Chapter 9 Gestalt

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人格障碍的诊断及治疗策略

Active avoidance, escape
Passive avoidance, extinction
Behavioral maintenance (reward dependence)
Norepinephrine
Resistance to extinction
Cloninger’s Seven-Factor Model
Cluster B Histrionic Antisocial Borderline Narcissistic Cluster C Obsessive-compulsive Avoidant Dependent
Sociopathic Personality Disturbance Antisocial Dyssocial
Torgersen, Krinபைடு நூலகம்len, Cramer; 2001
轴I和轴II
轴I和轴II障碍的共同点
Dimension Axis I Disorder Axis II Disorder Biological Indexes Characteristic Traits Defenses and Coping Strategies
CSF 5-HIAA*, responses to serotonergic challenge, galvanic skin response*, continuous performance task REM latency, responses to cholinergic challenges*, responses to catecholamingeric challenges* Heart rate variability*, orienting responses, responses to lactate and yohimbine

格林童话糖果屋原文及英文

格林童话糖果屋原文及英文格林童话《糖果屋》是一则充满神秘和奇幻的故事，讲述了两个孩子汉赫尔和格莱特被一个邪恶的巫婆诱骗进了一座由糖果和巧克力建成的屋子。

以下是《糖果屋》的原文及英文翻译：原文："一座大山脚下有所草地，两个孩子的父亲是个一无所有的木匠，几乎养不活自己的孩子。

一个寒冷的冬日，他们的生活变得越来越困难。

于是，邪恶的巫婆看到了他们的无助，决定采取行动。

那天晚上，母亲拍扁了几片面包屑放在门前的小草地上。

第二天早上，当他们一家人醒来时，发现面包屑不见了。

孩子们马上意识到是小鸟吃掉了面包屑，于是他们决定跟着面包屑的路线走。

他们走了一段路，发现面包屑越来越多，最终来到了一座闪闪发光的糖果屋。

这座糖果屋的墙壁是由糖果和巧克力搭建而成，屋顶是一块大大的巧克力。

孩子们不禁高兴地跑进屋子里，开始品尝这些美味的糖果。

但就在他们沉浸在糖果的喜悦中时，巫婆突然出现了。

巫婆是个邪恶且有魔力的女人，她抓住了汉赫尔，把他关在了一个笼子里，并命令格莱特去为她做家务。

巫婆想要把汉赫尔吃掉，因为他是个胖子，而格莱特则太瘦了，巫婆担心她吃不饱。

格莱特被迫为巫婆洗衣服、打扫房子，每天都过得非常辛苦。

而汉赫尔则用聪明和机智想方设法逃脱。

他发现巫婆视力很差，便把一块棉花放在自己的床上，以假装自己还在笼子里。

每天巫婆都会来观察，但她被汉赫尔的计谋欺骗了。

在格莱特被迫为巫婆做家务的日子里，她发现巫婆其实是个不怀好意的人，并暗中寻找她和汉赫尔能用来逃脱的机会。

她终于找到了一个解决办法，她偷偷地在巫婆的眼角丢下一颗石头，模糊了她的视力。

当巫婆的视力变得更差时，她再也无法看到格莱特是否瘦了。

最终，她决定亲自检查格莱特的身体。

しかし，巫婆的手感觉不到格莱特正在瘦下来，于是她决定自己进入烤箱检查食物是否烤好了。

就在这时，格莱特敏锐地看到了巫婆的计谋。

她识破了巫婆的意图，趁机把巫婆推进烤箱里，并关上了大门。

汉赫尔和格莱特终于成功地将邪恶的巫婆解决掉了。

爱丽丝漫游仙境英文原著第九篇的读书笔记

爱丽丝漫游仙境英文原著第九篇的读书笔记英语作文1I recently read the ninth chapter of "Alice's Adventures in Wonderland" and it was truly an enchanting experience. In this chapter, Alice encountered a series of extraordinary events and characters that left a deep impression on me.One of the most memorable moments was when Alice came across a talking caterpillar. The caterpillar was sitting on a mushroom, smoking a hookah, and asking Alice peculiar questions that made her think hard. The interaction between them was both funny and mysterious, as the caterpillar seemed to hold the key to some hidden secrets in Wonderland.Another exciting part was when Alice found herself in a strange garden filled with beautiful but somewhat unpredictable flowers. These flowers could talk and had their own personalities. Some were friendly and chatty, while others were rather snooty and dismissive. It was like stepping into a world where everything had a life and a story of its own.The adventure that Alice embarked on in this chapter was full of surprises and challenges. She had to use her wit and courage to navigate through the strange and sometimes confusing situations. It made me realize that in life, we often face unexpected circumstances, but with determination and a positive attitude, we can find our way forward.Overall, the ninth chapter of "Alice's Adventures in Wonderland" was a wonderful journey that took me to a world beyond imagination. It reminded me of the importance of being curious and brave in the face of the unknown.2When I delved into the ninth chapter of Alice's Adventures in Wonderland, I was completely immersed in a world of wonder and fantasy. The author's vivid language and imaginative descriptions transported me to a place beyond my wildest dreams.One of the most captivating aspects was the unique language expressions. The way the characters spoke and the words chosen added a layer of charm and mystery to the story. For instance, when Alice encountered the strange creatures, their dialogues were filled with wit and humor, making me chuckle and ponder at the same time.The fantastical scenes depicted in this chapter were truly inspiring. The author's ability to create such vivid and otherworldly landscapes left me in awe. I could vividly picture the colorful gardens, the twisting paths, and the magical creatures lurking around every corner. It made me realize the power of imagination and how it can bring to life the most extraordinary places.This reading experience has not only entertained me but also sparked my own