10-#3机密封油系统试验卡

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Pragmatics10---Making Sense

(b) Defendant's speech ends in long sentence.
(1) The defendant's speech results in a long prison term. (2) The defendant's speech finishes with a long grammatical construction.
Exercise 4 Would you consider signing this petition?
We ask that the government take measures to ensure the strict control or total elimination of dihydrogen monoxide. This chemical
(f) Crowds rushing to see Pope trample 6 to death.
(1) Six are trampled lo death by crowds rushing to see the Pope. (2) The crowds are rushing to see the Pope trample six lo death.
Is found in patients with terminal cancer
Exercise 5 What implicatures do you draw from these sentences?
(a) What an elephant Jane is! Steve's a pig. (b) She's still mad at me. What an elephant Jane is! Look at this room. Steve's a pig.

10-OTN设备保护方案

• 输入电源 1+1保护：支持两路独立的–48V直流外部电源馈入；两路电源互为备份保护，任何一路外部输入的–48V电源发生故障都不会影响设备的正常工作。
路漫漫其修远兮,
4
吾将上下而求索
目录
• 设备级保护
– EMU 1+1保护 – XCU 1+1保护 – PWR 1+1保护 – 输入电源 1+1保护
路漫漫其修远兮,
27
吾将上下而求索
光通道层保护OCP-光通道1+1路由保护
保护模式通道故障
存在告警
主用通道光丢失
备用通道光丢失
√
√
×
线路保护联合
√
×
√
监测模式
√
×
×
其他
﹨
√
×
线路保护功率
﹨
×
√
监测模式
﹨
×
×
﹨
其他
备注：√表示告警存在；×表示告警不存在；﹨表示与此告警无关。
死锁状态是为避免光开关多次无效倒换
路漫漫其修远兮,
24
吾将上下而求索
光通道层保护OCP-光通道1+1波长保护
•A监测客户侧接收信号故障时往B下插保护倒换指示信号控制其对应客户侧请求关断；
•接收盘B根据监测到群路告警或某支路告警请求关断其对应客户侧激光器并将SF/SD置位；
•同时B向A插入倒换开销反向倒换指示信号；
•若A反向自动保护倒换功能激活则关断对应客户侧激光器
• 光层保护
– 光传输段层保护OLP – 光复用段层保护OMSP – 光通道层OCP
• 电层保护
– 光通路层OCH保护 – 光通路数据单元ODUk保护

【10-5】ISO托盘标准

国际标准化组织（ISO）制定的托盘标准经过ISO/TC51托盘标准化技术委员会多次分阶段审议，国际标准化组织已于2003年对ISO6780《联运通用平托盘主要尺寸及公差》标准进行了修订，在原有的1200×1000mm，1200×800mm，1219×1016mm（即48in×40in），1140×1140mm四种规格的基础上，新增了1100×1100mm，1067×1067mm两种规格，现在的托盘国际标准共有六种。

全球六种托盘标准规格共存并不是一个理想的结果，究其根源，ISO6780中的每种规格都有着不同的来历，是不同地区、不同国家集团利益在托盘标准问题上的矛盾反映。

因此，尽管统一联运平托盘规格、以最大限度的节约物流成本，是国际物流界的共同愿望，但要实现这一要求，就必须解决各个地区或国家集团在托盘问题上的利益平衡，这在短时期内几乎难以做到。

最初的国际标准规格只有1200系列（即1200×1000mm和1200×800mm），这一系列起源于欧洲大陆，一般认为，它是根据欧洲600mm×400mm的统一包装基准尺寸制定的，这一标准很快为欧洲各个国家所接受，成为欧洲地区托盘制造和使用的基本规格。

但是，美国等一些西方国家惯用英制单位，在其强烈要求下ISO于1988年在1200mm系列国际标准的基础上，又增加了以英制为单位的标准规格48in×40in，其实这一规格与1200×1000mm差别不大，长宽相差都不到两厘米，可以说是1200mm系列的英制版。

但是1200mm系列有其无法弥补的弊端，它与随后制定的海运集装箱内部宽度尺寸的国际标准（约2330 mm）并不匹配，这一系列托盘在集装箱中只能是纵横交错的码放，不能最大限度地有效利用空间。

