Whether do the principal results of the traditional
高中英语语法综合测试100题(含答案)
综合测试❖综合过关测试1.本测试题共100题, 每题1分, 共100分, 试题由某名校老师撰稿, 部分试题内容涉及虚拟语气, 且试题有一定难度, 供参考、选用Mr.Bus.i.o.tim.fo.everything.____t.fo.th.openin.ceremony?2. A.How B.Why C.What D.Whether3._____ the doctors really doubt is _____ my mother will recover from the serious disease soon.4. A.What…that B.What…whether C.That…thatD.That…whether5.Do you think _____ is no possibility _____ Tom can win the first prize in the contest?6. A.there…whether B.there…that C.it…whether D.it…that7.Jean Goodall made up her mind to dedicate all she had to _____ the chimpanzees in the open air.8. A.observe B.havin.observed C.hav.observedD.observing9._____ what you can and many poor people will spend the cold winter warmly.10. A.Donating B.T.donate C.Havin.donatedD.Donate11.You won’t succeed in the end _____ you don’t give up halfway!12. A.eve.though B.a.though C.a.lon.as D.a.fa.as13.Having suffered heart trouble for years, Professor White _____ take some medicine with him_____ he goes.14. A.must…where B.must…wherever C.ha.to…whereD.ha.to…wherever15.He hesitated for a moment _____ he kicked the ball, otherwise he would have scored a goal.16. A.until B.after C.before D.unlessενϕοψετηφοοϖερμυχηI’γλαψολικιτ∏λεασδρο⎽⎽⎽⎽ψολικεψεσωιλλ17. A.eac.time B.ever.time C.i.an.time D.a.an.time18._____ you do, you should put your heart into it.19. A.However B.How C.Whatever D.What20.The rubber plantation extends _____ the river.21. A.a.lon.as B.a.fa.as C.s.fa.as D.a.wel.as22.You might as well figure out some situations _____ you may meet with in your business.23. A.that B.where C.lest D.i.case24.Word that they failed to pass their driving test discouraged their boss, _____?25. A.di.they B.didn’.they C.didn’.it D.di.it26.Under no circumstances _____ in such a meaningless discussion.27. A.di.h.participate B.participate.he C.h.participatedD.h.di.participate28.Recently I bought an ancient Chinese vase, _____ was quite reasonable.29. A.whic.price B.o.whic.th.price C.pric.o.whichD.i.whos.price30.I know nothing about the young lady _____ she came from Beijing.31. A.except B.excep.for C.excep.whatD.excep.when32.To tell you the truth, I am far from _____ with what he has done.33. A.satisfactory B.satisfying C.satisfied D.pleasing34._____ he had lain quietly as the doctor instructed, he would not suffer so much now.35. A.Onl.if B.I.case C.I.only D..wish36.- _____ I help you with that suitcase?- It’s all right, thanks.37. A.Can B.May C.Shall D.Will38.- Do you mind if I keep pets in this building?- I’d _____ you didn’t, actually.39. A.wish B.love C.better D.rather40.We volunteered _____ money to help the victims of the earthquake.41. A.t.collect B.collecting C.havin.collectedD.t.hav.collected42._____ the fact that the working mother is very busy, she still devotes a lot of time to her children.43. A.Regardles.of B.Although C.While D.Thank.to44.Fred is _____ second to none in _____ mathematics in our class, but believe it or not, he hardlypasses the last exam.45. A.the…the B./…/ C.the…/ D./…the46._____ Nobel Prizes are awarded to the scientists who have made great achievements in _____certain field.47. A.The…a B.The…the C./…a D./…the48._____ you get into a bad habit, it’s very difficult to get rid of it.49. A.Once B.Th.instant C.Th.firs.time D.Unless50.This photo reminds me _____ the days we spent in the summer camp.51. A.for B.of C.on D.during52.As we all know, success results from hard work; _____ efforts nothing can be achieved.53. A.excep.for B.i.additio.to C.without D.despite54.The students have come _____ that friendship is more important than money and _____ a friend inneed is a friend indeed.55. A.realizing…that B.realizing…/ C.t.realize…/D.t.realize…that56._____ I know, it is convenient to do shopping in that small city.57. A.S.fa.as B.A.lon.as C.A.wel.as D.A.soo.as58.Going to bed early and getting up early _____ good to your health.59. A.makes B.make C.does D.do60.Sometimes you walk among the huge trees _____ the sunlight filters through.61. A.when B.that C.which D.where62.Just _____ when a friendly pup comes near you, I reached up and scratched the deer’s head, rightbetween the horn.63. A./ B.as C.like D.since64._____ that early winter morning, the hunter has quitted _____ for good.65. A.Since…hunting B.Since…t.hunt C.From…huntingD.From…t.hunt66._____, after high school graduation in 1952, Goodall was working as a secretary at OxfordUniversity, she knew she wanted to go to Africa.67. A.Eve.though B.Eve.when C.Even D.I.thatI.195.sh.wa.invite.t.Keny.t.visi..friend.____.sh.me.th.world-renowne.anthropologis.Loui.S.B.Leakey.68. A.who B.that C.where D.when69._____ the young man had learned five foreign languages attracted the audience’s interest.70. A.What B.How C.If D.Whatever71._____ that he understands what is to be done.72. A.Makin.sure B.T.mak.sure C.Mak.sureD.Havin.made73.They had done what they could to save the drowning child; _____ he came to at last.74. A.yet B.therefore C.furthermoreD.neverthelessMr.Smit.i.sai.t.hav.entere.fo.th.lon.jum.yesterday._____?75. A.isn’.he B.doesn’.he C.hasn’.he D.didn’.he76.I don’t suppose you had one of your teeth pulled out yesterday, _____?77. A.d.I B.ha.you C.di.you D.didn’.you78.I told him what I was happy _____ that he had done his best.79. A.is B.was C.wit.is D.wit.was.I’.lik.t.invit.yo.t.hav.th.Ne.Year’..Than.you.I’._____.80. A.car.to B.like C.love e81.Enough _____ on how to make wise use of your space time to have further education.82. A.ar.said B.i.said C.ha.bee.saidD.hav.bee.said83.The rescue team made every effort _____ the missing mountain climber.84. A.t.locate B.locating C.t.hun.for D.huntin.for85.He _____ there, but he couldn’t find the time.86. A.mus.hav.been B.ough.t.beC.wa.suppose.t.hav.beenD.shoul.be87.– Do you feel like _____ a walk in the park?– Yes, _____ I can’t afford the time.88. A.taking…but B.t.take…but C.taking…howeverD.t.take…however89.How mistaken _____ you to look _____ it as impossible!90. A.for…at B.for…on C.of…at D.of…on91.You don’t know how desperate I am _____.92. A.t.se.of.you B.t.se.yo.in C.seein.of.youD.seein.yo.in93.Nobody regards it as right _____ reading in the room all day.94. A.t.keep B.keeping C.t.b.kept D.bein.kept95._____ Disney’s managers get involved in the daily management of the park.96. A.Even B.Eve.if C.Eve.when D.Eve.whatlions of people pass _____ the gates of Disney’s entertainment parks in California, Florida andJapan each year.98. A.across B.through C.by D.away99.Obvious _____ this may seem, it is almost unbelievable how many people would rather sit in silentignorance _____ admit not understanding.100. A.though…than B.though…of C.although…thanD.although…of 101.I prefer my newly-bought flat _____ it was.102. A.to B.instea.of C.as D.rathe.than103.– Would you like to go to the Grand Theatre with me tonight?– I’d like to, _____ I have an exam tomorrow.104. A.yet B.still C.and D.but105._____ I understand what you say, I can’t agree with you.106. A.While B.As C.When D.Since107.The Ambassador’s wife went on asking questions, _____ she suddenly noticed a big hole in her husband’s hat.108. A.which B.when C.th.moment D.an.time109.As we all know, it was a time _____ motorcars were care.110. A.that B.when C.before D.since111.I can’t tell you _____ you won’t listen.112. A.unless B.until C.when D.but113.It is a good way for us to memorize new words _____ seeing them repeatedly.114. A.on B.at C.in D.by115.Washington, a state in the United States, _____ in honor of one of the greatest American presidents.116. d d d117.Those T-shirts are usually $10 _____, but today they have a special price of $1 in the Shopping Mall.118. A.every B.each C.one D.single119.There are five cakes to choose from, but I’m at a loss _____.120. A.wit.whic.t.buy B.wit.whic.t.b.boughtC.whic.t.buyD.whic.t.b.bought121.She had _____ got to the lab when she set about conducting the experiment.122. A.rather B.scarcely C.nearly D.simply123.– Could you tell me what made you look upset all day?– _____.124. A.Becaus.o.m.missin.MDB.Becaus.m.M.wa.missingC.T.los.m.MDD.M.losin.MD____.wa.muc.fu.a.yesterday’e.bu.wh.____.you?125. A.It…didn’t B.It…hadn’t C.There…didn’tD.There…hadn’t Look.thos.flower.i.th.vas.hav.fade.Yo.migh.a.wel.g.an.bu.anothe._____.126. A.one B.bunch C.series D.species127._____ to help others in need and you will feel on top of the world.128. A.Bein.ready B.I.bein.ready C.T.b.ready D.Ready129.The Olympics, as we all know, _____ a wonderful opening ceremony.130. A.begin.with B.begi.with C.i.begu.withD.ar.begu.with 131._____ has helped to rescue the drowning boy is worth _____.132. A.Whoever…bein.praised B.Whoever…praisingC.Who…bein.praisedD.Who…praising133.When I returned home, I found my son _____ asleep.134. A.quickly B.sound C.wide D.well135.E-mail, in addition to mobile phones, _____ an active part in daily communication.136. A.plays B.play C.takes D.take137.The teacher gave Mary a better offer than _____.138. A.tha.o.Tom’s B.Tom’s C.h.gav.TomD.thos.o.Tom 139._____ your examination papers with great care, some careless spelling mistakes can be avoided.140. A.Havin.gon.over B.G.over C.I.yo.g.over D.T.g.over141.As a matter of fact, most of us _____ hoped to be invited to the party.142. A.lot.of B.kin.of C..grea.dea.of D.to.much143.My brother met her at the Grand Theatre yesterday afternoon, _____ he couldn’t have attended your lecture.144. A.but B.otherwise C.and D.so145._____ a single song did Mary sing at the Christmas Party.146. A.Few B.No C.Never D.Not147.Do you see the building, _____ a policeman is running?148. A.fo.which B.acros.which C.i.whos.directionD.i.it.direction 149.I sent him an e-mail, _____ to gain further information about my study of English.150. A.wishing B.t.wish C.wished C.tha.wishes151.I wish to lend the poor man a hand, _____?152. A.d.I B.don’.I C.doesn’.he D.ma.I153.– Shall I lend you a hand _____ that suitcase?– It’s all right, thanks.154. A.with B.to C.for D.in155.– You _____ her before you left.– I mean to, but when I was leaving I couldn’t find her anywhere.156. A.wer.t.thank B.wa.suppose.t.thankC.ough.t.hav.thankedD.coul.hav.thanked157._____ most students, Mary was always well prepared and never came late _____ class.158. A.As…for B.As…to C.Like…for D.Like…to159.– Do you know whose car they borrowed for the trip?