FRD - CHAPTER ONE - INTRODUCTION
Chap.01_Introduction
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As early as 1816, the vitalistic theory received a heavy blow when Michel Chevreul (米切尔· 欧仁· 谢弗勒) found that soap, prepared by the reaction of alkali with animal fat, could be separated into several pure organic compounds. Without the intervention of an outside vital force.
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By the mid-nineteenth century, the weight of evidence was clearly against the vitalistic theory. H. Kolbe (柯尔柏), 1844，Acetic acid.
M. Berthelort (柏赛罗), 1854, Oil and Fat
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Ian Robertson is of Psychology at Trinity College, Dublin “Power and success work through the same circuit as sex and cocaine; it’s a basic, primitive reward system.”
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History: In Zhou Dynasty, there were some people named “染人”, “醯人” in charge of staining, making wine and making vinegar. But the foundations of organic chemistry date from the mid-eighteenth century, when chemistry was evolving from an alchemist’s art into modern science. At that time, unexplainable differences were noted between substances obtained from living sources and those obtained from minerals.
Chapter One Introduction
Chapter One IntroductionWith the development of the global cross-cultural communication, the introduction of film and television works which serve as a type of culture carrier promotes the exchange and collision between two different cultures. In recent years, increasing number of foreign films and television works were introduced into China and people can get access to them through many different ways like theaters, television or just internet which is more convenient. However, because of the language barrier and cultural differences, only with the help of Chinese captions can a great majority of the audience could understand the meaning，even the spirit in it better, and experience an audio-visual feast while getting their inner heart deeply touched. Subtitle is not only recreation of the original language, but also it is a kind of aesthetic activity. With the growing call for the return of aesthetics in the realm of translation recently, there is increasing need to study subtitle translation from the perspective of aesthetics.In China, aesthetics is of special significance to Chinese translation, in which the combination of aesthetics and translation is one of its greatest characteristics. Some scholars believe that aesthetics is the base of Chinese traditional translation. Although western translation theory builds on philosophy, it also has a long history in terms of aesthetics. So it is reasonable to integrate aesthetics and translation together. Beauty is everywhere even in the language itself and it is one of the basic properties of language as well. Preference for beauty is a common nature of human, which is a universal phenomenon. Take the following as examples, in China when people refer to the old, they use probably “双鬓斑白” instead of “满脸皱纹”. Again, “oval” is adopted to describe a girl’s face rather than using the image of the duck egg. Also because of the beautiful rhythm of language, “mathematics, physics, chemistry” is preferred than any other group of combination o f the three subjects. This potential principle applies to English as well. In English, it is not the“work at another job at night” but the “moonlight” suggests that someone takes a second job during night. In addition, there is no exception for translation. Collecting the most classical part of novel, drama, music, arts, dance and photography in it, movie is a kind of comprehensive art. Therefore, how to reappear the beauty of subtitle to audience becomes the focus of filmtranslation.Chapter Two Translation Aesthetics2. 1 Definition of Translation AestheticsAccording to the “A Dictionary of Translation Studies” edited by Fang Mengzhi, translation Aesthetics reveals the aesthetical origin of translation, studies the special significance of aesthetics on translation, discovers the scientific and artistic feature of translation from the aesthetic perspective and put forwards aesthetic standards towards different type of translation texts, in order to analysis, interpret and solve the aesthetic problems in intercultural conversion by using basic aesthetic principles.With full understanding of the basic properties of translation aesthetic subject (the original work) and the aesthetic object (translator), we can analysis the made up of aesthetic object and the dynamic effect of the aesthetic subject, clarify the relationship between aesthetic subject and aesthetic object and provide the reproduction of aesthetic with means and different forms; therefore, it all can be used to instruct translation practice.2.2 The Development of Translation AestheticsIn China, translation has a rather long history dating back to about 1800 years ago in terms of the translation of Buddhist texts. Taking a look at this, it is not difficult to find that almost all the translation theories is inseparable with aesthetics, and this is also the general trend of history and cultural pattern in future. From the theory “Exquisite Diction” by Zhi Qian, “Faithfulness, Expressiveness and Elegance” by Yan Fu, “Spiritual Conformity” by Fu Lei, the “Theory Sublimation” promoted by Qian Zhongshu to the “Three Beauties” by Xu Yuanchong and so on, each provides strong support to the natural birth of translation aesthetics in history. Having absorbed the essence of beauty, all of these theories suggest obvious aesthetic features —emphasis on faithfulness, parataxis and beauty of connotation, which glitters just like gold.In modern period, translation theories mainly focus on the translation standards, translation processes and translation methods before 1970s. While after that, increasing researchers use descriptive methods to study translation theory and therefore has developed a deep understanding towards it. Translation aesthetics enter the systematical researching period in this background. “Practical Translation Aesthetics” by Fu Zhong in 1993 is the first translation aesthetic monograph in our country. It talks about the main categories of translation aesthetic, namely aesthetic subject, aesthetic object, aesthetic activity, standards of translation aesthetics and the method of reappearance of beauty. “Comparative Aesthetics of Literary Translation”published in 2000 by Xi Yongji is one of representative works studying comparative literary translation. While “Aesthetics Process during Liter ary Translation: the Reconstruction of Gestalt Image”authorized by Jiang Qiuxia in 2002 primarily focuses on the aesthetic process. In 2005 Mao Ronggui published “Translation Aesthetics”which is made up of four parts and expands the research scope of translation theory and practice. However, the most important work in the field may be “An Introduction to Translation Aesthetics” by Liu Miqing. It has fully reflected the author’s thought about Chinese translation aesthetics and posed a rather important position in the connection between western aesthetics and basic Chinese translation theory.Globally, the developing trend of translating field and the “Cultural Turn” have created suitable environment for the birth of translation aesthetics. It is widely acknowledged that aesthetics belong to culture and translation is a kind of communication, so translation is a way to transfer beauty in essence. Therefore, we got to know that the outcome of translation aesthetics can not be resisted.2.3 Achievements of Translation AestheticsThe book Aesthetic Progression inLiterary Translation: Image- G Actualization, written by Jiang Qiuxia in herdoctorial paper in 2002, holds that there is no way to unveil the “black box” existing in human psychology. So it uses descriptive method to explore the psychological mechanism of the reconstruction of gestalt image in literary translation. Besides, it emphasizes how the reader (the translator) can make use of gestalt psychology to recreate the whole image of the original works and present the target readers with the equivalence between original works and target works. This is, from the Angle of aesthetics, development of Nida's functional equivalence theory (2000). Since there is no complete equivalence translation, “functional equivalence” may be the best choice, generally speaking. In general it is best to speak of “functional equivalence” in terms of a range of adequacy, since no translation is ever completely equivalent. A number of different translations can in fact represent varying degrees of equivalence. This means that “equivalence” cannot be understood in its mathematical meaning of identity, but only in terms of proximity, i.e. on the basis of degrees of closeness to functional identity. (Nida , 2000 :117)This type of aesthetic has taken advantage of Gestalt psychology. (Lakoff, 1982:20)defined Gestalt in such a way —take the thing as an independent gestalt from the perspective of wholeness on that level. While at a lower level in order to give confirmation, specific details needs to be picked out. Gestalt recreation is the basic principle of translation aesthetics —interdisciplinary subject, which benefits from translation studies, literary studies, aesthetic and cognitive psychology. Gestalt image is a new conception out of the old idea of “image” as literary metaphor or symbol mainly concerned in poetry. When explored in this context as a holistic whole, it is taken as a relatively independent contextual entity rather than a single word or words constitution.) ( 姜秋霞,2002 : 241) Broadly speaking, translation studies，a discipline in the development period, is in constant growth and expansion. “An Introduction of Translation Aesthetics (revision, Peter, 2005)”reprinted by China Translation and Publishing Corporation greatly enriched and developed the theory of translation aesthetics.2.4 Prospect of Translation AestheticsFrom the perspective of prose translation, Wang Hongtao (2006:2006-4) categorizes Western and Chinese Comparative Aesthetic into three levels: Western and Chinese Comparative Translation Aesthetics; prose translation under the Chinese and western Comparative Aesthetics; the meaning of application of Chinese and Western Comparative Aesthetics in prose translation. As can be seen, translation aesthetic has marched no matter in terms of aesthetic subject, aesthetic reception or gestalt aesthetics. This is of great benefit to future translation aesthetic development. However, we should not only strongly opposite the overuse of aesthetics in translating field but also fight against the pseudo translation aesthetics. What we pursuit are the unity of formal beauty, implicational beauty and receiving beauty, and the unity of universal law and special performance of translation aesthetics. Meanwhile, we can not promise translation is filled with aesthetics, but translation can also not be totally separated from aesthetics. There are not only inheritance, experience from others but also merit and recreation in itself. So it is necessary to find out whether “Tr anslation Aesthetics”, created by Chinese scholars, has fully absorbed the widely acknowledged theories — Aesthetics of Reception and Gestalt. This is a blessing as well as a new issue for China’s translation studies.Chapter Three Subtitle Translation3.1 Definition of Subtitle TranslationUp to now, there is not an authorized definition about translating subtitles. Following are some definitions:(1)Subtitling can be defined as the process of providing synchronizedcaptions for film and television dialogue (and more recently for live opera)(2)Subtitling, sometimes referred to as captions, are transcriptions of film orTV dialogue, presented simultaneously on the screen.(3) A subtitle is a printed statement or fragment of dialogue appearing on thescreen between the scenes of a silent motion picture or appearing as a translation at the bottom of the screen during the scenes of a motion picture or television show in a foreign language.