Y. Ornstein-Zernike Theory for the Finite Range Ising Models Above T c
庞加莱 相对论
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读书笔记---《批判理论论争—与阿克塞尔-霍耐特的交锋》书评
《批判理论论争——与阿克塞尔·霍耐特的交锋》书评目录Section I：CritiqueChapter1: Raymond Geuss: Realism, Yet AgainChapter2: Rainer Forst: Kantian Republicanism vs. the Neo-Republican Machine: The Meaning and Practice of Political AutonomyChapter3: Sally Haslanger: Taking a Stand: Second-Order Social Pathologies or First-Order CritiqueChapter4: Martin Saar: Immanent Normativity and the Fact of Domination: Notes on "Immanent Critique"Chapter5: Didier Fassin: Moral Economy-A Critical ReappraisalChapter6: Robin Celikates: Radical Civility. Social Struggles and the Domestication of DissentSection II: RecognitionChapter7: Frederick Neuhouser: Rousseau on the Nature of Social InequalityChapter8: Martin Hartmann: Repressive Empathy? A Plea for Contextualization Chapter9: Joel Whitebook: On Human SociabilitySection III: Social FreedomChapter10: Bruno Karsenti: Ethical Life and Anomy. From Social Philosophy to Sociology of the StateChapter11: David Miller: Socialism and the Nation-State Chapter12: Seyla Benhabib: Hegel's Concept of the Person and International Human Rights Chapter13: Beate Roessler: Fashioning Our Selves? On understanding and criticizing the digitized societyChapter14: Christoph Menke: The Crisis of Liberalism: The Dialectic of Politics and PoliceSection IV: ProgressChapter15: Philip Kitcher: John Dewey Goes to Frankfurt. Pragmatism, Critical Theory, and the Invisibility of Moral/Social ProblemsChapter16: Christopher F. Zurn: Political Progress: Piecemeal, Pragmatic, And ProcessualChapter17: Amy Allen: Psychoanalysis and the Critique of Progress《批判理论论争——与阿克塞尔·霍耐特的交锋》一书原为庆祝霍耐特七十大寿所作，并于2020年十月正式发售。
社科英语Unit1翻译
Unit11.经济学家通常假设人是理性的。
理性的人们系统地,有目的地做最好的,他们可以实现他们的目标,考虑到可用的机会。
当你学习经济学,你会遇到公司决定雇佣多少工人,有多少他们的产品生产和销售利润最大化。
你也会遇到那些决定花多少时间工作和买什么商品和服务产生的收入来实现最高水平的满意度。
2.3.理性的人知道,生活中的决定很少是黑白分明的,但,从事实上涉及灰色阴影。
在晚餐时间,决定你,在禁食或吃得像猪,但是否采取额外的'斯波夫,马希尔'博塔托人。
当考试开始,你的决定不是吹他们或学习24小时一天,但是否花额外的一个小时来审查你的笔记,而不是看电视。
经济学家用"边际变化"一词来描述小的内特内塔帕调整到现有的行动计划。
请记住,边距意味着"边缘,所以边缘更改是围绕您正在执行的操作的边缘进行调整。
理性的人经常通过比较边际收益和边际成本来做出决策。
3、例如,考虑航空公司决定向飞行的乘客收取多少费用待机. 假设在美国驾驶一架 200 座的飞机花费航空公司在这种情况下,每个座位的平均费用为100,000美元/200美元,即500美元。
有人可能会得出这样的结论:航空公司绝不应该以较低的的价格出售机票。
500.In美元的事实,一个理性的航空公司往往可以找到办法,通过思考提高利润在边缘。
想象一下,一架飞机即将起飞,有10个空座位,和在登机口等候的候补乘客将支付300美元作为座位。
如果航空公司出售票？当然,它应该。
如果飞机有空座位,则增加一个座位的成本乘客很小。
虽然乘客乘坐飞机的平均费用为500美元,但边际成本只是花生袋和汽水罐的成本,额外的乘客将消耗。
只要候补乘客支付的比边际成本多,卖票是有利可图的。
4、边际决策有助于解释一些否则令人费解的经济现象。
这里有一个经典的问题:为什么水这么便宜,而钻石这么贵？人类需要水才能生存,而钻石是不必要的;出于某种原因,人们愿意为钻石支付比为钻石多得多的费用。
Ornstein–Uhlenbeck process - Wikipedia, the f
Ornstein–Uhlenbeck process - Wikipedia,the f...Ornstein–Uhlenbeck process undefinedundefinedFrom Wikipedia, the free encyclopediaJump to: navigation, searchNot to be confused with Ornstein–Uhlenbeck operator.In mathematics, the Ornstein–Uhlenbeck process (named after LeonardOrnstein and George Eugene Uhlenbeck), is a stochastic process that, roughly speaking, describes the velocity of a massive Brownian particle under the influence of friction. The process is stationary, Gaussian, and Markov, and is the only nontrivial process that satisfies these three conditions, up to allowing linear transformations of the space and time variables.[1] Over time, the process tends to drift towards its long-term mean: such a process is called mean-reverting.The process x t satisfies the following stochastic differential equation:where θ> 0, μ and σ> 0 are parameters and W t denotes the Wiener process. Contents[hide]1 Application in physical sciences2 Application in financialmathematics3 Mathematical properties4 Solution5 Alternative representation6 Scaling limit interpretation7 Fokker–Planck equationrepresentation8 Generalizations9 See also10 References11 External links[edit] Application in physical sciencesThe Ornstein–Uhlenbeck process is a prototype of a noisy relaxation process. Consider for example a Hookean spring with spring constant k whose dynamics is highly overdamped with friction coefficient γ. In the presence of thermal fluctuations with temperature T, the length x(t) of the spring will fluctuate stochastically around the spring rest length x0; its stochastic dynamic is described by an Ornstein–Uhlenbeck process with:where σ is derived from the Stokes-Einstein equation D = σ2 / 2 = k B T / γ for theeffective diffusion constant.In physical sciences, the stochastic differential equation of an Ornstein–Uhlenbeck process is rewritten as a Langevin equationwhere ξ(t) is white Gaussian noise with .At equilibrium, the spring stores an averageenergy in accordance with the equipartition theorem.[edit] Application in financial mathematicsThe Ornstein–Uhlenbeck process is one of several approaches used to model (with modifications) interest rates, currency exchange rates, and commodity prices stochastically. The parameter μ represents the equilibrium or mean value supported by fundamentals; σ the degree of volatility around it caused by shocks, and θ the rate by which these shocks dissipate and the variable reverts towards the mean. One application of the process is a trading strategy pairs trade.[2][3][edit] Mathematical propertiesThe Ornstein–Uhlenbeck process is an example of a Gaussian process that has a bounded variance and admits a stationary probability distribution, in contrast tothe Wiener process; the difference between the two is in their "drift" term. For the Wiener process the drift term is constant, whereas for the Ornstein–Uhlenbeck process it is dependent on the current value of the process: if the current value of the process is less than the (long-term) mean, the drift will be positive; if the current valueof the process is greater than the (long-term) mean, the drift will be negative. In other words, the mean acts as an equilibrium level for the process. This gives the process its informative name, "mean-reverting." The stationary (long-term) variance is given byThe Ornstein–Uhlenbeck process is the continuous-time analogue ofthe discrete-time AR(1) process.three sample paths of different OU-processes with θ = 1, μ = 1.2, σ = 0.3:blue: initial value a = 0 (a.s.)green: initial value a = 2 (a.s.)red: initial value normally distributed so that the process has invariant measure [edit] SolutionThis equation is solved by variation of parameters. Apply Itō–Doeblin's formula to thefunctionto getIntegrating from 0 to t we getwhereupon we seeThus, the first moment is given by (assuming that x0 is a constant)We can use the Itōisometry to calculate the covariance function byThus if s < t (so that min(s, t) = s), then we have[edit] Alternative representationIt is also possible (and often convenient) to represent x t (unconditionally, i.e.as ) as a scaled time-transformed Wiener process:or conditionally (given x0) asThe time integral of this process can be used to generate noise with a 1/ƒpower spectrum.[edit] Scaling limit interpretationThe Ornstein–Uhlenbeck process can be interpreted as a scaling limit of a discrete process, in the same way that Brownian motion is a scaling limit of random walks. Consider an urn containing n blue and yellow balls. At each step a ball is chosen at random and replaced by a ball of the opposite colour. Let X n be the number of blueballs in the urn after n steps. Then converges to a Ornstein–Uhlenbeck process as n tends to infinity.[edit] Fokker–Planck equation representationThe probability density function ƒ(x, t) of the Ornstein–Uhlenbeck process satisfies the Fokker–Planck equationThe stationary solution of this equation is a Gaussian distribution with mean μ and variance σ2 / (2θ)[edit ] GeneralizationsIt is possible to extend the OU processes to processes where the background driving process is a L évy process . These processes are widely studied by OleBarndorff-Nielsen and Neil Shephard and others.In addition, processes are used in finance where the volatility increases for larger values of X . In particular, the CKLS (Chan-Karolyi-Longstaff-Sanders) process [4] with the volatility term replaced by can be solved in closed form for γ = 1 / 2 or 1, as well as for γ = 0, which corresponds to the conventional OU process.