Lecture-Mar 14

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麦克斯韦方程讲义说明书

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Sources of electromagnetic fields
Differential form of Maxwell’s equation
Stokes’ and Gauss’ law to derive integral form of Maxwell’s equation
Some clarifications on all four equations

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Moving charge creates magnetic field
－ Typically charge and current densities are utilized in Maxwell’s equations
to quantify the effects of fields:
1. Uniform field
Gauss: Integration over closed surface
= ∙ = ∙ = ∙ ∙ []
- angle between field and normal vector
to surface matters
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ρ = electric charge density – total electric charge per unit volume V
(or =
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=
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()
lim electric
→0
(or =

current density – total electric current per unit area S
= 0
µ0 =permeability of free space

F4-chapter 14

ACCAInstructor: GabrielleChapter 14loan capital•Define companies ' borrowing powers .•Explain the meaning of loan capital and debenture .•Distinguish loan capital from share capital ,and explain the different rights held by shareholders and debenture holders .•Explain the concept of a company charge and distinguish between fixed and floating charges .Chapter 14 loan capital Chapter GuideLoan capitalDebentures ChargesFixed v Floating Registration ReceiversDefine Debentures v SharesChapter 14 loan capital OverviewChapter 14 loan capital1.Define companies' borrowing powers •The power to borrow money is usually expressly stated inthe company’s constitution, where this is not the case it can usually be implied from the trading activities of the company.•2.1 Debentures are a form of loan capital a company can use to raise finance. In strict legal term they are known as‘a written acknowledgement of indebtedness’.•Debentures may be issued in a number of ways: •(a) Single debentures–issued to a single provider, this document sets out the terms of the loan•(b) Debentures issued in series–the loan is raised from several providers, each ranking equally (paripassu)•(c) Debenture stock–finance is raised from thepublic, each owning a proportion of the debt via acertificate, in much the same way as owning shares.The details of the overall loan are set out in aFeature SharesDebentures Status Member Creditor VotingMay vote May not vote Returns Dividends Interest Issued No discount Discounted/par Redemption Restrictions No restrictions Security None Fixed/Floating Liquidation Rank lastRank firstChapter 14 loan capital3. Distinguish loan capital from share capital,andexplain the different rights held by shareholders and debentu holdersLoan CapitalLoan Capital DebenturesDebentures Charges Charges FixedFixed FloatingFloating Chapter 14 loan capital4. Explain the concept of a company charge and distinguish between fixed and floating charges•As noted above a key distinction of debentures is the ability to secure the investment via charges . Security means , that in the event of a company being wound up , the creditor with a secured debt will receive a priority as regards payment over unsecured creditors and shareholders . There are two types of charges available to debenture holders .Chapter 14 loan capital4. Explain the concept of a company charge and distinguish between fixed and floating charges4.1 Fixed charges have the following properties : a )They attach to specific assets upon creation (subject to registration )b )The charged asset may not be disposed of by the companyc )Default on the loan by the company enables the charge holder to sell the asset and recover monies owedd )Upon liquidation fixed charge holders rank firstChapter 14 loan capital4. Explain the concept of a company charge and distinguish between fixed and floating chargesdistinguish between fixed and floating charges4.2 Floating charges have the following properties:a)They do not attach to specific assets upon creation, merely‘hovering’over classes of assetsb)Upon a‘crystallising event’the charge attaches itself to the remaining assets within the charged class c)The company is free to deal in charged assets up to the point of crystallisationd)Upon liquidation the floating charge holders’rank behind fixed charge holders, the liquidator, and otherdistinguish between fixed and floating charges•4.3Any amounts of monies owed to any charge holders not settled by the sale of charged assets become unsecured. Without court approval the Fixed charge holders may appoint a Receiver to take control of the charged asset. Floating charge holders may appoint an administrative receiver in the event of a crystallising event, but whose powers are limited by the Enterprise Act 2003.•5.1 Charges must be registered with the Registrar within 21 days of their creation ; else they become void , rendering the debt unsecured . Assuming this deadline is met , the charges become effective from date of creation – not registration . Charges that are delivered late will only beregistered to the extent that they do not prejudice the rights of other charge holders .Chapter 14 loan capital5. Describe the need and procedure for registering company charges .company charges.•5.2 The strict priority of charges is that fixed charges always rank above floating charges. For example a fixed charge created and registered on a factory in May, would rank before a floating charge created and registered over‘all of the companies assets’in January of the same year.company charges.•5.3 Should a floating charge holder wish to prevent themselves being overtaken by a subsequent fixed charge over the same asset then they can create a Negative Pledge Clause (NPC). As long as the creditor has provided some form of additional consideration, and all subsequent charge holders are informed of the presence of the NPC, it cannot be overtaken by subsequent fixed charges granted over the asset(s).The following charged debentures were issued by a company against overlapping asset(s):1st Mar–fixed charge debenture to A, registered on 14th Mar12th Mar–floating charge debenture to B, registered on 16th Mar24th Mar–floating charge with Negative Pledge Clause to C, registered on 31st Mar28th Mar–fixed charge to X, registered on 31st Mar•RequiredWhat is the order in which these debentures will be repaid assuming the company goes into liquidation?•A floating charge is created on 1 March 200X , and crystallises on 1 October 200X . A fixed charge over the same property is created on 1 September 200X . Assuming both are registered within the prescribed time limits which ranks first ?•A The fixed charge•B The floating charge•C On crystallisation of the floating charge to a fixed charge , both rank pari passu•D The floating charge becomes a fixed charge on Chapter 14 loan capitalLecture example 2Section Topic Summary1Debentures A debenture is a written acknowledgement ofdebt issued by a company in order to raise finance.Debentures may be issued singly, in series, or asdebenture stock. Debentures differ from sharesin the classification of the investors, returns,they can be issued at a discount, can besecured, and they rank higher on liquidation.Section Topic Summary2Charges Charges may be fixed or floating. Fixed charges are a lotmore secure as they attach to assets that cannot bedisposed off, and rank higher on liquidation. Floatingcharges only attach to assets upon a crystallising event.Fixed charges always rank above floating charges, unlessan NPC is created. This is subject to the charge beingsubmitted to the Registrar within 21 days of creation.Late registration will be allowed, but not to the detriment ofcorrectly registered charges.Slide 61You should now be able to attempt the following key questions from the Golden Global Learning Media Practice and Revision Kit.You should now be able to attempt the following key questions from the Golden Global Learning Media Practice and Revision Kit.Chapter 14 loan capitalQuestion practice – end of Chapter。

Lecture_4

Nov-4-02 GAMIT/GLOBK Tutorial 4 9
autcln summary file
• One-way post-fit residual statistics – Only in postfit autcln summary – Gives RMS in mm
• by station and each satellite for a station • Normal values are 3-10 mm • >10 mm is not good
Nov-4-02 GAMIT/GLOBK Tutorial 4 5
Analyzing a solution: bias parameters
• Number of biases fixed – Fixed bias have no sigmas in Q-file – 608 B1L1 SMYC-TBLE 4- 2 0.0000000000 10.0000 \ – 609*B1L1 SMYC-TBLE 4- 5 0.0000000000 2.3133 \ 0.0367 -2.31330402 – The * means not fixed and sigma is given • Adjustments – parameters should not change much
Nov-4-02 GAMIT/GLOBK Tutorial 4 7
autcln output
• autcln.out.Z – full output – automatically compressed – use uncompress or use zcat to view – Lists actions taken by autcln • autcln.prefit.sum • autcln.post.sum – Summaries – Look at these

MARC前处理Mentat介绍

提交作业结果处理 MSC.Mentat on-line help facility includes documentation for all GUI forms and topics.
MAR120, Lecture 4, March 2001 PAT328, Section 3, March 2001
对象选取方盒捡取：要捡取最左边的四个节点，先将鼠标移到1处，按下鼠标左键，移动鼠标至2处，松开鼠标左键，捡取结束
多边形捡取：要捡取最左边的四个节点，先将鼠标移至合适的位置，按下键盘的Ctrl键不松开，移动鼠标，在多边形的每一个角点处，按下鼠标左键，然后松开左键，重复此步，一直到形成封闭的多边形，捡取完成闭环捡取：要捡取最左边的四个节点，先将鼠标移至合适的位置，按下键盘的Ctrl键不松开，按下鼠标的左键不放，移动鼠标直到闭环形成才松开鼠标左键
MAR120, Lecture 4, March 2001 PAT328, Section 3, March 2001
MESH GENERATION菜单
网格生成菜单
ADD：添加功能。根据其所对应的面板，可以添加节点（对应NODES）、单元（对应ELEMS）、点（对应PTS）、曲线（对应CRVS）、曲面（对应 SRFS）、实体（对应SOLIDS）等。 REM：删除功能。 EDIT：编辑功能，注意没有对实体（SOLIDS）的操作。 SHOW：显示信息功能。 BETWEEN NODE：在两节点之间添加一个中间节点。 BETWEEN POINT：在两点之间添加一个中间点。
MENTAT界面
使用鼠标指向:在图形区鼠标有两种操作方式:指向或选取已有对象或要创建对象的位置。 1. 移动指针到所需选择的项目，单击左键选取对象。在图形区单击中间键可以取消上一步操作。有时候用户需要确定多个对象。在图形区单击鼠标右键即可结束多个对象的选择。也可以在菜单区左键单击 END LIST按钮结束多个对象的选择。

大学高级英语第一册Lesson 14Argentia Bay

Rhetorical Devices
The difference between synesthesia and transferred epithet
Synesthesia (通感)
It refers to the mixing of sensations or the stimulation of one sense that produces a mental impression associated with a different sense.
Parallelism & Repetition Haze and mist blended all into gray: gray water, gray sky, gray air, gray hills with a tint of green. (para.1,line 4)
This plain truth, so simple once agreed on, ran a red line across every request, every program, every projection. (page.239, para.4, line. 10)
Background information
Pulitzer Prize:
founded by Joseph Pulitzer (18471911), American newspaper publisher who gave Columbia University $2,000,000 in 1903 for the creation of the Columbia School of Journalism and also the Prizes..