creativity. It has taught me to look beyond the ordinary andembrace the possibilities of the unknown. I am eager to continue this adventure and discover more hidden treasures within the pages of this remarkable book.3In the ninth chapter of "Alice's Adventures in Wonderland", I was deeply captivated by the rich themes and profound thoughts. Alice's journey in this chapter took me on an emotional roller coaster.Alice encountered numerous challenges and obstacles, but her bravery and determination never wavered. She fearlessly faced the unknown, showing us that courage is not the absence of fear, but the willingness to move forward despite it. For instance, when confronted with the strange creatures and perplexing situations, Alice did not back down but chose to explore and solve the mysteries.Wisdom also played a crucial role. Alice's quick thinking and ability to adapt to the ever-changing circumstances helped her navigate through the fantastical world. Her decisions were not made rashly but were based on careful observation and analysis.Friendship, too, emerged as an important theme. Alice's interactions with the characters she met along the way demonstrated the power of companionship. They supported and helped each other, showing that true friends are there in times of need.Overall, this chapter of "Alice's Adventures in Wonderland" hastaught me valuable lessons about bravery, wisdom, and friendship. It has inspired me to face life's adventures with the same spirit as Alice.4When I delved into the ninth chapter of "Alice's Adventures in Wonderland", I was completely captivated by the author's ingenious writing techniques and artful expressions. The author masterfully employed various rhetorical devices to breathe life into the story and make it incredibly alluring.One notable example is the frequent use of simile. For instance, when describing the strange creatures, the author compared their movements to "fluttering butterflies", which vividly presented their agility and lightness. This simile not only enriches the description but also enables readers to envision the scene more clearly in their minds.The personification was another effective tool. The author attributed human emotions and behaviors to inanimate objects, such as the talking flowers. They seemed to have their own personalities and thoughts, making the fantasy world seem more real and immersive.Furthermore, the vivid and detailed descriptions of the settings added depth and charm to the story. The author painted a picture of the mysterious and fantastical landscape, allowing readers to feel as if they were right there alongside Alice.All in all, the ninth chapter of "Alice's Adventures in Wonderland" isa masterpiece of literary craftsmanship. The author's adept use of these writing techniques and methods has transported readers into a world full of wonder and imagination.5After reading the ninth chapter of "Alice's Adventures in Wonderland", my mind was filled with a riot of thoughts and imagination. This chapter was like a key that unlocked a door to a world beyond the ordinary.The story's vivid descriptions and unexpected plot twists took me on a wild journey. Alice's encounters with strange creatures and her navigation through peculiar landscapes made me question the boundaries of reality and fantasy. It wasn't just a story; it was an invitation to expand my thinking and let my imagination soar.For instance, the scene where Alice found herself in a garden filled with talking flowers made me envision a world where all elements of nature could communicate. I began to wonder what secrets the trees might share or what stories the rivers could tell. This newfound perspective allowed me to look at the world around me with a sense of wonder and curiosity.The chapter also challenged my conventional notions of what was possible. It made me realize that in the realm of imagination, anything could happen. I started to think about creating my own fantastical worlds, where the laws of physics could be bent and the impossible could becomepossible.In conclusion, the ninth chapter of "Alice's Adventures in Wonderland" has truly broadened my horizons and kindled my creativity. It has shown me that the power of a good story lies in its ability to inspire and transform the way we view the world.。