(4)··· the words printed or super imposed on a film in a foreign language totranslate what is being said on the sound track ···Although all these definitions explained subtitle in some degree, it is far from enough. The first definition points out that subtitle translation is used as a process to provide synchronization instruction for film and television dialogue. The second definition is similar to the first one, but the category where the subtitle suits is too narrow in those two definitions for the following two reasons: first of all, it is limited to film and television. In fact, if possible, subtitle is applied to any kind of multimedia. Secondly, apart from film and television, subtitle can also be used to give illustration to even the non-dialogue texts. The third definition refers to the caption that is displayed in the silent film or at the bottom of television screen. It serves as interpretation to another language or just illustrative fragments and this definition has fully explained the concept of subtitles. Definition four indicates translating the language being played in the sound track into another and printing it on the film. However, translating subtitle does not refer to the language that is being said at themoment.From the above, we also get to know that subtitle is a kind of text but with a different presenting mode like the common one. And it is this special presenting form that makes subtitle limited in many aspects.3.2 Characteristics of Subtitle TranslationSubtitle provides the audience with a large mount of information about the multimedia works. Following are four of its characteristics:3.2.1 ComprehensivenessComprehensiveness refers that subtitles must appear together with other factors of the film and television programs like sound and picture image at the same time instead of showing alone. The audience are willing to hear the actors as well as the music, background sounds and seeing the picture changes. The audience enjoy the film and television by watching the motion picture, listening to the dialogue and reading the subtitles and so on. So without pictures and sounds, the film and television can not convey the information fully; without captions, the effect of sounds and pictures can not achieve the best level. Generally speaking, in all of the factors mentioned above, pictures and sounds are the most important, while subtitles serve only as an auxiliary factor. Therefore, comprehensiveness offer subtitle some convenience namely subtitles can be omitted where the information can fully express through sounds and pictures. Thus translator should take full advantage of this characteristic and omit as much subtitles as possible.3.2.2 InstantaneityInstantaneity indicates that the subtitle, which is unrepeatable, appear and disappear simultaneously with the corresponding pictures and sounds. Although subtitle exists in the form of language, it is still different from the desk literature, such as poetry, prose and fiction for desk literature all appear in independent text form. Readers can appreciate desk literature over and over again at any time and any place as long as he wants. By contrast, subtitle can not be appreciated repeatedly withoutlimitation because of its instantaneous characteristic. While watching the plots the audience has to give up if he did not catch up with the subtitles because there is only one chance. Instantaneity decides that the audience cannot spend more time to understand the content of the captions; otherwise, it will affect the understanding of follow-up plots.3.2.3 PopularityPopularity means that the film and television subtitle translation must use a popular language or has the characteristic of popular language. Following are three main reasons: In the first place, film and television works aiming at the masses belong to the public. Majority of the audience are common people despite that some are well-educated and have higher artistic accomplishment. Therefore, we should use the most popular language to translate the original language to convey information, considering about the acceptance ability and appreciative level of majority part of the audience. The reason lies in that most audiences will be impeded while understanding too much elegant and abstract language. Secondly, with the characteristic of instantaneity, translation subtitle appears only once at the bottom of the screen. So only by using the popular and colloquial translation texts can the audience grasp the general meaning. Thirdly, the principle of “acceptance first” aims at helping the audience to understand the plot better. If too much euphemistic and expressive language is adopted as subtitle, the audience can not follow the plots closely while spending a long time trying to understanding the language.3.2.4 ConcisenessConciseness means that the language of film and television subtitle is concise and refined. There are two causes contributing to this characteristic.Firstly, the translation of film and television subtitle is limited by time and space, so the translator has to finish tasks in the limitation while keeping the picture and subtitle appear simultaneously. This determines subtitles can not use over-complicated language. The second reason is about the instantaneous acceptance of the audience, which indicates the simpler and easier the language the better while providing themore rich contents to the audience.Chapter Four Application of Translation Aesthetics in SubtitleTranslation4.1 Aesthetic Principles and Aesthetic strategy4.1.1 Aesthetic PrinciplesFirstly, the translation version shall accord the characters’ emotion and personality. So it is rather important for the translator to devote his own aesthetic emotion to the four stages of the whole work —“watching, understanding, analyzing and translating”. Only by understanding and appreciating the original work, integrating the emotions and characteristics of different roles into the translation, thinking from the perspective of different roles, speaking for them can the translator produce vivid, individualized characters, corresponding translational texts with the original dialogues as well as creating an immersive feeling for the audience.Secondly, the translation shall measure up the original work’s style. Film and television work is mainly made up of four different types, namely national style (a stable artistic character which reflects the national life in a particular area), period style (reflecting the life style of different time period), directing style (owing subjective or objective factors, different director prefer different theme, language and acting ways) and aesthetic style (such as drama, documentary, romantic style). So in the translating process (more accurately, that is adding, omitting and changing the original dialogue), the translator should abandon their preferring style, overcoming as many limiting factors as possible to get close to the original style.The third one is alienation, an important method to get to know about an exotic culture. How to help the audience to understand more about foreign history and costumes is a vital task. In order to incarnate the cultural diversity, translators can adopt alienation. For example, in American TV play, Rose said proudly: “I got 1450 on my SAT (Scholastic Assessment Test, which is a kind of academic test in America when students graduating from high school)”. When SATs is translated into “毕业会考”, it will be much easier for people to understand. Also some words, like NBA and FBI have already been popular between Chinese, so there is no need to translate.Next is about domestication. In the practice of translation, the existence of cultural differences between the two languages led to the production of translation variation and sometimes the semantic meaning changed or even lost. Adoption of domestication decreased the exoticism. More importantly, it can avoid ambiguity in order to present the audience with a more natural and easier way to understand the translation version. Liberal translation, substitution and even rewriting all these methods can help to translators to comprehend the original language better. For instance, in the movie “A Beautiful Mind”, the sentence “Shall we say swords, gentlemen? Pistols at dawn?” can be translated into “我们该谈谈剑了，绅士们。
Chapter 1 Introduction
Topography
• China is a country of varied topographical features with highlands in the west and plains in the east. Mountainous land and very rough terrains make up about 67% of Chinese territory, basins and plains 33%.
Hale Waihona Puke • It was during the Xia Dynasty that the institution of slavery began. There are many legends describing the life of the people in this period, especially of the three sage kings after Emperor Huang and Emperor Yan---Yao, Shun and Yu. Yao made great contributions to the lunar calender. His successor, Shun, was physically and intellectually gifted and was a man with great virtues.
the May 4th Movement in 1919 and the birth of New China under the people’s democratic dictatorship led by the working class on the basis of the worker-peasant alliance.
Chapter01Introduction
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Unit 1 introductionppt课件
Advanced Medical English Writing
第四军医大学 外语教研室 主任 周玉梅 教授
周玉梅
第四军医大学基础医学院外语教研 室主任、教授、硕士生导师， 2009.2─2010.3 美国伊利诺伊大学访问 学者。出版教材和专业书籍 30余部，在 国内外学术刊物发表论文 50余篇。现任 中国科技论文统计源期刊《细胞与分子 免疫学杂志》英文编辑，美国
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远大前程每章英文梗概1到10章
远大前程每章英文梗概1到10章《远大前程》是查尔斯·狄更斯的一部小说，以下是每章的英文梗概：Chapter 1:The novel begins with the birth of Philip Pirrip, known as Pip. He lives with his sister and her husband, Joe Gargery, a blacksmith. One evening, Pip encounters an escaped convict in a graveyard, who threatens him into stealing food and a file to remove his shackles.Chapter 2:Pip steals food and a file from his sister's house and brings them to the convict. However, the convict is soon recaptured and taken away. Despite feeling guilty, Pip keeps the incident a secret.Chapter 3:Pip is invited to play at the house of Miss Havisham, a wealthy and eccentric woman who lives in seclusion. He meets her beautiful but cold-hearted adopted daughter, Estella, and becomes infatuated with her.Chapter 4:Pip visits Miss Havisham's house regularly, growing more and more infatuated with Estella. He becomes ashamed of his humble background and desires to become a gentleman.Chapter 5:Pip is informed that an unknown benefactor has provided funds for him to become a gentleman. He moves to London and begins his education and training under the supervision of Mr. Jaggers, a lawyer.Chapter 6:Pip befriends Herbert Pocket, who becomes his roommateand close friend. He also becomes acquainted with Wemmick, Mr. Jaggers' clerk, who has a dual personality.Chapter 7:Pip continues his education and socialization in London, but remains haunted by his love for Estella and his guilt over his past actions.Chapter 8:Pip receives a visit from Joe, who informs him of the death of Mrs. Joe. Despite feeling guilty for neglectinghis family, Pip is relieved to be free of his sister's abuse.Chapter 9:Pip's infatuation with Estella grows stronger, but he becomes increasingly aware of the class divide between them. He struggles with his desire to be a gentleman and his humble origins.Chapter 10:Pip and Herbert devise a plan to help Magwitch, a convict from Pip's past, escape from England. However, their plan is jeopardized when they learn that Magwitch's life is in danger.以上是《远大前程》前十章的英文梗概，希望能够帮助到你。
Frdvaqd雅思写作讲义
-+懒惰是很奇怪的东西，它使你以为那是安逸，是休息，是福气；但实际上它所给你的是无聊，是倦怠，是消沉;它剥夺你对前途的希望，割断你和别人之间的友情，使你心胸日渐狭窄，对人生也越来越怀疑。