Lecture-12[1]

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Agenda • m-Logistics Service Demo • Web Services Development • Web Service Deployment • Web Service Trouble-shooting • Introduction to Milestone 4 • Course Logistics
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How to create effective UI
User Interface Design, Anna Karpasov 14
Sample early UI wireframe
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Courier
Homepage Notes: • Home base for all couriers, with mix of practical functionality (check-in, my money, jobs, barcode) and “fun” (leaders, ratings) • Notifications at bottom to alert of any important new activity
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WS on the Backend Server
• Java – Axis2/Java – Example: /library/1719 • PHP – WSO2 PHP Framework – Example: /project/wsf/php/2.1.0/docs/ manual.html
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Development Cycle
20
Agenda • m-Logistics Service Demo • Web Services Development • Web Service Deployment • Web Service Trouble-shooting • Introduction to Milestone 4 • Course Logistics

高级英语Lesson14SpeechonHitler’sInvasionoftheU.S.S.R

• 这里的排比强有力地表明了丘吉尔的立场。
7/23/2019
• 5. Why is alliteration used in the speech? Illustrate your point with examples.
• 头韵的使用使文章的节奏感更强，给人留下更深刻的印象。
• Example：I see also the dull, drilled, docile, brutish masses of the Hun soldiery plodding on like a swarm of crawling locusts. 此句中的dull, drilled 和 docile 都以辅音|d| 开头，押头韵，形象描绘出德国士兵那种呆头呆脑，惟命是从的状态
7/23/2019
• III. Paraphrase • Explain the following sentences in your own
words, bringing out any implied meanings:
• 1.I suppose they will be rounded up in hordes.
• Winant said the U.S.A. would follow the same policy.
• 4.If Hitler invaded Hell I would make at least a favorable reference to the Devil in the House of Commons.
• The Nazi regime does not have any ideal or guiding principle at all. What it has is a strong desire for conquest and rule by the Aryan race, the allegedly most superior race in the world.

dating

– Hong Kong and to an extent the United States
• Maximizing the minimum satisfaction
– Western Europe
• Minimizing the maximum difference in mate ranks
– Sweden
Steven Rudich:
3,2,5,1,4 1 1,2,5,3,4 2 2 1
3,5,2,1,4
5,2,1,4,3
4,3,2,1,5
3 1,3,4,2,5 4 1,2,4,5,3 3
4,3,5,1,2
1,2,3,4,5 4
2,3,4
Unstable roommates in perpetual motion.
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3,1,4
2
1,2,4
*,*,*
3
4
Steven Rudich:
Insight
Any proof that heterosexual couples do not break up and reform forever must contain a step that fails in the bisexual case
2,3,4
An Instructive Variant: Bisexual Dating
1
3,1,4
2
1,2,4
*,*,*
3
4
Steven Rudich:
2,3,4
An Instructive Variant: Bisexual Dating
Steven Rudich:

Insight

托福TPO14听力原文

TPO 14 听力原文Conversation 1Narrator:Listen to a conversation between a student and the librarian employee.Student:Hi, I am looking for this book---the American judicial system. And I can’t seem to findit anywhere. I need to read a chapter for my political science class.Librarian:Let me check in the computer. Um… doesn’t seem to be checked out and it’s not onreserve. You’ve checked the shelves I assume.Student:Yeah, I even checked other shelves and tables next to where the book should be.Librarian:Well, it’s still here in the library. So people must be using it. You know this seems tobe a very popular book tonight. We show six copies. None are checked out. And, yetyou didn’t even find one copy on the shelves. Is it a big class?Student:Maybe about Seventy Five?Librarian:Well, you should ask your professor to put some of the copies on reserve. You knowabout the ‘Reserve system’, right?Student:I know that you have to read reserve books in the library and that you have timelimits. But I didn’t know that I could ask a professor to put a book on the reserve. Imean I thought the professors make that kind of decisions at the beginning of the semester.Librarian:Oh… they can put books on reserve at anytime during the semester.Student:You know reserving book seems a bit unfair. What if someone who is not in the classwants to use the book?Librarian:That’s why I said some copies.Student:Ah, well, I’ll certainly talk to my professor about it tomorrow. But what I am gonna dotonight?Librarian:I guess you could walk around the Poli-Sci ----- ‘Political Science’ section and look atthe books waiting to be re-shelved.Student:There are do seem to be more than normal.Librarian:We are a little short of staff right now. Someone qui t recently, so things aren’t gettingre-shelved as quickly as usual. I don’t think they’ve hired replacement yet, so, yeah,the un-shelved books can get a bit out of hand.Student:This may sound a bit weird. But I’ve been thinking about getting a job. Um… I’venever worked at the library before, But…..Librarian:That’s not a requirement. The job might still be open. At the beginning of the semester we were swamped with applications, but I guess everyone who wants thejob has one by now.Student:What can you tell me about the job?Librarian:Well, we work between six and ten hours a week, so it’s a reasonable amount.Usually we can pick the hours we want to work. But since you’d be starting so late inthe semester, I’m not sure how that would work for you. And… Oh… we get paid thenormal university rates for student employees.Student:So who do I talk to?Librarian:I guess you talk to Dr. Jenkins, the head librarian. She does the hiring.TPO 14 Lecture 1 PsychologyNarrator:Listen to part of a lecture in a psychology classProfessor:We’ve said that the term “Cognition” refers to mental states like: knowing and believing, and to mental processes that we use to arrive at those states. So forexample, reasoning is a cognitive process, so it’s perc eption. We use information thatwe perceive through our senses to help us make decisions to arrive at beliefs and soon. And then there are memory and imagination which relate to the knowledge of things that happen in the past and may happen in the future. So perceiving,remembering, imagining are all internal mental processes that lead to knowing or believing. Yet, each of these processes has limitations, and can lead us to hold mistaken believes or make false predictions. Take memory for example, maybe youhave heard of studies in which people hear a list of related words. Ah…, let`s say a listof different kinds of fruit. After hearing this list, they are presented with several additional words. In this case, we`ll say the additional words were “blanket” and “cheery”. Neither of these words was on the original list, and, well, people will claimcorrectly that “blanket” was not on the original list, they’ll also claim incorrectly thatthe word “cheery” was on the list. Most people are convinced they heard the word “cheery” on the original list. Why do they make such a simple mistake? Well, we think because the words on the list were so closely related, the brain stored only thegist of what they heard. For example, that all the items on the list were types of thefruit. When we tap our memory, our brains often fill in details and quite often thesedetails are actually false. We also see this “fill-in” phenomenon with perception.Perception is the faculty that allows us to process information in the present as we take it via our senses. Again, studies have shown that people will fill in informationthat they thought they perceived even when they didn`t. For example, experimentshave been done where a person hears a sentence, but it is missing the word, that lo gically completes it. They’ll claim to hear that word even though it was never said.So if I were to say…er…the sunrise is in the…and then fill to complete the sentence,people will often claim to have heard the word “east”.In cognitive psychology, we hav e a phrase for this kind of inaccurate “filling in of details”--- it’s called: A Blind Spot. The term originally refers to the place in our eyeswhere the optic nerve connects the back of the eye to the brain. There are no photoreceptors in the area where the nerve connects to the eye. So that particular area ofthe eye is incapable of detecting images. It produces “A Blind Spot” in our field vision.We are unaware of it, because the brain fills in what it thinks belongs in its image, sothe picture always appears complete to us. But the term “blind spot” has also takenon a more general meaning--- it refers to people being unaware of a bias that may affect their judgment about the subject. And the same “blind-spot phenomenon”that affects memory and perception also affects imagination. Imagination is a facultythat some people use to anticipate future events in their lives. But the ease with which we imagine details can lead to unrealistic expectations and can bias our decisions.So…er…Peter, suppose I ask you to image a lunch salad, no problem, right? But I betyou imagine specific ingredients. Did yours have tomatoes, Onion, Lettuce? mine did?Our brains fill in all sorts of details that might not be part of other people’s image of asalad, which could lead to disappointment for us. If the next time we order a salad ina restaurant, we have our imagined salad in mind, that’s not necessarily what we’llget on our plate. The problem is not that we imagine things, but that we assume what we’ve imagined is accu rate. We should be aware that our imagination has thisbuilt-in feature, the blind spot, which makes our predictions fall short of reality.TPO 14 Lecture 2 BiologyNarrator:Listen to part of a lecture in a biology class.Professor:Almost all animals have some way of regulating their body temperature; otherwisethey wouldn’t survive extreme hot or cold conditions---sweating, panting, swimmingto cooler or warmer water; ducking into somewhere cool like a burrow or a hole under a rock; these are just a few. And that’s body is colder or warmer than the surrounding environment, because it’s a microclimate.A microclimate is a group of climate conditions that affect the localized area, weatherfeatures like temperature, wind, moisture and so on. And when I say localized, I mean really localized, because microclimates can be, as the name suggests, pretty small, even less than a square meter. And microclimates are affected by hugenumber of other variables. Obviously weather conditions in the surrounding areas are a factor. But other aspects of the location like, um… the elevation of the land, theplant life nearby, and so on, have a substantial effect on microclimates. And of coursethe human development in the area, eh, a road will affect a nearby microclimate. It’salso interesting to know that microclimates thither or near each other can have verydifferent conditions. In the forest for example, there can be a number of verydifferent microclimates close to each other, because of all the variables I justmentioned.Student:So how does a hole in the ground, a burrow, stay cool in a hot climate?Professor:Well, since cold air sinks, and these spots are shaded, they are usually much coolerthan the surrounding area. And these spots are so important because many animalsrely on microclimates to regulate their body temperature. Hmm, for instance, there isa species of squirrel, in the Western part of the United States that can get really hotwhen they were out foraging for food. So they need a way to cool down. So what’dthey do? They go back to their own burrow. Once they get there, their bodytemperatures decrease very, very quickly. The trip to the burrow prevents thesquirrel from getting too hot.Student:But squirrels are mammals, right? I thought mammals regulate their temperature internally.Professor:Mammals do have the ability to regulate their body temperature, but not all can do itto the same degree, or even the same way. Like when you walk outside on a hot day,you perspire, and your body cools itself down, a classic example of how mammal regulates its own body temperature. But one challenge that squirrels face, well manysmall mammals do, is that because of their size, sweating would make them lose toomuch moisture. They dehydrate. But on the other hand, their small size allows themto fit into very tiny spaces. So for small mammals, microclimates can make a big difference. They rely on microclimates for survival.Student:So cold blood animals, like reptiles, they can’t control their own body temperature,so I can image the effect of microclimate would have on them.Professor:Yes, many reptile insects rely on microclimates to control their body temperature. Alot of reptiles use burrows or stay under rocks to cool down. Of course with reptiles,it’s a balancing act. Staying in the heat for too long can lead to problems, but stayingin the cold can do the same. So reptiles have to be really precise about where they spend their time, even how they position their bodies. And when I say the y’reprecise, I mean it--- some snakes will search out a place under rocks of a specific thickness, because too thin a rock doesn’t keep them cool enough, and too thick a rock will cause them to get too cold. That level of precision is critical to the snake formaintaining its body temperature. And even microscopic organisms rely onmicroclimates for survival.Think about this, decomposing leaves create heat that warms the soil; the warm soilin turn affects the growth, the conditions of organisms there. And those organisms then affect the rate of decomposition of the leaves. So a microclimate can besomething so small and so easily to disturbed that even a tiny change can have a bigimpact. If someone on a hike knocks a couple of rocks over, they could be unwittinglydestroying a microclimate that an animal or organism relies on.TPO 14 Conversation 2Narrator:Listen to a conversation between a student and his faculty adviserAdvisor:Hi ，Steven I schedule this appointment, cause it has been a while since we touch this.Student:I know I have been really busy--- a friend of my works on a school a paper. Heasksme if I would like to try to reporting so I did and I really love it.Advisor:Hey…that's sounds great!Student:Yeah… the first article I wrote it was profile of the chemistry professor---the one whose name teacher the year. My article ran on the front page. When I saw my name, I mean my byline in print, I was hooked. Now I know this is what I want to do--- be a reporter.Advisor:Isn't it great to discover something that you really enjoy? And I read that the articletoo? It was very good.Student:To be honest, the articles got a lot of editing. In fact I barely recognized a couple ofparagraphs. But the editor explained why the changes were made. I learned a lot andmy second article didn't meet nearly many changes.Advisor:Sound like you got a real neck for this.Student:Yeah… anyway, I am glad you schedule this meeting because I want to change mymajor to journalism now.Advisor:Um，the university doesn't offer major in journalism.Student:Oh no…Advisor:But….Student:I… I mean… should I transfer to another school, or major in English?Advisor:Er… wait a minute. Let me explain why the major isn’t offered. Editors at t he newspaper… editors… um… I mean when you apply for a reporting job, editors lookat the two things--- they want to see clips, you know, some of your published articles,though also want to try out, though give you an assignment like… covering a price ofconferences some other event, then see if you can craft the story about it, accurately,on dead line.Student:So they don't even to look at my major?Advisor:It is not that they don't look at it… it is… well, having a degree in something otherthan journalism should actually work to your advantage.Student:How?Advisor:Most journalism specialized these days. They only write about science or business ortechnology for example. Is there a type of reporting you think you may like to specialize then?Student:Well… I think it can be really cool to cover the Supreme Court. I mean… theirdecisionaffects so many people.Advisor:That is really a goal worth striving for. So, why not continue major in political science?And as elective, you could take some Pre-Law classes like Constitution Law, and asfor you work on the student newspaper paper, maybe they let you cover some localcourt cases--- once that the student and professor here would want to read about.Student:Do you know of any？Advisor:I do. Actually, there is case involving this computer software program that one of ourprofessors wrote. The district courts decide in if the university entitle to any of ourprofessors' profits?Student:Wah…. I will definitely follow upon that!TPO 14 Lecture 3 AstronomyNarrator:Listen to part of a lecture in an astronomy class.Professor:OK, last time we talked about ancient agricultural civilizations that observed the starsand then used those observations to keep track of the seasons. But today I want to talk about the importance of stars for early seafarers, about how the fixed patterns of stars were used as navigational aids.OK, you’ve all heard about the Vikings and their impressive navigation skills, but theseafaring people of the pacific islands, the Polynesians and the Micronesians,werequite possibly the world’s greatest navigators. Long before the development of, uh,advanced navigational tools in Europe, pacific islanders were travelling from NewZealand to Hawaii and back again, using nothing but the stars as their navigationalinstruments.Um, the key to the pacific islanders’ success was probably their location near the equator. What that meant was that the sky could be partitioned, divided up, much more symmetrically than it could farther away from the equator. Unlike the Vikings,early observers of the stars in Polynesia or really anywhere along the equator wouldfeel that they were at the very center of things, with the skies to the north and the skies to the south behaving identically, they could see stars going straight up in theeast and straight down in the west. So it was easier to discern the order in the sky than farther north or farther south, where everything would seem more chaotic.Take the case of the Gilbert Islands, they are part of Polynesia, and lie very close tothe equator. And the people there were able to divide the sky into symmetrical boxes,according to the main directions, north, east, south and west. And they couldprecisely describe the location of a star by indicating its position in one of those imaginary boxes. And they realized that you had to know the stars in order tonavigate. In fact there was only one word for both in the Gilbert Islands, when youwanted to the star expert, you ask for a navigator.Um, islanders from all over the pacific learned to use the stars for navigation, and they passed this knowledge down from generation to generation. Some of them utilized stone structures called stone canoes, ah, and these canoes were on land, ofcourse, and you can still see them on some islands today. They were positioned as ifthey were heading in the direction of the points on the sea horizon where certain stars would appear and disappear during the night, and, um, young would-benavigators set by the stones at night and turned in different directions to memorizethe constellations they saw, so they could recognize them and navigate… by them later on when they went out to sea.One important way the Polynesians had for orienting themselves was by using zenithstars. A zenith star was a really bright star that would pass directly overhead atparticular latitude…at a particular distance from the equator, often at a latitude associate with some particular pacific island. So the Polynesians could estimate theirlatitude just by looking straight up, by observing whether a certain zenith star passeddirectly overhead at night, they’d know if they have rates the same latitude as a particular island they were trying to get to. Um, another technique used by the Po lynesians was to look for a star pair, that’s two stars that rise at the same time, orset at the same time, and navigators could use these pairs of stars as reference points,because they rise or set together only at specific latitudes. So navigators might seeone star pair setting together. And, uh…would know how far north or south of the equator they were. And if they kept on going, and the next night they saw the pairsof stars setting separately, then they would know that they were at a different degreeof latitude. So looking at rising and setting star pairs is a good technique. Um…actually it makes more sense with setting stars; they can be watched instead of tryingto guess when they’ll rise.Uh, OK, I think all this shows that navigating doesn’t re ally require fancy navigationalinstruments; the peoples of the pacific islands had such expert knowledge ofastronomy as well as navigation that they were able to navigate over vast stretches ofOpen Ocean. Uh, it's even possible that Polynesian navigators had already sailed tothe Americas, centuries before Columbus.TPO 14 Lecture 4 ArcheologyNarrator:Listen to part of the lecture in the archaeology classProfessor:When we think of large monumental structures built by early societies and Egyptianpyramid probably comes to mind. But there are some even earlier structures in theBritish Isles also worth discussing, and besides the well-known circle of massivestones of Stonehenge which don’t get me wrong is remarkable enough, well, otherimpressive Neolithic structures are found there too. Oh, yes, we are talking about theNeolithic period here, also called new Stone Age, which was the time before stonetools began to be replaced by tools made by bronze and other metals.It was about 5000 years ago, even before the first Egyptian pyramid that some of amazing Neolithic monuments---tombs, were racketed at the very size around ironedGreat Britain and costal islands nearby.I am referring particular to structures that in some cases, look like ordinary naturalhills. But we definitely build by humans, well-organized communities of human’s toenclose a chamber or room within stone walls and sometimes with a high, cleverlydesigned sealing of overlapping stones. These structures are called Passage Graves,because in the chamber, sometime several chambers in fact, could only be entered from the outside through a narrow passage way.Michael:Excuse me, professor, but you said Passage Graves. Was this just monument to honorthe dead buried there or were they designed to be used somehow by the living?Professor:Ah, yes! Good question, Michael. Besides being built as tombs, some of these Passage Graves were definitely what we might call Astronomical Calendars, with chambers they flooded with some light on the certain special days of the year, witchmust see miraculous and inspired good dealer of they really just wonder. Butresearch indicates that not just light but also the physics of sound help to enhance this religious experience.Michael:How so?Professor:Well, first the echoes. When religious leaders started chanting with echoes bouncedoff the stonewalls over and over again, it must seem like a whole chorus of other voices, spirits of God maybe join in. But even more intriguing is what physicistscalledStanding Waves. Basically, the phenomenon of Standing Waves occurs when soundwaves of the same frequency reflect off the walls and meet from opposite directions.So, the volume seems to alternate between very loud and very soft. You can stand quite near a man singing in loud voice and hardly hear him. Yet step little further away and voice is almost defining. As you move around chamber, the volume of thesound goes way up and way down, depending on where you are and these standingwaves. And often the acoustic makes it hard to identify where sounds are coming from. It is powerful voices that are speaking to you or chanting from inside your ownhead. This had to engender powerful sense of all Neolithic worshipers.And another bit of physics I played here is something called Resonance. I know physics, but well I imagine you have all below near of top empty bottles and heardsounds it makes. And you probably notice that depending on its size--- each emptybottle plays one particular music note. Or it is the physics might put it, each bottle resonates at a particular frequency. Well, that’s true of these chambers too. If you make a constant noise inside the chamber, maybe by steadily beating drum at certainrate, a particular frequency of sound will resonate. We will ring out intensely,depending on the size of chamber. In some of large chambers though, theseintensified sound may be too deep for us to hear, we can feel it. We are mysteriouslyagitated by a….but it is not a sound our ears can hear. The psychologic al effects of allthese extraordinary sounds can be profound, especially when they seem sodisconnected from human doing drumming or chanting. And there can be observablephysical effects on people too. In fact, the sounds can cause headaches, feelings ofdizziness, increase heartache, that sort of thing, you see.Anyway, what is we experience inside one of these Passage Graves clearly could befar more intense than everyday reality outside which made them very special places.But back to your question, Michael, as to whether these Graves were designed to beused by the living. Well, certainly, we have got to ask economical or calendarfunction. That seems pretty obvious, and I wanna go into more detail on that now.。

