Chapter 5 - Situational Approach UTA
河南省九师联盟2024-2025学年高三上学期10月英语试题
河南省九师联盟2024-2025学年高三上学期10月英语试题一、阅读理解Ware Poets Open Poetry CompetitionWelcome! We’re pleased to announce the 26th annual Ware Poets competition. Since 1998, we’ve been devoted to offering poets a chance to resonate (共鸣) with our judges and win a prize. Entries are received from throughout the United Kingdom and abroad.Prizes: 1st prize: £600; 2nd prize: £300; 3rd prize: £150Rules and Instructions for Entry:● Th e competition is open to anyone aged 16 or over.● Poems should be in English and must not have been published either in print or online. They must not meanwhile be sent to other competitions or submitted for publication. They must be no longer than 50 lines.● Poems may be submitted:a. Either by post to The Competition Secretary, Ware Poets Competition, 25 Southbrook Drive, Cheshunt, Herts. , EN8 0QJ, using the Postal Entry Form. They must be typed or neatly handwritten on A4 paper. Each poem must be on a separate sheet of paper which must not bear your name.b. Or by email with the individual poems as either WORD or PDF attachments to w**********************.● Any number of poems may be submitted on payment of the proper fee, which is £5 per poem, or £13 for three poems and £4 per poem for more than three poems. If submitted by email, your submission will be admitted by email.● We regret that we’re unable to return poems, or allow corrections to be made after entry.● We’ll hold an informal prize-giving event and a reading event on the evening of Friday 13th September. Names of the prizewinners and winning poets will be published on our website at warepoets. org shortly after.● Copyright remains with the authors but Ware Poets reserves the right to print winning poems in the competition anthology (选集).1．What is a requirement for the entries?A．They should be 50 lines at least.B．They must be submitted by email.C．They have to be original works.D．They must be accepted by publishers. 2．How much should one pay to enter the competition with four poems?A．£13.B．£16.C．£18.D．£20.3．How will the winners benefit from the competition?A．Their works will be published.B．They can decide on the anthology.C．They can interview the judges.D．Their names will appear on a magazine.I was born in Mexico City, and raised in San Luis Potosi and Monterrey. I started learning how to cook by watching my mother and my grandmothers. My passion for cooking started at the age of 14 in Monterrey. Then, at age 17, I was contracted to work in New Orleans and cooked for three years. After that, I moved to Houston in 1990, where I fell in love and then had my first two beautiful children. We moved to Richmond in 1995 due to the unemployment of work in Houston.Living in Richmond, I saw many opportunities come up. I was one of the first ones in Richmond to open a food trailer (活动房屋) business on Jefferson Davis Highway in 2000. We were at this location for about two years, and then we decided to open a restaurant nearby on the same road towards the market. We moved to that location in 2007. Our business was going very well until my husband died, which forced us to close our restaurant.After sadly closing the business, I worked at Tio Pablo as the head cook. I was there for approximately 3 - 4 years, and then headed to Rancho T. I later started working a second job with Commercial Taphouse. After being with Taphouse from 2018, I worked until it closed in 2022. I then saw the opportunity to open my business again. I said to myself, “It’s time to reopen my business back up after so long. ”So now you can find me cooking seven days a week aboard my own food truck, El Taconazo, parked at 3227 Broad Rock Blvd. We have various dishes from tacos to hot, delicious soups like menudo on Sundays, and posole. Anyway, the traditional Mexican food I cook always attracts a crowd.I do my work with passion. I invariably give my 100% to ensure that my customers are happy and come back and visit us. My business may be small, but what makes it big is my happycustomers returning.4．What can we know about the author from paragraph 1?A．She got her first job at age 14.B．She grew up in Mexico City.C．Her family influenced her to cook.D．Her husband pushed her to move.5．What made the author shut down the restaurant on Jefferson Davis Highway?A．Her husband’s death.B．An offer from Tio Pablo.C．Her desire to expand.D．The depression of the market.6．What does paragraph 3 mainly talk about?A．Reasons for closing the business.B．Steps of reopening a restaurant.C．Restaurant industry’s expansion.D．The author’s working experience.7．What motivates the author to keep doing her work?A．Her increasing income.B．Her love of cooking.C．Her passion for eating.D．Her customers’ demand.Global travel is getting busier and busier, and this begs a question: Is there such a thing as an off-season anymore?Recently, ForwardKeys, a Spain-based travel data and analysis company, collected some numbers in three of the world’s most popular beach destinations: Thailand, Hawaii and the Maldives. Here’s the math: take the total number of tourists in a year and divide that figure by 12, which works out to an average of around 8% per month. Then, you can create a graph (图表) to see which months are higher or lower than that average.“In Thailand, low season typically lasts from April to September with April and May being really hot,” says Olivier Ponti, a director at ForwardKeys. “During this low season, the tourist volume each month covers over 7% of the annual total. That means very, very little seasonality.”Arguably, the biggest single factor affecting what we know as “peak season” travel is weather. A 2023 survey from the European Travel Commission reported that European travelers cited weather as their number-one factor in deciding where to go on vacation, with 8% of respondents saying they were concerned about extreme weather in European destinations.Climate may be an important factor in booking a holiday, but it’s not the only one. ForwardKeys’ Ponti, a father of two, notes that many travelers have to plan their trips at the sametime because they’re working around school schedules.But every family’s situation is different. For those whose kids are grown or who don’t have kids at all, there’re more opportunities to travel.Ann Woodward, a childfree American, makes a point of learning school schedules in her area so that she can plan around them. “I’m generally trying not to go to touristic attractions during those periods. I call it hiding,” she laughs. Woodward spent much of her youth traveling and has already checked off many of the big places that attract the most crowds, which means she can now go to less busy areas during an off-season. “For me, the challenge is about finding the joy in those low seasons,” she says.8．What does Olivier Ponti mean?A．Tourists find ways to fight overtourism.B．Off- season travel doesn’t exist anymore.C．More tourists enjoy traveling in low seasons.D．Peak-season travel is getting uncontrollable.9．What is the most important factor in European’s booking a holiday according to the 2023 survey?A．School plans.B．Economic budget.C．Technology.D．Climate.10．Why is Ann Woodward mentioned in the text?A．She is a travel enthusiast.B．She likes busier areas.C．She has flexible schedules.D．She has unique travel habits.11．What does the underlined phrase “checked off” in the last paragraph probably mean?A．Visited.B．Avoided.C．Examined.D．Remembered.If a stranger knocked on your door asking for using your phone, would you help? How about lending them five dollars for the bus, if they said they’d return and pay you back?Nowadays, many people find it hard to trust strangers. A recent study found that our ability to trust strangers may be more than just a social or psychological trait (特征) — it could be rooted in our DNA．This is important, as it turns out that trusting people might actually live longer and healthier lives compared to more skeptical people.Two main theories have appeared to explain why some people are more trusting than others. One suggests trust is a stable trait shaped by early life experiences. The other thinks it’s influenced by a person’s ongoing evaluation of the social environment. We can easily imagine that the answer to the question “Would you say that most people can be trusted? ” would depend on whether you’d been robbed the day before or if you’d had your dropped wallet returned.This is where the recent research comes in. A professor of Lund University, Edgerton and his coworkers have been doing research about trust. In their most recent study, involving 33, 882 Danish blood donors, their analyses identified a single gene (基因), PLPP4, which was strongly associated with the trait of trusting others. They discovered that the PLPP4 gene explained 6% of the variation in social trust within the study population. If you take two people who have similar education and life experiences, this gene alone could account for 6% of the difference in how much they trust others.They suspect that the PLPP4 gene may somehow soften our “fight-or-flight” survival mechanism. If our fight-or-flight system is less intense when we encounter new people, it makes sense that tending to trust others could have huge health benefits. Indeed, if trusting others acts as something against stress, it may lower the risk of cardiovascular (心血管的) disease.As people continue to uncover the mysteries of trust, one thing is clear: Understanding its genetic roots may hold the key to developing healthier communities in the world.12．What might affect people’s trust levels according to the existing theories?A．Their childhood habits.B．Their social experiences.C．Their personal abilities.D．Their communication skills.13．What does the recent study focus on?A．The ways to develop survival ability.B．The mental cause of trust.C．The connection between trust and a gene.D．The features of different genes. 14．What does the text say about trusting others?A．It could bring health benefits.B．It helps to develop the world faster.C．It lessens the intense stress in work.D．It causes better survival mechanisms. 15．What might be the best title for the text?A．Theories That Explain Why You Are TrustedB．Experiences Can Make You Grow DependableC．A Link Between Biology and Social ScienceD．A Gene Influences How Trusting You AreThanks to scientific and technological developments, billions of people today are living a better life than that of kings of centuries ago. 16 After all, despite all the progress we've made, the world faces many challenges in the 21st century: climate change, poverty and cancer, etc.Our best hope of dealing with these challenges is to make science and technology more productive. One practical way to achieve this is through the integration of Artificial Intelligence (AI) and laboratory automation. AI systems already possess superhuman scientific powers. They can remember massive volumes of facts and learn from huge datasets. 17 These powers are highly praised even by human scientists.18 Robots can now carry out most of the laboratory tasks humans can. Then there’re AI Scientists: AI systems integrated with laboratory automations that are capable of carrying out the closed-loop (闭环) automation of scientific research. These systems automatically generate hypotheses (假设) to explain observations, design experiments to test these hypotheses, interpret the results and then repeat the cycle.Within the last year or so, the world has been astonished by the success of Large Language Models (LLMs) like ChatGPT, which have achieved ground-breaking performance on a wide range of conversation- based tasks. 19 This is associated with their capacity to read all the scientific literature and act as a source of scientific knowledge.However, the application of AI to science has the potential for harm. As a step towards preventing this, some scientists have prepared the Stockholm Declaration on AI for Science.20 They urge all scientists working with AI to sign.A．They can carry out perfect logical reasoning.B．Today, laboratory automation is increasingly advancing.C．AI has the potential to transform the very process of thinking.D．These LLMs show great potential for super-charging AI Scientists.E．There’re now about 100 AI Scientists worldwide, working in various areas.F．However, it is deeply surprising how little appreciated this astonishing fact is.G．This commits the signees to the responsible and healthy development of AI for science.二、完形填空I carry the delayed dreams of my father firmly on my shoulders. People often looked 21 when they heard I 22 to be a lawyer, because that was my father’s dream when he was my age. They 23 me living my life for myself. What many people did not 24 was that there was no greater 25 for me than achieving what he had been unable to.About 17 years ago, I was born David Malakai Allen Ⅲ. I was named for my dad. This name, which now fills me with great pride and 26 , didn’t always do so. When I was younger, I often watched my father working at warehouses and driving trucks, which slowly 27 him down. I 28 to these with fear. I thought that giving me his name, my father had also handed me his 29 .One day in my freshman year of high school, my father told me that he knew from the moment when he 30 me for the first time that I was born to achieve something 31 . By naming me David Malakai Allen Ⅲ, he was 32 I was equipped with a resilient (不屈的) spirit.Now, with college enrollment (入学) only months away, I’m filled with pride 33 I’m the first person in my family who’ll graduate from college. When I was younger, the pressure of carrying my family’s legacy (遗赠) 34 felt tiring. As I’ve grown, I can 35 no greater blessing than achieving something those who came before me never thought possible for themselves.21．A．disappointed B．relieved C．surprised D．annoyed 22．A．desired B．happened C．failed D．refused 23．A．heard of B．insisted on C．objected to D．approved of 24．A．confirm B．doubt C．receive D．realize 25．A．strength B．energy C．honor D．method 26．A．motivation B．kindness C．trend D．space 27．A．turned B．wore C．calmed D．put 28．A．attended B．contributed C．reacted D．pointed29．A．rule B．future C．secret D．target 30．A．forgot B．saved C．approached D．held 31．A．similar B．relaxing C．great D．demanding 32．A．ensuring B．warning C．admitting D．debating 33．A．expecting B．knowing C．regretting D．stressing 34．A．eventually B．instantly C．formally D．really 35．A．imagine B．waste C．overlook D．research三、语法填空阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。
the lexical approach (2)
Role of learners
• • • • Discoverer Data Analyst and User Manager Constructor
Materials
• Materials and teaching resources to support lexical approaches in language teaching are of at least four types.
Syllabus
• The lexical syllabus not only sumsumes a structural syllabus, it also indicates how the structures which make up syllabus should be exemplified.
Notes
Lexical approaches in language teaching reflect a belief in the centrality of the lexicon to language structure, second language learning, and language use, and in particular to mutiword lexical units or "chunks" that are learned and used as single items. Linguistic theory has also recognized a more central role for vocabulary in linguistic description.
what is collocation?
Collocation is the way one word
理智与情感-英文
要点三
Increased selfawareness
Rational thinking fans selfawareness by encoding individuals to reflect on their emotional experiences and identify patterns in their emotional responses
The Regulation of Reason on Emotional Expression
Emotional suppression
Reason can regulate emotional expression by suppressing inappropriate or excessive displays of emotion, such as controlling factual expressions or vocal tones
The relationship between reason and emotion
• Interaction: Reason and emotion are not mutually exclusive; They interact and influence each other For example, emotions can provide valuable information that helps us make quick decisions, while reason can help us evaluate and justify those decisions
• Integration: In many cases, the best decisions are made by integrating both reason and emotion This allows us to take advantage of the strengths of both cultures while minimizing their weaknesses For example, we might use reason to objectively analyze a problem while also considering our emotional response to potential solutions
Chapter 5 - Situational Approach UTA
Situational Approach Description, cont’d
(Hersey & Blanchard, 1969)
Definition
• Comprised of both a directive dimension & supportive dimension:
– Each dimension must be applied appropriately in a given situation
Development Levels
Definition
Dimension Definitions
The degree to which
D1
subordinates have the
competence and
D2
commitment necessary
D3
to accomplish a given
Situational Approach Description (Hersey & Blanchard, 1969)
“Leaders match their style to the competence and commitment of subordinates”
Perspective
• Focuses on leadership in situations
• Supportive behaviors - Assist group members via two-way communication in feeling comfortable with themselves, co-workers, and situation – Asking for input – Problem solving – Praising, listeninveloped
恋爱中的闪躲技巧小说
恋爱中的闪躲技巧小说Chapter 1: Love in the AirSophie sat under a tall oak tree in the park, lost in her thoughts, her heart fluttering with anticipation. She had fallen madly in love with Jack, an incredibly charming and handsome young man she had met at a friend's birthday party a few weeks ago. They had been chatting online and had agreed to meet today for a picnic. Sophie was excited, but also a little nervous. She wanted to make a good impression and hoped their connection would continue to grow stronger.Chapter 2: The Unexpected EncounterSophie spread out the picnic blanket and carefully arranged the delicious sandwiches and fresh fruits she had prepared. Just as she was putting the finishing touches, a sudden gust of wind blew her carefully coiffed hair into a tangled mess. Frantically, she searched in her bag for a hair tie, but to no avail. Just when she thought all hope was lost, she spotted a familiar face in the distance. It was Lily, her childhood friend.Chapter 3: The Perfect DisguiseSophie's heart skipped a beat as she noticed Lily approaching. Desperately seeking help, she hatched a plan. "Lily, it's you!" she exclaimed, putting on her most surprised face. "What a coincidence! I was just about to have a picnic all by myself. Care to join?"Lily, delighted to meet her old friend, gladly accepted the invitation. Sophie skillfully maneuvered the conversation towards Jack, seizing the opportunity to gather any juicy details about him. She discovered that he was a music lover, had a soft spot for romantic comedies, and had a passion for cooking. Armed with this information, Sophie felt a renewed sense of confidence.Chapter 4: The Serendipitous EncounterAs they chatted and laughed, Sophie's eyes wandered to the path leading to the picnic spot. Suddenly, she noticed a familiar figure in the distance. It was Jack! Panic flooded through her veins, but she suppressed the urge to let it consume her.Sophie skillfully guided Lily's attention away from the path by pointing out a beautiful bird perched on a nearby tree. In that moment, she mustered all her courage and discreetly gestured for Jack to stay hidden. With a hint of relief, he complied, concealing himself behind a bush.As the sun began to set, Sophie and Lily said their goodbyes. Sophie thanked Lily for keeping her company and promised to meet up again soon. Once Lily was out of sight, Sophie quickly made her way to Jack's hiding spot.Breathing a sigh of relief, they embraced, their hearts beating in synchrony. Jack smiled, his eyes twinkling with adoration. In that moment, Sophie knew they had successfully dodged the awkwardness of their unexpected encounter.From that day forward, Sophie and Jack's love blossomed, growing deeper and stronger with each passing day. They often laughed about their serendipitous encounter – the day they skillfully avoided a potentially embarrassing situation. And as they reminisced about that day, they couldn't help but be grateful for the unexpected circumstances that had brought them closer together.As time went by, Sophie learned that life was full of surprises. Sometimes, the greatest love stories were the ones that were built on a foundation of spontaneity, curiosity, and a willingness to embrace the unexpected. And so, their adventurous journey continued, navigating the twists and turns of life, hand in hand, ready to face whatever challenges came their way.Chapter 5: A Journey of DiscoverySophie and Jack's love continued to thrive as they embarked on new adventures together. They discovered a shared sense of wanderlust and decided to explore the world. Their first destination was the enchanting city of Paris, known as the "City of Love."As they strolled along the romantic streets of Paris, hand in hand, their hearts were filled with excitement and wonder. They wandered through the charming neighborhoods, admiring the stunning architecture and indulging in delicious pastries from local bakeries.One evening, as they stood beneath the Eiffel Tower, bathed in its golden glow, Jack took Sophie's hand and whispered, "This is where I fell in love with you, Sophie. I can't imagine my life without you." Tears welled up in Sophie's eyes as she realized howdeeply Jack cared for her. With joyous tears streaming down her face, she replied, "I feel the same way, Jack. You are my greatest adventure, and I am so grateful to have you by my side."Chapter 6: A Proposal Under the StarsTheir journey continued, and soon they found themselves on a secluded island in the Caribbean. As they walked along the sandy beach, with the gentle waves lapping at their feet, the night sky filled with millions of twinkling stars.Jack pulled Sophie close, his voice filled with love and excitement. "Sophie, my love, I have a question to ask you," he whispered, dropping down on one knee as astonishment filled Sophie's face. With trembling hands, he pulled out a small velvet box, opening it to reveal a stunning diamond ring. "Will you marry me?"Sophie's heart skipped a beat, and tears of joy streamed down her face as she nodded eagerly, unable to find her voice. They embraced under the sparkling sky, sharing a moment of unadulterated happiness as they sealed their love with a passionate kiss.Chapter 7: The Wedding of a LifetimeSophie and Jack's wedding day arrived, and they were surrounded by friends and family who had witnessed their love story unfold. The ceremony took place in a picturesque garden, adorned with blooming flowers and draped in delicate lace. The scent of roses floated in the air, creating a fragrance that would forever be etchedin their memories.As Sophie walked down the aisle, her heart overflowed with love and gratitude. Jack's eyes locked onto hers, and a radiant smile graced his face. Tears of happiness filled Sophie's eyes as they exchanged heartfelt vows, promising to love and support each other for the rest of their lives.The reception was a joyful celebration of their love, filled with laughter, music, and heartfelt toasts. Sophie and Jack danced their first dance as a married couple, their steps in perfect harmony, symbolizing the journey they had taken together.Chapter 8: A Love That EnduresYears passed, and Sophie and Jack's love only intensified. They faced challenges and triumphs, but their commitment to each other remained steadfast. They built a beautiful life together, filled with love, laughter, and shared dreams.As they grew old together, Sophie and Jack often found themselves reminiscing about that fateful day in the park – the unexpected encounter that had led them to a lifetime of love and adventure. They realized that life had a funny way of bringing people together, and their story was a testament to the power of love and the beauty of embracing the unexpected.Sophie and Jack's love story was a testament to the fact that true love could withstand the tests of time. They had learned that loveis not just about the grand gestures and passionate moments butalso about the quiet, everyday moments that bring two souls closer together.And so, their love endured. Through the winds of change and the challenges of life, Sophie and Jack walked hand in hand, their hearts forever intertwined, cherishing each precious moment they shared.。