同年，ISO6780中还增加了另外一种正方形1140mm×1140mm托盘，一般认为这一规格与集装箱尺寸最为匹配。

2010年10月-12月天气情况

日期最高温度℃最低温度℃天气风向风力2010-10-11812小雨~大雨东北风微风2010-10-21512小雨东北风微风2010-10-32013多云~小雨北风微风2010-10-42214多云东北风微风2010-10-52014阴~小雨东北风微风2010-10-61813小雨东南风微风2010-10-72014小雨东北风微风2010-10-81913阴~小雨东南风微风2010-10-91913小雨东南风微风2010-10-101714中雨南风微风2010-10-111714中雨~小雨北风微风2010-10-121713小雨东北风微风2010-10-131814小雨~中雨东北风微风2010-10-141613小雨东北风微风2010-10-152012多云东北风微风2010-10-162114多云~阴东南风微风2010-10-172114多云~小雨东北风微风2010-10-181713小雨东北风微风2010-10-191912阴东北风微风2010-10-202210多云东北风微风2010-10-212310晴东北风微风2010-10-222211多云东北风微风2010-10-232312多云东南风微风2010-10-242011阴东南风微风2010-10-25127小雨东北风微风（3~4）2010-10-26105小雨东北风微风2010-10-2785小雨东北风微风2010-10-2896阴~小雨东北风微风2010-10-29147多云东北风微风2010-10-30197晴东北风微风2010-10-31209晴~多云东南风微风2010-11-1196多云~阴东南风微风2010-11-2157阴~小雨东北风微风2010-11-3148阴~小雨东北风微风2010-11-4168阴东北风微风2010-11-5199多云东北风微风2010-11-62010多云东南风微风2010-11-7199多云~阴南风微风2010-11-8138小雨东北风微风2010-11-9178多云东北风微风2010-11-10228多云东北风微风2010-11-111510阴北风微风2010-11-121910多云东南风微风2010-11-131812多云南风微风2010-11-14186阴东北风微风2010-11-1595小雨东北风微风2010-11-1698阴东北风微风2010-11-17128阴东南风微风2010-11-18117阴东北风微风2010-11-19169多云东北风微风2010-11-20179多云南风微风2010-11-21116小雨东北风微风2010-11-22118多云东风微风2010-11-23157多云南风微风2010-11-2496小雨东北风微风2010-11-25118阴东北风微风2010-11-26117阴东北风微风2010-11-27106阴东北风微风2010-11-28107小雨东北风微风2010-11-29117小雨东北风微风2010-11-30107小雨东北风微风2010-12-1136阴东北风微风2010-12-2155多云东北风微风2010-12-3165多云东北风微风2010-12-4209多云南风微风2010-12-5166多云南风微风2010-12-683小雨北风微风2010-12-783阴北风微风2010-12-8144晴东南风微风2010-12-9126阴南风微风2010-12-1095小雨东北风微风2010-12-1175小雨东北风微风2010-12-12106小雨东南风微风2010-12-13106阴东北风微风2010-12-1490小雨东北风微风2010-12-151-3中雪东北风微风2010-12-166-1晴东北风微风2010-12-17121晴东南风微风2010-12-18146晴南风微风2010-12-1963阴东北风微风2010-12-20105阴东北风微风2010-12-21143晴东北风微风2010-12-22145多云南风微风2010-12-2383小雨东北风微风2010-12-245-1小雨东北风微风2010-12-253-2雨夹雪东北风微风2010-12-26103多云南风微风2010-12-27135多云南风微风2010-12-28105阴东北风微风2010-12-29103阴东北风微风2010-12-3030小雨东北风微风2010-12-3130阴东北风微风。