– _____.160. A.Browns’ B.Th.Browns’ C.Th.BrownsD.Th.Brown’s 161.I wonder how long they _____ in such an important scientific experiment.162. A.engaged B.hav.engaged C.ha.engagedD.hav.bee.engaged 163.He did dig a hole _____ an apple.164. A.th.thre.time.siz.of B.thre.time.th.siz.ofrg.asrge.as165.It seems to me that Mary’s hair style is similar to _____.166. A.Jane B.on.o.Jane C.tha.o.Jane D.Jan.is 167._____ worried the boy most was _____ to the university he had been dreaming of.168. A.What…hi.no.bein.admitted B.What…hi.bein.no.admittedC.That…hi.no.bein.admittedD.That…hi.bein.no.admitted169.I fell in love with her _____ I caught sight of her on the stage.170. A.b.th.time B.th.firs.time C.b.th.instantD.fo.th.firs.time 171.On hearing the news that our women volleyball team won the championship in Japan, we all felt _____ happy.172. A.n.mor.than B.les.than C.mor.than D.rathe.than 173.It is such _____ unusual work of art that everyone _____ to have a look at it.174. A.an…wants B.an…ca.want C.a…wantsD.a…ca.want 175.Tom made another significant breakthrough, which I think is _____ great importance _____ science.176. A.as…to B.as…in C.of…to D.of…in 177.We all know it is a matter of _____ will sign up for the event of high jump.178. A.who B.whoever C.whom D.whomever 179.– I enjoy swimming, but I am not going to swim today.– _____.180. A.S.d.I B.No.d.I C.Neithe.a.ID.S.i.i.wit.me Mrs.Brow.wa.muc.delighte.t.se.th.worke.sh.ha.____.he.washin.machin.agai.i.th.street.181. A.ha.repaired B.ha.i.repaired C.ha.repair D.t.b.repaired 182.Don’t take _____ for granted _____ all those who get good grades in the entrance examination will turn out to be most successful.183. A.this…that B.this…what C.it…that D.it…what 184.Linda had no time to chat with me when I last saw her _____ she was hurrying to the office.185. A.that B.until C.as D.although 186.During the SARS, washing hands before meals seems to them a rule never meant _____.187. A.t.break B.breaking C.t.b.brokenD.bein.broken 188.Anyone _____ punishment if he does something wrong.189. A.should B.deserves C.needs D.requires 190.Don’t worry, you _____ get the answer this afternoon.191. A.will B.shall C.ar.goin.to D.could____.yo.se.Mr.Wes.today.Mrs.Brown?A.WillB.ShallC.CanD.May1~10 ABBDD ADCCC 11~20 BACAB DCCCD 21~30 AABAA BCDAC31~40 DBABC BCBDC 41~50 DDCAC ADBCA 51~60 BACDA BBCDC61~70 BCBDC BDDBB 71~80 ACCBD DCADA 81~90 CDBDB CABCA91~100 CADCC CCBBA。
新视野大学英语三课后答案及课文翻译Unit-3
Unit 3Section APre-reading activities一1C 2D 3E 4B 5ALanguage focusWord in use三1integral 2cherish 3afflicted 4noteworthy 5portray 6compliment 7domain 8anonymous 9conscientious 10perpetualWord building四Words learned New words formed-izeGeneral GeneralizeNormal NormalizePublic PublicizeMinimum MinimizeImmune ImmunizeMobile Mobilize-orInvest InvestorDictate DictatorConquer ConquerorInvestigate InvestigatorModerate ModeratorElevator Elevate五1normalize 2moderator 3immunized 4investors 5mobilize 6conqueror 7elevate 8publicizes 9investigator 10minimized 11generalize 12dictatorBanked cloze六1C 2I 3F 4L 5A 6H 7K 8N 9E 10BExpression in use七1embark on 2be deprived of 3turn down 4taken captive 5live on 6share in7was stricken by 8led by exampleTranslation莱奥纳多·达·芬奇是意大利文艺复兴时期最伟大的思想家之一，也许也是迄今最多才多艺的人。
他是画家、雕刻家、建筑家、数学家、工程师和发明家，因成就广泛而闻名。
外文文献翻译——顾客满意度(附原文)
外文文献翻译(附原文)译文一:韩国网上购物者满意度的决定因素摘要这篇文章的目的是确定可能导致韩国各地网上商场顾客满意的因素。
假设客户的积极认知互联网购物的有用性,安全，技术能力,客户支持和商场接口积极影响客户满意度。
这也是推测,满意的顾客成为忠实的客户。
调查结果证实，客户满意度对顾客的忠诚度有显著影响,这表明,当顾客满意服务时会显示出很高的忠诚度.我们还发现,“网上客户有关安全风险的感知交易中，客户支持,网上购物和商场接口与客户满意度呈正相关.概念模型网上购物者可以很容易的将一个商场内的商品通过价格或质量进行排序，并且可以在不同的商场之间比较相同的产品。
网上购物也可以节省时间和降低信息搜索成本。
因此，客户可能有一种感知,他们可以用更少的时间和精力得到更好的网上交易。
这个创新的系统特性已被定义为知觉有用性。
若干实证研究发现，客户感知的实用性在采用影响满意度的创新技术后得以实现.因此，假设网上购物的知觉有用性与满意度成正相关(H1).网上客户首要关注的是涉及关于网上信用卡使用的明显的不安全感。
虽然认证系统有明显进步,但是顾客担心在网上传输信用卡号码这些敏感的信息是不会被轻易的解决的。
网上的隐私保护环境是另一个值得关注的问题。
研究表明,网上客户担心通过这些网上业务会造成身份盗窃或冒用他们的私人信息。
因此，据推测，网上购物的安全性对顾客满意度有积极地影响(Ｈ2)。
以往的研究表明,系统方面的技术,如网络速度,错误恢复能力和系统稳定性都是导致客户满意度的重要因素。
例如,Kｉm和Lim(20０1)发现,网络速度与网上购物者的满意度有关.Ｄelｌaert和卡恩（199９年)也报告说,当网络提供商没有进行很好的管理时网上冲浪速度慢会给评价网站内容带来负面影响。
丹尼尔和Alaｄwani的文件表明，系统错误的迅速准确的恢复能力以及网络速度是影响网上银行用户满意度的重要因素(H3)。
由于网上交易的非个人化性质客户查询产品和其他服务的迅速反应对客户满意度来说很重要。
人教版高一英语必修一Unit2知识梳理、重点词汇解析
人教版高一英语必修一Unit2知识梳理、重点词汇解析常言说:万事开头难。
还常说,能有一个好的开头,就是胜利的一半;即使不能有一半的胜利,也为今后打下好的基础。
进入高一学好英语打好基础很重要，以下是整理的高一英语学习文章。
人教版高一英语必修一Unit2学问梳理、重点词汇解析及单元自测Unit2一、学问点1. go to the pictures去看电影(美);go to the movies 去看电影(英)2. list the countries tht use English s n officil lnguge 列举把英语用作官方语言的GJ3. the rod to 通向之路4. t the end of在末端，在尽头，by the end最终(=finlly)5. becuse of 因为(留意和becuse 的区分)Mny beutiful fish re fst disppering becuse of the severe pollution.因为污染严峻，很多秀丽的鱼类正在面临绝种。
n rgument ws inevitble becuse they disliked ech other so much.争辩是不行幸免的，因为他们彼此特别厌恶。
6. ntive English spekers 以英语作为母语的人7. even if (= even thoug)即使，用来引导一个让步状语从句，后面既可用陈述语气，也可用虚拟语气，但是even if/even though,引导的从句中不用将来时。
如：Even though/if it rins tomorrow, we will leve for Beijing.8. come up 走上前来，走近，发生，出现come up with 追上，赶上，提出9. ctully ll lnguges chnge nd develop when cultures meet nd communicte with ech other.事实上，当不同文化互相沟通渗透时，全部的语言都会有所进展、有所改变。
The impacts of population change on carbon emissions in China during 1978–2008_1
The impacts of population change on carbon emissions in China during 1978–2008Qin Zhu ⁎,Xizhe Peng 1The State Innovative Institute for Public Management and Public Policy Studies,Fudan University,Shanghai 200433,Chinaa b s t r a c ta r t i c l e i n f o Article history:Received 29December 2011Received in revised form 15March 2012Accepted 27March 2012Available online 7May 2012Keywords:Carbon emission Population growth STIRPAT model Ridge regressionThis study examines the impacts of population size,population structure,and consumption level on carbon emissions in China from 1978to 2008.To this end,we expanded the stochastic impacts by regression on population,af fluence,and technology model and used the ridge regression method,which overcomes the negative in fluences of multicollinearity among independent variables under acceptable bias.Results reveal that changes in consumption level and population structure were the major impact factors,not changes in population size.Consumption level and carbon emissions were highly correlated.In terms of population structure,urbanization,population age,and household size had distinct effects on carbon emissions.Urbanization increased carbon emissions,while the effect of age acted primarily through the expansion of the labor force and consequent overall economic growth.Shrinking household size increased residential consumption,resulting in higher carbon emissions.Households,rather than individuals,are a more reasonable explanation for the demographic impact on carbon emissions.Potential social policies for low carbon development are also discussed.©2012Elsevier Inc.All rights reserved.1.IntroductionDuring the past 200years,global population,global income (gross domestic product),and carbon emissions have increased 6,70,and 20times,respectively (Jiang and Hardee,2009).The history of most developed countries shows that in the development process,industry accounts for the largest proportion of carbon emissions.However,recent statistics reveal that since the 1990s,the contribution of residential energy consumption in some developed countries to carbon emissions has exceeded that of industrial sectors.Therefore,the impacts of population growth and associated residential consump-tion on carbon emissions have attracted increasing research interest (Bin and Dowlatabadi,2005;Druckman and Jackson,2009;Weber and Adriaan,2000).Clearly identifying the relationship between population and carbon emissions is highly challenging primarily because of the wide-ranging effects of population on carbon emissions.These effects usually exert indirect in fluence over consumption,production,technology,and trade,among others.In terms of population characteristics,almost all important demographic factors,including population size,structure,quality,distribution,and migration,constantly change,thereby impos-ing complicated and variable effects on carbon emissions.Studies have thus far concentrated on the relationship between population growth and emission increase,as well as on the impacts of population structure,including age structure,urbanization level,regional distribution,and household composition,on carbon emissions.The approaches to studying the relationship between population and carbon emissions can be categorized into two:investigating the causalities and mechanisms of interaction between population and carbon emissions,and quantitatively evaluating the impacts of population growth on carbon emission increase.Birdsall (1992)summarized two principal mechanisms through which population growth in developing countries contributes to greenhouse gas emissions.The first is the effect of large populations on fossil fuel consumption —an effect that stems from the increased energy demand for power generation,industry,and transport.The second mechanism is the effect of population growth-related emissions on deforestation.The author concluded that reductions in population growth matter,but are not the key factor in leveling off carbon emissions.Knapp and Mookerjee (1996)discussed the nature of the relationship between global population growth and CO 2emissions by conducting a Granger causality test on annual data for 1880–1989.The results suggest no long-term equilibrium relationship,but imply a short-term dynamic relationship between CO 2emissions and population growth.The IPAT identity (Ehrlish and Holdren,1971)has been extensively used in the quantitative evaluation of the effects of population growth on carbon emission increase.According to the principle of the formula and its stochastic form,the stochastic impacts by regression on population,af fluence,and technology (STIRPAT)model,the main driving forces behind environmental impact (I)are population (P),af fluence (A),and technology (T).Researchers typically assess the impact of population on carbon emissions by altering population size while keeping other variables constant.Shi (2003)examined 1975–1996data on 93countries using the IPAT model and found that the impact of population change on carbon emissions is considerably more pronounced in developing countries than in developed nations.The author also determined thatEnvironmental Impact Assessment Review 36(2012)1–8⁎Corresponding author.Tel.:+862155665490;fax:+862155665211.E-mail addresses:zhuqin@ (Q.Zhu),xzpeng@ (X.Peng).1Tel.:+862155664676;fax:+862155665211.0195-9255/$–see front matter ©2012Elsevier Inc.All rights reserved.doi:10.1016/j.eiar.2012.03.003Contents lists available at SciVerse ScienceDirectEnvironmental Impact Assessment Reviewj o u r n a l h o me p a g e :w ww.e l s e v i e r.c om /l oc a t e /e i a rthe elasticity of emissions with respect to global population change was1.42.Cole and Neumayer(2004)and Rosa et al.