Chapter5-Measuring system response
Southwest Jiaotong University
Mechanical Measurements The square wave with 1000Hz and 2000Hz Measuring system
Xuemei Wang 2017spring
Southwest Jiaotong University
Amplitude Response
Chapter 5 Measuring System Response
Frequency Response Phase Response mass spring damping
1
2
Southwest Jiaotong University
Mechanical Measurements
5.4 Phase Response
Time is required for the transmission of a signal through any measuring system. The output lags the input. The shift will depend on the equipment and also on the frequency. It is often the frequency-dependence. Figure 5.3 Phase lag vs. frequency Why is phase response of importance only for the complex wave? P125
Southwest Jiaotong University
Mechanical Measurements
Xuemei Wang 2017spring
JWatcher软件用户手册说明书
analysis is best.The chapter then moves into detailed, step-by-step instructions on how to run each analysis. The coverage of these procedures is,necessarily,a bit more detailed than the other sections because most users will not be familiar with the specific features of each test.Finally,Chapter15includes four different out-standing laboratory exercises that use JWatcher to teach students:(1)how to develop their own ethogram and score behavior,(2)the differences between time sampling and continuous recordings, (3)how to conduct sequential analysis,and(4)how to use both sequential analysis and basic analysis to refine research questions from initial pilot data.These exercises use video clips downloadable from the JWatcher website free of charge and would be excellent teaching tools in the classroom.This manual is a vast improvement over the Version0.9Manual available on the JWatcher website, which only covers some basic guidelines for running the software,explains what the individual file types do,and indicates how to analyze results.The online manual has no coverage of the complex sequential analysis functions of JWatcher1.0.In summary,this book is a necessity for users at all experience levels who wish to quantify behavior using an event recorder.JWatcher software is free of charge and this manual is affordable enough that several copies could be purchased for use in one’s research laboratory.The money from the sale of the manual is used to support further development of the software so that the future versions of the program can be offered free of charge.Theodore StankowichOrganismic&Evolutionary BiologyUniversity of Massachusetts Amherst Morrill Science Center South,611N.Pleasant Street,Amherst,MA01003E-mail:Advance Access publication February14,2008doi:10.1093/icb/icn005An Introduction to Nervous Systems. Ralph J.Greenspan,editor.Woodbury,NY:Cold Spring Harbor Laboratory Press,2007. 172pp.ISBN978-0-87969-0(hardcover)$65.00,ISBN 978-0-87969-821-8(paper)$45.00.Over the past30years,there have been several iterations of books aimed at capturing in brief the essence of the organization and function of the nervous system.Not uncommonly,they extract general princi-ples that would be more fully explored in a compre-hensive text but do not otherwise deviate significantly from the traditional form and content of presentation. This one does.Ralph Greenspan is an established neuroscientist who has pioneered novel research to explore basic and cognitive aspects of nervous system function using the fruit fly as a model system.As he states in the Preface of this book,the Neurocience Institute,of which he is a staff scientist,aims to be a provocative academy,to“push the envelope.”That philosophy is clearly conveyed in the creative,non-traditional style of presentation in this special book. The title of the book,“An Introduction to Nervous Systems,”is a bit misleading.A more accurate title, although cumbersome,would be something like “An Introduction to Nervous Systems through Exam-ination of Some Invertebrate Models.”The book uses select examples from invertebrate nervous systems to convey some fundamental principles that apply in some respects to the organization and function of thenervous system in general.In the final,short chapter—“Are All Brains Alike?Are All Brains Different?”—theauthor writes“Perhaps all nervous systems make useof common general strategies.Anatomical disparitiesmay mask underlying functional similarities in thetasks performed by various circuits.”At first glance,it is surprising that nowhere in thetext are there descriptions of what has been learnedabout ion channels and membrane potentials from classical studies of squid giant axons;of neuralnetwork properties from studies of the crustacean stomatogastric ganglion;of nervous system develop-ment from experiments on fruit fly nerve cord or nematode worms;of sensory signaling and receptionfrom the moth or cricket;or of insect social structure,for example.The author’s enthusiasm for Drosophila,which represents his main research subject,is reflectedin a substantial fraction of the book.Moreover,thereis little or no discussion of how the principles described are employed in mammals.Surveying thebreadth of the neurobiology landscape seems not to bethe primary purpose of this book.Rather,it describesselect examples that highlight what studies of“simple”invertebrate nervous systems have taught us.The taleslink organization of the nervous system to the organism’s behavior,for which invertebrates haveproven to be especially valuable.In a modern, molecular,mammalian research universe,the rich439 Downloaded from https:///icb/article/48/3/439/627027 by Guangxi University of Nationalities user on 18 September 2023history of fundamental contributions of invertebrates to neuroscience may too often be overlooked.It is especially in this respect that the book is a welcome contribution to the neurobiological literature.In the introduction to Chapter4—“Modulation,The Spice of Neural Life”—the author writes:“The capabilities of invertebrates have traditionally been underesti-mated.Perhaps this is because they are not warm and fuzzy...For whatever reason,it has taken us an inordinately long time to realize that even the simplest animals have the capacity for modifying their behavior by adjusting the activities of their nervous systems. Perhaps this is a fundamental,inseparable property of nervous systems.”Despite the fact that the book deviates from a traditional style,in its own way it follows a rather traditional sequence,e.g.,membrane potentials,then chemical signaling and sensing,then neural circuits,then neuromodulation,then biological clocks,then higher,or cognitive,function.There is a lot to like in this book,not only in its fascinating content but in the style of presentation. Ralph Greenspan weaves a tapestry about the molecular,cellular and network origins of function and behavior,and the implications for speciation, using a variety of invertebrate models.The images he creates are expressed as interesting,often humorous, readable stories about what some nervous systems do, how they do it,and how that has evolved using some basic principles in novel ways.Each chapter begins with a relevant quote or poem from a literary or scientific giant that sets the stage and tone for the often poetic introduction and description that follows. The stories themselves—about swimming in Paramecium and jellyfish,light detection by barnacles, decision making by marine snails,circadian rhythms, flying,and mating—are fascinating because they are set in a context of understanding the generation and modulation of behavior and,in some cases,the impact on ecology and evolution.Although the author states in the Preface that the book is intended for the neurobiology novice posses-sing a basic introductory knowledge of biology,this reviewer believes that it would be more appropriate for an individual with an introductory neurobiological background.For example,in the very first chapter, one quickly discovers that understanding“simple”systems can be quite complex.In particular,students new to neurobiology often struggle with concepts underlying the generation of membrane potentials and the relationship of voltage and current,yet the text and figures require some understanding of these topics.In this respect,the Glossary at the end of the book seems uneven,defining some very basic biological terms yet not defining“receptor potential,”for example,which is named but not explained in the caption of Figure3.10.Not to quibble,but this reviewer and two other neuroscientists who scanned the book question some statements or generalizations proposed,particularly in the Introduction(“What are Brains For”?).For example,on page1it states“When it comes to brains,size unquestionably matters.”While that is no doubt true,it may be the organization of cells,i.e.the way they interact,that is more relevant.If it is size that is so important,then one should note that about three quarters of cells in mammalian brain are glial cells, not neurons,some potentially capable of modulating chemical signaling at up to100,000synapses,yet their contributions are not mentioned(see below). Furthermore,spinal cords also possess much of the organization and cellular interactions,e.g.,integrating sensory input and generating motor output,yet we view their capabilities as somewhat lacking in comparison with brain.What might be the funda-mental differences between invertebrate and verte-brate nervous systems and between brain and spinal cord that yield unique aspects of functional compe-tence?Or,are they as different as we imagine them to be,particularly in comparing function in invertebrates versus vertebrates?These are some interesting questions—not found in a typical comprehensive text—that might be explored a bit further in the Introduction and perhaps elsewhere in the book.In addition,on page2,the author writes“Chemical sensing is almost certainly the original sense...,”yet mechanically gated ion channels that could sense changes in flow or pressure in the ambient environ-ment are universal and also have been identified in prokaryotic organisms.Also,on page4,the author writes“And because none of us wants to submit to being experimented upon...we study animals.”Yet, there is a substantial and rapidly growing literature that provides insights on the organization and function of human brain from studies of living persons—for example from functional MRI or stimulation/recording of brain of awake epileptic patients—or of postmortem tissue samples.There are several other aspects of the book in its current form that would benefit from revision in a second edition.First,the emphasis is on how invertebrate nervous systems inform on nervous systems in general,but it is not clear in many cases to what extent the general organization of the behaviors is similar in invertebrates and vertebrates or whether similar molecules or mechanisms are used for different purposes.Does evolution mix and match bits and pieces of behavioral components that moves behavior in new directions?One also wonders whether440Book ReviewsDownloaded from https:///icb/article/48/3/439/627027 by Guangxi University of Nationalities user on 18 September 2023there are good examples of invertebrate nervous systems and behaviors that do not translate well to a mammalian equivalent.Second,the book has a traditional neurocentric focus—and some inverte-brates indeed have few glial cells—yet in the past couple of decades it has become abundantly clear from studies of mammalian systems that interactions of neurons with glia play vital roles in regulation of neural function,development and blood flow.Third, some of the figures could benefit from greater clarity or correction of the illustration or of the explanation in the caption,including citing the source link that is listed in the Bibliography at the end of the book.In addition,the Preface could note the location of the relevant Bibliography,currently organized by chapters but separate from them.It should be noted that the author also recently co-edited a much more compre-hensive(800pages),related book(“Invertebrate Neurobiology”)with Geoffrey North.In summary,this is an excellent book for gaining an appreciation for the links between form-function and behavior in the nervous system from invertebrate model systems and one that is interesting and enjoyable to read.It should be particularly valuable in inspiring budding or established life scientists to read more on the subject or even to become engaged in the pursuit of elucidating fundamental principles of neurobiology and behavior.It should stimulate broad questions about nervous systems and behavior. From a pedagogical perspective,I could imagine it being assigned as a short text in a general course on neurobiology and behavior or in a specialized neurobiology course that focuses on invertebrates or as a supplement to a more comprehensive text.Robert M.GrossfeldDepartment of Zoology NC State University,Raleigh,NC27695E-mail:*************************Advance Access publication February15,2008doi:10.1093/icb/icn004Rodent Societies–An Ecological and Evolutionary Perspective.Jerry O.Wolff and Paul W.Sherman,editors. Chicago,IL:University of Chicago Press,2007.610pp. ISBN0-226-90536-5(cloth),$125.00and ISBN0-226-90537-3(paper),$49.00.As the editors point out in the first sentence of the first chapter,“The Rodentia is the largest order of mammals consisting of more than2000species and comprising44%of all mammals.”This breadth makes the task of compiling a definitive and comprehensive anthology on rodent societies a nearly impossible task,but the result is undoubtedly the most exhaustive and progressive analysis of rodent social behavior to date.Deftly edited by Jerry Wolff and Paul Sherman,this well-organized book,consisting of41chapters from61contributors is,without doubt,a significant compendium of more than50years of research.That being said,only a true rodent lover is likely to love this book.Its creation was prompted by the success of the two volumes within this series that preceded it:Primate Societies and Cetacean Societies(published by University of Chicago Press).Thus,the scope and format of Rodent Societies is in many ways similar to that of the previous two volumes.The text is organized into nine sections,beginning with a succinct,but satisfying,overview of rodent evolutionary history and proceeding through sexual behavior,life histories and behavior,behavioral development,social behavior, antipredator behavior,comparative socioecology,con-servation and disease,and a final concluding sectionwritten by the editors on potential directions for future research.Each chapter concludes with a summary thatbriefly reviews the material,identifies caveats,and frequently suggests strategies for future research.The chapters are written by some of the most productiveand well-known scholars in the field but,as expected ina multi-authored work,the quality is uneven.Some chapters do a better job than others of achieving thestated goal to“synthesize and integrate the currentstate of knowledge about the social behavior of rodents”and to“provide ecological and evolutionary contexts for understanding rodent societies.”However,it generally succeeds in combining ideasand strategies from a wide range of disciplines to generate new theoretical and experimental paradigmsfor exploring rodent social behavior.Despite this,itfeels outdated in many places.Much of the work citedin the text is not new,with the majority of citationsdating before2000and a substantial number datingbefore1985.Even the photographs,all in black andwhite,are fairly old and some date back to the1950s.Some of the illustrations are even hand-drawn.Thismakes the book feel like historical retrospective rathera breakthrough collaborative of evolutionary and behavioral biology.441 Downloaded from https:///icb/article/48/3/439/627027 by Guangxi University of Nationalities user on 18 September 2023。
2025届人教版(2019)高中英语一轮话题复习高考题型通关练课件：话题2 学校生活
√C.Julia should overcome the fear to drive.
D.Julia was smart to deal with any trouble. 解析 推理判断题。根据第三段的“I realized that no matter how I felt about it...‘You’re stronger than you think，’ I said.”可知，当茱莉亚与保险公司 代理人打电话时，作者意识到朱莉亚长大了，应该克服开车的恐惧。
The Zem is the second zero－emission vehicle we’ve seen come out of the Eindhoven University of st year ， another team of students created the Stella Vita，a solar－powered vehicle that could travel up to 450 miles a day.We can’t wait to see what the school’s students come up with next. 【语篇解读】 本文是说明文。文章介绍了埃因霍芬理工大学的学生们创造出 一款名叫Zem的吸收二氧化碳的电动汽车。
高考题型通关
2.What did the doctor suggest to Julia?
A.Staying away from driving. B.Attending a driving lesson. C.Contacting the insurance agent.
OSHA现场作业手册说明书
DIRECTIVE NUMBER: CPL 02-00-150 EFFECTIVE DATE: April 22, 2011 SUBJECT: Field Operations Manual (FOM)ABSTRACTPurpose: This instruction cancels and replaces OSHA Instruction CPL 02-00-148,Field Operations Manual (FOM), issued November 9, 2009, whichreplaced the September 26, 1994 Instruction that implemented the FieldInspection Reference Manual (FIRM). The FOM is a revision of OSHA’senforcement policies and procedures manual that provides the field officesa reference document for identifying the responsibilities associated withthe majority of their inspection duties. This Instruction also cancels OSHAInstruction FAP 01-00-003 Federal Agency Safety and Health Programs,May 17, 1996 and Chapter 13 of OSHA Instruction CPL 02-00-045,Revised Field Operations Manual, June 15, 1989.Scope: OSHA-wide.References: Title 29 Code of Federal Regulations §1903.6, Advance Notice ofInspections; 29 Code of Federal Regulations §1903.14, Policy RegardingEmployee Rescue Activities; 29 Code of Federal Regulations §1903.19,Abatement Verification; 29 Code of Federal Regulations §1904.39,Reporting Fatalities and Multiple Hospitalizations to OSHA; and Housingfor Agricultural Workers: Final Rule, Federal Register, March 4, 1980 (45FR 14180).Cancellations: OSHA Instruction CPL 02-00-148, Field Operations Manual, November9, 2009.OSHA Instruction FAP 01-00-003, Federal Agency Safety and HealthPrograms, May 17, 1996.Chapter 13 of OSHA Instruction CPL 02-00-045, Revised FieldOperations Manual, June 15, 1989.State Impact: Notice of Intent and Adoption required. See paragraph VI.Action Offices: National, Regional, and Area OfficesOriginating Office: Directorate of Enforcement Programs Contact: Directorate of Enforcement ProgramsOffice of General Industry Enforcement200 Constitution Avenue, NW, N3 119Washington, DC 20210202-693-1850By and Under the Authority ofDavid Michaels, PhD, MPHAssistant SecretaryExecutive SummaryThis instruction cancels and replaces OSHA Instruction CPL 02-00-148, Field Operations Manual (FOM), issued November 9, 2009. The one remaining part of the prior Field Operations Manual, the chapter on Disclosure, will be added at a later date. This Instruction also cancels OSHA Instruction FAP 01-00-003 Federal Agency Safety and Health Programs, May 17, 1996 and Chapter 13 of OSHA Instruction CPL 02-00-045, Revised Field Operations Manual, June 15, 1989. This Instruction constitutes OSHA’s general enforcement policies and procedures manual for use by the field offices in conducting inspections, issuing citations and proposing penalties.Significant Changes∙A new Table of Contents for the entire FOM is added.∙ A new References section for the entire FOM is added∙ A new Cancellations section for the entire FOM is added.∙Adds a Maritime Industry Sector to Section III of Chapter 10, Industry Sectors.∙Revises sections referring to the Enhanced Enforcement Program (EEP) replacing the information with the Severe Violator Enforcement Program (SVEP).∙Adds Chapter 13, Federal Agency Field Activities.∙Cancels OSHA Instruction FAP 01-00-003, Federal Agency Safety and Health Programs, May 17, 1996.DisclaimerThis manual is intended to provide instruction regarding some of the internal operations of the Occupational Safety and Health Administration (OSHA), and is solely for the benefit of the Government. No duties, rights, or benefits, substantive or procedural, are created or implied by this manual. The contents of this manual are not enforceable by any person or entity against the Department of Labor or the United States. Statements which reflect current Occupational Safety and Health Review Commission or court precedents do not necessarily indicate acquiescence with those precedents.Table of ContentsCHAPTER 1INTRODUCTIONI.PURPOSE. ........................................................................................................... 1-1 II.SCOPE. ................................................................................................................ 1-1 III.REFERENCES .................................................................................................... 1-1 IV.CANCELLATIONS............................................................................................. 1-8 V. ACTION INFORMATION ................................................................................. 1-8A.R ESPONSIBLE O FFICE.......................................................................................................................................... 1-8B.A CTION O FFICES. .................................................................................................................... 1-8C. I NFORMATION O FFICES............................................................................................................ 1-8 VI. STATE IMPACT. ................................................................................................ 1-8 VII.SIGNIFICANT CHANGES. ............................................................................... 1-9 VIII.BACKGROUND. ................................................................................................. 1-9 IX. DEFINITIONS AND TERMINOLOGY. ........................................................ 1-10A.T HE A CT................................................................................................................................................................. 1-10B. C OMPLIANCE S AFETY AND H EALTH O FFICER (CSHO). ...........................................................1-10B.H E/S HE AND H IS/H ERS ..................................................................................................................................... 1-10C.P ROFESSIONAL J UDGMENT............................................................................................................................... 1-10E. W ORKPLACE AND W ORKSITE ......................................................................................................................... 