雅思10真题Reading10-TEST1

Candidate NumberCambridge IELTS 10 – Test 1 Academic ReadingSA TURDA Y 1 hourAdditional materials:Answer sheet for Listening and ReadingTime 1 hourINSTRUCTIONS TO CANDIDA TESDo not open this question paper until you are told to do so.Write your name and candidate number in the spaces at the top of this page. Read the instructions for each part of the paper carefully.Answer all the questions.Write your answers on the answer sheet. Use a pencil.You must complete the answer sheet within the time limit.At the end of the test, hand in both this question paper and your answer sheet. INFORMA TION FOR CANDIDA TESThere are 40 questions on this question paper.Each question carries one mark.___________________________________________________________________READING PASSAGE 1You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 on pages 2 and 3.BovidsThe family of mammals called bovids belongs to the Artiodactyl class, which also includes giraffes. Bovids are highly diverse group consisting of 137 species, some of which are man’s most important domestic animals.Bovids are well represented in most parts of Eurasia and Southeast Asian islands, but they are by far the most numerous and diverse in the latter. Some species of bovid are solitary, but others live in large groups with complex social structures. Although bovids have adapted to a wide range of habitats, from arctic tundra to deep tropical forest, the majority of species favour open grassland, scrub or desert. This diversity of habitat is also matched by great diversity in size and form: at one extreme is the royal antelope of West Africa, which stands a mere 25 cm at the shoulder; at the other, the massively built bisons of North America and Europe, growing to a shoulder height of 2.2m.Despite differences in size and appearance, bovids are united by the possession of certain common features. All species are ruminants, which means that they retain undigested food in their stomachs, and regurgitate it as necessary. Bovids are almost exclusively herbivorous*. Typically their teeth are highly modified for browsing and grazing: grass or foliage is cropped with the upper lip and lowerincisors** (the upper incisors are usually absent), and then ground down by the cheek teeth. As well as having cloven, or split, hooves, the males of all bovid species and the females of most carry horns. Bovid horns have bony cores covered in a sheath of horny material that is constantly renewed from within; they are unbranched and never shed. They vary in shape and size: the relatively simple horns of a large Indian buffalo may measure around 4 m from tip to tip along the outer curve, while the various gazelles have horns with a variety of elegant curves.Five groups, or sub-families, may be distinguished: Bovinae, Antelope, Caprinae, Cephalophinae and Antilocapridae. The sub-family Bovinae comprises most of the larger bovids, including the African bongo, and nilgae, eland, bison and cattle. Unlike most other bovids they are all non-territorial. The ancestors of the various species of domestic cattle banteng, gaur, yak and water buffalo are generally rare and endangered in the wild, while the auroch (the ancestor of the domestic cattle of Europe) is extinct.*herbivorous: plant-eatingThe term ‘antelope’ is not a very precise zoological name – it is used to loosely describe a number of bovids that have followed different lines of development. Antelopes are typically long-legged, fast-running species, often with long horns that may be laid along the back when the animal is in full flight. There are two main sub-groups of antelope: Hippotraginae, which includes the oryx and the addax, and Antilopinae, which generally contains slighter and more graceful animals such as gazelle and the springbok. Antelopes are mainly grassland species, but many have adapted to flooded grasslands: pukus, waterbucks and lechwes are all good at swimming, usually feeding in deep water, while the sitatunga has long, splayed hooves that enable it to walk freely on swampy ground.The sub-family Caprinae includes the sheep and the goat, together with various relatives such as the goral and the tahr. Most are woolly or have long hair. Several species, such as wild goats, chamois and ibex, are agile cliff – and mountain-dwellers. Tolerance of extreme conditions is most marked in this group: Barbary and bighorn sheep have adapted to arid deserts, while Rocky Mountain sheep survive high up in mountains and musk oxen in arctic tundra.The duiker of Africa belongs to the Cephalophinae sub-family. It is generally small and solitary, often living in thick forest. Although mainly feeding on grass and leaves, some duikers – unlike most other bovids –are believed to eat insects and feed on dead animal carcasses, and even to kill small animals.The pronghorn is the sole survivor of a New World sub-family of herbivorous ruminants, the Antilocapridae in North America. It is similar in appearance and habits to the Old World antelope. Although greatly reduced in numbers since the arrival of Europeans, and the subsequent enclosure of grasslands, the pronghorn is still found in considerable numbers throughout North America, from Washington State to Mexico. When alarmed by the approach of wolves or other predators, hairs on the pronghorn’s rump stand erect, so showing and emphasising the white patch there. At this signal, the whole herd gallops off at speed of over 60 km per hour.Choose the correct letter, A, B, C or D.Write the correct letter in boxes 1-3 on your answer sheet.1 In which region is the biggest range of bovids to be found?A AfricaB EurasiaC North AmericaD South-east Asia2Most bovids have a preference for living inA isolationB small groupsC tropical forestD wide open spaces3 Which of the following features do all bovids have in common?A Their horns are shotB They have upper incisorsC They store food in the bodyD Their hooves are undividedLook at the following characteristics (Question 4-8) and the list of sub-families below. Match each characteristic with the correct sub-family, A, B, C or D.Write the correct letter, A, B, C or D, in boxes 4-8 on your answer sheet.NB You may use any letter more than once4can endure very harsh environments5includes the ox and the cow6may supplement its diet with meat78Question 9-13Answer the questions below.Choose NO MORE THAN THREE WORDS from the passage for each answer. Write your answers in boxes 9-13 on your answer sheet.9What is the smallest species of Bovid called?10Which species of Bovinae has now died out?11What facilitates the movement of the sitatunga over wetland?12What sort of terrain do barbary sheep live in?13What is the only living member of the Antilocapridae sub-family?READING PASSAGE 2You should spend about 20 minutes on Question 14 – 26 which are based on Reading Passage 2 on pages 6 and 7.Photovoltaics on the rooftopA natural choice for powering the family homeQuestion 14 – 19Reading Passage 2 has nine paragraphs A – IWhich paragraph contains the following information?Write the correct letter A – I in boxes 14 – 19 on your answer sheet.NB You may use any letter more than once14 examples of countries where electricity use is greater during the day than at night15 a detailed description of an experiment that led to photovoltaics being promotedthroughout the country16 the negative effects of using conventional means of generating electricity17 an explanation of the photovoltaics system18 the long-term benefits of using photovoltaics19 a reference to wealthy countries being prepared to help less wealthy countrieshave access to photovoltaicsQuestions 20 – 26Do the following statements agree with the information given in Reading Passage 2?In boxes 20 – 26 on your answer sheet, writeTRUE if the statement agrees with the informationFALSE if the statement contradicts the informationNOT GIVEN if there is no information on this20 Photovoltaics are used to store electricity.21 Since the 1970s, the US government has provided continuous support for the useof photovoltaics on homes.22 The solar-powered houses on Rokko Island are uninhabited.23 In 1994, the Japanese government was providing half the money required forinstalling photovoltaics on homes.24 Germany, Italy, the Netherlands and Australia all have strict goals with regard togreenhouse gas emissions.25 Residential electricity use is the major source of greenhouse gas emission.26 Energy-saving measures must now be included in the design of all new homesand improvements to buildings.READING PASSAGE 3You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 on pages 12 and 13.Questions 27 – 31Reading Passage 3 has six sections, A-F.Choose the correct heading for sections B-F from the list of headings below.Write the correct number, i-ix, in boxes 27-31 on your answer sheet.272829 Section D 30Section E 31Section FHow should reading be taught?By Keith Rayner an Barbara R FoormanA Learning to speak is automatic for almost all children, but learning to read requireselaborate instruction and conscious effort. Well aware of the difficulties, educators have given a great deal of thought to how they can best help children learn to read.No single method has triumphed. Indeed, heated arguments about the mostappropriate form of reading instruction continue to polarise the teachingcommunity.B Three general approaches have been tried. In one, called whole-word instruction,children learn by rote how to recognise at a glance a vocabulary of 50 to 100 words.Then they gradually acquire other words, often through seeing them used over and over again in the context of a story.Speakers of most languages learn the relationship between letters and the sounds associated with them (phonemes). That is, children are taught how to use theirknowledge of the alphabet to sound out words. This procedure constitutes asecond approach to teaching reading – phonics.Many schools have adopted a different approach: the whole-language method. The strategy here relies on the child’s experience with language. For example, students are offered engaging books and are encouraged to guess the words that they donot know by considering the context of the sentence or by looking for clues in thestoryline and illustrations, rather than trying to sound them out.Many teachers adopted the whole-language approach because of its intuitiveappeal. Making reading fun promises to keep children motivated, and learning toread depends more on what the student does than on what the teacher does. The presumed benefits of whole-language instruction – and the contrast to theperceived dullness of phonics – led to its growing acceptance across Americaduring the 1990s, and a movement away from phonics.C However, many linguists and psychologists objected strongly to the abandonmentof phonics in American schools. Why was this so? In short, because research had clearly demonstrated that understanding how letters related to the componentsounds in words is critically important in reading. This conclusion rests, in part, on knowledge of how experienced readers make sense of words on a page.Advocates of whole-language instruction have argued forcefully that people oftenderive meanings directly from print without ever determining the sound of the word.Some psychologists today accept this view, but most believe that reading istypically a process of rapidly sounding out words mentally. Compelling evidence for this comes from experiments which show that subjects often confuse homophones (words that sound the same, such as ‘rose’ and ‘rows’). This supports the idea that readers convert strings of letters to sounds.D In order to evaluate different approaches to teaching reading, a number ofexperiments have been carried out, firstly with college students, then with schoolpupils. Investigators trained English-speaking college students to read usingunfamiliar symbols such as Arabic letters (the phonics approach), while anothergroup learned entire words associated with certain strings of Arabic letters(whole-word). Then both groups were required to read a new set of wordsconstructed from the original characters. In general, readers who were taught the rules of phonics could read many more new words than those trained with awhole-word procedure.Classroom studies comparing phonics with either whole-word or whole-language instruction are also quite illuminating. One particularly persuasive study compared two programmes used in 20 first-grade classrooms. Half the students were offered traditional reading instruction, which included the use of phonics drills andapplications. The other half were taught using an individualised method that drew from their experiences with language; these children produced their own booklets of stories and developed sets of words to be recognised (common components of the whole-language approach). This study found that the first group scored higher at year’s end on tests of reading and comprehension.E If researchers are so convinced about the need for phonics instruction, why doesthe debate continue? Because the controversy is enmeshed in the philosophicaldifferences between traditional and progressive (or new) approaches, differences that have divided educators for years. The progressives challenge the results oflaboratory tests and classroom studies on the basis of a broad philosophicalscepticism about the values of such research. They champion student-centredlearning and teacher empowerment. Sadly, they fail to realise that these veryadmirable educational values are equally consistent with the teaching of phonics.F If schools of education insisted that would-be reading teachers learned somethingabout the vast research in linguistics and psychology that bears on reading, theirgraduates would be more eager to use phonics and would be prepared to do soeffectively. They could allow their pupils to apply the principles of phonics whilereading for pleasure. Using whole-language activities to supplement phonicsinstruction certainly helps to make reading fun and meaningful for children, so no one would want to see such tools discarded. Indeed, recent work has indicated that the combination of literature-based instruction and phonics is more powerful than either method used alone.Teachers need to strike a balance. But in doing so, we urge them to remember that reading must be grounded in a firm understanding of the connections betweenletters and sounds. Educators who deny this reality are neglecting decades ofresearch. They are also neglecting the needs of their students.Questions 32 – 36Do the following statements agree with the information given in Reading Passage 3?In boxes 32-36 on your answer sheet, writeTRUE if the statement agrees with the informationFALSE if the statement contradicts the informationNOT GIVEN if there is no information on this32The whole-language approach relates letters to sounds.33Many educators believe the whole-language approach to be the most interesting way to teach children to read.34Research supports the theory that we read without linking words to sounds.35Research has shown that the whole-word approach is less effective than the whole-language approach.36Research has shown that phonics is more successful than both the whole-word and whole-language approaches.Questions 37 – 40Complete the summary of sections E and F using the list of words, A-G, below.is incompatible39………………。