Chapter9_Leaving_the_old_wom_an_第九回_离开老妇人

疯狂英语(新悦读)在牧羊少年早期的成长过程中,老妇人可能充当了什么样的角色呢?本回小说中,有没有一句话打动了你呢?The boy w as s ur pr i s ed,and t hen i r r i t at ed (恼怒).H e di dn ’t need t o s eek out t he ol dwom an f or t hi s !B ut t hen he r em em ber ed t hat he w as n ’tgoi ng t o have t o pay anyt hi ng.“I di dn ’t need t o was t e m y t i m e j us t f or t hi s ,”he sai d.“I t ol d you t hat your dr eam w as a di f f i cul t one.I t ’s t he s i m pl e t hi ngs i n l i f e t hat ar e t he m os t ext r aor di nar y;onl y wi s e m en ar e abl e t ounder s t and t hem.A nd s i nce I am not wi se,I have had t o l ear n ot her ar t s,s uch as t he r eadi ngof pal m s .”“W el l ,how am I goi ng t o gett o E gypt ?”“I onl y i nt er pr et dr eam s .I don ’t know how t o t ur n t hem i nt o r eal i t y.That ’s why I have t o l i ve of fw hatm y daught er s pr ovi de m e w i t h.”“A nd what i fI never gett o E gypt ?”“Then I don ’t get pai d.I t woul dn ’t be t hef i r s t t i m e.”A nd t he wom an t ol d t he boy t o l eave,s ay ⁃i ng s he had al r eady w as t ed t oo m uch t i m e on hi m.C hapter 9L eavi ng the ol d w om an第九回离开老妇人Paul o C oel ho43“I t’s a dr eam i n t he l anguage of t he w or l d,”s he s ai d.“I can i nt er pr et i t,but t he i nt er pr e⁃t at i on i s ver y di f f i cul t.That’s why I f eel t hat I des er ve a par t of what you f i nd.A nd t hi s i s m y i nt er pr et at i on:you m us t go t o t he pyr am i ds i n Egypt.I have never hear d of t hem,but,i f i t was a chi l d who s how ed t hem t o you,t hey exi s t. Ther e you wi l lf i nd a t r eas ur e t hatwi l lm ake you a r i ch m an.”R eadi ngCheckW hat was t he boy’s dr eam?W hat di d t he ol d wom an as k f or i ft he boy r eal i z ed hi s dr eam?So t he boy was di s appoi nt ed;he deci ded t hat he woul d never agai n bel i eve i n dr eam s.H e r em em ber ed t hat he had a num ber of t hi ngs he had t o t ake car e of:he w ent t o t he m ar ket f or s om et hi ng t o eat,he t r aded hi s book f or one t hat was t hi cker,and he f ound a bench i n t he pl az a (露天广场)w her e he coul d sam pl e t he newwi ne he had bought.The day was hot,and t he wi ne w as r ef r es hi ng.The s heep w er e at t he gat es of t he ci t y,i n a s t abl e(马厩)t hat bel onged t o a f r i end.The boy knew a l ot of peopl e i n t he ci t y. That was whatm ade t r avel i ng appeal t o hi m—he al ways m ade new f r i ends,and he di dn’t need t o s pend al l of hi s t i m e w i t h t hem.W hen som eone s ees t he s am e per s on ever y day,as had hap⁃pened t o hi m at t he s em i nar y(神学院),t hey wi nd up becom i ng a par t of t hat per s on’s l i f e.A nd t hen t hey want t he per son t o change.I f s om eone i sn’t what ot her s want t hem t o be,t he ot her s becom e angr y.Ever yone seem s t o have a cl ear i dea of how ot her peopl e s houl d l ead t hei r l i ves,butnone abouthi s or her ow n.H e deci ded t o wai t unt i l t he sun s unk a bi t l ower i n t he s ky bef or e f ol l owi ng hi s f l ock back t hr ough t he f i el ds.Thr ee days f r om now,he w oul d be wi t h t he m er chant’s daught er.H e st ar t ed t o r ead t he book he had bought. O n t he ver y f i r s t page,i t descr i bed a bur i al cer⁃em ony.A nd t he nam es of t he peopl e i nvol ved w er e ver y di f f i cul tt o pr onounce.I fhe ever wr ot e a book,he t hought,he woul d pr es ent one per s on at a t i m e,s o t hat t he r eader woul dn’t have t o w or r y aboutm em or i z i ng a l otofnam es .R eadi ngCheckH ow do you under s t and t he under l i ned sent ence i n t hi s chapt er accor di ng t o your l i f e st ory? (上接第42页)44C r azy E ngl i sh2021.3。

