Session F3B CURRICULUM REVISION AND COURSE DEVELOPMENT IN DIGITAL SIGNAL TRANSMISSION
M4U3 Revision
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function as work as 充当______________ ______________ act as ______________ ______________ serve as function well 运行良好______________ ______________ function normally chief editor 主编______________ chief of state 国家元首______________ in chief 主要地______________ have______________ a deep impression upon 对…影响深刻 be deeply impressed by ______________ make an impression ______________
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put forward ____________ come up with 提出____________ 事实上 ____________ ____________ in reality in fact in truth ____________ ____________ as a matter of fact bring...alive 使...生动____________ bring...back to life 使...复活____________ carry out ____________ put into effect 实施____________ come into ____________ effect bring into force ____________ as for as to 至于____________ ____________ in regard to with regard to ____________ ____________ ____________ ____________ with regards in respect to ____________ when it comes to
高级塔板和舱身注释说明书
Advanced Towers and VesselsAnnotated Instructor’s GuideMODULE OVERVIEWThis module covers the function and operation of vessels and towers, especially those used in refineries. Information is provided about safety issues associated with the refinery process. The use of hydraulic torquing and tensioning equipment is also covered.PREREQUISITESPrior to training with this module, it is recommended that the trainee shall have successfully completed Core Curriculum; Industrial Maintenance Mechanic Level One; Industrial Maintenance Mechanic Level Two; Industrial Maintenance Mechanic Level Three; and Industrial Maintenance Mechanic Level Four.OBJECTIVESUpon completion of this module, the trainee will be able to do the following:1.Describe basic reactor mechanics and functions, including vacuum distillation towers and strippertowers.2.Demonstrate hydraulic torquing and tensioning.PERFORMANCE TASKUnder the supervision of the instructor, the trainee should be able to do the following:ing equipment provided by your instructor, demonstrate hydraulic torquing and tensioning.MATERIALS AND EQUIPMENT LISTOverhead projector and screen TransparenciesBlank acetate sheetsTransparency pensWhiteboard/chalkboardMarkers/chalkPencils and scratch paperAppropriate personal protective equipment Pictures of various types of towers and vessels Pictures of refinery fires or explosions Hydraulic torquing and tensioning equipment Examples of manual ratcheting wrenches Appropriate nuts, bolts, and tensioning discs Hydraulic hose connectorsCopies of the Quick Quizzes*Module Examinations**Performance Profile Sheets***Located at the back of this module.**Located in the Test Booklet.SAFETY CONSIDERATIONSEnsure that the trainees are equipped with appropriate personal protective equipment and know how to use it properly. Trainees will be required to perform hydraulic torquing and tensioning. Ensure that they are properly briefed on the safe use of hydraulic torquing and tensioning tools and are familiar with all appropriate safety precautions and procedures.ADDITIONAL RESOURCESThis module is intended to present thorough resources for task training. The following reference works are suggested for both instructors and motivated trainees interested in further study. These are optional materials for continued education rather than for task training.OSHA Technical Manual, Section IV, Chapter 2,Petroleum Refining Processes. Available at:/dts/osta/otm/otm_iv/otm_iv_2.html.American Petroleum Institute at: .TEACHING TIME FOR THIS MODULEAn outline for use in developing your lesson plan is presented below. Note that each Roman numeral in the outline equates to one session of instruction. Each session has a suggested time period of 21⁄2hours. This includes 10 minutes at the beginning of each session for administrative tasks and one 10-minute break during the session. Approximately 15 hours are suggested to cover Advanced Towers and Vessels. You will need to adjust the time required for hands-on activity and testing based on your class size and resources. Because laboratories often correspond to Performance Tasks, the proficiency of the trainees may be noted during these exercises for Performance Testing purposes.Topic Planned Time Sessions I-II.Introduction; Separation ProcessesA.Introduction____________B.Separation Processes ____________1.Desalting____________2.Atmospheric Distillation____________3.Vacuum Distillation____________4.Distillation Tower Hazards____________ Sessions III-IV.Conversion and Other Refining ProcessesA.Conversion Processes ____________1.Solvent Extraction and Dewaxing____________2.Cracking Processes and Hazards____________B.Treatment, Formulating, and Blending Processes ____________C.Other Refining Processes ____________1.Heating and Cooling____________2.Steam____________3.Recovery____________4.Discharge Management____________ Session V.Hydraulic Torquing and TensioningA. Torquing and Tensioning Basics____________B.Torquing Devices____________boratory____________Have trainees practice hydraulic torquing. This laboratory corresponds toPerformance Task 1.C.Tensioning Devices____________boratory____________Have trainees practice hydraulic tensioning. This laboratory corresponds toPerformance Task 1.D.Torquing and Tensioning Hazards; Tool Maintenance____________Session VI.Review and TestingA.Trade Terms Quick Quiz____________B.Module Review ____________C.Module Examination____________1.Trainees must score 70% or higher to receive recognition from NCCER.2.Record the testing results on Craft Training Report Form 200, andsubmit the results to the Training Program Sponsor.D.Performance Testing____________1.Trainees must perform each task to the satisfaction of the instructorto receive recognition from NCCER. If applicable, proficiency noted duringlaboratory exercises can be used to satisfy the Performance Testingrequirements.2.Record the testing results on Craft Training Report Form 200, and submitthe results to the Training Program Sponsor.Troubleshooting and Repairing ConveyorsAnnotated Instructor’s GuideMODULE OVERVIEWThis module explains how to maintain, troubleshoot, and repair conveyors, including how to splice belts and replace sprockets, bearings, and conveying devices.PREREQUISITESPrior to training with this module, it is recommended that the trainee shall have successfully completed Core Curriculum; Industrial Maintenance Mechanic Level One; Industrial Maintenance Mechanic Level Two; Industrial Maintenance Mechanic Level T hree; Industrial Maintenance Mechanic Level Four, and Industrial Maintenance Mechanic Level Five, Module 32501-09.OBJECTIVESUpon completion of this module, the trainee will be able to do the following:1.Maintain, troubleshoot, and repair belt and roller conveyors.2.Maintain, troubleshoot, and repair chain conveyors.3.Maintain, troubleshoot, and repair screw conveyors.4.Maintain, troubleshoot, and repair pneumatic conveyors.PERFORMANCE TASKSUnder the supervision of the instructor, the trainee should be able to do the following:1.Simulate splicing a belt.2.Repair one of the following:•Belt conveyor•Chain conveyor•Screw conveyor•Pneumatic conveyorMATERIALS AND EQUIPMENT LISTOverhead projector and screen TransparenciesBlank acetate sheetsTransparency pensWhiteboard/chalkboardMarkers/chalkPencils and scratch paperAppropriate personal protective equipment GlovesStraightedgeTape measuresPlywood or other suitable surface on which to cut and repair beltsMechanical belt fasteners or other splicing materials Conveyor setups or broken or damaged conveyors for the repair of belt, chain, screw, or pneumatic conveyorsDamaged drive rollers, sprockets, and bearings Damaged chains, sprockets, and carrying devices Maintenance manuals for belt, chain, screw, and pneumatic conveyorsReplacement links for chain conveyors Replacement belt materialsSling and hardware for riggingTools for marking, measuring, cutting, and splicing conveyor beltsTools for installing replacement linksAllen wrenchesArbor press or length of pipe to install bearingscontinued*Located at the back of this module**Located in the Test Booklet SAFETY CONSIDERATIONSEnsure that the trainees are equipped with appropriate personal protective equipment and know how to use it properly. This module requires trainees to repair conveyors. Ensure that all trainees are briefed on appropriate shop safety procedures. This module may require that the trainees visit job sites. Ensure that trainees are briefed on site safety policies prior to any site visits.ADDITIONAL RESOURCESThis module is intended to present thorough resources for task training. The following reference works are suggested for both instructors and motivated trainees interested in further study. These are optional ma-terials for continued education rather than for task training.Rexnord Power Transmission and Conveying Components, Catalog #R85, 1984. Atlanta, GA: Rexnord Inc. Goodyear Belt Splicing Manual.Akron, OH: Goodyear Tire and Rubber Co.TEACHING TIME FOR THIS MODULEAn outline for use in developing your lesson plan is presented below. Note that each Roman numeral in the outline equates to one session of instruction. Each session has a suggested time period of 21⁄2hours.This includes 10 minutes at the beginning of each session for administrative tasks and one 10-minute break during the session. Approximately 121⁄2hours are suggested to cover Troubleshooting and Repairing Conveyors . You will need to adjust the time required for hands-on activity and testing based on your class size and resources. Because laboratories often correspond to Performance Tasks, the proficiency of the trainees may be noted during these exercises for Performance Testing purposes.Topic Planned Time Sessions I-II.Introduction; Maintaining, Troubleshooting, and Repairing Belt and Roller ConveyorsA.Introduction ____________B.Maintaining and Repairing Belt and Roller Conveyors ____________boratory ____________Have trainees simulate splicing a belt. This laboratory corresponds to Performance Task 1.boratory ____________Have trainees practice repairing a belt conveyor. This laboratory corresponds to Performance Task 2.Assorted screwdriversBearing pullersGrease gun and lubricantNeedle-nose pliersTorque wrenches Copies of the Quick Quizzes*Module Examinations**Performance Profile Sheets**Sessions III-IV.Maintaining, Troubleshooting, and Repairing Chain, Screw,and Pneumatic ConveyorsA.Chain Conveyors ____________boratory____________Have trainees practice repairing a chain conveyor. This laboratorycorresponds to Performance Task 2.C.Screw Conveyors ____________boratory____________Have trainees practice repairing a screw conveyor. This laboratory correspondsto Performance Task 2.E.Pneumatic Conveyors ____________boratory____________Have trainees practice repairing a pneumatic conveyor. This laboratorycorresponds to Performance Task 2.Session V. Review and TestingA.Module Review ____________B.Module Examination____________1.Trainees must score 70% or higher to receive recognition from NCCER.2.Record the testing results on Craft Training Report Form 200, and submitthe results to the Training Program Sponsor.C.Performance Testing____________1.Trainees must perform each task to the satisfaction of the instructor to receiverecognition from NCCER. If applicable, proficiency noted during laboratoryexercises can be used to satisfy the Performance Testing requirements.2.Record the testing results on Craft Training Report Form 200, and submit theresults to the Training Program Sponsor.。
科技英语交流(第Lecture 9 How to revise a scientific man
❖ If the manuscript is on the cutting edge (前 沿领域) or is of sufficient quality to be sent for pபைடு நூலகம்er review, chances are the manuscript will be examined by two (or more) anonymous peer reviewers. They, in a few weeks or months, recommend or reject your manuscript.