外研社《英语初级听力》第14课课文翻译

外研社《英语初级听力》第14课课文翻译Lesson FourteenSection One:Tapescript.Dialogue 1:— I want to fly to Geneva on or about the first.—I’ll just see what there is.—I want to go economy, and I’d prefer the morning.— Lufthansa Flight LH 203 leaves at 0920.— What time do I have to be there？— The coach leaves for the airport at 0815.—我想在一号或一号前后飞往日瓦。

—我来查一下有没有。

—我想要经济舱,最好早上起飞。

—汉莎航空LH 203班机早上9：20起飞。

—我什么时间到那里呢？—大巴会在8：15出发去机场。

Dialogue 2:—You must have some more chicken.—No, thanks. I’m supposed to be slimming.—Can’t I tempt you？—Well, maybe I could manage a very small piece.—你一定得多来些鸡肉—不了，。

我应当减肥了。

—我都劝不动你吗？—好吧，也许我可以吃一小块。

Dialogue 3:—I expect you could do with a cup of tea, couldn’t you？—I’d rather have a cup of coffee, if you don’t mind.— Milk andsugar？— A milky one without sugar, please.—我想你可以喝杯茶，对吗？—如果你不介意的话，我想要一杯咖啡。

—加奶和糖吗？—加奶不加糖，。

高级英语第二册第十四课学习辅导资料

paigns celebrating the Big Apple, those T-shirts with a heart design proclaiming “I love New York,”are signs, pathetic in their desperation, of how the m ighty has fallen. New York City used to leave the bragging to others, for bragg ing w as “bush” Being unique, the biggest and the best, New York didn’t have to assert how special it was.’t the top anym ore, at least if the top is m easured by who begets the styles and sets the trends. Nowadays New York is out of phase with American taste as often as it is out of step with Am erican politics. Once it was the nation’s undisputed fashion authority, but it too long resisted the incom ing casual style and lost its m onopoly. No longer so looked up to or copied, New York even prides itself on being a holdout from prevailing Am erican trends, a place to escape Comm on Denom inator Land.ore and m ore evident. A dozen other cities have buildings m ore inspired architecturally than any built in New York City in the past twenty years. The giant Manhattan television studios where Toscanini’s NBCSym phony once played now sit empty m ost of the time, while sitcoms cloned and canned in Hollywood, and the Johnny Carson show live, preem pt the airways from California. Tin Pan Alley has m oved to Nashville and Hollywood. Vegas casinos routinely pay heavy sum s to singers and entertainers whom no nightspot in Manhattan can afford to hire. In sports, the bigger superdom es, the m ore exciting teams, them ost enthusiastic fans, are often found elsewhere.–being regarded as unfriendly, unsafe, overcrowded, and expensive –but it is m aking som ething of a com eback as a tourist attraction. Even so, m ost Americans would probably rate New Orleans, San Francisco, Washington, or Disneyland higher. A dozen other cities, including m yhom etown of Seattle, are widely considered better cities to live in.any Europeans call New York their favorite city? They take m ore readily than do m ost Americans to its cosm opolitan com plexities, its surviving, aloof, European standards, its alien mixtures. Perhaps som e of these Europeans are reassured by the sight, on the twin fashion avenues of Madison and Fifth, of all those familiar international nam es – the jewelers, shoe stores, and designer shops that exist to flatter and bilk the frivolous rich. But no; what m ost excites Europeans is the city’s charged, nervous atm osphere, its vulgar dynam ism .share of articulate losers, it is also about m ockery, the put-down , the loser’s shrug (“whaddya gonna do?”). It is about constant battles for subway seats, for a cabdriver’s or a clerk’s or a waiter’s attention, for a foothold , a chance, a better address, a larger billing. To win in New York is to be uneasy; to lose is to live in jostling proxim ity to the frustrated majority.e. And though I have lived there m ore than half m y life, you won’t find m e wearing an “I Love New York”T-shirt. But all in all, I can’t think of m any places in the world I’d rather live. It’s not easy to define why.’s pleasures are m uch qualified in New York. You never see a star-filledsky; the city’s bright glow arrogantly obscures the heavens. Sunsets can be spectacular: oranges and reds tinting the sky over the Jersey m eadows and gaudily reflected in a thousand windows on Manha ttan’s jagged skyline. Nature constantly yields to m an in New York: witness those fragile sidewalk trees gamely struggling against encroaching cem ent and petrol fum es. Central Park, which Frederick Law Olm sted designed as lungs for the city’s poor, i s in places grassless and filled with trash, no longer pristine yet lively with the noise and vivacity of people, largely youths, blacks, and Puerto Ricans, enjoying them selves. On park benches sit older people,m ostly white, looking displaced. It has becom e less a tranquil park than an untidy carnival.our of the city, which never beckoned to m e from a distance, but itsopportunity –to practice the kind of journalism I wanted –drew me to New York. I wasn’t even sure how I’d m easure up against others who had been m ore soundly educated at Ivy League schools, or whether I could com pete against that tough local breed, those intellectual sons of immigrants, so highly m otivated and single-minded, such as Alfred Kazin, who for div ersion (for heaven’t sake!) played Bach’s Unaccompanied Partitas on the violin.ost banal and m arketable of one’s talents, still draws m any of the young to New York. That and, as always, the com pany of others fleeing som ething constricting where they cam e from. Together these young share a freedom, a community of inexpensive am usements, a casualliving, and som e rough tim es. It can’t be the living conditions that appeal, for only fond mem ory will forgive the inconvenience, risk, and squalor. Comm ercial Broadway m ay be inaccessible to them, but there is off- Broadway, and then off-off-Broadway. If painters disdain Madison Avenue’s plush art galleries, Madison Avenue dealers set up shop in the grubby precincts of Soho. But the purity of a bohem ian dedication can be exaggerated. The artistic young inhabit the sam e Greenwich Village and its fringes in which the experim entalists in the arts lived during the Depression, united by a world against them. But the present generation is enough of a subculture to be a source of profitable boutiques and coffeehouses. And it is not all that estranged.ost respects from mainland America, but in two areas it remains dominant. It is the banking and the comm unications headquarters for America. In both these roles it ratifies m ore than it creates. Wall Street will advance the m illions to m ake a Hollywood m ovie only if convinced that a bestselling title o r a star name will ensure its success. The networks’ news centers are here, and the largest book publishers, and the biggest m agazines – and therefore the largest body of critics to appraise the films, the plays, the m usic, the books that others have created. New York is a judging town, and often invokes standards that the rest of the country deplores or ignores. A m arket for knowingness exists in New York that doesn’t exist for knowledge.arkets and devising the catchy jingles that will m ove m illions from McDonald’s to Burger king, so that the adagency’s “creative director”can lunch instead in Manhattan’s expense-account French restaurants. The bankers and the admen. The m arketing specialists and a thousand well-paid ancillary service people, really set the city’s brittle tone— catering to a wide American public whose num bers m ust be respected but whose tastes do not have to shared. The condescending view from the fiftieth floor of the city’s crowds below cuts these people off from humanity. So does an attitude which sees the public only in terms of large, malleable numbers— as impersonally as does the clattering subway turnstile beneath the office towers.surprised by the lack of cynicism, particularly am ong the younger ones, of those who work in such fields. The television generation grew up in the insistent presence of hype, delights in much of it, and has no scruples about practicing it. Men and wom an do their jobs professionally, and, like the pilots who from great heights bom bed Hanoi, seem unmarked by it. They lead their real lives elsewhere, in the Village bars they are indistinguishable in dress or behavior from would-be artists, actors, and writers. The boundaries of “art for art’s sake” aren’t so rigid anym ore; art itself is less sharply defined, and those whose paintings don’t sell do illustrations; those who can’ get acting jobs do comm ercials; those who are writing ambitious novels sustain themselves on the m agazines. Besides, serious art often feeds in the popular these days, changing it with fond irony.e the newcom ers find or from their won worlds; Manhatten is m any such words, huddled together but rarely interaction. I think this is what gives the city itssense of freedom. There are enough like you, whatever you are. And it isn’t asnecessary to know anything about an apartm ent neighbor- or to worry about his judgm ent of you- as it is about som eone with an adjoining yard. In New York, like seeks like, and by econom y of effort excludes the rest as stranger. This distancing, this uncaring in ordinary encounters, has another side: in no other Am erican city can the lonely be as lonely.uch m ore needs to be said. New Your is a wounded city, declining in its am enities . Overloaded by its tax burdens. But it is not dying city; the streets are safer than they were five years age; Broadway, which seem ed to be succumbing to the tawdriness of its environm ent, is astir again.enace, the noise, the brusqueness- all confirm outsiders in their conviction that they wouldn’t live here if you gave them the place. Yet show a New Yorker a splendid hom e in Dallas, or a swimming pool and cabana in Beverly Hills, and he will be admiring but not envious. So m uch of well-to-do America now lives antiseptically in enclaves, tranquil and luxurious, that shut out the world. Too static, the New Yorker would say. Tell him about the vigor of your outdoor pleasures; he prefers the unhealthy hassle andthe vitality of urban life. He is hopelessly provincial. To him New York- despite its faults,which her will impat iently concede (“so what else is new?”) — is the spoiler of all other American cities.erican cities to visit first-rate art m useum s, to hear good m usic and see lively experim ental theater, to m eet intelligent and sophisticated people who know how to live, dine, and talk well; and to enjoy all this in congenial and spacious surroundings. The New Yorkers still wouldn’t want to live there.issing is what m any outsiders find oppressive and distasteful about New York –its rawness, tension, urgency; its bracingcom petitiveness; the rigor of its judgm ents; and the congested, dem ocratic presence of so m any other New Yorkers, encased in their own worlds, the defeated are not hidden away som ewhere else on the wrong side of town. In the subways, in the buses, in the streets, it is impossible to avoid people whose lives are harder than yours. With the desperate, the ill, the fatigued, the overwhelm ed, one learns not to strike upcon versation (which isn’t wanted ) but to m ake brief, sy m pathetic eye contact, to include them in the hum an race. It isn’t m uch, but it is the fleeting hospitality of New Yorkers, each jealous of his privacy in the crowd. Ever helpfulness is often delivered as a taunt: a m an, rushing the traffic light, shouts the m an behind him. “ You want to be wearing a Buick with Jersey plates?” — great scorn in the word Jersey, hom e of drivers who don’t belong here.’s definition, New York is m ongrel city. It is in fact the first truly international m etropolis. No other great city- not London, Paris, Rom e or Tokyo- plays host (or hostage) to so m any nationalities. The m ix is m uch wider- Asians, Africans, Latins - that when that tumultuous variety of European crowded ashore at Ellis Island.The newcom ers are never fully absorbed, but are added precariously to the undigested many.20 New York is too big to be dom inated by any group, by Wasps or Jews or blacks, or by Catholics of m any origins —Irish, Italian, Hispanic. All have their little sovereignties, all are sizable enough to be reckoned with and tough in asserting their claim s, but none is powerful enough to subdue the others. Characteristically, the city swallows up the United Nations and refuses to take it seriously, regarding it as an unworkable m ixture of the idealistic, the impractical, and the hypocritical. But New Yorkers them selves are in training in how to live together in a diversity of races- the necessary initiation into the future.education in sights and sm ells. There is wonderful variety of places to eat or shop, and though the m ost successful of such places are likely to touristy hybridcom prom ises, they too have genuine roots. Other Am erican cities have ethnic turfs jealously defended, but not, I think, such an adm ixture of groups, thrown together in such jarring juxtapositions . In the sam e way, avenues of high-rise luxury in New York are never far from poverty and m ean streets. The sadness and fortitude of New York must be celebrated, along with its treasures of art and m usic. The com bination is unstable; it produces friction, or an uneasy forbearance that som etimes becom es a real toleration.es a m atter of alternating m oods, often inthe sam e day. The place constantly exasperates , at times exhilarates . To m e it is the city of unavoidable experience. Living there, one has the reassurance of steadily confronting life.