terraced tingle troubleshooter Turkish unfaithful vineyard weary whooping cough wring --11. acclimatize anathema apt assent Balkan barbarism beck bedclothes belated billet blacksmith blot(out) bundle civilian collaborator combatant comply (with) conformity consign consult consume corporal corset cream credential crossroad crochet cue one’s cue deceitful deceive deduce defensive disapproving disastrous discharge discourtesy distinguishable emergency enthusiastic exterior fair fiend fling flout gelatin hairpin hastily hearten hypothetical implement implication in the meantime incredulous inexplicable inkwell laissez passer laundry liable lottery Madame manhandle miscreant mistress monsieur nephew non-commissioned offend pajama pry (into) quill reassuring repressive routine saucer score (off) shave sin steamroller sundry all and sundry testily the Levant tin usage valid varicose wink ----------12. abdomen architect authoritatively bearings to lose one’s bearings blonde bolt boulder contrivedcrawl crisscross curl (up) diarist disembowel domain drizzle embolden empire firefly flashlight foliage forthrightly garotter herb hoot horn-rimmed huddle immigrant indefatigable intestine involuntarily irony lair loon magnify mineral water muggy nocturnal nutcase obliterate ominous outdoorsy pee perplex plaid shirt platitude pointedly purse raccoon rampage rigid rip (out) rotate row rucksack scurry searchlight secluded Shit siren skinny skyline snatcher stern strawberry sway tame tear toothbrush transverse whip (around ) yoga ----------13. aftermath airborne ammunition battalion bullet burden carbine casualty colloquium companyconsole controversy convulse current deconstructionist disorder division engagement explosion export folder foxhole graveyard gulf guts hedgerows Holland import infantry irremediable level-headed machine gun mortar onset parallel paratrooper post-(prefix) poststructuralist prose range rhythmic sanity shovel sly sordid stocky strew structuralist stump symptom terminate to and fro traumatic tripod Vietnam waggle ward wheelchair windmill -----14. addict addictive advocacy alcoholic analogy anew bail (out) ban boot camp to boot bureau criticcartel citizenry cocaine confiscation consumption cop corruption crack down (on) criminalization czar demon disprove dramatic enforcement enrich enslave exhortation gaping glamorize glamorous governor gram heroic heroin hooked illusory impoverish intoxicant label legalize liquor mainliner marijuana marine minimize moralist multifaceted narcotics opium paradigm prescription proponent proverbial pusher rationale rebuttal recreation repeal repression resolve rum sanction sane segment smuggle stigma Surgeon General undercut underworld vested whiff ----------15. affectionately allegiance anaconda appease ascent assassin atom atrocity atrocious Australianavaricious bloodshed blush brethren brotherhood calf captive chaos concubine confined conjecture crucial degenerate disposition distinction earl exterminate gory gouge (out ) grace harbor harem hereafter heretic in the course of indecency inquisition interval laughing jackass loose microscopic multitude multitudinous mutilation obscenity odds and ends plaid postulate prior questionable rabid religious render reptile rightful rooster Scotch scruple shilling slaughter slice soiled speculate theology trait transition turban Turk vulgarity wantonly zealot zoological zoological garden。

  1. 1、下载文档前请自行甄别文档内容的完整性,平台不提供额外的编辑、内容补充、找答案等附加服务。
  2. 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
  3. 3、如文档侵犯您的权益,请联系客服反馈,我们会尽快为您处理(人工客服工作时间:9:00-18:30)。

a r X i v :0804.2654v 1 [c o n d -m a t .d i s -n n ] 16 A p r 2008Comparative classical and “ab initio”Molecular Dynamics study of molten and glassy germanium dioxide M Hawlitzky 1,J Horbach 1,2,S Ispas 3,M Krack 4and K Binder 11Institut f¨u r Physik,Johannes Gutenberg-Universit¨a t Mainz,Staudinger Weg 7,55099Mainz,Germany 2Institut f¨u r Materialphysik im Weltraum,Deutsches Zentrum f¨u r Luft-und Raumfahrt (DLR),51170K¨o ln,Germany 3Laboratoire des Collo ¨ıdes,Verres et Nanomat´e riaux,Universit´e Montpellier II and CNRS UMR 5587,34095Montpellier,France 4Computational Science,Dept.of Chemistry and Applied Biosciences,ETH Z¨u rich,USI Campus,Via Giuseppe Buffi13,6900Lugano,Switzerland E-mail:kurt.binder@uni-mainz.de and juergen.horbach@dlr.de Abstract.A Molecular Dynamics (MD)study of static and dynamic properties of molten and glassy germanium dioxide is presented.The interactions between the atoms are modelled by the classical pair potential proposed by Oeffner and Elliott (OE)[Oeffner R D and Elliott S R 1998Phys.Rev.B 5814791].We compare our results