[edit ] See alsoThe Vasicek model of interest rates is an example of an Ornstein –Uhlenbeck process.Short rate model – contains more examples.This article includes a list of references , but its sources remain unclear because it has insufficient inline citations .Please help to improve this article by introducing more precise citations where appropriate . (January 2011)[edit ] References^ Doob 1942^ Advantages of Pair Trading: Market Neutrality^ An Ornstein-Uhlenbeck Framework for Pairs Trading ^ Chan et al. (1992)G.E.Uhlenbeck and L.S.Ornstein: "On the theory of Brownian Motion", Phys.Rev.36:823–41, 1930. doi:10.1103/PhysRev.36.823D.T.Gillespie: "Exact numerical simulation of the Ornstein–Uhlenbeck process and its integral", Phys.Rev.E 54:2084–91, 1996. PMID9965289doi:10.1103/PhysRevE.54.2084H. Risken: "The Fokker–Planck Equation: Method of Solution and Applications", Springer-Verlag, New York, 1989E. Bibbona, G. Panfilo and P. Tavella: "The Ornstein-Uhlenbeck process as a model of a low pass filtered white noise", Metrologia 45:S117-S126,2008 doi:10.1088/0026-1394/45/6/S17Chan. K. C., Karolyi, G. A., Longstaff, F. A. & Sanders, A. B.: "An empirical comparison of alternative models of the short-term interest rate", Journal of Finance 52:1209–27, 1992.Doob, J.L. (1942), "The Brownian movement and stochastic equations", Ann. of Math.43: 351–369.[edit] External linksA Stochastic Processes Toolkit for Risk Management, Damiano Brigo, Antonio Dalessandro, Matthias Neugebauer and Fares TrikiSimulating and Calibrating the Ornstein–Uhlenbeck process, M.A. van den Berg Calibrating the Ornstein-Uhlenbeck model, M.A. van den BergMaximum likelihood estimation of mean reverting processes, Jose Carlos Garcia FrancoRetrieved from ""。
大学体验英语(第三版)课文原文及翻译
Frog Story蛙的故事A couple of odd things have happened lately.最近发生了几桩怪事儿。
I have a log cabin in those woods of Northern Wisconsin.I built it by hand and also added a greenho use to the front of it.It is a joy to live in.In fact,I work out of my home doing audio production and en vironmental work.As a tool of that trade I have a computer and a studio.我在北威斯康星州的树林中有一座小木屋。
是我亲手搭建的，前面还有一间花房。
住在里面相当惬意。
实际上我是在户外做音频制作和环境方面的工作——作为干这一行的工具，我还装备了一间带电脑的工作室。
I also have a tree frog that has taken up residence in my studio.还有一只树蛙也在我的工作室中住了下来。
How odd,I thought,last November when I first noticed him sitting atop my sound-board over my computer.I figured that he(and I say he,though I really don’t have a clue if she is a he or vice versa)would be more comfortable in the greenhouse.So I put him in the greenhouse.Back he ca me.And stayed.After a while I got quite used to the fact that as I would check my morning email and online news,he would be there with me surveying the world.去年十一月，我第一次惊讶地发现他（只是这样称呼罢了，事实上我并不知道该称“他”还是“她”）坐在电脑的音箱上。
当代西方行为主义学派政治学者的重要方法论
当代西方行为主义学派政治学者的重要方法论
当代西方行为主义政治学的重要方法论众多，这些方法论一般被称为行为实证方法论。
其中重要的有社会实验家库恩斯特的实验教育学，斯坦福大学的杜鲁门实验，布里奇特的比较实验以及史蒂文斯的实验政治学。
社会实验家库恩斯特的实验教育学是行为主义政治学的核心理论，它认为人类行为受环境影响，而且是可控的，因此可以用实验来检验和验证政治学理论。
库恩斯特认为，通过实验研究行为实证学者可以在狭义上改善人们的社会交往。
斯坦福大学的杜鲁门实验旨在使用实验来测试一些政治学概念，特别是一些原则或政策。
实验发现，个体在做出决定时，不仅受到外部环境的影响，还受到其他个体的影响，这导致社会正确的情感出现。
布里奇特的比较实验把实验/调查法应用到政治分析中，旨在
更加精确地描述和理解政治活动。
例如，布里奇特把建立公民投票的重要性作为主题进行实验，得出结论，表明公民们投票取决于社会环境的变化，它可以激发政治参与的动力。
史蒂文斯的实验政治学试图研究如何改善政治学理论，这些理论经过仔细的研究，然后用作实验的研究材料。
史蒂文斯的实验发现，信任和不信任是形成和维持政治秩序的关键因素，他认为建立信任的最佳方式是通过民主，这也是当代政治学家支持民主的重要原因之一。
总之，实验主义是行为主义政治学的核心方法论，它通过应用实验/调查法，建立更加具体、精确的政治学理论，从而改善政治状况。
假如尼尔斯来到我们的中间英语作文500字
全文分为作者个人简介和正文两个部分：作者个人简介：Hello everyone, I am an author dedicated to creating and sharing high-quality document templates. In this era of information overload, accurate and efficient communication has become especially important. I firmly believe that good communication can build bridges between people, playing an indispensable role in academia, career, and daily life. Therefore, I decided to invest my knowledge and skills into creating valuable documents to help people find inspiration and direction when needed.正文：假如尼尔斯来到我们的中间英语作文500字全文共3篇示例，供读者参考篇1If Niels Bohr Came Among UsOh my gosh, can you imagine if the great Niels Bohr just randomly showed up at our school one day? That would be absolutely crazy! Niels Bohr was this brilliant physicist fromDenmark who revolutionized our understanding of atomic structure and quantum theory back in the early 20th century. He's definitely one of the most important scientists who ever lived.I've been learning all about Bohr's atomic model in physics class. It was a huge breakthrough at the time. Before Bohr, scientists kind of just accepted the plum pudding model that J.J. Thomson proposed. Basically, Thomson thought the atom was a big blob of positive charge with negative electrons scattered throughout it, kind of like raisins in a plum pudding dessert. But that didn't really fit with experimental evidence.Then Niels Bohr came along and said, "Hold up, I have a better idea!" He proposed that the atom has a positive nucleus in the center, with negative electrons orbiting around it in specific shells or energy levels. It was kind of like a tiny solar system. This atomic structure model made so much more sense and could actually explain the spectrum of light emitted by hydrogen atoms.Another huge contribution from Bohr was founding the basis for understanding quantum theory. He figured out that electrons can only exist in those discrete energy levels or shells, not just anywhere. And when they jump between those levels,that's what causes atoms to absorb or emit light of specific wavelengths. Wild, right?Bohr was awarded the Nobel Prize in Physics in 1922 for his revolutionary atomic model and work on quantum mechanics. He deserved it 100%. His insights transformed physics forever. Can you imagine if he just randomly popped into our classroom during physics period? I would be starstruck for sure!I bet Niels Bohr would blow all of our minds with his genius intellect and passionate lectures. He was totally obsessed with physics and finding the fundamental laws of the universe. I could picture him at the front of our class, messily scribbling equations on the chalkboard with chalk dust flying everywhere as he tried to explain these mind-bending quantum phenomena.Of course, he would probably get frustrated that we're still beginners struggling to understand basic concepts like atomic orbitals and blackbody radiation. "You must be joking!" he might exclaim in his thick Danish accent as we stared blankly at yet another equation he derived from first principles. I'm sure the pace of a Bohr lecture would be absolutely dizzying.At the same time, I'll bet Bohr would be an incredibly patient and caring teacher. From what I've read, he cultivated this famous "Bohr spirit" of free expression and open debate in hisresearch team. He embraced different perspectives and encouraged creative thinking. So in our classroom, Bohr would probably be very nurturing and want each of us to feel comfortable asking questions or proposing ideas, even if they seemed a bit half-baked.I could totally see him putting on a fun little demonstration to illustrate quantum principles too. Maybe he would set up a light source and use prisms or diffraction slits to show us the wave-particle duality and quantization of light. Or he might do an experiment involving atomic spectroscopy to drive home the point about discrete energy levels. Knowing Bohr, it would likely involve pipes, cables, and vacuum tubes sprawled across the lab bench in a chaotic mess that only a genius could understand. But it sure would make atomic physics feel real and alive!Just interacting with someone of Bohr's intellectual caliber and pioneering spirit would be so valuable and inspiring, even if he talked way over our heads at times. This was a man who shaped humanity's understanding of the fundamental nature of matter and energy. He wasn't afraid to challenge the status quo and think in completely new ways. That courage and creativity in the face of the unknown is what drives scientific revolutions.Part of me wonders if we mere high school students could even begin to comprehend the insights and discoveries of a mind like Niels Bohr's. His contributions to quantum theory and models of atomic structure were so profound and consequential that they're still mind-boggling a century later. Having the chance to learn from and engage with him directly would be a tremendous opportunity that could change our perspective forever.At the same time, maybe Bohr's genius wouldn't seem so alienating up close and in person. From the photos and recordings I've seen, he came across as down-to-earth, approachable, and full of playful humor despite his brilliance. Sure, he would be operating on another level intellectually. But at his core, Bohr was simply a man fascinated by the deepest mysteries of the universe, just like we kids are fascinated by even the basics of how atoms and matter work.So if Niels Bohr suddenly appeared in our classroom, I think the overall vibe would be charged with awe and excitement. This giant of 20th century science walking among us? His very presence would lend immense weight and importance to our studies of quantum phenomena. At the same time, I'm sure Bohr's warmth, passion and unwavering scientific ideals wouldinspire us to approach physics with renewed vigor and confidence in our ability to one day understand the deepest truths of nature, just like he did. It would be an unforgettable experience that could spark a lifelong love of science and discovery in all of us. I really hope it happens someday!