CommonMistakesPapersCombinedcg
英语作文查重复率的软件
英语作文查重复率的软件In recent years, with the widespread use of the internet, plagiarism has become a common problem in academic writing. To tackle this issue, many plagiarism checking software have been developed, which can help writers to detect and eliminate any copied content in their work.One of the most popular plagiarism checking software is Turnitin. This tool is widely used in universities and colleges to check the originality of students' work. It compares the text of the submitted work with a vast database of academic and online sources to identify any similarities. The software then generates a report highlighting the percentage of copied content and the sources from where it has been taken.Another popular plagiarism checking software is Grammarly. It is a comprehensive writing assistant toolthat not only checks for plagiarism but also providessuggestions for grammar, spelling, and punctuation errors. It can be used for academic writing, business writing, and personal writing.PlagScan is another software that is widely used for checking plagiarism. It is a cloud-based tool that compares the submitted work with a large database of academic and online sources. It provides a detailed report highlighting the percentage of copied content and the sources from where it has been taken. It also provides suggestions for improving the quality of the writing.Apart from these, there are many other plagiarism checking software available in the market, such as Copyscape, Quetext, and DupliChecker. All these tools have their unique features and are widely used by writers to ensure the originality of their work.In conclusion, plagiarism is a serious issue in academic writing, and it is essential to use plagiarism checking software to ensure the originality of the work. The software not only helps to detect copied content butalso provides suggestions for improving the quality of the writing. Therefore, it is highly recommended for writers to use plagiarism checking software to maintain the integrity of their work.。
新视野大学英语第三版读写教程Book2-Unit3-SectionA-课后练习答案
Language focus P67
• • • • • • • • • • 1. peculiar 2. radical 3. phase 4. sensible 5. predict 6. labeled 7. resent 8. witnessed 9. equivalent 10. parallels
chaotic dramatic academy depression detection erosion classification confuse cooperate dictate rightist journal
Word b• • • • • • • • 1. journal 2. chaotic 3. cooperate 4. erosion 5. dramatic 6. confuse 7. academy 8. rightists 9. depression 10. dictate 11. detection 12. classification
?与自由相伴而来的是照顾自己的责任因为所选择的自由承载了责任即必须接受自己的选择所带来的后果
新视野大学英语读写教程第三版 B2U3 Section A 课后练习答案
Pre-reading activities P60
1 • Younger generations are good at technology. • Younger generations are more technical than older generations. • Young people today can’t live without technology. 2. • Yes, because all these things are exactly what young people do every day. • No, because not only young people but also old people love to do these things.
OSHA现场作业手册说明书
DIRECTIVE NUMBER: CPL 02-00-150 EFFECTIVE DATE: April 22, 2011 SUBJECT: Field Operations Manual (FOM)ABSTRACTPurpose: This instruction cancels and replaces OSHA Instruction CPL 02-00-148,Field Operations Manual (FOM), issued November 9, 2009, whichreplaced the September 26, 1994 Instruction that implemented the FieldInspection Reference Manual (FIRM). The FOM is a revision of OSHA’senforcement policies and procedures manual that provides the field officesa reference document for identifying the responsibilities associated withthe majority of their inspection duties. This Instruction also cancels OSHAInstruction FAP 01-00-003 Federal Agency Safety and Health Programs,May 17, 1996 and Chapter 13 of OSHA Instruction CPL 02-00-045,Revised Field Operations Manual, June 15, 1989.Scope: OSHA-wide.References: Title 29 Code of Federal Regulations §1903.6, Advance Notice ofInspections; 29 Code of Federal Regulations §1903.14, Policy RegardingEmployee Rescue Activities; 29 Code of Federal Regulations §1903.19,Abatement Verification; 29 Code of Federal Regulations §1904.39,Reporting Fatalities and Multiple Hospitalizations to OSHA; and Housingfor Agricultural Workers: Final Rule, Federal Register, March 4, 1980 (45FR 14180).Cancellations: OSHA Instruction CPL 02-00-148, Field Operations Manual, November9, 2009.OSHA Instruction FAP 01-00-003, Federal Agency Safety and HealthPrograms, May 17, 1996.Chapter 13 of OSHA Instruction CPL 02-00-045, Revised FieldOperations Manual, June 15, 1989.State Impact: Notice of Intent and Adoption required. See paragraph VI.Action Offices: National, Regional, and Area OfficesOriginating Office: Directorate of Enforcement Programs Contact: Directorate of Enforcement ProgramsOffice of General Industry Enforcement200 Constitution Avenue, NW, N3 119Washington, DC 20210202-693-1850By and Under the Authority ofDavid Michaels, PhD, MPHAssistant SecretaryExecutive SummaryThis instruction cancels and replaces OSHA Instruction CPL 02-00-148, Field Operations Manual (FOM), issued November 9, 2009. The one remaining part of the prior Field Operations Manual, the chapter on Disclosure, will be added at a later date. This Instruction also cancels OSHA Instruction FAP 01-00-003 Federal Agency Safety and Health Programs, May 17, 1996 and Chapter 13 of OSHA Instruction CPL 02-00-045, Revised Field Operations Manual, June 15, 1989. This Instruction constitutes OSHA’s general enforcement policies and procedures manual for use by the field offices in conducting inspections, issuing citations and proposing penalties.Significant Changes∙A new Table of Contents for the entire FOM is added.∙ A new References section for the entire FOM is added∙ A new Cancellations section for the entire FOM is added.∙Adds a Maritime Industry Sector to Section III of Chapter 10, Industry Sectors.∙Revises sections referring to the Enhanced Enforcement Program (EEP) replacing the information with the Severe Violator Enforcement Program (SVEP).∙Adds Chapter 13, Federal Agency Field Activities.∙Cancels OSHA Instruction FAP 01-00-003, Federal Agency Safety and Health Programs, May 17, 1996.DisclaimerThis manual is intended to provide instruction regarding some of the internal operations of the Occupational Safety and Health Administration (OSHA), and is solely for the benefit of the Government. No duties, rights, or benefits, substantive or procedural, are created or implied by this manual. The contents of this manual are not enforceable by any person or entity against the Department of Labor or the United States. Statements which reflect current Occupational Safety and Health Review Commission or court precedents do not necessarily indicate acquiescence with those precedents.Table of ContentsCHAPTER 1INTRODUCTIONI.PURPOSE. ........................................................................................................... 1-1 II.SCOPE. ................................................................................................................ 1-1 III.REFERENCES .................................................................................................... 1-1 IV.CANCELLATIONS............................................................................................. 1-8 V. ACTION INFORMATION ................................................................................. 1-8A.R ESPONSIBLE O FFICE.......................................................................................................................................... 1-8B.A CTION O FFICES. .................................................................................................................... 1-8C. I NFORMATION O FFICES............................................................................................................ 1-8 VI. STATE IMPACT. ................................................................................................ 1-8 VII.SIGNIFICANT CHANGES. ............................................................................... 1-9 VIII.BACKGROUND. ................................................................................................. 1-9 IX. DEFINITIONS AND TERMINOLOGY. ........................................................ 1-10A.T HE A CT................................................................................................................................................................. 1-10B. C OMPLIANCE S AFETY AND H EALTH O FFICER (CSHO). ...........................................................1-10B.H E/S HE AND H IS/H ERS ..................................................................................................................................... 1-10C.P ROFESSIONAL J UDGMENT............................................................................................................................... 1-10E. W ORKPLACE AND W ORKSITE ......................................................................................................................... 1-10CHAPTER 2PROGRAM PLANNINGI.INTRODUCTION ............................................................................................... 2-1 II.AREA OFFICE RESPONSIBILITIES. .............................................................. 2-1A.P ROVIDING A SSISTANCE TO S MALL E MPLOYERS. ...................................................................................... 2-1B.A REA O FFICE O UTREACH P ROGRAM. ............................................................................................................. 2-1C. R ESPONDING TO R EQUESTS FOR A SSISTANCE. ............................................................................................ 