1-10CHAPTER 2PROGRAM PLANNINGI.INTRODUCTION ............................................................................................... 2-1 II.AREA OFFICE RESPONSIBILITIES. .............................................................. 2-1A.P ROVIDING A SSISTANCE TO S MALL E MPLOYERS. ...................................................................................... 2-1B.A REA O FFICE O UTREACH P ROGRAM. ............................................................................................................. 2-1C. R ESPONDING TO R EQUESTS FOR A SSISTANCE. ............................................................................................ 2-2 III. OSHA COOPERATIVE PROGRAMS OVERVIEW. ...................................... 2-2A.V OLUNTARY P ROTECTION P ROGRAM (VPP). ........................................................................... 2-2B.O NSITE C ONSULTATION P ROGRAM. ................................................................................................................ 2-2C.S TRATEGIC P ARTNERSHIPS................................................................................................................................. 2-3D.A LLIANCE P ROGRAM ........................................................................................................................................... 2-3 IV. ENFORCEMENT PROGRAM SCHEDULING. ................................................ 2-4A.G ENERAL ................................................................................................................................................................. 2-4B.I NSPECTION P RIORITY C RITERIA. ..................................................................................................................... 2-4C.E FFECT OF C ONTEST ............................................................................................................................................ 2-5D.E NFORCEMENT E XEMPTIONS AND L IMITATIONS. ....................................................................................... 2-6E.P REEMPTION BY A NOTHER F EDERAL A GENCY ........................................................................................... 2-6F.U NITED S TATES P OSTAL S ERVICE. .................................................................................................................. 2-7G.H OME-B ASED W ORKSITES. ................................................................................................................................ 2-8H.I NSPECTION/I NVESTIGATION T YPES. ............................................................................................................... 2-8 V.UNPROGRAMMED ACTIVITY – HAZARD EVALUATION AND INSPECTION SCHEDULING ............................................................................ 2-9 VI.PROGRAMMED INSPECTIONS. ................................................................... 2-10A.S ITE-S PECIFIC T ARGETING (SST) P ROGRAM. ............................................................................................. 2-10B.S CHEDULING FOR C ONSTRUCTION I NSPECTIONS. ..................................................................................... 2-10C.S CHEDULING FOR M ARITIME I NSPECTIONS. ............................................................................. 2-11D.S PECIAL E MPHASIS P ROGRAMS (SEP S). ................................................................................... 2-12E.N ATIONAL E MPHASIS P ROGRAMS (NEP S) ............................................................................... 2-13F.L OCAL E MPHASIS P ROGRAMS (LEP S) AND R EGIONAL E MPHASIS P ROGRAMS (REP S) ............ 2-13G.O THER S PECIAL P ROGRAMS. ............................................................................................................................ 2-13H.I NSPECTION S CHEDULING AND I NTERFACE WITH C OOPERATIVE P ROGRAM P ARTICIPANTS ....... 2-13CHAPTER 3INSPECTION PROCEDURESI.INSPECTION PREPARATION. .......................................................................... 3-1 II.INSPECTION PLANNING. .................................................................................. 3-1A.R EVIEW OF I NSPECTION H ISTORY .................................................................................................................... 3-1B.R EVIEW OF C OOPERATIVE P ROGRAM P ARTICIPATION .............................................................................. 3-1C.OSHA D ATA I NITIATIVE (ODI) D ATA R EVIEW .......................................................................................... 3-2D.S AFETY AND H EALTH I SSUES R ELATING TO CSHO S.................................................................. 3-2E.A DVANCE N OTICE. ................................................................................................................................................ 3-3F.P RE-I NSPECTION C OMPULSORY P ROCESS ...................................................................................................... 3-5G.P ERSONAL S ECURITY C LEARANCE. ................................................................................................................. 3-5H.E XPERT A SSISTANCE. ........................................................................................................................................... 3-5 III. INSPECTION SCOPE. ......................................................................................... 3-6A.C OMPREHENSIVE ................................................................................................................................................... 3-6B.P ARTIAL. ................................................................................................................................................................... 3-6 IV. CONDUCT OF INSPECTION .............................................................................. 3-6A.T IME OF I NSPECTION............................................................................................................................................. 3-6B.P RESENTING C REDENTIALS. ............................................................................................................................... 3-6C.R EFUSAL TO P ERMIT I NSPECTION AND I NTERFERENCE ............................................................................. 3-7D.E MPLOYEE P ARTICIPATION. ............................................................................................................................... 3-9E.R ELEASE FOR E NTRY ............................................................................................................................................ 3-9F.B ANKRUPT OR O UT OF B USINESS. .................................................................................................................... 3-9G.E MPLOYEE R ESPONSIBILITIES. ................................................................................................. 3-10H.S TRIKE OR L ABOR D ISPUTE ............................................................................................................................. 3-10I. V ARIANCES. .......................................................................................................................................................... 3-11 V. OPENING CONFERENCE. ................................................................................ 3-11A.G ENERAL ................................................................................................................................................................ 3-11B.R EVIEW OF A PPROPRIATION A CT E XEMPTIONS AND L IMITATION. ..................................................... 3-13C.R EVIEW S CREENING FOR P ROCESS S AFETY M ANAGEMENT (PSM) C OVERAGE............................. 3-13D.R EVIEW OF V OLUNTARY C OMPLIANCE P ROGRAMS. ................................................................................ 3-14E.D ISRUPTIVE C ONDUCT. ...................................................................................................................................... 3-15F.C LASSIFIED A REAS ............................................................................................................................................. 3-16VI. REVIEW OF RECORDS. ................................................................................... 3-16A.I NJURY AND I LLNESS R ECORDS...................................................................................................................... 3-16B.R ECORDING C RITERIA. ...................................................................................................................................... 3-18C. R ECORDKEEPING D EFICIENCIES. .................................................................................................................. 3-18 VII. WALKAROUND INSPECTION. ....................................................................... 3-19A.W ALKAROUND R EPRESENTATIVES ............................................................................................................... 3-19B.E VALUATION OF S AFETY AND H EALTH M ANAGEMENT S YSTEM. ....................................................... 3-20C.R ECORD A LL F ACTS P ERTINENT TO A V IOLATION. ................................................................................. 3-20D.T ESTIFYING IN H EARINGS ................................................................................................................................ 3-21E.T RADE S ECRETS. ................................................................................................................................................. 3-21F.C OLLECTING S AMPLES. ..................................................................................................................................... 3-22G.P HOTOGRAPHS AND V IDEOTAPES.................................................................................................................. 3-22H.V IOLATIONS OF O THER L AWS. ....................................................................................................................... 3-23I.I NTERVIEWS OF N ON-M ANAGERIAL E MPLOYEES .................................................................................... 3-23J.M ULTI-E MPLOYER W ORKSITES ..................................................................................................................... 3-27 K.A DMINISTRATIVE S UBPOENA.......................................................................................................................... 3-27 L.E MPLOYER A BATEMENT A SSISTANCE. ........................................................................................................ 3-27 VIII. CLOSING CONFERENCE. .............................................................................. 3-28A.P ARTICIPANTS. ..................................................................................................................................................... 3-28B.D ISCUSSION I TEMS. ............................................................................................................................................ 3-28C.A DVICE TO A TTENDEES .................................................................................................................................... 3-29D.P ENALTIES............................................................................................................................................................. 3-30E.F EASIBLE A DMINISTRATIVE, W ORK P RACTICE AND E NGINEERING C ONTROLS. ............................ 3-30F.R EDUCING E MPLOYEE E XPOSURE. ................................................................................................................ 3-32G.A BATEMENT V ERIFICATION. ........................................................................................................................... 3-32H.E MPLOYEE D ISCRIMINATION .......................................................................................................................... 3-33 IX. SPECIAL INSPECTION PROCEDURES. ...................................................... 3-33A.F OLLOW-UP AND M ONITORING I NSPECTIONS............................................................................................ 3-33B.C ONSTRUCTION I NSPECTIONS ......................................................................................................................... 3-34C. F EDERAL A GENCY I NSPECTIONS. ................................................................................................................. 3-35CHAPTER 4VIOLATIONSI. BASIS OF VIOLATIONS ..................................................................................... 4-1A.S TANDARDS AND R EGULATIONS. .................................................................................................................... 4-1B.E MPLOYEE E XPOSURE. ........................................................................................................................................ 4-3C.R EGULATORY R EQUIREMENTS. ........................................................................................................................ 4-6D.H AZARD C OMMUNICATION. .............................................................................................................................. 4-6E. E MPLOYER/E MPLOYEE R ESPONSIBILITIES ................................................................................................... 4-6 II. SERIOUS VIOLATIONS. .................................................................................... 4-8A.S ECTION 17(K). ......................................................................................................................... 4-8B.E STABLISHING S ERIOUS V IOLATIONS ............................................................................................................ 4-8C. F OUR S TEPS TO BE D OCUMENTED. ................................................................................................................... 4-8 III. GENERAL DUTY REQUIREMENTS ............................................................. 4-14A.E VALUATION OF G ENERAL D UTY R EQUIREMENTS ................................................................................. 4-14B.E LEMENTS OF A G ENERAL D UTY R EQUIREMENT V IOLATION.............................................................. 4-14C. U SE OF THE G ENERAL D UTY C LAUSE ........................................................................................................ 4-23D.L IMITATIONS OF U SE OF THE G ENERAL D UTY C LAUSE. ..............................................................E.C LASSIFICATION OF V IOLATIONS C ITED U NDER THE G ENERAL D UTY C LAUSE. ..................F. P ROCEDURES FOR I MPLEMENTATION OF S ECTION 5(A)(1) E NFORCEMENT ............................ 4-25 4-27 4-27IV.OTHER-THAN-SERIOUS VIOLATIONS ............................................... 4-28 V.WILLFUL VIOLATIONS. ......................................................................... 4-28A.I NTENTIONAL D ISREGARD V IOLATIONS. ..........................................................................................4-28B.P LAIN I NDIFFERENCE V IOLATIONS. ...................................................................................................4-29 VI. CRIMINAL/WILLFUL VIOLATIONS. ................................................... 4-30A.A REA D IRECTOR C OORDINATION ....................................................................................................... 4-31B.C RITERIA FOR I NVESTIGATING P OSSIBLE C RIMINAL/W ILLFUL V IOLATIONS ........................ 4-31C. W ILLFUL V IOLATIONS R ELATED TO A F ATALITY .......................................................................... 4-32 VII. REPEATED VIOLATIONS. ...................................................................... 4-32A.F EDERAL AND S TATE P LAN V IOLATIONS. ........................................................................................4-32B.I DENTICAL S TANDARDS. .......................................................................................................................4-32C.D IFFERENT S TANDARDS. .......................................................................................................................4-33D.O BTAINING I NSPECTION H ISTORY. .....................................................................................................4-33E.T IME L IMITATIONS..................................................................................................................................4-34F.R EPEATED V. F AILURE TO A BATE....................................................................................................... 4-34G. A REA D IRECTOR R ESPONSIBILITIES. .............................................................................. 4-35 VIII. DE MINIMIS CONDITIONS. ................................................................... 4-36A.C RITERIA ................................................................................................................................................... 4-36B.P ROFESSIONAL J UDGMENT. ..................................................................................................................4-37C. A REA D IRECTOR R ESPONSIBILITIES. .............................................................................. 4-37 IX. CITING IN THE ALTERNATIVE ............................................................ 4-37 X. COMBINING AND GROUPING VIOLATIONS. ................................... 4-37A.C OMBINING. ..............................................................................................................................................4-37B.G ROUPING. ................................................................................................................................................4-38C. W HEN N OT TO G ROUP OR C OMBINE. ................................................................................................4-38 XI. HEALTH STANDARD VIOLATIONS ....................................................... 4-39A.C ITATION OF V ENTILATION S TANDARDS ......................................................................................... 4-39B.V IOLATIONS OF THE N OISE S TANDARD. ...........................................................................................4-40 XII. VIOLATIONS OF THE RESPIRATORY PROTECTION STANDARD(§1910.134). ....................................................................................................... XIII. VIOLATIONS OF AIR CONTAMINANT STANDARDS (§1910.1000) ... 4-43 4-43A.R EQUIREMENTS UNDER THE STANDARD: .................................................................................................. 4-43B.C LASSIFICATION OF V IOLATIONS OF A IR C ONTAMINANT S TANDARDS. ......................................... 4-43 XIV. CITING IMPROPER PERSONAL HYGIENE PRACTICES. ................... 4-45A.I NGESTION H AZARDS. .................................................................................................................................... 4-45B.A BSORPTION H AZARDS. ................................................................................................................................ 4-46C.W IPE S AMPLING. ............................................................................................................................................. 4-46D.C ITATION P OLICY ............................................................................................................................................ 4-46 XV. BIOLOGICAL MONITORING. ...................................................................... 4-47CHAPTER 5CASE FILE PREPARATION AND DOCUMENTATIONI.INTRODUCTION ............................................................................................... 5-1 II.INSPECTION CONDUCTED, CITATIONS BEING ISSUED. .................... 5-1A.OSHA-1 ................................................................................................................................... 5-1B.OSHA-1A. ............................................................................................................................... 5-1C. OSHA-1B. ................................................................................................................................ 5-2 III.INSPECTION CONDUCTED BUT NO CITATIONS ISSUED .................... 5-5 IV.NO INSPECTION ............................................................................................... 5-5 V. HEALTH INSPECTIONS. ................................................................................. 5-6A.D OCUMENT P OTENTIAL E XPOSURE. ............................................................................................................... 5-6B.E MPLOYER’S O CCUPATIONAL S AFETY AND H EALTH S YSTEM. ............................................................. 5-6 VI. AFFIRMATIVE DEFENSES............................................................................. 5-8A.B URDEN OF P ROOF. .............................................................................................................................................. 5-8B.E XPLANATIONS. ..................................................................................................................................................... 5-8 VII. INTERVIEW STATEMENTS. ........................................................................ 5-10A.G ENERALLY. ......................................................................................................................................................... 5-10B.CSHO S SHALL OBTAIN WRITTEN STATEMENTS WHEN: .......................................................................... 5-10C.L ANGUAGE AND W ORDING OF S TATEMENT. ............................................................................................. 5-11D.R EFUSAL TO S IGN S TATEMENT ...................................................................................................................... 5-11E.V IDEO AND A UDIOTAPED S TATEMENTS. ..................................................................................................... 5-11F.A DMINISTRATIVE D EPOSITIONS. .............................................................................................5-11 VIII. PAPERWORK AND WRITTEN PROGRAM REQUIREMENTS. .......... 5-12 IX.GUIDELINES FOR CASE FILE DOCUMENTATION FOR USE WITH VIDEOTAPES AND AUDIOTAPES .............................................................. 5-12 X.CASE FILE ACTIVITY DIARY SHEET. ..................................................... 5-12 XI. CITATIONS. ..................................................................................................... 5-12A.S TATUTE OF L IMITATIONS. .............................................................................................................................. 5-13B.I SSUING C ITATIONS. ........................................................................................................................................... 5-13C.A MENDING/W ITHDRAWING C ITATIONS AND N OTIFICATION OF P ENALTIES. .................................. 5-13D.P ROCEDURES FOR A MENDING OR W ITHDRAWING C ITATIONS ............................................................ 5-14 XII. INSPECTION RECORDS. ............................................................................... 5-15A.G ENERALLY. ......................................................................................................................................................... 5-15B.R ELEASE OF I NSPECTION I NFORMATION ..................................................................................................... 5-15C. C LASSIFIED AND T RADE S ECRET I NFORMATION ...................................................................................... 5-16。