—罗兰♦Task 1: content✦All the significantinformation should beincluded;✦Structure✦Grammar✦Vocabulary✦Avoid:♦Personal experience♦Laymen words toexperienced audienceA类小作文♦不要混淆名称！♦趋势：混合图表✦Pie chart 饼图：比例的表达，‘占’的表达✦Bar chart 柱状图：比较和对比✦Line chart/graph 曲线图：整体和分类趋势trend tendency✦Table 表格：✦Process/flow chart 流程：理解，如水循环，森林的生长A类小作文三原则：▪Objectivity 客观性：–No ‘I’ or ‘We’–语态：主动/被动–Use things/time assubjects–Avoid therefore, thus,hence etc.▪Carefulness 观察细致：–HiddencharacteristicsAccuracy 精确性：–Tense–Time point/marker时间描述：1.I n + 月份/年/年代2.F or/during + 时间段–During thefirst/second half ofthe year–During the remainderof the year3.F rom…to…/ between…and…4.U ntil…5.A t the end of the year/century6.B efore/after/around/about–In 1980s–In the period between … and …–Over the period …to … / over a ten-yearperiod/ over the pasttwo decades–Throughout the 19thcentury整体格式：▪Beginning: 1段—1/2句▪Body: 1-2段—6-8句▪Conclusion: 1段—1/2句▪Approximately 8-12 sentences with each no less than 15 words.写作步骤：▪看题——1分钟▪分析图表——2分钟▪开头——2分钟▪中间——12分钟▪结尾——2分钟▪检查——1分钟▪总共：20分钟开头：▪2 patterns1.Paraphrase the rubric:1 sentence▪subjects, fields,location, date2.Define what the graphis about + overall trend:2 sentences–Do not copy therubric!–Do not list specificfigures!The graph(s) and chart(s) and table(s) , based on …(调查研究),illustrate/display/unfol d a clear picture of …(主要内容)in …（地方/方面）+时间As is reflected/revealed/show n/illustrated in the graphs, the number/percentages of …surged/subsided/▪fluctuated/differed dramatically/gently + 时间Avoid ‘According to the diagram …’Examples:▪The charts unfold a clear picture of seven major reasons for adults totake up study and how the costs should be distributed among individuals, employers and taxpayers in people’s minds.As is displayed in the charts below, adults took up study for a variety of reasons and the costs were expected to beshared by individuals, employers and taxpayers. ▪The graph illustrates Harry’s sales of hamburgers throughout the year of 1998. It can be clearly seen that the consumption of hamburgers experienced a series of changes.▪As is revealed in thefollowing graph, Harry’s sales of hamburgers fluctuated throughout the year of 1998.▪Range from...ToRadar radio detecting and ranging▪The tables, based on a survey of 100,000interviewees, display a clear picture of UK residents’ purposes to go abroad and their destinations between 1994 and 1998.A glance at the charts below reflects that UK residents went abroad to different destinations for a variety of reasonsfrom 1994 to 1998.结论：▪2 patterns1.Highlight the mostoutstanding feature (1is enough!)2.Point out the hiddencharacteristics▪From the diagram it can be safely concludedthat…▪As a whole/on the whole, the data suggest that…medium▪What is worth mentioning is that…Examples:▪Though adults decided to study for a variety of reasons, the major one was their interest in thesubject. What is worth mentioning is that since the overall percentages exceeded 100%, it can be indicated that some adults chose study for several reasons.As a whole, the data indicate that school summer holidays had a big impact on Harry’s salesof hamburgers.It can be safely concluded that an overwhelming majority of people in UK went abroad for holidays and Western Europe was the most frequently visited destination during these years.中间：1.整体趋势2.个别趋势+数据中段——曲线图趋势分段机械列举数字In 1960 there were about nine thousand marriages in Scotland, in 1970 there were about three thousand marriages, and in 1980 there were two thousandfive hundred marriages.整体趋势：分阶段描述The number of marriages in Scotland fell very sharply between 1960 and 1970, and continued to decline until around 1985 though at a slower rate. From 1985 onwards there was a gradual increase in the number ofmarriage which leveled off in 1984.整体趋势+数字：▪非谓语形式–reaching a peak at…and bottoming out at …/followed by…▪数字–People spent themajority on livingnecessities, 18% onfood and 16% on housing. ▪两者以上单列–The remainingexpenditure was paidfor luxury goods such aswines and tobacco,which accounted for 4%and 2% respectively. ▪比较–The individualsshould be responsiblefor the majority of theeducation costscompared with onequarter share taken upby taxpayers.介宾结构–Trinidad['trinidæd], with the majority of thecountry’s 900,000inhabitants, is arectangle of roughlyfifty by forty miles;Tobago[tə'beigəʊ],nineteen miles to thenorth, is smaller andhas a population ofabout 35,000.–The increase was verysignificant, at 50%. 饼图：百分比表达法：▪数字表达法–百分比： 10%–分数：▪A quarter▪One third▪Half▪three quarters▪Nine out of ten–概括：▪Themajority/minority of▪A large number of▪Most▪Only a few▪Very few = hardly any▪Quite a few占的表达法：▪Be–The number of theunemployed was 10% ofthe population.▪Make up/Constitute–Women made up/constituted a significant percentageof the workforce.▪Comprise–Food and gardenmaterials comprisenearly half of all household waste.▪Amount to–Paper and cardboard amounted to 21% of the total household waste. ▪Account for–Fossil fuel emissions accounted for the majority of the greenhouse gases.▪Represent–Those under the age of25 represent 14% of thewhole population.▪Stand at–The population of Asia stood at 3.7billion at the turn ofthe century.▪Something be shared by/be in the charge of/bedue to▪Because of/owingto/thanks to▪IOU note▪Somebody cover/take up/occupy/be responsible for …排名：▪A ranked first, followedby B and C…–Interest in subjectsranked first amongdiversified reasons foradult education,immediately followed bytheir desire to gainqualifications. ▪…dominated …▪…occupied the majority of …▪最高级–Record▪The highest level offossil fuelconsumption wasrecorded in recentyears.–Reach▪The consumption offossil fuel emissionsreached the highestlevel in recentyears.不同类别之间衔接：▪分号▪As to / as for/ with regard to/with respect to…▪Turning to/regarding…▪In the field/aspect/area of…▪When we consider/concernabout/come to…表格：列举数字的方式：极端数字–The general trendof …surgeddramatically, reachinga peak at … in 1990 andbottoming out at … in1995.▪范围–Visits abroad by UK residents for business surged gently within arange of approximately800.▪平均值–Visits abroad by UK residents for otherreasons surged andsubsided evenly,averaging out at nearly1000.相似–This is the case withthe statistics ofTOTAL.–This is the similarcase with the country asa whole.Fluctuate的用法：▪It fluctuated +1.From …to …/between … and …柱状图：▪Compare and contrast–Summary (共同点综述)–Analysis (不同点比较)▪By contrast▪On the contrary▪On the other hand▪Compared with A, B …▪Despite A， B…▪比较级▪Similarity:–Graduates earned more than non-graduates▪Differences/discrepancy /disparity:–Men earned more thanwomen–Men earned more withage–Women’s earningfluctuated with age线图：1.趋势描写的精确性2.整体特征+个别显著特征: 转折点3.分类方式–物理：上升/下降/波动(教材11/18)–水平–情况：类似的/相反的合并在一起（教材12）–对比：2条曲线以上▪两点的数据▪分别描述上升：▪Increase v.–Vt. + 数字–Vi. + by 数字+ to 数字In the past ten years, the cars rose.Increase n.–There was a (表程度形容词) increaseof 东西 from 数字1 to 数字2 + 时间–时间saw/witnessed a(表程度形容词)increase of 东西 from数字1 to 数字2–Somethingsaw/witnessed a (表程度形容词) increase of数字 + 时间–The number of …increased in 1990s.下降：Decrease–Vt. + 数字–Vi. + by 数字+ to 数字Decrease n.–There was a (表程度形容词)decrease/reductionof 东西 from 数字1+过去时间 to 数字2 + 后来时间–时间saw/witnessed a(表程度形容词)decrease of 东西 from数字1 to 数字2–Somethingsaw/witnessed a (表程度形容词) decrease of数字 + 时间–The number of …decreased during 1990s.持平：–R emain/stay–Stable/steady/constant–The same/unvarying–Plane–T he figure stabilized/maintained at (数字) between …and…(时间)–R each a plateau–E ven out + （ at 数字）+ （时间）–L evel off/out + （ at 数字）+ （时间）超过：▪Exceed：数字/东西▪Surpass（抽象）优于、大于▪Outnumber: 数目超过▪Outweigh：重量/价值上超过▪比较级成倍增长：▪The number of … doubledwhen it entered 2000.▪A was twice/3 times as much as B between 1990 and 1996▪The number of users increased fivefold.▪The number of …multiplied (several times) over the past 5 years.▪A shrank by 3 times at theturn of the century.▪The time spent with family almost halved compared with 10 years ago.▪The amount of …declined to the original one tenth in 2000.分别的：▪Respectively–位置：句末。
哈利波特与魔法石 第一章 原文
哈利波特与魔法石第一章原文The Boy Who Lived.Mr. and Mrs. Dursley, of number four, Privet Drive, were proud to say that they were perfectly normal, thank you very much. They were the last people you'd expect to be involved in anything strange or mysterious, because they just didn't hold with such nonsense.Mr. Dursley was the director of a firm called Grunnings, which made drills. He was a big, beefy man with hardly any neck, although he did have a very large mustache. Mrs. Dursley was thin and blonde and had nearly twice the usual amount of neck, which came in very useful as she spent so much of her time craning over garden fences, spying on the neighbors. The Dursleys had a small son called Dudley and in their opinion there was no finer boy anywhere.The Dursleys had everything they wanted, but they also had a secret, and their greatest fear was that somebody would discover it. They didn't think they could bear it if anyone found out about the Potters. Mrs. Potter was Mrs. Dursley's sister, but they hadn't met for several years; in fact, Mrs. Dursley pretended she didn't have a sister, because her sister and her good - for - nothing husband were as unDursleyish as it was possible to be. The Dursleys shuddered to think what the neighbors would say if the Potters arrived in Privet Drive.The Potters knew very well what the Dursleys thought of them. Mr. and Mrs. Potter, you see, were a wizard and a witch. They had been married for nearly ten years when their son, Harry, was born. Harry had a thin face, knobbly knees, black hair, and bright green eyes. He wore round glasses held together with a lot of Scotch tape because of all the times Dudley hadpunched him on the nose. The only thing Harry liked about his own appearance was a very thin scar on his forehead that was shaped like a bolt of lightning. He had had it as long as he could remember, and the first question he could ever remember asking his Aunt Petunia was how he had got it."A car crash," Aunt Petunia had said. "And don't ask questions."For the Dursleys, it was a very ordinary day. Mr. Dursley hummed as he picked out his most boring tie for work, and Mrs. Dursley gossiped away to Dudley as she wrestled a screaming Dudley into his high - chair. None of them noticed a large, tawny owl flutter past the window.At half past eight, Mr. Dursley picked up his briefcase, pecked Mrs. Dursley on the cheek, and tried to kiss Dudley good - bye but missed, because Dudley was now having a tantrum and throwing his cereal at the walls. "Little tyke," chortled Mr. Dursley as he left the house. He gotinto his car and backed out of number four's drive.It was on the corner of the street that he noticed the first sign of something peculiar - a cat reading a map. For a second, Mr. Dursley didn't realize what he had seen - then he jerked his head around to look again. There was a tabby cat standing on the corner of Privet Drive and Wisteria Walk, but there was no map in sight. What could he have been thinking? It must have been a trick of the light. Mr. Dursley blinked and stared at the cat. It stared back. As Mr. Dursley drove around the corner and up the road, he watched the cat in his mirror. It was still there, sitting on the corner, watching the cars come and go.Mr. Dursley drove on, trying to forget about the cat. He was a bit worried. What if people started thinking he was crazy? As he pulled intothe Grunnings car park, he was still thinking about the cat. He sat in hiscar for a few minutes, gathering his thoughts. Then he got out, locked his car, and walked into the building.He was in luck. His boss, Mr. Mason, was out for the day. Mr. Dursley heaved a sigh of relief and went to his desk. He started work on a very boring report, but his mind was still on the cat. He couldn't concentrate. He kept seeing the cat in his mind's eye, sitting on the corner of Privet Drive and Wisteria Walk, staring at him.At lunchtime, he went to the pub across the road. He ordered a pint of beer and a cheese sandwich. As he ate and drank, he watched the people in the pub. There were a few workmen in overalls, a couple of old men playing dominoes, and a group of young women chatting and laughing. None of them seemed to notice anything strange. Mr. Dursley felt a bit better. Maybe he had just imagined the cat.He finished his lunch and went back to work. He worked hard for therest of the day, trying to make up for the time he had lost in the morning. By five o'clock, he had almost forgotten about the cat. He packed up his things and left the building.He walked across the car park to his car. As he unlocked his car, he heard a strange noise. It sounded like a very large bird flapping its wings. He looked up, but there was nothing in the sky. He got into his car and started the engine. As he drove out of the car park, he heard the noise again. He looked in his mirror, but there was still nothing there.He drove home as fast as he could. When he got home, he found Mrs. Dursley in a state of high agitation."Oh, Vernon," she gasped. "I've had such a dreadful day.""What's the matter?" asked Mr. Dursley."It's been one thing after another," said Mrs. Dursley. "First, that awful cat was sitting on the garden wall all morning. I threw a shoe at it, but it just stared at me. Then, at lunchtime, I saw a large, tawny owl fly past the window. And this afternoon, there were all these people in strange clothes walking up and down the street. I think they were looking for number four."Mr. Dursley's heart skipped a beat. "What people?" he asked."I don't know," said Mrs. Dursley. "They were wearing cloaks. Long, black