2-2 III. OSHA COOPERATIVE PROGRAMS OVERVIEW. ...................................... 2-2A.V OLUNTARY P ROTECTION P ROGRAM (VPP). ........................................................................... 2-2B.O NSITE C ONSULTATION P ROGRAM. ................................................................................................................ 2-2C.S TRATEGIC P ARTNERSHIPS................................................................................................................................. 2-3D.A LLIANCE P ROGRAM ........................................................................................................................................... 2-3 IV. ENFORCEMENT PROGRAM SCHEDULING. ................................................ 2-4A.G ENERAL ................................................................................................................................................................. 2-4B.I NSPECTION P RIORITY C RITERIA. ..................................................................................................................... 2-4C.E FFECT OF C ONTEST ............................................................................................................................................ 2-5D.E NFORCEMENT E XEMPTIONS AND L IMITATIONS. ....................................................................................... 2-6E.P REEMPTION BY A NOTHER F EDERAL A GENCY ........................................................................................... 2-6F.U NITED S TATES P OSTAL S ERVICE. .................................................................................................................. 2-7G.H OME-B ASED W ORKSITES. ................................................................................................................................ 2-8H.I NSPECTION/I NVESTIGATION T YPES. ............................................................................................................... 2-8 V.UNPROGRAMMED ACTIVITY – HAZARD EVALUATION AND INSPECTION SCHEDULING ............................................................................ 2-9 VI.PROGRAMMED INSPECTIONS. ................................................................... 2-10A.S ITE-S PECIFIC T ARGETING (SST) P ROGRAM. ............................................................................................. 2-10B.S CHEDULING FOR C ONSTRUCTION I NSPECTIONS. ..................................................................................... 2-10C.S CHEDULING FOR M ARITIME I NSPECTIONS. ............................................................................. 2-11D.S PECIAL E MPHASIS P ROGRAMS (SEP S). ................................................................................... 2-12E.N ATIONAL E MPHASIS P ROGRAMS (NEP S) ............................................................................... 2-13F.L OCAL E MPHASIS P ROGRAMS (LEP S) AND R EGIONAL E MPHASIS P ROGRAMS (REP S) ............ 2-13G.O THER S PECIAL P ROGRAMS. ............................................................................................................................ 2-13H.I NSPECTION S CHEDULING AND I NTERFACE WITH C OOPERATIVE P ROGRAM P ARTICIPANTS ....... 2-13CHAPTER 3INSPECTION PROCEDURESI.INSPECTION PREPARATION. .......................................................................... 3-1 II.INSPECTION PLANNING. .................................................................................. 3-1A.R EVIEW OF I NSPECTION H ISTORY .................................................................................................................... 3-1B.R EVIEW OF C OOPERATIVE P ROGRAM P ARTICIPATION .............................................................................. 3-1C.OSHA D ATA I NITIATIVE (ODI) D ATA R EVIEW .......................................................................................... 3-2D.S AFETY AND H EALTH I SSUES R ELATING TO CSHO S.................................................................. 3-2E.A DVANCE N OTICE. ................................................................................................................................................ 3-3F.P RE-I NSPECTION C OMPULSORY P ROCESS ...................................................................................................... 3-5G.P ERSONAL S ECURITY C LEARANCE. ................................................................................................................. 3-5H.E XPERT A SSISTANCE. ........................................................................................................................................... 3-5 III. INSPECTION SCOPE. ......................................................................................... 3-6A.C OMPREHENSIVE ................................................................................................................................................... 3-6B.P ARTIAL. ................................................................................................................................................................... 3-6 IV. CONDUCT OF INSPECTION .............................................................................. 3-6A.T IME OF I NSPECTION............................................................................................................................................. 3-6B.P RESENTING C REDENTIALS. ............................................................................................................................... 3-6C.R EFUSAL TO P ERMIT I NSPECTION AND I NTERFERENCE ............................................................................. 3-7D.E MPLOYEE P ARTICIPATION. ............................................................................................................................... 3-9E.R ELEASE FOR E NTRY ............................................................................................................................................ 3-9F.B ANKRUPT OR O UT OF B USINESS. .................................................................................................................... 3-9G.E MPLOYEE R ESPONSIBILITIES. ................................................................................................. 3-10H.S TRIKE OR L ABOR D ISPUTE ............................................................................................................................. 3-10I. V ARIANCES. .......................................................................................................................................................... 3-11 V. OPENING CONFERENCE. ................................................................................ 3-11A.G ENERAL ................................................................................................................................................................ 3-11B.R EVIEW OF A PPROPRIATION A CT E XEMPTIONS AND L IMITATION. ..................................................... 3-13C.R EVIEW S CREENING FOR P ROCESS S AFETY M ANAGEMENT (PSM) C OVERAGE............................. 3-13D.R EVIEW OF V OLUNTARY C OMPLIANCE P ROGRAMS. ................................................................................ 3-14E.D ISRUPTIVE C ONDUCT. ...................................................................................................................................... 3-15F.C LASSIFIED A REAS ............................................................................................................................................. 3-16VI. REVIEW OF RECORDS. ................................................................................... 3-16A.I NJURY AND I LLNESS R ECORDS...................................................................................................................... 3-16B.R ECORDING C RITERIA. ...................................................................................................................................... 3-18C. R ECORDKEEPING D EFICIENCIES. .................................................................................................................. 3-18 VII. WALKAROUND INSPECTION. ....................................................................... 3-19A.W ALKAROUND R EPRESENTATIVES ............................................................................................................... 3-19B.E VALUATION OF S AFETY AND H EALTH M ANAGEMENT S YSTEM. ....................................................... 3-20C.R ECORD A LL F ACTS P ERTINENT TO A V IOLATION. ................................................................................. 3-20D.T ESTIFYING IN H EARINGS ................................................................................................................................ 3-21E.T RADE S ECRETS. ................................................................................................................................................. 3-21F.C OLLECTING S AMPLES. ..................................................................................................................................... 3-22G.P HOTOGRAPHS AND V IDEOTAPES.................................................................................................................. 3-22H.V IOLATIONS OF O THER L AWS. ....................................................................................................................... 3-23I.I NTERVIEWS OF N ON-M ANAGERIAL E MPLOYEES .................................................................................... 