格式塔疗法

Therapeutic Goals 治疗目标
Increasing Awareness and greater choice提高认识和创设选择
Awareness includes knowing the environment, knowing oneself, accepting oneself, and being able to make contact. 认知包括了解环境，了解自己，接受自己，和能够连接。
Recognize how their resistance is being expressed in their body认识到他们阻碍是如何透过身体表达的。
Exaggerate their tension and tightness in order to discover themselves夸大他们的紧张，以便自我觉知
Theory and Practice of Counseling and Psychotherapy 咨询理论与实践
Chapter8: Gestalt Therapy 第八章：格式塔疗法
View of Human Nature 人性观
Self-reliance and reintegration韧性与自我整合 Dialogue b/w client and therapist (therapist has no agenda客户
Feelings not fully experienced linger in the background and interfere with effective contact缺省的体验会在成长过程中滞留，干扰积极的连接。
Pay attention on the bodily experience because if feelings are unexpressed they tend to result in physical symptom注意身体的体验，因为如果感觉无法表达，就会导致身体症状。

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。

英语名著怦然心动第九章梗概

英语名著怦然心动第九章梗概Chapter 9 Summary of the English Novel "Flipped"In Chapter 9 of the English novel "Flipped" by Wendelin Van Draanen, the story takes an unexpected turn as we witness the growing maturity and understanding between the two main characters, Bryce and Juli.The chapter begins with Bryce's family hosting a neighborhood gathering. Juli, who has always been drawn to Bryce's house, takes this opportunity to get closer to him. As she walks towards the gathering, Juli overhears part of a conversation between Bryce's grandfather, Chet, and a man named Lewellen. The discussion revolves around the complexities of selling the land that Juli's family owns.Filled with curiosity, Juli confronts Chet about his intentions to buy her family's land. Chet, unfazed by Juli's direct approach, admits that he wants to buy the land to expand his own property. He reassures her that the decision to sell lies with Juli's parents and informs her about an upcoming meeting with them.Feeling overwhelmed, Juli rushes home and explains the situation to her father. Her father, who is emotionally connected to their land, expresses his concerns about selling it. The debate between Juli's parents intensifies, and they are torn between their love for the land and the practicality of the situation.Meanwhile, Bryce continues to struggle with his feelings towards Juli. He finds himself genuinely appreciating her for the first time, noticing her independent and caring nature, and realizing that there is more to her than heinitially thought. This newfound understanding leads Bryce to question his own actions and the influence of his friends who have always taunted Juli.In an attempt to apologize and make amends for his past behavior, Bryce seeks out Juli and finds her sitting alone on her favorite sycamore tree. He confesses his realization that he misjudged her and acknowledges the importance of her family's land to her. Juli, taken aback by Bryce's sincerity, accepts his apology but remains cautious.The chapter ends with Juli's parents making a decision about selling the property. Juli overhears her parents discussing the financial difficulties they face and their willingness to consider Chet's offer. This revelation pushes Juli to take matters into her own hands as she decides to confront Chet and Bryce, demanding fair treatment and an opportunity to voice her own opinion.Chapter 9 of "Flipped" exemplifies the transformative power of empathy and understanding. Both Bryce and Juli undergo significant personal growth, challenging their preconceived notions about each other and the world around them. The story takes a deeper dive into themes of family, identity, and the importance of actively listening to one another's perspectives.Through the skillful narration of Wendelin Van Draanen, Chapter 9 captures the essence of an evolving relationship and sets the stage for the next chapter, leaving readers eagerly anticipating the resolution of the land dispute and the potential blossoming of a genuine connection between Bryce and Juli.。