❖ Revising is also rethinking, a process frequently occurring before drafting, during drafting, between versions of drafts, and at the end of several drafts. During this process, the writer is not only required to aim at the overall structure, the style and clarity, but also the smallest elements, such as a misspelled word, or an ambiguous phrase.
Fresenius Environmental Bulletin(FEB,弗雷泽纽斯环境通报)投稿指南
AIMS AND SCOPEFresenius Environmental Bulletin is an international journal dealing with all aspects of the rapid growing field of environmental sciences and technology. The journal is the official journal of MESAEP (Mediterranean Scientific Association of Environmental Protection e.V.), IAES (International Academy of Environmental Safety) and SECOTOX (Society of Ecotoxicology and Environmental Safety) and is published by PSP-Verlag, Freising.Fresenius Environmental Bulletin covers all fields of pure and applied ecochemistry and -toxicology, including topics at their interfaces with the environmental and ana-lytical sciences, the engineering and materials sciences, the earth sciences, and others. Fields covered include chemical, biochemical, biological, toxicological and physical methods of analysis, instrumentation, sampling and sample preparation, separations, miniaturized sys-tems, chemometrics, quality assurance, method validation and process control. The increasing need to develop fast, reliable and environmentally friendly procedures and methods or even complete environmental strategies within a very narrow time frame is a task which needs - more than ever before - the extended interdisciplinary coopera-tion between the experts in the fields.Therefore, Fresenius Environmental Bulletin has a pro-nounced interdisciplinary and practice-oriented character and is also devoted to the development of strategies for problem solving in ecochemistry and ecotoxicology and aims at fostering the cooperation between all relevant disciplines.Fresenius Environmental Bulletin publishes Review Ar-ticles, Original Papers, Short Communications, and Book Reviews. Occassional issues are dedicated to the proceed-ings of relevant and topical conferences. All papers are subject to peer reviewGUIDE FOR AUTHORSManuscripts should be sent preferably and in electronic format to the following address:PARLAR SCIENTIFIC PUBLICATIONSFresenius Environmental Bulletin (FEB)Angerstr. 1285354 Freising - GermanyTel.: + 49-8161-48420Fax: + 49-8161-484248e-mail: parlar@psp-parlar.dehomepage: http://www.psp-parlar.deTHE EDITORIAL PROCESSIn order to help you to better understand the editorial process, we give you here the main steps of the procedure.Manuscript submission to the editorial officeSend us your manuscript by email and provide us with names and addresses of three relevant independent referees.Acknowledgment of receipt of manuscriptWe will confirm receipt of your manuscript whenever possible within a week.Pre-selection of manuscriptsWe exclude those manuscripts from the following peer- review process, which are apparently not suitable for publi-cation in Fresenius Environmental Bulletin. We inform you, if this is the case with your manuscript.Peer-review processWe identify two experts for your manuscript. After they have approved to read and evaluate your manuscript, we send it to them. We ask the referees to let us know their observations and opinions on your manuscript within ap-proximately 6 weeks, but the entire review process may last considerably longer.Manuscript revisionWe inform you about the acceptance or non-acceptance of your manuscript for publication. If accepted, we ask you to take the recommendations of the referees into account, and you can subsequently submit the final version of the manuscript to us. Together with the acceptance letter, we will send you the copyright and reprint order form to be signed and returned to us. Note that publishing in Fresenius Environmental Bulletin is not free. Precondition is that you prepay 25 reprints. As a personal subscriber you can pub-lish up to 2 papers free of charge.Copyediting and typesettingAfter receipt of payment, we will typeset your manu-script, and send it to you by email for proof-reading. You can make your corrections and amendments directly in the electronic version of the manuscript, provided you use dif-ferent colours or the track-changes function which allows us to follow all your changes.PublicationOnce your manuscript has been published in Fresen-ius Environmental Bulletin, you will get your reprints.PREPARATION OF MANUSCRIPTSTo allow speedy publication manuscripts should be prepared carefully in accordance with the following points.1)Electronic submission: Authors are encouraged to sub-mit their manuscript as an attachment file of an email to the editorial office (parlar@psp-parlar.de).2)Manuscripts must be in the English language. With theirsubmission, authors may suggest potential reviewers for their work.3)Only new, previously unpublished results given in con-cise form, will be accepted. Known facts should only be briefly mentioned, with appropriate literature citations.4)Title and name(s)/address of author(s): The title shouldbe short and should identify precisely the main topic of the article. Name(s) of author(s) should come un-derneath the title. The first surname of the author(s) should be given in full. The1names of Universities with Faculty, City and Country of all authors should come underneath5)Summary: Every manuscript should be preceded by asummary. The summary (abstract) should be concise, intelligible in itself and should draw attention to the significant contents of the paper and the author's main conclusions. It should normally not exceed 250 words and should contain no uncommon abbreviations or ref-erences to literature.6)Keywords: Up to six keywords should be suggested bythe author.7)Introduction: This should define the problem and, ifpossible, the frame of existing knowledge. Please en-sure that people not working in that particular field will be able to understand the intention. The word length of the introduction should be 150 to 300 words.8)Materials and Methods: Please be as precise as pos-sible to enable other scientists to repeat the work.9)Results and Discussion: Only material pertinent to thesubject must be included. Data must not be repeated in figures and tables. This part should interpret the results in reference to the problem outlined in the introduction.10)Conclusions11)Acknowledgements of financial support, advice or otherkind of assistance should be given at the end of the text under the heading "Acknowledgements". The names of funding organizations should be written in full.12)Citations in the text should be by numbers in squarebrackets.13)References:Responsibility for the accuracy of refer-ences rests with the authors. References are to be lim-ited in number to those absolutely necessary. Refer-ences should be numbered in the order of appearance in the text.Example:[1] Author, N.N. and Author, N.N. (Year) Full title of the article.Journal and Volume, first and last page.14)Corresponding author:This is placed at the end of themanuscript and contains: Name of author, address for correspondence, (phone number, fax number), email address.15)Quantities and units must be designated using SI units.Greek, unusual symbols, abbreviations should be de-fined in the text at their first occurrence.16)Figures and tables (only originals) should be num-bered in arabic numerals in order of mention in the text. Use the inbuild table functions of your word proc-essing program, not tabulators, to make tables. Color illustrations cannot be printed, they need to be submit-ted in black-and white (shade of grey).17)Precondition for publishing: a minimum number of25 reprints must be ordered and prepaid.1 - 4 pp.: 75,- EURO + postage/handling5 - 8 pp.: 150,- EURO + postage/ handlingmore than 8pp: 0.75 EURO/page x number of re-prints + postage/ handlingThe prices are based upon the number of pages in our jour-nal layout (not on the page numbers of the submitted manuscript).Postage/ Handling: The current freight rate is Germany 10 €, Europe 18,00 €, International 30 €.VAT: In certain circumstances (if no VAT registration number exists) we may be obliged to charge 7% VAT on sales to other EU member countries.MESAEP and SECOTOX members get a discount of 10% (postage/ handling full).Personal subscribers can publish up to 2 papers approved for publication free of charge (Conditions: 1. both paper must be approved for publication; 2. publication date for both papers is scheduled for the subscription period – calendar year 2008) – for every further paper published during the subscription period (calendar year 2008) 25 compulsary re-prints must be ordered.18)The author(s) transfer(s) the copyright to his/theirarticle to PSP-Verlag effective if and when the article is accepted for publication. The copyright covers the exclusive and unlimited rights to reproduce and dis-tribute the article in any form of reproduction (print-ing, electronic media or any other form); it also cov-ers translation rights for all languages and countries.。
《Revision 3》 讲义
《Revision 3》讲义在学习和工作的过程中，我们常常会遇到需要不断修订和完善的情况。
而“Revision 3”，也就是第三次修订，往往是一个关键的阶段。
它既承载了前两次修订的经验和成果，又为最终的完善奠定了重要的基础。
当我们进行“Revision 3”时，首先要对前两次的修订进行全面的回顾。
了解之前做出的改动，哪些是有效的，哪些还需要进一步调整。
比如说，在一篇文章的修订中，第一次可能着重于语法和拼写的纠正，第二次则关注了逻辑结构的优化。
那么到了第三次，我们就要综合考量这些方面，看看是否还存在遗漏或者不够完美的地方。
以写作为例，可能在前两次的修订中，我们已经解决了明显的错别字和语法错误，也对段落的安排进行了一定的调整。
但在“Revision 3”时，我们要更加深入地思考文章的主题是否突出，观点是否清晰有力，例子是否恰当且具有说服力。
对于论述部分，要检查是否存在论证不充分或者逻辑跳跃的问题。
在设计领域，“Revision 3”也有着重要的意义。
假设我们正在设计一款产品的外观，第一次可能是初步的草图构思，第二次进行了一些细节的优化和比例的调整。
到了第三次，就要从整体的美学角度、用户体验以及实际生产的可行性等多个方面进行综合审视。