10-网织红细胞计数

10-网织红细胞计数B D I S R et i c-C O U N T（Thi azol e O r ange）Catalog No. 349204简介早期红细胞细胞核丢失后，胞浆内仍残留有细胞器（如核糖体、线粒体），这样的早期红细胞就是网织红细胞，它有别于不含细胞器的成熟红细胞。

这些细胞器富含核酸物质（RNA和DNA），而在成熟红细胞中不含有此种物质。

正常人（非贫血者）中，网织红细胞在骨髓中三天成熟，第四天出现在外周循环血中。

网织红细胞计数可以评估红细胞造血系统活性，但是如果网织红细胞的骨髓成熟时间缩短而循环血成熟时间延长，这种评估方法就会有误差。

这时，外周血相中一至三天的网织红细胞（“漂移”网织红细胞）也会被当做第四天网织红细胞而计算在内。

如遇此种情况，应当对“漂移”网织红细胞做修正（修正公式见流式细胞仪分析一节）。

BD公司生产的Retic-COUNT试剂主要成分为噻唑橙（TO），与丫啶橙（AO）的作用类似。

TO 与DNA碱基对以1:2的比例结合，分解常数、正电荷数和膜通透性与AO相近。

Retic-COUNT试剂既可与DNA结合，也可与RAN结合，形成的荧光-核酸复合物，吸收光谱为475nm，荧光发射光谱为530nm，因此，适合在安装了488nm激光的流式细胞仪上使用，如FACSCalibur，FACSort，FACScan等。

网织红细胞计数的传统方法是使用新亚甲基蓝染料，染色涂片后，光镜下计数。

但此方法费时，且由于只计数1000个细胞，因而存在固有的取样误差。

使用Retic-COUNT流式细胞术方法进行网织红细胞计数，与传统的新亚甲基蓝方法相比，存在很多优势。

使用流式细胞术，可以检测上万个细胞，具有很好的取样精确性。

由于使用的是细胞悬液，可以消除涂片时的分布误差。

同时，它还具有省时、操作简便等优点。

另外，由于可以使用配套的Retic-COUNT自动软件，不需要做阴性对照，还可以减少操作的变异性。

WLK2010-10微机路灯控制仪使用说明书

WLK2010-10微机路灯控制仪是一种根据日出、日落时刻计算方法控制道路照明或其它电器开关的智能仪器，它采用高性能单片微机为核心，以时间集成模块为计时元件，以低功耗汉显中文字库液晶模块为显示器，并置入功能先进的智能控制软件及根据日出、日落时刻计算公式编制的高精度计算模块，该仪器具有走时精确、抗干扰能力强、安装方便、免于维护等特点，是目前钟控型控制器的升级换代产品，可达到节省人力、节约能源的目的，是理想的智能路灯控制设备。

可广泛应用于城市道路照明、工矿企业、机场、灯塔、广告等户外的照明自动控制。

一、主要功能1.1工作地区经纬度及两路开关各自的延时、提前时间的设定功能；1.2根据经纬度计算当日的日出、日落时刻功能；1.3三种工作方式任选功能；整夜：完全由日出日落时刻控制开关；半夜：日落时刻开、用户自定时刻关；两段：日落时刻开，用户自定时刻关，自定时刻开，日出时刻关。

1.4年月日时分秒显示及设定功能。

1.5掉电后内部时钟正常工作及状态记忆功能。

1.6百年日历功能。

二、技术参数2.1走时误差：＜±1秒/天（0℃-40℃）2.2掉电走时：十年（累计）2.3电源：AC220V±15% 50HZ2.4功耗：≤3.0W2.5触点负载：最大10A/220V AC（可加交流接触器等扩展功率）2.6体积：16×11×6.5cm2.7重量：0.8kg2.8工作温度：﹣20-55℃三、安装方法端子1、2为电源端子（220V、50HZ），端子3、4为两路受控输出端口，见图示。