杰尼奥公司的Raman光谱仪使用培训课程说明书
6Who should attendFrom Monday 9 am to Wednesday 5:30 pmDates: February 11-13, 2019 May 13-15, 2019 June 24-26, 2019 October 7-9, 2019November 18-20, 2019Users of HORIBA Scientific Raman spectrometers • A cquire theoretical and practical knowledge on Raman spectrometers • L earn how to use the software • L earn methodology for method development and major analytical parameters • H ow to set up an analytical strategy with an unknown sample • H ow to interpret results• L earn how to follow the performances of theRaman spectrometer over the time.Day 1• The theory of the Raman principle • R aman Instrumentation • P ractical session – System and software presentation, Acquisition Parameters: - L abSpec 6 presentation and environment: useraccounts, file handling, display of data, basic functions - S et up of acquisition parameters and singlespectra measurement - Templates & ReportsDay 2• Analysis of Raman spectra • P ractical session: Raman spectrum measurement and Database Search - O ptimization of the parameters: how to chosethe laser, the grating, the confocal hole, the laser power- How to use the polarization options - Library Search using KnowItAll software - How to create databasesRaman imaging • H ow to make a Raman image (1D, 2D and 3D) • D ata evaluation: cursors, CLS fitting, peakfitting•Image rendering, 3D datasets •Fast mapping using SWIFT XSDay 3Data processing• Processing on single spectra and datasets • Baseline correction • Smoothing • Normalization• Spectra subtraction, averaging • Data reduction • Methods• Practical exercisesCustomer samples: Bring your own samples!Duration: 3 daysReference: RAM1Raman Microscopy for Beginners7Acquire technical skills on DuoScan, Ultra Low Frequency (ULF), Particle Finder or TERS.Users of HORIBA Scientific Raman spectrometers who already understand the fundamentals of Raman spectroscopy and know how to use HORIBA Raman system and LabSpec Software. It is advised to participate in the basic Raman training first (RAM1).Introduction to DuoScan• Principle and hardwareDuoScan Macrospot• Practical examplesDuoScan MacroMapping• Practical examplesDuoScan Stepping Mode• Practical examplesCustomer samples: Bring your own samples!Presentation of the ULF kit• Principle and requirements • Application examplesInstallation of the ULF kitIntroduction to Particle Finder• Principle and requirementsPractical session• Demo with known sample• Customer samples: Bring your own samples!Practical session• Demo with known samplesCustomers samples: Bring your own samples! Presentation of the TERS technique• Principle and requirements • Application examplesDemo TERS• Presentation of the different tips and SPM modes • Laser alignment on the tip • T ERS spectra and TERS imaging on known samplesPractical session• Hands-on on demo samples (AFM mode)• Laser alignment on the tip • T ERS spectra and TERS imaging on known samplesRaman Options: DuoScan, Ultra Low Frequency, Particle Finder, TERS8Users of HORIBA Scientific Raman spectrometers who already understand the fundamentals of Raman spectroscopy and know how to use HORIBA Raman system and labSpec Software. It is adviced to participate in the basic Raman training first.Who should attendDates: February 14, 2019 June 27, 2019November 21, 2019Duration: 1 dayReference: RAM2From 9 am to 5:30 pm• Acquire theoretical and practical knowledge on SERS (Surface Enhanced Raman Spectroscopy)• Know how to select your substrate • Interpret resultsRaman SERSIntroduction to SERSPresentation of the SERS technique • Introduction: Why SERS?• What is SERS?• Surface Enhanced Raman basics • SERS substratesIntroduction to the SERS applications• Examples of SERS applications • Practical advice • SERS limitsDemo on known samplesCustomer samples: Bring your own samples!Raman Multivariate Analysis9Users of HORIBA Scientific Raman spectrometerswho already understand the fundamentals of Ramanspectroscopy and know how to use HORIBA Ramansystem and LabSpec Software. It is advised toparticipate in the basic Raman training first (RAM1).• Understand the Multivariate Analysis module• Learn how to use Multivariate Analysis for data treatment• Perform real case examples of data analysis on demo and customer dataIntroduction to Multivariate Analysis• Univariate vs. Multivariate analysis• Introduction to the main algorithms: decomposition (PCA and MCR), classification and quantification (PLS)Practical work on known datasets (mapping)• CLS, PCA, MCRIntroduction to classification• HCA, k-means• Demo with known datasetsIntroduction to Solo+MIA• Presentation of Solo+MIA Array• Demo with known datasetsData evaluation: cursors, CLS fitting, peak fitting• Fast mapping using SWIFT XSObjective: Being able to select the good parameters for Raman imaging and to perform data processScanning Probe Microscopy (SPM)• Instrumentation• T he different modes (AFM, STM, Tuning Fork) and signals (Topography, Phase, KPFM, C-AFM, MFM,PFM)Practical session• Tips and sample installation• Molecular resolution in AFM tapping mode• M easurements in AC mode, contact mode, I-top mode, KPFM• P resentation of the dedicated tips and additional equipment• O bjective: Being able to use the main AFM modes and optimize the parametersimaging)Practical session• Hands-on on demo samples (AFM mode)• Laser alignment on the tip• T ERS spectra and TERS imaging on known sample Day 3TERS Hands-on• T ERS measurements, from AFM-TERS tip installation to TERS mapping.• TERS measurements on end users samples.• Bring your own samples!28Practical informationCourses range from basic to advanced levels and are taught by application experts. The theoretical sessions aim to provide a thorough background in the basic principles and techniques. The practical sessions are directed at giving you hands-on experience and instructions concerning the use of your instrument, data analysis and software. We encourage users to raise any issues specific to their application. At the end of each course a certificate of participation is awarded.Standard, customized and on-site training courses are available in France, G ermany, USA and also at your location.Dates mentionned here are only available for HORIBA France training center.RegistrationFill in the form and:• Emailitto:***********************• Or Fax it to: +33 (0)1 69 09 07 21• More information: Tel: +33 (0)1 69 74 72 00General InformationThe invoice is sent at the end of the training.A certificate of participation is also given at the end of the training.We can help you book hotel accommodations. Following your registration, you will receive a package including training details and course venue map. We will help with invitation letters for visas, but HORIBA FRANCE is not responsible for any visa refusal. PricingRefreshments, lunches during training and handbook are included.Hotel transportation, accommodation and evening meals are not included.LocationDepending on the technique, there are three locations: Longjumeau (France, 20 km from Paris), Palaiseau (France, 26 km from Paris), Villeneuve d’Ascq (France 220 km from Paris) or at your facility for on-site training courses. Training courses can also take place in subsidiaries in Germany or in the USA.Access to HORIBA FRANCE, Longjumeau HORIBA FRANCE SAS16 - 18 rue du canal91165 Longjumeau - FRANCEDepending on your means of transport, some useful information:- if you are arriving by car, we are situated near the highways A6 and A10 and the main road N20- if you are arriving by plane or train, you can take the train RER B or RER C that will take you not far from our offices. (Around 15 €, 150 € by taxi from Charles de Gaulle airport, 50 € from Orly airport).We remain at your disposal for any information to access to your training place. You can also have a look at our web site at the following link:/scientific/contact-us/france/visi-tors-guide/Access to HORIBA FRANCE, Palaiseau HORIBA FRANCE SASPassage Jobin Yvon, Avenue de la Vauve,91120 Palaiseau - FRANCEFrom Roissy Charles de Gaulle Airport By Train • T ake the train called RER B (direction Saint RemyLes Chevreuse) and stop at Massy-Palaiseaustation• A t Massy-Palaiseau station, take the Bus 91-06C or 91-10 and stop at Fresnel• T he company is a 5 minute walk from the station,on your left, turn around the traffic circle and youwill see the HORIBA building29 Practical InformationAround 150 € by taxi from Charles de Gaulle airport. From Orly Airport By Train• A t Orly airport, take the ORLYVAL, which is ametro line that links the Orly airport to the AntonyRER station• A t Antony station, take the RER B (direction StRemy Les Chevreuse) and stops at Massy-Palai-seau station• A t Massy-Palaiseau station, take the Bus 91-06C, 91-06 B or 91-10 stop at Fresnel• T he company is 5 minutes walk from the station,on your left, turn around the traffic circle and youwill see the HORIBA building• O r at Orly take the Bus 91-10 stop at Fresnel.The company is 5 minutes walk from the station,on your left, turn around the traffic circle and youwill see the HORIBA building. We remain at yourdisposal for any information to access to your trainingplace. You can also have a look at our web site at thefollowing link:/scientific/contact-us/france/visi-tors-guide/Around 50 € by taxi from Orly airport.Access to HORIBA FRANCE, Villeneuve d’Ascq HORIBA Jobin Yvon SAS231 rue de Lille,59650 Villeneuve d’Ascq - FRANCEBy Road from ParisWhen entering Lille, after the exit «Aéroport de Lequin», take the direction «Bruxelles, Gand, Roubaix». Immmediatly take the direction «Gand / Roubaix» (N227) and No «Bruxelles» (A27) Nor «Valenciennes» (A23).You will then arrive on the ringroad around Villeneuve d’Ascq. Take the third exit «Pont de Bois».At the traffic light turn right and follow the road around, (the road will bend left then right). About 20m further on you will see the company on the right hand side where you can enter the car park.By Road from Belgium (GAND - GENT)Once in France, follow the motorway towards Lille. After «Tourcoing / Marcq-en-Baroeul», follow on the right hand side for Villeneuve d’Ascq. Take the exit «Flers Chateau» (This is marked exit 6 and later exit 5 - but it is the same exit). (You will now be following a road parallel to the mo-torway) Stay in the middle lane and go past two sets of traffic lights; at the third set of lighte, move into the left hand lane to turn under the motorway.At the traffic lights under the motorway go straight, (the road shall bend left then right). About 20 m further you shall see the company on the right hand side where you can enter the car park.AeroplaneFrom the airport Charles de Gaulle take the direction ‘Ter-minal 2’ which is also marked TGV (high speed train); where you can take the train to ‘Lille Europe’.Train - SNCFThere are two train stations in Lille - Lille Europe or Lille Flandres. Once you have arrived at the station in Lille you can take a taxi for HORIBA Jobin Yvon S.A.S., or you can take the underground. Please note both train stations have stations for the underground.Follow the signs:1. From the station «Lille Flandres», take line 1, direction «4 Cantons» and get off at the station «Pont de bois».2. From the station «Lille Europe», take line 2, direction «St Philibert» and get off at the following station «Gare Lille Flandres» then take line 1, direction «4 Cantons» and get off at the station «Pont de Bois».BusBus n°43, direction «Hôtel de Ville de Villeneuve d’Ascq», arrêt «Baudoin IX».InformationRegistration: Fill inthe form and send it back by FAX or Email four weeks before beginning of the training.Registration fees: the registration fees include the training courses and documentation. Hotel, transportation and living expenses are not included except lunches which are taken in the HORIBA Scientific Restaurant during the training.Your contact: HORIBA FRANCE SAS, 16-18 rue du Canal, 91165 Longjumeau, FRANCE Tel: + 33 1 64 74 72 00Fax: + 33 1 69 09 07 21E-Mail:***********************Siret Number: 837 150 366 00024Certified ISO 14001 in 2009, HORIBA Scientific is engaged in the monitoring of the environmental impact of its activitiesduring the development, manufacture, sales, installation and service of scientific instruments and optical components. Trainingcourses include safety and environmental precautions for the use of the instrumentsHORIBA Scientific continues contributing to the preservation of theglobal environment through analysis and measuring technologymentisnotcontractuallybindingunderanycircumstances-PrintedinFrance-©HORIBAJobinYvon1/219。
《英语二》(课程代码：00015)课程考试大纲
目录I 课程性质与设置目的II课程内容与考核目标第一章TWO WORDS TO A VOID, TWO TO REMEMBER第二章THE FINE ART OF PUTTING THINGS OFF第三章WALLS AND BARRIERS第四章THE LADY，OR THE TIGER？PART I第五章THE LADY，OR THE TIGER？PART II第六章DULL WORK第七章BEAUTY第八章APPETITE第九章A RED LIGHT FOR SCOFFLAWS第十章STRAIGHT-A ILLITERACY第十一章ON CONSIGNING MANUSCRIPTS TO FLOPPY DISCS AND ARCHIVES TO OBLIVION第十二章GRANT AND LEE：A STUDY IN CONTRASTS第十三章EUPHEMISM第十四章THAT ASTOUNDING CREATOR--NATURE第十五章TEACHING AS MOUNTAINEERINGIII 有关说明与实施要求附录题型举例I 课程性质与设置目的本课程是高等教育自学考试英语教育（独立本科段）考试计划中的核心课程之一。
设置本课程的目的可以归纳为如下几方面：1．引导学生注意吸收语言材料、扩大文化知识，特别是有关英美的文化知识。
2．通过对文章的思想内容、篇章结构、语言技巧的分析，提高学生对文章的理解、分析及评述的能力。
3．继续打好语言基本功，培养熟练技巧，努力发展学生综合应用英语的能力。
4．本课程重点章节为第2章，第3章，第4章，第5章，第6章，第7章，第8章，第9章，第11章，第12章，第13章，次重点为第10章，第15章，一般章节第1章，第14章。
II 课程内容与考核目标（考核知识、考核要求）第一章TWO WORDS TO A VOID, TWO TO REMEMBER一．学习目的与要求To grasp:1.the background of the story;2.the background of the author;anization and development of the text (narrative);4.detailed study of the text;5.Description in Narration二．课程内容：TWO WORDS TO A VOID, TWO TO REMEMBER三．考核知识点：1. Words and phrases of this unit;2. Organization and development of the text (narrative);3. Description in Narration四．考核要求识记：Words and phrases of this unit1. the sudden flash of insight that leaves you a changed person: the quick and spontaneous understanding that makes you a changed person2. fallen through: failed3. checkered tablecloth: tablecloth marked by light and dark patches4. chewing the bitter cud of hindsight: thinking repeatedly about the painful realization of what had happened5. he still carried a full case load: he still carried a briefcase fully loaded with documents6. They are not identified, of course: Their names are not given7. we might begin to get somewhere: succeed8. There's a perverse streak in all of us: obstinately unreasonable quality9. I shook my head ruefully: regretfully10. substitute a phrase that supplies lift instead of creating drag: use a phrase that provides a feeling of encouragement instead of causing nuisance11. with an audible click: clearly/without any doubt12. I spotted a cruising cab and ran toward it: taxi moving leisurely about, looking for passengers13. Then I wait for that almost perceptible mental click: the clear signal suggested by the Old man that can almost be felt in the mind领会：1. The Organization and development of the text (narrative);2. Description in Narration简单应用:Sentence structure and rewriting综合应用:Paragraph translation from Chinese to English第二章THE FINE ART OF PUTTING THINGS OFF一．学习目的与要求To grasp:1. Some allusions and historical events mentioned in the text(some see notes to the text)—Punic Wars and Quintus Fabius Maximus, Hamlet, Faustian encounters, Jean Kerr, etc.2. Organization and development of the text;3. Main idea of each paragraph.4. Style VS. Tone; Formal VS. Informal; (the use of formal style, formal words andphrases exaggeration to convey a gay and delightful tone);5. Level of Usage二．课程内容：THE FINE ART OF PUTTING THINGS OFF三．考核知识点：1.Words and phrases of this unit;2. Organization and development of the text;3. Main idea of each paragraph.4. Style VS. Tone; Formal VS. Informal四．考核要求识记：Words and phrases of this unit1. exhorted: urged strongly2. the elegant earl never got around to marrying his son's mother: found time for3. a habit of keeping worthies like Dr. Johnson cooling their heels for hours: men of importance like Dr. Johnson waiting4. That.…attests to the fact that: proves5. one of the great Roman generals was dubbed "Cunctator": named humorously6. for putting off battle until the last possible vinum break: until an effective defense deservinga celebration with champagne was ensured7. Moses pleaded a speech defect to rationalize his reluctance to deliver Jehovah's edict toPharaoh: claimed that he had a speech defect, and that he had reasons for8. at an ungodly 6:30 p.m.: unreasonable9. to file for an extension of the income tax deadline: apply officially10.until the apocalyptic voice of Diners threatens doom from Denver: warning, suggests unavoidable destruction11.They postpone, as Faustian encounters, visits to barbershop: as if they will see devils12.Yet for all the trouble procrastination may incur: in spite of13.the art of postponement had been virtually a monopoly of the military, diplomacy and the law: found almost only in the field of14.to ruminate about the situation with Singapore Sling in hand: go over in mind repeatedly and slowly15.Blessedly, he had no nattering Telex to order machine guns and fresh troops: fortunately, noisy16.Even there is no will, there is a way: there is no will to delay, there is a way to do so.17.in the higher echelons of business: in the case of higher levels18.The data explosion fortifies those seeking excuses for inaction: encourages, doing nothing19.His point is will taken: accepted20.Bureaucratization, which flourished amid the growing burdens of government and the greater complexity of society, was designed to smother policymaker in blanks of legalism, compromise and reappraisal: Excessive silly rules, which developed very quickly as a result of the expanding administrative structure and the greater complexity of society, were made to restrict policymakers, who have to be engaged in endless paperwork, mediation and reconsideration21.Many languages are studded with phrases that refer to putting things off: filled22.There are all sorts of rationalizations: reasons23.a kind of subliminal way of sorting the important from the trivial: way outside one's conscious awareness24.It is something of a truism: an undoubted truth25.for that matter: as further concerns the thing mentioned26.So…is the creation of an entree: a small carefully prepared meat dish27.the design can mellow and marinate: ripen and mature28.pace Lord Chesterfield: with all due respect to领会：1. Some allusions and historical events mentioned in the text(some see notes to the text)—Punic Wars and Quintus Fabius Maximus, Hamlet, Faustian encounters, Jean Kerr, etc.2. Organization and development of the text;3. Main idea of each paragraph.4. Style VS. Tone; Formal VS. Informal; (the use of formal style, formal words and phrasesexaggeration to convey a gay and delightful tone);简单应用:1. sentence structure and rewriting2. paragraph proofreading综合应用:Paragraph translation from Chinese to English第三章WALLS AND BARRIERS一．学习目的与要求To grasp:1.The Chief Personalities of Man2.Einstein’s Chief Personalities: Modesty, Simplicity, etc.3.Description Developed by Examples二．课程内容：WALLS AND BARRIERS三．考核知识点：1. Inductive analysis to help make his proposition logically sound.2. Comparison and contrasts3. Changes that have occurred in people’s notion of money, in the function of the bank, andaccordingly, in its architectural features — change in the form or design of architecture is the result of a change in people’s attitude.4. Organization and development of the text:Para.1& 2: beginning with quoting his fatherPara 3 & 4: a view of money in the past and now, architectural designs of banksPara 4: function of bankPara 6: classical and new criticism of architecturePara 7 & 9: attitude toward possible hositility from without in primitive and modernworldPara 8 &10: attitude toward privacy四．考核要求识记：Words and phrases of this unit1. to whom a good deal of modern architecture is unnerving: discouraging2. a tangible commodity: material3. that could be hefted: lifted for making out the weight4. to attract the custom of a sensible man: business patronage5. If a building's design made it appear impregnable: firm enough6. the institution was necessarily sound: in good condition7. the meaning of the heavy wall…dwelt in the prevailing attitude toward money, rather than in any aesthetic theory: was based on , on8. the most valuable elements are dash and a creative flair for the invention of large numbers: vigor and a creative ability9. the door to the vault, far from being secluded and guarded, is set out: not at all10.the older bank asserted its invulnerability: showed forcefully its freedom from harm11.it is hard to say where architecture ends and human assertion begins: expression of human attitudes12.walls are not simply walls but physical symbols of the barriers in men's minds: fears13.they could feel themselves to be in a delimited space: space with fixed limits14.the undeveloped technology of the period precluded the construction of more delicate walls: made impossible15.the fear of dissolution being the ultimate fear: death16.it has become questionable: not certain17.Men were dirty, prying, vile, and dangerous: nosy, evil18.the rooms faced not out, but in, toward a patio: inner roofless yard19.engaging in the intimate activities of a personal as against a public life: rather than20.The rich intricacies of the decorative arts of the period: complex details21….are as illustrative of this attitude as the walls themselves: illustrate as much22.by the conventions of law and social practice: agreements23.and the same goes for our homes: is true for24.Glass may accomplish this function: perform well25.people who still have qualms about eating…under conditions of high visibility: unpleasant feelings26.walls that will at least give them a sense of adequate screening: privacy due to separation27.the toilette taboo being still unbroken: forbidden practice28.To repeat, it is our changing conceptions of ourselves in relation to the world that determine: In a word, it is our attitudes toward29.The "open plan" and the unobstructed view are consistent with his faith in the eventual solution of all problems: view free from obstruction squarely express领会：1. Comparison and contrasts2. Changes that have occurred in people’s notion of money, in the function of the bank, andaccordingly, in its architectural features — change in the form or design of architecture is the result of a change in people’s attitude.3. Organization and development of the text.简单应用:1. sentence structure and rewriting2. paragraph proofreading综合应用:Paragraph translation from Chinese to English第四章THE LADY，OR THE TIGER？PART I一．学习目的与要求To grasp:1. General introduction of the story — about how justice is administered by a semi-barbaricking.2. Writing skills and style of the text;3. Literary genre: the short story二．课程内容：THE LADY，OR THE TIGER？PART I三．考核知识点：1.Words and phrases of this unit;2.The organization of the text3. Writing skills and style of the text;4. Literary genre: the short story四．