(from the Atlantic, Sept. 1978)NOTES1. Griffith: Thom as Griffith (1915--), Am erican writer and editor. Since 1974 he has been press colum nist, Time magazine; staff contributor, For-tune magazine; colum nist, Atlantic Monthly. He is an uprooted westerner who now calls New York hom e. Publications: The Waist-High Culture; How True? --A Sceptic 's Guide to Believing the News.2. the Big Apple: any large city; specifically New York City3. bush: rustic, countrified, belonging to sm all towns4. Comm on Denom inator Land: uniformity, comm onness, sam eness, the m onotonous, the hum drum5. sitcom s: situation com edies; a radio or television series that involves a continuing cast of characters in a succession of unconnected episodes6. cloned: grown like a clone, all the descendants being derived asexually from a single individual. Cloned and canned: produced and packed, all ready for immediate consum ption (showing).7. Johnny Carson: a m an who runs a late night talk show8. Nashville: Capital of Tennessee State, center of rock-and-roll9. Vegas: sam e as Las Vegas. See text I, exercise I.10. superdom es: extra big sport stadiums11. convention city: city where conventions (assem blies of m embers or delegates of a political, social, professional, or religious group) are regularly held.12. Madison: Madison Avenue13. Fifth: Fifth Avenue, fam ous for fashionable shops14. Whaddya gonna do?: What are you going to do? Connoting a cool lack of concern; indifference; nonchalance.15. Jersey: Jersey City16. Ivy League schools: referring to prominent north-eastern universities in the U.S., such as, Cornell, Harvard, Yale, Princeton, Colum bia and others. It connotes a certain degree of wealth, sophistication, re finem ent, social prominence, and the like.17. Kazin: Alfred Kazin (1915)), Am erican critic. Publications: On Native Grounds ; The Inm ost Leaf; Contemporaries ; and Bright Book of Life.18. Commercial Broadway: The New York comm ercial theater or entertainment industry19.off-off-Broadway: an avant-garde theatrical m ovem ent in New York that stresses untraditional techniques and radical experim entation. Its relation to off-Broadway being analogous to the relation of off-Broadway to Broadway.20. Soho: a district in New York. By the early 1970s the artist colony had shift- ed from Greenwich Village to Soho.21. best-selling title: title of best-selling books22. star nam e: nam e of star actor or actress23. networks: radio and television networks24. McDonald's : McDonald' s chain restaurant selling hamburger25. Burger King: a chain restaurant whose specialty is hamburger26. lunch in expense-account French restaurants: to lunch in expensive French restaurants with the bill being paid by the com pany or em ployer27. hype: extravagant prom otional advertising28. popular: pop art; a realistic art style, using techniques and popular subjects adapted from commercial art and the mass communications m edia29. Beverly Hills: city in California, surrounded by Los Angeles, fam ous for luxurious hom es of rich Hollywood actors and actresses30. So what else is new?: there is nothing new in what you say; connoting the listener is not im pressed nor interested31. You want to be wearing a Buick with Jersey plates?: Do you want to be knocked down by a car carrying a Jersey license plate? Connoting that the m an should have som e pride in being a New Yorker and not let him self be run over by a car from Jersey.32. touristy hybrid com prom ises: a m ixture of different racial characteristics which attracts tourists33. ethnic turfs: districts or areas inhabited by foreign-born Am ericansAims1)Im proving students’ability to read between lines and understand the text properly;2)Cultivating students’ability to m ake a creative reading;3)Enhancing students’ability to appreciate the text from different perspectives;4)Helping students to understand som e difficult words and expressions;5)Helping students to understanding rhetorical devices;6)Encouraging students to voice their own viewpoint fluently and accurately.Teaching Contents1)Background Knowledge2)Exposition3)Detailed Study of the Essay4)Organization Pattern5)Style and Language Features6)Special Difficulties课文讲解部分1. Background Knowledge1) About the author Thom as Griffith2) About New York City2. Exposition/~arnetha/expowrite/info.html3. Detailed study on Loving and hating New YorkPara.1-5 General introduction — setting forth the present status of New York in the United States and in the eye’s of foreignersTask: Collect evidence to show that “ How the m ighty has fallen.”New York = Big Apple = Mighty—Advertising campaigns publicly praise New York;—Many New Yorkers wear T-shirts with a heart design and the works “ I love New York”—New York is trying desperately to regain her lost prestige and status.Para.2-3: New York: Yesterday & TodayNew York CityYesterday TodayTop, highest, biggest isn’t any m oreLeading city sets styles and trends of nation out of phase with ______ as out of step withUndisputed fashion authority lost its undisputed leadershipLooked up to and im itated no longer so“Nowadays New York is out of phase with Am erican taste “—Nowadays New York connot understand nor follow the taste of the Am erican people and is often in disagreem ent with American politics.“No longer so looked up to or copied, New York even prides itself on being a holdout from prevailing American trends” —Since New York is no longer looked up to or copied as the undisputed fashion authority, it now boasts that it is a city that resists the prevailing trends (styles, fashion) of America, that it is a place where people can escape from uniformity and comm onness.Question:1) From where we can see New York’s deficiencies as a pacesetter are m ore and m ore evident?—Building—Manhattan television studios—Tin Pan Alley—Hiring singers and entertainers—Sports2) The technique used to support author’s view is___________.Para.4: New York: in the eyes of AmericansCom eback: 1 a : a sharp or witty reply : retort b : a cause for com plaint 2 : a return to a form er position or condition (as of success or prosperity) :recovery, revival Para5 New York: in the eyes of foreigner.Question: Why do m any Europeans call New York their favorite city?—Cosm opolitan complexities—European standards—Mixture of m any foreigners—Many jewelers, shoe stores and designers shops—Familiar international nam es—Tense, restless atm osphere; its energetic pulse“… and designer shops that exist to flatter and bilk the frivolous rich.”These shops are set up to cheat and gratify the vanity of the silly rich peoplePara 6 New York: energy, contention and strivingConvention: angry disagreem entStriving: trying very hard to achieve or to defeat the othersPut-down: ( inform al) a remark or criticism intended to m ake the others feel stupid (令人难堪的话，噎人的话)“To win in New York is to be uneasy; to lose is to live in jostling proxim ity to the frustrated majority.”— A person who wins in New York is constantly disturbed by fear and anxiety ( because he is afraid of losing what he has won in the fierce competition); a person who loses has to live am ong the defeated, who are in the m ajority in New York.Para.7: New York in author’s eyes.“New York was never Mecca to m e”Rhetorical devices em ployed in this sentence are: __________ and ___________.The author com pares New York to Mecca; and Mecca is standing for _______________.A place of holy pilgrimage, of a place one yearns to go.Para 8: New York: NatureQuestions:1) The topic sentence is ___________________.2) The rhetorical device employed in “ Nature constantly yields to m an in New York” is __________.3) Are there any other places uses the sam e rhetorical device as m entioned above? What’s the function of it?Para.9 New York: Opportunities & uncertainnessQuestions:1) What do “Ivy League Schools” refer to?2) Why did writer go and live in New York?Para.10: New York : in young people’s eyesQuestion: Why do young people still go to New York?—testing themselves—unwilling to surrender to their m ost comm on and easily sold talents—the fierce competition and challenge—standards of excellence dem anded“But the purity of a bohem ian dedication can be exaggerated.”—But a pure and wholehearted devotion to a Bohem ian life style can be esaggerated. “But the present generation is enough of a subculture to be a source of profitable boutiques and coffeehouses.”As these young writers and artists have distinct cultural patterns of their own, m any businessm en open up profitable boutiques and coffeehouses to cater to their special tastes and interests.“And it is not all that estranged” “It” probably m eans _______________.Para.11: New York: A judging town“A m arket for knowingness exists in New York that doesn’t exist for knowledge.”—In New York, a shrewd understanding or ability to appraise things is appreciated and paid for and skill and learning by themselves are not considered valuable.Para12: New York: An advertising CenterQuestion:1) The rhetorical device used in “The condescending view from the fiftieth floor of the city’s …” is _________. And “ The condescending view is the view of __________.2) In sentence “So does an attitude which sees….” The author com pares ______ to ______.Para 13: New York : Lack of cynicismTask: Collect evidence to show New York is lack of cynicism In sentence “ Men and wom en do their jobs professionally and, like pilots who from great heights bombed Hanoi …” the author compares_______ to ______.Para 14: New York: FreedomWhat gives the city its sense of freedom?Para 15: New York: Wounded not dyingAmenity: the attractiveness and value of real estate or of a residential structureTo succum b to: to fail to resist an attack, illness, temptationPara 16-18: New York: N ew Yorkers’ LoveNew Yorker who sees all the faults of the city still prefer to live in New YorkNew York’s faults:—Trash-strewn streets—Unruly school—Uneasy feeling or m enace—The noise—The brusqueness“He is hopeless provincial”—He will always be a New Yorker. His attitude towards and his love for New York will never change“New York … is the spoiler of all other American cities”—New York has spoiled all the other American cities for him.Para 19-10 New York: International MetropolisWhy is New York called an international m etropolis?Para.22: Loving and Hating New York1. exasperate: to excite the anger of; to cause irritation or annoyance to2. exhilarate: to m ake cheerful; to excite“The place constantly exasperates, at times exhilarat es.”—New York constantly irritates and annoys very m uch but at tim es it also invigorates and stimulates.Oral practice: Talking about the following questions:1. What is the main them e of this article? Where is it specifically stated?2. What technique does the writer use to develop his m ain them e? Is the technique effective? Cite exam ples.3. Comm ent on the diction of the writer. Pick out term s and phrases that you think are peculiarly American.4. Does the writer really both love and hate New York? Cite exam ples to back up your analysis.5. How m any paragraphs would you regard as being the introductory paragraphs. Why?6. What is the topic sentence of paragraph 8? How is the paragraph developed?7. Explain fully the following sentence from paragraph 11: “A m arket for knowingness exists in New York that doesn’t exist for knowledge.”8. Pick out som e figures of speech which you think the writer has usid m ost effectively. Cite your reasons.Paraphrase:1. Nowadays New York is out of phase with American taste (Para 2)2. New York even prides itself on being a holdout from prevailing American trends. (Para 2)3. Sitcom s cloned and canned in Hollywood, and the Johnny Carson show live, pre-empt the airwaves from California (Para 3)4. It is m aking som ething of a com eback as a tourist attraction (Para 4)5. To win in New York is to be uneasy (Para 6)6. Nature’s pleasures are m uch qualified in New York. (Para 8)7. The city ‘s bright glow arrogantly obscures the heavens (Para 8)8. But the purity of a bohem ian de dication can be exaggerated. (Para 10)9. In both these roles it ratifies m ore than it creates. (Para 11)10. The television generation grew up in the insistent presence of hype (Para 13)11. Those who are writing am bitious novels sustain them selves on the m agazines. (Para 13)12. Broadway, which seem ed to be succum bing to the tawdriness of its environm ent, is astir again (Para 15)13. He prefers the unhealthy hassle and the vitality of urban life (Para 16)14. The defeated are not hidden away som e where else on the wrong side of town. (Para 18)15. The place constantly exasperates, at tim es exhilarates. (Para 22)4. Organization Pattern1) The thesis: Loving and hating New York or m ore specifically: Loving and hating New York becom es a m atter of alternating m oods, often in the sam e day.2) The thesis developed by both objective and em otional description of New York and the life and struggle of New Yorkers3) The structural organization of this essay: clear and sim ple5. Style and Language Features1) Full of Am erican English terms, phrases and constructions.T-shirtholdoutcom ebackput-downexpense-accountadmanhigh-risemeasure up2) Use of various rhetorical devices:metaphorpersonificationmetonym ytransferred epithetalliterationsim ilesynecdocheironyeuphem ism/carroll/faq3.htmlto6. Special Difficulties1) Identifying and understanding Am ericanisms in this essay2) Som e terms/phrases/structuresout-of-phasetelevision generationeconom y of effortwrong sidesitcom s cloned and cannedMeccameasure up againstIvy League schoolscommercial Broadway/off-Broadway/off-off-Broadway Madison Avenue/Wall Streetlike seeks likeWasps词汇(Vocabulary)bush (adj.) : rustic，countrified，belonging to small towns粗俗的；乡土气的；乡下的beget (v.) : bring into being；produce使产生，引起，招致holdout (n.) : [Americanism]a place that holds out [美语]坚固据点deficiency (n.) : the quality or state of being deficient; absence of something essential；a shortage 缺乏，缺少，欠缺；缺陷，不足之处pacesetter (n.) : a person that leads the way or serves as a model标兵sitcom (n.) : [口]situation comedy的缩略clone (v.) : derive all the descendants asexually from a single individual无性繁殖preempt (v.) : radio and TV]replace(a regularly scheduled program)[广播、电视]先占，先取得casino (n.) : a public room or building for entertainments．dancing，or，now specifically，gambling 俱乐部，娱乐场；(现尤指)赌场nightspot (n.) : nightclub夜总会bilk (v.) : cheat or swindle；defraud欺骗，蒙骗dynamism (n.) : the quality of being energetic，vigorous，etc．推动力；活力，精力，劲头put—down (n.) : [American slang]a belittling remark or crushing retort[美俚]贬低的话；反驳；无礼的回答foothold (n.) : a secure position from which it is difficult to be dislodged立足点，据点jostle (v.) : bump or push，as in a crowd；elbow or shove roughly(在人群中)拥挤；用肘推；撞proximity (n.) : the state or quality of being near；nearness in space，time，etc．最近；接近；(地方，时间等)最接近obscure (v.) : darken；make dim使黑暗；使朦胧tint (v.) : give a color or a shading of a color to着上(淡)色gaudy (adj.) : bright and showy, but lacking in good taste；cheaply brilliant and ornate华丽而俗气的，炫丽的。