3-23J.M ULTI-E MPLOYER W ORKSITES ..................................................................................................................... 3-27 K.A DMINISTRATIVE S UBPOENA.......................................................................................................................... 3-27 L.E MPLOYER A BATEMENT A SSISTANCE. ........................................................................................................ 3-27 VIII. CLOSING CONFERENCE. .............................................................................. 3-28A.P ARTICIPANTS. ..................................................................................................................................................... 3-28B.D ISCUSSION I TEMS. ............................................................................................................................................ 3-28C.A DVICE TO A TTENDEES .................................................................................................................................... 3-29D.P ENALTIES............................................................................................................................................................. 3-30E.F EASIBLE A DMINISTRATIVE, W ORK P RACTICE AND E NGINEERING C ONTROLS. ............................ 3-30F.R EDUCING E MPLOYEE E XPOSURE. ................................................................................................................ 3-32G.A BATEMENT V ERIFICATION. ........................................................................................................................... 3-32H.E MPLOYEE D ISCRIMINATION .......................................................................................................................... 3-33 IX. SPECIAL INSPECTION PROCEDURES. ...................................................... 3-33A.F OLLOW-UP AND M ONITORING I NSPECTIONS............................................................................................ 3-33B.C ONSTRUCTION I NSPECTIONS ......................................................................................................................... 3-34C. F EDERAL A GENCY I NSPECTIONS. ................................................................................................................. 3-35CHAPTER 4VIOLATIONSI. BASIS OF VIOLATIONS ..................................................................................... 4-1A.S TANDARDS AND R EGULATIONS. .................................................................................................................... 4-1B.E MPLOYEE E XPOSURE. ........................................................................................................................................ 4-3C.R EGULATORY R EQUIREMENTS. ........................................................................................................................ 4-6D.H AZARD C OMMUNICATION. .............................................................................................................................. 4-6E. E MPLOYER/E MPLOYEE R ESPONSIBILITIES ................................................................................................... 4-6 II. SERIOUS VIOLATIONS. .................................................................................... 4-8A.S ECTION 17(K). ......................................................................................................................... 4-8B.E STABLISHING S ERIOUS V IOLATIONS ............................................................................................................ 4-8C. F OUR S TEPS TO BE D OCUMENTED. ................................................................................................................... 4-8 III. GENERAL DUTY REQUIREMENTS ............................................................. 4-14A.E VALUATION OF G ENERAL D UTY R EQUIREMENTS ................................................................................. 4-14B.E LEMENTS OF A G ENERAL D UTY R EQUIREMENT V IOLATION.............................................................. 4-14C. U SE OF THE G ENERAL D UTY C LAUSE ........................................................................................................ 4-23D.L IMITATIONS OF U SE OF THE G ENERAL D UTY C LAUSE. ..............................................................E.C LASSIFICATION OF V IOLATIONS C ITED U NDER THE G ENERAL D UTY C LAUSE. ..................F. P ROCEDURES FOR I MPLEMENTATION OF S ECTION 5(A)(1) E NFORCEMENT ............................ 4-25 4-27 4-27IV.OTHER-THAN-SERIOUS VIOLATIONS ............................................... 4-28 V.WILLFUL VIOLATIONS. ......................................................................... 4-28A.I NTENTIONAL D ISREGARD V IOLATIONS. ..........................................................................................4-28B.P LAIN I NDIFFERENCE V IOLATIONS. ...................................................................................................4-29 VI. CRIMINAL/WILLFUL VIOLATIONS. ................................................... 4-30A.A REA D IRECTOR C OORDINATION ....................................................................................................... 4-31B.C RITERIA FOR I NVESTIGATING P OSSIBLE C RIMINAL/W ILLFUL V IOLATIONS ........................ 4-31C. W ILLFUL V IOLATIONS R ELATED TO A F ATALITY .......................................................................... 4-32 VII. REPEATED VIOLATIONS. ...................................................................... 4-32A.F EDERAL AND S TATE P LAN V IOLATIONS. ........................................................................................4-32B.I DENTICAL S TANDARDS. .......................................................................................................................4-32C.D IFFERENT S TANDARDS. .......................................................................................................................4-33D.O BTAINING I NSPECTION H ISTORY. .....................................................................................................4-33E.T IME L IMITATIONS..................................................................................................................................4-34F.R EPEATED V. F AILURE TO A BATE....................................................................................................... 4-34G. A REA D IRECTOR R ESPONSIBILITIES. .............................................................................. 4-35 VIII. DE MINIMIS CONDITIONS. ................................................................... 4-36A.C RITERIA ................................................................................................................................................... 4-36B.P ROFESSIONAL J UDGMENT. ..................................................................................................................4-37C. A REA D IRECTOR R ESPONSIBILITIES. .............................................................................. 4-37 IX. CITING IN THE ALTERNATIVE ............................................................ 4-37 X. COMBINING AND GROUPING VIOLATIONS. ................................... 4-37A.C OMBINING. ..............................................................................................................................................4-37B.G ROUPING. ................................................................................................................................................4-38C. W HEN N OT TO G ROUP OR C OMBINE. ................................................................................................4-38 XI. HEALTH STANDARD VIOLATIONS ....................................................... 4-39A.C ITATION OF V ENTILATION S TANDARDS ......................................................................................... 4-39B.V IOLATIONS OF THE N OISE S TANDARD. ...........................................................................................4-40 XII. VIOLATIONS OF THE RESPIRATORY PROTECTION STANDARD(§1910.134). ....................................................................................................... XIII. VIOLATIONS OF AIR CONTAMINANT STANDARDS (§1910.1000) ... 4-43 4-43A.R EQUIREMENTS UNDER THE STANDARD: .................................................................................................. 4-43B.C LASSIFICATION OF V IOLATIONS OF A IR C ONTAMINANT S TANDARDS. ......................................... 4-43 XIV. CITING IMPROPER PERSONAL HYGIENE PRACTICES. ................... 4-45A.I NGESTION H AZARDS. .................................................................................................................................... 4-45B.A BSORPTION H AZARDS. ................................................................................................................................ 4-46C.W IPE S AMPLING. ............................................................................................................................................. 4-46D.C ITATION P OLICY ............................................................................................................................................ 4-46 XV. BIOLOGICAL MONITORING. ...................................................................... 4-47CHAPTER 5CASE FILE PREPARATION AND DOCUMENTATIONI.INTRODUCTION ............................................................................................... 