to experiments and previous simulations.In addition,an “ab initio”method,the so-called Car-Parrinello Molecular Dynamics (CPMD),is applied to check the accuracy of the structural properties,as obtained by the classical MD simulations with the OE potential.As in a similar study for SiO 2,the structure predicted by CPMD is only slightly softer than that resulting from the classical MD.In contrast to earlier simulations,both the static structure and dynamic properties are in very good agreement with pertinent experimental data.MD simulations with the OE potential are also used to study the relaxation dynamics.As previously found for SiO 2,for high temperatures the dynamics of molten GeO 2is compatible with a description in terms of mode coupling theory.PACS numbers:PACS numbers:61.20.Lc,61.20.Ja,02.70.Ns,64.70.Pf 1.Introduction Understanding the structure and dynamics of glassforming fluids and the nature of the glass transition is one of the most challenging unsolved problems of the physics ofcondensed matter [1,2,3,4,5,6,7].One of the most debated issues is the question to which extent the glass transition is a universal phenomenon;i.e.it is debated whether the mechanisms causing the dramatic slowing down in undercooled fluids when the glass transition is approached are basically the same in all glassforming materials,or whether qualitatively different classes of glass transitions exist,similar to the “universality classes”of critical phenomena [8].One such distinction in two classes has been proposed by Angell [9],namely the distinction between “strong”and “fragile”glassformers.Plotting the logarithmof the viscosityη(T)versus the normalized inverse temperature T g/T(the glass transition temperature T g is here defined somewhat arbitrarily from the condition η(T=T g)=1013Poise),one observes that certain network-forming materials such as molten SiO2and molten GeO2simply follow straight lines,i.e.the temperature dependence ofη(T)can be described by an Arrhenius law,η(T)=η∞exp(E a/k B T),(1) whereη∞is a constant and E a plays the role of an activation energy.Most other glassforming systems,however,in particular polymer melts,multicomponent metallic melts,andfluids formed from small organic molecules,behave differently.For these glassformers,the plot of log[η(T)]vs.T g/T is strongly curved.Following Angell[9], these systems are called“fragile glassformers”.There is ample evidence[6,10]that in fragile glassformers the initial stages of slowing down,when the structural relaxation times grow from the picosecond scale by several orders of magnitude,can be described rather well by mode coupling theory (MCT)[3],although some aspects of this theory are still under discussion[11],and there is no consensus on the behavior near T g[6,12,13,14].For the case of silica, computer simulation studies[15,16,17]have shown that the relaxation dynamics at high temperatures can be well described by MCT,whereas at low temperatures an Arrhenius behavior is observed,as seen in experiments(note that the high temperature regime is almost not accessible by experiments).This indicates that,at least on a qualitative level,the“strong glassformers”SiO2exhibits a similar behavior for the temperature dependence of transport coefficients and structural relaxation as typical “fragile glassformers”.Now,the question arises whether this is also true for the other prototype of a“strong glassformer”,namely GeO2.While molten silica has been studied extensively,both by various experimental techniques and by computer simulations[15,16,17,18,19,20,21,22,23,24,25,26,27,28,29,30,31,32,33,34], studies of molten and glassy germanium dioxide are less abundant,and this holds true for both experiments[35,36,37,38,39,40,41,42,43,44,45,46]and simulations [47,48,49,50,51,52,53,54,55].In the present work,we hence present a detailed Molecular Dynamics(MD) [56,57]study of molten and glassy GeO2at zero pressure,using a pair potential model that has been recently proposed by Oeffner and Elliott[47].In order to check whether the Oeffner-Elliott(OE)potential provides a chemically realistic modelling of GeO2,we perform also“ab initio”Car-Parrinello Molecular Dynamics(CPMD) simulations[58,59,60]and compare various structural and dynamic quantities as obtained from classical MD using the OE potential with those from the CPMD calculations.Moreover,our simulation results are also validated by comparison to experimental data.In Sec.2we summarize the models and methods of the simulation,while Sec.3 is devoted to a description of the static properties of molten and glassy GeO2(partial pair correlations and structure factors,ring statistics and angular