cloaks."Mr. Dursley felt as if his world was crashing down around him. "Cloaks?" he repeated."Yes," said Mrs. Dursley. "And they had funny - looking sticks."Mr. Dursley sat down heavily in his armchair. "This can't be happening," he muttered.But it was happening. As he and Mrs. Dursley sat there in a state of shock, they heard a knock at the door.Mr. Dursley got up and went to the door. He opened it a crack and peered out. There was a very small man standing on the doorstep. He was wearing a violet - colored cloak and a pointed hat. His face was very wrinkled, and he had a long, white beard."Who are you?" asked Mr. Dursley in a shaky voice."My name is Albus Dumbledore," said the man. "I am the headmaster of Hogwarts School of Witchcraft and Wizardry. I have come to - "Mr. Dursley slammed the door shut. He leaned against the door, breathing heavily."Vernon, who is it?" called Mrs. Dursley."Some lunatic," said Mr. Dursley. "He says he's the headmaster of a school for witches and wizards."Mrs. Dursley gasped. "What are we going to do?" she asked."We're not going to do anything," said Mr. Dursley. "We're just going to ignore him."But it was too late. There was another knock at the door. Mr. Dursley ignored it. Then there was a louder knock. Mr. Dursley still ignored it. But the knocking continued, getting louder and louder, until it was like a hammer pounding on the door.Finally, Mr. Dursley couldn't stand it any longer. He opened the door again.The man on the doorstep - Albus Dumbledore - was looking at him with a twinkle in his eye."May I come in?" he asked.Mr. Dursley hesitated. Then he stepped aside and let Dumbledore enter.Dumbledore walked into the living room. Mrs. Dursley was sitting on the sofa, looking terrified."Good evening," said Dumbledore to Mrs. Dursley. "I'm sorry to disturb you at this time of the evening.""What do you want?" asked Mr. Dursley."I have come to talk to you about your nephew, Harry Potter," said Dumbledore."Harry Potter?" said Mr. Dursley. "We don't have a nephew called Harry Potter.""Oh, but you do," said Dumbledore. "Harry Potter is your sister's son.""We don't have a sister," said Mr. Dursley."Mr. Dursley," said Dumbledore. "I know this is difficult for you, but you must face the truth. Your sister, Lily Potter, was a witch, and her husband, James Potter, was a wizard. And they had a son, Harry Potter. And now, Harry Potter is an orphan."Mr. Dursley's face turned red. "We don't want anything to do with him," he said."But you must," said Dumbledore. "Harry Potter is in danger. He is the only person who has ever survived a killing curse. The Dark Lord, Voldemort, tried to kill him when he was a baby, but the curse rebounded and Voldemort was destroyed. But Voldemort may not be truly dead. And he will be looking for Harry Potter. Harry Potter needs to be protected.""We can't protect him," said Mr. Dursley. "We're not - we're not like you.""I understand," said Dumbledore. "But you are his only relatives. You are his closest blood. And I have arranged for some protection for him. As long as he lives here, with you, he will be safe. But you must treat him well. You must not mistreat him."Mr. Dursley snorted. "We'll see about that," he said.Dumbledore looked at Mr. Dursley for a long time. Then he said, "I will be watching, Mr. Dursley. I will be watching."And with that, Dumbledore turned and left the house.Mr. and Mrs. Dursley sat there in silence for a long time. Then Mr. Dursley said, "We'll have to keep him, I suppose."Mrs. Dursley nodded. "But we'll make sure he knows his place," she said.And so, Harry Potter came to live at number four, Privet Drive.。
大学英语精读1第三版课文英汉对照详解
UNIT 1As we are at the start of the course, this seems a good moment to offer some advice on how to make the task of learning English easier.课程开始之际，就如何使学习英语的任务更容易提出一些建议似乎正当其时。
Some Strategies for Learning EnglishLearning English is by no means easy. It takes great diligence and prolonged effort.学习英语绝非易事。
它需要刻苦和长期努力。
Nevertheless, while you cannot expect to gain a good command of English without sustained hard work, there are various helpful learning strategies you can employ to make the task easier. Here are some of them.虽然不经过持续的刻苦努力便不能期望精通英语，然而还是有各种有用的学习策略可以用来使这一任务变得容易一些。
以下便是其中的几种。
1. Do not treat all new words in exactly the same way. Have you ever complained about your memory because you find it simply impossible to memorize all the new words you are learning? But, in fact, it is not your memory that is at fault. If you cram your head with too many new words at a time, some of them are bound to be crowded out. What you need to do is to deal with new words in different ways according to how frequently they occur in everyday use. While active words demand constant practice and useful words must be committed to memory, words that do not often occur in everyday situations require just a nodding acquaintance. You will find concentrating on active and useful words the most effective route to enlarging your vocabulary.1. 不要以完全同样的方式对待所有的生词。
章节的介绍英文作文
章节的介绍英文作文英文：Chapter introduction is an important part of any book or document. It provides readers with a brief overview of what they can expect to find in the chapter. In this article, I will discuss the importance of chapter introductions and provide some tips on how to write effective ones.First and foremost, chapter introductions serve as a roadmap for readers. They give readers an idea of what to expect in the chapter and help them navigate through the content. For example, if a chapter is about the history of a particular country, the introduction might provide abrief overview of the country's history and what topicswill be covered in the chapter.Another important function of chapter introductions is to grab the reader's attention. A well-written introductioncan pique the reader's interest and make them want to read more. This can be achieved by using interesting facts, anecdotes, or quotes that relate to the topic at hand.When writing a chapter introduction, it's important to keep it concise and to the point. It should provide enough information to give readers an idea of what to expect, but not so much that it becomes overwhelming. It's also important to make sure that the introduction is relevant to the chapter and that it flows smoothly into the rest of the content.In conclusion, chapter introductions are an essential part of any book or document. They serve as a roadmap for readers and help them navigate through the content. They also grab the reader's attention and make them want to read more. By following these tips, you can write effective chapter introductions that will engage and inform your readers.中文：章节介绍是任何书籍或文档的重要组成部分。
公司理财罗斯英文原书第九版第一章
problem
of interest between principal and agent
Conflict
1-20
Managerial Goals
Managerial goals may be different from shareholder goals
Expensive perquisites Survival Independence
Increased growth and size are not necessarily equivalent to increased shareholder wealth
1-21
Managing Managers
Managerial
Incentives
compensation
can be used to align management and stockholder interests The incentives need to be structured carefully to make sure that they achieve their intended goal
1-3
Balance Sheet Model of the Firm
Total Value of Assets: Total Firm Value to Investors:
Current Liabilities Long-Term Debt Fixed Assets 1 Tangible Shareholders’ Equity
1-2
1.1 What Is Corporate Finance?
Corporate Finance addresses the following three questions:
哈利波特第一部英文简介
哈利波特第一部英文简介Harry Potter and the Philosopher's StoneHarry Potter and the Philosopher's Stone, written by J.K. Rowling, is the first book in the renowned Harry Potter series. The story follows an ordinary young boy named Harry Potter, who discovers that he is a wizard, and embarks on an incredible journey into the magical world.The story begins with Harry living with his cruel and neglectful aunt and uncle, the Dursleys, after the tragic death of his parents. On his eleventh birthday, Harry receives a letter from Hogwarts School of Witchcraft and Wizardry, which changes his life forever. Despite his aunt and uncle's attempts to prevent him from attending the school, Hagrid, a friendly giant, arrives to rescue Harry and introduces him to the wizarding world.At Hogwarts, Harry learns about his past and discovers that his parents were powerful wizards who were murdered by the dark wizard, Lord Voldemort. Harry also learns that he survived Voldemort's attack as a baby, leaving him with a lightning-shaped scar on his forehead and the nickname "The Boy Who Lived."Throughout the book, Harry befriends Ron Weasley and Hermione Granger, who become his loyal companions. Together, they face numerous challenges and uncover secrets hidden within the school, including the legendary Philosopher's Stone, which grants immortality and immense power.As the trio delves deeper into their investigation, they encounter obstacles designed to protect the Philosopher's Stone. They face a series oftrials, including battling a giant chess set, avoiding deadly plant life, and overcoming a potion puzzle. Along the way, they uncover the true identity of the treacherous professor who seeks the stone for his own sinister purposes.In the climactic showdown, Harry confronts Professor Quirrell, who is revealed to be possessed by the evil Lord Voldemort. With the help of his friends and some unexpected allies, Harry is able to thwart Voldemort's attempt to obtain the Philosopher's Stone and save the day.Harry's first year at Hogwarts is filled with magic, friendship, and self-discovery. Throughout the narrative, J.K. Rowling explores themes of courage, loyalty, and the power of love. The book sets the stage for the subsequent novels in the series, with hints of the larger battles to come and the ongoing struggle between Harry and Voldemort.Harry Potter and the Philosopher's Stone captivates readers with its enchanting storytelling, vivid descriptions, and relatable characters. Rowling's imaginative world-building creates a sense of wonder and excitement, engaging readers of all ages.In conclusion, Harry Potter and the Philosopher's Stone is an enthralling introduction to the Harry Potter series. It takes readers on a magical journey alongside Harry, as he discovers his true identity and faces the challenges of the wizarding world. With its timeless themes and unforgettable characters, this book has captured the hearts of millions worldwide, sparking a literary phenomenon that continues to captivate readers to this day.。
夏洛蒂˙勃朗特《简爱》第1章英文版
《简爱》英文版Jane EyreChapter OneThere was no possibility of taking a walk that day. We had been wandering, ind eed, in the l eafl ess shrubbery an hour in the morning; but since dinner (Mrs. Reed, when there was no company, dined early) the col d winter wind had brought with it cl ouds so sombre, and a rain so penetrating, that further out-door exercise was now out of the question.I was glad of it: I never liked l ong walks, especially on chilly afternoons: dreadful to me was the coming home in the raw twilight, with nipped fingers and toes, and a heart sad d ened by the chidings of Bessie, the nurse, and humbled by the consciousness of my physical inferiority to Eliza, John, and Georgiana Reed.The said Eliza, John, and Georgiana were now clustered round their mama in the drawing room: she lay reclined on a sofa by the firesid e, and with her darlings about her (for the time neither quarrelling nor crying) l ooked perfectly happy. Me, she had dispensed from joining the group; saying, ‘She regretted to be und er the necessity of keeping me at a distance; but that until she heard from Bessie, and coul d discover by her own observation, that I was end eavouring in good earnest to acquire a more sociabl e and childlike disposition, a more attractive and sprightly manner - something lighter, franker, more natural as it were - she really must exclud e me from privileges intend ed only for contented, happy, littl e chil dren.’‘What d oes Bessie say I have d one?’ I asked.