(2004)also measured the impact of population on carbon emissions using the IPAT model,and found that the elasticities of emissions in relation to population were0.98and1.02,respectively.Wei(2011)discussed the role of technology in the STIRPAT model,and argued that the different functional forms of STIRPAT can explain the differences among estimates in studies on the environmental impacts of population and affluence.The effects of population on carbon emissions are commonly embodied in production and consumption behaviors,which are closely tied to population size and population structure.Satterthwaite (2009)investigated the CO2emission levels in various nations for the periods1950–1980and1980–2005.The results show little association between rapid population growth and high emission increase because nations with very low emissions per capita are mostly those with the highest population growth rates.Jiang and Hardee(2009)argued that consumption and production patterns among various population groups differ.In almost all climate models,however,population size is the only demographic variable considered.The assumption behind this treatment is that each individual in a population shares the same production and consumption behavior,but this assumption may be inaccurate and misleading.Hence,paying more attention to the variables of population structure is necessary in investigating the impact of population on carbon emissions.Researchers have closely monitored urbanization levels because these are highly relevant to residential consumption scale and consumption structure.Urbanization generally affects carbon emissions in three ways. First,the use of energy in production is concentrated primarily in cities, and residential consumption level increases in line with urbanization. Both situations increase energy demand,resulting in carbon emission increase,given that the energy structure remains the same.Second,the requirements for infrastructure and dwelling houses grow along with urbanization,increasing the demand for building materials(especially cement products),which are important sources of carbon emissions. Third,urbanization involves the conversion of grasslands and woodlands, these land-use changes increase carbon emissions.Poumanyvong and Kaneko(2010)empirically investigated the effects of urbanization on energy use and CO2emissions.In the investigation,the authors considered different development stages using the STIRPAT model, as well as a balanced panel dataset that covers1975–2005and includes 99countries.Thefindings suggest that the impact of urbanization on carbon emissions is positive for all income groups,but that this effect is more pronounced in the middle-income group than in the other income groups.Pachauri and Jiang(2008)compared the household energy transitions in China and India since the1980s by analyzing aggregate statistics and nationally representative household surveys.The authors revealed that compared with rural households,the urban households in both nations consumed a disproportionately large share of commercial energy and were much further along in the transition to modern energy.Satterthwaite(2009)considered the implications of population growth and urbanization for climate change between1980and2005. The author concluded that the increasing number of urban consumers and their consumption levels,not population growth,drive the increase in greenhouse gas emissions.Studies on the relationship between age structure and carbon emissions focus on the accelerated global aging process.Research in this area is still at its infancy.Fan et al.(2006)analyzed the impact of population,affluence,and technology on the total CO2emissions of countries at different income levels at the global scale over the period 1975–2000.The results show that population age(15–64years)has less impact on CO2emissions than do population size,affluence,and technology.Dalton et al.(2008)incorporated population age structure into an energy–economic growth model with multiple dynasties of heterogeneous households to estimate and compare the effects of aging populations and technical change on the baseline paths of US energy use and CO2emissions.The authors showed that an aging population reduces long-term emissions by almost40%in a low-population scenario,and that the effects of the aging process on emissions can be as large as,or larger than,those of technical change in some cases, given a closed economy,fixed substitution elasticity,andfixed labor supply over time.The effect of changes in household size on carbon emissions is another research focus.Given afixed population size,a change in the number of households due to a change in household size can influence consumption scale and consumption structure,thereby significantly affecting carbon emissions.Thus far,there is no commonly accepted standard for defining household types in terms of environmental influence,and the effect of changes in household size on carbon emissions remains uncertain.Dalton et al.(2007)incorporated household size into the population–environment–technology model to simulate economic growth,as well as changes in the consumption of various goods,direct and indirect energy demand,and carbon emissions over the next 100years.Jiang and Hardee(2009)discussed the impact of shrinking household size on carbon emissions and argued that households,rather than individuals in a population,should be used as the variable in analyzing demographic impact on emissions.This approach is favorable considering that households are the units of consumption,and possibly also the units of production in developing societies.China is currently at a demographic turning point,i.e.,changing from an agricultural into an urban society,from a young society to an old one,and from a society attached to land to a morefloating one (Peng,2011).Population dynamics and changes in consumption patterns have influenced and will undoubtedly continue to influence China's energy use and consequent carbon emissions.Examining these issues will facilitate improvements in decision making for low carbon development.In this study,therefore,we incorporate population structure(age structure,urbanization level,and household size)into the STIRPAT model to examine the impacts of population size,population structure,and consumption level on carbon emissions.By doing so, we hope to more completely and accurately reflect the impacts of population change on carbon emissions.To overcome the negative influences of multicollinearity among independent variables,we use the ridge regression method to estimate the coefficients of the model. As an empirical case study,the impacts of population and consumption on emissions in China from1978to2008are quantitatively assessed and analyzed.Corresponding policy suggestions for energy conserva-tion and emission reduction in China are proposed.2.ModelThe IPAT identity(Ehrlish and Holdren,1971)is an equation that is commonly used to analyze the impacts of human behavior on environmental pressure.The equation is expressed asI¼PAT;ð1Þwhere I represents environmental impact,P represents population,A stands for affluence,and T denotes technology.The IPAT identity is an accounting model,in which one term is derived from the values of the three other terms.The model requires data on only any three of the four variables for one or a few observational units,and it can only be used to measure the constant proportional impacts of the independent variables on the dependent variable.To overcome this limitation,Dietz and Rosa(1994)established the STIRPAT model by reformulating the IPAT identity into stochastic form:I¼aP b A c T d e;ð2Þwhere I,P,A,and T have the same definitions as in the IPAT identity;a,b, c,and d are coefficients;and e is a residual term.In this reformulation, data on I,P,A,and T can be used to estimate a,b,c,d,and e with statistical2Q.Zhu,X.Peng/Environmental Impact Assessment Review36(2012)1–8regression methods.The reformulated version can convert the IPAT accounting model into a general linear model,in which statistical methods can be applied to test hypotheses and assess the non-proportionate importance of each in fluencing factor.As a special case,the stochastic version can be converted back to the original model given that a =b =c =d =e =1.York et al.(2003)developed an additive regression model in which all variables are in logarithmic form,facilitating estimation and hypothesis testing.York et al.(2003)and Wei (2011)argued that in the typical application of the STIRPAT model,T should be included in the error term,rather than separately estimated,for consistency with the IPAT model,where T is solved to balance I ,P ,and A .The modi fied STIRPAT model is expressed as follows:ln I ¼ln a þb ln P ðÞþc ln A ðÞþe :ð3ÞAccording to the concept of ecological elasticity (York et al.,2003),coef ficients b and c from Eq.(3)are the population and af fluence elasticities,respectively.These elasticities refer to the responsiveness or sensitivity of environmental impacts to changes in corresponding impact factors.For instance,coef ficient b indicates percentage change in I in response to a 1%change in population,with other factors held constant.To comprehensively observe the impact of population on carbon emissions,we incorporate the indicators of population structure,including urbanization level,age structure,and household size,into the STIRPAT model to come up with the following expanded form:ln I ¼ln a þb s ln Ps ðÞþb c ln Pu ðÞþb a ln Pw ðÞþb f ln Ph ðÞþc ln A ðÞþe ;ð4Þwhere–I refers to carbon emissions;–Ps denotes population size;–Pu ,Pw ,and Ph are the three factors that indicate population structure;that is,Pu for urbanization rate,Pw for the proportion of working age (16–64years old)population,and Ph for household size,which is indicated by the average number of household members;–A represents per capita annual expenditure;–e is a residual term.3.Data description and data testing 3.1.Data descriptionThe population,consumption,and carbon emissions in China from 1978to 2008are summarized in Table 1.Data on carbon emissions from fossil fuels and cement come from the data center of the Carbon Dioxide Information Analysis Center of Oak Ridge National Laboratory,USA (CDIAC,2011).Population and consumption data are obtained from the China Statistical Yearbook,released by China's National Bureau of Statistics.Expenditure data are adjusted to fit the fixed prices in 2000.Fig.1shows the changing rates of all the variables,with 1978as the