家庭教育圣经-童年卷上-第9章

第9章怀廷顿的故事当怀廷顿还是个非常小的小男孩儿的时候，他的爸爸妈妈就死了。

那时他的确太小了，甚至不知道他们是谁，也不知道自己是在哪儿出生的。

他一直像匹小野马一样，衣衫褴褛地在乡间流浪，直到有一天他碰到了一个正要去伦敦的马车夫，他允许怀廷顿免费随他的马车去伦敦。

这可高兴坏了怀廷顿，他太想到伦敦去了，因为他听说那里的街道上铺的都是金子，他也想去捡它几块。

可是等他看到那街道上撒的不是金子而是肮脏的烂泥时，可怜的男孩失望极了，他忽然意识到自己已经到了一个完全陌生的地方，没有朋友，没有吃的东西，也没有钱。

虽然那个马车夫曾仁慈地让他跟着车到了伦敦，可一到了城里，他就再也不露面了。

可怜的男孩没过多久就觉得又饿又冷，他真希望自己还在那乡下的大厨房里，守在温暖的火炉旁。

绝望中，他恳求身边的几个人发发慈悲，其中有一个人对他说：“去为大流氓干活吧。

”“我愿意去，我真心诚意地愿意去，如果你带我去，我一定为你干活。

”怀廷顿说。

那个男人觉得这话冒犯了他，（虽然可怜的男孩不过是想表示他想干活的诚心。

）抡起棍子一下就打破了他的头，鲜血顿时流了下来。

可怜的男孩再也支持不住了，他躺倒在商人菲茨瓦伦先生的门前。

那家的厨子发现了他，这是个坏心肠的女人，她命令怀廷顿走开，不然就要用开水烫他。

这时候，菲茨瓦伦先生从收款台后走出来，一开始他也训斥男孩，命令他去干活。

怀廷顿回答说，如果有人雇他，他一定会很乐意工作，只要给他一点儿吃的东西，他就能开始干活。

他已经三天没吃东西了，他是一个可怜的乡下孩子，谁也不认识，也没有人雇他。

说完他摇摇晃晃地站起来，可是他太虚弱了，又一头栽倒在地上。

这情形使商人大大地动了同情心，他命令仆人把他抬进去，给他一些吃喝的东西，然后让他帮助厨子干最脏的活。

怀廷顿本来可以在这个富有的人家过得很愉快，可那蛮横的厨子总是不断地欺负他。

她在厨房里不停地煎啊、烤啊，可是她的手一闲下来，便要在怀廷顿身上找消遣。

后来主人的女儿艾丽斯小姐发现了这件事，她很同情这可怜的男孩，就告诉仆人要善待怀廷顿。

Chapter Nine 第九章

Chapter Nine 第九章：英汉篇章的翻译LOmission & NegationTeaching ProceduresI. Review and comments on the assignments II. Omission III. Negat ion IV. Practice V. Summary VI. Assignments VII. References for furth er readingI. Review and comments on the assignments6.The guard inside the prison had no guns. But those in the tower s did. 牢房的狱警并不带枪，但了望塔内的狱警是带枪的。

7. His arrogan ce made everyone dislike him. 他的傲慢态度使谁也不喜欢他。

8. Now bir th control became a possibility. 现在节制生育已成为一种可行的办法了。

9.They talked about inflation, unemployment and environmental polluti on. 他们谈到通货膨胀、失业、环境污染等问题。

10. In the evening, afte r the banquets, the concerts and the table tennis exhibitions, he wou ld work on the drafting of the communiqué. 晚上在参加宴会、出席音乐会。

观看乒乓球表演之后，他还得起草最后公报。

I. Review and comments on the assignments11. The crowd melted away. 人群渐渐散开了。

了不起的盖茨比chapter9中文翻译

第14单元了不起的盖茨比The Great Gatsby F. Scott Fitzgerald事隔两年，我回想起那天其余的时间，那一晚以及第二天，只记得一批又一批的警察、摄影师和新闻记者在盖茨比家的前门口来来往往。

外面的大门口有一根绳子拦住，旁边站着一名警察，不让看热闹的人进来，但是小男孩们不久就发现他们可以从我的院子里绕过来，因此总有几个孩子目瞪口呆地挤在游泳池旁边。

那天下午，有一个神态自信的人，也许是一名侦探，低头检视威尔逊的尸体时用了“疯子”两个字，而他的语气偶然的权威就为第二天早上所有报纸的报道定了调子。

那些报道大多数都是一场噩梦——离奇古怪，捕风捉影，煞有介事，而且不真实。

等到米切里斯在验尸时的证词透露了威尔逊对他妻子的猜疑以后，我以为整个故事不久就会被添油加醋在黄色小报上登出来了——不料凯瑟琳，她本可以信口开河的，却什么都不说，并且表现出惊人的魄力——她那描过的眉毛底下的两只坚定的眼睛笔直地看着验尸官，又发誓说她姐姐从来没见过盖茨比，说她姐姐和她丈夫生活在一起非常美满，说她姐姐从来没有什么不端的行为。

她说得自己都信以为真了，又用手帕捂着脸痛哭了起来，仿佛连提出这样的疑问都是她受不了的，于是威尔逊就被归结为一个“悲伤过度神经失常”的人，以便这个案子可以保持最简单的情节。

案子也就这样了结了。

但是事情的这个方面似乎整个都是不痛不痒、无关紧要的。

我发现自己是站在盖茨比一边的，而且只有我一人。

从我打电话到西卵镇报告惨案那一刻起，每一个关于他的揣测、每一个实际的问题，都提到我这里来。

起初我感到又惊讶又迷惑，后来一小时又一小时过去，他还是躺在他的房子里，不动，不呼吸，也不说话，我才渐渐明白我在负责，因为除我以外没有仟何人有兴趣——我的意思是说，那种每个人身后多少都有权利得到的强烈的个人兴趣。