端子1接相线，端子2接零线。

端子3 4分别与第一路、第二路负载（220VAC）（加装250V 10A熔断器）一端相接，另一端与端子2相接。

控制仪可安装在控制箱内，但不宜户外安装，以免雨水渗入。

注：当负载大于2000W(阻性)，一路、二路的负载应是220V交流接触器线包。

四、使用方法4.1工作状态该控制仪上电5秒后自动显示，第一行“年/月/日”与A路当前状态；第二行“时：分：秒”与8路当前状态（见图），即微机已进入工作状态中。

10-20以内加减法口诀表、九九乘法表(直接打印版)

4+0=4
6+10=16
4+1=5 5+0=5
4+2=6 5+1=6 6+0=6
4+3=7 5+2=7 6+1=7
4+4=8 5+3=8 6+2=8
4+5=9 5+4=9 6+3=9
4+6=10 5+5=10 6+4=10
10以内加法
7+4=11 7+5=12 7+6=13 7+7=14 7+8=15 7+9=16 7+10=17
二二得四二三得六二四得八二五一十二六十二二七十四二八十六二九十八
三三得九三四十二四四十六三五十五四五二十五五二十五三六十八四六二十四五六三十六六三十六三七二十一四七二十八五七三十五六七四十二七七四十九三八二十四四八三十二五八四十六八四十八七八五十六八八六十四三九二十七四九三十六五九四十五六九五十四七九六十三八九七十二九九八十一
3-3=0 4-3=1 5-3=2 6-3=3 7-3=4 8-3=5 9-3=6 10-3=7
11-4=7 12-4=8 13-4=9 14-4=10
4-4=0 5-4=1 6-4=2 7-4=3 8-4=4 9-4=5 10-4=6
20以内退位减法 11-5=6 11-6=5 12-5=7 12-6=6 13-5=8 13-6=7 14-5=9 14-6=8 15-5=10 15-6=9
4×4=16 4×5=20 4×6=24 4×7=28 4×8=32 4×9=36
乘法口诀表

10-5 AIS的国际技术标准

第五节 AIS 的国际技术标准
三、技术标准：ITU R.M1371—1 《在VHF海上移动频段采用时分多址海上移动频段采用时分多址(TDMA)技术的技术的海上移动频段采用时分多址通用船载自动识别系统(AIS)的技术特性》（简称的技术特性》通用船载自动识别系统的技术特性 “AIS技术标准”）技术标准” 技术标准
第五节 AIS 的国际技术标准
五、操作指南：IALA 操作指南当前AIS导则的版本是当前导则的版本是2002年12月公布的版，它年月公布的1.1版导则的版本是月公布的由两部分组成。由两部分组成。 •第一部分是第一部分是AlS的操作指南，它是针对主管当局、的操作指南，第一部分是的操作指南它是针对主管当局、船舶驾驶员、引航员、操作员和管理者的需要，船舶驾驶员、引航员、VTS操作员和管理者的需要，操作员和管理者的需要作为一种工具来描述的。把AIS作为一种工具来描述的。作为一种工具来描述的 •第二部分是第二部分是AIS的技术指南，它包含了船载设备和的技术指南，第二部分是的技术指南 VTS服务、船舶报告系统(SRS)以及助航设施等岸服务、船舶报告系统服务以及助航设施等岸基设备的技术指南和规定。基设备的技术指南和规定。
第五节 AIS 的国际技术标准
五、操作指南：IALA 操作指南导则》简称“ 导则” 《通用自动识别系统IALA导则》（简称“AIS导则”）通用自动识别系统导则导则 • 促进促进AIS的有效使用和正确理解，尤其是使船舶驾的有效使用和正确理解，的有效使用和正确理解驶员了解AIS潜在的益处和局限；潜在的益处和局限；驶员了解潜在的益处和局限 • 提高提高AIM效能；效能；效能 •指导主管当局组建岸基设施和工作程序；指导主管当局组建岸基设施和工作程序；指导主管当局组建岸基设施和工作程序 •协助生产厂商制定用户手册。协助生产厂商制定用户手册。协助生产厂商制定用户手册

10-3附加预期的总供给

粘性价格模型
• EAS——附加价格预期的总供给方程
e Y YP (P P ) (1 )
Y YP ( P P )
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粘性价格模型
• 实证研究表明：平均通货膨胀率影响短期总供给曲线的斜率。 • ⅰ.当平均通货膨胀率高时，厂商在长期内保持价格固定则代价高昂。厂商将更频繁地调整价格，使价格总水平能更快地对总需求冲击作出反应。因此高通货膨胀率使较小，短期总供给曲线的斜率较大。
p P (Y YP )
粘性价格模型
• Ⅰ.价格粘性厂商：预先制定价格
pi P (Y Y )
e e e P
假设Y Y
e
e P
• 价格粘性厂商根据对其它厂商收取的价格的预期来确定自己的价格。
则pi P
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粘性价格模型
• Ⅱ.价格灵活性厂商：根据实际价格水平和实际总收入确定价格
新凯恩斯主义经济学的主要特点
• 首先来看凯恩斯主义经济学的主要特点：
• 第一，承认实际产量和就业量经常波动; • 第二，承认这种波动的非均衡性质（商品市场普遍生产过剩，劳动市场非自愿失业）； • 第三，名义总需求冲击可以造成产量和就业量波动； • 第四，经济体系自身的不完全性是名义总需求冲击产生实际效应的原因； • 第五，主张政府干预，弥补市场不足。
e
Y 实际总产出 YP 潜在总产出 P 实际价格水平 P 预期的价格水平
e
Байду номын сангаас
• 附加价格预期的短期总供给曲线
P P (Y YP )
e
1