篇2If Niles Came to Our MidstWhoa, you guys will never believe what just happened! You know that super old book we had to read for English class, A Connecticut Yankee in King Arthur's Court by Mark Twain? Well, something crazy like that totally went down at school today!It all started during Mr. Henderson's history class. We were learning about the medieval period and going over all the crazy stuff people believed back then. You know, like how they thought the world was flat and that diseases were caused by bad smells? Dumb, right?Anyway, right in the middle of Mr. H's lecture, there was this huge boom of thunder that shook the whole classroom even though it was sunny outside. Then this blinding flash of light exploded right in the center of the room. When the spots clearedfrom my eyes, there was this dude standing there dressed in the weirdest getup I've ever seen.He had on these tight leggings with a puffy shirt and this long jacket thing that went down to his knees. And get this - he was wearing tights! On his head was this funny hat with a feather sticking out the side. I thought it was bad when my little brother went through that Shakespeare phase and wouldn't stop talking in ye olde English. This guy looked like he had gone all out at one of those medieval fairs.Of course, everyone started cracking up at his ridiculous outfit. A few of the football players started chanting "Shakespeare in the park! Shakespeare in the park!" I guess they thought he was promoting some school play or something.The guy just looked around at all of us like we were the crazy ones, which made everyone laugh even harder. Finally, Mr. Henderson got the class settled down and asked the guy who he was and what he was doing here.In this super deep voice that definitely didn't match his goofy costume, he announced, "I am Niles Kalcheim, a most learned engineer from the 24th century. An unforeseen dysfunction has materialized in my chrono-displacement moduleduring its trial run, projecting me backward through thespace-time continuum."I'm not gonna lie, half of what he said went completely over my head. All I caught was "24th century" and I thought maybe this was some sort of stupid prank where one of the AV club nerds was trying to play dress up as a time traveler or something.But then the dude - Niles, I guess - went and proved he really wasn't from around here. He pulled out this shiny rectangular thing from his pocket - which actually looked kinda like one of the smartphones we're finally allowed to have at school next year. Only this one didn't have a screen or buttons or anything. It was completely smooth on both sides.Niles must have done something to activate it though because all of a sudden it projected this hologram image that hung in the air in front of him! It looked just like one of those 3D projectors they use for video games and stuff, except whatever tech he was using was a million times better. The colors were brighter and more realistic than anything I've ever seen before.The hologram was of the most bizarre contraption I've ever laid eyes on. It looked like a jungle gym designed by an insane person, with all these twisting metal tubes and giant spheres interconnected in some nutso pattern. As the hologram slowlyrotated, more and more crazy details became visible and my mind was completely blown."This is a prototype for a molecular disassembler," Niles proclaimed, like that was supposed to mean something to those of us living in the modern age rather than the 24th century.He started rambling on about how this "disassembler" could break down any object on an atomic level and convert it into elemental components or just pure energy. He claimed with enough of these crazy machines, his century had unlimited recycling and could rearrange matter itself however they wanted!Even Mr. Henderson looked dumbfounded by all this super advanced science Niles was spewing out. I figured either this guy was legitimately insane or he really was some kind of visitor from the future.That's when Niles said the words that convinced me this wasn't just an elaborate prank: "Perhaps a demonstration would render my displacement more fathomable."Before anyone could stop him, he aimed that little shiny rectangle at Mr. Henderson's desk and some kind of energy beam shot out of it. The heavy wooden desk just...disappeared!Vanished into thin air like it had never existed! All that was left behind were little sparkling particles slowly wafting through the space the desk used to occupy before they faded away completely.You can imagine the chaos that erupted after that. The girls started screaming, a few guys nearly fainted, and pretty much everyone dove for cover like Niles was about to disintegrate us all next. Even Mr. Henderson looked terrified out of his mind, sprawled there on the floor clutching his teacher's edition like it could protect him from whatever power this madman possessed.For his part, Niles just watched everyone's freaked-out reactions with an expression that seemed more confused than threatening. He tried to tell us not to be afraid, that he meant no harm, but no one was listening at that point. A few seconds later, the room was swarmed by campus security rushing in to subdue the supposed lunatic.I'm not sure what happened to Niles after that. They might have hauled him off to jail - or maybe an insane asylum is more likely considering his crazy claims of being a time traveler. Either way, I'm just glad no one else got disintegrated or anything!Can you even imagine how mind blowing it would be if Niles was telling the truth? Like, think about all the insane things wecould have in our time if his future inventions were real! Unlimited energy, the ability to just rearrange atoms however we wanted...I don't think the world today is ready for that level of technological advancement. We'd probably just use it for stupid stuff like binge watching shows without worrying about electricity bills or creating endless amounts of junk food!Still, I can't stop thinking about what might be possible in the 24th century. Just the fact that Niles could travel hundreds of years through time is crazy enough. But being able to disassemble matter into its basic components with the push of a button? If that's for real, it makes you wonder what other miraculous technologies might exist in the future. Maybe they'll have figured out how to teleport between planets or have mastered human cloning or something. Heck, maybe they'll even have figured out how to go into suspended animation so you can just sleep for 300 years and wake up in the future!Whether Niles was an actual visitor from the 24th century or just a highly convincing loon, the whole experience has me looking at the world through a different lens. For so long, our history classes have been stuck looking backward - studying the primitive civilizations, the wars and power struggles of the past. But the truth is that the most important history hasn't happenedyet. The future is where the real game-changers are going to take place