在我们发现他的尸体半小时之后我就打了电话给黛西，本能地、毫不迟疑地给她打了电话。

但是她和汤姆那天下午很早就出门了，还随身带了行李。

语言学——精选推荐

Chapter 6Cognition（概念，选择题）I n psychology, it is used to refer to the mental processes and can be understand as information processing.Another definition of”Cognition”is the mental process or faculty of knowing, including awareness, perception, reasoning and judgment.There are three approaches to the study of language and cognition: the formal approach, the psychological approach, and the conceptual approach.Psycholinguistics（概念，选择题）Psycholinguistics is the study of psychological aspect of language; it is usually studies the psychological states and mental activity associated with the use of language.An important focus of psycholinguistics is the largely unconscious use of grammatical rules that enable people to produce and comprehend intelligible sentences.Psycholinguistics is also concerned with how languages are learned, and the rules they play in our thinking.It is customary to distinguish six subjects of research within Psycholinguistics: Acquisition, Comprehension, Production, Disorder, Language and Thought, Neurocognition.Cognitive Linguistics （名词解释）Cognitive Linguistics is the scientific study of the relation between the way we communicate and the way we think.It’s an approach to language that is based on our experience of the world and the way we perceive and conceptualize it.Construal and Construal Operations （名词解释，三种分类）Construal is the ability to conceive and portray the same situation in alternate ways through specificity, different mental scanning, directionality, vantage point, figure-ground segregation.Construal Operations are conceptualizing processes applied in language process by human beings. That is, construal operations are the underlying psychological processes and resources employed in the interpretation of linguistic expressions.1)Attention/ SalienceThe operations grouped under salience have to do with our direction of attention towards something that salience to us.We activate the most relevant concepts more than concepts that are irrelevant to what we are thinking about.2)Judgment/ComparisonThe Construal Operations of Judgment/Comparison have to do with judging something by comparing it to something else. This is quit a fundamental cognitive capacity and the cognitive operations of judgment are also very fundamental to the human experience.3)Perspective/SituatednessWe view a scene in terms of our situatedness. Perspective generally depends on two things. Firstly, it depends on where we are situated in relation to the scene we are viewing. Secondly, itdepends on how the scene is arranged in relation to our situatedness.Categorization （名词解释、三种分类）Categorization is the process of classifying our experiences into different categories based on commonalities and differences. It is a major ingredient in the creation of human knowledge, and it allows us to relate present experiences to past one.1)Basic levelThe categories at the Basic Level are those that are most culturally salient and are required to fulfill our cognitive needs the most.2)Superordinate levelSuperordinate categories are the most general ones. The members of a superordinate category do not have enough features in common to conjure up a common gestalt at this level.3)Subordinate levelThey have clearly identification gestalts and lots of individual specific features. At this level, we perceive the differences between the members of the basic level categories.Image Schemas （名词解释、各个分类的特点-选择题）Mark Johnson defines an image schema as a recurring, dynamic pattern of our perceptual interactions and motor programs that gives coherence and structure to our experience.1) A center-periphery schema2) A containment schema3) A cycle schema4) A force schema5) A link schema6) A part-whole schema7) A path schema8) A scale schema9) A verticality schemaMetaphor （名词解释）Metaphor involves the comparison of two concepts in that one is construed in terms of the other. It is often described in terms of a target domain and a source domain. The target domain is the experience being described by the metaphor and the source domain is the means that we use in order to describe the experience.1）ontological metaphorsHuman experiences with physical objects provide the basic for ways of viewing events, activities, emotions, ideas, ect, as entities and substances.2）structural metaphorsIt allows us to go beyond orientation and referring and gives us the possibility to structure one concept according to another.3）orientional metaphorsIt gives a concept a spatial orientation. They are characterized not so much by structuring one concept in terms of another, but by a co-occurrence in our experience.Metonymy （名词解释）Metonymy, in the cognitive literature, is defined as a cognitive process in which the vehicle provides mental access to the target within the same domain.Chapter 7Sapir-Whorf Hypothesis （重点-大题）Our language helps mould our way of thinking and consequently, different language may probably express speaker’s unique wayside of understanding the world.Linguistic Determinism, language may determine our thinking patterns.Linguistic Relativity, language is relative