base year.Almost all the variables were non-stationary,with a continuous uptrend or downtrend during the period.Among all the variables,per capita expenditure presented the fastest growth at 8.17times,followed by carbon emissions (3.72times)and urbanization rate (1.55times).Population size and proportion of working age population increased by 37.96%and 22.35%,respectively.Average household size showed a continuous shrinking trend,decreasing by 32.24%over the period.Taking the logarithm of data can reduce non-stationarity,as well as linearize variables,so that the disadvantage presented by variables having different measurement units is eliminated;thus,all the data used in the current work are transformed into natural logarithmic series.3.2.Stationarity testThe acceptability of a regression result is commonly based on the premise that the series used in the regression model are stationary or co-integrated if the series are non-stationary;otherwise inauthentic regression may occur.Furthermore,multicollinearity among indepen-dent variables can cause large variances in estimated coef ficients and decrease the accuracy of estimated equations;a multicollinearity test should be performed on independent variables.The augmented Dickey –Fuller (ADF)unit root test is typically used to examine the stationarity of time series,in which a high-order autoregressive model with an intercept term is established (Maddala and Kim,1998).Taking the ADF test on series ln I as an example,we express the test equation with the constant term,as well as the trend and intercept terms,as follows:Δln I t ¼αþβt þδln I t −1þX k i ¼1βi Δln I t −i þεt ;ð5Þwhere α,β,and δare coef ficients;εis a residual term;and k is the lag length,which turns the residual term into a stochastic variable.The null hypothesis H 0is δ=0;i.e.,at least one unit root exists,causing the non-stationarity of the series.The test is conducted with three formulations:(α≠0,β≠0),(α=0,β≠0),and (α=0,β=0).As long as one of the three models rejects the null hypothesis,the series are considered stationary.However,when the results of all the three models do not reject the null hypothesis,the series are regarded as non-stationary.The results of the stationary test on all the series are summarized in Table 2.According to the results,series ln Pu ,ln Pw ,ln Ph ,and ln A are I (0)or stationary.Series ln Ps and ln I are I (1),indicating that they are first-order integrated series.Hence,the co-integration between the two series must be examined to determine whether they satisfy the precondition of regression analysis.3.3.Co-integration testSeries ln Ps and ln I are both I (1);thus,they satisfy the precondition of the same integrated order for conducting a bivariate co-integration test.On the basis of the Engle –Granger test method (Engle and Granger,1987),we express the co-integration regression equation as ln I t ¼αþβln Ps t þεt :ð6ÞDenoting the estimated regression coef ficients of Eq.(8)as ^αand ^β,the estimated residual series is then expressed as follows:^ε¼ln I t −^α−^βln Ps t:ð7ÞIf ^εis I (0),then ln I and ln Ps are co-integrated.Coef ficients ^αand ^βare estimated by ordinary least squares (OLS),and then the unit root test is performed on estimated residual series ^εusing the ADF test method.The results are shown in Table 3.Table 3shows that the calculated ADF t -statistic of series ^εwas −1.8455,which is less than the critical value at the 10%signi ficance level.Hence,the result rejects the null hypothesis,indicating thatseries ^εwithout a unit root is stationary;i.e.,^εis I (0).Therefore,series ln I and ln Ps are co-integrated.We examine the Granger causality between series ln I and ln Ps .The bivariant regression models for the Granger causality test are expressed as follows:ln I t ¼α0þX k i ¼1αi ln I t −i þX k i ¼1βi ln Ps t −i ;ð8Þ3Q.Zhu,X.Peng /Environmental Impact Assessment Review 36(2012)1–8ln Ps t ¼α0þX k i ¼1αi ln Ps t −i þX k i ¼1βi ln I t −i :ð9ÞThe null hypothesis is β1=β2=…=βk =0given that the maximal lag length is k =2.The test results are shown in Table 4.The first hypothesis states that series ln Ps is not the Granger cause of series ln I ;the concomitant signi ficance of this hypothesis was 0.1619,suggesting that ln Ps is the Granger cause of ln I ,with 83.81%signi ficance.The concomitant signi ficance for the second hypothesis was 0.8752,indicating that ln I is not the Granger cause of ln Ps .3.4.Multicollinearity testMulticollinearity refers to a situation in which two or moreindependent variables in a multiple regression model are highly linearly related (Donald and Robert,1967).In this situation,the standard errors of the affected coef ficients tend to be large,and the coef ficient estimates may change erratically in response to small changes in data.Such erratic changes result in the possible failure of the regression model to provide valid results on individual variables.The multicollinearity of the independent variables in the model is examined by OLS regression and by valuing the variance in flation factors (VIFs)of the variables.Taking the test on multicollinearity among ln Ps and the other variables as an example,we use the OLS method to regress ln Ps on the other independent variables.As shown in Table 5,the estimated coef ficient of determination (R 2)of the model was 0.9803and the F -test was highly signi ficant,with an F -statistic of 323.8751at the 0.1%signi ficance level.The VIFs of the variables ranged from 29.6551to 173.5764,which are considerably greater than 10.Given that Marquardt (1970)used a VIF greater than 10as a guideline for severe multicollinearity,we can conclude that a high degree of-100%0%100%200%300%400%500%600%700%800%900%1978198019821984198619881990199219941996199820002002200420062008YearC h a n g i n g R a t eFig.1.Changing rates of population,consumption,and carbon emissions in China (1978–2008).Sources:same as in Table 1.Table 1Population,consumption,and carbon emissions in China (1978–2008).Year Carbon emissions (MtC)a Population size (104)Urbanization rate (%)Proportion of working age population (%)Household size(person/household)Per capitaexpenditure (CNY)197840,768.996,25917.9259.50 4.66740197941,648.997,54218.96%60.00% 4.65791198040,698.698,70519.39%60.50% 4.61862198140,292.5100,07220.16%61.00% 4.54934198243,122.8101,65421.13%61.50% 4.51997198345,468.6103,00821.62%62.37% 4.461079198449,433.6104,35723.01%63.24% 4.411207198553,587.3105,85123.71%64.12% 4.331370198656,348.0107,50724.52%64.99% 4.241435198760,123.0109,30025.32%65.86% 4.151520198864,445.3111,02625.81%66.15% 4.0516********,473.6112,70426.21%66.45% 3.971635199065,855.4114,33326.4166.74 3.931695199169,147.7115,82326.9466.30 3.891842199272,143.5117,17127.4666.20 3.852*********,019.8118,51727.9966.70 3.812262199481,807.1119,85028.5166.60 3.782367199588,471.7121,12129.0467.20 3.742553199692,597.1122,38930.4867.20 3.722793199791,486.8123,62631.9167.50 3.642919199886,614.1124,76133.3567.60 3.633091199990,501.7125,78634.7867.70 3.583346200092,886.8126,74336.2270.15 3.443632200195,144.0127,62737.6670.40 3.4238552002100,957.7128,45339.0970.30 3.3941252003118,724.4129,22740.5370.40 3.3844152004139,067.5129,98841.7670.92 3.3147732005153,424.4130,75642.9972.04 3.2451422006166,458.9131,44843.9072.32 3.1756362007180,165.9132,12944.9472.53 3.1762392008192,268.7132,80245.6872.803.166782Sources:The carbon emission data are obtained from the CDIAC (2011);the data on population and consumption are from the China Statistical Yearbook,with some interpolation for the missing data on working age population for several years in the 1980s;the expenditure data are adjusted to fit the fixed prices in 2000.aMtC refers to million-ton carbonTable 2Results of the stationary test using the ADF test.Variable Difference order Exogenous (α,β,k )t -Statistic Signi ficance level Test critical value Verdictln Ps1(α,β,1)−3.71955%−3.5806I (1)ln Pu 0(0,0,1)−2.94401%−2.6471I (0)ln Pw 0(0,0,1)−3.25631%−2.6471I (0)ln Ph 0(0,0,1)−4.05991% 2.6471I (0)ln A 0(α,β,1)−3.298310%−3.2217I (0)ln I1(α,0,4)−3.29725%−2.9862I (1)4Q.Zhu,X.Peng /Environmental Impact Assessment Review 36(2012)1–8multicollinearity exists among ln Ps and the other independent variables in Eq.(4).The same multicollinearity test was performed on the other independent variables;all the results indicate a high degree of multicollinearity among these variables.4.Regression estimation4.1.Ridge regressionThe danger of multicollinearity primarily stems from its generation oflarge standard errors among related independent variables;these errors are characterized by large variances in model parameters,making the model unstable.Given that these standard errors are significantly reduced using a curtain method,the negative consequences of such errors can be effectively eliminated even when multicollinearity remains in the model.Ridge regression,which can obtain acceptably biased estimates with smaller mean square errors in independent variables through tradeoffs in bias–variance,is one of the most effective solutions for multicollinearity.Hoerl and Kennard(1970)explicitly specified the estimation procedure for ridge regression as an improved substitute for traditional OLS regression.Consider the standard model for multiple linear regression,Y¼Xβþε;ð10Þwhere X is(n×p)and is of rank p,βis(p×1)and unknown,E[ε]=0,and E[εε′]=δ2I.The unbiased estimate ofβis normally given by^β¼X′XðÞ−1X′Y:ð11ÞWhen a high degree of multicollinearity exists among X,the X′X matrix is ill-conditioned;i.e.,the value of its determinant|X′X|≈0, and attempts to calculate the(X′X)−1matrix may be highly sensitive to slight variations in data.In controlling the inflation and general instability associated with least squares estimates,as well as in estimatingβ,the ridge regression that incorporates small positive quantity k to the diagonal of normalized independent variable matrix X′X uses^βüX′XþkIðÞ−1X′Y:ð12ÞThis equation creates a variance in parameter estimates that is less than that estimated by OLS regression under the condition k≥0.Therefore,choosing an appropriate k,accepting minimal bias,and substantially reducing variance are possible,thereby remarkably improving estimation.Ridge regression can be converted back to OLS regression as a special case given that k=0(Hoerl and Kennard,1970).Considering that the relationship of a ridge estimate to an ordinary estimate is given as^βüIþk X′XðÞ−1h i−1^β;ð13Þwe can derive the expression for estimating the bias introduced when ^βÃis used rather than^βas follows:bias¼Iþk X′XðÞ−1h i−1:ð14Þ4.2.Estimation resultsThe ridge traces estimated for the expanded STIRPAT model are shown in Fig.2.The results for all the estimated normalized coefficients are summarized in Table6.As shown in Fig.2,when k=0.20,the coefficients of the indepen-dent variables tend to be stable.In this situation,the model exhibited a high goodness-of-fit,with an adjusted coefficient of determination (R2)of0.9454.The F-test of the model was highly significant,with an F-statistic of104.8277at the0.1%significance level.All the estimated coefficients passed the significance tests with t-statistic at the0.1% significance level.The VIFs of the estimated coefficients ranged from 0.1704to0.4791,all much lower than10.The bias introduced wasTable4Results of the Granger causality test on ln I and ln Ps.Null hypothesis:Obs F-statistic Probabilityln Ps is not the Granger cause of ln I29 1.96630.1619ln I is not the Granger cause of ln Ps0.13400.8752Table5Multicollinearity test on ln Ps and other independent variables by OLS.Adjusted R20.9803 Standard error0.0155F-statistic323.8751⁎⁎⁎ln Ps Coefficient t-Statistic VIFln Pu−0.2706⁎−2.4252120.7909(0.1116)ln Pw0.3378 1.274929.6551(0.2650)ln Ph−0.5381⁎−2.3791100.8291(0.2262)ln A0.1383⁎ 2.4129173.5764(0.0573)Constant11.1249⁎⁎⁎15.3781(0.7234)Standard errors are in parentheses.