that'll make everything we know today look as outdated as those eurth-cultures we learned about carving wheels out of stone.Who knows what unbelievable wonders the 24th century might hold? Flying personal vehicles, artificial intelligence assistants, maybe even some kind of master computer network safeguarding the limitless knowledge of the future! What I wouldn't give for a peek at a history book from that era. I'll bet Niles' crazy desk-dematerializer barely even registers as a significant invention compared to whatever world-altering technologies are commonplace in his time.I just hope that whoever is in charge in the 24th century uses their insane science knowledge for good and not evil. Can you imagine someone like that Thanos guy from the Avengers movies getting his hands on Niles' molecular rearranging tech? He'd be able to disassemble entire planets with the push of a button! Not that we should be worrying about hypothetical supervillains from the future, I guess. We've got enough issues to deal with in the present without borrowing troubles from another millennium.Whew, okay, that's enough of me rambling about the metaphysics of technologies yet to be invented. Whether it was real or an illusion, having a so-called time traveler materialize out of nowhere in the middle of my history class was an experience I'll never forget. It's got me thinking bigger about what might be possible and has honestly made me a lot more excited to see what the future holds - even if it's just our current century rather than the reality-bending architectures of the 24th. We're living in a pivotal time where our wildest science fictions are slowly morphing into patentable realities.Who knows? Maybe a hundred years from now, people will look back and say the real game-changing invention was whatever allowed this written record to be preserved for their eyes to read - the first relic of a primitive篇3If Niels Came Among UsBy A StudentCan you imagine what it would be like if the great Danish physicist Niels Bohr just showed up at our school one day? I've thought about this a lot, and I think it would be totallymind-blowing!First of all, I'm sure nobody would even recognize him at first. He'd probably just look like some old dude with wild Einstein hair and a funny accent. But then once the science teachers figured out who he was, it would be pure pandemonium! They'd be freaking out trying to roll out the red carpet for one of the most important scientists of the 20th century.I can just picture Niels strolling down the hallway, looking totally confused at all the commotion surrounding him. He'd probably be like "What is this peculiar place? Why are all these young people carrying those strange flat objects?" And someone would have to explain to him that we're all students at a school in the 21st century, and those "flat objects" are laptop computers that we use to access vast repositories of human knowledge and dank memes.Once he got past the initial culture shock, I bet Niels would be lowkey blown away by how much science and technology has advanced since his day. A big part of his work was on quantum theory and atomic structure, which laid the foundations for all the crazy quantum computing, nanotechnology, and other cutting-edge fields we're just starting to explore now. He'd probably get a huge kick out of seeing kids coding quantumalgorithms or running atomic force microscope simulations on their laptops.At the same time, I think he'd also be lowkey disturbed by how we sometimes take science for granted or misuse it in problematic ways. Fromatingout of more fossil fuels to industrialized warfare to social media misinformation, I can imagine Niels shaking his head and lamenting how human folly always finds new ways to run amok despite our growing scientific knowledge. He seemed like a pretty philosophical and ethical guy from what I've read, so I bet he'd want to sit us all down for some real talk about using our smarts responsibly.But more than anything, I think having Niels here would totally reinvigorate how we think about and approach science. Too often, we treat it as this dead collection of facts and formulas that we just have to regurgitate onto tests and assignments. Having one of the OG scientific revolutionaries in our midst could breathe new life into it as this radical, living endeavor to constantly question, explore, and reshape our understanding of the universe. Niels literally helped overturn centuries of classical physics doctrine, so he could show us firsthand that science isn't about memorizing - it's about creative thinking, challenging orthodoxies, and pushing the boundaries of human knowledge.I'll never forget reading about Niels's famous quote that "An expert is a person who has found out by her own painful experience all the latest mistakes." To me, that just encapsulates the mindset of a true scientist. It's all about humbly admitting the limitations of our current knowledge, while boldly venturing into new intellectual frontiers and inevitably making new mistakes that eventually lead to new discoveries. That fearless, unorthodox spirit of curiosity is what Niels embodied, and what he could hopefully instill in all of us if he walked among us.Just having a real, flesh-and-blood scientific titan like that in the classroom, wowing us with his brilliance while also showing he was still just a humble, curious human being in search of truth - it would be incredibly inspiring. We're all so used to science being this abstract collection of dusty old books and online resources. But having Niels physically present would make it more visceral and real in a whole new way. We could ask him anything we wanted about his work, his life, his mindset, his experiences - and get answers straight from the source instead of through some detached, sterilized secondhand account.Maybe Niels could even take over and lead some classes for a while, either lecturing on the latest developments in physics while he was alive or even learning about and weighing in onbrand new 21st century concepts. Just being taught by one of the most innovative scientific minds in history instead of a normal teacher would be utterly fascinating. We could get his unique perspective on not just physics, but anything from global politics to the nature of human consciousness. With Niels at the helm, our science classes would become this free-flowing Socratic dialogue where the greatest questions of the cosmos are pondered and no knowledge is too sacred to scrutinize or update as we make new empirical discoveries.Ultimately, having Niels Bohr visit our school wouldn't just be a cool celebrity cameo - it could fundamentally reshape how we experience and think about science itself. No longer would it be this dead, academic pursuit where we just absorb information. It would become an ethos - a living, evolving way of seeing and questioning the world around us with wonder, humility, and fearless curiosity. We'd go from being passive receptacles for established theories to active participants in the never-ending process of exploring, revising, and adding to human knowledge through scientific inquiry.Just picturing Niels Bohr hanging out and sharing his perspectives and life experiences with us has me brimming with excitement. Listening to that pioneering voice - the voice thathelped spark a revolutionary leap in our understanding of the universe - could imbue us with a passion for constantly questioning, challenging, and advancing our scientific narratives. We'd be connected to that grand tradition of intellectual fearlessness that shows no law or dogma is too sacrosanct once the empirical evidence points a new way. The abstract would become flesh. The dead words on a page would breathe with the vitality of the living mind that gave birth to them.Having Niels Bohr walk among us would inject a jolt of life, meaning, and inspiration into how we experience science. We'd glimpse the soul behind the formulas. We'd make a personal connection with one of the great intellectual pioneers who showed us that the universe is an ever-evolving, ever-mysterious place that constantly demands we shed our blinders and seek new truths. Just sharing the same hallways with such a luminary presence could elevate all of our scientific pursuits from rote and tedious textbook repetition to a vibrant, radical mission to boldly meet the unknown and use our minds to unravel its deepest secrets. That's what science is really about - and having Niels Bohr here could finally make us feel that in our bones.。