考核要求：识记：Words and phrases of this unit1. somewhat polished and sharpened by the progressiveness of distant Latin neighbors: civilized2. whose ideas were still large, florid, and untrammeled, as became the half of him which was barbaric: sweeping, wild, and unrestrained, and so3. He was a man of exuberant fancy: wild and excessive4. he turned his varied fancies into facts: fancies of different kinds5. He was greatly given to self-communing: in the habit of discussing matters with himself6. his nature was bland and genial: gentle and cheerful7. some of his orbs got out of their orbits: subjects did something wrong8. to make the crooked straight, and crush down uneven places: to execute justice9. his barbarism had become semified: reduced to half of what it used to be10.the minds of his subjects were refined and cultured: improved and cultivated11.even the exuberant and barbaric fancy asserted itself: showed its power12.The vast amphitheater…was an agent of poetic justice: perfect13.he owed more allegiance to no tradition than pleased his fancy: stuck to no tradition except that which14.the fiercest and most cruel that could be procured: obtained with effort15.doleful iron bells were clanged: sad16.wended slowly their homeward way: moved over a distance17….should have merited so dire a fate: deserved so terrible18.the most suitable to his years and station: social rank19.to interfere with his great scheme of: to stop20. retribution and reward:, deserved punishment21.dancing maidens blowing joyous airs: tunes22.the wedding was promptly and cheerily solemnized: performed in a manner of formal religious ceremony23.the innocent man, preceded by children: headed24.strewing flowers on his path, led his bride to his home: scattering25.The decisions …were positively determinate: clear26.to witness a hilarious wedding: wedding causing wild laughter27.This element of uncertainty lent an interest to the occasion which it could not otherwise have attained: and this interest could not have been attained in other ways28.the thinking part of the community: those who did not follow the practice blindly in领会：1.Words and phrases of this unit;2.The organization of the text3. Writing skills and style of the text;4. Literary genre: the short story简单应用:1. sentence structure and rewriting2. paragraph proofreading综合应用:Paragraph translation from Chinese to English第五章THE LADY，OR THE TIGER？PART II一．学习目的与要求To grasp:1.Brief review of the background — Part I in Unit four, the semi-barbaric king and his way ofadministering justice.2.Structure of the text3.Psychological description of the princess;4.How does the author create the intensity of situation?5.The unconventional ending with a question and its effect.6.Literary genre: the short story二．课程内容：THE LADY，OR THE TIGER？PART II三．考核知识点：1.Words and phrases of this unit;2. Structure of the text3. Psychological description of the princess;4. How does the author create the intensity of situation?5. The unconventional ending with a question and its effect.6. Literary genre: the short story四．考核要求：识记：Words and phrases of this unit1. fervent and imperious as his own: strong and arrogant2. royal maiden was well satisfied with her lover: princess3. ardor that had enough of barbarism in it: eagerness4. waver in regard to his duty in the premises: falter to execute his power in his own territory5. deed with which the accused was charged had been done: romantic affair6. take an aesthetic pleasure in watching the course of events: enjoy watching with excitement7. admittance: right of entrance8. hum of admiration and anxiety: noise9. Possessed of more power: With10. possessed herself of the secret of the doors: managed to get11.the damsels of the court: unmarried young women of noble birth12. aspiring to one so far above him: desiring earnestly13. those whose souls are one: who understand each other very well14. lead us through devious mazes of passion: helps us get rid of the control of the confusing feelings and emotions of various kinds15.her soul was at a white heat beneath the combined fires of despair and jealousy: she suffered badly from the torture of despair and jealousy16.How often had she started in wild horror: been startled17.in the blessed regions: holy18. futurity: future time19.Her decision had been indicated in an instant: made clear20. anguished deliberation: agonizing self-debating21. presume to set myself up as the one person able to answer it: suppose to regard myself领会：1. Description of the princess, daughter of the semi-barbaric king;2. Her love with enough of barbarism for the young courtier of that fineness of blood and lowness of station3. Her combined fires of despair and jealousy;4. Her decision;5. Structure of the text6. The unconventional ending with a question and its effect.7. Literary genre: the short story简单应用:1. sentence structure and rewriting2. paragraph proofreading综合应用:Paragraph translation from Chinese to English第六章DULL WORK一．学习目的与要求To grasp:1.The organization of the text2. Classical Thetoric二．课程内容：DULL WORK三．考核知识点：1.Words and phrases of this unit;2.The organization of the text;3. Classical Thetoric四．考核要求：识记：Words and phrases of this unit1. assumption that: belief2. eventful lives: lives full of important events3. The opposite is nearer the truth: The fact that people who achieve much are often content with the routine uneventful lives they live4. an unalterable routine: a dull and regular5. transmute trivial impulses into momentous consequences: be inspired by seemingly unimportant sudden ideas for the success in great achievements6. what he can do with physiological pressures and hunger: his capacity to suffer illness and hunger7. vexation: discomfort8. seminal: highly original and influencing the development of future events9. equidistant from：equally distant10. insights: understandings11. inordinate humanness shows itself in the ability to make the trivial and common reach anenormous way: excessive human feature is embodied12. exhausts rather than stimulates: exhausts rather than stimulates creative power领会：1.The organization of the text2.Classical Thetoric简单应用:1. sentence structure and rewriting2. paragraph proofreading综合应用:Paragraph translation from Chinese to English第七章BEAUTY一．学习目的与要求To grasp:1.The organization of the text2.Definition二．课程内容：BEAUTY三．考核知识点：1. Words and phrases of this unit;2. The organization of the text;3. Definition四．考核要求：识记：Words and phrases of this unit1. what we have to call--lamely, enviously--whole persons: helplessly2. it was quite paradoxical: seemingly self-contradictory3.seductive: charming4. One of Socrates' main pedagogical acts was to be ugly: teaching5. we are more wary of the enchantments of beauty: careful about the different aspects of overall excellence6. We …split of--with the greatest facility--the "inside" from the "outside": very easily7. the central place of beauty in classical ideas of human excellence: ancient Greek and Roman8. Christianity set beauty adrift: out of control9. an alienated, arbitrary, …enchantment:, strange and capricious10. Associating beauty with women has put beauty even further on the defensive, morally: questionable in value11. Catholic countries…still retain some vestiges: traces12.of the pagan admiration for beauty:, ancient Greek and Roman13.to the detriment of the notion of beauty: which is harmful to领会：1. The organization of the text;2. Definition简单应用:1. sentence structure and rewriting2. paragraph proofreading综合应用:Paragraph translation from Chinese to English第八章APPETITE一．学习目的与要求To grasp:1.The organization of the text2.Sentence complexity and rhetorical effect3.Allusion: Oscar Wilde, Irish-born writer. Renowned as a wit in London literary circles, heachieved recognition with The Picture of Dorian Gray (1891), a novel. He also wrote plays of lively dialogue, such as The Importance of Being Earnest (1895), and poetry, including The Ballad of Reading Gaol (1898).4.Cultural tip: puritanical device and asceticism Puritan: A member of a group of EnglishProtestants who in the 16th and 17th centuries advocated strict religious discipline along with simplification of the ceremonies and creeds of the Church of England. It can also refer to someone who lives in accordance with Protestant precepts, especially one who regards pleasure or luxury as sinful.5. Definition Through Comparison and Example二．课程内容：APPETITE三．考核知识点：1. Words and phrases of the unit;2. The organization of the text3. Definition Through Comparison and Example四．考核要求：识记：Words and phrases of this unit1. Appetite is the keenness of living: strong desire to live on2. you are still curious to exist: eager3. you still have an edge on your longings: are still driven by strong desires4. taste its multitudinous flavours and juices: numerous5. I don't mean the lust for food: overwhelming desire6. any burning in the blood: any strong desire that you have7. who never got their heart's desire: were never satisfied8. I've always preferred wanting to having: being in the state of wanting something to having something9. the whole toffeeness of toffees: appeal for a child to eat toffees10.imperceptibly diminished: unaccountably11.a particular texture: structure of a substance12.deliberate fasting eating no food on purpose13.appetite is too precious to be bludgeoned into insensibility by satiation: destroyed by over-indulgence in what one likes14.I don't really want three square meals a day: good satisfying15.I want one huge, delicious, orgiastic, table-groaning blow-out: exciting, lavish meal heavyenough to cause the table to groan16.a way of anticipating a rare moment of indulgence: expecting领会：1.The organization of the text2.Sentence complexity and rhetorical effect3.Definition Through Comparison and Example简单应用:1. sentence structure and rewriting2. paragraph proofreading综合应用:Paragraph translation from Chinese to English第九章A RED LIGHT FOR SCOFFLAWS一．学习目的与要求：To grasp:1.The organization of the text2.This part concerns itself with legal English, so words often used in legal documents should bestudied thoroughly. ①Words denoting unlawfulness: illicit illegal lawless unofficial illegitimate criminal unauthorized unlicensed banned prohibited forbidden ②Words denoting people involved in lawsuit: culprit criminal sinner defendant accused offender plaintiff accuser prosecutor suitor ③words used in traffic laws: Double parking speeding speed limit red-light runner3.Evidence二．课程内容：A RED LIGHT FOR SCOFFLAWS三．考核知识点：1. Words and phrases of the unit;2. The organization of the text3. Evidence四．考核要求：识记：Words and phrases of this unit1. law and order: the condition of society in which given rules are respected and obeyed2. millions of Americans are taking increasing liberties with the legal codes: violating more frequently3. outlaw litter: unlawful strewing with rubbish4. illicit noise: noise too loud to be permitted5. motorized anarchy: disorder created by motorists6.a majority of Americans have blithely taken to committing: thoughtlessly been used to7.supposedly minor derelictions as a matter of course: negligence without feeling ashamed8.Scofflaws abounds: people who treat the law with contempt exist in large numbers9.the graffiti-prone: who are prone to cover walls with drawings or writings for fun10.Widespread flurries of ordinances: quantities of commands11.the beer-soaked hooliganism: the disorder of fighting or breaking things committed by excessive beer drinkers12.that plagues many parks: continually troubles13. pot smoker: marijuana addict14.to duck out of public sight to pass round a joint: escape from领会：1.The organization of the text2.Evidence简单应用:1. sentence structure and rewriting2. paragraph proofreading综合应用:Paragraph translation from Chinese to English第十章STRAIGHT-A ILLITERACY一．学习目的与要求：To grasp:1.Author’s definition of STRAIGHT-A ILLITERACY.2.The ability to Understand humor in Western context reflects the degree of culturalassimilation over the years of English learning. Ask students to point out the humors effect of these phrases: reaching its terminal stage providentially protectedthe basic opposing argument.3. Casual analysis二．课程内容：STRAIGHT-A ILLITERACY三．考核知识点：1.Words and phrases of the unit;2.The organization of the text3.Author’s definition of STRAIGHT-A ILLITERACY.4.Casual analysis四．考核要求：识记：Words and phrases of this unit1. a straight-A student: a student who gets A's for all courses taken2. to give him equal time with his widely publicized counterparts: as much attention as paid to those well-known ordinary illiterate people3. a highly articulate student: student who can use language very easily and fluently4. he has been awarded a coveted fellowship: a long-admired sum of money for admittance5. I shall call him, allegorically, Mr. Bright: figuratively6. It…gradually destroys the critical faculties: functions of the mind7. to detect gibberish in his own writing: meaningless talk8. The ordinary illiterate--perhaps providentially protected from college: luckily prevented by their poor ability of learning from entering college9. he is awarded the opportunity to move, inexorably, toward his fellowship: inescapably10.to admire it as profundity: profound matters11. he must grapple with such journals as: try to deal with12.journals bulging with barbarous jargon: full of outrageously meaningless talk or writing13.the pleasure principle: the human instinct of seeking pleasure and avoiding pain14. dichotomize: divide into two part15. bifurcate things: divide into two branches领会：1.The organization of the text2.Author’s definition of STRAIGHT-A ILLITERACY.3.Casual analysis简单应用:1. sentence structure and rewriting2. paragraph proofreading综合应用:Paragraph translation from Chinese to English第十一章ON CONSIGNING MANUSCRIPTS TO FLOPPY DISCS AND ARCHIVESTO OBLIVION一．学习目的与要求：To grasp:1.The organization of the text2.Discuss the impact of the development of science and technology on human history. Theyshould understand that the phrase history becomes now can be interpreted in another way.Associate this essay with Things: The Throw-away Society by Alvin Toffler.3.The rhetorical question二．课程内容：ON CONSIGNING MANUSCRIPTS TO FLOPPY DISCS AND ARCHIVES TO OBLIVION三．考核知识点：1. Words and phrases of the unit;2. The organization of the text;3. The rhetorical question四．考核要求：识记：Words and phrases of this unit1. on consigning manuscripts to floppy discs: putting manuscripts into the care of2. even the impoverished writers have turned to their Wangs: poor writers have begun to seek help from their Wangs3. We should deplore the disappearance of manuscripts: regret deeply4. Can this wobbly plastic reveal the hours: shaky5. beauty was born out of despair: the creation of beauty was the result of painstaking work, so much so that sometimes the writer lost hope6. blear-eyed wisdom was out of midnight oil: wisdom imbued in great works was the result of sleepless nights7. Manuscripts tells us what went on in a writer's soul, how he or she felt during the agony of creation: reveals to us the flow of the writer's thought, the strong passion poured into the hard work of creation8. Edna St. Vincent Millay may have burned the candle at both ends and wondered at its lovelylight: worked hard day and night for perfection and still not sure of it9. the copy with an occasional typo: printing error10.the bold handwriting has substituted a vivid verb for a flabby one: chosen a vivid verb to replace a weak one11.to switch a sentence or two around: to change the positions of a sentence or two12.The archives of a city are often musty collections of scribbled scraps of paper: collections of scribbled pieces of paper giving off odor suggestive of mould领会：1.The organization of the text2. The rhetorical question简单应用:1. sentence structure and rewriting2. paragraph proofreading综合应用:Paragraph translation from Chinese to English第十二章GRANT AND LEE：A STUDY IN CONTRASTS一．学习目的与要求：To grasp:1.The organization of the text2.The collision of different values and traditions, which led to America Civil War much morethoroughly.parison and Contrast二．课程内容：GRANT AND LEE：A STUDY IN CONTRASTS三．考核知识点：1.Words and phrases of the unit;2.The organization of the text3.The collision of different values and traditions, which led to America Civil War much morethoroughly.parison and Contrast四．考核要求：识记：Words and phrases of this unit1. These men were bringing the Civil War to its virtual finish: finish in essence though not formally2. To be sure,: It is true that3.the fugitive Confederate government would struggle desperately: the escaping4. But in effect the war was all over: practically5. the little room…was the scene of one of the poignant, dramatic contrasts in American history: deeply moving6. Back of Robert E. Lee was the notion that: At the back of7. the…concept might somehow survive: in some way8. the age of chivalry: the qualities of knights and institutions and values of the mediaeval Europe9. the rather hazy belief: uncertain。
耶鲁大学心理学导论中英文字幕01
欢迎大家来到心理学导论的课堂I'd like to welcome people to Introduction to Psychology.我是保罗·布罗姆博士My name is Dr. Paul Bloom.是本门课程的教授I'm professor of this course.如果还有同学没领取教室前面的教学大纲If you haven't pick up the syllabus in front of the class请举手示意我Please raise your hand.我们有教学大纲吧Are we... Are we have syllabus?请举手示意我Please raise your hand研究生助教会发给你and the teaching fellow will bring it to you如果你还没领到教学大纲的话If you don't have the syllabus.大家也可以在这个网站上下载教学大纲The syllabus is also available on this website这个网站将会成为你学习本门课程This website will become important to you to的得力助手assist you to take this class.网站上资源里有教学大纲It will include the syllabus我会不定期更新which will occasionally be revised会非常及时well and advance所有的课程资料也会放在网上Also all of the class material will be on the site包括我所展示的幻灯片including copies of slides I'm presenting包括我现在放的这个课件including this slides right now.还有关于练习考试Practice and exam和每一次阅读作业的细节要求and every ditail on the reading assignments所以大家要经常登录这个网站So you have to use this website regularly以获取最新的课程信息to keep in touch with the course今天的课会很简短Today will be a short class只是帮助大家理清本课程的研究方向What I just wanna do today is orient you介绍一下课程tell you what this course is about我知道课程都在预选阶段I know this is a shopping period所以我希望让大家and I'll give you a good sence对课程有一个整体感知what you be in for, if you took this course.首先我会向大家展示I wanna go over本门课程的安排与考核the style of the classes,以及会涉及书目等等the evaluation the readings and so on.接下来我会给出一些And then I'll give you some examples我们会涉及话题的具体实例of some of the specific topics that would be covering.但在我开始之前But before I get started,我要告诉大家这个课程的一点特别之处I have to point out something a little bit unusual about this class我们会被录像We're being filmed.本课程是"耶鲁大学公开视频课程计划"This course is one of the seven courses chosen to begin 的七个实验课程之一the Yale University Open Educational Resourse Vidio Lecture Project那么这也就意味着And what's this means is,在本年度结束时that when the year's over所有的视频录像都会在网上these vidioes well be on the internet,免费对所有人开放free for anybody who wants to see them.希望它能够通过网络传播到各个国家And ideally will be access by people across many different countries为无法通过正常渠道接受大学教育的人们some of them wouldn't normally have access提供便利to the university education我视此为耶鲁之荣I see this is a good and honorable更是对资源的充分利用use of Yale resources.当然这也是耶鲁建立and of course, this is a part of"世界学术霸权"的大计Yale's plan for world domination.因此来自媒体创新中心的So, because of this, Yale University Production Team耶鲁大学节目制作组from the Center of Media Initiatives将会在教室后面全程录制本课程is gonna be taping all the class in there up there.这一计划的目标在于The idea is that让全世界看到真实的耶鲁课堂this should be the as honor truth as possiable让观看录像的人们获得与在座各位and the classroom experence should have centrally be the same同样的知识as they're not there.因此他们需要录制的是课程So there attention to tape the lecture也就是我和后面的幻灯片to tape me and sometimes the slides,而不会拍摄同学们but not tape your faces or voices.所以没有让各位签署授权协议So we're not having you sign the release forms两点需要说明第一Two things, one thing is就我而言我会尽量注意自己的言辞personally, I have to remind myself not to use profanity因为可能会有孩子观看'Cause children maybe watching.所以我会很注意So, I'll try not to do that另一件事情就是Result to another complex thing如果你们坐在第一排If you're in the front roll,或者前几排or second roll or third roll那么你们的头部It's possible that some part of your head,背部甚至脸部your back or even your face都可能被镜头扑捉到might end up on the film.如果你在证人保护计划之内If you're on a witness protection program或者是个逃犯级人物or you're sort of fugitive就尽量不要坐在前排了you probably don't want to sit on the front roll.各位要是现在想换到后排就放心换If people wanna kind of slide back,没关系的that's fine,我不介意as I'm talking好我们可以开始了Okay, we're ready.欢迎大家选择心理学导论这门课程I'd like to welcome people to this course, Introduction to Psychology.我是保罗·布罗姆博士My name is Dr. Paul Bloom.负责教授本门课程I'm professor of this course.本课程旨在让大家And what this is going to be在宏观上对人类心智研究形成基本的认识is a comprehensive introduction to the study of the human mind.因此我们讨论的主题会非常之广泛So, we are going to cover a very, very wide range of topics 其中囊括了大脑儿童语言性including brains, children, language, sex,记忆狂躁厌恶memory, madness, disgust,歧视以及爱恋等等racism and love, and many others.我们将会探讨的问题诸如We're going to talk about things like the proper explanation如何合理解释两性差异for differences between men and women;动物究竟能否学习语言the question of whether animals can learn language;我们作呕究竟因何而起the puzzle of what grosses us out;为何我们有些人会进食过量the problem of why some of us eat too much而我们又该如何阻止and what we could do to stop;为何当人们融入团体时会变得疯狂the question of why people go crazy in groups;我们同样关注research into你能否相信自己的儿时记忆whether you could trust your childhood memories;以及为何抑郁只存在于一部分人中research into why some of us get depressed and others don't.这门课一周两节The style of this is there'll be two lectures a week,也会有指定的阅读材料as well as course readings.要想在这门课中取得好成绩Now, to do well in the course,必须要认真听讲用心阅读指定书目you have to attend both the lectures and do the readings.两者内容会有些重叠There will be some overlap.有时In some cases,讲课的内容与阅读内容紧密相连the lectures will be quite linked to the readings.但部分的阅读内容But there will be some parts of the readings并不会在课上进行讨论that will not find their way into the lectures,也会有一些课堂内容and some lectures--some entire lectures完全与阅读材料无关that will not connect at all to the readings.因此想要学好这门课程So, to pursue this course properly你就必须两者兼顾you have to do both.这也就意味着What this means is that如果你落下了一节课你就要看笔记if you miss a class you need to get notes,你可以向朋友或者身边的同学借来看and so you should get them from a friend or from the person sitting next to you.我会把幻灯片放到网上The slides are going to be made available online.你不用抄我的课件So, one of the things you don't have to do is you don't have to write this down.你可以用自己的方式做笔记You take notes any way you choose,但如果你不想记笔记but if you don't get anything on there也大可直接下载课件it'll be available online.我会把它做成黑白板式上传I'm going to post it in a format which will be black and white方便同学打印and easy to print out所以完全不用担心笔记问题so you don't have to worry about this.但我要强调But again,看课件绝对不可能替代上课attending to the slides is not a substitute for attending class.我们的教材是There's a textbook,彼得·格雷的《心理学》第五版Peter Gray's Psychology, 5th edition,我们的阅读书目是and there's also a collection of short readings,格雷·马库斯主编的《诺顿读本》The Norton Reader edited by Gary Marcus.这是一本非常经典的教材It's an excellent textbook;当然读本也同样精彩it's an excellent collection,要求大家两本书都有and you should get them both.你能够在约克街的迷宫书店买到They're available at Labyrinth bookstore on York Street或者网购or you get them online.告诉大家一个小秘密上一期课我用了I should note that last time I taught the course我指定的教材是马库斯的读本I used the Marcus Reader,上学期马文·春教授指定的是and when Professor Marvin Chun taught his course last semester 彼得·格雷的第五版教材he used Peter Gray's 5th edition textbook.所以会有很多旧书So, there may be a lot of used copies floating around.大家大可以光明正大地拿来用You should feel free to try to get one of those.下面我们来说分数The evaluation goes like this.