5-1 II.INSPECTION CONDUCTED, CITATIONS BEING ISSUED. .................... 5-1A.OSHA-1 ................................................................................................................................... 5-1B.OSHA-1A. ............................................................................................................................... 5-1C. OSHA-1B. ................................................................................................................................ 5-2 III.INSPECTION CONDUCTED BUT NO CITATIONS ISSUED .................... 5-5 IV.NO INSPECTION ............................................................................................... 5-5 V. HEALTH INSPECTIONS. ................................................................................. 5-6A.D OCUMENT P OTENTIAL E XPOSURE. ............................................................................................................... 5-6B.E MPLOYER’S O CCUPATIONAL S AFETY AND H EALTH S YSTEM. ............................................................. 5-6 VI. AFFIRMATIVE DEFENSES............................................................................. 5-8A.B URDEN OF P ROOF. .............................................................................................................................................. 5-8B.E XPLANATIONS. ..................................................................................................................................................... 5-8 VII. INTERVIEW STATEMENTS. ........................................................................ 5-10A.G ENERALLY. ......................................................................................................................................................... 5-10B.CSHO S SHALL OBTAIN WRITTEN STATEMENTS WHEN: .......................................................................... 5-10C.L ANGUAGE AND W ORDING OF S TATEMENT. ............................................................................................. 5-11D.R EFUSAL TO S IGN S TATEMENT ...................................................................................................................... 5-11E.V IDEO AND A UDIOTAPED S TATEMENTS. ..................................................................................................... 5-11F.A DMINISTRATIVE D EPOSITIONS. .............................................................................................5-11 VIII. PAPERWORK AND WRITTEN PROGRAM REQUIREMENTS. .......... 5-12 IX.GUIDELINES FOR CASE FILE DOCUMENTATION FOR USE WITH VIDEOTAPES AND AUDIOTAPES .............................................................. 5-12 X.CASE FILE ACTIVITY DIARY SHEET. ..................................................... 5-12 XI. CITATIONS. ..................................................................................................... 5-12A.S TATUTE OF L IMITATIONS. .............................................................................................................................. 5-13B.I SSUING C ITATIONS. ........................................................................................................................................... 5-13C.A MENDING/W ITHDRAWING C ITATIONS AND N OTIFICATION OF P ENALTIES. .................................. 5-13D.P ROCEDURES FOR A MENDING OR W ITHDRAWING C ITATIONS ............................................................ 5-14 XII. INSPECTION RECORDS. ............................................................................... 5-15A.G ENERALLY. ......................................................................................................................................................... 5-15B.R ELEASE OF I NSPECTION I NFORMATION ..................................................................................................... 5-15C. C LASSIFIED AND T RADE S ECRET I NFORMATION ...................................................................................... 5-16。
哈工大博士学位论文模板
1.3
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第 2 章 基本使用 ..................................................................................... 3
3.1
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3.2 学
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第 1 章 绪论 ............................................................................................ 1
1.1
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LATEX TEMPLATE FOR MASTER/DOCTOR THESIS/DISSERTATION OF HARBIN INSTITUTE OF TECHNOLOGY
Candidate: Supervisor: Academic Degree Applied for: Specialty: Affiliation: Date of Defense: Degree-Conferring-Institution:
与尊重成果传承智慧有关的英语作文
Respecting the fruits of labor and inheriting wisdom are fundamental values that have been cherished across cultures and throughout history.These principles not only honor the efforts of those who have come before us but also ensure the continuity of knowledge and progress for future generations.The Importance of Respecting Achievements1.Acknowledging Efforts:Recognizing the hard work and dedication of individuals who have made significant contributions to various fields is a way of showing gratitude and appreciation.This acknowledgment can motivate others to strive for excellence and contribute positively to society.2.Preserving Legacies:By respecting the achievements of the past,we help to preserve the legacies of great minds and their work.This is crucial for maintaining a rich cultural and intellectual heritage that can inspire future generations.3.Encouraging Innovation:When we respect the work of others,we create an environment where innovation can thrive.It encourages individuals to build upon existing knowledge,leading to new discoveries and advancements.The Significance of Inheriting Wisdom1.Continuity of Knowledge:Inheriting wisdom means learning from the experiences and insights of those who have gone before us.This continuity of knowledge is essential for the development of society and the progression of human understanding.2.Avoiding Repeated Mistakes:By learning from the wisdom of our predecessors,we can avoid making the same mistakes they did.This allows us to progress more efficiently and effectively.3.Cultivating Critical Thinking:Inheriting wisdom also involves critically engaging with the ideas and knowledge passed down to us.This process of critical thinking is vital for personal growth and the evolution of thought.Practical Ways to Respect and Inheritcation:Incorporating the study of history,philosophy,and the sciences in educational curricula helps to instill a respect for achievements and wisdom.2.Appreciation of Art and Culture:Engaging with and appreciating the arts and culturalexpressions of different societies can provide insights into the values and wisdom of those communities.3.Mentorship and Guidance:Seeking mentorship from experienced individuals allows for the direct transmission of wisdom and the learning of valuable life lessons.4.Preservation of Historical Sites and Artifacts:Protecting and preserving historical sites, artifacts,and documents ensures that the tangible evidence of past achievements and wisdom remains accessible for future study and reflection.5.Interdisciplinary Approaches:Encouraging interdisciplinary studies can help to integrate knowledge from various fields,fostering a broader understanding and appreciation of the interconnectedness of wisdom.6.Public Recognition:Honoring individuals and their contributions through awards, public ceremonies,and memorials serves as a reminder of the importance of respecting achievements.7.Digital Archives:Creating digital archives of knowledge and achievements makes them more accessible to a wider audience,ensuring that wisdom is not lost to time.In conclusion,respecting the fruits of labor and inheriting wisdom are practices that enrich our lives and contribute to the collective advancement of humanity.By valuing the past,we lay a strong foundation for the future,ensuring that the torch of knowledge is passed on to those who will carry it forward.。
大学新视野英语第三版第一册word电子书
Unit 1 Fresh Start (2)Text A Toward a brighter future for all (2)Text B What we wish (13)Unit 2 Loving parents, loving children (16)Text A A child’s clutter awaits an adult’s return (16)Text B Time slows down (20)Unit 3 Digital Campus (25)Text A College life in the Internet age (25)Text B T oo much of a good thing-a real addiction (29)Unit 4 Heroes of our time (33)Text A Heroes among us (33)Text B A hero’s aspiration (37)Unit 5 Winning is not everything (41)Text A Cliff Yong, an unlikely hero (41)Text B Shaping young lives with sports (45)Unit 6 Earn as you learn (48)Text A To work or not to work- That is a question (48)Text B Earn as you learn? (52)Unit 7 Hoping for the better (55)Text A When honesty disappears (55)Text B Roys of hope in rising rudeness (58)Unit 8 Friendship Across gender and boarder (61)Text A Gender variable in friendship: Contradiction or not? (61)Text B Similarities and differences: Friendship across cultures (64)新视野大学英语第三版第一册课文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 yourold 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 abetter chance of discovering an unsuspected passion that will help to shape your future. A wonderful example of this is the fashion designer, Vera 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 the unpleasant 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 toanother." 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 watchingyou 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 connect them. 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 strengthand 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, too expensive. She'd refused to consider a practical car with good gasefficiency and easy to park. 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 closet floor. 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 a box. Six months, I think. I will give her sixmonths 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 tossed aside. Istrip off the comforter, blanket, sheets, and pillows. Once she startsfeeding 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 AWAY." 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 AWAY."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 thecurb. 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, and hours 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 footrestraints, 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 thefish 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, sheinstant-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 getattention 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 downthehighway, 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 thepast 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 T oo 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 anever-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。