化工过程中模型的建立与计算讲解
化工过程中模型的建立与计算姓名：田保华化工过程中模型的建立与计算1. 概述过程的状态监控或过程的在线监测都需要建立合适的数学模型。
化工过程的数学模型主要有三大类方法，即机理模型，统计模型和混合模型。
描述过程的方程组由过程机理出发，经推导得到，并且由实验验证，这样建立起来的模型就是机理模型。
机理模型方法需要凭借可靠的规律及经验知识来建立原始微分方程式，这些规律和经验知识必须被表达为一般的形式。
机理模型是对实际过程直接的数学描述，是过程本质的反映，因此结果可以外推。
数学模型也可以根据实验装置、中型或者大型工业装置的实测数据，通过数据的回归分析得到的纯经验的数学关系式，这就是统计模型。
统计模型和过程机理无关，是根据实验从输出和输入变量之间的关系，经分析整理得到的。
它只是在实验范围内才是有效的，因而不宜外推或者以较大幅度外推。
由于实验条件的限制，统计模型的局限性很大，所以总是希望尽可能建立机理模型。
对于化工过程来说，由于经验模型受到实际条件的限制，应用范围有限，机理模型求解又十分困难，这样就产生了第三种数学模型，即混合模型。
混合模型是对实际过程进行抽象概括和合理简化，然后对简化的物理模型加以数学描述，混合模型主要是设法回避过程中一些不确定的和复杂的因素，代之以一些统计的结果和一定的当量关系，它是半经验半理论性质的。
在化工过程的数学模拟中，混合模型是应用最广的一种模型。
例如，混合模型用于粉仓中粉体流动数学模型分析等等。
近年来，人们将人工神经网络方法用于化工建模，并取得较好的效果。
化工过程中数学建模的建立一般是基于流体的性质。
流体的热力学性质主要是从状态方程（EOS）得到。
至今，文献报道的EOS已有一百五十种之多，有的从理论分析得到的、有的从实验数据分析归纳而来、还有一些是理论分析和实验数据相结合推出来。
比较经典的EOS有VDW方程，R-K方程，Soave方程，CS方程，33参数的MBWR方程。
这些经验、半经验的EOS只能在一定的温度和密度范围内对于某些流体适应，应用的范围比较窄，理论基础不强[34]。
著名的科学家英语作文高中
When discussing the topic of famous scientists,one cannot help but be drawn into a world of curiosity,discovery,and innovation.It is through the eyes of these great minds that we have been able to understand the universe,the earth,and the very essence of life itself.In this essay,we will delve into the lives and contributions of some of the most renowned scientists in history,exploring their impact on the world and the legacy they have left behind.Isaac Newton16421727Isaac Newton is often hailed as one of the most influential scientists of all time.His groundbreaking work in physics,particularly in the field of mechanics,laid the foundation for classical physics.Newtons laws of motion and his law of universal gravitation are still taught in schools today.His work on optics,where he discovered that white light is made up of a spectrum of colors,was also revolutionary.Newtons PhilosophiæNaturalis Principia Mathematica,published in1687,is considered one of the most important works in the history of science.Marie Curie18671934Marie Curie was a physicist and chemist who conducted pioneering research on radioactivity.She was the first woman to win a Nobel Prize and remains the only person to have won Nobel Prizes in two different scientific fields physics and chemistry.Curies discovery of the elements polonium and radium,along with her work on radioactivity, paved the way for medical treatments such as cancer therapy.Her dedication to her research,despite the health risks associated with radiation exposure,is a testament to her commitment to science.Albert Einstein18791955Albert Einsteins theories have fundamentally changed the way we understand the universe.His theory of relativity,which includes the famous equation Emc², revolutionized physics by introducing the concept that mass can be converted into energy and vice versa.Einsteins work has had profound implications for the development of nuclear energy and the understanding of the cosmos.His contributions to the field of quantum mechanics,while sometimes controversial,have been instrumental in shaping modern physics.Charles Darwin18091882Charles Darwins work on evolution has had a lasting impact on our understanding ofbiology.His book On the Origin of Species introduced the theory of natural selection, which posits that species evolve over time through a process of variation and environmental selection.Darwins work has been foundational in the development of modern evolutionary biology and has influenced fields as diverse as genetics,ecology, and anthropology.Stephen Hawking19422018Stephen Hawking was a theoretical physicist whose work on black holes and the nature of the universe captivated both the scientific community and the public at large.His book A Brief History of Time brought complex scientific concepts to a wider audience. Hawkings work on the singularity theorems of general relativity and his contributions to the field of cosmology have been pivotal in our understanding of the origins and fate of the universe.Rosalind Franklin19201958Rosalind Franklins work in molecular biology was crucial in understanding the structure of DNA.Her Xray diffraction images of DNA were instrumental in revealing the molecules double helix structure,a discovery for which James Watson and Francis Crick are often credited.Franklins meticulous research and scientific rigor were essential in advancing our understanding of genetics.ConclusionThe contributions of these scientists have not only expanded our knowledge of the natural world but have also shaped the way we approach scientific inquiry.Their dedication to understanding the unknown has led to countless innovations and has inspired generations of scientists to continue the pursuit of knowledge.As we look to the future,it is with the hope that the legacy of these great minds will continue to inspire curiosity,discovery,and the relentless pursuit of truth.。
Unit1ScienceFictionReadingandThinking教学设计高二英语人教版选择
新人教版（2019）英语选修性必修四教学设计Unit 1 Science FictionPeriod 1 Reading and Thinking教材分析:本阅读文本是美国著名科幻小说家艾萨克·阿西莫夫的同名科幻小说《包君满意》（Satisfaction Guaranteed）的改编版本节选。
该文本节选小说的前半部分，叙述了托尼的到来，以及他为克莱尔提供的各种周到服务和细致帮助。
托尼建议克莱尔在他离开的前一晚邀请朋友们来焕然一新的家中聚会。
在文本的结尾部分，托尼搂着克莱尔，向她诉说自己对她的依恋，这时门铃响了。
文本结束。
在课后练习中，听力文本作为补充材料，为阅读文本提供了故事结尾。
在进行文本教学设计时，要帮助学生关注小说独特的叙事特征，了解作者及其作品的相关背景信息，激发阅读期待的同时也为精准解读做好铺垫。
建构主题语料库词汇图式，如关于人类与机器人之间关系的表达、人物心理变化的表达。
同时，关注功能类语言，如表明上下文逻辑关系的词汇as，but，however，although等，引导学生关注衔接词，体会行文逻辑，理解文本主题。
在文本解读过程中，着重培养学生的文本概括和理解能力，梳理故事的主要情节。
训练学生推理判断的思维能力，激发学生探究思辨，挖掘主题意义。
学习目标与核心素养:1.To be able to grasp the general idea of the passage and grasp the context of the passage.2.To develop the interest in reading science fiction.3.To be able to voice opinions about robots and AI.重点:1.Be able to voice opinions about robots and AI.2.To enable to introduce the iconic attractions of a country.难点:How to write a science fiction short story.教学过程：Step 1Lead –inT: Do you like reading science fiction? What elements does science fiction usually include?S:(Various answers....)Tips: elements of science fiction✧setting in the future✧scientific theme✧characters(robots,aliens..)✧futuristic technology✧paranormal activitiesT: Look at the photo and answer who this man is?S: Isaac Asimov , a biochemist (生物化学家) and a highly successful American writer of sciencefiction.T: Do you agree with Isaac Asimov words that today’s science fiction is tomorrow’s science fact. Why?S:Various answersT: Have you ever read novels written by Isaac Asimov？What impresses you most about hisworks?S:Various answers(Tips:He wrote about robots.His works focus on exploring the relationship between robots and humans.)(Purpose:to arouse the students’ interest in the class.)Step 2PrereadingGet the students to discuss these questions in groups.1.How do robots already help humans in their lives today?2.What do you think a domestic robot could do for a family in the future?(Purpose:to prepare for later study.)Step 3Whilereading1.Skim the title and predict the plot1).What is the story entitled Satisfaction Guaranteed probably about?2).How do you understand the word “adapted”in the title?Answers:1).It is probably about a product which makes its users feel satisfied.2).Rewritten. It is originally written by Isaac Asimov.2.Scan the text, focusing on the outline of the story.Divide the text into three partsAnswers:Paragraph 1:Larry persuaded Clair to accept the robot that would be tested out.Paragraph 3 to 8:The process of the robot helping Clair.Paragraph 9:The result of Clair living with the robot.3.Scan the text, answer questions.1)How many characters are mentioned? Who are they? 2)What are the relationships between them?3)Whose satisfaction shall be guaranteed?Answer:3)Claire’s. Tony are supposed to guarantee that Claire will be satisfied with him and his service.4.Read carefully and figure out the change of Claire’s feelings.Before he arrived.Claire disliked him .When Claire first saw him.She was alarmed.When Tony asked if he should help her get dressed.She felt embarrassed .When Tony offered sympathy to her.She admired him .when he helped her talk to the saleswoman.She called him a dear.when she fell and Tony caught and held her.She felt his warmth.5.Read the story again and answer detailed questions.1).Was Claire satisfied with Tony and his service?2).What caused the change of Claire’s feelings?3).To Claire, was Tony more like a household robot ,or a friend or even a lover?