看看颜色搭配是否协调，造型是否符合人体工程学原理，以及是否能够在现有生产工艺的条件下顺利制造出来。
在项目管理中，“Revision 3”可能意味着对项目计划的再次精细打磨。
之前的两次修订可能已经确定了大致的时间节点和任务分配，但第三次需要更精确地评估资源的需求和潜在的风险。
比如，某些关键环节的人员配备是否足够，是否预留了应对突发情况的时间和资源。
对于学习知识的过程，“Revision 3”也是加深理解和巩固记忆的重要环节。
比如说学习数学定理，第一次学习是初步了解其概念和公式，第二次通过做一些基础题目来应用和熟悉。
而第三次，则要通过更复杂的综合题目或者实际应用场景来检验自己是否真正掌握，能否举一反三。
《Revision 3》 说课稿
《Revision 3》说课稿尊敬的各位评委、老师们：大家好！今天我说课的内容是《Revision 3》。
下面我将从教材分析、学情分析、教学目标、教学重难点、教学方法、教学过程以及教学反思这几个方面来展开我的说课。
一、教材分析《Revision 3》是教材版本教材中的一个复习单元。
本单元通过整合之前所学的知识点，对词汇、语法、句型等进行了系统的复习和巩固，旨在帮助学生查漏补缺，加深对所学知识的理解和运用。
教材内容涵盖了具体的知识点和话题，这些内容既相互关联，又具有一定的独立性。
通过多样化的练习和活动，引导学生在实际语境中运用所学知识，提高语言综合运用能力。
二、学情分析授课对象为具体年级和班级的学生。
经过之前的学习，学生已经积累了一定的语言基础知识，但在知识的系统性和灵活性运用方面还存在不足。
部分学生对英语学习有较高的兴趣和积极性，但也有少数学生存在畏难情绪，需要在教学中给予更多的关注和引导。
学生在词汇记忆、语法理解和口语表达方面存在个体差异。
因此，在教学过程中，要注重分层教学，满足不同层次学生的学习需求，激发学生的学习兴趣和主动性。
三、教学目标1、知识目标（1）学生能够熟练掌握之前所学的重点词汇，如列举重点词汇。
（2）学生能够正确运用所学的语法知识，如列举语法点。
（3）学生能够灵活运用所学的句型进行交流和表达，如列举句型。
2、能力目标（1）通过听、说、读、写等多种训练方式，提高学生的语言综合运用能力。
（2）培养学生的自主学习能力和合作学习能力，引导学生学会总结和归纳知识点。
3、情感目标（1）激发学生学习英语的兴趣，增强学习自信心。
（2）培养学生的团队合作精神和竞争意识，让学生在学习中体验成功的喜悦。
四、教学重难点1、教学重点（1）重点词汇、语法和句型的复习和巩固。
（2）培养学生在实际情境中运用语言的能力。
2、教学难点（1）如何引导学生将所学知识进行整合和灵活运用。
（2）如何帮助学生克服学习中的困难，提高学习积极性。
英语新课程教学评课稿范文
英语新课程教学评课稿范文Diving headfirst into the world of innovative pedagogy, the new English curriculum has taken the educational landscape by storm, reshaping the way students engage with the language of Shakespeare and beyond. The course, a vibrant tapestry of linguistic exploration and cultural immersion, has been nothing short of a revolution in the classroom. It's not just about learning the mechanics of grammar or the lexicon; it's about embracing the essence of communication, the art of expression, and the nuances of a language that spans continents and cultures.From the very first session, the curriculum captivates with its interactive approach, blending traditional teaching methods with modern technology. Students are no longer passive receptors of information; they are activeparticipants in a dynamic learning environment. The use of multimedia resources, such as videos, podcasts, and interactive online platforms, has transformed the learning experience into an immersive journey that goes beyond the four walls of the classroom.The curriculum's structure is designed to cater to a diverse range of learning styles, ensuring that every student finds a path to success. It is a testament to the course's adaptability that it can accommodate the visual learner through graphic organizers, the auditory learner through engaging lectures and discussions, and the kinestheticlearner through role-plays and physical activities.One of the most striking features of the new English course is its emphasis on critical thinking and creative expression. Students are encouraged to analyze texts, question assumptions, and form their own interpretations. This approach not only deepens their understanding of the material but also fosters a love for the subject that canlast a lifetime.Moreover, the integration of global perspectives into the curriculum is a masterstroke. It exposes students to avariety of cultural contexts, broadening their horizons and fostering a sense of global citizenship. The course goes beyond the mere acquisition of language skills; it prepares students to navigate a world that is increasingly interconnected.In conclusion, the new English curriculum is a beacon of educational innovation, a shining example of what can be achieved when creativity, technology, and pedagogical expertise come together. It is a course that not only equips students with the skills they need to excel in the language but also ignites a passion for learning that will serve them well beyond the classroom.。
Revision
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2. 3. 4.
5.
Restructuring: examples
Cross-cultural marriage domestic problems. 1. Kinds
1. 2. 3. 4.
2.
cause social and
Electronic engineers – not the focus; Agents: Prostitution in reality or disregarding the brides’ rights; – not the focus; Lowly educated men or mentally retarded the wives disadvantaged; Elderly & Veterans ; age difference
What is Revision and Why? (2)
No writing is perfect. Every piece of writings can be revised. However, sometimes it's not easy for the writers to see their own problems or limitations. That’s why you need a second or third opinion. For junior English majors, moreover, it's important to learn how to revise with the help of your peers as well as your teachers.
3.
Problems -- adjustment, discrimination and exploitation Solutions – lessons, education of the public, revision of laws, social workers
The role of the history of mathematics in the teaching and learning of mathematics
InformationThe Role of the History of Mathe-matics in the Teaching and Learning of MathematicsDiscussion Document for an ICMI Study (1997–2000)John Fauvel,Milton KeynesJan van Maanen,GroningenIn recent years there has been growing interest in the role of history of mathematics in improving the teaching and learning of mathematics.ICMI,the International Commis-sion on Mathematics Instruction,has set up a Study on this topic,to report back at the next International Congress in Mathematics Education(ICME)in Japan in the year2000. The present document sketches out some of the concerns to be addressed in the ICMI Study,in the hope that many people across the world will wish to contribute to the international discussions and the growing understandings reached in and about this area.This discussion document will be followed by an in-vited conference(to be held in France in April1998), from which a publication will be prepared to appear by 2000.The next section of the present document surveys the questions to be addressed.Your views are solicited both on the questions and on how to take the issues forward as implied in the commentary.Some research questionsThe overall intention is to study the role of history of math-ematics,in its many dimensions,at all the levels of the educational system:in its relations to the teaching and the learning of mathematics as well as with regard to teacher training and in educational research.The order in which the questions are put down here carries no implication about their relative importance or significance.1.How does the educational level of the learner bearupon the role of history of mathematics?The way history of mathematics can be used,and the rationale for its use,may vary according to the educa-tional level of the class:children at elementary school and students at university(for example)do have differ-ent needs and possibilities.Questions arise about the ways in which history can address these differences.2.At what level does history of mathematics as a taughtsubject become relevant?In analysing the role of history of mathematics,it is important to distinguish issues around using history of mathematics in a situation whose immediate purpose is the teaching of mathematics,and teaching the history of mathematics as such,in a course or a shorter session.There is also a third area,related but separate,namely the history of mathematics education,which is a rather different kind of history.3.What are the particular functions of a history of math-ematics course or component for teachers?History of mathematics may play an especially impor-tant role in the training of future teachers,and also teachers undergoing in-service training.There are a number of reasons for including a historical component in such training,including the promotion of enthusiasm for mathematics,enabling trainees to see pupils differ-ently,to see mathematics differently,and to develop skills of reading,library use and expository writing which can be neglected in mathematics courses.A re-lated issue is what kinds of history of mathematics is appropriate in teacher training and why:for example, it could be that the history of the foundations of math-ematics and ideas of rigour and proof are especially important for future secondary and tertiary teachers.4.What is the relation between historians of mathematicsand those whose main concern is in using history of mathematics in mathematics education?This question focuses on the professional base from which practitioners emerge,and relates to the social fabric of today’s mathematics education community as well as to issues about the nature of history.It is im-portant that historians and mathematics educators work co-operatively,since historical learning and classroom experience at the appropriate level do not always co-exist in the same person.5.Should different parts of the curriculum involve historyof mathematics in a different way?Already research is taking place to investigate the par-ticularities of the role of history in the teaching of alge-bra,compared with the role of history in the teaching of geometry.Even for the design of the curriculum historical knowl-edge may be valuable.A survey of recent trends in research,for example(bearing in mind that history ex-tends into the future)could lead to suggestions for new138ZDM97/4Informationtopics to be taught.6.Does the experience of learning and teaching math-ematics in different parts of the world,or cultural groups in local contexts,make different demands on the history of mathematics?A historical dimension to mathematics learning helpsbring out two contrary perceptions in a dialectical way.One is that mathematical developments take place within cultural contexts.The antithesis to this is the realisation that all human cultures have given rise to mathematical developments which are now the heritage of everyone;this therefore acts against a narrow eth-nocentric view within the