英语作文查重复率
英语作文查重复率In the digital age where originality is paramount and plagiarism is a cardinal sin, the quest for an impeccable English essay is no longer just about crafting a compelling narrative—it's about ensuring the uniqueness of your words. The advent of plagiarism checkers has revolutionized the way we approach academic integrity, offering a lifeline to students and educators alike. Imagine the relief when the screen flashes a green light, signaling a low similarity index, or the anxiety that grips as a high percentage of overlap is detected. The stakes are high, and the pressure to produce original content is unyielding.The battle against plagiarism is a continuous one, with the English essay serving as the battleground. Students often find themselves in a precarious position, striving to balance the demands of creativity with the necessity of academic honesty. The fear of inadvertently copying someone else's work or the dread of being accused of intellectual theft can be overwhelming. But with the right tools at hand, the journey towards a plagiarism-free essay is not only achievable but also empowering.The process begins with a thorough understanding of the subject matter, followed by a meticulous research phase where every piece of information is meticulously evaluated for its relevance and credibility. The art of paraphrasing becomes a crucial skill, transforming the essence of others' ideas intoyour own voice. Yet, even with the best intentions, the risk of accidental plagiarism remains. This is where plagiarism detection software steps in, offering a safeguard against unintentional repetition.The moment of truth comes when the essay is submitted for review, the anticipation building as the checker scans through the text, line by line, word by word. The results can be a testament to the hours of hard work and dedication, or a stark reminder of the need for further revisions. But regardless of the outcome, the process of checking for plagiarism is an invaluable lesson in the importance of original thought and the responsibility that comes with academic writing.In conclusion, the journey through the English essay landscape is fraught with challenges, but with the aid of plagiarism checkers, it is a path that can be navigated with confidence. The pursuit of a unique voice in writing is not just about avoiding penalties; it's about embracing the power of individual expression and contributing to the rich tapestry of human knowledge.。
代光华和答案
代光华和答案正确1.成功的道路千万条,成功的方法千万个,其中,很重要的一条就是提高智商和情商2.科学管理之父是泰勒3.建例的方法就是先建例制4.开发右脑潜能的公式是放松+集中+暗示5.决定个人命运的最关键因素是情商6.看一个领导是否成功主要是看他的部下是否成功7.“止戈为武”的道理是战争中,用兵的大计在于少用兵、不用兵,或者是“不战而屈人之兵”8.管理大师泰勒的管理智慧主要体现在精确、化简上9.世界第一商人是犹太人10.领导者的大智主要应体现在抓大事、抓全局、抓方向、战略和重点11.例外原理是科学管理的创始人谁提出来的12.授权的实质是允许部下做出决策13.智商就是智力商数14.人们把智商低于一般正常水平的人叫智商低下或智商落后,通常的说法是智障15.决定不同人之间智商差别因素的75%来遗传基因单选题1.新产品正在研制,市场前景不清晰,工作成员间相互不认可,怀疑对方的工作效果,这属于团队建设的哪一个时期?word/media/image1.wmf1.word/media/image2.wmfB冲突期2.在团队中有三类人员是不可或缺的,下列说法正确的是?word/media/image3.wmf1.word/media/image2.wmfA决策者、技术专家、协调者3.下面哪一项属于“操之在我”的思维模式?word/media/image4.wmf1.word/media/image2.wmfC现在我必须抓紧学习,否则几年后要被淘汰了4.下面哪一种想法属于“操之在我”的想法?word/media/image5.wmf1.word/media/image2.wmfC人总是有缺点的,就接受他吧5.关于会议的说法中下列不正确的是哪一个?(word/media/image6.wmf1.word/media/image2.wmfA会议的成本就是会议本身的支出错误6.一个商务写作应该确定几个中心目标?word/media/image7.wmf1.word/media/image2.wmfA一个2.word/media/image2.wmfB二个3.word/media/image2.wmfC三个4.word/media/image2.wmfD四个7.下面关于态度的说法不正确的是?word/media/image8.wmf1.word/media/image2.wmfA态度是一种对客观事物的正确评价,它描述的是是与非8.下列说(做)法正确的是?word/media/image9.wmf1.word/media/image2.wmfD和我的客户一起把所有模糊的目标都搞清楚9.下列说法不正确的是?word/media/image10.wmf1.word/media/image2.wmfC我没有听到客户的抱怨,我的客户是满意的10.在客户反馈系统中,有效的反馈不应该是?word/media/image11.wmf1.word/media/image2.wmfD关注所有令客户满意的因素11.下列哪一项不是工作方法的评判标准?word/media/image12.wmf1.word/media/image2.wmfB工作方法是否被下属认同12.下列哪一项不是心智成长的“互赖”阶段的修炼要点?word/media/image13.wmf1.word/media/image2.wmfD人际关系成功13.关于职业人职业守则的叙述,下列说法中不正确的是?word/media/image14.wmf1.word/media/image2.wmfB先瞄准再射击14.改善人际关系时首先要改变自己的观念,下列说法中不正确的是?word/media/image15.wmf1.word/media/image2.wmfB改变执着15.在处理与客户的关系时,下列哪些做法不合适?word/media/image16.wmf1.word/media/image2.wmfC想方设法让对方接受自己的观点1.下列哪一项不是心智成长的“互赖”阶段的修炼要点?word/media/image2.wmfA .设身处地word/media/image2.wmfB .利人利己word/media/image17.wmfC .集思广益word/media/image2.wmfD .人际关系成功2.下面哪一项是优秀团队所应该克服的缺点?word/media/image17.wmfD .调和矛盾,淡化敏感性问题3.在科学的工作方法中,首先要明确目标要点,下列说法不正确的是?word/media/image17.wmfA .工作要做到什么程度,尽可能用数字来表示word/media/image2.wmfB .工作所需要的时间、资金,也就是成本word/media/image2.wmfC .工作的期限要根据工作情况的变化随时做出调整word/media/image2.wmfD .所有参与此项工作的人4.按照本书中所介绍的16种心理类型的理论,哪一种不属于SJ类型?word/media/image2.wmfA .ISTJword/media/image2.wmfB .ISFJword/media/image17.wmfC .ESTJword/media/image2.wmfD .ISTP5.在处理与客户的关系时,下列哪些做法不合适?word/media/image2.wmfA .表现出对对方的关心word/media/image2.wmfB .了解对方期待的价值word/media/image2.wmfC .想方设法让对方接受自己的观点word/media/image17.wmfD .避免否定对方1.下面哪一项是优秀团队所应该克服的缺点?word/media/image18.wmf1.word/media/image2.wmfD 调和矛盾,淡化敏感性问题word/media/image19.wmf3.下面关于质量标准的说法不正确的是?word/media/image20.wmf1.word/media/image2.wmfD 完美即使不是必要的,也应该成为实现的目标4.改掉浪费时间的习惯是自我组织管理中的哪一种方法?word/media/image21.wmf1.word/media/image2.wmfD 除法5.我们要尽量避免做:word/media/image22.wmf1.word/media/image2.wmfD 不重要也不紧急的工作6.广告宣传册属于什么类型的商务写作?word/media/image23.wmf1.word/media/image2.wmfB 说服性写作7.讨价还价主要集中在谈判的哪一个阶段进行?word/media/image24.wmf1.word/media/image2.wmfB 交锋阶段8.下面关于态度的说法不正确的是?word/media/image25.wmf2.9.下列说(做)法正确的是?word/media/image26.wmf10.“结果可以预见”属于确定项目目标原则(SMART原则)中的哪一条?word/media/image27.wmf1.word/media/image2.wmfB 可衡量 (Measurable)11.下列说法不正确的是?word/media/image28.wmf1.word/media/image2.wmfC 风险分析不是项目管理的方法12.在接受指派工作的6W3H要点中,WHICH指的是什么意思?word/media/image29.wmf1.word/media/image2.wmfA 各种选择的可能及优先顺序2.word/media/image2.wmfB 方法手段3.word/media/image2.wmfC 使用计量的方法让事情具体化4.word/media/image2.wmfD 完成任务的参与者word/media/image30.wmf1.word/media/image2.wmfB 不要把事情做的简单化14.职业人职业守则5S原则中的素养指的是?word/media/image31.wmf1.word/media/image2.wmfC 长期做到5S中所提倡的习惯word/media/image32.wmf1.愿景的设立是团队奋斗热情的反映word/media/image33.wmf1.word/media/image2.wmfA是2.目标是团队成员共同的价值体系,有明确的达成条件,有可观测衡量的实现指标,有达成的希望,并且是相关的、相联系的word/media/image34.wmf1.word/media/image2.wmfB否3.共同决策不是决策权力的平均化,而是大家参与,通过商讨交流来产生共识word/media/image35.wmf4.一个团队要求其成员要有一种自制力,就是对于现实要有一种挑战的勇气word/media/image36.wmf5.在团队的实际工作中,要学会支持,并坚定不移地执行团队地决定,这样的意识和行为更能体现团队的价值观word/media/image37.wmf6.如果价值观发生偏差,团队就可能迷失方向,而信念发生偏差,团队就会蜕变成为了目的不择手段的队伍word/media/image38.wmf7.团队是有组织的行列,即通过纪律约束等管理起来的一个集体word/media/image39.wmf8.对于企业而言,团队的建设决定了企业凝聚力的大小,也决定了企业自身核心竞争力的大小word/media/image40.wmf9.五个必备模块缺一不可,理解正确的是word/media/image41.wmf1.word/media/image2.wmfD没有相关性的,则愿景的宏图就会散架;没有连贯性的,则愿景就不能持续地实施10.共同性价值的确立,需要明确word/media/image42.wmf1.word/media/image2.wmfD以上都正确11.属于MTP的管理课程内容的是word/media/image43.wmf1.word/media/image2.wmfD以上答案都包括12.通用汽车团队的信念及价值观描述包括13.一个好团队必然是word/media/image44.wmf1.word/media/image2.wmfD以上答案都正确14.要让一个集体目标一致,就要1.word/media/image2.wmfD以上说法都正确15.团队运作的核心能力的塑造需要的自觉力包括1.能够让人停止烦恼的方法不包括:word/media/image46.wmf1.word/media/image2.wmfA 要放弃理想2.掌控自己的命运有一种比较简单的方法,那就是:1.word/media/image2.wmfD 想成为什么样的人,就加入什么样的环境3.管家婆型的上司的特点是:word/media/image47.wmf1.word/media/image2.wmfB 事无巨细,什么都管4.与热情型上司相处要:word/media/image48.wmf1.word/media/image2.wmfC 采取若即若离的态度5.西点的宗旨是:word/media/image49.wmf1.word/media/image2.wmfC 教育、训练和激励6.对于“积极主动的人”的心态理解不正确的是:word/media/image50.wmf1.word/media/image2.wmfA 等待命运安排或贵人相助7.要想实现自己目标的最有用的资源是:1.word/media/image2.wmfA 上司8.个人谋求个人或个体的利益最大化的行为是:word/media/image52.wmf1.word/media/image2.wmfC 与生俱来、自始至终的9.“经济人”的人性假设的显著特点是:word/media/image53.wmf1.word/media/image2.wmfB 注意反映人的经济需求10.优秀的员工的特点不包括:word/media/image54.wmf1.word/media/image2.wmfA 以完成任务的心态对待工作11.西点的教育被称为:word/media/image55.wmf1.word/media/image2.wmfC “震撼的教育”12.理解上司,需要理解的内容不包括:word/media/image56.wmf1.word/media/image2.wmfD 他的生活13.年度目标管理的基本思想是:word/media/image57.wmf1.word/media/image2.wmfD 要求将下属的个人需要与组织目标结合起来14.人性“重力”学即:word/media/image58.wmf1.word/media/image2.wmfD 低成本化倾向15.以下不是下属理解上司的表现的是:word/media/image59.wmf1.word/media/image2.wmfC 许多经理人都明白:上司会知道下属需要什么样的信息和帮助,并提供给他们组织取得成功的关键:word/media/image60.wmf1.word/media/image2.wmfD 树立榜样,让组织中的任何个人都成为跟随者6.在西点,每个人都鼓励两种矛盾的行为,即:word/media/image61.wmf1.word/media/image2.wmfD 服从和主动7.年度目标管理要求管理人员对下级采取信任型的管理措施不包括:word/media/image62.wmf1.word/media/image2.wmfA 管理人员应该只注意完成生产任务,而不应把重点放在关心人、了解人的需要上8.下面不属于对“战略规划”的正确理解的是:word/media/image63.wmf1.word/media/image2.wmfB 是一堆技术9.解开人类活动奥秘之所在是:word/media/image64.wmf1.word/media/image2.wmfB 人性及其根本是什么10.暴躁型的上司的特点是:word/media/image65.wmf1.word/media/image2.wmfD 性格急躁,经常为一点小事发脾气11.理解上司,需要理解的内容不包括:word/media/image66.wmf12.制定计划的重点是:word/media/image67.wmf1.word/media/image2.wmfB 自由工作时间的安排word/media/image68.wmfword/media/image69.wmf15.批评上司的方式不包括:word/media/image70.wmf1.word/media/image2.wmfA 公开批评word/media/image71.wmf2.word/media/image17.wmfA是word/media/image72.wmf2.word/media/image2.wmfB否word/media/image73.wmf2.word/media/image2.wmfA是word/media/image74.wmfword/media/image75.wmfword/media/image76.wmfword/media/image77.wmfword/media/image78.wmfword/media/image79.wmf2.word/media/image2.wmfD没有相关性的,则愿景的宏图就会散架;没有连贯性的,则愿景就不能持续地实施word/media/image80.wmf2.word/media/image2.wmfD以上都正确word/media/image81.wmf2.word/media/image2.wmfD以上答案都包括word/media/image82.wmf2.word/media/image2.wmfD以上答案都正确2.word/media/image2.wmfD以上说法都正确。