⁎⁎⁎p b0.001(two-tailed test).⁎p b0.05(two-tailed test).-1120.000.050.100.150.200.250.300.350.400.450.50kNormalizedcoefficientFig.2.Ridge trace estimated for Eq.(4).Table3Results of the unit root test on^ε.Significance t-Statistic ProbabilityADF test statistic−1.84550.0626 Test critical values:1%level−2.64715%level−1.952910%level−1.61005Q.Zhu,X.Peng/Environmental Impact Assessment Review36(2012)1–8。
结果英语作文模板万能
结果英语作文模板万能英文回答：Introduction。
The results section of a research paper is the culmination of all the hard work that has been put into the study. It is where the researcher presents the findings of the study in an organized and concise manner. The results section should be written in a way that is easy for the reader to understand and interpret.There are a few key elements that should be included in a results section. These elements include:A brief overview of the study。
A description of the methods used to collect and analyze the data。
A presentation of the results of the study。
A discussion of the implications of the findings。
Overview of the Study。
The overview of the study should provide the reader with a brief understanding of the purpose of the study, the research questions that were addressed, and the methodsthat were used to collect and analyze the data. This overview should be written in a clear and concise manner, and it should be no more than a few paragraphs in length.Description of the Methods。
whether的用法总结_whether的用法例句
whether的用法总结大家在学习英语的时候，应该会常常使用到whether这个单词，所以了解whether的用法十分有必要，那么whether的用法有哪些?下面是小编给大家带来的whether的用法总结_whether的用法例句，以供大家参考，我们一起来看看吧!whether的意思pron. 其中的哪一个n. 可能的选择▼whether的用法总结whether可以用作连词whether用作连词,意思是“是否,是不是”,可引导名词从句或动词不定式短语。
whether还可引导让步状语从句,意思是“不管,无论”,从句中通常用一般现代时代替将来时。
whether用作连词的用法例句I'm uncertain whether to go or not.我不能肯定去还是不去。
His nationality isn't relevant to whether he's a good teacher.他的国籍与他是否是位好老师无关。
Little does he care whether we live or die.他一点也不管我们是死是活。
▼whether的用法例句1、The key issue was whether the four defendants acted dishonestly.关键问题是4名被告是否存在欺诈行为。
2、It's not a case of whether anyone would notice or not.这不是会不会有人注意到的问题。
3、Whether such properties are a good deal will depend on individual situations.这样的地产是否可获得大笔收益还要视具体情形而定。
▼whether的短语whether or no是否whether or是否whether or not是否no matter whether无论是否not know whether to laugh or cry(面对恶劣或不幸情况)不知所措, 哭笑不得not know whether you're coming or going(激动得)不知如何是好, 不知所措▼whether和if辨析whether 和 if 都可以作“是否”解，但二者在具体使用时有一定的区别。
Unit2 Improving Yourself 第 2 课时(Using Language
(3) 用在主句动词是过去式时的宾语从句中。 e.g. He wanted to know if the result had been announced (宣布). He told us that the project had been completed.
(4) 根据语境，判断动作的先后顺序或被动情况。 e.g. It was the first time he had been bitten by a dog.
e.g. The vegetables didn’t taste good. They had been cooked for too long.
(2) 表示从过去某一时间开始，延续到过去另一时间的被动 动作，常与for, since引导的时间状语连用。 e.g. It was reported that the money had been raised for weeks.
Jack started the habit of cleaning his room last week. This is what his room looked like yesterday morning. (The floor was clean. The sheet was laid flat on the bed. all the books and clothes were placed neatly and tidily. The pictures on the wall were straight.) But two weeks ago, Jack’s room had been an awful mess. His clothes had been thrown everywhere, the pictures had not been hung straight, and all the drawers had been opened. It had been a very disorderly sort of room, with books and papers lying around everywhere.
whether的用法
Whether的用法1. 简介Whether是一个常见且重要的英文单词，在句子中用于引导一个由两个或多个选项组成的选择性表达式。
它主要用于提出一个问题或表示一个二选一的情况。
2. Whether的语法结构Whether的语法结构比较简单，通常用于构造以下两种句式：2.1. 句子一Whether + 主语 + 谓语，表达一种选择性的情况。
在这种情况下，Whether引导了一个选择性表达式，可以用来提问或表示不确定的情况。
例如：•Whether he will come to the party tonight is still uncertain.（他是否会今晚来参加派对仍然不确定。
）•I am not sure whether he can finish the project on time.（我不确定他是否能按时完成这个项目。
）2.2. 句子二Whether + 陈述句，表达一种转折或选择情况。
在这种情况下，Whether引导了一个陈述句，用来表示两种或多种不同的可能性的选择。
例如：•Whether you like it or not, we have to go.（不管你喜不喜欢，我们都得走了。
）•Whether he agrees with us or not, we will go ahead with the plan.（不管他是否同意，我们都会继续执行计划。
）3. Whether与If的区别Whether和If在句子中常常可以互换使用，但它们有一些细微的区别。
主要区别如下：•Whether一般用于引导一个较长的宾语从句，而If通常用于引导一个简短的条件从句。
•Whether可以用于两种或多种选择的情况下，而If通常用于两种可能性之间的条件关系。
•Whether更正式，常用于正式场合，而If更常用于口语或非正式场合。
4. Whether的常见用法Whether在句子中有多种用法，下面列举了一些常见的用法：4.1. Whether引导宾语从句Whether经常用来引导一个宾语从句，其中的从句可以作为及物动词的宾语，或作为介词的宾语。
whether的用法介绍
whether的用法介绍一、"Whether"的基本用法简介在英语中， "whether" 是一个常见且重要的词，主要用于引导从句。
尽管它的使用相对简单，但很多学习者常常感到困惑。
本文将详细介绍"whether"的主要用法，并提供例句和解释，以帮助读者更好地理解和运用。
二、引导间接问句首先， "whether" 可以引导间接问句。
当想询问某个选择或决定时，我们可以使用这种结构来展开话题并得到对方的回答。
例如：1. I'm not sure whether she likes chocolate or not. （我不确定她是喜欢巧克力还是不喜欢。
）2. Do you know whether they will attend the meeting tomorrow? （你知道他们明天是否会参加会议吗？）通过这些例句，我们可以看到 "whether" 引导了疑问部分，并且显示出选择或决定的两个可能性。
需要注意的是，在口语中可以使用缩略形式"whether" 的缩写形式："if"。
因此，在上述例句中也可以使用 "if" 来代替 "whether"。
三、引导名词性从句除了引导间接问句外， "whether" 还可以用来引导名词性从句（名词从句）。
这样的从句可以在句子中充当主语、宾语或表语，具体取决于上下文。
以下是一些例子来说明这个用法：1. I'm not sure whether he is coming to the party. （我不确定他是否会来参加聚会。
）2. The question is whether we should invest in this project. （问题是我们是否应该投资这个项目。
whether的用法
whether的用法引言whether是一个常用的英语连接词，可以用来引导一个选择性问题或陈述。
它在正式和非正式的语境中都很常见，并且在书面和口头表达中都有广泛的应用。
在本文档中，我们将介绍whether的基本用法，并提供多个例句来帮助读者更好地理解。
用法whether引导的陈述句whether可以用来引导陈述句，表示一种选择或询问。
这种用法通常可以替换为if。
例句：1.I don’t know whether he will come to the party.（我不知道他是否会来参加派对。
）2.She asked me whether I wanted a cup of coffee.（她问我是否想要一杯咖啡。
）whether引导的疑问句whether也可以用来引导疑问句，表达一种选择性的问题。
这种用法通常是在动词后面直接加上whether。
例句：1.Can you tell me whether she has received my email?（你能告诉我她是否收到了我的电子邮件吗？）2.Do you know whether they have finished the project?（你知道他们是否已经完成了这个项目吗？）whether引导的宾语从句whether还可以引导宾语从句，作为主句中的动词（verb）或介词（preposition）的宾语。
在这种情况下，whether一般可替换为if。
例句：1.She didn’t know whether he would accept the joboffer.（她不知道他是否会接受这份工作邀请。
）2.I’m not sure whether we should go on a trip or stayat home.（我不确定我们是应该去旅行还是呆在家里。
）注意事项•当whether引导的宾语从句中有动词时，该从句常常是由should引导的简化从句。
人人平等的名人名言英语
人人平等的名人名言英语Equality is a fundamental human right, and many famous individuals throughout history have emphasized its importance. Here are some notable quotes on the subject of equality in English:1. "All men are created equal." - Thomas Jefferson, American Founding Father and principal author of the Declaration of Independence.2. "I look to a day when people will not be judged by thecolor of their skin, but by the content of their character."- Martin Luther King Jr., Civil Rights Activist.3. "The only thing necessary for the triumph of evil is for good men to do nothing." - Edmund Burke, Irish Statesman.4. "Equality is not a slogan. We need to make it a reality."- Aung San Suu Kyi, Nobel Peace Prize Laureate.5. "The world is a dangerous place to live; not because ofthe people who are evil, but because of the people who don't do anything about it." - Albert Einstein, Theoretical Physicist.6. "We must use time creatively, in the knowledge that thetime is always ripe to do right." - Martin Luther King Jr.7. "Equality is not only right and just, but it's the only way to create a world where everyone has the opportunity to thrive." - Barack Obama, 44th President of the United States.8. "The only way to do great work is to love what you do. If you haven't found it yet, keep looking. Don't settle." - Steve Jobs, Co-founder of Apple Inc.9. "Equality is the soul of liberty; there is, in fact, no liberty without it." - Frederick Douglass, Abolitionist and Writer.10. "The only thing that overcomes hard luck is hard work." - Harry Golden, American Writer and Humorist.11. "In matters of style, swim with the current; in matters of principle, stand like a rock." - Thomas Jefferson.12. "The best way to not feel hopeless is to get up and do something. Don't wait for good things to happen to you. If you go out and make some good things happen, you will fill the world with hope, you will fill yourself with hope." - Barack Obama.13. "The only limit to our realization of tomorrow will be our doubts of today." - Franklin D. Roosevelt, 32nd President of the United States.14. "The function of education is to teach one to think intensively and to think critically. Intelligence plus character – that is the goal of true education." - MartinLuther King Jr.15. "The ultimate measure of a man is not where he stands in moments of comfort and convenience, but where he stands at times of challenge and controversy." - Martin Luther King Jr.These quotes reflect the belief that every person should be treated with dignity and respect, regardless of their background, race, or social status. They serve as a reminder of the ongoing struggle for equality and the importance of standing up for justice and fairness.。
英语whether是什么中文意思
英语whether是什么中文意思英语whether是什么中文意思英语单词的产生是汉英两种语言双向交流的产物，一些带有中国特色的名称和概念进入了英语词汇，同时还有一些英语词汇进入了汉语，在文化环境中衍生出新的含义，形成了英语词汇的'语义文化特征。
下面是店铺收集英语whether是什么中文意思，欢迎大家阅读参考。
whether的中文意思英 [we(r)]美 [hw, w-]whether 基本解释代词其中的哪一个名词可能的选择例句1. I shall go, whether you come with me or stay at home.不论你来还是留在家中，我都要去。
2. Whether they will ever become future Olympic champions, only time will tell.他们究竟会不会成为未来的奥林匹克的冠军，只有让时间来作出回答。
3. I wonder whether it is true.我不知道是不是真的。
4. I don't know whether you like flowers, sir.先生，我不知道您是否喜欢花。