P
LRAS
EAS
P0
Y YP ( P P )

10-车险定损操作规范重点

(4)定损时，按照“先换件后修理’’(即先确定换件项目后确定维修项目)的顺序，定损项目的登记讲究“从前到后“从左到右，先上后下，从外到里”的顺序，分钣金覆盖件、机修、底盘、仪表等类别，做到准确合理、不重复不遗漏，并在定损单上及时记录。 (5)受损车辆原则上应一次定损，对于有隐损未定完或需拆检未定完的车损，尽快安排时间进行二次定损。损失较大，要求尽量在拆检现场进行监督，一般要求是在吊下发动机之前拍摄过程照片，拆检发动机及波箱等重大部件时一定要在现场验证，超权限的要有核赔人到场，一起对拆检的部件进行鉴定，对于公估人员不在场、当事人或修理厂自行拆检的，对拆检项目可以不予认可。
（二）定损操作规范
5.事故损失核定
第三章损失核定
损失核定(以下简称核损)就是一个对事故损失定量的过程，包括损失项目和价格的确定以及损余物资的处理。损失核定可以在修理厂或定损中心进行按照与不同保险公司的合作情况来确定。一、核定配件价格更换部件确定完毕后，遵循“有价有市”、“报供结合”以及“质量对等，价格对等”的原则，按照民太安网上《零部件报价系统》规定的上报价并结合配件本地市场价，并考虑一定的管理费(管理费最高不得超过配件价格的15％)，来确定配件价格，2年内新车按正厂价核定，2—4年车重要部件按正厂价，其他部件可按副厂价核定。
车险定损操作规范
1.接受定损调度
一、接受定损调度时不同情况的处理 (1)接受客服中心定损调度时，公估人员如果是在非查勘定损过程中，不影响行车安全的前提下，记录事故发生地点、客户姓名、联系电话、车牌号码、车架号码及报案号；并了解该案简单事故经过、有无现场查勘、有无非事故造成损失、案件负责人是谁、是否大客户等案件相关信息。及时与修理厂联系，告知客户或修理厂预计到达的时间。 (2)当公估人员正在处理现场案件时接到定损任务，如果现场案件能在短时间内处理完毕，并预计能够按时或稍晚些时候赶到修理厂，应及时与客户或修理厂有关人员电话联系说明情况，告知预计到达的时间。如正在处理的事故现场还需较长时间才能处理完毕，或道路严重堵塞，或查勘车发生故障导致在约定的时间内不能到达修理厂，而客户或修理厂又急于定损时，公估人员应礼貌、耐心地向客户或修理厂解释，争取得到客户或修理厂的谅解；如客户或修理厂坚持要立即定损，公估人员应立即向客服中心反馈，取得客服中心的支持，另行调度；若客服中心不能另行调度时，公估人员要及时向主管领导汇报，经主管领导和客服中心协商后决定是否启用后备支援。

10-4肠杆菌科其它菌属

黏质沙雷菌黏质亚种可在住院病人中引起感染，如泌尿道和呼吸道感染、脑膜炎、败血症、心内膜炎以及外科术后感染；此外，黏质沙雷菌是细菌中最小的，常用于检查滤茵器的除茵效果。其他沙雷菌可通过输液直接进八血流，引起败血症。沙雷菌的主要致病机制有菌毛血凝素，肠杆菌素介导的和产气菌素介导的镀摄取系统，胞外酶和志贺毒素等。
鼻炎克雷伯茵鼻炎亚种(K o……sp……)经常可从萎缩性鼻炎和鼻黏膜的化脓性感染中分离到。鼻硬结克雷伯茵鼻硬结亚种(K．m…￡一￡…4 mmn”￡朗㈣s)引起呼吸道黏膜、口咽都、鼻和鼻旁窦感染，导致内芽肿性病变和硬结形成。
肉芽肿克雷伯菌(K g…￡㈣s)是引起生殖器和腹股沟部位的内芽肿疾病(do…吣?s)的病原体。该苗在无细胞的培养基中不能生长，已在单核细胞培养系统中分离得到。用G…sa或wr zght染色法可在组织细胞、多形核自细胞和浆细胞的细胞质中观察到0 5～1．Opm×1 5pm的杆菌，有荚膜。
五、枸橼酸杆菌属
枸橼酸杆菌属(ct￡r。缸mr)有12个种，包括弗劳地枸橼酸杆菌(c加“nd z z)、异型枸檬酸杆菌(c d…s“s)、柯塞枸橼酸杆菌(c^ose九)、布拉克枸橼酸杆菌(c 6m吐tt)、杨格枸橼酸杆菌(c，…gne)、沃克曼拘橼酸杆菌(c删r女…tz)和无丙二酸盐构橼酸杆菌(c口mn￡…眦”s)等。革兰阴性杆菌，有周身鞭毛，无芽胞，能形成荚膜。营养要求不高，菌落呈灰白色、湿润、隆起、边缘整齐。发酵乳糖，产生硫化氢。其0抗原与沙门菌和大肠埃希菌常有交叉。
第四节其他菌属
一、克雷伯菌属
克雷伯菌属(女￡。6Ⅲ￡如)共有7个种，革兰阴性、球杆状、无鞭毛、多数菌株有茵毛。与其他肠杆菌科的细菌相比，最显著的特点是有较厚的多糖荚膜，在普通培养基上能生长，里黏液型菌落，以接种环挑之易拉成丝。荚膜与其毒力有关。其中肺炎克雷伯茴肺炎亚种(K．p……t…5p p……z＆8)俗称肺炎杆菌和催娩克雷伯菌(K oz，focⅡ)，是最常见的分离菌种。