educational system.The Study should explore the benefit to learners of re-alising both that they have a local heritage from their direct ancestors and also that every culture in the world has contributed to the knowledge and experience base made available to today’s learners.7.What role can history of mathematics play in support-ing special educational needs?The experience of teachers with responsibility for a wide variety of special educational needs is that history of mathematics can empower the students and valuably support the learning process.Among such areas are ex-periences with mature students,with students attending numeracy classes,with students in particular appren-ticeship situations,with hitherto low-attaining students, with gifted students,and with students whose special needs arise from handicaps.8.What are the relations between the role or roles we at-tribute to history and the ways of introducing or using it in education?This question has been the focus of considerable atten-tion over recent decades.Every time someone reports on a classroom experience of using history and what it achieved they have been offering a response to this question.The question also involves a listing of ways of intro-ducing or incorporating a historical dimension:for ex-ample anecdotal,broad outline,content,dramatic etc.Then one would draw attention to the range of educa-tional aims served by each mode of incorporation:the way that historical anecdotes are intended to change the image of mathematics and humanize it,for example.Or again,the way that mathematics is not,historically,a relentless surge of progress but can be a study in twists, turns,false paths and dead-ends both humanizes the subject and helps learners towards a more realistic ap-preciation of their own endeavours.And there are rich issues for discussion and research in,for example,the use of primary sources in mathematics classrooms at appropriate levels.9.What are the consequences for classroom organisationand practice?The consequences of integrating history are far-reaching.In particular,there are wider opportunities for modes of assessment.Assessment can be broadened to develop different skills(such as writing and project activity),and consequences for students’interest and enjoyment have been noted.Teachers may well needpractical guidance and support both in fresh areas of assessment,and in aspects of classroom organisation.10.How can history of mathematics be useful for themathematics education researcher?One example is the use of history of mathematics to help both teacher and learner understand and over-come epistemological breaks in the development of mathematical understanding.A constructive critical analysis of the view that“ontogeny recapitulates phy-logeny”–that the development of an individual’s mathematical understanding follows the historical de-velopment of mathematical ideas–may be appropri-ate.Another example is of research on the develop-ment of mathematical concepts.In this case the re-searcher applies history as possible“looking glasses”on the mechanisms that put mathematical thought into motion.Such combinations of historical and psycho-logical perspectives deserve serious attention.11.What are the national experiences of incorporatinghistory of mathematics in national curriculum docu-ments and central political guidance?This is not so much a question for discussion as a fairly straightforward empirical question,needing in-put from knowledgeable people in as many countries and states as possible.But of course it has policy im-plications too,and could lead to a sharing of experi-ence among members of the community about how they have reached the policy-making level in their countries to influence the content or rhetoric of public documents.In some parts of the world a different re-lationship between history and mathematics may have been developed.For example,in Denmark and Swe-den history of mathematics is regarded as an intrinsic part of the subject itself.There are also differences in styles of examination and assessment.If everyone with access to examples of such different approaches, from different countries and states,could pool their experience it would be a most valuable input to the Study.12.What work has been done on the area of this Studyin the past?The answer is:quite a lot.But it is all over the place and needs to be gathered together and referenced an-alytically.A major annotated critical bibliographical study of the field,which might well take up a siz-able proportion of the final publication,would be an enormously valuable contribution that the ICMI Study could make.It should include a brief abstract of each paper or piece of work included,and indications of the categories to which the work relates in an analyt-ical index.Work in progress could be made available on the WorldWideWeb.Call for contributionsThe ICMI Study on The role of the history of mathematics in the teaching and learning of mathematics will inves-tigate the above questions over the next two years.The Study has three components:an invited study conference, related research activities,and a publication to appear in the ICMI Study series that will be based on contributions139Information ZDM97/4 to and outcomes of the conference and related researchactivities.The conference will be held in April1998inFrance.The major outcomes of the study will be pub-lished as an ICMI Study in1999and presented at the In-ternational Congress of Mathematics Education in Japanin2000.The International Programme Committee(IPC)for thestudy invites members of the educational and historicalcommunities to propose or submit contributions on spe-cific questions,problems or issues stimulated by this dis-cussion document no later than1October1997(but earlierif possible).Contributions,in the form of research papers,discussion papers or shorter responses,may address ques-tions raised above or questions that arise in response,orfurther issues relating to the content of the study.Contri-butions should be sent to the co-chairs(addresses below).Proposals for research that is on its way,or still to be car-ried out,are also welcome;questions should be carefullystated and a sketch of the outcome–actual or hoped-for–should be presented,if possible with reference to earlierand related studies.All such contributions will be regardedas input to the planning of the study conference.The members of the International Programme Com-mittee are Abraham Arcavi(Israel),Evelyne Barbin(France),Jean-Luc Dorier(France),Florence Fasanelli(USA),John Fauvel(UK,co-chair),Alejandro Gar-ciadiego(Mexico),Ewa Lakoma(Poland),Jan van Maa-nen(Netherlands,co-chair),Mogens Niss(Denmark)andMan-Keung Siu(Hong Kong).This document is a shortened version of a longer doc-ument which is available on the WorldWideWeb athttp://www.math.rug.nl/indvHPs/Maanen.html#ddor(in French)http://www-leibniz.imag.fr/DDM/ICMI.htmlIt was prepared by John Fauvel and Jan van Maa-nen with the help of Abraham Arcavi,Evelyne Barbin,Alphonse Buccino,Ron Calinger,Jean-Luc Dorier,Flo-rence Fasanelli,Alejandro Garciadiego,Torkil Heiede,Victor Katz,Manfred Kronfellner,Reinhard Lauben-bacher,David Robertson,Anna Sfard,and DanieleStruppa.Contributions should be sent to the co-chairs at thefollowing addresses:John Fauvel,Mathematics Faculty,The Open Univer-sity,Milton Keynes MK76AA,England UK(j.g.fauvel@)Jan van Maanen,Department of Mathematics,University of Groningen,P O Box800,9700A VGroningen,The Netherlands(maanen@math.rug.nl)140。
九年级英语 中国传统文化写作专题 Traditional skills teaching plan Revision (writing)教学设计
Teaching content：Traditional skillsPeriod：Revision (writing)1）T he analysis of the studentsAfter 3 years’ learning in junior high school, most of Grade 9 Students are supposed to develop their comprehensive language competence to the extent that meets the requirement of the curriculum. However, during the process of writing, students seldom examine the topic, they usually miss some important information. They are lack of the ability to construct the structure. The composition is short of logicality. 2）The analysis and integration of the textbook“Traditional skills” is one of the most important topics in junior high school teaching and learning, as Present Xi has mentioned it many times. It’s an important part of the core values of Chinese socialism, which is also one of the most frequent test topics in Zhongkao. Thus, if teachers can help students integrate what they have learned about this topic, students are supposed to better develop their language competence about the topic and promote their confidence of traditional Chinese culture.3）Teaching and learning objectives for the session1. Students will be able to apply words, phrases and sentences about traditional skills to write a composition.2. Students will be able to analyze the structure of sample and grasp the steps of writing a composition.3. Students will be able to use transitions to construct a composition.4. Students will be able to make a peer evaluation.5. Students will be able to raise the awareness of keeping traditional skills alive.4) Focal points1. Students will be able to apply words, phrases and sentences about traditional skills to write a composition.2. Students will be able to analyze the structure of sample and grasp the steps of writing a composition.5) Difficult points1. Students will be able to use transitions to construct a composition.2. Students will be able to make a peer evaluation.6）Teaching methods:communicative approach, situational teaching approach, evaluation.7）Teaching aids:Blackboard /multimedia /mindmap教学过程：。
AGENDAOFTHEMEETINGOF-UNMStudent…会议的议程u2014..