‘Jane,I d on't like cavillers or questioners; besid es, there is something truly forbid ding in a child taking up her eld ers in that manner. Be seated somewhere; and until you can speak pl easantly, remain silent.’A small breakfast room adjoined the drawing room, I slipped in there. It contained a bookcase: l soon possessed myself of a volume, taking care that it shoul d be one stored with pictures. I mounted into the wind ow-seat: gathering up my feet, I sat cross-l egged, like a Turk; and, having drawn the red moreen curtain nearly cl ose, I was shrined in d oubl e retirement.Fol ds of scarl et drapery shut in my view to the right hand; to the l eft were the cl ear panes of glass, protecting, but not separating me from the drear November day. At intervals, whil e turning over the l eaves of my book, I studied the aspect of that winter afternoon. Afar, it offered a pale blank of mist and cl oud; near a sceneof wet lawn and storm-beat shrub, with ceasel ess rain sweeping away wil dly before a l ong and lamentabl e blast.I returned to my book - Bewick's History of British Birds: the l etter-press thereof I cared little for, generally speaking; and yet there were certain introductory pages that, child as I was, I coul d not pass quite as a blank. They were those which treat of the haunts of sea-fowl; of ‘the solitary rocks and promontories’ by them only inhabited; of the coast of Norway, studd ed with isles from its southern extremity, the Lind eness, or Naze, to the North Cape - Where the Northern Ocean, in vast whirls boils round the naked, melancholy isles of farthest Thule; and the Atlantic surge pours in among the stormy Hebrides.Nor could I pass unnoticed the suggestion of the bl eak shores of Lapland, Siberia, Spitzbergen, Nova Zembla, Iceland, Greenland, with ‘the vast sweep of the Arctic Zone, and those forl orn regions of dreary space, - that reservoir of frost and snow, where firm fields of ice, the accumulation of centuries of winters, glazed in Alpine heights above heights, surround the pol e, and concentre the multiplied rigours of extreme col d.’ Of these d eath-white realms I formed an id ea of my own: shad owy, like all the half-comprehend ed notions that fl oat dim through children's brains, but strangely impressive. The words in these introductory pages connected themselves with the succeeding vignettes, and gave significance to the rock standing up al one in a sea of billow and spray; to the broken boat strand ed on a d esolate coast; to the col d and ghastly moon glancing through bars of cl oud at a wreck just sinking.I cannot tell what sentiment haunted the quite solitary churchyard, with its inscribed headstone; its gate, its two trees, its l ow horizon, girdl ed by a broken wall, and its newly-risen crescent, attesting the hour of eventid e.The two ships becalmed on a torpid sea, I believed to be marine phantoms.The fiend pinning d own the thief's pack behind him, I passed over quickly: it was an object of terror.So was the black horned thing seated aloof on a rock, surveying a distant crowd surrounding a gall ows.Each picture tol d a story; mysterious often to my und eveloped und erstanding and imperfect feelings, yet ever profoundly interesting: as interesting as the tales Bessie sometimes narrated on winter evenings, when she chanced to be in good humour; and when, having brought her ironing-tabl e to the nursery hearth, sheallowed us to sit about it, and whil e she got up Mrs. Reed's lace frills, and crimped her nightcap bord ers, fed our eager attention with passages of l ove and adventure taken from ol d fairy tales and other ballads; or (as at a later period I discovered) from the pages of Pamela, and Henry, Earl of Moreland.With Bewick on my knee, I was then happy: happy at l east in my way. I feared nothing but interruption, and that came too soon. The breakfast room d oor opened.‘Boh!Madam Mope!’ cried the voice of John Reed; then he paused: he found the room apparently empty.‘Where the dickens is she!’he continued. ‘Lizzy!Georgy!’(calling to his sisters) ‘Joan is not here: tell mama she is run out into the rain - bad animal!’‘It is well I drew the curtain,’ thought I; and I wished fervently he might not discover my hiding-place; nor would John Reed have found it out himself; he was not quick either of vision or conception; but Eliza just put her head in at the d oor, and said at once -‘She is in the wind ow-seat, to be sure, Jack.’And I came out immediately, for I trembled at the id ea of being dragged forth by the said Jack.‘What d o you want?’ I asked, with awkward diffid ence.‘Say, "What d o you want, Master Reed,"’ was the answer. ‘I want you to come here;’ and seating himself in an armchair, he intimated by a gesture that I was to approach and stand before him.John Reed was a schoolboy of fourteen years old; four years ol d er than I, for I was but ten; large and stout for his age, with a dingy and unwhol esome skin; thick lineaments in a spacious visage, heavy limbs and large extremities. He gorged himself habitually at tabl e, which mad e him bilious, and gave him a dim and bl eared eye and flabby cheeks. He ought now to have been at school; but his mama had taken him home for a month or two, ‘on account of his d elicate health.’Mr. Miles, the master, affirmed that he would do very well if he had fewer cakes and sweetmeats sent him from home; but the mother's heart turned from an opinion so harsh, and inclined rather to the more refined id ea that John's sallowness was owing to over-application and, perhaps, to pining after home.John had not much affection for his mother and sisters, and an antipathy to me. He bullied and punished me; not two or three times in the week, nor once ortwice in the day, but continually: every nerve I had feared him, and every morsel of fl esh on my bones shrank when he came near. There were moments when l was bewil d ered by the terror he inspired, because I had no appeal whatever against either his menaces or his inflictions; the servants did not like to offend their young master by taking my part against him, and Mrs. Reed was blind and d eaf on the subject: she never saw him strike or heard him abuse me, though he did both now and then in her very presence, more frequently, however, behind her back.Habitually obedient to John, I came up to his chair: he spent some three minutes in thrusting out his tongue at me as far as he could without damaging the roots; I knew he would soon strike, and whil e dreading the bl ow, I mused on the disgusting and ugly appearance of him who woul d presently d eal it. I wond er if he read that notion in my face; for, all at once, without speaking, he struck sud d enly and strongly. I tottered, and on regaining my equilibrium retired back a step or two from his chair.‘That is for your impudence in answering mama awhil e since,’ said he, ‘and for your sneaking way of getting behind curtains, and for the l ook you had in your eyes two minutes since, you rat!’Accustomed to John Reed's abuse, l never had an id ea of replying to it; my care was how to endure the bl ow which woul d certainly foll ow the insult.‘What were you d oing behind the curtain?’ he asked.‘I was reading.’‘Show the book.’I returned to the wind ow and fetched it thence。
四年级下册英语第一模块课文动漫
The Magic of English Learning throughAnimation: A Fourth-Grade AdventureIn the dynamic world of fourth-grade English learning, animations play a pivotal role in igniting children's interest and passion for the language. As the first module of the school year unfolds, the students embark on an exciting journey through the pages of their textbooks, brought to life by the vibrant characters and captivating storylines of the accompanying animations.The animations introduce the students to a cast of colorful characters who speak English with enthusiasm and excitement. Each episode is designed to introduce new vocabulary, grammar concepts, and cultural insights in a fun and engaging manner. The stories are often adventure-based, taking the students to exotic locations and introducing them to diverse cultures, all while teaching valuable language skills.One episode, for instance, follows a group of students as they visit a bustling market in a foreign country. Through their interactions with the local vendors and customers, the students learn new vocabulary related toshopping and bargaining. They practice their listeningskills by understanding the different accents and dialects spoken by the characters, and their speaking skills are honed as they engage in conversational English with the animated figures.The animations also serve as a powerful tool forcultural understanding. By depicting diverse characters and scenarios, they expose the students to different cultures and ways of life. This helps them develop a global perspective and appreciate the richness of the English language and its diverse usage across the globe.Moreover, the animations are designed to be interactive, encouraging the students to participate actively in the learning process. They are prompted to answer questions, complete tasks, and engage in discussions related to the episodes. This not only enhances their language skills but also fosters critical thinking and problem-solvingabilities.The impact of these animations is far-reaching. Notonly do they make learning English more enjoyable and engaging for the students, but they also provide a solidfoundation for future language learning. By combining fun and education, the animations instill a lifelong love of learning in the young minds, preparing them for the globalized world of tomorrow.**动画的魅力：四年级英语学习之旅**在四年级英语学习的过程中，动画发挥着至关重要的作用，它们能够点燃孩子们对英语的兴趣和热情。
地下121页这本书用作文来写梗概
地下121页这本书用作文来写梗概英文回答：The book "地下121页" is a gripping and thought-provoking novel that delves into the depths of human nature and explores the complexities of our existence. It tells the story of a young protagonist who embarks on a journey of self-discovery and encounters various challenges and obstacles along the way. Through vivid descriptions and compelling storytelling, the author paints a vivid picture of a dystopian society where individuals are stripped of their freedom and forced to conform to societal norms.As the story unfolds, the protagonist finds himself in a constant battle between conforming to the expectations of society and staying true to his own beliefs and values. This internal conflict serves as a driving force behind the narrative, as the reader is taken on a rollercoaster of emotions and experiences. The author skillfully weaves together themes of identity, rebellion, and the search formeaning, creating a narrative that is both captivating and thought-provoking.One of the most powerful aspects of the book is its ability to highlight the absurdity and hypocrisy ofsocietal norms. Through the use of satire and irony, the author exposes the flaws and contradictions within the system, challenging the reader to question the status quo. This not only adds depth to the story but also encourages readers to reflect on their own lives and the societal structures that shape their existence.Furthermore, the book explores the concept of individuality and the importance of staying true to oneself. The protagonist's journey serves as a metaphor for the human experience, as he navigates through a world that constantly tries to mold him into something he is not. Through his struggles and triumphs, the reader is remindedof the power of staying true to one's own convictions and the importance of embracing one's uniqueness.In addition to its thought-provoking themes, "地下121页" also captivates readers with its rich and vivid imagery. The author's descriptive language and attention to detail create a world that is both familiar and yet strangely unfamiliar. From the bustling streets of the city to the desolate landscapes of the outskirts, the reader is transported into a world that is both haunting and beautiful.Overall, "地下121页" is a powerful and thought-provoking novel that explores the complexities of human nature and challenges societal norms. Through itscompelling storytelling, vivid imagery, and thought-provoking themes, the book invites readers to questiontheir own beliefs and values and to reflect on the world around them.中文回答：《地下121页》是一本扣人心弦、发人深省的小说，深入探索人性的深处，探讨我们存在的复杂性。
内源性逆转录病毒专题讲座1-PPT文档资料
许多现代内源性逆转录病毒能够产生感染性病毒 粒子，因为它们缺乏钝化突变。
ERVs在过去被认为是垃圾DNA，但最近研究表明 ERVs对其宿主有重要的生物学作用。因为完整的 开放阅读框和转录活性支持了之一观点。
在母羊的生殖道不同组织上皮中大量表达enJSRV。 尤其在子宫内膜腔上皮和腺上皮当中可检测到 enJSRV的mRNA和蛋白。
有趣的是，HYAL2(是JSRV和enJSRV的受体)被专一 的检测到在胎盘的BNC和小半鞘翅中表达。
有研究者通过在妊娠8天的母羊子宫内注射吗啉代， 抑制enJSRV 囊膜蛋白的翻译。结果单核滋养层细 胞的数量减少且BNC的分化也减弱了。
有人通过转染HERV-W-en源自诱导了许多细胞系 发生融合，当用抗HERV-W-env的抗体处理 细胞后细胞融合的数量减少了。
通过高表达syncytin1和forskolin共同诱导 BeWo细胞融合，当抑制滋养层细胞中 syncytin1的表达时，培养的双核滋养层细胞 数量减少。
2.1.2 HERV-FRD
２．３兔子
最近，Heidmannet et al.发现兔子反转录病毒囊膜
基因且命名为syncytin－OryⅠ，他与人类的 syncytin特征相似。
通过生物信息学研究发现在兔子胎盘中特定表达