distributions, etc.).Section4presents selected information on dynamic properties(mean square displacements,intermediate incoherent scattering functions),while Sec.5summarizes some conclusions.2.Models and simulation methods2.1.Classical MDIn a classical MD simulation,all degrees of freedom due to the electrons are disregarded,as well as quantum effects due to the ions(which need to be included for a correct description of thermal properties of glasses at temperatures far below the glass transition temperature).One simply solves Newton’s equations of motion, which is conveniently done applying the velocity form of the Verlet algorithm[56,57]. Forces are computed using the OE potential[47],qαqβe2Vαβ(r ij)=steps)at T=2530K,to generate8initial configurations,which then were propagated in the NV E ensemble for the same time interval t e,during which structural and dynamical properties were recorded.Note that the time t e was chosen such that the slower species(Ge)moved on average a distance of5.5˚A at each temperature.Further implementation details are documented in Ref.[64].2.2.CPMDA important issue for the CPMD simulations of GeO2is the quality of the pseudo potentials,which are a necessary input for the CPMD method[58,59].While we found that a pseudo potential due to Goedecker et al[67]was computationally too demanding for our purposes,a pseudo potential based on the general gradient approximation(GGA)with the BLYP exchange-correlation functional in the Troullier-Martins parametrization[68]was found to be satisfactory.As an energy cutofffor the plane waves E cut=75Ry was used,similar as in related work for SiO2[28].The time step was0.0726fs.For the thermostatting of the system,we used Nos´e-Hoover chains [69]for each ionic degree of freedom as well as for the electronic degrees of freedom to counterbalance the energyflow from ions to electrons[70].The parameters used for the Nos´e-Hoover chains can be found in a previous publication[28].An important problem in CPMD simulations of amorphous systems is the generation of suitable initial configurations.While in the case of SiO2,it was found useful to start from classical MD simulations using the BKS potential[61]and relax these configurations to new equilibrium states by CPMD[28,71,72],in the case of GeO2(using the OE potential[47])such a procedure did not converge[64].The reason for this failure is that the differences between equilibrated atomic configurations using either classical MD or CPMD methods for GeO2are slightly larger than for SiO2, as far as interatomic distances,angles etc.are concerned.At the temperatures of interest(T=3760K and T=3000K),which are far above the melting temperature T m of GeO2(T m=1389K[73])it is also too time-consuming to start from a crystalline configuration and melt it in a CPMD run;thus we decided to start from configurations generated by classical MD at T=7000K,where subsequent equilibration by CPMD turned out to be feasible(for60particles this took53000CPMD steps,while for 120particles21000CPMD steps were sufficient,using periodic boundary conditions throughout).Then the temperature was lowered in a single step to T=3760K(for N=60)or T=3000K(for N=60and N=120),respectively.At T=3760K,runs over171000time steps for equilibration and production were performed corresponding to a real time of12.4ps.At T=3000K,we did runs over340000time steps for the system with60particles and420000time steps for the system with120particles,thus covering a time range of24.7ps and30.5ps,respectively.In order to obtain better statistics,we averaged over6independent simulation runs for each system size and temperature considered.The density was chosen to beρ=3.45g/cm3,similar to the equilibrium density resulting from the classical MD simulations in this temperature range,in order to be able to compare MD and CPMD results at essentially the same density.This choice implies linear dimensions of the simulation box of L=10.023˚A for N=60and L=12.629˚A for N=120.Since the periodic boundary condition does significantly affect the structure and correlation functions for distances that exceed L/2,the smallness of N and L clearly is a major disadvantage of our implementation of CPMD, and prevents us from a meaningful study of intermediate range order by CPMD.Figure 1.Density of GeO2plotted vs.temperature.Well-equilibrated MDresults(diamonds),using the OE potential,are shown in the temperature range6100K≥T≥2530K.The dotted line connecting the data points serves only as aguide to the eye.The MD data shown for T<2750K result from cooling runs withtwo different cooling rates,using well-equilibrated configurations at T=2530Kas a starting point[cf.Eq.