(Purpose:to catch the details of the text and analyse the text’s main content.)Step 4Discussion1.Discuss the following questions in groups.1)How did Tony feel about Claire?Was he also attached to Claire?2)Did he have no feelings,was he just a robot and was just performing his duty?Any answer is possible.3)How was Tony similar to a human being?Answers:Similarities:Tony was tall and handsome with smooth hair and a deep voice just like an attractive man.Tony offered help, suggestions, sympathy and fort, and treated Claire with dignity just like a human, or rather, a gentleman.4).How was Tony different from a human being?Answers:Differences:A human being’s facial expression changes often, whereas Tony’s never changed.Different from a human, Tony had no idea of avoiding body contact between men and women when he offered to help dressing.A human being read books, however, Tony scanned books.(Purpose:to inspire students to think and express themselves.)Step 5Postreading1.How do you think this story will end? Work in groups and e up with an ending .2.Listen to the rest of the story. How different is it from your ending?Students listen again and plete the following sentences.①Tony let her go and ________________. It was then that Claire realized that ________________.②What ________________ by those women! She might not be as beautiful as them, but ________________.③But even though Tony had been ________________, he would ________________ you cannot have women ________________.Answers: disappeared from sight; Tony had opened the curtains of the front window; a sweet victory to be envied; none of them had such a handsome lover; so clever and caring; have to be rebuilt; falling in love with machines.3.listen again and discuss the following questions.1).How did the guests feel about Claire, the house and Tony?2).What happened to Tony in the end?Answers:1).They felt envied that Claire had such a handsome lover.2).Tony was taken away and had to be rebuilt...4.Discuss in pairs and voice opinions:1). Do you like the ending?2). Was it a logical one?3).Do you think it is possible for a person to love a robot? Why?Any answers is OK.Step 6Group work1.What relationship do you think will develop between humans and robots in the future?2.Nowadays the application of the robots has already bee an irresistible trend. Is it a challenge or an opportunity for the future development of mankind?Why?(Purpose:to inspire students to think and express themselves.)Step 7 Homework(Purpose:to consolidate what has learned in the class.)。
纳米流体强化驱油机理研究进展
第38卷第1期2021年3月25日油田化学Oilfield ChemistryVol.38No.125Mar，2021文章编号：1000-4092（2021）01-184-06纳米流体强化驱油机理研究进展*张景楠1，2，田磊3，张红卫1（1.西安工程大学城市规划与市政工程学院，陕西西安710000；2.陕西省油气田特种增产技术重点实验室，西安石油大学，陕西西安710000；3.中国石油化工股份有限公司西北油田分公司，新疆乌鲁木齐830001）摘要：纳米流体强化驱油技术对于降低石油开采成本和提高石油采收率具有十分重要的意义。
关于纳米流体强化驱油机理的研究，近年来取得了一系列重要成果。
本文重点阐述了关于纳米流体驱油机理的相关基础研究工作，在综合不同学术观点和研究成果的基础上归纳了纳米流体强化驱油的四种机理，据此指出在结构分离压力、岩石润湿性改变和油水界面张力降低的共同作用下使得纳米流体在驱油过程中表现出“卷起”与“扩散”的双重特征，从而具有强化驱油作用。
最后指出纳米流体在提高石油采收率领域内将具有非常广阔的应用前景，但是对纳米流体的驱油效果以及影响因素还需进行大量的研究。
此外，将纳米流体驱油与泡沫驱油有效结合是一种值得探索的提高石油采收率途径。
图19参49关键词：纳米流体；强化驱油；结构分离压力；润湿性；界面张力；综述中图分类号：TB381：TE357文献标识码：ADOI：10.19346/ki.1000-4092.2021.01.034*收稿日期：2019-11-28；修回日期：2020-03-16。
基金项目：国家自然科学基金“二维材料摩擦中变形和边界的影响研究”（项目编号11602139），陕西省油气田特种增产技术重点实验室开放基金“纳米颗粒稳定型泡沫提高采收率机理研究”（项目编号KFJJ-TZ-2020-5），西安工程大学博士科研启动基金“多孔型混凝土渗流特征实验研究”（项目编号201933）。
社会学理论的结构。特纳。第9章,中英对照
THE MICRO BASIS OF SOCIAL ORGANIZATION
Randall Collies has developed a conflict approachl that, at its core, is Weberian but that adds elements from Emile Durkheim's analysis of rituals, Erving Gofhnan's dramaturgy; (Chapter 24), conversation analysis within eth- nomethodology (Chapter 25), and other micro-level theoretical perspectives. Collins's argument is that macro-level phenomena are, ultimately, created and sustained by micro encounters among individuals.In essence, large and long-term social structures are built from what he terms interaction rituals that have been strung together over time in complex patterns., If true understandingof social reality is to be achieved sociological theorizing, what transpires in face-to-face interaction must be examined, even if this examination only involves sampling of interaction rituals within a macrostructure.
Ornstein-Zernike公式及其在液体物理中的应用
Ornstein-Zernike公式及其在液体物理中的应用引言液体是物质在一定温度和压强下呈现出的一种特殊状态。
液体的研究对于我们理解物质的性质和行为具有重要意义。
在液体物理中，Ornstein-Zernike公式是一种十分重要的理论工具，可以揭示液体的结构和性质之间的关系，被广泛应用于物理化学、材料科学等领域。
Ornstein-Zernike公式的概述Ornstein-Zernike公式是由物理学家Leonard Ornstein和Frits Zernike在20世纪20年代提出的，用于描述液体中的两点关联函数间的关系。
这个公式被称为液体中的“积分方程”，可以通过求解它得到相应的物理量。
Ornstein-Zernike公式的形式Ornstein-Zernike公式可以写成以下形式：$$h(r) = c(r) + \\rho \\int h(|\\mathbf{r} - \\mathbf{r'}|)c(|\\mathbf{r} -\\mathbf{r'}|)d\\mathbf{r'}$$其中，ℎ(r)是两点关联函数，表示液体中两点之间的相关性；c(r)是指向液体中两点之间的结构关联；$\\rho$是液体的密度；$|\\mathbf{r} - \\mathbf{r'}|$表示两点之间的距离。
Ornstein-Zernike公式的应用Ornstein-Zernike公式在液体物理中具有广泛的应用。
液体的结构研究利用Ornstein-Zernike公式可以研究液体的结构特性，例如相互作用势能、粒子的排列和配位数等。
通过计算两点关联函数ℎ(r)可以得到液体中的相互作用势能及其随距离的变化，从而揭示液体的结构特性。
研究液体的相变行为Ornstein-Zernike公式还可以用来研究液体的相变行为。
相变是指物质从一种状态转变为另一种状态的过程，液-气相变、液-固相变等都可以用Ornstein-Zernike公式来描述。
科学技术哲学新论
科学技术哲学新论主要参考书目1.安德鲁·皮克林（Andrew Pickering）编著，《作为实践和文化的科学》[M]，柯文、伊梅译，中国人民大学出版社，2006年版。
2.诺里塔·克瑞杰（Noretta Koretge）主编，保罗.A.玻古西安著，“索卡尔诈文教会了我们什么？——‘后现代’相对主义的内在矛盾及其有害结论”，《沙滩上的房子——后现代主义者的科学神话曝光》，蔡仲译，南京大学出版社，2003年版。
3.[美]奥利卡·舍格斯特尔（Ullica Segerstrale）编，《超越科学大战——科学与社会关系中迷失了的话语》，黄颖、赵玉娇译，蔡仲校，中国人民大学出版社，2006年版。
4.S·温伯格著，《终极理论之梦》[M]，李泳译，湖南科学技术出版社，2003年版。
5.埃德加·莫兰，《自觉的科学》，陈一仕译，北京大学出版社，2001年版，6.台湾学者张灏所著的《幽暗意识与民主传统》一书第25-72页，新星出版社，2006年版。
7.[英]阿克顿（John Acton）勋爵，《自由史论》，胡传胜、陈刚、李滨、胡发贵等译，南京译林出版社，2001年版。
8.《邓小平文选》[M]，第三卷，人民出版社，1993年版。
9.舒炜光、邱仁宗主编，《当代西方科学哲学述评》（第2版），中国人民大学出版社，2007年版10.马里奥·邦格（Mario Bunge）著，《科学的唯物主义》，张相轮、郑毓信译，上海译文出版社，1989年版11.黑格尔（Georg Wilhelm Friedrich Hegel）的《法哲学原理》“序言”，范扬、张企泰译，商务印书馆出版，1961年版，12.《列宁选集》第2卷，人民出版社，1960年版13.张华夏著，《实在与过程——本体论哲学的探索与反思》，广东人民出版社，1997年版。
14.[德]W.海森伯，《物理学和哲学》，范岱年译，商务印书馆，1981年版。
反过来想想
反过来想想
佚名
【期刊名称】《青年科学》
【年(卷),期】2004(000)012
【摘要】一位叫德瑞克的美国人,发现了从石油中可以分离出代替鲸油的煤油。
在当时,这肯定是一个发财的好点子。
但他面临着一个头痛的问题,那就是如何将地底下的石油采集上来。
为此事而烦的德瑞
【总页数】1页(P16-16)
【正文语种】中文
【中图分类】G315
【相关文献】
1.超级想想想 [J],
2.超级想想想 [J],
3.多想想再想想 [J], 王曾仪
4.想想历史想想现在想想未来——日本国际科技博览会巡礼 [J], 杨维哲
5.“超人丁丁”想想想 [J], 郑燕
因版权原因，仅展示原文概要，查看原文内容请购买。
19世纪的简单回顾——《爱因斯坦传》（连载十）
19世纪的简单回顾——《爱因斯坦传》（连载十）
亚伯拉罕·派斯【美】
【期刊名称】《师资建设》
【年(卷),期】2009(000)008
【摘要】1．化学 1771年，《不列颠百科全书》（Encyclopedia Britannica）第一版问世，它是“按照苏格兰绅士协会……的一个新的编辑计划而编的一本有关科学和艺术的辞典。
”原子这一词条是由献身学问同时以嗜好威士忌的斯梅里（William Smellie）写的：“原子：从哲学上说，是一种极小的物质粒子，小得可以认为它不可分。
原子是minima naturae[最小的实体]，而且被想象成第一原理或所有物理数量的组成部分。
”德谟克利特（Democritus）也许不会同意这个说法，
【总页数】5页(P97-101)
【作者】亚伯拉罕·派斯【美】
【作者单位】无
【正文语种】中文
【中图分类】G230.7
【相关文献】
1.19世纪的简单回顾——《爱因斯坦传》（连载十二） [J], 亚伯拉罕·派斯[美];方在庆（翻译）;李勇（翻译等）
2.爱因斯坦走上神坛——《爱因斯坦传》（连载五十五） [J], 亚伯拉罕·派斯
3.一举成名的爱因斯坦博士——《爱因斯坦传》（连载五十四） [J], 亚伯拉罕·派斯
4.爱因斯坦教授先生——《爱因斯坦传》（连载三十四） [J], 亚伯拉罕·派斯
5.19世纪的简单回顾——《爱因斯坦传》（连载十一） [J], 亚伯拉罕·派斯[美]因版权原因，仅展示原文概要，查看原文内容请购买。
相顾应尽一生期——论1933年以来雅斯贝尔斯与海德格尔之间的交往
作者： 李雪涛
作者机构： 德国波恩大学
出版物刊名： 现代哲学
页码： 78-92页
年卷期： 2011年 第6期
主题词： 雅斯贝尔斯;海德格尔;纳粹主义;哲学与政治
摘要：著名哲学家之间的相互交往常常会产生非常有意思的结果，也会影响到哲学发展的路向，并为哲学讨论展示有益的提示。
雅斯贝尔斯与海德格尔之间的交往，则为理解20世纪一段特殊时期的哲学与政治的关系提供了一个难得的范例。
从雅斯贝尔斯的角度来看，他最初想同海德格尔建立的是哲学的友谊，后来这一关系却陷入了政治的对立。
自1933年以后两位哲学家就未曾见过面，但却为他们各自的后半生树立了典范：海德格尔成为了雅斯贝尔斯评判自己哲学严肃性的标准，而雅斯贝尔斯则成为了海德格尔用来审视自己良知的准绳。
英语课上,老师认真上课的作文范文