ISA新增中文模拟题答案
题号:1 题型:单选题内容:以下哪一项属于所有指令均能被执行的操作系统模式?选项:A、问题B、中断C、监控D、标准处理标准答案:B题号:2 题型:单选题内容:企业将其技术支持职能(help desk)外包出去,下面的哪一项指标纳入外包服务等级协议(SLA)是最恰当的?选项:A、要支持用户数B、首次请求技术支持,即解决的(事件)百分比C、请求技术支持的总人次D、电话响应的次数标准答案:B题号:3 题型:单选题内容:IS审计师检查组织的数据文件控制流程时,发现交易事务使用的是最新的文件,而重启动流程使用的是早期版本,那么,IS审计师应该建议:选项:A、检查源程序文档的保存情况B、检查数据文件的安全状况C、实施版本使用控制D、进行一对一的核查标准答案:C题号:4 题型:单选题内容:将输出结果及控制总计和输入数据及控制总计进行匹配可以验证输出结果,以下哪一项能起上述作用?选项:A、批量头格式B、批量平衡C、数据转换差错纠正D、对打印池的访问控制标准答案:B题号:5 题型:单选题内容:审计客户/服务器数据库安全时,IS审计师应该最关注于哪一方面的可用性?选项:A、系统工具B、应用程序生成器C、系统安全文文件D、访问存储流程标准答案:A题号:6 题型:单选题内容:测试程序变更管理流程时,IS审计师使用的最有效的方法是:选项:A、由系统生成的信息跟踪到变更管理文档B、检查变更管理文档中涉及的证据的精确性和正确性C、由变更管理文档跟踪到生成审计轨迹的系统D、检查变更管理文档中涉及的证据的完整性标准答案:A题号:7 题型:单选题内容:分布式环境中,服务器失效带来的影响最小的是:选项:A、冗余路由B、集群C、备用电话线D、备用电源标准答案:B题号:8 题型:单选题内容:实施防火墙最容易发生的错误是:选项:A、访问列表配置不准确B、社会工程学会危及口令的安全C、把modem连至网络中的计算机D、不能充分保护网络和服务器使其免遭病毒侵袭标准答案:A题号:9 题型:单选题内容:为确定异构环境下跨平台的数据访问方式,IS审计师应该首先检查:选项:A、业务软件B、系统平台工具C、应用服务D、系统开发工具标准答案:C题号:10 题型:单选题内容:数据库规格化的主要好处是:选项:A、在满足用户需求的前提下,最大程度地减小表内信息的冗余(即:重复)B、满足更多查询的能力C、由多张表实现,最大程度的数据库完整性D、通过更快地信息处理,减小反应时间标准答案:A题号:11 题型:单选题内容:以下哪一种图像处理技术能够读入预定义格式的书写体并将其转换为电子格式?选项:A、磁墨字符识别(MICR)B、智能语音识别(IVR)C、条形码识别(BCR)D、光学字符识别(OCR)标准答案:D题号:12 题型:单选题内容:代码签名的目的是确保:选项:A、软件没有被后续修改B、应用程序可以与其它已签名的应用安全地对接使用C、应用(程序)的签名人是受到信任的D、签名人的私钥还没有被泄露标准答案:A题号:13 题型:单选题内容:检查用于互联网Internet通讯的网络时,IS审计应该首先检查、确定:选项:A、是否口令经常修改B、客户/服务器应用的框架C、网络框架和设计D、防火墙保护和代理服务器标准答案:C题号:14 题型:单选题内容:企业正在与厂商谈判服务水平协议(SLA),首要的工作是:选项:A、实施可行性研究B、核实与公司政策的符合性C、起草其中的罚则D、起草服务水平要求标准答案:D题号:15 题型:单选题内容:电子商务环境中降低通讯故障的最佳方式是:选项:A、使用压缩软件来缩短通讯传输耗时B、使用功能或消息确认(机制)C、利用包过滤防火墙,重新路由消息D、租用异步传输模式(ATM)线路标准答案:D题号:16 题型:单选题内容:以下哪一项措施可最有效地支持24/7可用性?选项:A、日常备份B、异地存储C、镜像D、定期测试标准答案:C题号:17 题型:单选题内容:某制造类公司欲建自动化发票支付系统,要求该系统在复核和授权控制上花费相当少的时间,同时能识别出需要深入追究的错误,以下哪一项措施能最好地满足上述需求?选项:A、建立一个与供货商相联的内部客户机用及服务器网络以提升效率B、将其外包给一家专业的自动化支付和账务收发处理公司C、与重要供货商建立采用标准格式的、计算机对计算机的电子业务文文件和交易处理用EDI系统D、重组现有流程并重新设计现有系统标准答案:C题号:18 题型:单选题内容:以下哪一项是图像处理的弱点?选项:A、验证签名B、改善服务C、相对较贵D、减少处理导致的变形标准答案:C题号:19 题型:单选题内容:某IS审计人员需要将其微机与某大型机系统相连,该大型机系统采用同步块数据传输通讯,而微机只支持异步ASCII字符数据通讯。
消灭错别字英文作文400字左右
消灭错别字英文作文400字左右全文共2篇示例,仅供读者参考消灭错别字英文作文400字左右1:Title: "Eliminating Typos: A Quest for Precision in English Composition"In the realm of written communication, the battle against typos and grammatical errors is perennial. While minor typos may seem inconsequential, they can significantly detract from the clarity and professionalism of a piece of writing. Thus, the eradication of typos is not merely a matter of aesthetic perfection but an essential endeavor in achieving effective communication. This essay delves into the significance of eliminating typos in English composition, exploring its impact on comprehension, credibility, and the broader implications for both writers and readers.First and foremost, the presence of typos in written work can impede comprehension. When readers encounter misspelled words or grammatical errors, their cognitive processes are disrupted as they pause to decipher theintended meaning. This interruption not only diminishes the flow of reading but also increases the likelihood of misinterpretation. For instance, a simple typo like "form" instead of "from" can alter the entire sense of a sentence, leading to confusion or misunderstanding. Thus, by eliminating typos, writers facilitate smoother comprehension, ensuring that their message is conveyed accurately and effectively.Moreover, the prevalence of typos can undermine the credibility of the writer. In academic, professional, and even personal contexts, the quality of writing often serves as a reflection of the author's competence and attention to detail.A document riddled with typos may raise doubts about the writer's level of expertise or diligence, casting shadows of doubt on the validity of the information presented. In fields where precision and accuracy are paramount, such as scientific research or legal documentation, the presence of typos can have serious consequences, eroding trust and diminishing the impact of the work. Therefore, by striving for impeccable grammar and spelling, writers not only enhance their credibility but also bolster the persuasiveness of theirarguments.Furthermore, the eradication of typos holds broader implications for language proficiency and literacy. In an age where digital communication is ubiquitous, the ability to articulate thoughts clearly and accurately through writing is increasingly valued. By cultivating a habit of meticulous proofreading and editing, writers not only refine their own language skills but also contribute to the cultivation of a more literate society. Moreover, the pursuit of typo-free writing fosters an appreciation for linguistic precision and attention to detail, qualities that are indispensable in various personal and professional endeavors.In conclusion, the quest to eliminate typos in English composition is far more than a pursuit of perfection; it is a fundamental aspect of effective communication. By ensuring clarity, enhancing credibility, and promoting language proficiency, the eradication of typos serves the interests of both writers and readers alike. As we strive for excellence in written expression, let us remember the transformative power of precision in language, for it is through the meticulouseradication of errors that we pave the way for clearer, more impactful communication.消灭错别字英文作文400字左右2:Title: Eradicating Typos: A Call to Precision in English WritingIn the realm of language, precision is paramount. Every word, every punctuation mark holds the potential to convey meaning, but this potential is often marred by the presence of typos. Typos, or typographical errors, disrupt the flow of communication and diminish the clarity of expression. In this essay, we delve into the significance of eradicating typos in English writing, exploring its implications and advocating for a concerted effort towards accuracy.Firstly, let us acknowledge the pervasive nature of typos. They infiltrate our written communication through various mediums, from formal documents to casual messages. Despite the advancements in spell-checking technology, typos persist, slipping through the cracks of oversight. Their prevalence undermines the credibility of the writer and detracts from the substance of the message. Moreover, in an age where digitalcommunication dominates, typos can propagate rapidly, amplifying their impact and perpetuating misunderstandings.Beyond the surface level inconvenience, typos pose deeper implications for language comprehension. Consider the subtle nuances of English syntax and semantics; a misplaced letter or a misused homophone can alter the intended meaning of a sentence entirely. Consequently, the reader is left to decipher the writer's intention amidst the labyrinth of errors, hindering effective communication. Moreover, in academic and professional contexts, the presence of typos can impede the reader's perception of the writer's competence, potentially jeopardizing opportunities for advancement.Furthermore, the prevalence of typos reflects a broader issue of linguistic negligence. In an era characterized by rapid communication and abbreviated language conventions, the value of precision in writing is often overlooked. Abbreviations, acronyms, and emoticons have permeated written discourse, blurring the boundaries between formal and informal communication. Consequently, the standards of linguisticaccuracy have been compromised, fostering a culture where typos are tolerated rather than rectified.To combat the scourge of typos, a multi-faceted approach is required. Firstly, writers must cultivate ahabit of meticulous proofreading, employing both automated tools and manual scrutiny to detect and correct errors. Investing time and effort in revising written content demonstrates a commitment to excellence and enhances the clarity of communication. Additionally, educators and institutions play a crucial role in promoting linguistic precision by integrating grammar and spelling instruction into curricula. By instilling a sense of linguistic conscientiousness from an early age, future generations can uphold higher standards of written expression.Moreover, the proliferation of spell-checking software underscores the importance of technological innovation in error detection and correction. Developers should continue to refine these tools, incorporating machine learning algorithms to enhance accuracy and efficiency. Furthermore, the integration of spell-checkers into digital platforms and wordprocessing software ensures accessibility and encourages widespread adoption.However, the onus of eradicating typos does not rest solely on writers and technology; readers also play a pivotal role in maintaining linguistic integrity. By holding writers accountable for linguistic errors and advocating for clear and precise communication, readers contribute to the cultivation of a culture that values linguistic accuracy.In conclusion, the eradication of typos is essential for upholding the integrity of written communication in English. Typos undermine clarity, impede comprehension, and erode credibility. Through diligent proofreading, educational initiatives, technological advancements, and reader advocacy, we can strive towards a future where typos are a rarity rather than the norm. Let us embrace the power of precision in language and embark on a collective journey towards linguistic excellence.。