高级英语第一册lesson14课

Prepositional phrases
Phrases that begin with a preposition and describe a relationship between the subject and another part of the sentence. For example, "The book (subject) is on the shelf (prepositional phrase)."
The adjective benevolent is often used to describe actions or people that are kind or compassionate, such as benevolent acts or benevolent individuals.
要点二
Evaluation of arguments
Readers are challenged to evaluate the validity of the arguments presented in the text, considering different perspectives and possible counterarguments.
The text also considers the current social and cultural context, discussing how technology fits into modern society and its role in different fields such as education, entertainment, and work.
Changes in sentence structure

高级英语第十四课

Revere life and Remember history
Life should be equal and respected. Life is also precious, we should cherish it. What we can do is to remember history, because a hopeful nation should not forget its heroes and a great nation must remember history. Only by remembering the past aggression and suffering of our country can we learn from history, revere life, cherish peace, truly shoulder the mission and responsibility entrusted by the times, and jointly create a better future.
Lesson 14
CONTENTS
目
录
01
World War II: revere life and remember history
02 Peace in our world
World War II:
01 Revere life and Remember
history
Revere life and Remember history
All kinds of factors interact and intensify each other, making the Palestinian-Israeli conflict of extraordinary complexity.

舒伯特全部作品列表(List-of-compositions-by-Franz-Schubert)

List of compositions by Franz Schubert Contents• 1 Symphonies• 2 Music for chamber ensemble• 3 Piano solo• 4 Piano, four hands• 5 Lieder (songs) and song cycles• 6 Liturgical and sacred compositions•7 Oratorio•8 Works for the stage• 4 "Ländler" in E-flat major, A-flat major, C minor, C major, D 814•Divertissement à la Hongroise in G minor, Op. 54, D 818• 6 Grandes Marches et Trios in E-flat, G minor, B minor, D major, E-flat major, E major, Op. 40, D 819•Divertissement on a French motif in B minor, Op. 84, No. 1, D 823•Divertissement on a French motif in E minor, Op. 63, No. 1, D 823•Divertissement on a French motif in E minor, Op. 84, No. 2, D 823• 6 Polonaises in D minor, F major, B-flat major, D major, A major, E major, Op. 61, D 824•Grand funeral March in C minor, Op. 55, D 859•Grande Marche Héroique in A minor, Op. 66, D 885• 2 Marches Caractéristiques in C major, Op. posth. 121, D 886•Variations on a theme from the Opera "Marie" by Hérold in C major, Op. 82, D 908•March (Children's March) in G major, D .928•Fantasy in F minor, Op. 103, D 940•Duo (Lebensstürme) in A minor, Op. posth. 144, D 947•Rondo in A major, Op. 107, D 951•Fugue in E minor, Op. posth. 152, D 952•Allegro moderato in C major, D 968•Andante in A minor, D 968•Variations on an Original Theme in B-flat major, Op. posth. 82, No. 2, D 968 A5. Lieder (songs) and song cycles•Erlkönig, Op. 1, D 328 (text by Goethe)•Gretchen am Spinnrade, Op. 2, D 118•Vier Lieder, Op. 3o Nr. 1, Schäfers Klageliedo Nr. 2, Meeres Stilleo Nr. 3, Heidenröslein, D 257o Nr. 4, Jägers Abendlied•Litaney, D 343•Der Wanderer, D 493•Die Forelle ("The Trout"). The theme was used in the Trout Quintet (see above)•Drei Lieder, Op. 7o Nr. 1, Die Abgeblühte Lindeo Nr. 2, Der Flug Der Zeit•Nr. 3, Der Tod Und Das Mädchen ("Death and the Maiden", D 531).•Einsamkeit, D 620•Marienbild, D 623•Prometheus, D 674•Die schöne Müllerin, Op. 25, D 795 (song-cycle; text by Wilhelm Müller)•Nacht und Träume, D 827•Fräulein von See, Op. 52 (text based on Sir Walter Scott's poem The Lady of the Lake)o Nr. 1, Ellen's Gesang Io Nr. 2, Ellen's Gesang IIo Nr. 3, Bootgesango Nr. 4, Coronacho Nr. 5, Norman's Gesango Nr. 6, Ellen's Gesang III ("Ave Maria", D 839)o Nr. 7, Lied Des Gefangenen Jägers•Vier Lieder, Op. 59o Nr. 1, Du Liebst Mich Nichto Nr. 2, Dass Sie Hier Geweseno Nr. 3, Du Bist Die Ruho Nr. 4, Lachen Und Weinen•Im Frühling, D 882•Ständchen, D 889 (setting of a German text based on Shakespeare's "Hark! Hark! the Lark" from Cymbeline, Act II, scene 3) •An Silvia, D 891 (text based on Shakespeare's "Who is Sylvia?")•Vier Lieder, Op. 88o Nr. 1, Abendlied Für Die Entfernteo Nr. 2, Theklao Nr. 3, Um Mitternachto Nr. 4, An Die Musik•Winterreise, Op. 89, D 911 (song cycle)•Miriam's Siegesgesang ("Song Of Miriam")•Schwanengesang ("Swansong"), D 957 (song cycle, based on poems by Heinrich Heine)。