The Board of Regents of the University of New MexicoMeeting in Open Session and Executive SessionMay 9, 2014, 10:30 AMStudent Union Building, Ballroom C / Executive Session-Luncheon in Cherry Silver Roomrevised AGENDA(only change is meeting start time changed by 30 min., from 10:00 am. to 10:30 am.)TABI. Call to Order, Confirmation of a Quorum and Adoption of the Agenda (1)Regent President Jack L. FortnerII. Approval of Minutes: March 25, 2014 Budget Summit, March 28 Budget meeting, April 8, 2014 Regular Meeting and April 14, 2014 Special Meeting (2)III. Comments from Advisors (3)Randy Royster, President UNM Alumni Association (report included in Agenda eBook)Gene Henley, President, UNM Staff CouncilRichard Holder, President, UNM Faculty Senate (letter included in Agenda eBook)Priscila Poliana, President, UNM GPSAIsaac Romero, President, ASUNMCarl Alongi, Chair, UNM Foundation Board of Trustees (will give report at June BOR)Angi Gonzales-Carver, President, UNM Parent AssociationDon Duszynski, President, UNM Retiree AssociationPublic Comment, specific to agenda items (limit 3 min. per speaker)IV. Fiscal Watch Report and Monthly Consolidated Financial Report (4)Liz Metzger, University ControllerV. The President’s Administrative Report, President Robert G. Frank (5)Recognition: Chief Kathy Guimond; Dr. Breda BovaUniversity Based Retirement Community Discussion (UBRC)Comments from RegentsVI. Budget Approval (6)1. Approval of FY2014/2015 UNM Consolidated Budgeta. Main Campus, Andrew Cullenb. Health Sciences, Ava Lovellc. Branch Campuses, Wynn Goeringd. UNM Consolidated, Andrew Cullen2. Approval of FY2013/2014 Budget Adjustment Request (BAR)Andrew Cullen, AVP Planning, Budget & Analysis; Ava Lovell, Senior Exec. Officer, Finance & Administration HSCVII. Regent Committee ReportsFinance and Facilities Committee, Regent James H. Koch, ChairConsent Items:1. Disposition of Surplus Property for Main Campus on list dated 4/18/2014 (7)Bruce Cherrin, Chief Procurement Officer2. Approval of Projects:a. Chemistry Building Renovations – Phase I (Clark Hall) (8)b. Taos Core Student Success Center (9)Chris Vallejos, AVP Institutional Support Services3. Approval of Reappointment and Appointment to STC Board (10)Lisa Kuuttila, Pres. & CEO STC.UNMAction Item:4. Discussion and Approval of UNM West, Facilities Plan (11)Wynn Goering, CEO UNM WestAcademic/Student Affairs & Research Committee, Student Regent Heidi Overton, Vice Chair5. Update from the Provost, Chaouki Abdallah (12)Action Item:6. Proposed AIMS Plan for UNM West (13)Wynn Goering, CEO UNM West, Special Assistant to the President for Branch Affairs; Kathy Sandoval, Dir.Albuquerque Institute for Mathematics and ScienceConsent Items:7. Approval of Form C: C1353-New AAS Environmental Technology – Los AlamosBranch (14)Dr. Cedric Page, Executive Dir. UNM Los Alamos; Dawn Venhaus, Dept. Chair of Science, Los Alamos Branch8. Approval of Form C: New-National Security and Strategic Analysis Certificate (15)Matthew R. Baca, Senior Program Manager, National Securities Studies Program9. Approval of Form D: Masters in Public Policy, Departments of Economics,Political Science and Sociology, and the School of Public Administration (16)Mark Peceny, Dean College of Arts and Sciences10. Approval of Form D: Graduate Certificate, Teaching English as a Second Language (17)Holbrook Mahn, Professor Language Literacy and Sociocultural11. GPSA Constitutional Amendments (18)a. Combine Executive and Legislative Finance Committeesb. Chief of Staff Positionc. Approval of 9 credit hours of tuition and fees to Council Chair and Chief of StaffPriscila Poliana, President Graduate and Professional Students AssociationAction Items:12. Spring 2014 Degree Candidates, Richard Holder, President Faculty Senate (19)Full list of degree candidates, including Health Sciences degree candidates (School of Medicine, College ofNursing, College of Pharmacy also receive approval from the Health Sciences Board of Directors)13. Approval of Faculty Senate Policy Revision C280-Leave without pay (20)Carol Parker, Senior Vice Provost for Academic AffairsInformation Items:14. First MOOC Experience at UNM (21)Greg Heileman, Associate Provost for Curriculum15. Redesign of New Student Orientation (22)Sonia Rankin, Assoc. Dean University CollegeHealth Sciences Board, Regent Suzanne Quillen, ChairAction Item: (candidates included in ASAR action item #12)1. Approval of Spring 2014 Degree Candidates (23)a. UNM College of Nursingb. UNM School of Medicinec. UNM College of PharmacyConsent Items:2. Approval of Resolution appointing Dr. Michael Richards to the UNM SandovalRegional Medical Center, Inc. Board of Directors (24)3. Approval of Resolution for the UNM Sandoval Regional Medical Center, Inc. Boardof Directors Second Amended and Restated Bylaws (25)4. Approval of Resolution for the UNM Medical Group, Inc. Board of Directors ThirdAmended and Restated Bylaws (26)5. Approval of Resolution for the Appointments to the UNM Medical Group, Inc. Boardof Directors (27)6. Approval of Resolution for the Appointment of Mr. Charlie Lopez to the UNM CarrieTingley Hospital Advisory Board (28)Action Items:7. Approval of the Fiscal Year 2014/2015 Budgets and (29)the Fiscal Year 2013/2014 Budget Adjustment Request (BAR) (30)Ava Lovell, Senior Exec. Officer, Finance & Administration HSC(see Agenda Item VI)8. Approval of the Resolution for Capital Project and Architect Approval for UNMHospitals, UNM Cancer Center Clinical Facility Build-Out (31)Ava Lovell, Senior Exec. Officer, Finance & Administration HSCInformation Items:9. HSC Financial Update and Update on Uncompensated Care (32)Ava Lovell, Senior Exec. Officer, Finance & Administration HSC10. Sandoval Regional Medical Center, Inc. Monthly Update (33)Steve McKernan, CEO UNM HospitalsAudit Committee, Regent Gene Gallegos, Chair– No Report(The next Audit Committee meeting will be on May 23, 2014.)VIII. Public Comment (items not on agenda; limit 3 min. per speaker)IX. Vote to close the meeting and proceed in Executive SessionExecutive Session-Cherry Silver Room1. Discussion and determination where appropriate of the purchase, acquisition ordisposal of real property pursuant to Section 10-15-1.H(8), NMSA (1978)2. Discussion and determination where appropriate of strategic and long-rangebusiness plans or trade secrets of public hospitals pursuant to Section 10-15-1.H(9), NMSA (1978)3. Discussion of personally identifiable information about any individual studentpursuant to Section 10-15-1.H(3), NMSA (1978)4. Discussion and determination where appropriate of threatened or pendinglitigation pursuant to Section 10-15-1.H(7), NMSA (1978)X. Vote to re-open the meeting and certification that only those matters described in Agenda Item IX. were discussed in Executive Session and if necessary, finalaction with regard to those matters will be taken in Open Session.XI. Vote to AdjournXII. Addendum: Minutes approved at the HSC Board of Directors 5/02/14 Meeting (34)a. HSC Board of Directors April 4, 2014 Meetingb. UNM Hospitals Board of Trustees March 28, 2014 Meetingc. Sandoval Regional Medical Center, Inc. Board of Directors March 26, 2014 Meeting。
二次审稿意见返回建议修改英文
二次审稿意见返回建议修改英文Title: Suggestions for Revising English Manuscripts Based on Second ReviewIntroduction:Receiving second review feedback can help authors improve their research manuscripts. Carefully considering the suggestions provided by reviewers ensures that the revised version is of high quality and meets the standards of academic publishing. This article presents valuable advice for authors to consider while revising their English manuscripts based on second review comments.1. Acknowledge the Reviewer's Feedback:The first step in the revision process is to carefully read and understand the suggestions provided by the reviewer. Show appreciation for the reviewer's time and effort in assessing the manuscript and highlight key points that need to be addressed. By acknowledging the feedback, authors demonstrate their commitment to improving their work.2. Address Each Reviewer Comment:Authors should go through each comment individually and address them in the revised manuscript. It is important to respond to the reviewer's concerns and explain how the revision resolves any issues raised. If certain comments are not clear or if additional information is needed, authors should seek clarification from the reviewer.3. Clarify and Elaborate Where Necessary:During the revision process, it is crucial to clarify any ambiguous or confusing sections in the manuscript. Authors should ensure that the content is presented in a clear and concise manner, avoiding jargon and technical language that may hinder understanding. Elaborate on complex concepts, provide additional examples, and include relevant references to support the arguments made.4. Strengthen the Methodology Section:The methodology section is a fundamental part of any research manuscript. Addressing comments on the methodology involves providing additional details, clarifying the rationale behind the chosen methods, and addressing any potential limitations or biases. Make sure to clearly explain the research design, data collection process, and data analysis techniques used.5. Emphasize the Contribution to the Field:During the revision process, authors should highlight the original contributions of their research to the field. Clearly articulate the significance of the findings and their implications. Authors should ensure that the revised manuscript clearly states how their work extends existing knowledge or fills gaps in the current literature.6. Revise Formatting and Language:The second review often highlights issues related to grammar, sentence structure, word choice, and overall clarity of expression. Authors should carefully proofread and revise the manuscript to eliminate spelling and grammatical errors. It is advisable to seek editing assistance, if necessary, to ensure that the language used is accurate, succinct, and reads smoothly.Conclusion:Receiving second review feedback is an opportunity to improve the quality and impact of a manuscript. Authors should approach the revision process with a positive attitude, carefully addressing each comment and implementing necessary changes. By following the suggestions provided in this article, authors can increase their chances of successfully revising their English manuscripts and preparing them for publication.。
药学英语第五版第三单元