期中和期末我们各有一次考试There is a Midterm and there is a Final.期末考试不会拖到考试周The Final will not be held in the exam period,因为长假的魅力实在太大because I like to take long vacations.所以我把考试安排在了最后一次课上It will be held the last day of class.题型分为单项选择简答The exams will be multiple choice and short answer,还有填空之类的fill in the blank, that sort of thing.考试前我会把历年真题放在网上Prior to the exams I will post previous exams online,以便大家熟悉考试模式so you have a feeling for how these exams work and so on.还会同时上传复习大纲There will also be review sessions.本课程将于开学后三周开课Starting at the beginning of the third week of class也就是自下下周开始每周一上课that is not next week but the week after on each Monday我会提出一系列问题I'm going to put up a brief question or set of questions,要同学们思考并回答which you have to answer大家的答案要在周五前交给研究生助教and your answers need to be sent to your teaching fellow.周五会将各位研究生助教安排给你们大家And you'll be given a teaching fellow, assigned one, by Friday.这个作业不会很难This is not meant to be difficult.几分钟就能完成It's not meant to be more than five, ten minutes of work,这个作业的目的but the point of the question,要十几到二十分钟完成吧--15, 20 minutes of work,这个作业的目的在于激励大家but the point of the question is to motivate people跟上课程的进度并去阅读材料to keep up with the material and do the readings.这些作业会被评为"及格"或"不及格"These questions will be marked pass, fail.我希望大家在所有的问题上都能及格I expect most everybody could pass all of the questions但这只是想让大家不要掉队督促一下but it's just to keep you on track and keep you going.我们还要写一篇简短的书评There is a book review, a short book review,在临近期末的时候完成to be written towards near the end of the class.我在之后的课上会给大家讲详细的要求I'll give details about that later on in the semester.我还要求你们以被试的身份去参加实验And there's also an experimental participation requirement,下个星期我会给你们and next week I'll hand out一份关于要求的介绍a piece of paper describing the requirement.这项要求的重点在于让你们去亲身体会The point of the requirement is to give you all experience看看心理学到底在研究些什么actually seeing what psychological research is about同时也能够为我们的研究as well as to give us提供数百名的被试hundreds of subjects to do our experiments on.有时会有同学问到The issue sometimes comes up as to如何才能学好这门课程how to do well in the course.下面我来告诉你们该怎样做Here's how to do well.不要缺课Attend all the classes.一定要阅读指定的材料Keep up with the readings.最好是在上课前就已经阅读过指定材料Ideally, keep up with the readings before you come to class.我强烈建议大家建立一些学习小组And one thing I would strongly suggest is to form some sort of study groups,正式的或非正式的都可以either formally or informally.这样在考试之前Have people you could talk to你就能和大家一起讨论when the--prior to the exams or—她拍了下她旁边的人she's patting somebody next to her.希望你能认识他I hope you know him.事实上我会安排大家相互认识And in fact, what I'm going to do,这节课不会了因为这是节试听课not this class because it's shopping period.我不知道下节课会有谁来有什么情况I don't know who's coming next class, or what不过我会在课程开始的时候but I'll set up a few minutes prior,先安排几分钟at the beginning of the class,让你们向前后左右的同学for people just to introduce进行一番自我介绍themselves to the person next to them这样你们就能在这个班里so they have some sort of resource认识一些新同学了in the class.这是一门大班课程Now, this is a large class,如果你并不打算和周围人相互介绍的话and if you don't do anything about it,也就不会有什么人能够认识你了it can be very anonymous.也许你们有些人会选择这种做法And some of you may choose to pursue it that way当然这样做是完全可以的and that's totally fine.但我还是建议你们But what I would suggest you do与我们大家建立些联系is establish some contact with us,不论是和我还是和研究生助教either with me or with any of the teaching fellows,我会在下周向你们介绍研究生助教们and I'll introduce the teaching fellows sometime next week.你们可以在课前或课后与我们交谈You could talk to us at the beginning or at the end of class.如果没有什么特殊情况Unless there are special circumstances,我一般都会至少提前十分钟到教室I always try to come at least ten minutes early,我也愿意在课后和大家一起讨论问题and I am willing to stay late to talk to people.你们可以在我的办公时间来找我You could come by during my office hours,教学大纲上有写我的办公时间which are on the syllabus,你们也可以通过电子邮件跟我预约and you could send me e-mail and set up an appointment.我非常愿意同学生们一起讨论些好的想法I'm very willing to talk to students about intellectual ideas,讨论下学习困难之类的话题about course problems and so on.如果你们在校园里碰见了我And if you see me at some point just on campus,你们可以向我进行自我介绍you could introduce yourself碰见我教的学生我会很开心的and I'd like to meet people from this class.那么我再强调一遍So, again, I want to stress你们可以选择在这门课上默默无闻you have the option of staying anonymous in this class,但是你们也可以选择站出来but you also have the option of seeking out跟我们多多接触and making some sort of contact with us.好了Okay.刚才讲了些课程的规定That's the formal stuff of the course.那这门课讲了些什么呢What's this course about?与其他很多课程不同Unlike a lot of other courses,一些学生是带着非同寻常的动机some people come to Intro Psychology来上心理学导论这门课的with some unusual motivations.也许是你觉得自己疯了Maybe you're crazy所以希望能够不那么疯and hope to become less crazy .也许你想学会如何更好地学习Maybe you want to learn how to study better,想提升你的性生活质量improve your sex life,想为自己释梦interpret your dreams,想多交点交朋友and win friends想学会如何影响他人and influence people.作为选择这门课程的理由Those are not necessarily bad reasons这些倒也并不算太差to take this course,当然除了性这个方面and with the exception of the sex part,这门课实际上还是能够帮助你们this course might actually help you out解决一些问题的with some of these things.科学的心理学研究The study of scientific psychology能让你们更多地了解has a lot of insights of real world与我们日常面对的真实问题有关的relevance to real problems真实的世界that we face in our everyday lives.当这些问题出现的时候And I'm going to try-- and when these issues come up—我会强调这些问题I'm going to try to stress them并让你们试着思考and make you try to think about the extent想想我将讲到的实验室研究to which the laboratory research I'll be talking about对你们日常生活的影响can affect your everyday life:你们是如何学习的how you study,是如何与他人交流的how you interact with people,是如何说服他人去认同别人观点的how you might try to persuade somebody of something else,哪种心理治疗最适合你what sort of therapy works best for you.但实际上我觉得这门课的总体目标But the general goals of this course要比上面的这些更有意思are actually I think even more interesting than that.我所要做的What I want to do is就是向大家介绍在人文领域里to provide a state of the art introduction对最重要主题to the most important topic也就是对我们人类的研究现状that there is: us.人类大脑如何运作How the human mind works,我们如何思考how we think,又是什么让我们变成了现在的样子what makes us what we are.我们将从多个方面来理解这些问题And we'll be approaching this from a range of directions.所以传统上So, traditionally,心理学通常被分为以下五个子领域psychology is often broken up into the following--into five sub-areas:神经科学Neuroscience,通过观察大脑反应来研究心理which is the study of the mind by looking at the brain;发展心理学这是我的主要研究方向developmental, which is the area which I focus mostly on,研究人类是如何成长发育以及学习的which is trying to learn about how people develop and grow and learn;认知心理学cognitive,也许是五个子领域里which is the one term of the five对你们有些人来说最不熟悉的一个领域that might be unfamiliar to some of you,它用计算机方法来研究心理but it refers to a sort of computational approach to studying the mind,通常将心理比作计算机often viewing the mind on analogy with a computer并探究人类如何行动如言语理解and looking at how people do things like understand language,物体辨认游戏等等recognize objects, play games, and so on.还有社会心理学There is social,主要研究人类的群体行为which is the study of how people act in groups,如何与他人交流how people act with other people.最后就是临床心理学And there is clinical,这也许是当人们提到心理学时which is maybe the aspect of psychology最先想到的方面that people think of immediately when they hear psychology,它主要研究心理健康和心理疾病which is the study of mental health and mental illness.我们会涉及以上所有的领域And we'll be covering all of those areas.我们还会涉及一些相关的领域We'll also be covering a set of related areas.我坚信仅仅局限于心理学学科的学习I am convinced that you cannot study the mind是不可能让你有能力去研究人类心理的solely by looking at the discipline of psychology.心理学学科充满了心理如何发展的问题The discipline of psychology spills over to issues of how the mind has evolved.经济学和游戏理论如今已经成为了Economics and game theory are now essential tools理解人类思维和人类行为的重要方法for understanding human thought and human behavior—这些问题涉及哲学计算机科学those issues connecting to philosophy, computer science,人类学文学神学anthropology, literature, theology,以及许多其他的科学领域and many, many other domains.因此这门课程涉及到的方面将相当的广泛So, this course will be wide ranging in that sense.到现在为止我一直都在进行一些概述At this point I've been speaking in generalities我想通过给出五个so I want to close this introductory class我们将会涉及到的一些主题的例子by giving five examples of the sorts of topics来结束这节导论课we'll be covering.我以我们下周一要讨论的主题And I'll start with the topic that we'll be covering作为开始next week on Monday大脑The brain.这是一个大脑This is a brain.实际上这是个特殊人物的大脑In fact, it's a specific person's brain,有意思的是大脑上有个白色的小标记and what's interesting about the brain is that little white mark there.这是个女人的大脑It's her brain.是特丽·夏沃的大脑It's Terri Schiavo's brain.你们能更好地从她的照片上认出她You recognize her more from pictures like that.想象一下这样的情况And what a case like this,某人正陷于昏迷之中where somebody is in a coma,由于脑部损伤而失去了意识is without consciousness as a result of damage to the brain,这是心理活动的生理属性毫无修饰的图解is a stark illustration of the physical nature of mental life.我们所拥有的一切的生理基础The physical basis for everything that we normally hold dear,如自由意志意识道德和情绪like free will, consciousness, morality and emotions,我们的课程将会以此作为开始and that's what we'll begin the course with,讨论生理的东西如何能产生心理活动talking about how a physical thing can give rise to mental life.我们会讨论很多与孩子有关的问题We'll talk a lot about children.这实际上是个特殊的小孩This is actually a specific child.是我儿子扎卡里It's my son, Zachary,我的小儿子my younger son,扮成蜘蛛侠的样子dressed up as Spider-Man,不过这是在万圣节but it is Halloween.不对不是万圣节No, it's not Halloween.这个还是有故事可说的Well, there's more to say about that.我主要研究儿童的发展I study child development for a living我对很多问题都感兴趣and I'm interested in several questions.其中一个便是发展的问题So, one question is just the question of development.这个教室里的所有人都能讲英语Everybody in this room can speak也能听得懂英语and understand English.大家对于这个世界是如何运作的Everybody in this room has some understanding身体是如何运作的of how the world works,多少都有一些了解how physical things behave.大家对于他人对于人类如何行动Everybody in this room has some understanding of other people,都多少有些了解and how people behave.发展心理学家们所关心的问题And the question that preoccupies developmental psychologists 就是我们如何获得这些知识的is how do we come to have this knowledge,特别是and in particular,这其中有多少是固有的how much of it is hard-wired,内在的天生的built-in, innate.又有多少是文化的产物And how much of it is the product of culture,语言的产物或是教育的产物of language, of schooling?发展心理学家们使用了许多巧妙的方法And developmental psychologists use many ingenious methods试图将这些因素分开to try to pull these apart试图找出人性的基本成分and try to figure out what are the basic components究竟是什么of human nature.还有一个连续性的问题There's also the question of continuity.这时的扎卡里To what extent is Zachary, at that age,会在多大程度上一直保持不变going to be that way forever?你的人生又有多少是由命运决定的呢To what extent is your fate sealed?又在多大的程度上可能To what extent could--如果在你五岁的时候我见过你if I were to meet you when you were five years old那我可以描述出现在的你吗I could describe the way you are now?诗人威廉·华兹华斯写道The poet William Wordsworth wrote,"三岁定终身""The child is father to the man,"意思是你可以从孩子儿时的身影中and what this means is that you can see within every child 看出他或她成人后的样子the adult he or she will become.我们会去探索并质疑此话的正确性We will look and ask the question whether this is true.你的人格真会是这样的吗Is it true for your personality?你的兴趣也是这样吗Is it true for your interests?你的智力是这样的吗Is it true for your intelligence?与发展有关的另一个问题是Another question having to do with development什么让我们成为了如今的样子is what makes us the way we are?我们在很多方面都有所不同We're different in a lot of ways.大家的口味不尽相同The people in this room differ according to their taste in food.他们的智商也不同They differ according to their IQs;他们自信还是害羞whether they're aggressive or shy;他们是否喜欢男人女人whether they're attracted to males, females,都喜欢还是都不喜欢both or neither;他们是否擅长于音乐whether they are good at music;他们是政治上的自由派还是保守派whether they are politically liberal or conservative.为什么我们会不同Why are we different?对我们为什么不同的解释又是什么What's the explanation for why we're different?再一次And again,这可以从基因和环境的角度this could be translated in terms of加以理解a question of genes and environment.在多大程度上我们被我们的基因所决定To what extent are things the result of the genes wepossess?在多大程度上我们的个性To what extent are our individual natures the result of被如何抚养所决定how we were raised?在多大的程度上这些区别And to what extent are they best explained可以从相互作用的角度得到最佳的解释in terms of an interaction?一个常见的理论例如One common theory, for instance,是我们的父母塑造了我们的人格is that we are shaped by our parents.这一点被一位英国诗人菲利普·拉金This was best summarized most famously很好地总结了他写道by the British poet Philip Larkin who wrote,他们害了你They mess you up,你爸和你妈your mum and dad.他们不是故意的但事实却如此They may not mean to but they do.他们将他们身上的毛病传给了你They fill you with the faults they had还有灌输了许多其他的毛病and add some extra just for you.他说得对吗Is he right?这是很有争议的It's very controversial.你有一系列的You-- It's been a series of--关于父母在多大程度上起作用a huge controversy in the popular culture在流行文化里是有很大争议的to the extent of which parents matter我们将会在这门课里用很多的时间and this is an issue which will preoccupy us来讲这个问题for much of the course.另一个问题A different question:是什么使一个人如此迷人What makes somebody attractive?这可以在很多层面上问及And this can be asked at all sorts of levels但一个简单的层面就是什么才是好看but a simple level is what makes for a pretty face?这些就是So, these are,根据投票according to ratings,非常迷人的面孔very attractive faces.它们不是真人的面孔They are not the faces of real people.屏幕上面的这些是电脑生成的What's on the screen are computer generated faces一个高加索男性和一个高加索女性的面孔of a Caucasian male and a Caucasian female他们在现实世界中并不存在who don't exist in the real world.但是通过使用电脑合成But through using this sort of computer generation,然后问人们他们觉得这个长相如何and then asking people what they think of this face,那个长相如何what they think of that face,科学家多少了解到scientists have come to some sense怎样才算是迷人的面孔as to what really makes a face attractive,无论是在一种文化下还是跨文化的both within cultures and across cultures.这是当我们谈到社会行为时And that's something which we're going to devote some time to 要花一些时间去讲的东西when we talk about social behavior,特别是当我们谈到性的时候and in particular, when we talk about sex.迷人或是美丽并非仅仅指性Not all attractiveness, not all beauty of course, is linked to sex.比如说熊猫So, pandas for instance,像这只熊猫就是公认的可爱like this panda, are notoriously cute,关于这我并没有什么可说的and I don't have anything to say about it really.这只是一张可爱的图片It's just a cute picture .道德在我们生活中是极为核心的Morality is extremely central to our lives,我们要在大部分课中探讨的and a deep question, which we will struggle with一个深入的问题throughout most of the course,就是善与恶的问题is the question of good and evil,恶与善evil and good.这三张图展示了不同种类的恶These three pictures exemplify different sorts of evil.你可以将此称作机构性邪恶What you could call institutional evil产生于某人残忍地对待他人by somebody behaving cruelly toward somebody else,或许不是出于恶意perhaps not due to malice而是由于她所处的境况而导致but because of the situation that she's in.这是一张奥萨马·本·拉登的照片It has picture of Osama bin Laden,他是个被政治原因所驱使的杀人狂a mass murderer driven by political cause?然后是底下的这个人And then there's this guy on the bottom.有人知道他是谁吗Anybody know who he is?泰德·邦迪谁看出来了Ted Bundy. Who got that?给这位同学一个特写Film that man .不用了No.没错就是泰德·邦迪Ted Bundy, exactly,这就像是在我们去了解and that's like, before we get into诸如邪恶事物的专业知识之前the technical stuff like crazy-evil,我们会先想到and we're going to have to come to terms为什么人们会那样with why some people are like that.同样的情况又再次出现了And again, the same situation comes up.人性究竟是善还是恶Is it part of your nature to be good or bad或者说是否应当更多地归因于所处的环境or is it largely due to the situation that you fall in?有许多非常引人注目的实验And there's a lot of some quite spectacular experiments试图把这两者分开that try to tease that apart.如果我们要谈论恶If we're going to talk about evil,那么我们也应该谈谈善we should also talk about good.这是些众所周知的好人的照片These are pictures of two notoriously good men,奥斯卡·辛德勒和保罗·卢斯赛伯吉纳Oskar Schindler and Paul Rusesabagina,两人在不同的历史时期each who at different times in history冒着生命危险挽救了很多人的生命saved the lives of many, many people at great risk to themselves.大屠杀中的辛德勒Schindler in the Holocaust,以及另外一个人and then the other guy,我不知道他的名字怎么发音in and I can't pronounce his name卢斯赛伯吉纳在卢旺达Rusesabagina, in Rwanda.关于这两个人都有很好的电影And they both had real good movies made about them.但这些例子所表明的就是But what's interesting with these cases is你不可能提前预知you couldn't have predicted ahead of time他们会成为英雄that they would be heroes.。
A SYNTHESIS AND A PRACTICAL APPROACH TO COMPLEX SYSTEMS
A S YNTHESIS AND A P RACTICAL A PPROACH TO C OMPLEX S YSTEMSNicolas BroduDepartment of Computer Science and Software EngineeringConcordia University, Montreal, Quebec, Canada, H3G 1M8Current Affiliation : INRIA Rennes Bretagne Atlantique, 35042, FranceTel: +33 2 99 84 71 51, E-mail: nicolas.brodu@free.frAbstract- This document is both a synthesis of current notions about complex systems,and a practical approach description. A disambiguation is proposed and exposes possible reasons for controversies related to causation and emergence.Theoretical considerations about simulations are presented. A justification is then given for the development of practical tools and techniques for the investigation of complex systems.A methodology for the usage of these tools is finally suggested,illustrated by application examples.Keywords: complexity, emergence, causality, review1IntroductionWhat is a complex system,its main features and properties?What does it mean that something is emergent?Since the advent of modern calculus in the 17th century with Newton and Leibnitz, the dominant philosophy has been that of integration:from the reasoning on an elementary scale we could sum up and obtain global results about a system(for example,movements of planets). Of course some equations describing a system behaviour cannot be integrated,so one cannot find a shortcut that allows a direct computation for a prediction at the higher scale. Even when such a shortcut exists it is not always applicable: Exponential relations for example were sensitive to initial conditions even before the discovery (reviewed by James Gleick [GLEI87]) of Chaos theory,which brought the notion of being locally exponentially divergent and globally bounded at the same time1. Yet, and especially with computers, approximate methods and numerical integrations were developed that can produce reasonable results, and they still form the majority of industrial simulations to date.Another approach is the study of the high-level properties of the system, considering entities defined at a global scale scale,as discussed by Russ Abbott in [ABBO06]. Then one could try modelling these entities and their interactions directly rather than by applying the more traditional integration approach.Some other systems are self-similar at different scales and may be better analysed by yet another method as explained by Benoit Mandelbrot [MAND82]. There are also universal1See also /~crshalizi/notebooks /chaos.html (checked on 2008/16/01)phenomena and global properties that may be observed whatever the underlying equations. So if we now look at the problem top-down any phenomenon that we observe at the system macro-scale but that we cannot somehow relate to micro-states poses a similar problem as before but the other way around.The reasons why a phenomenon defined at a high level cannot be related to low-level properties may be multiple, from simple ignorance of hidden relations to theoretical uncomputability. But whatever these reasons the same practical issue remains between the high-level scale and the underlying micro-scale elements:the phenomenon is then often labelled“emergent”.The notion of emergence has progressed over time, and its history is reviewed by Peter A. Corning in [CORN02]. Refinements about possible reasons for the failure to relate micro and macro properties were proposed, but overall the same idea remains in one form or another.These main ideas may depict a legitimate field of study, but the wide range of application domains they’re supposedly applicable to makes it difficult to synthesize results into a consistent framework. Attempts at creating a theory of emergent phenomena often end up having to define concepts that are specific to that attempt. Consequently,there are as many definitions as frameworks,and no real common theory.And this document is thus not a proposal to create yet another framework.Yet if any progress is to be made on complex systems a formalization is necessary at some point. See for example the proposals by Cosma R. Shalizi [SHAL01] and by Aleš Kubík [KUBI03]. As mentioned above, these mathematical frameworks do not encompass (to date) all aspects that were proposed by other definitions.What is called emergent by some is outside the definition of others. Too broad definitions are rejected because they are either inapplicable or they would include a range of phenomena that we intuitively do not label as “emergent”; while too restricted definitions miss one or another of such phenomena. It is likely that no definition of emergence may satisfyingly correspond to our intuition (this point is explained in Section 2.4.1),and conversely that any successful hypothetical theory on emergence would include counter-intuitive effects.However there is no reason to think that Complexity Science cannot be handled by the traditional approach exemplified by Thomas S.Kuhn[KUHN62]:by using incremental steps, with predictive testing, refinement of the main concepts, that allow to validate or not the maintheories, etc. This is what Kuhn calls normal science, posed as a necessary condition for further ground-breaking discoveries. Jochen Fromm also suggests in [FROM06] that the difficulty to study emergence in a system is equivalent to the difficulty to create a higher-level theory for that system, which is a direct application of normal science in the context of complex systems.At this point what is thus essentially missing is the availability of adequate investigation tools: if a generic theory of complex systems is still out of reach, at least can we build the means to facilitate their analysis and the better characterization of the different processes involved in what we call emergent phenomena. In turn, we might then hope to achieve the desired global formalization step thanks to the result of our better understanding of complex systems.Fortunately we now also have computers and their associated formidable processing power. Some of the best investigation tools will thus take the form of practical algorithms and computer simulations.The next section proposes a review of the domain and what are possibly the main sources of the controversies associated to emergence and complex systems. The goal is not to engage in a philosophical debate about the merits of such or such framework and take position. The goal is to identify what are the main notions and what they entail.This helps avoid controversies, and some well-defined basis is necessary for a sound future work. A contribution concerning computer simulations is also proposed at the end of section 2, concerning how such simulations are adequate for the study of complex systems.Section3then presents an illustration of different possible approaches. The choice was made to concentrate on practical problems: prediction and control in complex systems.In particular,attention is given to top-down global control and bottom-up micro control.It is also explained why formalizing higher-levels as their own independent frameworks can help in increasing this control,as well as why it allows to make reasonable predictions about a system.Finally, it is discussed how to extend these ideas, and a synthesis and generalization is done in section4for further work.2Review of emergence related conceptsThis section reviews different concepts related to emergence. The main goal is to clarify these notions and to pose a framework for the further sections of this document,but this section is also the occasion to synthesize previous work and present an original comprehensive digest. The intent is to remain factual and not to engage in the many controversies surrounding these emergence related concepts.A more engaged theoretical discussion and contribution will be presented at the end of this section,concerning computer simulations. Justification will then be given for the choice of a practical approach for the investigation of emergent phenomena.2.1Review of common notions Emergence does not mean anything in itself, so long as the concept is not clarified.