in similarity. For two different speech communities, the greater their structural differentiation is, the more diverse their conceptualization of the world will be.Firth-theory of context of situation（重点-大题）1)The relevant features of the participants, persons, personalities.The verbal action of the participants.The non-verbal action of the participants.2)The relevant objects.3)The effects of the verbal action.That is, who speaks what to whomever and when for what.Culture in language teaching classroom（重点-大题）To get the students familiar with culture differences;To help the students transcend their own culture and see things as the members of the target culture will;To emphasize the inseparability of understanding language and understanding culture though various classroom practices.Chapter 8Pragmatic （名词解释）Pragmatic is the study of language in use, focusing on the study of meaning in speaker’s meaning.Speech act theory （名词解释）It was proposed by John Austin in his book How to Do Things with Words. It is a philosophical explanation of the nature of linguistic communication. It aims to answer the question” What do we do when using language?”1.Performatives and Constatives （大题举例子）Performatives are statements which are used to do something, which do not state or describe a fact and not verifiable.Performative verbs: mane, bet, ect.Constatives are statements that state or describe a fact and are thus verifiable.2.Felicity ConditionsThere must be a relevant conventional procedure, and the relevant participants andcircumstances must be appropriate;The procedure must be executed, correctly and completely;Very often, the relevant people must have the requisite thought, feelings and intentions, and must follow it up with actions as specified.A theory of the Illocutionary act （大题）The theory of the illocutionary act was set up by Austin. There are three acts, locutionary act, illocutionary act, perlocutionary act.locutionary act: the act of saying something in the full sense of “say”.Illocutionary act: an act performed in saying something, that is to say something is to do something. It is the act of expressing the speaker’s intention.Perlocutionary act: the act performed by or as a result of saying, the effects on the hearer.Conversational implicature: （大题or名词解释）It is the use of conversational maxims to imply meaning during conversation.in order to avoid the logical use of implication (in the section on logical semantics), Grice coined the term implicature.The characteristics of Conversational implicature:CalculabilityThe fact that speakers try to convey conversation implicature and hearers are able to understand them indicates that implicature are calculable.CancellabilityIf the linguistic or situational contexts change, the implicature will also change.Non- detachabilityIt means that a conversational implicature is attached to the semantic content of what is said, not to the linguistic form. Therefore, it is possible to use a synonym and keep the implicature intact.Non- conventionalityConversational implicature is by definition different from the conversational meaning of words. It is indeterminate and it varies with context.The Cooperative Principle （大题）A speaker can mean more than what is said and the hearer can understand the speaker’s meaning. Grice argues that there is a set of assumption guiding the conduct of conversation. This is what he calls The Cooperative Principle. CP is meant to describe what actually happens in conversation.To specify the CP further, Grice introduced four categories of maxims as follows:Quantity: make your contribution as informative as is required; do not make your contribution more informative than is required.Quality: try to make your contribution one that is true. Do not say what you believe to be false. Do not say that for which you lack adequate evidence.Relation: be relevant.Manner: be perspicuous. (avoid obscurity of expression, avoid ambiguity, be brief, be orderly)Relevance Theory （名词解释）This theory was formally proposed by Dan Sperber and Wilson in their book Relevance, Communication and Cognition in 1986. They believe that all Gricean maxims, including the CP itself, should be reduced to single principle of relevance, which can be define d as: every act of ostensive communication communicates the presumption of its own optimal relevance.Chapter 9（名词解释）Literary StylisticsThe branch of linguistics that studies the relationship between language and literature is Literary Stylistic, which focuses on the study of linguistic features related to literary style.StylisticsStylistics is the study of varieties of language which properties position that language in context.ForegroundingOriginally coming from usual arts and in contrast with back grounding, the concept of foregrounding, a popular term in stylistics, was applied in literary studies by the Prague School, modern stylisticians. It is defined as “artistically motivated deviation”. This deviation, or uncommon usage, involves all levels of language, sound, syntax, meaning, etc.RegisterIn linguistic, a register is a variety of language used for a particular purpose or in a particular social setting.。