2010-10月联想各机型电脑价格

10月联想产品报价S系列（超值上网本）库存市场价IdeaPadS10-3N455/10W/1G/160G/DOS/130万摄像头/蓝牙/黑色/白色/3蕊502250 IdeaPadS10-2N270/10W/1G/160G/DOS/130万摄像头/蓝牙/黑色/3蕊152250U系列（时尚超轻蒲本本）U160SU3400(赛扬双核Duo-1.06G/2M)/11.6W/2G/320G/7HB/130万/蓝牙/6CELL/W7/紫晶黑外观63799 U160SU3400(赛扬双核Duo-1.2G/3M)/11.6W/2G/320G/7HB/130万/蓝牙/6CELL/W7/风尚红外观53799 U160SU5400(奔腾双核Duo-1.06G/2M)/11.6W/2G/320G/7HB/130万/蓝牙/6CELL/W7/紫晶黑外观14199 U160SU5400(奔腾双核Duo-1.06G/2M)/11.6W/2G/320G/7HB/130万/蓝牙/6CELL/W7/风尚红外观04199 U165K125速龙™ II Neo 双核（1.7G,1M)/11.6W/1G/250G/7HB/30万/HDMI/蓝牙/6CELL/W7/3CELL413349 U165K325速龙™ II Neo 双核（1.3G,2M)/11.6W/2G/250G/7HB/30万/HDMI/蓝牙/6CELL/W7/3CELL393649 U460AP6000 2G/500G/14/G305 512M/130万摄像头/HDMI/无线/W7/蓝牙/8cell电池/金属蚀纹/BS194399 U460A350 2G/500G/14/G305 512M/130万摄像头/HDMI/无线/W7/蓝牙/8cell电池/金属蚀纹/BS134899 U460A350 2G/500G/14/G305 512M/130万摄像头/HDMI/无线/W7/蓝牙/8cell电池/红格纹/RS224899 U450AS4100奔2双核/14W/2G/250G/7HB/130万/蓝牙/ATI 4330 512M/8蕊锂电/待机10小时/指纹44600Z系列（主流中端）Z360AP6100(D-2.0G/3M缓存)/13.3W/2G/320G/RAMBO/G310M 512M/HDMI/无线/130万/W7/酷黑外观254250 Z360AP6100(D-2.0G/3M缓存)/13.3W/2G/320G/RAMBO/G310M 512M/HDMI/无线/130万/W7/炫粉外观224250 Z360A370(I370-2.4G)/13.3W/2G/500G/RAMBO/G310M 512M/HDMI/无线/130万/W7/酷黑外观104599 Z360A370/13.3W/2G/500G/RAMBO/G310M 512M/HDMI/无线/130万/W7/炫粉外观154649 Z460AP6000/14W/2G/320G/RAMBO/G310M 512M/HDMI/无线/30万/W7/酷黑外观----新货54129 Z460A370I3-370双核/14W/2G/500G/RAMBO/G310M 512M/HDMI/无线/30万/W7/酷黑外观54299 Z460A450I5-450双核/14W/2G/500G/RAMBO/G310M 512M/HDMI/无线/30万/W7/酷黑外观24849 Z465速龙™IIAP320(相当于I3） 2.1GHz，1MB/14W/2G/250G/HD 5470 1G//HDMI/无线/30万/W7/酷黑64049 Z560A370双核/15.6W/2G/500G/RAMBO/G310M 512高速显存/HDMI/无线/30万/W7/酷黑外观254749 Z560A6100双核（1.86)/15.6W/2G/320G/RAMBO/G310M 1G高速显存/HDMI/无线/30万/W7/酷黑外观194349 Z560A6000双核（1.86)/15.6W/2G/320G/RAMBO/G310M 512M/HDMI/无线/30万/W7/酷黑外观44159 Z560A350I3-350双核（2.26)/15.6W/2G/320G/RAMBO/G310M 512M/HDMI/无线/30万/W7/酷黑外观04749G系列（性价比王）G460ALP6100(D-2.0G/3M缓存)/14W/2G/320G/RAMBO/G310M 512M/无线/30万/DOS 磨砂63799 G460ALP6100(D-2.0G/3M缓存)/14W/2G/320G/RAMBO/G310M 512M/无线/30万/DOS 烤漆423859 G460AX350全新酷睿i3-350/14W/2G/500G/RAMBO/G310M 512M/HDMI/无线/30万/W7/带下乡卡104280 G465速龙™ IIAP320(相当于I3） 2.1GHz，1MB/14W/2G/250G/HD 5470 512M//HDMI/无线/30万/W7/酷黑03699 G460AL370全新酷睿i3-370双核(2.26GHz)/14W/2G/500G/RAMBO/G310M 512M/HDMI/无线/30万/W724299 G460A430全新酷睿i5-430双核(2.26GHz)/14W/2G/320G/RAMBO/G310M 512M/HDMI/无线/30万/W7-清库24699 LenovoG455 AM320双核速龙II 1G 250G 14W HD545V 512M独立显卡/摄像头/无线/DOS/AMD33289 LenovoG455 AM320双核速龙II 2G 250G 14W HD545v 512M独立显卡/无摄像头/无线/DOS/AMD173499 LenovoG455 AXM340双核速龙II 2G 250G 14W HD4550 512M独立/带摄像头/无线/LIN/AMD/豪华版153599 G555AXM320双核速龙II/2G/500G/15W/RAMBO/ATI 545V 512M独立显卡/摄像头/无线/win7B254049 LenovoG450LT3000/14W/1G/160G/DVD刻录/VB/无无线局域网卡/无读卡器82800 LenovoG450AXT4400时尚版/14WLED/2G/250G/RAMBO/G210M独立 512MB/DOS/B+G/摄像头/带下乡卡553699Y系列（高端时尚珍品）IdeaY460NP6000双核(Duo-1.86G/3M/14"/2G/500G/RAMBO/GT330 1G/130万/蓝牙/HDMI/W7/灰44699 IdeaY460N370酷睿”i3双核/14"/2G/500G/RAMBO/GT425 1G/130万/蓝牙/HDMI/W7/灰白15099 IdeaY460A380M酷睿/14" 超炫/2G/500G/RAMBO/Ati5650 1G/130万/蓝牙/HDMI/W7/灰65149 IdeaY460A450M酷睿i5双核2.4G/14" 超炫/2G/500G/RAMBO/Ati5650 1G/130万/蓝牙/HDMI/W7/灰05599 IdeaY560A350M酷睿i3双核2.26G/15.6" 超炫/2G/500G/RAMBO/Ati5730 1G/130万/蓝牙/HDMI/W7/BK35519 IdeaY560A450M酷睿i5双核2.26G/15.6" 超炫/4G/500G/RAMBO/Ati5730 1G/130万/蓝牙/HDMI/W7/BK56499B系列（商务稳定型）LenovoB460A-I3(370)(2.4G)/2G/500G/14W/GT310-512M独立显卡/DVDRW/130摄像头/无线/指纹识别/蓝牙/314299 LenovoB460A-P6100(2.0 )/2G/320G/14W/GT310-512M独立显卡/DVDRW/130摄像头/无线/指纹识别/蓝牙/223799 LenovoB450AT6570(2.1)酷睿双核/2G/320G/14W/GT105-256M独立显卡/DVDRW/130摄像头/无线/蓝牙/----113780 LenovoB450AT3300(2.0)奔腾双核/1G/250G/14W/GT105-256M独立显卡/DVDRW/130摄像头/无线/蓝牙/----93299 LenovoB450LT3100(1.9)奔腾双核/1G/250G/14W/GMX4500显卡/DVDRW/无摄像头/无线/蓝牙/-----------232799V系列（商务高端型）LenovoV450AT6570(2.1)酷睿双核/2G/320G/14W/GT105-512M独立显卡/DVDRW/130摄像头/无线/蓝牙/----114020 LenovoV460A-I3(370)(2.4)/2G/500G/14W/GT310-512M独立显卡/DVDRW/130摄像头/无线/指纹识别/蓝牙/154750 LenovoV360A-I3(370)(2.26)/2G/500G/14W/GT305-512M独立显卡/130摄像头/无线/指纹识别/蓝牙/超薄224720THINKPAD(IBM)(商务高端，全球顶级商务）THINKPAD SL410-8KC/T4500奔腾双核/1G/250G/ DVDRW/ 无线/蓝牙/ 200W/ DOS/ 14.1W 233550 THINKPAD X201i-3DC I3(350) 2G 250G 无线 W7 12.1 116550 THINKPAD E40-DTC P6000 2G 250G DVDRW 无线 200W W7 14.1 553700。