Biochemistry Seeks to Explain Life in Chemical TermsThe molecules of which living organisms are composed conform to all the familiar laws of chemistry, but they alsointeract with each other in accordance with another set of principles, which we shall refer to collectively as the molecularlogic of life. These principles do not involve new or yet undiscovered physical laws or forces. Instead, they are a set ofrelationships characterizing the nature, function, and interactions of biomolecules.If living organisms are composed of molecules that are intrinsically inanimate, how do these molecules confer theremarkable combination of characteristics we call life? How is it that a living organism appears to be more than the sum ofits inanimate parts? Philosophers once answered that living organisms are endowed with a mysterious and divine life force,but this doctrine (vitalism) has been firmly rejected by modern science. The basic goal of the science of biochemistry is todetermine how the collections of inanimate molecules that constitute living organisms interact with each other to maintainand perpetuate life. Although biochemistry yields important insights and practical applications in medicine, agriculture,nutrition, and industry, it is ultimately concerned with the wonder of life itself.All Macromolecules Are Constructed from a Few Simple CompoundsMost of the molecular constituents of living systems are composed of carbon atoms covalently joined with other carbonatoms and with hydrogen, oxygen, or nitrogen. The special bonding properties of carbon permit the formation of a greatvariety of molecules. Organic compounds of molecular weight less than about 500, such as amino acids, nucleotidase, andmonosaccharide, serve as monomeric subunits of proteins, nucleic acids, and polysaccharides, respectively. A single proteinmolecule may have 1,000 or more amino acids, and deoxyribonucleic acid has millions of nucleotides.Each cell of the bacterium Escherichia coli (E. coli) contains more than 6,000 different kinds of organic compounds,including about 3,000 different proteins and a similar number of different nucleic acid molecules. In humans there may betens of thousands of different kinds of proteins, as well as many types of polysaccharides (chains of simple sugars), avariety of lipids, and many other compounds of lower molecular weight.To purify and to characterize thoroughly all of these molecules would be an insuperable task, it were not for the factthat each class of macromolecules (proteins, nucleic acids, polysaccharides) is composed of a small, common set of monomericsubunits. These monomeric subunits can be covalently linked in a virtually limitless variety ofsequences, just as the 26letters of the English alphabet can be arranged into a limitless number of words, sentiments, or books.Deoxyribonucleic acids (DNA) are constructed from only four different kinds of simple monomeric subunits, thedeoxyribonucleotides, and ribonucleic acids (RNA) are composed of just four types of ribonucleotides. Proteins are composedof 20 different kinds of amino acids. The eight kinds of nucleotides from which all nucleic acids are built and the 20different kinds of amino acids from which all proteins are built are identical in all living organisms.Most of the monomeric subunits from which all macromolecules are constructed serve more than one function in livingcells. The nucleotides serve not only as subunits of nucleic acids, but also as energy-carrying molecules. The amino acidsare subunits of protein molecules, and also precursors of hormones, neurotransmitters, pigments, and many other kinds ofbiomolecules.From these considerations we can now set out some of the principles in the molecular logic of life: All living organismshave the same kinds of monomeric subunits. There are underlying patterns in the structure of biological macromolecules. Theidentity of each organism is preserved by its possession of distinctive sets of nucleic acids and of proteins.ATP Is the Universal Carrier of Metabolic Energy, Linking Catabolism and AnabolismCells capture, store, and transport free energy in a chemical form. Adenosine triphosphate (ATP) functions as the majorcarrier of chemical energy in all cells. ATP carries energy among metabolic pathways by serving as the shared intermediatethat couples endergonic reactions to exergonic ones. The terminal phosphate group of ATP is transferred to a variety ofacceptor molecules, which are thereby activated for further chemical transformation. The adenosine diphosphate (ADP) thatremains after the phosphate transfer is recycled to become ATP, at the expense of either chemical energy (during oxidativephosphorylation) or solar energy in photosynthetic cells (by the process of photophosphorylation). ATP is the majorconnecting link (the shared intermediate) between the catabolic and anabolic networks of enzyme-catalyzed reactions in thecell. These linked networks of enzyme-catalyzed reactions are virtually identical in all living organisms.Genetic Continuity Is Vested in DNA MoleculesPerhaps the most remarkable of all the properties of living cells and organisms is their ability to reproduce themselveswith nearly perfect fidelity for countless generations. This continuity of inherited traits impliesconstancy, over thousandsor millions of years, in the structure of the molecules that contain the genetic information. Very few historical records ofcivilization, even those etched in copper or carved in stone, have survived for a thousand years. But there is good evidencethat the genetic instructions in living organisms have remained nearly unchanged over much longer periods; many bacteria havenearly the same size, shape, and internal structure and contain the same kinds of precursor molecules and enzymes as thosethat lived a billion years ago.Hereditary information is preserved in DNA, a long, thin organic polymer so fragile that it will fragment from the shearforces arising in a solution that is stirred or pipetted. A human sperm or egg, carrying the accumulated hereditaryinformation of millions of years of evolution, transmits these instructions in the form of DNA molecules, in which the linearsequence of covalently linked nucleotide subunits encodes the genetic message. Genetic information is encoded in the linearsequence of four kinds of subunits of DNA. The double-helical DNA molecule has an internal template for its own replicationand repair.The Structure of DNA Allows for Its Repair and Replication with Near-Perfect FidelityThe capacity of living cells to preserve their genetic material and to duplicate it for the next generation results fromthe structural complementarity between the two halves of the DNA molecule. The basic unit of DNA is a linear polymer of fourdifferent monomeric subunits, deoxyribonucleotides, arranged in a precise linear sequence. It is this linear sequence thatencodes the genetic information. Two of these polymeric strands are twisted about each other to form the DNA double helix,in which each monomeric subunit in one strand pairs specifically with the complementary subunit in the opposite strand. Inthe enzymatic replication or repair of DNA, one of the two strands serves as a template for the assembly of another,structurally complementary DNA strand. Before a cell divides, the two DNA strands separate and each serves as a template forthe synthesis of a complementary strand, generating two identical double-helical molecules, one for each daughter cell. Ifone strand is damaged, continuity of information is assured by the information present on the other strand.The Linear Sequence in DNA Encodes Proteins with Three-Dimensional StructuresThe information in DNA is encoded as a linear (one-dimensional) sequence of the nucleotide units of DNA, but theexpression of this information results in a three-dimensional cell. This change from one to threedimensions occurs in twophases. A linear sequence of deoxyribonucleotides in DNA codes (through the intermediary, RNA) for the production of aprotein with a corresponding linear sequence of amino acids. The protein folds itself into a particular three-dimensionalshape, dictated by its amino acid sequence. The precise three-dimensional structure (native conformation) is crucial to theprotein’s function as either catalyst or structural element. This principle emerges: The linear sequence of amino acids in a protein leads to the acquisition of a unique three-dimensional structure by aself-assembly procession.Once a protein has folded into its native conformation, it may associate noncovalently with other proteins, or withnucleic acids or lipids, to form supramolecular complexes such as chromosomes, ribosomes, and membranes. These complexes arein many cases self-assembling. The individual molecules of these complexes have specific, high-affinity binding sites foreach other, and within the cell they spontaneously form functional complexes.Individual macromolecules with specific affinity for other macromolecules self-assemble into supramolecular complexes.Noncovalent Interactions Stabilize Three-Dimensional StructuresThe forces that provide stability and specificity to the three-dimensional structures of macromolecules andsupramolecular complexes are mostly noncovalent interactions. These interactions, individually weak but collectively strong,include hydrogen bonds, ionic interactions among charged groups, van der Waals interactions, and hydrophobic interactionsamong nonpolar groups. These weak interactions are transient; individually they form and break in small fractions of a second.The transient nature of noncovalent interactions confers a flexibility on macromolecules that is critical to their function.Furthermore, the large numbers of noncovalent interactions in a single macromolecule makes it unlikely that at any givenmoment all the interactions will be broken; thus macromolecular structures are stable over time.Three-dimensional biological structures combine the properties of flexibility and stability.The flexibility and stability of the double-helical structure of DNA are due to the complementarity of its two strandsand many weak interactions between them. The flexibility of these interactions allows strand separation during DNAreplication; the complementarity of the double helix is essential to genetic continuity.Noncovalent interactions are also central to the specificity and catalytic efficiency of enzymes. Enzymes bindtransition-state intermediates through numerous weak but precisely oriented interactions. Because the weak interactions areflexible, the complex survives the structural distortions as the reactant is converted into product.The formation of noncovalent interactions provides the energy for self-assembly of macromolecules by stabilizing nativeconformations relative to unfolded, random forms. The native conformation of a protein is that in which the energeticadvantages of forming weak interactions counterbalance the tendency of the protein chain to assume random forms. Given aspecific linear sequence of amino acids and a specific set of conditions (temperature, ionic conditions, pH), a protein willassume its native conformation spontaneously, without a template or scaffold to direct the folding.The Physical Roots of the Biochemical WorldWe can now summarize the various principles of the molecular logic of life:A living cell is a self-contained, self-assembling, self-adjusting, self-perpetuating isothermal system of molecules thatextracts free energy and raw materials from its environment.The cell carries out many consecutive reactions promoted by specific catalysts, called enzymes, which it produces itself.The cell maintains itself in a dynamic steady state, far from equilibrium with its surroundings. There is great economyof parts and processes, achieved by regulation of the catalytic activity of key enzymes.Self-replication through many generations is ensured by the self-repairing, linear information-coding system. Geneticinformation encoded as sequences of nucleotide subunits in DNA and RNA specifies the sequence of amine acids in each distinctprotein, which ultimately determines the three-dimensional structure and function of each protein.Many weak (noncovalent) interactions, acting cooperatively, stabilize the three-dimensional structures of biomoleculesand supramolecular complexes.。