(3)].All the simulation results were obtained at zeropressure.Experimental data from Riebling[35]and Dingwell et al[38]are shownfor comparison.Application of novel versions of ab initio MD,suitable to simulate significantly larger systems[74],is desirable,but must be left to future work.Finally,we mention that sometimes the generated configurations had to be discarded“by hand”,when they contained well-identifiable O2molecules disjunct from the remaining germanium oxide network(which then necessarily has coordination defects,of course).It is clear that at T=7000K such chemical disintegration of GeO2 may be a physically meaningful effect.But we are interested in the properties of GeO2 at lower temperatures,where these separate O2molecules should no longer occur,but rather should be integrated into the network structure again.Even at temperatures around3760K,these O2molecules are expected to be unphysical.If at much lower temperature we were able to equilibrate the samples over many orders of magnitude in time,we should see automatically that such defects anneal out again.However,since this is practically impossible,the somewhat biased selection of physically meaningful configurations had to be made.With respect to other implementation details,we closely followed the procedures of Benoit et al[28](see also[64]).We only note that,in our case,the CPU time required for the CPMD is a factor of358000higher than that needed for the classical MD,using the same multiprocessor system and the same system size for both methods [64].Therefore,only a rather restrictive use of CPMD was feasible.3.Static properties of molten and glassy GeO2As discussed in Sec.2.1,equilibration was done in the framework of classical MDusing the NpT ensemble which allows torecordthe temperature dependence of the density(Fig.1).In our MD simulation,the lowest temperature which could still be equilibrated with manageable effort was T=2530K.This temperature corresponds to almost twice the melting temperature[73],while experimental data are only available at much lower temperatures.Therefore,we used states at T=2750K for further cooling down the samples(note that the states at T=2530K were not available yet when these cooling runs were performed).To this end,temperature was linearly decreased according toT(t)=2750K−Qt,(3) with cooling rates Q=2.25×1013K/s and1.13×1012K/s.As in the case of SiO2 [15,22],the cooling rates available in MD exceed those of the experiment by many orders of magnitude,and a meaningful extrapolation to these very small experimental cooling rates is not possible.Although the presence of a density maximum(as is known to occur in SiO2[75])somewhere around T=2000K cannot be excluded,it seems very unlikely that for slow cooling rates the simulated densities for T≤1700K would decrease enough to match the experimental data.So we attribute the larger part of the mismatch between simulated and experimental melt densities to the inadequacy of the OE potential to predict the density very accurately!However,such a5%discrepancy in the density is not uncommon when classical pair potentials are used.Surprisingly,at T=300K the experimental density isρexp≈3.65g/cm3and the simulated one(with the slowest of our cooling rates)ρsim≈3.70g/cm3,thus only 1.37%higher.However,this good agreement presumably is due to a lucky cancellation of errors(freezing in a too high density due to the inaccurate potential,partially compensates for not reproducing the rapid variation of the density of supercooled GeO2around T=1000K due to our by far too fast cooling).This example again shows thatfits or misfits of isolated experimental data points by simulations are unsuitable to judge the quality of potentials and/or simulation procedures.A more detailed information on the static structure,also available via neutron scattering experiments,is the static structure factor.Since we deal here with two species,it is appropriate to consider partial structure factors Sαβ(q)(α,β=Ge,O) Sαβ(q)=1αNαb2α α,β∈{Ge,O}bαbβSαβ(q).(5)Using[76]b Ge=8.185fm,b O=5.803fm one can compute from Eqs.