的syncytin－OryⅠ在兔子基因组当中具有完 整的开放阅读框。 syncytin－OryⅠｍＲＮＡ被发现在兔子胎盘 连接处即胎儿组织侵入母体子宫兑膜后形 成的迷路滋养层中高表达。这与syncytin在 滋养层形成过程中有重要作用观点一致！
绵羊肺腺瘤病毒
绵羊肺腺瘤反转录病毒的基因组RNA为线性单股正 链RNA，全长7642bp。
新视野大学英语〔第三版〕读写教程第一册作文（Sampleessay）
新视野大学英语1（第三版）Sample paragraph目录★Unit 1: Fresh start (2)Sample paragraph 1 (2)Sample paragraph 2 (3)★Unit 2: Loving parents, loving children (4)Sample paragraph 3 (4)Sample paragraph 4 (5)★Unit 3: Digital campus (6)Sample paragraph 5 (6)Sample paragraph 6 (7)★Unit 4: Heroes of our time (8)Sample paragraph 7 (8)Sample paragraph 8 (9)★Unit 5: Winning is not everything (10)Sample paragraph 9 (10)Sample paragraph 10 (11)★Unit 6: Earn as you learn? (12)Sample paragraph 11 (12)Sample paragraph 12 (13)★Unit 7: Hoping for the better (14)Sample paragraph 13 (14)Sample paragraph 14 (15)★Unit 8: Friendship across gender and border (16)Sample paragraph 15 (16)Sample paragraph 16 (17)★Unit 1: Fresh startSample paragraph 1Topic:How to choose a suitable universityTopic sentence:When choosing a university, you must consider some key factors.Factor 1: Preparing you for your future●up-to-date courses●qualified professorsFactor 2: Affordability●reasonable tuition fees and living expenses●scholarshipsFactor 3: Good location●quiet location●Convenient public transportationConcluding sentence:Consider these points carefully and find the most suitable university.参考作文：When choosing a university, you must consider some key factors. The most important factor is whether the university can prepare you well for your future. It should provide up-to-date courses and have qualified professors. Another factor is affordability. You need to be able to afford the tuition fees and living expenses. Some schools offer scholarships to outstanding students or to those who cannot afford the tuition fees. Finally, a good location is also important. An ideal school should be located in a quiet place and have convenient public transportation. You should consider these factors carefully in order to find the most suitable university.Sample paragraph 2Topic:How to succeed in collegeTopic sentence:There are some things you can do to succeed in college.Three things to do:●pursuing passions●seizing opportunities●taking responsibilitiesConcluding sentence:You will become successful not only in college, but also in your future career.More topics:How to manage time in collegeHow to deal with stress in college参考作文：There are some things you can do to succeed in college. First, pursue passions. Your passions will broaden your mind and make your life interesting. Second, never let go of any opportunities that come your way. College is full of unique opportunities, which will enable you to sample new things and meet wonderful people. Lastly, take responsibilities. In college you must learn to be responsible for your own decisions and actions. With the passions, the opportunities, and the ability to take responsibilities, you will become successful not only in college, but also in your future career.在大学里你可以做一些事情来取得成功。
大学英语教材第一册blond
大学英语教材第一册blondBlond, a comprehensive guide to mastering EnglishIntroduction:Blond, the first volume of the university English textbook series, is designed to provide students with a solid foundation in mastering the English language. This textbook covers various aspects of English including grammar, vocabulary, reading comprehension, listening skills, and writing. With its well-structured content and engaging exercises, Blond offers a comprehensive approach to English language learning.Chapter 1: GrammarIn this chapter, students will delve into the fundamentals of English grammar. Starting with basic sentence structure, learners will explore the different parts of speech, such as nouns, verbs, adjectives, and adverbs. Through concise explanations and abundant examples, students will develop a strong understanding of grammar rules and how to apply them accurately in their own writing and speaking.Chapter 2: VocabularyExpanding vocabulary is essential for effective communication. In this chapter, students will encounter a wide range of vocabulary related to various topics, including daily life, academics, technology, and travel. Through interactive activities and contextualized exercises, learners will enhance their vocabulary skills and be able to use these words confidently in both written and spoken English.Chapter 3: Reading ComprehensionThe ability to comprehend written texts is crucial for academic success. This chapter provides an array of reading passages that not only cover a diverse range of topics but also gradually increase in complexity. Students will improve their reading comprehension skills through activities such as answering comprehension questions, identifying main ideas, and summarizing texts.Chapter 4: Listening SkillsDeveloping strong listening skills is essential for effective communication in English. In this chapter, students will engage in various listening exercises, including dialogues, lectures, and interviews. By practicing focused listening and sharpening their ability to understand spoken English, learners will become more confident in real-life situations where English is spoken.Chapter 5: WritingMastering the art of writing is a vital aspect of English language learning. This chapter offers a step-by-step guide on how to write different types of texts, including emails, essays, and reports. Through clear explanations and practical examples, students will learn how to structure their writing, develop coherent arguments, and express their ideas effectively in written form.Conclusion:Blond, the first volume of the university English textbook series, provides students with a comprehensive and systematic approach tomastering the English language. Through its well-designed content, structured exercises, and engaging activities, Blond equips learners with the necessary skills to become confident and proficient English speakers, writers, readers, and listeners. Whether used in the classroom or for self-study, Blond is an invaluable resource for anyone seeking to enhance their English language proficiency.。
新视野大学英语第三版第一册课文原文
Unit 1 Fresh StartText A Toward a brighter future for allToward a brighter future for all1 Good afternoon! As president of the university, I am proud to welcome you to this university. Your achievement is thetriumph of years of hard work, both of your own and of your parents and teachers. Here at the university, we pledge to make your educational experience as rewarding as possible.2 In welcoming you to the university, I am reminded of my own high school graduation and the photograph my mom took of my dad and me. "Posenaturally," Mom instructed us. "Wait!" said Dad, "Let's take a picture of me handing him an alarm clock." The clock woke me up every morning in college. It is still on my office desk.3 Let me share with you something that you may not expect. You will miss your old routines and your parents' reminders to work hard and attain your best. You may have cried tears of joy to be finally finished with high school, and your parents may have cried tears of joy to be finally finished with doing your laundry! But know this: The future is built on a strong foundation of the past.4 For you, these next four years will be a time unlike any other. Here you are surrounded by great resources: interesting students from all over the country, a learned and caring faculty, a comprehensive library, great sports facilities, and student organizations covering every possible interest from the arts to science, to community service and so on. You will have the freedom to explore and learn about new subjects. You will learn to get by on very little sleep, meet fascinating people, and pursue new passions. I want to encourage you to make the most of this unique experience, and to use your energy and enthusiasm to reap the benefits of this opportunity.5 You may feel overwhelmed by the wealth of courses available to you. You will not be able to experience them all, but sample them widely! College offers many things to do and to learn, and each of them offers a different way to see the world. If I could give you only one piece of advice about selecting courses, it would be this: Challenge yourself! Don't assume that you know in advance what fields will interest you the most. Take some courses in fields you've never tried before. You will not only emerge as a more broadly educated person, but you will also stand a better chance of discovering an unsuspected passion that will help to shape your future. A wonderful example of this is the fashion designer, V era Wang, who originally studied art history. Over time, Wang paired her studies in art history with her love of fashion and turned it into a passion for design, which made her a famous designer around the world.6 Here at the university, it may not always be pleasant to have so many new experiences all at once. In your dorm, the student next door may repeatedly play the one song, which gives you a giant headache! You may be an early bird while your roommate is a night owl! And still, you and your roommate may become best friends. Don't worry if you become a little uncomfortable with some of your new experiences. I promise you that the happy experiences will outweigh theunpleasant ones. And I promise that virtually all of them will provide you with valuable lessons which will enrich your life. So, with a glow in your eye and a song in your heart, step forward to meet these new experiences!7 We have confidence that your journey toward self-discovery and your progress toward finding your own passion will yield more than personal advancement. We believe that as you become members of our community of scholars, you will soon come to recognize that with the abundant opportunities for self-enrichment provided by the university, there also come responsibilities. A wise man said: "Education is simply the soul of a society as it passes from one generation to another." You are the inheritors of the hard work of your families and the hard work of many countless others who came before you. They built and transmitted the knowledge you will need to succeed. Now it is your turn. What knowledge will you acquire? What passions will you discover? What will you do to build a strong and prosperous future for the generations that will come after you?8 We take great pleasure in opening the door to this great step in your journey. We take delight in the many opportunities which you will find, and in the responsibilities that you will carry as citizens of your communities, your country, and the world. Welcome！Words and Expressionstriumphn. （尤指苦战后获得的）胜利，成功，成就pledgevt. 发誓；作保证posevi. （为照相或画像而）摆姿势vt. 造成，导致（困难或危险）routinen. 例行公事；常规；惯例a. 常规的；例行的；惯常的attainvt. 得到；获得；赢得foundationn. 基础resourcen. 1 资源；2 自然资源facultyn. 1 全体教员；2 天赋；能力；本领comprehensivea. 综合的；多方面的facilityn. （为某种目的而提供的）设施，设备communityn. 1 （同住一地的人所构成的）社区；2 群体；团体explorevt. 探讨，研究（主题、思想等）v. 勘探；探测；考察fascinatinga. 吸引人的；迷人的；使人神魂颠倒的pursuevt. 1 追求；致力于；2 追赶；追逐passionn. 1 强烈的爱好；热爱n. 2 强烈的情感；激情uniquea. 1 特别的；极不寻常的；极好的；2 不同的；独特的enthusiasmn. 热爱；热情；热心reapvt. 收获；获得v. 收割（庄稼）benefitn. 好处；益处；裨益opportunityn. 机会；时机overwhelmvt. （数量大得）使无法对付availablea. 可获得的；可利用的；现成的samplevt. 1 体验；2 对…作抽样检验n. 样本；样品；货样assumevt. 假定；假设；认为emergevi. 1 出现；为……所公认；2 出现；露出gianta. 巨大的；特大的maten. 同事；同伴roommaten. （尤指大学里的）室友owln. 猫头鹰virtuala. 1 几乎相同的；实质上的；2 虚拟的；模拟的virtuallyad. 1 实际上；几乎；差不多；2 虚拟地；模拟地enrichvt. 使丰富；充实；强化glown. 1 （某种）强烈的情感；2 柔和稳定的光vi. 发出柔和稳定的光confidencen. 1 信心；信赖；信任；2 自信心yieldvt. 1 产生（结果等）；2 出产；产生vi. 屈从；让步abundanta. 大量的；丰富的；充裕的responsibilityn. 1 （道德、社会）责任，义务；2 责任；3 职责；任务；义务inheritvt. 沿袭，秉承（信仰、传统或生活方式）v. 继承（财产）inheritorn. 1 （生活或思想方式的）后继者，继承人；2 遗产继承人transmitvt. 传送；传递；传播acquirevt. 1 学到，获得（知识、技能）；2 取得；获得；3 购得；得到prosperousa. 富裕的；繁荣的；兴旺的remind sb. of sb./sth.1 使某人想起某人或某事2 使某人想起（相似的）人或事get by过活；过得去；勉强应付make the most of sth.最大限度地利用某物reap the benefits (of sth.)得享（某事物的）好处in advance预先；提前stand a chance (of doing sth.)有（做成某事的）希望over time逐渐地；慢慢地turn (sb./sth.) into sth.（使某人/某物）变成all at once1 同时2 一下子；突然take pleasure in (doing) sth.乐于做某事open the door to sth.给…以机会；给…敞开方便之门take delight in (doing) sth.