“Deaf dialogues”may be engaged over whether a phenomenon is emergent or not, if both sides do not consider the same definition. This part is divided into three subsections: The basic constituents are presented in Section2.1.1,they form the building blocks for the definitions of Section 2.1.2.These definitions are descriptive only:they may be used to clarify the domain by classifying and qualifying the properties of complexity and emergence, but they have no predictive value(so far).Quantifiable aspects of complexity are described in Section 2.1.3. These quantities are necessarily dependent on some formalization, hence become “reductionist” compared to the holistic concepts presented in the Sections 2.1.1 and 2.1.2. However, they do have a predictive value, and may thus form the most promising approach for a formalized theory of emergence.2.1.1Ingredients for a complex recipeThe notions presented in this subsection form a common basis for complex systems frameworks. These ideas are generic and applicable to many systems.The idea there are Levels of investigation correspond to the intuitive notion that was presented in introduction: That a system can be studied at different scales, or at least at a micro-level and at a global level. When the process can be repeated for yet another level this defines a hierarchy.This notion is not new:Philip E.Agre [AGRE03] reviews and explains the static vs. dynamic hierarchies issue that was presented by Herb A. Simon in [SIMO69], related to how the levels are defined. Russ Abbott [ABBO06] also considers hierarchies and static and dynamic emergence, and these notions are presented in Section 2.1.2. Peter A. Corning [CORN02] proposes an historical perspective where older articles also convey the ideas of hierarchies, especially in the life sciences.In either case there are observed entities made of smaller constituents, and some features of the entities are not easily linked (or reduced) to the constituents. See also the“whole and the sum of parts”next entry.The hierarchical organization of levels occurs when such entities form themselves the basic constituents of yet another larger entity, and so on. For example, a cell, an organ,an organism,a social organization,etc.In the particular context of life sciences John Maynard Smith and Eörs Szathmáry[SS95]explore explicitly the transitions from one level to the other.Yet the boundary between levels is not always very clear,and some constituents may interact at different scales. Alternatively, scope, together with resolution and the states of a system were proposed by Alex J. Ryan in [RYAN06] as better notions: study should then be done onentities defined at their proper resolution in space and time, and whether there are other such entities at the same scale to form a “level” is irrelevant. In this view, the levels themselves could possibly be emergent properties.While attractive, the scope/resolution approach does not solve the main issue of the relations between the components, irrespectively of how they are defined. Yet, Russ Abbott [ABBO06] in particular shows that reasoning on entities directly rather than on global levels solves a number of definition issues and thus clarifies the situation.The notion that there are “levels” of investigation is a handy conceptual tool,but it is unfortunately defined precisely because it allows to pose the question of emergence (higher-level entities are said to emerge from a lower-level), thus forming a circular definition. Jaegwon Kim [KIM99] states that a layered model [..] provides an essential framework needed to formulate the emergentist/reductionist debate. The problem is also that the “layer” defined implicitly by one “emergent” entity may not correspond to the one of another. Hence there is no global layer but rather a continuum of scales with their own properties and entities, defined with respect to other entities at a lower or equal scale.The whole and the sum of parts refer to the statement by Aristotle[CORN02]that both are not identical. By extension, this is the same idea as the one of synergy between components:a higher-level entity comprising lower-level elements is a “whole” that is not just the mere juxtaposition of these elements. A reductionist approach is that the “sum” in “sum of parts” is more complicated than a simple linear combination and thus explains our apparent inability to relate the whole with the parts. Then, since linear relations form only a small fraction of all possible relations2, this explains the apparent universality of the “whole vs part” issue, though there is nothing special going on and the notion is better investigated on a case by case basis. On the holistic side [KAUF93], the parts are said to self-organise due to their relations, but there is also irreducibility of some higher-level function of the whole(consequently this functionalist view is not just a matter of non-linear relations). In any case, “this parts and whole” approach to emergence is perhaps historically[CORN02]the first approach, and it is still a topic of controversy. There are also complications with the notion of causality, which are detailed in Section 2.2.Interactions between the elements must be taken into account, and they must be sufficiently complex so there can be a “whole” which is not just elements side by side. Interaction graphs and networks then define as much of the global “whole”as the elements own nature. Such networks then offer a connection with dynamical systems and graph theory.They can be simulated and their properties can be studied on a large scale (see Andrew Wuensche [WUEN02] and Réka Albert and Albert-László2Stanislaw Ulam compared non-linear mathematics to non-elephant zoology...Barabási [AB02]). John Holland in [HOLL98] models the relations between the elements as constrained generating procedures. Similarly, when the parts can learn and adapt to their environment the system is called a Complex Adaptive System [HOLL98].Open dissipative structures were initially defined in a thermodynamical framework by Grégoire Nicolis and Ilya Prigogine [NP77]. The idea may be extended: so long as the underlying assumptions allow for a definition of a generic notion of energy,and the system under consideration allows that energy to flow, then entities in that system may “use” this energy [ABBO06]. Extensions to this framework are when the entities can store energy and then use that reserve later in time [KAUF00], and when the entities simply use the energy to perpetuate themselves,which then leads to the notion of autonomous structures[ABBO06].Other extensions consider how an autonomous structure may use the output flow in relation to its environment as a mean of action(with the corresponding form of causal relationship,see Section 2.2).The notion of empowerment by Klyubin et al.[KPN05] represents precisely this ability to act on the environment, but also relates it to the feedback the autonomous agent may get from its actions.The notion of energy may be abstracted in a functionalist point of view.For example,in social contexts, energy may be related to available skills, money, or time; In artificial life contexts energy may be CPU execution slots; In discrete dynamical systems energy may be related to a system state change (and its dissipation would be the fusion of trajectories). Generally speaking, energy is functionally defined by the capacity of the entities in the system to use it. Of course this leads to a circular argument.Howard Pattee’s semantic closure concept [PATT95] can also be used as a justification for a separation of the emergent level, when the usage of the energy has an intrinsic signification for the entities in the system (see also the semantic vs syntactic entry in Section 2.1.2). The notion of energy may then be used formally in the higher level.Self-organisation is concerned with the internal structure of a system, and how that structure evolves without external intervention.[KAUF93] proposes that self-organisation is the result of positive feedback loops (see above).The term self-organisation is credited to William Ross Ashby [ASHB56] in a pioneer work on cybernetics, but the notion has now extended to a point where it is ubiquitous. Cosma Rohilla Shalizi presents an extensive effort [SHAL01] to clarify the notion in the context of time series, and equates self-organisation to a rise in statistical complexity (with a working data-based algorithm for computing this value, see the corresponding entry in 2.1.3). Another definition for self-organisation is the state-space description proposed by Francis Heylighen[HEYL01]:self-organisation as the appearance of coherence or correlation between the system’s components is equivalent to the reduction ofentropy, which is in some cases contradictory with the statistical complexity interpretation.There are other definitions,like the positive feedback loop approach previously mentioned.A generally applicable and consensual notion of self-organisation has thus yet to be defined.Hypercycles[ES70]are another name for positive feedback loops, applied in a pre-biotic biological context. Proto-cells in the form of compartments allow different chemicals to concentrate and then react. The feedback loop is when the resultant of one reaction enhances the next, in this case RNA strings are translated to enzymes which catalyse the next reaction. This mechanism is a natural principle of self-organisation and an important hypothesis for the appearance of life [SS95]. Stuart A. Kauffman [KAUF93] makes an argument for autocatalytic cycles and extends the notion to other domains, deriving the notion of an order for free[KAUF95] that would counter the second thermodynamic law and entropy in dynamic systems [KAUF00].Autopoiesis, defined by Varela et al. [VMU74] is the idea of a structure that is: 1. Defined in space, it has a boundary with the external environment. 2.Able to reproduce itself.This is a variation on the theme of autonomous structures and self-organisation applied in a biological setup.The notion has attracted much controversy (related by Barry McMullin in [MULL04]) as to whether it is a suitable model for living entities, and the application of the definition has itself rooted out numerous problems (such as how to define the structure boundary, and what permeability is allowed so it can interact with its environment [BEER04]). However, when viewed in a larger framework of autocatalytic cycles and autonomous structures,the concept rejoins the view [KAUF00] that self-organisation is anterior to evolution and adaptation (See also Arantza Etxeberria [ETXE04]).Synergetics is the name of an inter-disciplinary approach founded by Herman Haken [HW73]. The best definition is perhaps the one given by the Center of Synergetics, headed by Haken himself: Synergetics deals with complex systems that are composed of many individual parts(components,elements)that interact with each other and are able to produce spatial, temporal or functional structures by self-organisation3. The initial topics of investigation were focused on physics,but the field has enlarged and the current domains of research of the institute are brain theory and psychology.As the etymology“science of synergy” suggests, “synergetics” calls preferentially for a holistic approach of emergence. Carlos Gershenson also proposes in[GERS07]a methodology for controlling complex systems that is well suited to this approach.2.1.2Descriptive qualifiers of emergenceThe definitions presented in this section are used to classify the different kinds of complexity, emergence, or 3From http://itp1.uni-stuttgart.de/en/arbeitsgruppen /?W=5&T=1, 2008/01/15properties the entities under investigation should or should not have. However they generally do not bring any predictive power.Nominal emergence refers to a global property that cannot be a micro-property, like the total volume, colour, or temperature of an object. As the etymology suggests no additional assumption is imposed on the emergent notion. Nominal emergence does not refine what are the expected properties for the different levels of investigation. Thus, a nominally emergent phenomenon in a given context might not be considered emergent in another, depending on these contexts particular assumptions. To illustrate the problem let’s consider the example of the colour “green”, which might be associated to a range of wavelengths. But one might be interested in why the object emits these particular wavelengths (at the atomic excitation level for a LED, or through diffraction for a rainbow, etc.); or why “green”was associated to that particular range of wavelengths (which is related to the presence of receptors in human eyes,is green still green for colour-blind people?); or why we semantically associated various hues together in the same “green”concept (there might be cultural variants, so “green” is not a universally defined notion in terms of wavelengths). Nominal emergence just states the micro-macro relationship problem without hinting at the solution.Basic emergence is defined by Aleš Kubík [KUBI03] as a behavior reducible to agent-to-agent interactions without any evolutionary process involved.[...]The environment has no rules of behavior and is changed only by the actions of the agents. [...] Basic emergence then refers to a property of the system that can be produced by interactions of its agents (components) with each other and with the environment and cannot be produced by summing behaviors of individual agents in the environment.This definition is applicable only in contexts where“agent”and“environment”have a signification, and requires that we can somehow measure the behaviour of the agents as well as define the lack of evolution. In the context of [KUBI03] grammars are used for representing the agents and their interactions. It is certainly useful to compare explicitly what are the sum and the whole, but the definition would require some adaptation to be applicable to other contexts.Dynamic and static emergence as introduced by Russ Abbott [ABBO06] refer to whether a temporal aspect is respectively necessary or not for the definition of emergence. For example, diamond and graphite exhibit different statically emergent properties of carbon, like the hardness property. Dynamic emergence is stigmergetic when it involves autonomous entities,with an autonomous entity defined as a self-perpetuating region of reduced entropy that is implementing a dissipative structure’s abstract design[ABBO06](see also the corresponding entries in Section2.1.1).In addition, a requirement is introduced that the emergent phenomenon may be understood in its own terms and that its understanding does not depend on knowing how it isimplemented.This further restricts emergence to functionally irreducible cases with a formal higher-level system on these functions so they can be understood. But then, semantic closure (see below) have to be considered for how these functions and formal system relate together.Syntactic and semantic emergence proposed by Howard Pattee [PATT95] are respectively concerned with the formal and functional aspects of an entity. Given a formal lower-level system, like a grammar, the syntactic emergence refers to how an entity defined at a higher-level of investigation appears in the lower level.The semantic emergence claim is that some function of the entity may not be described within the formal lower-level system. So as to illustrate the notion let’s consider the dictionary example: It may be seen as a directed graph of words, each word pointing to some other words in its definition,with locally ordered graph edges.Yet,the precise meaning of a word is not contained in the dictionary itself,but found only with respect to prior knowledge at the higher level,obtained by how the language is used in practice: If each word is replaced by a sequence number corresponding to the first occurrence of that word in the dictionary the formal directed graph remains the same, but the dictionary becomes completely useless to a human.This leads to the notion of semantic closure, that a higher-level of investigation is only completely defined by considering not only how the entities involved interact, but also by what meaning is associated to the interactions by an external observer or by the entities themselves. The controversy arises in both cases regarding the source of the attribution of the meaning.If it is given by the observer then it is a subjective property, not inherent to the system. Unless the observer is also part of the system, but this is equivalent to the second case that the meaning is given by some of the entities. But then, this introduces another philosophical debate as this assumes that a part of the system has the ability to attribute a “meaning” to another part of the system. Engaging in either debate is out of the scope of this document.More generally, a functionalist approach would use semantic closure to justify the irreducibility of some higher-level function. So, being semantically emergent is possibly simply the bottom-up equivalent of being functionally irreducible in a top-down context. Section 2.2 details the notions of reductionism in relation to causality, and gives possible reasons for the controversies.Weak, medium and strong emergence refer to what form of irreducibility and causal powers are attributed to the emergent entities over the lower-level from which they emerge. This is detailed in Section 2.2.Emergence relative to a model does not consider emergence to be an intrinsic absolute property of a phenomenon,but that it can only be defined by considering this phenomenon with respect to an observer (which could be a formal model for example).Peter Cariani defines it as a functional theory of emergence by giving an account of how new basic functions of the observer – measurements, computations, and controls – can come into being[CARI89].The observer has predictive capabilities, a formalisation of the entities and their functions at the level with which it interacts. Emergence is associated to a divergence between the model formal predictions and what really happens. The case where new observables are necessary to represent new functions in the observer model is called creative emergence, otherwise this is combinatorial emergence4. Note that in this context an observer is really embedded in the system under investigation, as are humans making observations about the world.Which in turn gives another view on the notion of subjectivity,with the associated philosophical controversies.Surprise of the observer has been proposed by Ronald et al. as a condition for emergence [RSC99]. The subject is highly controversial (see [KUBI03]), mainly because of different definitions of what “surprise” means. Arguments on the subject may be classified as to whether the observer is part of the system (surprise = difference from expectation = emergence relative to the observer internal model of the rest of the system) or whether the observer is independent of the system (in which case surprise and emergence are not properly defined within the system).Computational emergence is an attribute applicable to other emergence concepts. It implies the existence of a formal system, that usually allows computation theory. Any emergence definition in this context will have the “computational emergence” attribute. This tells nothing about what properties the computations and formal aspects should have to be entitled “emergent” in the first place, and what other requirements the framework must respect. In particular, this attribute alone does not specify what forms of reducibility are considered, if any. The “computational” attribute for emergence is used by people who propose that the universe is non-computable [CARI89], or that complexity is what cannot be simulated [ROSE98],so as to make the distinction with a thermodynamic emergence that could then be exhibited only by natural phenomena5. On the other side of the argument Digital Physics as proposed by Konrad Zuse [ZUSE69]and Edward Fredkin[FRED90]makes the distinction meaningless.2.1.3Quantifiable aspects of ComplexityUnlike the previous definitions and concepts, the notions in this section are not only descriptive, but do have some kind of predictive power. Hence they may form the basis for a quantitative theory of complex systems, however limited in scope this “reductionist” theory might look in a first time compared to the more elusive holistic concepts. 4This short summary is far from fully rendering the works by Robert Rosen[ROSE98],Peter Cariani [CARI89], and others. I think I have captured the essence of the “emergence from a model” notion, but invite interested readers to refer to the material in [CARI89].5Which is a separate issue from the observer/model topic aforementioned.。
语言引论
推荐
《语言引论》一书是适合所有层次学生的理想教材，包含语言教学的诸多领域，诸如语言学、英语、教育、 外国语言、心理学、人类学、社会学以及英语作为第二语言的教学。继承作者始终如一的写作与出版理念，每一 版本都努力做到最前沿、最完整、内容最丰富，第八版的修订版除了保留面向学生的友善和情趣横生的风格之外， 反映了语言学领域内最新的研究成果。
对语言学各组成部分(语音、音系、词法、句法、语义以及语用学)的最新、流行的导论性介绍。
对美国符号语言学及通过文本体现的其他符号语言的介绍，使读者认识到这些符号语言也具备那些可以通过 口头表达的语言的共同特点，也是真正的语言形式。
每一章的结尾部分都会对重点部分做一总结，并会列出相应的参考书目、进一步研究所需的阅读材料以及相 关练习。
谢谢观看
书中使用的国际音标的用法。
大量简洁的术语注释，详细的索引，都使文章易读易懂。
本书是适合所有层次学生的理想教材，包含语言教学的诸多领域，诸如语言学、英语、教育、外国语言、心 理学、人类学、社会学以及英语作为第二语言的教学。
媒体推荐
最全面的语言学导论，已经成为我的案头书。——约翰·奥森，英国伦敦法律语言研究所所长
语言引论
20xx年北京大学出版社出版的图书
01 内容简介
03 推荐
目录
02 媒体推荐 04 目录内容
《语言引论》是2007年北京大学出版社出版的图书，作者是（美）(Victoria Fromkin)弗罗姆金、（美） (Robert Rodman)、（美）(Nina Hyams)。
内容简介
语言引论每一章的全面更新：新增了沃尔夫假说，神经语言学的最新成果，双语及双语教学的最新资料，句 法处理的新方法，可以反映现代思维方式的语义语用学的新篇章，修订后的社会语言学一章侧重于最新的发现， 另外还有一部分详细介绍了句法变化的问题。
Monetarismversus...
Author’s Signature: Supervisor’s Signature:
Date: Date:
I
PhD’s Thesis
Acknowledgements
First of all, I would like to express my deep gratitude to my Supervisor Professor Luo Neng Sheng for his patience, invaluable assistance, guidance and support. I am honored to have met such a kind and wise man and to be his student.
Since the collapse of the Bretton Woods System, the notion of monetary policy has changed drastically and the majority of the countries adopted different policies which had different effects on their economy and on the economy of other states. The main aim was to counter inflationary pressures, increase the competitiveness by devaluing their currency, or simply controlling exchange rate volatility (fluctuation). All these factors are vital in determining the pace of the economy and since the monetary policy of a state is among one of its top priorities, monetary policy makers are faced with the dilemmas that are the result of these policies. Some states were more successful and some to a lesser extent in adopting dynamic monetary and exchange rate policies.
情境教学法在英语教学中的实践及效果评估
Through situational simulation, students can not only master tourism related vocabulary and expression methods, but also improve their oral expression ability and cross-cultural communication ability.
Creቤተ መጻሕፍቲ ባይዱting multimedia courseware
Teachers can create multimedia courseware to present English knowledge to students in a visual and textual format, improving teaching effectiveness.
Creating Theme Scenarios
Based on the teaching content, design creative and attractive theme scenarios, such as shopping in stores, dining in restaurants, etc., to stimulate student interest.