新概念英语Unit14Lesson28Chocolateheaven课件

Grammar
二、some和any的用法 some和any都有“一些”的含义,都能修饰可数名词和不可数名词,但用法却大不相同. 1.some通常用于肯定句中. There are some girls in the classroom.教室里有一些女孩. He has some good friends.他有一些好朋友.
1 We had ... (sweets / last weekend / not / chocolate) (pic. 1)
We had some sweets last weekend,but we didn't have any chocolate.
Sentence Structure
2 OK. But you ... (share it /everyone else)!(pic. 2) OK. But you must share itwith everyone else!
chicken
envelope baker
greengrocer
beef steak
not any writing paper stationer complete
Pattern Practice
Go to the grocer's ... rich
(matches)
Pattern Practice
问答搭配
1.( D)What do you want Linda to do? 2.( B)Did you have your
A.At home. B.Yes, I did.
lunch with Mary?
C. Yes, I was.
3.( A)Where did you have the

学术英语视听说1 lesson14 听力原文

学术英语视听说1 lesson14 听力原文全文共6篇示例，供读者参考篇1My Week at Summer CampHi everyone! Today I want to tell you all about my awesome week at summer camp last month. It was so much fun and I learned a ton of cool new stuff. Get ready for a long story because there's a lot to cover!On Monday morning, my mom drove me to Camp Wildwood which is about an hour away from our house. I was a little nervous since I had never been away from home for a whole week before. But as soon as I arrived, the counselors were really nice and helped me feel welcome. They showed me and the other new campers around the camp and explained all the different activities we could do.After dropping off my stuff in the cabin, we headed over to the lake for swimming lessons. I'm not the strongest swimmer yet, so I was in the beginners group. The lifeguards taught us how to float on our backs and tread water. It was hard work butI'm glad I practiced those skills. Later that afternoon, we had arts and crafts time where I made a cool tie-dye shirt.The best part of the day though was definitely campfire time at night. All the campers gathered around the fire pit and the counselors told spooky stories and taught us funny camp songs. We made s'mores too which was my first time trying them. So good! I had a hard time falling asleep that first night because I was too excited.Tuesday started with an awesome nature hike through the woods. Our counselor Jim pointed out different plants, birds, and animal tracks along the trail. He taught us tree identification by looking at the leaves and bark. After the hike, we had an outdoors cooking lesson over the campfire. We made hobo pies which are like little personal pies cooked in tinfoil with fruit filling inside. Delicious!In the afternoon, we went canoeing on the lake. I was a little nervous getting into the canoe at first because I thought it might tip over. But our counselors showed us the proper rowing technique to keep the canoe stable. It was harder work than I expected to paddle across the lake! That night after campfire, we had a stargazing session with a big telescope. It was amazing to see planets, stars, and galaxies up close.Wednesday was probably my favorite day. In the morning, we went on a rockin' climbing adventure! Camp Wildwood has this awesome rock climbing wall and high ropes course. After getting harnessed up, I conquered my fear of heights and made it all the way to the top. The view from up there was incredible. In the afternoon, we did some team building games and activities which helped me make new friends. At night, we had a talent show around the campfire where kids could sing, dance, tell jokes, or show off any other talents. I told a few of my favorite kid-appropriate jokes which got some good laughs.Things slowed down a little on Thursday. We had a relaxing morning learning about bird watching and identifying different species by sight and sound. Later on, we had a workshop on camping skills like how to pitch a tent, build a fire, read a compass, and other survival stuff. I feel ready to go camping in the wilderness now! That evening, we had an outdoor movie night on a big screen set up near the lake which was really cool.On my last day Friday, I was definitely feeling sad that camp was ending. We spent the morning packing up our stuff in the cabins and doing cabin clean-up duties. In the afternoon though, we had one final big event which was the Camp Wildwood Olympics! Campers were split into teams to compete in goofyevents like a three-legged race, water balloon toss, tug-of-war and more. My team was unstoppable and we won the gold medal!After the Olympics, we had one final campfire ceremony where they handed out awards and signatures to decorate our Camp Wildwood shirts and bandanas. I was honored to receive the "Camper of the Week" award which made me feel so proud. I'll never forget that incredible, adventure-filled week of learning new skills, conquering challenges, and making wonderful friends.So that's the full scoop on my summer camp experience, friends! I highly recommend going to sleep-away camp if you get the chance. You're guaranteed to have an awesome time exploring nature, trying new activities, and creating lasting memories. I'm already counting down the days until next summer when I can go back to Camp Wildwood!篇2My Big Adventure at the ZooLast weekend, my mom and dad took me to the zoo for my birthday! I was so excited because I love animals. We got up really early and packed a picnic lunch with sandwiches, fruit, chips, and juice boxes. The drive to the zoo took forever, or atleast it felt like it to me. I kept asking "Are we there yet?" every five minutes.Finally, we made it to the zoo entrance. I could see the huge sign with a picture of an elephant. My dad paid for our tickets and we went inside. The first thing I saw was the map showing all the different animal exhibits. There were so many! I didn't know where to start.We decided to head to the Africa section first to see the lions, zebras, and giraffes. On the way, we stopped to watch the sea lion show. The sea lions were so funny and did lots of cool tricks like balancing balls on their noses and jumping through hoops. One of them even waved at me!In the Africa section, we saw the most amazing animals. The lions were sleeping in the shade under a big tree. They looked very peaceful and fluffy. The male lion had a huge mane around his head that made him look like a king. I wouldn't want to make him mad though - those teeth were massive!My favorite was definitely the giraffes. They were so tall - taller than the trees even! Their long necks seemed to go on forever. One giraffe was sticking his giant purple tongue out to grab some leaves off a branch. I wanted to pet their spots but the sign said not to try to touch or feed the animals.Next, we went to the primate area to see the monkeys and apes. They were so funny, swinging from branch to branch and making lots of loud noises. Some of the smaller monkeys liked to pick bugs and leaves out of each other's fur. The gorillas were incredible - they looked so strong and powerful. One silverback gorilla was beating his chest which made the ground shake!After that, it was time for our picnic lunch. We found a nice shady spot near the duck pond to eat our sandwiches and rest our feet for a bit. I fed the ducks some crumbs from my chips which they seemed to love.Our last stop was the reptile house. To be honest, I was a little scared at first because some of the snakes looked really slippery and creepy behind the glass. But I was also fascinated by how they could unhinge their jaws to swallow huge prey whole. The crocodiles and alligators were pretty scary too with their massive jaws and teeth.My favorite reptiles ended up being the turtles. There was a really old, huge one that looked like it was smiling as it swam around its pond. The zoo keeper said some turtles can live to be over 100 years old! I also got to pet a smaller tortoise. Its shell felt hard but smooth, almost like a rock.After the reptile house, we were all getting pretty tired so we decided to call it a day. On the way out, I begged my parents for one last treat - a swirl ice cream cone from the snack stand. Cookies and cream for me, please!I had such an amazing day seeing all the cool animals up close. The zoo was so much fun that I can't wait to go back again sometime soon. Maybe next time I'll even get to feed a giraffe! I just hope nobody tells the lions where I live - those teeth were no joke.篇3Hi, my name is Timmy and I'm in 3rd grade. Today I want to tell you about what I learned in Listening Lesson 14 in my Academic English class. It was all about understanding different accents and pronunciation in English. Boy, was it interesting!First, we talked about how English is spoken differently in different countries and regions. My teacher said that even though English started in England, it spread all around the world as people moved and settled in new places. So now there are lots of different "accents" or ways of pronouncing English words.One accent we learned about was the British accent from England. The teacher played some recordings and it soundedreally fancy and proper to me. Like when they say words with an "a" like "can't" or "pants", they make it sound more like "cahn't" or "pahn'ts". They also don't pronounce "r" sounds as strongly as Americans do.Then we listened to some Australian English accent samples. That one sounded really relaxed and casual, kind of like a dude at the beach. They say "day" like "dye" and "no" like "nah". The Australian accent makes a lot of the vowel sounds higher too.The next one was from India and it sounded very melodic and musical to me. In Indian English, they really stretch out their vowel sounds and their accents go up and down a lot on different syllables of words. Like "hello" almost sounds like "helloooo". It's a very lilting accent.After that was the Jamaican accent from the Caribbean islands. That one was my favorite - it had such a fun, bouncy rhythm! The Jamaican speakers we heard kind of sang their words and dropped a lot of consonant sounds. Like "There" became "Dere" and "think" was more like "tink".We also covered the Southern American accent from states like Texas and Alabama. That drawling accent drew out a lot of vowels, like "I" became "Ahhhhhh" and "prize" turned into "prahhhhhz". The Southern accent speakers also tended to drop"g" sounds at the end of words like "going" (goin') and "reading" (readin').Finally, we learned about the Boston accent from Massachusetts. Boy, that was a tricky one! In the Boston accent, "r" sounds get added to words that don't actually have any "r"s! So "park the car" comes out like "pahk the cah". They also make the "a" really flat like the British do.After listening to all those different accents, we had to do some exercises identifying which accent we were hearing in short clips. I got most of them right because the different accents all sounded really distinct to me after practicing.My teacher said it's important to be able to understand all the different accents because English is a global language spoken by people all over the world. If you can't understand different pronunciations, then you'll miss out on communicating with a lot of people! She also said having an accent is totally normal and natural. As long as you can be understood, there's no accent that's "better" or more correct than others.I think my favorite part was hearing the fun rhyme about all the accents:"There once was a speaker from Mass,Whose accent would make your head ask -Was there an "r" carOr a kid named Marr?Who could nevah be sure, in that class!"I had such a good time learning about all the different ways to speak English in Lesson 14. Understanding accents helps me appreciate how diverse and far-reaching the English language is across the globe. I can't wait for the next lesson to learn more!篇4Hi there! My name is Emily and I'm going to tell you all about Listening Lesson 14 from my Academic English class. It was super interesting to me so I want to share what I learned.The lesson was all about understanding conversations between multiple people. The teacher said this is an important skill because in the real world, we often find ourselves in group situations where several people are talking at once. It can be really hard to follow along!We started by listening to a conversation between three friends deciding where to go for lunch. There were lots of suggestions being thrown around - pizza, Chinese food, that newburger place. I had to concentrate really hard to keep track of who said what and their reasons for wanting a particular type of food. The friends also interrupted each other a few times which made it even trickier.After listening, the teacher asked us some comprehension questions. Things like "Who suggested the pizza place?" and "What reason did Jessica give for not wanting burgers?" I got most of them right because I took good notes while listening. Writing down key words and details really helps me concentrate.Next up was a more challenging conversation - a family discussion about what to do over summer vacation. This time there were four people involved - mom, dad, and two kids. They were weighing the pros and cons of different vacation options like going to the beach, visiting relatives, or staying home and doing local activities.The hard part was keeping track of who preferred what option and why. The mom and dad had different priorities than the kids. And then the kids weren't fully agreeing with each other either! At one point they all started talking over each other and I got a bit lost. But I tried circling words like "I think," "My idea is," and "What if we..." to identify who was stating an opinion.When we discussed it as a class, I realized I had missed some key points about the dad's perspective. My teacher reminded me to always be listening for cues about each speaker's stance, like "My main concern is..." or "The best part would be..." Those signal phrases helped clue me into the main arguments.The final conversation was THE HARDEST! It involved a teacher and four students having a casual discussion about favorite books. With so many people, there was a lot of crosstalk and interrupting. Also, people would briefly mention book titles or authors without giving much context. So I'd be scrambling to write down vocabulary words I couldn't quite make out.For that one, taking notes wasn't as effective for me. I ended up having to listen for context clues about what book someone was referring to based on their opinion about the writing style, character descriptions, etc. The teacher said that for complex group conversations, that's a really important skill - making inferences from limited information.Overall, I learned that following group conversations requires intense concentration, active listening, and note-taking skills. It's something I definitely need to keep practicing. Maybe I'll ask my friends to have more multi-person chats when we hang out! I'll be the expert conversation-follower in no time.Whew, that was a lot of detail! But I really enjoyed that listening lesson and wanted to share all the tips I picked up. Let me know if you have any other questions!篇5Lesson 14: My Favorite AnimalTeacher: Good morning, class! Today, we are going to talk about our favorite animals. Let's start with you, Jenny. What is your favorite animal?Jenny: Good morning, everyone! My favorite animal is a dolphin. Dolphins are super smart and friendly. They live in the ocean and swim really fast. They can even jump out of the water and do tricks. I like watching videos of dolphins because they make me happy.Teacher: That sounds wonderful, Jenny! Dolphins are amazing creatures. How about you, Tim? What is your favorite animal?Tim: Hi, everyone! My favorite animal is a cheetah. Cheetahs are the fastest land animals. They have spots on their fur, which helps them hide in the grass. I love watching documentaries about cheetahs running and chasing their prey. They are so cool!Teacher: Great choice, Tim! Cheetahs are indeed fascinating animals. Now, let's hear from you, Sarah. What is your favorite animal?Sarah: Hello, everyone! My favorite animal is a panda. Pandas are adorable and cuddly. They are black and white, and they eat bamboo. I think they look like big teddy bears. Whenever I see a picture of a panda, I want to give it a big hug.Teacher: Oh, pandas are absolutely adorable, Sarah! They are loved by people all around the world. Thank you for sharing. Now, let's move on to you, Alex. What is your favorite animal?Alex: Hi, everyone! My favorite animal is a monkey. Monkeys are so playful and funny. They swing from trees and make funny sounds. I like watching videos of monkeys doing tricks and imitating humans. They always make me laugh.Teacher: Monkeys are indeed entertaining, Alex! They are full of energy and mischief. Thank you for sharing your favorite animal. Now, let's hear from you, Emma. What is your favorite animal?Emma: Hello, everyone! My favorite animal is a butterfly. Butterflies are so colorful and beautiful. They start as caterpillarsand then turn into butterflies. I love seeing them fluttering around flowers. They make me feel happy and peaceful.Teacher: Butterflies are truly magical, Emma! They bring joy and beauty to our surroundings. Thank you for sharing that. Now, let's hear from you, David. What is your favorite animal?David: Hi, everyone! My favorite animal is a lion. Lions are the kings of the jungle. They have a big mane and a loud roar. I like watching videos of lions hunting and protecting their pride. They are strong and brave.Teacher: Lions are majestic creatures, David! They are symbols of strength and courage. Thank you for sharing. Now, let's move on to you, Lily. What is your favorite animal?Lily: Hello, everyone! My favorite animal is a horse. Horses are elegant and graceful. They can run really fast, and they are good at jumping. I like riding horses and taking care of them. They make me feel free and happy.Teacher: Horses are magnificent animals, Lily! They have been our companions for centuries. Thank you for sharing your favorite animal. Now, let's hear from you, Ethan. What is your favorite animal?Ethan: Hi, everyone! My favorite animal is a dog. Dogs are loyal and friendly. They are our best friends. I like playing fetch with them and taking them for walks. They always make me feel loved and protected.Teacher: Dogs are indeed wonderful companions, Ethan! They bring so much joy and love to our lives. Thank you for sharing. Well, class, it was fantastic to learn about your favorite animals. Remember, every animal is unique and special in its own way. Let's appreciate and respect them all.篇6Lesson 14: Our Amazing Solar SystemHello, everyone! Today, we are going on an exciting adventure to explore our amazing solar system. Are you ready? Let's start our journey!Our solar system is made up of the Sun and all the objects that orbit around it. The Sun is like a big, bright ball of fire in the sky. It gives us light, heat, and energy. We should always remember to never look directly at the Sun because it can hurt our eyes.Mercury is the closest planet to the Sun. It's a small, rocky planet that is very hot during the day and extremely cold at night. It takes Mercury only 88 days to orbit around the Sun. That's really fast!Venus is the second planet from the Sun. It's often called Earth's sister planet because it's similar in size. Venus has thick clouds that trap heat, making it the hottest planet in our solar system. Did you know that it spins in the opposite direction compared to most other planets?Earth is our home planet, and it's the third planet from the Sun. We are so lucky to live here! Earth has everything we need to survive – air, water, and beautiful landscapes. It takes 365 days for Earth to complete one orbit around the Sun, and that's why we have different seasons.Next, we have Mars, also known as the "Red Planet." It gets its nickname from the reddish color of its surface. Scientists have sent many missions to Mars to learn more about it. Who knows, maybe one day we'll be able to visit Mars and explore it ourselves!Jupiter is the largest planet in our solar system. It's so big that all the other planets could fit inside it! Jupiter has a big, redspot called the Great Red Spot. It's actually a huge storm that has been going on for hundreds of years. Isn't that amazing?Saturn is famous for its beautiful rings made up of ice and rocks. These rings make Saturn look like a giant with a fancy belt. It's truly a sight to behold! Saturn also has many moons, and some of them are even covered in ice.Uranus and Neptune are the last two planets in our solar system. They are both known as ice giants because they are made mostly of ice and gas. Uranus is a bluish-green color, while Neptune is a deep blue. They are very far away, and it would take a long time to reach them.Wow! Our solar system is full of wonders. From the scorching heat of Mercury to the icy beauty of Neptune, each planet has its own unique characteristics. Remember to keep exploring and learning about our incredible universe. Who knows what other mysteries we will uncover in the future?I hope you enjoyed our journey through the solar system. Until next time, keep reaching for the stars!。