以（做）某事为乐Vera Wang王薇薇（1949–，著名美籍华裔设计师，被誉为“婚纱女王”）Text B What we wishMy dear child,1 You are about top anticipate in the next leg of your journey through life. For us, this part is bittersweet. As you go off to college, exciting new worlds will open up to you. They will inspire and challenge you; you will grow in incredible ways.2 This is also a moment of sadness. Your departure to college makes it undeniably clear that you are no longer a child. There has been no greater joy than watching you arrive at this moment. You have turned our greatest challenge into our greatest pride. Although we have brought you to this point, it is hard to watch you depart. Remember above all things, we will miss you.3 College will be the most important time of your life. It is here that you will truly discover what learning is about. You often ask, "Why do I need to know this?" I encourage you to stay inquisitive, but remember this: "Education is what remains after one has forgotten everything he learned in school." What you learn is not as important as the fact that you learn. This is the heart of scholarship: moving from teacher-taught to master-inspired, on over to the point where you become a self-learner. So, take each subject seriously, and if something doesn't immediately engage you, don't despair. Embrace it as a challenge. Find a way to make it your own.4 Of course, you must still take care to sign up for courses which stimulate your passion you’re your intellectual capacity. Don't be bound by what other people think. Steve Jobs said, when you are in college, your passion will create many dots, and later in your life you will connectthem. So, don't worry too much about what job you will have; don't be too practical. If you like French or Korean, study it even if someone else tells you that it's not useful. Enjoy picking your "dots". Be assured that one day, you will find your own meaningful career, and you will connect a beautiful curve through those dots.5 You know that we always want you to do your best, but don't let the pressure of grades get to you. We care only that you try your very best, and that you learn. It is better that your greatest effort earns a lesser grade than that no effort earns you a decent or higher grade. Grades in the end are simply letters fit to give the vain something to boast about, and the lazy something to fear. You are too good to be either. The reward is not the grade but what you learn.6 More importantly, make friends and trust others. The friends you make in college can be the best ones you will ever have. During these years, when you move into adulthood, the friends you make in college live closer to you than your family. You will form bonds of friendship that will blossom over many decades. Pick friends who are genuine and sincere. Select a few and become truly close to them. Don't worry about their hobbies, grades, or looks. Instead, trust your instincts when you make new friends. You are a genuine and sincere person; anyone would enjoy your friendship. So be confident, secure, and proactive. If you think you like someone, tell them. You have very little to lose. Don't be afraid to trust. Give others the benefit of the doubt, and don't reduce anyone to stereotypes. Nobody is perfect; as long as others are genuine, trust them and be good to them. They will give back.7 Remember also that your youth is full of strength and beauty, something that you will not comprehend until it is gone. You must guard and cultivate your strength and beauty. A healthy body and a sound mind are the greatest instruments you will ever possess. Enjoy life. Dance if you feel like it. Don't be afraid of what other people think. But also keep yourself safe and sound. Don't let the range of new experiences take your innocence, health, or curiosity away from you. Treasure your youth and the university experience before you.8 College is the time when you have: the first taste of independence, the greatest amount of free time, the most flexibility to change, the lowest cost for making mistakes.9 Approach these years enthusiastically! Make the most of your time. Become the great thinker you were born to be. Let your talents evolve to their fullest potential. Be bold! Experiment! Learn and grow! We are enormously proud that you've made it this far, and we can't wait to see what you will become.Your fatherUnit 2 Loving parents, loving childrenText A A child’s clutter awaits an adult’s return1 I watch her back her new truck out of the driveway. The vehicle is too large, tooexpensive. She'd refused to consider a practical car with good gasefficiency and easy topark. It's because of me, I think. She bought it to show me that she could.2 "I'm 18," she'd told me so often that my teeth ached. "I am an adult!"3 I thought, is that true? Just yesterday you watched some cartoons. What changed between yesterday and today?4 Today she's gone, off to be an adult far away from me. I'm glad she's gone. It means she made it, and that I'm finally free of 18 years of responsibilities. And yet I wonder if she could take good care of herself.5 She left a mess. Her bathroom is anembarrassment of damp towels, rusted shavingblades, hair in the sink, and nearly empty tubes oftoothpaste. I bring a box of big black garbage bags upstairs. Eye shadow, face cream, nail polish — all go into the trash. Idump drawers, sweep shelves clear and clean the sink. When I am finished, it is as neat and impersonal as a hotel bathroom.6 In her bedroom I findmismatched socks under her bed and purple pants on the closetfloor. Desk drawers are filed with school papers, field by year and subject. I catch myself reading through poems and essays, admiring high scores on tests and reading her name, printed or typed neatly in the upper right-hand corner of each paper. I pack the desk contents into abox. Six months, I think. I will give her six months to collect her belongings, and then I will throw them all away. That is fair. Grown-ups pay for storage.7 I have to pause at the books. Comic books, teenfiction, romantic novels,historical novels, and textbooks. A lifetime of reading; each bookbeloved. I want to be practical, to stuff them in paper sacks for the used bookstore. But I love books as much as she does, so I stack them onto a single bookshelf to deal with later.8 I go for her clothes. Dresses, sweaters, and shoes she hasn't worn since seventh grade are placed into garbage bags. I am a plague of locusts emptying the closet. Two piles grow to clumsyheights: one for charity, the other trash.9 There are more shoes, stuffed animals, large and small posters, hair bands, and pink hair curlers. The job grows larger the longer I am at it. How can one girl collect so much in only 18 years?10 I stuff the garbage bags until the plastic strains. Ihaul them down the stairs, two bags at a time. Donations to charity go into the trunk of my car; trash goes to the curb. I'm earning myself sweat andsore shoulders.11 She left the bedroom aridiculous mess, the comforter on the floor, the sheets tossedaside. Istrip off the comforter, blanket, sheets, and pillows. Once she starts feeding coins into laundry machines, she'll appreciate the years of clean clothes I've provided for free.12 I will turn her room into a crafts room. Or create the fancy guest room I've always wanted.13 I turn the bed over. A large brown envelope is marked "DO NOT THROW AW AY." I open it. More papers. I dump the contents onto the floor. There are old family photographs, letters, greeting cards, and love notes from us to her. There are comics clipped from newspapers and magazines. Every single item in this envelope has passed from our hands to hers. These are all things that we gave her. Suddenly, I feel very emotional.14 "DO NOT THROW AW AY."15 My kid — my clutter bug— knows me too well. As I read through the cards and notes, I think maybe the truck wasn't such a bad idea, after all. Maybe it helps her to feel less small in a big world.16 I reverse myself and bring back the garbage bags from the car and the curb. Clothes and shoes go back into the closet. I remake the bed and pile it with stuffed animals. My husband comes home and calls up the stairs.17 "Just straightening up," I tell him. "Can you find some boxes for her stuff?"18 He brings up boxes from the basement.19 "She left a mess," he says.20 "I don't mind," I reply. Silence.21 Then he says softly, "She's not coming back." I feel my throat tighten at the sadness in his voice. I try hard to keep back my tears.22 My little baby, my dependent child, isn't coming back. But someday my daughter, the independent woman, will return home. Tokens of her childhood will await her. So will we, with open arms.Text B Time slows down1 "Daddy, let's take a walk."2 It's an April day in Virginia. He nods, puts his hands on the arms of his wheelchair, whispers something that makes little sense. I try to help him up, but he is too heavy andlimp.3 "Come for a walk, and then — I've brought you a surprise."4 The white curtains surge in the breeze.5 Shivering, he complains it's chilly. "It's cold, I'm tired. Can't we go home now?"6 Suddenly we're far away in a time long past in part of a harbor I've never seen before. December, Chicago, I'm five, and cold. One glove is lost. My feet are tired. His legs are longer; he strides quickly through melting snow, toward buildings like airplane sheds withimmense doors.7 This is the most exciting place I have ever been. Suddenly my fatigue is gone. I could walk along here forever, at least until I find out how to get aboardone of the boats.8 We slow down our pace. Smaller sheds now. A green diner. Smells of fish and smoke. We enter a little hut. Barrels of salty water, string bags ofshellfish, bundles of fish laid out on ice.9 "Daddy, look at that snake!"10 "No, that's an eel," says Daddy. "Smoked. We'll take a portion home for supper."11 "I certainly won't eat that!"12 "All right," he says, and carries the smelly package. As we walk back, he tells me aboutmigrations of eels to the Sargasso Sea: how eels come down Dalmatian rivers and swim across the Mediterranean and then the whole Atlantic, until they reach the warm Sargasso Sea. Here they lay their eggs, and then the baby eels swim back to the native rivers of their parents.13 Back at last in the apartment, he unwraps the eel, opens his pocket knife and slices carefully.14 "I won't eat it," I saysuspiciously.15 "Try one bite, just for me."16 "I won't like it."17 While he hangs up our coats, I test one pinch. Smelly, smoky, and salty.18 He goes into the kitchen to heat milk for me and tea for himself. I test another pinch. Then another. He returns with the steaming cups.19 The eel has vanished.20 Because it is Sunday and I am five, he forgives me. Time slows down and the love flows in —father to daughter and back again.21 At 19, I fly out to Japan. My father and I climb Mount Fuji. High above the Pacific, andhours up the slope, we picnic on dried eel, seaweed crackers, and cold rice wrapped in the eel skin. He reaches thepeak first.22 As the years stretch, we walk along waterways all over the world. With his long stride, he often overtakes me. I've never known anyone with such energy.23 Some days, time flies with joy all around. Other days, time rots like old fish.24 Today in the nursing home in Virginia, anticipating his reluctance, I beg boldly and encourage him, "Please, Daddy, just a little walk.You are supposed to exercise."25 He can't get out of his chair. Not that he often gets up on his own, but once in a while he'll suddenly have a surge of strength. I stoop to lift his feet from the foot restraints, fold back the metal pieces which often scrape his delicate, paper-thin skin. "Come, now you can stand."26 He grips the walker and struggles forward. Gradually I lift and pull him to his feet. Standing unsteadily, he sways and then gains his balance.27 "See, you made it! That's wonderful! All right, I'll be right behind you, my hand in the small of your back. Now — forward, march!"28 He is impatient with the walker as I accompany him to the dining room. I help him to his chair, and hand him a spoon. It slips from his fingers. Pureed tuna is heaped on a plastic plate. I encourage him, sing him old songs, tell stories, but he won't eat. When I lift a spoonful of gray fishy stuff to his mouth, he says politely, "I don't care for any."29 Nor would I.30 Then I take the small smelly package covered in white wrapping paper from a plastic bag. He loves presents, and he reaches forward with awkward fingers to try to open it. The smell fills the room.31 "Look, Daddy, they've been out of it for months, but at last this morning at the fish seller near the Potomac, I found some smoked eel."32 We unwrap it, and then I take out the Swiss Army Knife my beloved aunt gave me "for