(4,5)the neutron scattering structure factor from the simulation and compare it to correspondingvs.wavenumber q,comparing the present MD simulation to the experimental data of Salmon et al[45,46]at T=300K.S OO(q),part c),plotted vs.q and four temperatures,as indicated.experimental data[42]without any adjustable parameters whatsoever.Also for this comparison[50,65]the general agreement between simulation and experiment is rather good;both predict a“first sharp diffraction peak”(FSDP)[1,6,77]at about q max≈1.55˚A−1,which can be attributed in real space to the linear dimension of two GeO4tetrahedra sharing a corner(see below),ℓ=2π/q max≈4.05˚A.When we compare to SiO2[15,78]we note that in SiO2the FSDP occurs at a slightly larger value,q max≈1.7˚A−1,implying a somewhat smaller linear dimension of the two corner-sharing SiO4tetrahedra(note that the“chemical rules”[1]for the formation of perfect binary continuous random networks,with a cation in the center of a tetrahedron and oxygens at the corners,such that each oxygen is shared by two neighboring tetrahedra,are identical for SiO2and GeO2,of course).But a more interesting difference is the fact that SiO2shows a second well-developed peak,at about q′max≈3˚A−1,which corresponds to a peak in GeO2at about q′max≈2.6˚A−1.While in the total neutron scattering structure factor this peak is hardly distinguishable from the noise,the partial static structure factors(Figs.2, 3)reveal that actually this is the main peak in the structure,corresponding to a distanceℓ′=2π/q′max≈2.4˚A.This distance,however,cannot be attributed to any interatomic distance in the structure of GeO2directly.It rather corresponds to the period of the oscillatory decay of the partial pair correlation functions gαβ(r)in real space at large distances(Fig.4).These correlations are obtained from the simulated configurations from their definitiongαβ(r)=Nαβ Nα i=1Nβ j=11various temperatures,as obtained from the classical MD results.The broken vertical straight line indicates the estimates of nearest neighbor distances of the Ge-Ge-pairs(a),Ge-O-pairs(b)and O-O pairs(c)as extracted experimentally from measurements of partial structure factors at T=300K[44].0.0 1.0 2.0 3.0 4.0 5.0 6.07.08.0r (Å)0.01.02.03.0g O O (r )cl. MD, 3760K cl. MD, 3000K CPMD, 3760K CPMD, 3000K1.02.00.00.1exp. (300 K)c)Figure 5.Partial pair correlation functions g αβ(r )for GeO 2plotted r at T =3000K and 3760K,comparing classical MD with CPMD.Also the experimental estimates for the nearest neighbor distance at T =300K are included [44].The insert in the oxygen-oxygen correlation (part c)shows a magnified view of the side maximum appearing around r ≈1.5˚A .Figure 6.Schematic picture of a ring of length n =6,illustrating also the definition of an angle θGeGeGe and the distance d between neighboring Ge atoms (a).A ring of length n =2and the angle θGeOGe is sketched in (b),and the tetrahedral angle θOGeO in (c).can question the accuracy of CPMD somewhat on other grounds:other “ab initio”studies of the GeO 2structure [50,80]using different pseudopotentials and system preparation procedures predicted somewhat different results (e.g.the Ge-O distance r GeO =1.69˚A [80]or r GeO =1.78˚A [50],while we obtain 1.71˚A and the experimental value is 1.73±0.03˚A [39,44]).We now turn our attention to the analysis of structural features on intermediate length scales.To this end,we recall the concept of “ring statistics”[6,22].One considers the shortest closed paths in the network of covalent bonds,starting from an oxygen atom (Fig.6).The length n of a ring is then the number of cations (Ge in the present case,or Si in the case of silica [22])that one passes before one returns to the starting point.Figure 6shows,as an example,n =6(left)and n =2(middle part).In SiO 2,it has been found that the angles between atoms in a ring with n =2and n =3for T=3000K and T=3760K,comparing MD and CPMD(a),and the samecomparison including an MD study where N=60,as in the CPMD calculation(b).differ appreciably between the classical MD simulation and its CPMD counterpart [71,72],and this affects also significantly the probability P(n)that a ring of length n occurs in the structure(in thermal equilibrium).Atfirst sight one might conclude that a similar effect occurs for GeO2,too(Fig.7a),but a closer analysis reveals that most of the differences between CPMD and MD stem from the fact that the former suffers fromfinite size effects(Fig.7b):when we use N=60in the MD calculation,wefind almost perfect agreement with the CPMD calculation that uses N=60as well.Also the strong difference between the CPMD results for N=60and N=120show that onecannot trust the CPMD results for P(n),due to these dominatingfinite size effects.a wide range of temperatures,as indicated.Case a)shows the Ge-Ge-Ge angle,case b)the Ge-O angle,case c)the O-Ge angle and case d)the O-O-O angle. Clearly,for a quantity that depends sensitively on the order on intermediate length scales like P(n)it is more important to choose a large enough system rather than to work with very realistic descriptions of the forces,as provided by CPMD.While CPMD hence is less useful for the study of properties that depend sensitively on medium range order,it