英语课上,老师认真上课的作文范文全文共3篇示例，供读者参考篇1An Earnest English LessonAs I hurried down the hallway towards my English class, I could already hear Mrs. Roberts' voice echoing from the classroom. Her tone was warm yet focused, just like always. I knew she was likely going over the learning objectives or maybe reviewing something from last time. Mrs. Roberts was never one to waste a moment.I entered the room and quickly took my usual seat near the front. Mrs. Roberts didn't mind if students wandered in a little late, but she appreciated punctuality. Already she had the day's agenda up on the board and her notes organized neatly on her podium. A few students were still trickling in, but most were present and settled."Good morning, class," Mrs. Roberts began, pushing up the sleeves of her cozy cardigan sweater. "I hope you all had a chance to read the material for today on figurative language andpoetic devices. Who can remind me what some examples of metaphors are?"A tentative hand went up, and Mrs. Roberts called on Jose. "Yeah, so like a metaphor compares two things in a vivid way. Like if I said 'She's a shining star' about someone talented.""Exactly!" Mrs. Roberts replied with an enthusiastic nod. "A metaphor links one thing to another to create that powerful imagery. It's not using 'like' or 'as' which would make it a simile instead."I watched in admiration as Mrs. Roberts deftly wove examples and explanations together. Her lessons always flowed so naturally yet remained substantive. You could tell she spent a ton of time thinking through how to make the concepts clear and engaging.When teaching examples from literature, she would act out the quotes with drama and flair. Her face was so animated, her voice full of emphasis and emotion to match the lines. It was like watching a little one-woman show each time. I couldn't help but get invested in the meaning.And no matter how many times we inevitably got sidetracked by tangents or questions, Mrs. Roberts would reel usback in with her trademark phrase, "But returning to the point..." She was a master at gently refocusing our attention while validating our curiosities.As the lesson progressed to analyzing poetry examples, she dimmed the lights and projected several works on the board one by one. "Let's move line by line and identify any metaphors, symbols, rhymes, or other devices you notice," she instructed.You could have heard a pin drop as we quietly contemplated the first poem. Mrs. Roberts was masterful at creating an environment of rapt attention. With her calm yet energetic presence, it felt like we were participants in an intellectual discussion rather than students merely receiving information.When someone ventured a thought about the poem's deeper meaning, Mrs. Roberts built upon it thoughtfully. If someone was way off base, she's redirect them with guiding questions. Her positive reinforcement made it feel okay to take intellectual risks and fostered an atmosphere of trust.Midway through class, she had us turn to a partner to discuss the themes and devices used in the last poem. "Wander around the room to hear some perspectives," she encouraged as we dove into the activity.Mrs. Roberts rotated between conversing groups, listening intently and sprinkling in her own insights. You could see the genuine enthusiasm spark in her eyes as students presented their analysis. She respected us as thinkers, not just pupils to lecture at.As we transitioned to the writing exercise, she passed out a vivid nature image. "Use this photograph as inspiration and craft a paragraph-long metaphor poem comparing its details to a human characteristic or experience," she explained.With reassuring patience, Mrs. Roberts fielded questions and offered suggestions as we puzzled over our literary metaphors. When time was up, she asked for volunteers to share their poems aloud. Rich with metaphor and creativity, each student's contribution was met with warm praise and constructive feedback.In those moments, I was struck by Mrs. Roberts' extraordinary skill in fostering a classroom environment where every person felt heard, valued, and supported in their journey as writers and critical thinkers. It was a true testament to her abilities as an educator.All too soon, the end-of-class bell chimed its obligatory tune. Mrs. Roberts wrapped up by previewing what we'd dive into nexttime. Ever conscious of capturing those wandering teenage attention spans until the very end.As students filtered out, many stopped to thank Mrs. Roberts or comment on a nuance from the material that resonated with them. She glowed with humble appreciation for their kind words and intellectual engagement.Packing up my things, I couldn't help but reflect on what a gift it was to learn from someone so remarkably talented and impassioned as Mrs. Roberts. Her masterful teaching style and nurturing of each student's potential inspired me to explore the English language more deeply and cherish the life lessons embedded in great literature.In those precious hours each week, Mrs. Roberts took us far beyond lesson plans and assignments. She opened doors to human expression, framed how to approach the world with care and discernment, and modeled the power of sincerely committing one's energy to their life's work.Her classroom was a living example that the best education isn't just acquiring knowledge, but learning to think critically, find profound meaning, and continually grow as a person. What an incredible privilege to learn from someone so earnestly dedicated to that profound purpose.篇2The Engaging English Lessons of Mrs. RobertsAs I take my seat in Mrs. Roberts' English class, a feeling of anticipation fills the air. Her classes are always a captivating journey through the rich tapestry of language and literature. With her infectious enthusiasm and deep passion for the subject, she has a remarkable ability to ignite our curiosity and inspire us to explore the boundless realms of the English language.From the moment she enters the classroom, Mrs. Roberts commands our attention with her presence. Her eyes sparkle with excitement as she greets us warmly, setting the tone for an engaging and thought-provoking lesson. She understands the power of words and wields them masterfully, weaving intricate narratives that transport us to distant lands and immerse us in diverse cultures.One of the things that make Mrs. Roberts' lessons truly exceptional is her unwavering commitment to fostering a love for reading. She meticulously selects literary works that challenge our perspectives and broaden our horizons. Whether we're delving into the timeless wisdom of Shakespeare's plays or exploring the vibrant worlds of contemporary fiction, she guidesus through the intricacies of language with remarkable clarity and insight.During our discussions, Mrs. Roberts encourages us to think critically and express our thoughts without fear of judgment. She creates a safe space where every voice is valued, and differing opinions are respected. Her probing questions stimulate lively debates, challenging us to analyze texts from multiple angles and draw connections to our own lived experiences. Through these intellectual exchanges, we not only deepen our understanding of the material but also develop essential skills in communication, critical thinking, and empathy.Mrs. Roberts' passion for language extends beyond the confines of literature. She seamlessly weaves grammar lessons into our explorations, making even the driest of topics come alive with her enthusiasm. Whether she's teaching us the nuances of verb tenses or the intricate rules of punctuation, her explanations are clear, concise, and often infused with humor. Her ability to make complex concepts accessible is truly remarkable, and her willingness to provide individual support ensures that no student is left behind.What truly sets Mrs. Roberts apart is her dedication to nurturing our writing skills. She recognizes the power of thewritten word and its ability to shape our thoughts, communicate ideas, and leave a lasting impact. With patience and care, she guides us through the writing process, from brainstorming and outlining to revising and polishing our work. Her constructive feedback is invaluable, highlighting our strengths while gently nudging us to refine our craft.Beyond the classroom, Mrs. Roberts' commitment to her students is unwavering. She makes herself available for extra help, whether it's clarifying a concept or providing personalized writing guidance. Her office hours are always bustling with students seeking her wisdom and support, and she greets each one with a warm smile and an open ear.Moreover, Mrs. Roberts recognizes the importance of extracurricular activities in fostering a well-rounded education. She spearheads the school's literary magazine, providing a platform for budding writers to showcase their talents. Under her guidance, we learn the invaluable skills of editing, layout design, and teamwork, all while celebrating the creativity of our peers.As I reflect on my time in Mrs. Roberts' English class, I am filled with a profound sense of gratitude. Her lessons have transcended mere academic pursuits and have instilled in me a deep appreciation for the richness and complexity of language.Through her unwavering dedication and infectious enthusiasm, she has ignited a passion within me that will undoubtedly shape my future endeavors.Whether I pursue a career in writing, journalism, or any field that demands effective communication, the lessons I've learned from Mrs. Roberts will serve as a guiding light. Her commitment to fostering a love for language, her ability to challenge us intellectually, and her nurturing approach have left an indelible mark on my academic journey.