MARC前处理Mentat介绍

鼠标左键用<ML>表示，中间键用<MM>表示，右键则用<MR>表示。两键鼠标同时按下左右两键，效果等同于三键鼠标的中间键，即 <MM>=<ML>+<MR>.
MAR120, Lecture 4, March 2001 PAT328, Section 3, March 2001
MENTAT界面
使用鼠标选择菜单项：将鼠标指针移到要选择的菜单项，单击左键即可。要返回上一级菜单，将指针移到菜单区单击右键即可。当然，也可以用左键单击 RETURN按钮回到上级菜单.单击 MAIN按钮回到主菜单。
MENTAT界面
本节介绍Mentat的工作方式以及人机交互的基本信息。通过本节的学习应对以下内容有所了解： Mentat界面布局 Mentat如何与用户沟通用户如何与Mentat沟通菜单
MAR120, Lecture 4, March 2001 PAT328, Section 3, March 2001
MENTAT界面
使用鼠标指向:在图形区鼠标有两种操作方式:指向或选取已有对象或要创建对象的位置。 1. 移动指针到所需选择的项目，单击左键选取对象。在图形区单击中间键可以取消上一步操作。有时候用户需要确定多个对象。在图形区单击鼠标右键即可结束多个对象的选择。也可以在菜单区左键单击 END LIST按钮结束多个对象的选择。
1 2 3
MAR120, Lecture 4, March 2001 PAT328, Section 3, March 2001
MENTAT界面
Mentat如何与用户沟通
Mentat通过提示、信息和其它可视队列与用户沟通。Mentat的提示一般是要求用户输入数据或命令。这些提示用三种标点符号区分不同的输入要求： : 输入数值数据，如 0.283/384; > 输入字符串，例如命令; ? 输入YES或NO.

MARC材料应力应变的设置

应力
三角变换：
1 cos2ϕ* = [ 1 + tan22ϕ* ]½ tan2ϕ* sin2ϕ* = [ 1 + tan22ϕ* ]½ = = σx- σy [ (σx- σy )2 + 4τxy2 ]½ 2τxy [ (σx- σy )2 + 4τxy2 ]½
主应力σ1 、σ 2 ：
σ1 > σ 2
S
=
σx τxy
τxy σy
MAR120, Lecture 4, March 2001 PAT328, Section 3, Maσξ = ½ (σx+ σy) + ½ (σx- σy)cos2ϕ + τxysin2ϕ ση = ½ (σx+ σy) - ½ (σx- σy)cos2ϕ - τxysin2ϕ τξη = - ½ (σx- σy)sin2ϕ + τxycos2ϕ y ξ ϕ x
=> tan 2ϕ* = tan 2(ϕ* + π/2) = ϕ*和( ϕ* + π/2 )是两个正交的方向
MAR120, Lecture 4, March 2001 PAT328, Section 3, March 2001
应变
主应变（平面应变）ε1和ε 2
ε1,2 = ½ (εx+ εy) ± ½ [ (εx- εy )2 + γxy2 ]½ γξη(ϕ*) = γξη(ϕ* + π/2) = 0 没有剪应变
V
= ½γ xz
MAR120, Lecture 4, March 2001 PAT328, Section 3, March 2001
应变
平面应变：
u+(δu/δy)dx (δu/δy)dy S’ v+(δv/δy)dy S α dy π/2-γxy β v P y x

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