clearly is of great interest for the assessment of local properties,such as the distributions of angles between the“bonds”in the structure.These distributions have also been obtained by MD for a wide range of temperatures(Fig.8).The definition of the Ge-Ge-Ge angle is indicated in Fig.6a); other angles are defined analogously.A remarkable feature is that all distributions, with the exception of the tetrahedral angle O-Ge-O,have a double peak shape,and are rather broad.Only the distribution of the tetrahedral angle tends towards a Gaussian shape,as the temperature is lowered,and gets somewhat sharper;in a random network structure formed by ideal tetrahedra only,this distribution would be a delta function,δ(θ−θtetr)withθtetr=109◦.The relative weight of the peak atθ=60◦of the Ge-Ge-Ge angle decreases with decreasing temperature,as well as the weight of the peak atθ=90◦for the Ge-O-Ge angle distribution.A consideration of the geometry of the rings(Fig.6)immediately shows that the peak of P(θ)for the Ge-Ge-Ge angle can be attributed to rings with n=3,and similarly the peak of P(θ)for the Ge-O-Ge angle atθ=90◦is due torings with n=2.Such small rings can be frequently observed in the structure of GeO2at high temperatures,while at low temperatures the network becomes much more regular,and the density of all small rings decreases significantly.For T=2530K,the position of the main peak of the distribution P(θ)for the Ge-O-Ge angle is133◦.It is gratifying that this number coincides with corresponding experimental estimates[39,81].This agreement is a further indication that the OE potential is able to provide a rather realistic description of the structure.The side peaks of Fig.8a,b,tend to disappear at the physically relevant temperatures,i.e.the number of rings with n=2and n=3becomes significantly smaller with decreasing temperature.This is also indicated by the temperature dependence of the ring length distribution P(n)[64].The main peaks of the GeGeGe and GeOGe distributions seem to stay rather broad,as expected due to the disorder in the network structure.Only in the various crystal structures of GeO2at low temperatures we would expect very sharp distributions of all angles;in the glass structure only the distributions of the angles inside a tetrahedron become rather sharp at low temperatures.In this respect,the distribution of the angleθbetween O-O-O bonds is special: Fig.8d shows that there two peaks occur,which clearly persist at low temperatures. The obvious explanation is that there are two distinct possibilities:the peak atθ=60◦can be attributed to oxygen atoms belonging to the same tetrahedron,while the peak atθ≈110◦is due to oxygens belonging to two neighboring tetrahedra.In fact,as temperature decreases the structure of a single tetrahedron approaches more and more that of an ideal tetrahedron,whose faces are perfect triangles,having angles of60◦. In view of this,the observation that the peak atθ=60◦becomes clearly sharper with decreasing temperature is not surprising.Now we turn to the comparison of these angular distributions to the corresponding CPMD predictions(Fig.9).The general shape of these distributions is very similar, with the exception of the Ge-O-Ge angle,where the side peak at90◦(due to rings with n=2)is broadened into a shoulder only,indicating that the OE potential overestimates in particular the rigidity of this structural element(a schematic picture of a ring with n=2is shown in Fig.6b)).We also note that the CPMD distributions are always somewhat broader than the MD results at the corresponding temperature. This indicates that the CPMD calculation,if we could parametrize it in terms of an effective pair potentials having the OE or BKS form,would yield a systematically softer potential.In fact,if one compares the CPMD calculation at T=3000K to the classical calculation at T=3760K,the differences are much smaller[64].Of course,we do not wish to imply that the differences between CPMD and MD could be fully eliminated by a renormalization of the temperature scale:for the main peak of the Ge-O-Ge angle distribution,CPMD at T=3000K implies a peak at about129◦, while the MD calculation yields a peak at about133◦(this value depends much less on temperature than the CPMD peak position does).We have also done MD simulations with N=60particles only,to rule out that the differences seen in Fig.9simply are due tofinite size effects[64].Figure9a also indicates for the Ge-Ge-Ge distribution that CPMD result for N=60is only slightly different from that at N=120(for the other distributions the differences are even smaller).As a conclusion of this section we may state that the