whether的单语例句1. US Attorney General Eric Holder said a Pentagon investigation will determine whether criminal charges will be filed in the leaking of Afghanistan war secrets.2. The company also said that it will assess whether it needs to write down the value of its business overall for the quarter.3. The banking regulator didn't give a definite answer whether it issued the freeze order, according to a National Business Daily report.4. We are right to question business leaders and whether we can trust their intentions, judgment and capabilities to do the right thing.5. McLaren chief executive Martin Whitmarsh let his guard slip when asked by reporters on Sunday afternoon whether he thought Hamilton could win before Button.6. Shareholders will vote on Friday on whether the company should buy back the 27 percent it doesn't already own.7. Whether that judgment applies to US titles that have gone the same route is hard to say based on a single case study.8. Analysts said it is uncertain whether regulators will approve the move, rumored as a bid to raise funds to buy into smaller Shanghai Bank.whether的词典解释1. (表示选择或怀疑)是否，是不是You use whether when you are talking about a choice or doubt between two or more alternatives.e.g. To this day, it's unclear whether he shot himself or was murdered...至今尚不清楚他究竟是饮弹自杀还是被谋杀。
帮助我提高英语成绩的人初中作文
帮助我提高英语成绩的人初中作文全文共3篇示例，供读者参考篇1The Person Who Helped Me Improve My English GradesMy English grades were never great in elementary school. I could read and write decently enough, but I really struggled with listening comprehension and speaking out loud. Whenever the teacher would read a passage to us, I often found my mind wandering instead of paying attention to what was being said. And whenever it was my turn to read out loud or answer a question verbally, I would get really nervous and stumble over my words. I knew English was important, but it just didn't click for me the way math and science did.That all changed when I met Mrs. Robertson in 7th grade English class. From the very first day, she had such a warm and encouraging presence. She would greet each student individually as we entered the classroom with a big smile. During lessons, she had a knack for explaining things in a clear,easy-to-understand way using lots of examples and visuals. Instead of just lecturing at us, she would have us do groupactivities and come up with skits to act out the concepts we were learning. Her classes were always so lively and engaging.What really set Mrs. Robertson apart though was how much individual attention and support she gave her students. She seemed to have an uncanny ability to pinpoint each person's strengths and weaknesses. With me, she quickly realized that my main area for improvement was with the spoken aspects of English. Instead of putting me on the spot to read out loud or speak up in front of the whole class (which always made me seize up with nerves), she would call me over to her desk for short one-on-one practice sessions during class work time.We started off with her just reading passages to me as I followed along, helping me focus my listening skills. Then she had me read the same passages out loud to her, gently correcting any mispronounced words. We also did exercises where she would ask me impromptu questions about what we were learning, and I had to respond verbally instead of writing my answers down. These low-pressure practice sessions really helped build my confidence over time.Mrs. Robertson also tutored after school a couple days a week for any students who needed extra help. I started staying a couple times a week to get more personalized coaching from heron the areas I was struggling with, whether it was public speaking, grammar rules, vocabulary, or essay writing. She would patiently go over concepts until I understood them and give me targeted assignments to work on my weaknesses. Sometimes if I was having trouble grasping something, she would look for alternative ways to explain it using examples more relatable to my interests until that "light bulb" moment happened.I'll never forget the time I scored in the 99th percentile on the verbal section of a practice exam for an upcoming English assessment test. Mrs. Robertson was beaming with pride as she showed me my results, giving me a big high five. "See? I knew all that hard work would pay off!" she exclaimed. It was such an amazing feeling to have a teacher believe in me so wholeheartedly.Another thing I really appreciated about Mrs. Robertson was how she made an effort to get to know me as an individual beyond just being her student. She would ask me about my life outside of school, my hobbies, and goals for the future. Finding out I loved building model rockets, she arranged for me to meet the high school's rocketry club advisor to learn about potential engineering internships over the summer. She also had me enter the school's public speaking competition my 8th grade year(which I initially protested but ended up being so glad I did). When my parents were going through a tough divorce that year, Mrs. Robertson was understanding and flexible when I needed extensions on assignments due to the personal stress.Mrs. Robertson taught me so much more than just how to be a better writer, speaker, and student of English. She instilled in me self-confidence, perseverance, and believing in myself even when I was struggling. Whenever I felt defeated or incapable of improving, she would remind me of how far I'd already come and that it was a journey —"So what if you're not there yet? We'll get you there step-by-step."Her passion for teaching and nurturing the full potential of every student was so inspirational. She made me realize what a powerful impact a caring, invested teacher could have. I still keep in touch with Mrs. Robertson to this day, updating her on my academic path. She was the one who first opened the doors for my love of language and self-expression through writing. I'll be forever grateful to the person who helped transform English from my academic Achilles heel into one of my greatest strengths.篇2The Person Who Helped Me Improve My English GradesEnglish class was always a struggle for me in middle school. I just couldn't seem to get a grasp on grammar rules, vocabulary kept slipping my mind, and writing coherent essays was an overwhelming task. As an eager student who wanted to do well, my poor performance in English was really frustrating and demoralizing. That all changed when Mrs. Roberts became my English teacher in 8th grade.From the first day of class, Mrs. Roberts' passion for the English language was evident. She explained concepts in such a clear and engaging way, using examples and illustrations that finally made grammar rules click in my mind. Instead of just lecturing, she had us do lots of practice exercises and activities to reinforce what we learned. Her classes were never boring!Mrs. Roberts also had an amazing ability to make students feel comfortable and confident. Despite my struggles, she was always so encouraging and patient with me. She truly believed in my potential to improve. Whenever I made mistakes, she would gently correct me without making me feel stupid or embarrassed. Her positive attitude and faith in me motivated me to keep trying my best.One of the biggest areas I struggled with was writing essays. Organizing my thoughts coherently into paragraphs was so difficult for me. Mrs. Roberts spent a lot of one-on-one time with me, teaching me strategies for outlining and constructing an essay. She would have me draw graphic organizers and talk through my ideas out loud before writing a draft. With her guidance, I slowly started to improve my essay writing skills.Mrs. Roberts didn't just work hard during class time though. She was extremely dedicated, putting in long hours outside of school as well. She would make personalized study materials for struggling students like me, creating practice worksheets targeting our individual weaknesses. One particularly helpful tool she made for me was flashcard sets for vocabulary words I kept forgetting, complete with silly mnemonic devices to help me remember them. Thanks to resources like those, I was able to spend more quality time studying at home.Another thing I really appreciated about Mrs. Roberts was how she incorporated my interests and hobbies into our English work to make it more engaging for me. Since she knew I loved playing video games, she would use examples from games I played to illustrate literary concepts like plot, setting, and characterization. For writing assignments, she would let me writethings like game reviews or stories featuring my favorite characters. Making the English skills I was learning relevant to my life helped them stick in my mind so much better.Beyond just academics, Mrs. Roberts was also a great mentor to me. She advised me through personal challenges I faced in middle school, like dealing with bullies, friend drama, and stress from trying to balance all my schoolwork. Having her support and a safe space in her classroom to open up meant everything to me during those tough pre-teen years. Mrs. Roberts taught me that it's okay to make mistakes and that failure is just a chance to learn and grow.More than anything though, Mrs. Roberts helped me believe in myself. At the beginning of 8th grade, I lacked so much confidence in my English abilities. I just assumed I would never be good at it no matter how hard I tried. But Mrs. Roberts refused to let me sell myself short. She constantly reminded me that with dedication and perseverance, I could accomplish anything. Her faith in me pushed me to have faith in myself.Thanks to Mrs. Roberts' exceptional teaching methods, tireless hard work, compassion, and motivational skills, I showed tremendous improvement in my English grades that year. What was once my worst subject became one that I felt competent andconfident in. By the end of 8th grade, I earned an A in English and even won an award for most improved student from the principal. More importantly though, Mrs. Roberts instilled in me a love for reading, writing, and learning that will stay with me forever.As I reflect now on my middle school years, I realize just how lucky I was to have had an English teacher like Mrs. Roberts. Teachers like her are rare - the kind who don't just educate students, but empower and inspire them as well. Her impact on me went far beyond helping me with English skills. Mrs. Roberts taught me the value of perseverance, believing in yourself, and never giving up even when you face difficulties. She showed me firsthand how one person's compassion, dedication and encouragement can truly change a life.Mrs. Roberts, if you're reading this, I can't thank you enough for everything you did for me. You saw my potential when I couldn't see it myself. You never gave up on me, no matter how frustrated or discouraged I became. You made learning fun and relevant. Most importantly, you helped me realize that I am capable of so much more than I ever imagined, as long as I have confidence and keep working hard. You didn't just teach me English - you taught me invaluable life lessons aboutperseverance, resilience, and believing in myself. I will be forever grateful for the incredible educator and mentor you were to me. Thank you, Mrs. Roberts, for changing my life.