反剽窃软件英语作文
反剽窃软件英语作文The Importance of Anti-Piracy Software in the Digital Era.In the modern era of digital technology, the protection of intellectual property has become increasinglysignificant. With the widespread use of the internet andthe ease of copying and distributing digital content, the problem of piracy has emerged as a major challenge for creators, publishers, and businesses alike. Anti-piracy software plays a crucial role in addressing this issue, safeguarding the rights of content owners and ensuring afair and sustainable digital ecosystem.Piracy refers to the unauthorized copying, distribution, or sale of copyrighted materials such as music, movies, software, games, and other forms of creative works. It not only deprives the original creators of their rightful earnings but also undermines the foundation of a creative industry that relies on intellectual property for itssustenance. The widespread availability of pirated content can lead to a decrease in revenue for legitimate businesses, discouraging investment in new creative works and stifling innovation.Anti-piracy software is designed to combat this menace by employing various technological measures to prevent unauthorized access and distribution of copyrighted content. These software tools employ a range of strategies,including encryption, watermarking, and digital rights management (DRM) systems, to ensure that content is only accessed and used by authorized individuals.Encryption is a fundamental component of anti-piracy software. It involves converting readable data into a coded format that requires a specific key or password to decode. This ensures that even if pirated copies of content are obtained, they cannot be easily decrypted and used without the necessary authorization. Encryption technology has evolved significantly over the years, becoming more robust and difficult to crack, thus providing a stronger barrier against piracy.Watermarking is another important technique used byanti-piracy software. It involves the subtle insertion of identifying information or patterns into digital content. This information remains invisible to the end user but can be detected and traced by authorized parties if the content is pirated. Watermarking not only helps in identifying the source of pirated content but can also be used to prosecute pirates and enforce legal action against them.Digital rights management (DRM) systems are another key component of anti-piracy software. These systems control the usage and distribution of digital content by specifying the terms and conditions of use. DRM systems can restrict the copying, sharing, or modifying of content, ensuringthat it is only used in the manner authorized by the copyright holder. While DRM systems have sometimes been controversial due to their potential to limit consumer freedoms, they play a crucial role in balancing the rights of content owners and consumers while still allowing for legitimate access and use of copyrighted materials.In addition to these technological measures, anti-piracy software also relies on legal frameworks and international agreements to combat piracy. These agreements, such as the World Intellectual Property Organization (WIPO) Copyright Treaty and the Anti-Counterfeiting Trade Agreement (ACTA), aim to harmonize copyright laws across different countries and provide a stronger legal basis for prosecuting pirates.The effectiveness of anti-piracy software, however, depends not only on its technological sophistication but also on the willingness and ability of content owners to enforce their rights. It requires a concerted effort from governments, law enforcement agencies, content creators,and consumers to create a culture of respect forintellectual property rights.In conclusion, anti-piracy software is an essentialtool in the fight against piracy in the digital era. It protects the intellectual property rights of creators and publishers, ensures a fair and sustainable digital ecosystem, and encourages investment in new creative works.As technology continues to evolve, it is important that we remain vigilant and continue to adapt and improve our anti-piracy measures to safeguard the future of creativity and innovation.。
演奏家没发现乐谱印错的作文立意
演奏家没发现乐谱印错的作文立意英文回答:In the world of music, precision is paramount. From the delicate touch of a pianist's fingers to the soaring notesof a symphony orchestra, every note and beat must be executed with meticulous accuracy. Yet, even in the most experienced hands, errors can occur. Consider the tale of a renowned orchestra performing a complex piece, unaware of a colossal error in the printed sheet music.The musicians, engrossed in the grandeur of the composition, poured their heart and soul into each movement, oblivious to the discordance that was silently creepinginto their performance. As the piece progressed, the music began to unravel at the seams, notes clashing against each other in an incongruous cacophony. The audience, expectinga harmonious symphony, was left bewildered and disoriented.In this instance, the musicians' failure to identifythe error stemmed from a combination of factors. First, the error was subtle, concealed within a complex arrangement of notes and rhythms. Second, the musicians were so immersedin their performance that they were not activelyscrutinizing the sheet music. They trusted the accuracy of the printed score, assuming that it had been meticulously proofread and verified.The consequences of this oversight were far-reaching. The orchestra's reputation was tarnished, and the audience was left with a sense of disappointment. The incident also highlighted the importance of meticulous attention todetail in all aspects of musical performance, from the smallest note to the grandest crescendo.中文回答:在音乐的世界里,准确性至关重要。
Common,Test,Mistakes,考试常见的错误
Common,Test,Mistakes,考试常见的错误Grace Fleming 陈延洲1. Not putting name on a test.There are times when failing to put your name on a test will result in a failing grade.Solution:Always write your name on a test before you get started!1. 试卷没写名字。
有时试卷没写名字会导致不及格。
解决方法:在考试开始之前,一定要在试卷上写上你的名字!2. Leaving an answer blank.There is nothing wrong with skipping over a tough question to give yourself some extra time to think it over—just as long as you remember to go back to the question later. The danger is forgetting to go back to every question youve skipped. A blank answer is always a wrong answer!Solution:Each time you skip a question,put a check mark beside it.2. 题目空着不答。
跳过棘手的问题,用额外的时间去思考,这无可厚非——只要你记得之后再回到这个问题上来。
但危险的是你忘记回到所跳过的每一个问题。
题目空着不答肯定是错误的!解决方法:你每跳过一个问题,就在旁边打个勾。
3. Transferring answers incorrectly from scratch paper.The most frustrating mistake for students is having an answer correct on the scratch paper,but transferring it wrong to the test!Solution:Double check any work you transfer from a scratch sheet.3. 謄错草稿纸上的答案。
写作业用英语拼写
When writing an assignment in English,its important to follow proper spelling conventions to ensure clarity and accuracy.Here are some tips and examples to guide you:e a dictionary:Always have a dictionary handy,either a physical one or an online resource,to check the spelling of words you are unsure about.2.Understand word roots:Knowing the roots of words can help you spell them correctly. For example,the root graph in autograph and biography helps you understand that they are related to writing.3.Learn common prefixes and suffixes:Understanding prefixes e.g.,un,re,dis and suffixes e.g.,ing,ed,ly can help you spell words correctly.4.Practice regularly:The more you write,the better your spelling will become.Practice writing sentences and paragraphs using new words you learn.e spellcheck tools:Most word processors have builtin spellcheck tools that can help you catch spelling errors.6.Learn exceptions:Some words do not follow standard spelling rules.For example, though and through are homophones but have different spellings and meanings.7.Pay attention to silent letters:English has many silent letters,such as the k in knee or the b in debt.8.Avoid common mistakes:Common spelling errors include confusing its and its,there, their,and theyre,and affect and effect.9.Learn the difference between homophones:Words that sound the same but have different meanings and spellings,like write and right,separate and seperate.10.Practice with spelling lists:Make lists of words that you find difficult to spell and practice them regularly.Here are some examples of common words and their correct spellings:Definitely:Often misspelled as definately or defiantly.Separate:Not seperate.Accommodate:The correct spelling is with two cs and two ms.Receipt:Not recipt or recept.Embarrass:The correct spelling has two rs and two ss.Necessary:Not neccessary or nessecary.Maintenance:Not maintainance.Rhythm:Not rhythym or rhythem.Supersede:Not supercede.Remember,the key to good spelling is practice and familiarity with the language.Keep learning and reviewing,and your spelling skills will improve over time.。
如何解决社会问题
下手處
人的改造︰
– 宗教教化 – 政治手段 – 經濟方法 制度的改造︰ – 變法 – 行政介入
均衡:衝突、矛盾終會歸於某個平衡點 階段論:突破發展關鍵 身心靈及獸性、人性、神性 慾望與懲忿窒欲 修、調 人人為我、我為人人:那個優先?