OE potential predicts slightly too rigid structures in comparison to CPMD,and this difference is most pronounced at rather high temperatures.However,the overall agreement between the structure as predicted by the OE potential and the structure resulting from CPMD is very good.distribution functions of various angles,Ge-Ge-Ge (a),Ge-O-Ge (b),O-Ge-O (c)and O-O-O (d).All MD results refer to N =1152,while the CPMD are results are for N =120(for the Ge-Ge-Ge distribution also the CPMD result for N =60is shown).The same conclusion emerges also from an analysis of the distribution of coordination numbers [64].The comparison to experimental data,whenever available,also suggests the statement that the OE potential provides a reasonably accurate description of the static structure of molten and glassy GeO 2.4.Dynamic properties of GeO 2meltsFrom the MD runs in the NV E ensemble,it is straightforward to record both the mean square displacements (MSD)of a tagged particle of type α(α={Ge ,O })[4,6,79],r 2α(t ) =1N αN α i =1exp {−i q ·[ r i (t )− r i (0)]}.(9)The MSD allows to estimate the self-diffusion constants,applying the Einstein relation D α=lim t →∞r 2α(t ) /(6t ).(10)temperatures ranging from T=2530K to T=6100K.MD and CPMD results at two temperatures,T=3000K and T=3760K.Figure10shows our MD data for the MSD.One sees the standard behavior, familiar from MD simulations for SiO2[15]and many other systems[6].At very short times,a ballistic regime is seen( r2α(t) ∝t2).Then,at high temperatures, a rapid crossover to the linear diffusive regime occurs( r2α(t) =6Dαt),while at lower temperatures,i.e.in the range2530K≤T≤3250K,a plateau is observed at intermediate times,where the MSD does not increase,but rather stays constant at about r2α(t) ≈0.5˚A2.This plateau commonly is interpreted as the onset of the“cage effect”[3,6]:each atom sits in a“cage”formed by its nearest neighbors and the lower the temperature the more time it takes until the atom can“escape from the cage”. Of course,such mobility implies that the network of bonds in the random network structure is not rigid,sometimes a bond“breaks”[15]and coordination defects appear, which later can anneal again.The MSD,as obtained from MD simulation with the OE model,can be also compared to corresponding CPMD results.Figure11shows a behavior which is not surprising at all,in view of ourfindings for static properties as described in detail in the previous section:The time dependence of the MSD found for T=3000K by CPMD superimposes almost exactly with the MD results for T=3760K,reflecting again thefinding that CPMD is essentially equivalent to the use of pair potentials that are slightly softer than the OE potential but otherwise very similar.As a further caveat we mention the effect of the Nos´e-Hoover thermostat(needed in CPMD,not in MD),which may have speeded up slightly the CPMD dynamics,though we do not have any real evidence that this effect is already important on time scales up to20ps that are shown in Fig.11.temperature.For comparison,results for Si and O in SiO2melts(taken from[15])are included.Straight lines indicatefits to the Arrhenius relation,Eq.(11).Alsoan Arrheniusfit resulting from experimental viscosity data[35]via Eq.(12)isincluded.In Fig.12a plot of the diffusion constants is presented,choosing a logarithmic ordinate scale and inverse temperature as abscissa,so Arrhenius relations show up via straight lines,since then[compare to Eq.(1)]Dα=Dα,∞exp[−E a,α/(k B T)].(11) The activation energies resulting from thefits in Fig.12are E a,Ge=3.41eV and E a,O=3.25eV.As can be also infered from Fig.12,oxygen diffuses slightly faster than Ge,and this difference becomes slightly more pronounced with decreasing temperature,due to the slightly higher activation energy of Ge.A similar behavior is well-known for SiO2[6,15].While in the case of SiO2experimental data for self-diffusion constants D Si, D O are available,we are not aware of suitable data for GeO2.However,when we disregard the small difference between D Ge and D O,a rough estimation of these diffusion constants is possible with the well-known Stokes-Einstein relation[6,79], D=k B T/[cπηR],(12) with the constant c=4if one assumes slip boundary conditions for the particle diffusion in thefluid,ηis the shear viscosity of thefluid,and R the radius of the diffusing particle.In principle,Eq.(12)is a result from hydrodynamics,and makes sense only if R is much larger than interatomic distances.However,in the spirit of the finding that often descriptions based on hydrodynamics work down to the molecular scale(see[82]for a recent example),Eq.(12)is used also for diffusing atoms or。

相关文档
最新文档