篇3The Person Who Helped Me Improve My English Grades in Middle SchoolEnglish was always my weakest subject in school. From an early age, I struggled with reading comprehension, vocabulary, and writing essays. My parents are immigrants and don't speak English fluently themselves, so I didn't get much support at home. By the time I reached middle school, I was seriously falling behind my peers in English class. I remember feeling dread every time I had to turn in an assignment or take a test. My grades were terrible, and I started to think I might never be able to master the English language.Everything changed for me in 8th grade when Ms. Roberts became my English teacher. From the very first day of class, it was clear she had a passion for teaching and wanted every one of her students to succeed. She quickly identified that I was having difficulties and asked me to stay after class one day to discuss getting me some extra help.In that conversation, Ms. Roberts was very understanding about the challenges I faced, but she didn't make any excuses for me either. She said, "Michael, I know English is hard for you, but I also know you're a bright young man who is capable of doing well if you apply yourself. Would you be willing to stay after school twice a week for extra tutoring?" Even though giving up my free time didn't sound appealing, I appreciated Ms. Roberts' belief in me, so I agreed.Those after-school tutoring sessions turned out to be a major turning point. In our small group, Ms. Roberts would go over concepts from class in a simpler way, giving me more examples and opportunities to practice. She also shared tips and strategies for reading comprehension, vocabulary building, and essay writing. Piece by piece, everything started clicking into place.What made Ms. Roberts so effective was her unlimited patience and willingness to explain things in multiple ways until I understood. She never made me feel dumb for asking the same question over and over. Instead, she celebrated every little milestone and breakthrough I had. Her enthusiasm and encouragement made me want to work harder.As my English skills improved, so did my confidence. I started raising my hand more in class and wasn't as afraid to get answers wrong. I'd go home and read more challenging books for fun. Writing assignments that used to take me hours were becoming easier. My grades went from D's and F's to solid B's and a few A's. By the end of 8th grade, English had become one of my favorite subjects.Ms. Roberts' impact went beyond just academics too. Because she cared about me as a whole person, not just a student, she helped me develop better study habits and time management skills. She motivated me to get more involved in extracurricular activities. She boosted my self-esteem by pointing out my other strengths like my creativity. Having an adult mentor like Ms. Roberts was invaluable during those awkward middle school years.Even after I moved on to high school, Ms. Roberts and I kept in touch. She attended my high school graduation and dropped off a care package when I started college. To this day, I still aim to emulate her passion, generosity and ability to pinpoint each student's unique learning needs.I know many students look at English class as just another academic box to check. They don't realize how crucial strongEnglish skills are for future success in almost any career path. Employers want candidates who can communicate effectively through writing and public speaking. Job interviews, presentations, emails, reports - all of it involves English proficiency.Beyond the professional realm, a firm grasp of the English language expands your understanding of literature, enhances your creativity, and allows you to better express your thoughts and opinions. It opens up opportunities for traveling, networking, and connecting with others in an increasingly globalized world. English may be difficult, but it's one of the most valuable skills a person can have.That's why I'm so grateful that I had Ms. Roberts as a teacher when I did. She took the time to truly invest in my education at a pivotal age. Her high expectations, unwavering support, and customized teaching approach gave me the tools to overcome my struggles with English. More importantly, her mentorship gave me the confidence and resilience to keep improving my English abilities for years to come.Looking back, I'm not sure where I'd be today without Ms. Roberts' guidance. Chances are, I would have given up on English and missed out on so many wonderful books, deepconversations, and enriching experiences that require strong English comprehension. At best, I would have merely gotten by with poor English skills that limited my academic and career potential.So many students face an uphill battle in English class due to learning disabilities, language barriers, lack of resources, or other circumstances beyond their control. Having just one passionate teacher like Ms. Roberts who truly understands their needs and is committed to their success can make all the difference in building the foundational English skills they need to thrive. Every school and every student deserves to have that level of personalized investment in their English education.As I now pursue my own career goals, I've made it a priority to hone my reading, writing, and public speaking abilities to the highest level. English is no longer something I dread - it's a pivotal tool that expands my potential in countless ways. All because Ms. Roberts spent a few hours a week pulling me aside in 8th grade and giving me the individual attention I needed at a crucial time in my literacy development. For that, I will be eternally grateful.。
小学上册第4次英语第3单元测验卷
小学上册英语第3单元测验卷英语试题一、综合题(本题有100小题，每小题1分，共100分.每小题不选、错误，均不给分)1.The ______ (植物遗传学) studies traits passed through generations.2.My grandma loves to __________. (园艺)3._____ (sunlight) is essential for growth.4.What do you call a group of musicians?A. BandB. ChoirC. OrchestraD. All of the aboveD5.The dog is _______ (chasing) a squirrel.6.What is your favorite type of __________ (玩具类型)?7.My favorite toy is the one that makes me smile. (玩具名称)8.The _____ (邮局) is open late.9.The __________ (历史的观察) offers valuable perspectives.10. A _______ is a chemical process that results in gas production.11.What is the name of the fairy tale character who lost her shoe?A. RapunzelB. CinderellaC. BelleD. Ariel12.I can ___ (do) a backflip.13.My sister loves _____ music. (listening to)14. A _______ (乌龟) can live many years.15.What is the term for an animal that only eats plants?A. HerbivoreB. CarnivoreC. OmnivoreD. ScavengerA Herbivore16.What is the capital of the Philippines?A. ManilaB. CebuC. DavaoD. Quezon CityA17.In ________, Columbus discovered America.18.The country known for its wine is ________ (以葡萄酒闻名的国家是________).19.What do you call the main character in a fairy tale?A. HeroB. VillainC. PrincessD. ProtagonistD20.The ________ (桥) connects two sides of the river.21.The tree has many ______.22.The clock says it is ________ o'clock.23.The chemical formula for selenium dioxide is _____.24.I have a _______ for my birthday.25.In winter, some plants lose their ______ (叶子).26. A ______ has unique patterns on its skin.27.The ancient Egyptians believed in the power of ________ (魔法).28.What is the capital city of South Africa?A. PretoriaB. Cape TownC. JohannesburgD. Durban29. A ______ is a common household pet.30.The main component of the air we breathe is ______.31. A ____ can often be found splashing in puddles.32.ts can help control ______ naturally without chemicals. (某些植物可以自然控制害虫，而无需化学药品。
英语常用句子(开头结尾过渡)
Introduction：1. 关于……人们有不同的观点。
一些人认为……There are different opinions among people as to ____ 。
Some people suggest that____。
2. 俗话说(常言道)……，它是我们前辈的经历，但是，即使在今天，它在许多场合仍然适用。
There is an old saying______。
Its the experience of our forefathers，however，it is correct in many cases even today。
3.现在，……，它们给我们的日常生活带来了许多危害。
首先，……;其次，……。
更为糟糕的是……。
Today，____，which have brought a lot of harms in our daily life. First，____ Second，____. What makes things worse is that______.4.现在，……很普遍，许多人喜欢……，因为……，另外(而且)……。
Nowadays，it is common to ______. Many people like ______because ______. Besides，______.5.任何事物都是有两面性，……也不例外。
它既有有利的一面，也有不利的一面。
Everything has two sides and ______is not an exception，it has both advantages and disadvantages.6.关于……人们的观点各不相同，一些人认为(说)……，在他们看来，……Peo ple’s opinions about ______ vary from person to person.Some people say that ______.To them，_____.7.人类正面临着一个严重的问题……，这个问题变得越来越严重。
小学上册E卷英语第2单元测验试卷