safekeeping", and slice the silvery flesh.33 "What a beautiful picnic," my father beams.34 He takes a sip of his champagne, and then with steady fingers picks up a slice of eel and downs it easily. Then another, and another, until he eats the whole piece. And again, time slows down and the love flows in — daughter to father and back again.Unit 3 Digital CampusText A College life in the Internet age1 The college campus, long a place of scholarship and frontiers of new technology, is beingtransformed into a new age of electronics by afleet of laptops, smartphones and connectivity 24 hours a day.2 On a typical modern-day campus, where every building and most outdoor common areas offer wireless Internet access, one student takes her laptop everywhere. In class, she takes notes with it, sometimes instant-messaging or emailing friends if the professor is less than interesting. In her dorm, she instant-messages her roommate sitting just a few feet away. She is tied to her smartphone, which she even uses to text a friend who lives one floor above her, and which supplies music for walks between classes.3 Welcome to college life in the 21st century, where students on campus are electronically linked to each other, to professors and to their classwork 24/7 in an ever-flowing river of information and communication. With many schools offering wireless Internet access anywhere on campus, colleges as a group have become the most Internetaccessible spots in the world.4 Students say they really value their fingertip-access to the boundless amount of information online, and the ability to email professors at 2 a.m. and receive responses the next morning. "I always feel like I have a means of communication —in class and out of class," says oneengineering major.5 Many are using smartphones, not only to create their own dialectswhen texting, but also to do more serious work, such as practicing foreign languages and analyzingscripts from their theater classes. In a university class on the history of American radio, students use smartphones to record their own radio shows. The course instructor said, "It's adding to students' sense of excitement about the subject." Professors have been encouraged to tape their lectures and post them online. "We realized there might be some potential for a devicethat could get attention and encouragesophisticated thinking," says one leading university director.6 For mostundergraduates, non-stop Internet connectivity is the fuel of college life. More than just toys, these instruments are powerful tools for the storage and management of virtually every kind of information. And as more people around the world adoptthese instruments, they are becoming indispensable. So, students should use the wonders of the Internet to do homework, review lecture outlines, take part in class discussions and network online with their friends. But in doing so, students must remember to regulate and balance their time. Too much time online can mean too little time in real-life studying or exercising or visiting with friends. Students should not let the Internet world on their computer screens take them away from the real world outside.7 Colleges began embracing Internet access in the mid-1990s, when many began wiring dorms with high-speed connections. In the past few years, schools have taken the lead by turning their campuses intobubbles of Wi-Fi networks. In fact, a recent study in the US found that informationtechnology accounted for 5% to 8% of college budgets, up from an estimated 2% to 3% in the mid-1980s.8 On one campus, students use Wi-Fi to fire off instant messages, review their homeworkassignments, and check their bank balances. Just nine miles down thehighway, another university had been feeling a bit of a technologyinferiority complex. Tocompensate, it spent tens of thousands of dollars to give every one of its incoming freshmen a free Apple iPad.9 Some universities even require that all students own or lease a laptop. Some say the focus on technology prepares students for a wired world. "You have to keep up with the rest of the world. Students expect high-bandwidth information, and if you can't deliver it, you're at acompetitive disadvantage," states a university president.10 Other colleges are straining to stand out from their peers. The race to attract students with the most modern networks and the hottest systems has reached fever pitch. Some business majors are receiving free portablecomputers. In an always-connected mode, they can get information anytime and anywhere they need. One university is even giving its freshmen new smartphones to enrich the student experience and prepare them for success in a rapidly changing world.11 For those who prefer to travel laptop-free, colleges supply several computer labs. And for students who study late into the night, many have set up 24-hour repair shops where students can get their laptops fixed by the next day and receive aloaner in the meantime.12 Colleges around the world have been replacing their computer systems for the past decade, in large part to provide students with the most advanced free system. The anywhere-anytime access has already yieldedamazing benefits in education. With the widespread application of computer technologies, we are going to produce a generation of problem-solvers and intelligentthinkers, which is indispensable for the future of the world.Text B Too much of a good thing-a real addiction1 The college campus, long a place of scholarship and frontiers of new technology, is beingtransformed into a new age of electronics by afleet of laptops, smartphones and connectivity 24 hours a day.2 On a typical modern-day campus, where every building and most outdoor common areas offer wireless Internet access, one student takes her laptop everywhere. In class, she takes notes with it, sometimes instant-messaging or emailing friends if the professor is less than interesting. In her dorm, she instant-messages her roommate sitting just a few feet away. She is tied to her smartphone, which she even uses to text a friend who lives one floor above her, and which supplies music for walks between classes.3 Welcome to college life in the 21st century, where students on campus are electronically linked to each other, to professors and to their classwork 24/7 in an ever-flowing river of information andcommunication. With many schools offering wireless Internet access anywhere on campus, colleges as a group have become the most Internetaccessible spots in the world.4 Students say they really value their fingertip-access to the boundless amount of information online, and the ability to email professors at 2 a.m. and receive responses the next morning. "I always feel like I have a means of communication —in class and out of class," says oneengineering major.5 Many are using smartphones, not only to create their own dialectswhen texting, but also to do more serious work, such as practicing foreign languages and analyzingscripts from their theater classes. In a university class on the history of American radio, students use smartphones to record their own radio shows. The course instructor said, "It's adding to students' sense of excitement about the subject." Professors have been encouraged to tape their lectures and post them online. "We realized there might be some potential for a devicethat could get attention and encouragesophisticated thinking," says one leading university director.6 For mostundergraduates, non-stop Internet connectivity is the fuel of college life. More than just toys, these instruments are powerful tools for the storage and management of virtually every kind of information. And as more people around the world adoptthese instruments, they are becoming indispensable. So, students should use the wonders of the Internet to do homework, review lecture outlines, take part in class discussions and network online with their friends. But in doing so, students must remember to regulate and balance their time. Too much time online can mean too little time in real-life studying or exercising or visiting with friends. Students should not let the Internet world on their computer screens take them away from the real world outside.7 Colleges began embracing Internet access in the mid-1990s, when many began wiring dorms with high-speed connections. In the past few years, schools have taken the lead by turning their campuses intobubbles of Wi-Fi networks. In fact, a recent study in the US found that information technology accounted for 5% to 8% of college budgets, up from an estimated 2% to 3% in the mid-1980s.8 On one campus, students use Wi-Fi to fire off instant messages, review their homeworkassignments, and check their bank balances. Just nine miles down thehighway, another university had been feeling a bit of a technologyinferiority complex. Tocompensate, it spent tens of thousands of dollars to give every one of its incoming freshmen a free Apple iPad.9 Some universities even require that all students own or lease a laptop. Some say the focus on technology prepares students for a wired world. "You have to keep up with the rest of the world. Students expect high-bandwidth information, and if you can't deliver it, you're at acompetitive disadvantage," states a university president.10 Other colleges are straining to stand out from their peers. The race to attract students with the most modern networks and the hottest systems has reached fever pitch. Some business majors are。
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FREQUENCY RESPONSE
DIAGRAMS
CHAPTER ONE
INTRODUCTION
INTRODUCTION
Information about the frequency response of a system can obtained by calculation if the system transfer function is known, or found experimentally by performing frequency response tests on the system. There are many different ways in which this frequency response data can be represented graphically but there are four particular methods which are most usually used:
•polar plots in the form of direct Nyquist diagrams
•polar plots in the form of indirect Nyquist diagrams
•logarithmic plots – Bode diagrams
•logarithmic gain / phase plots – Nichols diagrams.
Each method has advantages and disadvantages from both the practical and the theoretical points of view.
In the diagrams below the four methods of presenting the frequency responses for a first-order system are shown.
(i)
(ii)
The direct Nyquist diagram is a polar plot of the frequency response. The length of a vector from the origin to a point on the curve represents the amplitude ratio (gain) of the system for the particular frequency which that point on the curve represents. The angle which it makes with the horizontal axis corresponds to the phase shift around the system.
A disadvantage of this type of diagram is that although the frequency information is implicit ( since the curve is a locus of radius vectors at different frequencies) it is not explicitly obtainable from the basic graph. For this reason it is usual to label several points on the curve with their frequency values. Another disadvantage is that it is difficult to extract accurate information of any sort when the gain drops to a low value. The inverse Nyquist diagram is a polar plot of the reciprocal of the frequency response. Its drawbacks are similar to those of the direct Nyquist diagram. However, small gains are magnified and it is more convenient to use in some situations.
In Bode diagrams the gain and frequency are plotted logarithmically on log-linear graph paper. Gain is usually plotted in decibels (dB) on a linear scale and the frequency is plotted on a logarithmic scale. The advantage of working in dBs is that
the gains are additive and a much larger dynamic range can be shown. Similarly, the use of a logarithmic scale for frequency enables very great frequency ranges to be accommodated.
A further advantage is that they do contain explicit frequency information.
However they do require two separate coordinated graphs to be drawn to show the
gain and phase shift of a system.
Nichols plots combine features of Nyquist and Bode to produce a single graph in
which logarithmic gain (in dB) is plotted against phase shift. To simplify their construction specially prepared Nichols Charts are usually used. These have axes of
the open-loop gain, in dB, against radial frequency as required for the Nichols plots
but they are also overlaid with curves containing closed-loop information.。