情境教学法在英语教学中的实 践及效果评估
汇报人:
目
CONTENCT
录
• introduction • The Application of Situational
Teaching Method in English Teaching • Practical case analysis • Effectiveness evaluation methods and result analysis
天域全国名校协作体2024-2025学年高三上学期10月联考英语试题
天域全国名校协作体2024-2025学年高三上学期10月联考英语试题一、阅读理解Adventure. New experiences. Interesting people. Read about other people’s exciting travels around the world with these three books.Is That Bike Diesel, Mate?: One man, one bike and the first Lap Around Australia on Used Cooking Oil by Paul CarterThere are lots of ways to travel around Australia. You could do it by plane, train or car. But author Paul Carter decided to tour the country on a homemade motorcycle that runs on cooking oil. Why? the author worked in the oil industry for many years, and was keen to explore alternative fuels.So, he bought the unusual bike from a group of Australian university students (who had built it themselves)and set off. On route, he has lots of amusing experiences. He almost dies in a crash and he even attempts to break the land speed record for a motorbike running .You Are Awful (But I Like You) Travels Through Unloved Britain by Tim MooreTravel writers usually go to the best destinations. But not Tim Moore. In the book, Tim travels to the worst places in the UK. Follow him as he heads to “the bleakest towns, the worst hotels and the scariest pubs”. And to make matters worse, he does it in the middle of winter. “My primary challenge was to have a good time in places that everyone had said I wouldn’t,” said the author. And he does meet lots of quirky characters and discovers that even Britain’s ugliest parts have an inner beauty.Coasting: A Private Voyage by Jonathan RabanIn 1982, author Jonathan Raban bought a boat and navigated Britain. And this is the book about his adventure. Along the way he gets caught in a few storms, explores seaside towns and even takes his aging parents along for part of the journey. Raban also uses his time at sea to think about how 1980s Britain is changing under Prime Minister Margaret Thatcher.1．What is special of Paul Carter’s travel?A．He breaks the land speed record.B．He uses an unconventional fuel.C．His aging parents accompanies him.D．His motorcycle almost dies in a crash.2．What challenge does TimMoore face while traveling in the UK?A．Searching for alternative fuels.B．Surviving heavy storms at sea.C．Enduring the freezing cold in winter.D．Enjoying himself in unattractive places.3．What do the three books have in common?A．They share practical travel advice for tourists.B．They compare different modes of transportation.C．They explore unique and challenging travel experiences.D．They offer alternative fuel sources and their applications.For 15 years I read the books, took the courses and downloaded the apps to try to become a better person. Nevertheless, none of it helped.I was in my mid-20s when I fell into one of the most toxic relationships of my life. I remember buying my first self-help book, which promised I could be healed of anything. I devoured it in days and was hooked.Over the next 15 years, I bought hundreds of self-help books, courses and apps, and tracked down every self-styled personal improvement expert in the hope that they could teach me how to become happier, more confident and more lovable.Growing up in an environment of addiction and domestic conflict made me vulnerable to the industry’s promises of self-improvement. I believed self-help authors could be the instructors I had never found. My dependency became strong after my father died in 2022. I managed to spend an enormous amount of time reading about how to grieve well instead of doing the right things:sitting with my feelings, allowing myself to cry and processing the loss.My obsession (痴迷) with self-help had become toxic, and something had to give. It started to dawn on me that instead of helping me, the advice was making me feel worse.I talked with a loved one and recognized that in trying to change my life, I was trying to change things that were out of my control. Instead of focusing on who I wanted to become, I hadto quit self-help to learn and accept who I really was. Spending time alone, often walking, and listening to my thoughts without trying to silence or change them helped.Since I quit my self-help cane, I’ve realized that focusing all my energy on improving myself can really suck the joy out of life. It makes happiness conditional:only when I look that way can I be loved. It can also stop me from unconditionally accepting my imperfectly perfect self. After a long time, I am finally coming round to the idea that perhaps I never needed fixing at all. 4．Why did the author become obsessed with self-help materials?A．To escape from her family.B．To overcome personal failures.C．To look for a way to kill time.D．To find guides to better herself.5．What can we learn about the author from Para. 4?A．She often quarreled with her siblings in childhood.B．She became stronger after her father passed away.C．Her upbringing environment greatly influenced her.D．Her long time of reading helped her out of feeling bad.6．What caused the author to quit her obsession?A．The death of her father.B．A conversation with a loved one.C．The suggestion from an instructor.D．An app on self-improvement.7．What does the author want to convey in the text?A．Embracing the true self.B．Focusing on the strengths.C．Seeking professional advice.D．Cultivating the positive thinking.The ocean covers almost three-quarters of the planet. Were all the planet’s water placed over the United States, it would form a column of liquid 132km tall. The ocean provides 3bn people with almost a fifth of their protein (making fish a bigger source of the stuff than beef).Climate and weather systems depend on the temperature patterns of the ocean and its interactions with the atmosphere. If anything ought to be too big to fail, it is the ocean.Humans have long assumed that the ocean’s size allowed them to put anything they wanted into it and to take anything they wanted out. However, changing temperatures and chemistry, overfishing and pollution have stressed its ecosystems for decades.The ocean stores more than nine-tenths of the heat trapped on Earth by greenhouse-gas emissions. Consequently, coral reefs are suffering. Scientists expect almost all corals to be gone by 2050. By the middle of the century the ocean could contain more plastic than fish by weight. Ground down into tiny pieces, it is eaten by fish and then by people, with uncertain effects on human health. Nevertheless, appetite for fish grows: almost 90% of stocks are fished either at or beyond their sustainable limits. The ocean nurtures humanity. Humanity treats it with contempt.Such self-destructive behavior demands explanation. Unarguably, the ocean being subject to a series of laws and agreements, enforcement is hard. Apart from this, two reasons stand out. One is geography. The bulk of the ocean is beyond the horizon and below the waterline. The damage being done to its health is visible in a few liminal places. But for the most part, the sea is out of sight and out of mind. It is telling that there is only a single fleeting reference to the ocean in the Paris agreement on climate change.Second, the ocean is a victim of other bigger processes. The emission of greenhouse gases into the atmosphere is changing the marine environment along with the rest of the planet. The ocean has warmed by 0. 7℃ since the 19th century, damaging corals and encouraging organisms to migrate towards the poles for cooler waters. Greater concentrations of carbon dioxide in the water are making it more acidic, harming creatures such as crabs and oysters, whose calcium carbonate shells suffer as marine chemistry alters.8．What is paragraph 1 mainly about?A．The vastness of the ocean.B．The significance of the ocean.C．The ecosystem of the ocean.D．The climate of the ocean.9．How does the author convey his message in paragraph 3?A．By listing current problems.B．By providing research data.C．By citing expert opinions.D．By comparing different ecosystems.10．Why does the author mention “the Paris agreement on climate change” in paragraph 4?A．To show people often disobey it.B．To tell us people seldom refer to it.C．To remind us the ocean is vital to man.D．To prove ocean protection is overlooked.11．What will the author probably write next?A．How to tap into the ocean.B．How to research into the ocean.C．How to rise to the challenges of the ocean.D．How to raise people’s environmental awareness.In higher education, where meritocracy (任人唯贤)and objectivity are highly valued, one might assume that the alphabetical order of students’ surnames plays no role in determining their academic success. However, recent research suggests otherwise.A study conducted by researchers at the University of Michigan, analyzing over 30 million grading records, reveals a surprising finding: students with surnames that appear earlier in the alphabet tend to receive higher grades compared to their counterparts with later alphabetical placements. This bias is particularly striking in large classes or courses where assignments are submitted digitally through platforms like Canvas, a widely used online learning management system. Systems like this typically arrange student submissions alphabetically by default (系统默认). As a result, students with surnames towards the end of the alphabet, such as those starting with Y or Z, tend to receive lower grades on average compared to their peers with surnames from the beginning of the alphabet.This phenomenon is attributed to an effect known as “sequential grading bias”, which refers to an unintentional advantage or disadvantage that students may face due to the order in which their work is evaluated. For example, job interview candidates who are interviewed later in the day may be rated more harshly compared to those who went earlier. In the context of alphabeticalordering, instructors often begin grading from the top of the list, where surnames starting with letters like A or B appear. This initial advantage can unintentionally influence grading patterns, where early papers might receive more favorable assessments compared to those evaluated later. However, the exams that are graded in the reverse order in which they are submitted may show an opposite trend.Educational institutions and policymakers are encouraged to explore alternative grading strategies that mitigate alphabetical biases. Suggestions include randomized grading orders, nameless submissions, or deliberate efforts to counteract first impressions through diverse evaluation criteria. By addressing these biases proactively, institutions can foster fairer and more inclusive learning environments where student performance is evaluated impartially based on merit rather than surname placement.12．Why does the author mention Canvas in the context of the study?A．To promote the use of digital platforms for academic purposes.B．To highlight the popularity of online learning management systems.C．To emphasize the impact of digital learning platforms on grading biases.D．To demonstrate the diverse grading standards of digital learning platforms.13．In the last paragraph, what does the underlined word “mitigate” mean?A．Complicate.B．Simplify.C．Fuel.D．Reduce.14．According to the text, one suggested alternative grading strategy should be based on_________.A．the student’s surnameB．random grading sequenceC．random first impressionD．the student’s submission time15．Which of the following may be the best title for this passage?A．Inequality Issues via Digital Learning SystemsB．Strategies for Overcoming Bias in Grading SystemsC．Unintended Consequences of Alphabetical GradingD．The Cause of Sequential Grading on Student PerformanceLife is filled with numerous victories and downfalls; what matters is how you tackle each situation. Whether it is your schooling or a serious life struggle, we must learn to turn the page and change our life for the better. 16You might find yourself in a dead end. 17 This will help you mark your future decisions. Everything that you faced until now was just a part of the problem and everything that comes after the line will be part of the solution. Don’t take the whole thing as suffering; instead, it is a learning experience. Make sure that you won’t let anything hold you back and will try to be better each day.When handling a tough situation, you may need some extra help. Connect with people that have gone through the same trials as you have. During the interactions, you will notice the different patterns which made them successful. 18 Their experiences are beneficial to uplifting your spirit and truly help you out.Another amazing approach is to make sensible and favorable choices for yourself. Engaging in battles and struggles is going to be very hard. 19 Picture your goals in your mind and make sensible steps towards them with each passing day. Remember to do what actually works and make sure that nothing stands in your way.The past is a part of your history, but not a part of your destiny. Life moves on and so should we. 20 The new chapter of your life is coming for you.A．Now it’s your turn to think outside the box.B．We must forgive ourselves to begin the next chapter.C．Here’ s how you can create a new chapter in your life.D．What you can do in this situation is draw a mental line.E．However, giving up and being stuck in pain will be even harder.F．Let your tears and sweat water the seeds of your future happiness.G．Besides, you will obtain the motivation you can’t find in yourself.二、完形填空Dress shopping for my thirty-year high school reunion had become very frustrating because I’d gained weight over the years.How could I attend the reunion looking like this? I felt embarrassed and ashamed. I finally 21 on a simple black dress, one size bigger, so it would be 22 and cover my body.That evening I tried on the dress again in front of the mirror at home. The dress looked 23 ! Just then, my husband and son walked in. “Mom, what are you wearing?” My son giggled. “That dress is too big!” My husband 24 .I looked at my 25 once more; I looked like I was wearing a sack. I don’t know what came over me, but I started to laugh 26 happy tears fell. It must have been 27 because we all stood there roaring with 28 .I 29 the dress the next day and I bought a red, 30 dress! This time when I stood in front of the mirror, I couldn’t believe it — I loved what I saw. “Wow, you’re beautiful!” my husband said, when I 31 around to show him.On the day of the reunion I was 32 . I timidly walked into the venue. Just then, one of my friends ran over to hug me. “You look amazing with that cute dress!” she said, excited. That evening I talked, laughed and danced the night away.That was a turning point for me. Since then, I have learned to embrace my body 33 hiding it. I realized later that those dresses I 34 didn’t look bad on my body; it was my lack of 35 that made them look bad. My reflection in the mirror was the reflection of my lack of security.21．A．settled B．worked C．insisted D．took 22．A．straight B．shabby C．loose D．delicate 23．A．amazing B．strange C．elegant D．horrible 24．A．agreed B．argued C．answered D．expected 25．A．mirror B．reflection C．shadow D．size 26．A．when B．unless C．until D．though 27．A．worthwhile B．ambitious C．infectious D．familiar 28．A．anger B．approval C．surprise D．laughter29．A．returned B．withdrew C．ordered D．delivered 30．A．bright-looking B．long-lasting C．fast-updating D．well-fitting 31．A．wandered B．spun C．looked D．sat 32．A．pleased B．nervous C．upset D．frustrated 33．A．instead of B．apart from C．regardless of D．other than 34．A．tried on B．came across C．give away D．turned down 35．A．discipline B．determination C．attention D．confidence三、语法填空阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。
3TraitApproach公开课获奖课件
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2、人格旳类型
Eysenck研究发觉，高度有关 旳特质能够构成更具概括性旳人格 原因——类型，所以他更关心人格 类型，而不是特质。Eysenck最终拟 定了彼此独立旳三个基本维度或 “类型”——外向性、神经质和精 神质。其中外向性和神经质是早期 拟定旳两大人格维度。
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次要特质是指一种人旳某种详细 旳偏好或反应倾向，如偏好某种颜色 旳衣服，闲暇时喜欢收拾房间等等。
显然，某种特质是一种人旳首要 特质，但在另一种人身上却是关键特 质，在第三个人身上可能只是次要特 质。人们一般用关键特质来阐明一种 人旳性格。
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三、 人格旳动力系统
Allport 以为个体走向成熟时， 出现了由外周动机向追求统我（统 我动机）旳转变，虽然用发明性旳 和自发旳能量去实现完全旳成熟。 要摆脱儿时旳动机以取得更为成熟 旳发展，关键在于他提出旳一般性 法则即机能自主性。
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※ P技术是指在不同情境下对 同一种被试在多种变量上旳反应 进行测量、研究旳措施。经过P 技术，能够发觉每个人独有旳特 质，即Allport所谓旳个人特质， 而且能够洞悉个体旳动机变化过 程。
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※ dR技术是指对多种被试在两种 不同情境下在多种变量上旳反应进 行测量，然后对变量间关系加以研 究旳措施。虽然dR技术考虑到了情 境原因如情绪状态和外界环境等原 因旳影响，也有更强旳外部效度， 但dR技术更轻易出现情境抽样误差。
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1、人格发展（统我发展） [续]
道安“五失本”中的文质思想
学科探素Disciplines Exploration道安“五失本"中的文质思想潘红（三亚学院海南•三亚572000）摘要道安提出的“五失本”对翻译理论和实践都有重大意义.在“二失本”即“文”和“质”的问题上，学者态度不一.一些学者认为“五失本”是警策，即认为道安反对“改质从文”，属“质派”；另一些学者则认为“五失本”是原则，即道安赞成“二失本”，是“文派”.笔者从厘走佛经翻译概念入手，考察早期佛经翻译思想史和前人考论，认为不应简单地将道安归为“质派”或“文派”。
关键词道安“五失本”文质佛经翻译中图分类号：B223文献标识码：A DOI:10.16400/ki.kjdkz.2019.04.031The Thought of Literary Quality in Dao*an f s"Five Lost Versions"PAN Hong(University of Sanya,Sanya,Hainan572000)Abstract The"five lost versions"put forward by Dao An is of great significance to translation theory and practice.Scholars have different attitudes on the issue of"two lost sources",namely"literary works"and"quality".Some scholars believe that"five lost versions"is a warning policy,that is to say,Dao An opposes"changing the quality of the text"and belongs to"the quality school";others believe that"five lost versions"is a principle,that is,Dao An supports"losing two foundations"and"the literary school".Starting with defining the concept of Buddhist Sutra translation,the author examines the history of early Buddhist sutra translation thoughts and previous textual criticisms,and holds that Dao An should not be simply classified as a "qualitative school"or a"literary school".Keywords Dao An;"five lost versions";literacy;sutra translation东晋道安提出了“五失本”，其意义和价值为历代翻译家和翻译理论家所承认甚至推崇。
Processability and automaticity
2022.10.18
CONTENT
Processability Theory • Introduction Automaticity Theory • Key constructs • Conclusion • References
INTRODUCTION OF PT
• Processability Theory claims that the mechanisms of the human mind impose constraints on how learners develop the ability to process such linguistic information.
• Processability theory is a theory and a model of second language acquisition( main focus) developed by Manfred Pienemann that touches the linguistic structures that surface in the learning of a second language.
KEY CONSTRUCTS
1. Processing hierarchy theory: the key of processability theory • A kind of language information processing program rated by grade. • The basis is transfer of grammatical information between sentences or phrases. • Eg. She gives him a book.( the grammatical information of the singular third person isR源自PRESENTATIVES OF AT
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D4
Developed
D3
D2
velopmental Level of Followers
How Does the Situational Approach Work?
Focus of Situational Approach
Strengths
Criticisms
Criticisms
• Lack of an empirical foundation raises theoretical considerations regarding the validity of the approach. • Further research is required to determine how commitment and competence are conceptualized for each developmental level. • Conceptualization of commitment itself and why it varies is very unclear. • Replication studies fail to support basic prescriptions of situational leadership model.
Dimension Definitions
D1 D2 D3 D4 Low Competence High Commitment Some Competence Low Commitment Mod-High Competence Low Commitment High Competence High Commitment Low
S4 - Delegating Style
• Leader offers LESS task input and social support; facilitates subordinates’ confidence and motivation in relation to the task • Leader lessens involvement in planning, control of details, and goal clarification • Gives subordinates control and refrains from intervention and unneeded social support
1st Task
Diagnose the Situation Identify the developmental level of employee Ask questions like:
• What is the task subordinates are being
2nd Task
Adapt their Style To prescribed Leadership style in the SLII model
– Directive (task) behaviors – Supportive (relationship) behaviors
Leadership Styles – con’t Dimension Definition • Directive behaviors - Help group members in goal achievement via oneway communication through:
Situational Approach Description, cont’d
(Hersey & Blanchard, 1969)
Definition
• Comprised of both a directive dimension & supportive dimension: – Each dimension must be applied appropriately in a given situation
• Emphasizes adapting style - different situations demand different kinds of leadership • Used extensively in organizational leadership training and development
– Leaders evaluate employees to assess their competence and commitment to perform a given task
Leadership Styles
Definition • Leadership style - the behavior pattern of an individual who attempts to influence others It includes both:
• Prescriptive value. Situational leadership clearly outlines what you should and should not do in various settings.
Strengths, cont’d.
• Leader flexibility. Situational leadership stresses that effective leaders are those who can change their style based on task requirements and subordinate needs. • Differential treatment. Situational leadership is based on the premise that leaders need to treat each subordinate according to his/her unique needs.
– Problem solving
– Praising, listening
S1 - Directing Style
• Leader focuses communication on goal achievement
• Spends LESS time using supportive behaviors
“The Situational approach requires leaders to demonstrate a strong degree of flexibility.”
How Does The Situational Approach Work?
Using SLII model – In any given situation the Leader has 2 tasks:
– Giving directions – Establishing goals & how to achieve them – Methods of evaluation & time lines – Defining roles
Leadership Styles, cont’d. Dimension Definitions
Development Levels
Definition The degree to which subordinates have the competence and commitment necessary to accomplish a given task or activity
High Moderate
• Leadership style must correspond
asked to perform?
• How complicated is it? • What is their skill set? • Do they have the desire to complete the
to the employee’s development level
Application
Situational Approach
Focus
• Assumes that subordinates vacillate along the developmental continuum of competence and commitment • Leader effectiveness depends on – assessing subordinate’s developmental position, and – adapting his/her leadership style to match subordinate developmental level
job?
How Does The Situational Approach Work?
Employee’s Developmental level Leader’s Leadership style
D1
Low Competence High Commitment Some Competence Low Commitment Mod-High Competence Low Commitment High Competence High Commitment
Situational Approach Description (Hersey & Blanchard, 1969) “Leaders match their style to the competence and commitment of subordinates”