小学上册英语第2单元测验试卷英语试题一、综合题(本题有100小题，每小题1分，共100分.每小题不选、错误，均不给分)1.What do we call the study of matter and energy?A. ChemistryB. PhysicsC. BiologyD. Astronomy答案:B2.The _____ (拼图) is difficult to solve.3.What is the name of the longest bone in the human body?A. FemurB. TibiaC. HumerusD. Radius4.Her favorite color is ___ (purple/yellow).5.What do we call the act of enhancing one's knowledge?A. LearningB. EducationC. StudyD. All of the Above答案:D6. (31) is the longest river in the world. The ____7.An alkali is a type of _____ that is soluble in water.8.Which instrument has black and white keys?A. GuitarB. FluteC. PianoD. Violin答案:C9.I see a _____ (car/bike) on the road.10.What is the opposite of 'dark'?A. DimB. BrightC. LightD. Shadow答案:C11.The __________ is a large expanse of tundra in the Arctic. (冻土)12.What do we call the layer of gases surrounding the Earth?A. AtmosphereB. StratosphereC. LithosphereD. Hydrosphere答案:A13.What is 5 + 3?A. 6B. 7C. 8D. 914.I found a ___. (coin) on the ground.15.The __________ was a significant document in the history of the United States. (独立宣言)16.The capital of Mongolia is __________.17. A _______ can attract various wildlife.18.The cookies are ___. (baking)19.The concept of conservation emphasizes the importance of protecting ______ resources.20.What do we call a young horse?A. CalfB. FoalC. KidD. Pup21.What is the national flower of the USA?A. RoseB. TulipC. DaisyD. Orchid答案:A22.Which planet is known for its rings?A. VenusB. MarsC. SaturnD. Jupiter23.I like to pick _____ from the garden.24.The __________ (全球视野) broadens perspectives.25.I like to watch ______ (电影) that inspire me.26.The chemical symbol for argon is __________.27. A combustion reaction involves the burning of a substance in ______.28.What is the main ingredient in pizza?A. BreadB. RiceC. PastaD. Salad29.What is the name of the famous animal that is known for its intelligence and ability to solve puzzles?A. DogB. CatC. DolphinD. Parrot30.My favorite thing about my hometown is _______ (美食).31.Mountains are formed by the movement of ______.32.The ________ (花瓣) are often colorful.33.What do we call the study of the relationships between living organisms and their environment?A. EcologyB. BiologyC. ZoologyD. Botany答案:A34.My favorite sport is ______ (美式足球).dybugs are often red with ________________ (黑点).36.I have a toy ________ (火车) that makes sounds when it moves. It travels on________ (轨道).37.The _____ (落叶) creates a beautiful scene in autumn.38.We have a ______ (大) backyard to play in.39.The trees in the _______ provide shade and shelter.40.What is the name of the large body of saltwater?A. LakeB. OceanC. RiverD. Pond答案:B41. A _____ is an area with specific landforms.42.I believe that everyone can make a difference. Small actions can lead to big changes.I try to do my part by __________ in my community.43.The flowers bloom in different _______ (花以不同的_______开放).44.ts have ______ (刺) to protect themselves from animals. Some pla45.My friend plays ____ (baseball) every weekend.46.Mercury is a metal that is _______ at room temperature.47.What do we call the person responsible for a classroom?A. PrincipalB. TeacherC. StudentD. Parent答案:B48._____ (perennial) flowers return each spring.49.The _____ (forest/park) is quiet.50.Which animal is known as the "King of the Jungle"?A. ElephantB.LionC.TigerD.Bear答案:B51.What do we call the act of creating new things?A. InventionB. ExplorationC. InnovationD. Discovery答案:C52.Cacti are plants that can survive in ______ environments.53.The ________ (山地) offers great hiking trails.54.The _____ (sage) plant is used for flavoring.pounds can be separated into their elements through a ________ reaction.56. A tiny ___ (小蜜蜂) visits many flowers.57.My cousin is a talented ____ (dancer).58.The _____ (大象) is a magnificent creature.59.Which instrument has keys?A. GuitarB. ViolinC. PianoD. Drums答案:C60.What do you call a collection of stars?A. GalaxyB. PlanetC. AsteroidD. Comet答案:A61. A _______ can be a delightful surprise in your garden.62.What do you call the frozen form of water?A. VaporB. LiquidC. IceD. Steam答案:C63.At the farm, there are many _______ (小鸡) pecking at the ground.64.What is the capital of Tunisia?A. TunisB. SfaxC. BizerteD. Kairouan答案:A65.What do you call the main character in a story?A. HeroB. VillainC. ProtagonistD. Antagonist答案:C66.The Great Wall stretches over ________ kilometers.67.My brother loves to __________ (参加) family celebrations.68.She likes to read ________.69.Light travels fastest in a ______.70.We will _______ (have) a picnic in the park.71.The __________ can provide valuable information about geological history.72.What is the study of plants called?A. BiologyB. BotanyC. ChemistryD. Zoology73.The dog is ________ and friendly.74.I can ________ my toys.75.My family loves to go ____.76.My sister is my best _______ who is always ready to help me.77.His favorite book is about a ________.78.How many bones are there in the adult human body?A. 206B. 210C. 202D. 200答案:A79.Where do fish live?A. TreesB. MountainsC. WaterD. Land答案:C80._____ (植物维护) ensures their health and beauty.81.What do you call a person who serves food in a restaurant?A. ChefB. WaiterC. CustomerD. Manager答案:B82.What do you call a person who studies the weather?A. MeteorologistB. ClimatologistC. GeologistD. Biologist答案:A83.I have _______ (两只) cats at home.84.He is a _____ (作家) who writes poetry.85.The sun is ________ in the sky.86.The Earth's crust is essential for providing ______ resources.87. A __________ is a reaction that involves a change in temperature.88.Many plants are recognized for their ability to improve ______ quality. (许多植物因其改善空气质量的能力而受到认可。
关于whether的用法及解释
关于whether的用法及解释whether有是否;不管;无论等意思,那么你知道whether的用法吗?接下来小编在这里给大家带来whether的用法，我们一起来看看吧!whether的用法1.whether和if都可以表示“是否”，引导宾语从句。
You may wonder whether/if it is true. 你可能想知道它是否是真的。
2.当引导的从句中出现or not时，通常用whether，而不用if。
I'm wondering whether you will come to my party or not tomorrow. 我想知道你明天是否来参加我的聚会。
3.to+动词的结构(即动词不定式)前只能用whether。
Have you decided whether to accept the offer yet?你决定好是否接受那个报价了吗?4.介词prep.后只能用whether。
We're discussing the problem of whether to accept the offer.我们正在讨论关于是否接受报价的问题。
5.当宾语从句提到句首表示强调时，只能用whether引导，不能用if。
Whether they can finish the work on time is still a problem. 他们是否能按时完成他们的工作还是个问题。
6.只能用whether引导主语、表语或同位语从句，不可用if。
It was a question whether the girl should get married. 这个女孩是否应该结婚曾是个问题。
The question is whether they will support the plan. 问题是他们是否会支持这个计划。
The question,whether we need it,has not yet been considered. 我们是否需要它这个问题还没有被考虑到。
whether的用法和例句
whether的用法和例句whether有是否;不管;无论等意思，那么你知道whether的用法吗?下面跟着店铺一起来学习whether的用法和例句吧，希望对大家的学习有所帮助!whether的用法whether的用法1：whether用作连词,意思是“是否,是不是”,可引导名词从句或动词不定式短语。
whether的用法2：whether还可引导让步状语从句,意思是“不管,无论”,从句中通常用一般现代时代替将来时。
whether的词汇辨析if，whether这两个连接词均含“是否”之意。
if 作“是否”解时，多用于口语，引出宾语从句，不能直接跟or not连用。
whether 多用于书面语中，可与or或or not连用，除引出宾语从句外，还可引出主语从句、表语从句、同位语从句或与不定式连用。
whether的用法例句1. The key issue was whether the four defendants acted dishonestly.关键问题是4名被告是否存在欺诈行为。
2. It's not a case of whether anyone would notice or not.这不是会不会有人注意到的问题。
3. Whether such properties are a good deal will depend on individual situations.这样的地产是否可获得大笔收益还要视具体情形而定。
4. It remains to be seen whether her parliamentary colleagues will agree.她的国会同僚是否同意，现在还无从知晓。
5. It was touch and go whether we'd go bankrupt.我们是否会破产还很难说。
6. At first I really didn'tcare whether he came or not.起先我真的不在乎他是否会来。
whether的用法例句
whether的用法例句一级段落标题：Introduction使用whether是英语学习中的一个重要方面。
它可用于表示疑问、选择以及作为连词引导宾语从句等等。
在本文中，我们将探讨whether的不同用法，并提供一些例句来帮助读者更好地理解和运用这个词。
二级段落标题：表示疑问1. 是否Whether经常用来表示对一个问题的疑问，相当于中文的“是否”。
例如：- I'm not sure whether he will come to the party or not.（我不确定他是否会参加派对。
）- Can you tell me whether it will rain tomorrow?（你能告诉我明天是否会下雨吗？）2. 是不是Whether也可以询问某事物是否属实或为真实情况。
例如：- He asked me whether I had finished the report.（他问我是否完成了报告。
）- The teacher wanted to know whether they had studied for the test.（老师想知道他们是否为考试做过准备。
）二级段落标题：表示选择1. 选择 A 还是 BWhether还可以用于表示两个或多个选项之间的选择。
例如：- We need to decide whether to go on vacation this summer or save money for a new car.（我们需要决定是去度假还是为购车省钱。
）- She couldn't decide whether to accept the job offer or stay with her current company.（她无法决定是否接受工作机会还是留在现在的公司。
）2. 表达偏好Whether也可用于表达个人的喜好或倾向。
例如：- I'm still considering whether to have pizza or pasta for dinner.（我还在考虑晚餐是吃披萨还是意大利面。
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Whether do the principal results of the traditional theory of trade still hold in the presence of fragmentation, outsourcing and off-shoring intermediate inputs and services?
trade in tasks and fragmentation
Definition : revolutionary advances in transportation and communication’s technology have enabled an historic break-up of the production process by making it increasingly viable and profitable for firms to undertake different production stages in disparate locations .this has resulted in off-shoring of both services and manufacturing sector jobs and rapidly growing trade intermediate products or tasks. This phenomenon has various been called trade in tasks and fragmentation.
Two approaches to the modeling of fragmentation: ① model fragmentation as trade in intermediate based on comparative advantage. the main insight is that offshoring is similar to technical progress in the production of final goods. Model: only two nation : A and B one final good : X one single production factor: labor two task: 1 & 2 A→1 b→2 so with free trade in tasks ,A specializes in the production of task 1,and B specializes in the production of task 2. more final good can be produced in both countries. that is to say ,off-shoring increases labour productivity.
#Intermediate inputs #services # trade in tasks and fragmentation
Intermediate inputs
Deardorff: only an average relationship between comparative advantage and trade seems to be at all robust but the gains from trade are unambiguous in the Ricardian models. that’s so in the H-O case. Kemp: Stolper-Samuelson and the Rybczynski theorems still hold in the presence of the trade intermediate products. Schweinberger: under the condition the H-O theorem holds, when each final good can be used as intermediate input in the production of other final good.
North firms are interested in combining their superior technology with cheap labour in south they will offshore a task if the initial wage is larger than the offshoring costs. Therefore, the wage in North will increase because productivity increases .productivity increases because offshoring releases domestic workers who can focus on the tasks where they have a trade-costadjusted comparative advantage. The productivity effect is independent of comparative advantage based on tasks and comes together with the Ricardian gains from trade.
Deadorff : three characteristics of trade in services. ① arise as by-product of trade in goods. ② accompanied by international direct invest. ③ where they are produced is the same one where they are consumed . The first two can show the usefulness of the law of comparative advantage in explaining trade . Even though the third causes some difficulties ,the weak versions of the law may apply by relying on specific assumptions. Role of service: The benefit from service liberalization extend beyond the traditional gains from trade liberalization. And service liberalization can stimulate international trade of goods. The trade in services is important to facilitate trade in goods . There exists complementarity between trade in goods and trade .
services
Hindley and Smith: through the application of the normative theory of comparative cost to the service sector ,even though there are difficulties ,the powerful logic of the theory of comparative advantage comes through them and shows gains from free trade in service . Melvin : adding capital services as tradable in a H-O framework . though the view seem to contradict the law of comparative advantage and H-O theorem at first glance ,in fact it conform with them.