运筹学学报英文版返修流程
运筹学学报英文版返修流程English:The revision process of the Journal of Operations Research Society of China (English Edition) is as follows. After the article is submitted, it undergoes an initial review by the editorial office to check for basic requirements such as formatting and ethical considerations. If the manuscript passes this initial review, it is then sent out for peer review. The peer review process involves sending the manuscript to experts in the field who provide feedback on the scientific quality and originality of the work. Based on the feedback received, the authors may be required to make revisions to their manuscript. Once the revised manuscript is submitted, it undergoes a final review to ensure that all revisions have been addressed. If the manuscript meets all the requirements, it then goes through the publication process.中文翻译:《运筹学学报》（英文版）的返修流程如下。
Cultivate students' English writing thinking and c
Encourage students to actively learn new words and expressions, understand the rules of grammar to express themselves more accurately and fluently in English writing
Encourage students to think outside the box and generate new ideas and solutions to problems in English writing, following a spirit of innovation and creativity
Cultivate students' English writing thinking and creativity
汇报人：XX 20XX-01-30
contents
目录
• The Importance of Cultivating English Writing Thinking
• Analysis of Common Problems in English Writing
Expand the perspective of cross cultural communication
Introduce cross cultural topics
Incorporate cross cultural themes and topics into the English curriculum to expose students to different cultural perspectives and ways of thinking
基于课程标准谈小学英语教学优化
Regularly updating teaching materials to keep them in line with the latest development of English education, and incorporating new teaching content and methods
Balancing content and form
Pay attention to the balance between content and form, and provide students with a variety of forms of language practice, including listening, speaking, reading, and writing
The importance of current standards lies in ensuring that students receive a unified and quality education that prepares them for future academic and career success Curriculum standards also promote the development of teachers' professional skills and improve the overall quality of education
Curriculum standards aim to achieve a balance between language knowledge and language skills, emphasizing the integration of both in teaching and learning
关于学习方法的英语作文
Learning methods are crucial for students as they can significantly impact the efficiency and effectiveness of ones study.Here are some essential strategies that can be adopted to enhance the learning process:1.Setting Clear Goals:Before starting any study session,its important to set clear and achievable goals.This helps in maintaining focus and provides a sense of direction.2.Creating a Study Schedule:Organizing a study schedule can help in managing time effectively.Allocating specific time slots for different subjects ensures that all areas are covered systematically.3.Active Reading:Instead of passively reading the material,engage with the text by asking questions,summarizing sections,and making notes.This active engagement helps in better comprehension and retention.4.NoteTaking:Effective notetaking is a skill that can greatly aid in e techniques such as mind maps,bullet points,or the Cornell method to organize information in a way that is easy to review.5.Participating in Class:Active participation in class discussions and activities can enhance understanding.It also provides opportunities to clarify doubts and reinforce concepts.6.Group Study:Collaborative learning with peers can be beneficial.It allows for the exchange of ideas,helps in understanding different perspectives,and can make the learning process more enjoyable.ing Technology:Utilizing educational apps,online resources,and software can make learning more interactive and engaging.They can also provide additional practice and help in mastering complex topics.8.Regular Revision:Consistent revision is key to longterm retention.Regularly revisiting learned material helps in reinforcing memory and understanding.9.SelfAssessment:Regular selfassessment through quizzes and tests can help in identifying areas of strength and weakness.This feedback is invaluable for targeted improvement.10.Healthy Lifestyle:Maintaining a healthy lifestyle,including proper nutrition,exercise, and adequate sleep,is essential for optimal cognitive function and concentration.11.Seeking Help:When faced with difficulties,its important to seek help from teachers, tutors,or classmates.There is no shame in asking for assistance to overcome learning obstacles.12.Adapting to Different Learning Styles:Recognizing your preferred learning style visual,auditory,kinesthetic,etc.and tailoring your study methods accordingly can significantly improve learning outcomes.13.Staying Motivated:Keeping a positive attitude and staying motivated is crucial for sustained effort.Set rewards for achieving study goals to maintain enthusiasm.14.Practical Application:Applying theoretical knowledge to practical situations can enhance understanding and make learning more relevant.15.Reflecting on Learning:Regularly reflecting on what has been learned and how it can be applied or improved is an important part of the learning process.By integrating these methods into your study routine,you can enhance your learning experience and achieve better academic results.Remember,the key to effective learning is to find what works best for you and to be adaptable in your approach.。
CURRICULUM(课程分析)
educational other societal
institutions institutions
are guided by
educational aims administrative goals
Are achieved through
ห้องสมุดไป่ตู้
formal
nonformal maturation
education education
材料：
基础教育课程改革纲要
改变课程管 理过于集中
的状况
实行
国家 地方 学校
调整课 程结构
实行
小学阶段以综合 课程为主； 初中阶段设置分 科与综合相结合 的课程； 高中以分科课程 为主
从小学至高中设置综合实践活动并作为必修课
Topic for discussion:
The curriculum purposes of basic education in China.
facts, conceptions and tenets of every subjects , and the form of organizing them. three perspectives of curriculum content
the textbook the learning activities the experiences
is guided by
educational goals other goals
are achieved through
learning objectives
other objectives
▪ The Origin of Curriculum Purpose 1. Study of students 2. Study of society 3. Study of subject
制定复习计划英文
制定复习计划英文Creating a Study Plan for RevisionStep 1: Assess your current knowledgeBefore creating a study plan, it is crucial to evaluate your existing understanding of the subject. Identify the areas where you feel confident and those where you need improvement. This assessment will help you allocate time and prioritize your study plan effectively.Step 2: Set specific goalsBased on the assessment, establish clear and achievable goals for each subject or topic you need to revise. Make sure your goals are realistic and measurable. For instance, aim to learn five new vocabulary words each day or complete three math problems correctly in one sitting.Step 3: Break down the topicsDivide the subjects or topics into smaller, manageable sections. This step will help prevent overwhelm and ensure a focused approach to each part of the curriculum. Create a list or a schedule for each section, allocating sufficient time to cover them adequately.Step 4: Plan a revision timetableBased on your goals and the breakdown of topics, create a revision timetable. Use a calendar or planner to schedule specific study sessions for each subject. Set aside dedicated blocks of time for revision regularly, ensuring a balanced distribution across different subjects.Step 5: Gather study materialsCollect all the necessary study materials, including textbooks, notes, past papers, and online resources. Organize them in a way that facilitates easy access during study sessions.Step 6: Employ effective study techniquesExperiment with various study techniques and find what works best for you. Some popular methods include summarizing information, creating flashcards, practicing past questions, and teaching concepts to others. Vary your study techniques to keep your revision engaging.Step 7: Take regular breaksDuring your study sessions, take regular breaks to avoid fatigue and maintain concentration. Short breaks every 25-30 minutes can help improve productivity and retention. Use this time to relax, stretch, or engage in a quick physical activity.Step 8: Review and revise key conceptsRegularly review and revise key concepts after each study session. This will reinforce your understanding and improve long-term retention. Summarize the main points, create mind maps, or engage in discussion groups to solidify your understanding of the subjects. Step 9: Practice with mock examsAs the exams approach, incorporate mock exams into your study plan. This will help you become familiar with the exam format, time management, and assess your overall preparedness. Review the answers and identify areas that require further attention.Step 10: Seek support and feedbackDon't hesitate to seek support from teachers, classmates, or online communities when you encounter difficulties. Discussing concepts with others and receiving feedback can enhance your understanding and clarify any misconceptions.Remember, consistency and discipline are key to an effective study plan. Stick to your timetable, stay motivated, and celebrate small achievements along the way. Good luck with your revision!。