篇3A Lesson in EarnestnessIt was just another grey Monday morning as I trudged into Mr. Peterson's English class, resigned to another hour of struggling to stay awake. I had never been a big fan of English class - all the reading, writing, and analysis seemed like a huge waste of time to me. Why did I need to analyze symbolism in some old book when I was much more interested in the latest video game or viral meme?As I slumped into my usual seat in the back row, I could already feel my eyelids growing heavy. Mr. Peterson droned on about subordinate clauses or something equally boring as Izoned out, idly doodling in my notebook. This was going to be another typical English lesson - Mr. P rambling about grammatical minutiae while I gazed out the window, dreaming of lunchtime.However, something was different today. There was an strange intensity in Mr. Peterson's voice, an unexpected passion that cut through my usual fog of disinterest. He was really getting worked up about these subordinate clauses, pacing back and forth, his voice rising in dramatic crescendos."A subordinate clause?! This isn't just some dry grammatical concept, people! The ability to articulate complex ideas using subordinates is one of the hallmarks of human linguistic evolution! With subordinate clauses, our prehistoric ancestors could express abstract thoughts incomprehensible to other creatures. They could ponder their own existence and grapple with the mysteries of the universe in a way no animal ever could!"Wait, what? I sat up straighter, my doodles forgotten. Was this really the same Mr. Peterson who spent most classes meticulously diagramming sentences from 19th century novels? There was an intense fire in his eyes now, a proselytizer's zeal ashe proclaimed the world-changing power of the English language."Yes, my friends, with just a few connecting words like'because,' 'although,' and 'while,' the human mind could finally construct sophisticated ideas, compounding propositions into comprehensive philosophies! This mental breakthrough quite literally made us into modern human beings as we know them. Just think about that for a second!"He paused, sweeping his gaze over the suddenly rapt classroom. Even the usual class clowns were sitting up, stunned into uncharacteristic silence and attention. I don't think any of us had ever seen Mr. Peterson like this before - more revivalist preacher than high school English teacher."Language is nothing less than the premier technology of our species," he continued, a feverish look dawning across his bespectacled face. "With it, we elevate mere grunts into cosmic revelation! We birth civilizations from the primordial chaos. We construct entire worlds with nothing more than a few paltry symbols!"As if possessed by the spirit of some ancient linguistic sorcerer, Mr. Peterson seized a piece of chalk and strode over to the chalkboard. He rapidly scribbled out a series of words:"The boy kicked the ball.""A simple sentence, yes?" he asked, wheeling around to face us again. We all nodded dumbly."HA! You fool yourselves!" he barked, the chalk clutched in his hand like a druidic talisman. "That pedestrian collection of words both invokes and encapsulates an entire UNIVERSE of complex contingencies!"With a sweeping chalkboard gesture, he began elaborating:"For this simple utterance to be coherently expressed and accurately interpreted, we must gemetrically triangulate the relative spatial and temporal positions of the 'boy' and the 'ball' in three-dimensional Euclidean space. Their respective points of origin, vector trajectories, and points of conclusion must all be calibrated through razor-sharp calculations of physics, geometry, and applied mathematics!"I... I had never thought about a simple sentence like that before. Just those six words opened up worlds of multivariate analysis I had never conceived. Mr. Peterson continued scribbling furiously as he deconstructed the sentence into its Platonic constituents:"We must then phenomologically consider the very QUALIA of 'kicked' - was this kick an aggressive act of anger, a joyous expression of sport, or something else entirely? The implications of the kick's categorical quality could radiate across multiple anthropological and psychoanalytic dimensions!"It was as if Mr. Peterson had suddenly ripped away the veil of mundane perception, allowing us to glimpse the blinding mathematics and metaphysics simmering underneath ordinary human communication. I felt dizzy, vertiginous even, overwhelmed by the towering complexity and cosmic implications he had effortlessly unpacked from a series of words my 3rd grade self could construct.And he was just getting started, his frenzied chalk scribbling now entirely obscuring the original sentence in a miasma of numbers, proofs, and philosophical terminology. I think I caught a few phrases uttered under his breath - something about "Kantian phenomenological categories" and "ontological assignments of objecthood."Just then, the shrill bell rang, shattering the mesmerized trance that had engulfed the classroom. As one, we all jumped, snapping back to reality. By the time I had gathered my scattered wits, Mr. Peterson was standing ramrod straight, staring vacantlyahead, his face pale and body slumped against the now completely chalk-covered chalkboard behind him.There was a long moment of awkward silence as the rest of us filed out, shell-shocked. I paused at the door and turned back towards Mr. Peterson, desperate to say... what? Thank you for blowing my mind? I'm sorry for not fully appreciating you before? Instead, I just mumbled a feeble, "See you Wednesday, Mr. P."He didn't respond, his gaze still a thousand yards away. But as I walked down the hallway, replaying those incredible minutes over and over in my head, I understood with crystal clarity why we studied subordinate clauses and performed literary analysis. Behind those seemingly dry topics lay entire universes of knowledge, waiting for the intellectually courageous few to truly peer behind the curtain.I didn't know it at the time, but that morning's English lesson irrevocably altered the course of my life. Not because I learned some concrete grammatical rules or literary concepts - heck, I'm still a little fuzzy on the finer points of subordinate clauses if I'm being honest.No, that transcendent classroom experience instilled something much deeper: a ravenous hunger to pull back the veil of surface reality at every possible opportunity. That day, Mr.Peterson didn't just teach me about subordinate clauses. He taught me about the blinding power of curiosity, theworld-shaking reverberations of truly understanding something, and the sacred duty of intellectual seekers throughout history to plumb the divine construct of language for its final,all-encompassing revelation.From that fateful morning onwards, my life has been an eternal odyssey in search of the holy grail - that singular, pristine Truth which subsumes all subordinate constructs as mere shadows on the wall of perception. And I have Mr. Peterson's crazed but brilliant English lesson to thank for setting me on that путь. It was just one humble class period, but its impact radiated across decades, redirecting the course of one young mind from the shallows of complacent ignorance toward the profoundempyrean.。