Unit-10-Teaching-speaking(说话教学)

Linguistic factors
Low proficiency in English
➢ Difficulties in transferring from the learners’
first language to the sounds, rhythms, and stress patterns of English
instructional program ❖ Lack of appropriate feedback
What can be done?
● Make instructional goals explicit to learner ● Break learning down into sequences of
achievable steps ● Link learning to the needs and interests
of the learners ● Allow learners to bring their own knowled
and perspectives into the learning process
repetition
games
Prompted dialogue
Speaking activities
Gapped dialogue
discussion
Read and act
Role play
Information gap
Scramblቤተ መጻሕፍቲ ባይዱd dialogue
Interviews using a
questionnaire
Unit 8
Teaching Speaking
Warming-up Questions

GA10-UPS12切换指导

GA10-UPS12切换指导由于魏德米勒UPS与我司智能控制器配合时，在外部输入断电后UPS放电未完成的情况下，重新恢复外部供电，此时控制器无法自动开机，需要手动操作；汇川自主研发的UPS 新增了远程开机功能，解决了该问题，在上述情况下，控制器可以通过信号实现自动开机。

两款UPS的基本规格差异与使用差异如下所述：1.基本规格与差异点1.1外观造型CP DC BUFFER 24V 20A GA10-UPS12 厂家信息魏德米勒汇川汇川编码72030012 72030025输入电压DC 24V AC 220V最大输入电流22A 3A输出电压DC 24V DC 24V额定输出电流20A 4A 基本尺寸（长*宽*高）150*66*130mm 121.1*55*135.7mmCP DC BUFFER 24V 20A GA10-UPS12UPS充电完成信号可通过CHARGE信号判断，在充电过程中闪烁，充电完成后常亮。

可通过CHARGE OK指示灯判断，在充电或者放电过程中闪烁，在充电完成后常亮。

输入电压检测信号Fail信号AC OK信号远程开机信号无该信号信号，与汇川智能控制器配合，可实现UPS恢复供电后，控制器自动开机功能。

CP DC BUFFER 24V 20A GA10-UPS12注：汇川GA10-UPS12的远程开机信号解决了使用魏德米勒UPS在外部电源短暂掉电后，再次恢复上电时控制器不能自动开机的问题。

2.控制器接线差异对比说明2.1魏德米勒CP DC BUFFER 24V 20A与智能控制器接线1.匹配AC800智能控制器【注】：●Fail信号和控制器P_OK信号连接，发生突发掉电时，该信号由ON→OFF，PLC执行数据，保存并完成主动关机。

●控制器信号需要串接开关到+24V电源，用于解决在UPS放电未完成，外部供电恢复情况下，控制器不能自动开机的问题，此时需要手动按下该开关启动控制器。

●在UPS使用过程中，P_OK信号与Fail信号必须要接，其他信号按需求接。

10-4_二维数组的传址

// *为间题
• 以调用函数的方式输出转置矩阵。
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二维数组的传址（二维数组指针）
二维数组要传址，可传递数组首元素的地址，即二维数组名。由于二维数组名指向的是第一个行数组，因此，
接收二维数组名的指针所指向的类型就应该由该行数组元素
的类型和长度(即列数)两部份组成，这种保存有二维数组首元素地址的指针称为二维数组指针，又称行指针。二维数组指针的定义语法类型标识符 int a[3][3]; int (*p)[3]; 例子 int[3] (*指针名)[列数]; // 定义一个3*3的二维数组