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CURRICULUM REVISION AND COURSE DEVELOPMENT IN DIGITALSIGNAL TRANSMISSIONMassoud Moussavi 11Electronic Engineering Department, Johnson & Wales University Abstract-In response to the high demand for specialists in the area of Telecommunication and Computer related fields in New England, the Department of Electronic Engineering at Johnson & Wales has gone through tremendous revisions in its program. Many courses were completely removed from the existing program and many new and more demanding courses were appended to replace the pervious courses. The new Electronic Engineering program is divided into two two-year curriculums. The second two-year is divided into three concentrations as follow: I. Digital System Engineering II. Network Engineering III. System EngineeringThe most difficult part of the conversion from the old to the new curriculum was the course developments, specifically those courses that are of great demand in today's high-tech industry. One of these courses is Digital Signal Transmission (DST). The development of such a course became even more difficult due to the almost non-existence of a very similar course in the engineering programs around the nation whose courses we reviewed. Selecting a textbook for such a course was another problematic issue. A textbook that covered all the designated subject areas of our Digital Signal Transmission course proved to be difficult.This paper intends to show the process of our curriculum revision as well as the course development for the Digital Signal Transmission.I NTRODUCTIONThrough the past eight years, with the high rate of economicgrowth in the Northeast region of the country, findingknowledgeable and skillful technical workforce became amajor issue for local high-tech companies. Massachusetts'sRoute 128's high-tech belt is populated with computerrelated and telecommunication industry. These high-tech companies are the future employers of our graduates but ourexisting program could not totally equip them with theknowledge and skills that they may need in order to respondpositively to the needs and expectations of the industry.After a careful and extensive study, we decided to completely revise our existing electronic engineeringprogram so that we could provide our graduates with theknowledge and skills that the regional industry aredemanding. The conclusion of our study lead us in thedirection of two two-years programs: Foundation andConcentration.A. F OUNDATIONRegardless of which direction the electronic/computer related industry will follow, understanding the fundamentals of electronics (both analog and digital) are as important as the more complicated and advanced topics in electronics. No one can learn the advanced material of a subject without a prior learning of the basics. We, therefore, designated the first two years of electronic engineering study to the study of the fundamentals. There were no major changes that took place for the first two years except the following:1. Consolidation of the existing two trimesters DC/ACcourses to a trimester course.2. Integration of the Solid State Electronic and theOperational Amplifier courses into two trimester Solid States Devices courses. 3. Conversions of the traditional ElectronicInstrumentation course into more digital and programmable control instrumentation.B. C ONCENTRATIONUnlike the foundation level, the concentration level proved to contain lots of changes and challenges. The concentration level is divided in three areas as follow:1. Digital System Engineering: The emphasis of thisconcentration is on digital circuit and system design. Those who are interested in this concentration will learn all design methodology, layout, simulation, synthesis, and test. Understanding one or both Hardware Descriptive Languages (VHDL or/and Verilog) at the practical level is also required. The goal of this concentration is to provide substantial knowledge and practice to students in order for them to become digital system design engineers. 2.Network Engineering: The emphasis of this concentration is on all aspects of networking, from design to operation. With the completion of this particular concentration, students will be ready to work as a network/telecom engineer right after graduation. 3. System Engineering: The emphasis of this concentrationis on system design and simulation, modeling and simulation, feedback and control (both analog and digital), programmable logic control, test and measurement, and cost and performance analysis, and feedback theory. The graduates of this concentration will gain enough knowledge and practice to work assystem analysts and system design engineers or test engineers.Three faculty members each took the responsibility of developing one concentration. It soon became obvious that no faculty member would be able to accomplish his task unless there was routine coordination. Some subjects were common among at least two or all concentrations. Since all of the concentrations required exactly the same number of major and technical elective courses, we decided to select some of these common courses as the major course for one concentration and as a technical elective for another concentration. One such course is Digital Signal Transmission (DST). DST is assigned as a major course for the Network Engineering and as an elective for the Digital System Engineering.In the beginning, development of such a course was not believed to be any more difficult than any other course development. But as time past, it became a real challenge. First of all, my research for finding a similar course in other institutions was not as successful as I had hoped. Second, there was an insufficiency of textbooks and professional books on this topic in the market. I was, however, able to find scattered but beneficial information online. Finally, based on the subjects that we wanted to include in DST and my research, I decided to develop a course that covered all aspects of DST from transmitter to receiver, regardless if any part of the course was also covered in another course. The inclusion of all related topics in one course is more beneficial to students than the disintegration of one subject into several courses. As a result, I decided to develop the DST course based on three categories: at the Transmitter side, at the Transmission side, and at the Receiver side.I. At the transmitter side.1. Analog Signal2. Digital Signal3. Optical Signal4. Signal conversion• Sampling theorem• Sample and hold• Shannon sampling theorem• Aliasing and anti-aliasing filter• Over sampling• Quantization• Analog to Digital Converter• Parallel ADC (flash)• Successive approximation ADC• Voltage-frequency converter• Single ramp slope• Double ramp slope• CA3162E• Dither• Sigma-Delta ADC5. Conversion of an analog signal in pulse• Pulse Amplitude Modulation (PAM)• Pulse Position Modulation (PPM)• Pulse Width Modulation (PWM)• Pulse Code Modulation (PCM)6. Modulation Methods• Amplitude Shift Keying (ASK)• Frequency Shift Keying (FSK)• Phase Shift Keying (PSK)• Quadrature Amplitude Modulation (QAM)7. signal generation• American Standards• Digital Signal level zero, one, … (DS-0, DS-1,…)• Synchronous Transport Signals (STS1, STS-2,…)• Optical Carriers (OC-1, OC-2, ….)• International (European) Standards• Synchronous Digital Hierarchy (SDH)or Synchronous Transport Modules(STM-1, STM-2, …)• SONET signals• data transmission efficiency multiplexing• Time Division Multiplexing (TDM)• Frequency Division Multiplexing (FDM)• Wavelength Division Multiplexing (WDM)• Statistical Time Division Multiplexing(STDM)8. Digital Signal Encoding• Unipolar• Polar• Bipolar• Non-Return to Zero (NRZ)• Non-return to Zero - Inverted (NRZ-I)• Manchester• Differential Manchester9. Data Compression• Run - length encoding• Huffman code10. Transmission Control circuits• Universal Asynchronous Receiver Transmitter(UART)• Universal Synchronous Receiver Transmitter(USRT)• Universal Synchronous/Asynchronous ReceiverTransmitter (USART)• Bit - Oriented Protocol Circuit• Universe Communication Control CircuitII. At the transmission side1. Transmission methods• Parallel• Centronics• Parallel Communication ports• LPT1 and LPT2• Serial• Synchronous• Asynchronous• Serial transmission ports2. Transmission conversion• Modulation/Demodulation (Modem)• Coder/Decoder (Codec)• Electrical/Optical and Optical/Electrical Conversion3. Transmission peripherals and Interfaces• RS - 232 family• RS - 449 family• 150 Ohm Twinax Copper cable• 75 Ohms TV Coax• 75 Ohm Miniature Coax• 150 Ohm Type-1 shielded twisted pair copper cable with DB-9 connector• Shielded Twisted Pair (STP)• Unshielded Twisted Pair (UTP)• SCSI, I-SCSI• ESCON• USB, PCI• IEEE - 1349 (firewire, I-Link)• SSA• FICON• Fiber Channel• Bluetooth• IEEE - 1284• IEEE - 488• T-1 and T-3• DB.25• Centronics Standard• GPIB• 6850 ACIA• FDDI• Media Independent Interface• Basic Rate Interface (BRI)• Primary Rate Interface (PRI)4. Transmission accessories• BNC• V.24, V.28, V.35 …• Null modem• X.21• F-Type• RCA-Type• RJ-11• RJ-12• RJ-45• Optical Fiber• Snap-in Single-Fiber Connector (SC)• Twisted-on Single-Fiber Connectors (ST and FC)• Duplex Connectors • Polarization Connectors• MT Multifiber Connectors• Repeaters• Regenerators• Optical Amplifiers• Low-input-impedance amplifier• High-gain amplifier5. Transmission standards• Asynchronous Transfer Mode (ATM)• Integrated Service digital Network (ISDN)6. Transmission modes• Simplex• Half-Duplex• Full-Duplex• Point-to-point• Arbitrated -loop• Switched fabric7. Frame and transmission rate• Bit Rate (BR) and Frame Rate• Frame format (i.e. token ring, fiber channel , and SONET)• Dispersion (modal, material, and waveguide)• Total dispersion and Bit Rate8. Transmission system• Based Band• Broad Band9. Transmission LossesIII. At Receiver Side1. Signal conversion• Digital -to-Analog Converters• Weighted-resistor DAC• R-2R network• DAC with weighted-current-source2. Error analysis• Conversion Error• Non linearity• Clock instability• Parity Check• Vertical Redundancy Check (VRC)• Block Check Character (BCC)• One's Complement of the Sum• Cyclic Redundancy Check (CRC)• Bit Error Rate3. Reconstruction filter• Noise and distortion• Pass-band ripple• Group delay• Noise and distortion• Shot noise• Thermal noise• Noise factor• Signal-to-noise to ratio4. Phase locked loopThe long list and category above may provide allthe necessary and relevant topics that assisted us to teach acomprehensive digital signal transmission course. Myresearch on this subject lead me to believe there is a strongneed for not only course development, but also a textbook onDST. The fastest growing sector of high-tech industry willbe in modern telecommunications and computer relatedfields, and DST is an essential part of these fields.I intend to take such a responsibility and I havealready completed all the preliminary steps. To make thisproject successful, I decided to present this paper at the FIEconference and open the floor to any feedback and criticism.I am hoping by opening discussion on the necessity of DSTdevelopment, I will be able to complete the task of the finaldevelopment of DST and write a textbook on this subject,either individually or jointly.In the reference, readers can find some useful resources inthe field of Digital Signal Transmission.R EFERENCES[1] Basic Digital Transmission, Northern Telecom[2] Introduction to SONET, Hewlett Packerd Publication[3] SCSI: Understanding the Small Computer SystemInterface. NCR Corporation, 1990[4} T-1 Basic, Telecom Technic Corporation[5] The fundamental of DS-3,Telecom TechnicCorporation[6] Palais, J.C., Fiber Optic Communication,4th Ed., NewJersy, Prentice Hall, 1998.[7] Mynbaev,D.K., and Scheiner, L.L., Fiber OpticCommunications Technology, New Jersy, PrenticeHall, 2001[8] Blake, R., Wireless Communication Technology,Albany, N.Y., Delmar, 2001[9] Bellamy, J., Digital Telephony, Wiely series intelecommunication[10] Halsall, F., Data Communications, ComputerNetwork and Open System, 4th Ed., Reading, MA.Addison-Wesley, 1996。