「有錢有閒」卻無適當管道(軟、硬體) 來運用這些錢與閒,也許才是台灣種種 社會問題的主要根源 有學者說將各種可能的社會問題納入管 理,在良好遊戲規則底下,可將問題的 傷害性減至最低?但問題在於,可不可 能有這種「良好的遊戲規則」?
解決社會問題原則
掌握社會問題的成因,區分其性質與類型,要從 深入細緻的調查入手,取得第一手實際資料 採取綜合治理的辦法。社會問題大多十分複雜, 多因多果,因而治理社會問題是一項巨大的系統 工程,必須從多方面入手,一切有關部門和公民 協調配合,有層次、有計劃地進行 在綜合治理的過程中, 要善於分清主次,抓住主 要矛盾,採取治本與治標相結合的辦法 對治任何社會問題,只有在安定團結、社會生產 不斷發展的環境下進行,才能取得效果
台灣社會問題追根究底
社會解組、道德敗壞是原因 制度設計不當是原因 轉型期的理想與現實差距是原因 立法趕無上社會發展趨勢是原因 人心相對剝奪比較下產生的偏差行為
過多的解決方案
不同立場引發不同的對策 –? 援引似是而非的說法 – 賭博禁不了乾脆開放並設專區管理? 意識形態或習慣造成解決問題的障礙 –?
?
Step 5 進行關鍵分析 Step 6 綜合結果並建 立有結構的結 論 Step 7 整理一套有力 度的檔案資料 庫
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绿皮书概率题
绿皮书概率题绿皮书概率题是指由概率统计学家Thomas Bayes提出的"绿皮书问题"。
该问题描述如下:一个国家A生产红皮书和绿皮书两种书籍,其中红皮书的数量是绿皮书的两倍。
由于生产线上的错误,每个月有1%的红皮书被误装成绿皮书,同样也有1%的绿皮书被误装成红皮书。
现在假设你手中有一本绿皮书,请问这本绿皮书实际上是被误装的红皮书的概率是多少?这个问题可以通过贝叶斯定理来计算。
根据贝叶斯定理,我们需要计算在拿到一本绿皮书的前提下,它实际上是一个误装的红皮书的概率。
假设事件A表示这本绿皮书实际上是误装的红皮书,事件B表示你手中拿到一本绿皮书。
那么贝叶斯定理可以表示为:P(A|B) = P(B|A) * P(A) / P(B)其中P(A)表示误装的红皮书的先验概率,即P(A) = 0.01。
P(B|A)表示在这本绿皮书是误装的红皮书的前提下,你手中拿到一本绿皮书的概率,即P(B|A) = 1。
P(B)表示你手中拿到一本绿皮书的概率,可以通过全概率公式计算:P(B) = P(B|A) * P(A) + P(B|A') * P(A')其中A'表示这本绿皮书实际上是正常的绿皮书,即P(A') = 1 -P(A) = 0.99。
P(B|A')表示在这本绿皮书是正常的绿皮书的前提下,你手中拿到一本绿皮书的概率,即P(B|A') = 1 - P(B|A) = 0.99。
将以上数值代入计算可得:P(B) = 1 * 0.01 + 0.99 * 0.99 = 0.0101然后再将P(B)代入P(A|B)的计算式中即可得到所求概率:P(A|B) = 1 * 0.01 / 0.0101 = 0.99所以,这本绿皮书实际上是误装的红皮书的概率是0.99。
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Common Issues Checklist
GUMS and Formatting
Use Times New Roman, 12-pt. font, double-spaced.
Include numeric page numbers at the top right of each page starting with page 2.
Include concise “snappy” title that reflects your paper’s topic and thesis.
¶= First line of each paragraph must be indented five spaces (use Tab key).
Use a summarizing topic sentence to begin each paragraph. It acts like a mini-thesis. Break up each central idea into a single paragraph and support with evidence.
In formal academic writing use “such as” rather than “like” (informal)
Spell out acronyms on first reference, and thereafter use the acronym with no parentheses. For example, George Washington University (GWU).
Avoid run-on sentences that contain a jumble of ideas. Stick to 20 words or less.
Awk = awkward phrase; unclear = does not make sense in English.
(Sp) = spelling mistake; proofread your papers carefully and use spellcheck.
Keep verb tenses parallel.
Sentence fragment = not a complete sentence in English.
U se the “M-dash” (two small dashes --) for emphasis. Pressing the return key after two short dashes converts the two dashes into one long dash. For example, Use only one transition word or phrase at the beginning of a sentence—not two.
Include transliteration of foreign words, not just the foreign word in Chinese, Japanese or Korean characters. When including transliterations, italicize the foreign word and then
put the foreign word in parentheses if it is Chinese, Japanese, Korean, Sanskrit etc., e.g. gaokao (高考).
If you use Wikipedia to fill in gaps in your background knowledge, you must read/cite
the original source. Download from GW database. You shouldn’t cite directly from Wikipedia since anyone can edit a Wikipedia page.
Spell out United States when used as the country noun; abbreviate it (U.S.) when used as an adjective, e.g. He lives in the United States. He is a U.S. citizen.
Introduce sources, e.g. “According to Storti, Americans tend to be direct.”
Spell out numbers one-nine. Use numerals for 10 and above.
Documentation
All copied text, including text that has been cut-and-pasted from the Internet must be enclosed within quotation marks and properly cited.
In-text citations must be placed inside the sentence/period.
With in-text citations, author last name comes first, followed by page number.
Use block quote format for 40 words or more. (See OWL purdue)
In-text citation: (abbreviated reference that should be in the References section) References: (complete reference of your abbreviated in-text citation/source) Reference (year comes directly after the author’s name.
Every source in your paper must have a full reference in the References section.
Final paper must include a References section for APA style. (hanging indent)
References must appear in bold and centered before your list of references.
When paraphrasing you must attribute ideas to sources and cite them unless information is common knowledge and/or you are relying on your own personal insights. If you’re relying on personal insights, make that clear to the reader by using the first person, “I” (or “We” if collaborating).
NOTE: Reference librarians are experts in citation styles and are available to assist students. Or check with OWL Purdue Online Writing Lab and/or course handouts on Bb. You may also work with a GW writing tutor for help with references, organization or to help recognize your common error patterns. Tutors appreciate it when you bring a hard paper copy of your essay.。