英语名著怦然心动第九章梗概

英语名著怦然心动第九章梗概一、背景与作者介绍《怦然心动》是1975年由美国作家文德琳·范·德拉安南创作的经典小说。

该作品以青涩的初恋为主线，展现了纯真年代的美好与纯真。

作者通过细腻的笔触，深入探索了青少年内心世界的微妙变化，使读者在感同身受中回忆起自己的青春岁月。

二、第九章概述在第九章中，主人公布莱斯的感情线有了明显的变化。

本章从布莱斯的角度出发，描述了他对朱莉·贝克感情的微妙转变。

布莱斯开始意识到自己对朱莉的感情并非简单的友情，而是更深层次的感情。

同时，他的内心矛盾和挣扎也愈发明显。

三、情节与人物分析在这一章中，作者通过布莱斯的视角，展现了他对朱莉感情的转变过程。

起初，布莱斯试图逃避自己对朱莉的感情，甚至刻意与她保持距离。

但随着时间的推移，他渐渐认识到自己对朱莉的爱意。

这种情感上的觉醒让布莱斯陷入了纠结和挣扎，因为他害怕这份感情会破坏他和朱莉之间的友谊。

四、对故事情节和人物关系的影响第九章标志着布莱斯与朱莉关系的一个重要转折点。

此前，两人的关系更多地建立在友情之上。

但随着布莱斯对朱莉感情的转变，两人的关系逐渐变得复杂起来。

这种情感的变化不仅让布莱斯和朱莉的关系变得微妙，也为后续故事的发展埋下了伏笔。

五、个人阅读感受与启示作为读者，我在阅读第九章时深感共鸣。

回想起自己的青春岁月，我也曾经历过这样的情感挣扎和成长之痛。

通过布莱斯的视角，我更加理解了初恋的美好与苦涩，以及成长过程中所必须面对的挑战与选择。

六、后续情节预测随着第九章的结束，《怦然心动》的故事情节将进入一个新的阶段。

我预测在接下来的章节中，布莱斯和朱莉之间的关系将面临更多的考验和波折。

他们将如何面对彼此的感情，以及如何处理这份感情与友谊之间的冲突，都将成为故事发展的关键。

同时，其他角色如克莱特·斯通和朱莉的哥哥丹尼尔的感情线也将进一步发展，为整个故事增添更多的戏剧性。

而作者也将继续通过细腻的笔触，深入探索青春期少年少女内心的变化与成长。

人类群星闪耀时第九章主要内容

人类群星闪耀时第九章主要内容英文版Chapter 9 of "The Glittering Hours of Mankind" Main ContentChapter 9 of "The Glittering Hours of Mankind" continues the exploration of the remarkable individuals who have shaped the course of human history. This chapter focuses on several influential figures from different eras and their significant contributions to society.One of the individuals profiled in this chapter is Ada Lovelace, a 19th-century mathematician and writer who is considered a pioneer in the field of computer science. Lovelace's work on Charles Babbage's Analytical Engine is groundbreaking, as she was the first to recognize the potential of machines to perform complex mathematical calculations beyond basic arithmetic. Her contributions to the developmentof computer programming and artificial intelligence are still felt today.Another figure highlighted in this chapter is Jane Goodall, a primatologist and conservationist who has spent her life studying chimpanzees in their natural habitat. Goodall's work has provided valuable insights into the behavior and social structure of chimpanzees, and her dedication to conservation has helped to protect these endangered animals from extinction.Rounding out the chapter are profiles of other influential individuals, including Malala Yousafzai, a Pakistani activist for female education who was awarded the Nobel Peace Prize in 2014 for her efforts to promote girls' education; and Elon Musk, an entrepreneur and inventor who has revolutionized the fields of transportation, renewable energy, and space exploration.These individuals, and their remarkable contributions, are showcased in Chapter 9 of "The Glittering Hours of Mankind" as examples of the infinite possibilities that lie within the humanspirit. Their stories serve as inspiration for us all to pursue our passions and make a positive impact on the world.中文版《人类群星闪耀时》第九章主要内容《人类群星闪耀时》的第九章继续探索了塑造人类历史进程的杰出个体。

骑鹅旅行记第9章卡尔斯克鲁纳读后感

英文回答：By reading Chapter 9 of the Travel on Goose, Karls Krona, I learned more about the author's love for travel and his fear of nature. The novel vividly depicts a beautiful view and a pleasant atmosphere in the Kars Krona region. The author paints the beautiful picture of the green lake, the green trees and the green mountains with a delicate pen touch, making it seem as if they were in it and felt the charm of nature. During the trip, the authors met many interesting people whose stories and experiences added to my curiosity and desire for this place. This positive spirit of travel and love for nature deserves our deep reflection and inspiration in order to promote the flourishing of tourism and the rational use and protection of vast natural resources.经阅读《骑鹅旅行记》第9章卡尔斯克鲁纳，我对作者对旅行的热爱和对自然的敬畏有了更深的了解。

charlotte s web chapter9学案

charlotte s web chapter9学案
Charlotte's Web Chapter 9学案的内容可能因教学目标、学生水平等因素而有所不同。

以下是一份可能的学案，你可以根据实际需要进行调整：
1. 学习目标：
- 理解并掌握故事中关于蜘蛛腿部结构的描述；
- 学习并运用词汇和语法知识点；
- 通过阅读理解故事的情节发展。

2. 导入：复习上一章的内容，并引入本章的主题。

3. 词汇学习：学习本章中出现的新词汇，如delicate、strand、torn、insect、kick、rebuild、weave、witness、event 等，通过讲解、举例、造句等方式帮助学生理解和运用。

4. 阅读理解：引导学生阅读Charlotte's Web Chapter 9的文本内容，回答问题并进行讨论。

问题可以包括：
- 故事发生的背景是什么？
- 主人公们在做什么？
- 为什么Wilbur 会提到 Charlotte 的腿毛？
5. 语法学习：讲解并练习本章中出现的语法点，如定语从句、宾语从句等。

6. 拓展练习：根据本章内容设计相关的阅读理解、语法填空、翻译等练习，加深学生对知识点的理解和掌握。

7. 总结：总结本章的学习内容，强调重点和难点，并布置相关的作业和练习，以便学生巩固所学知识。

请注意，学案的内容需要根据教学目标和学生水平进行调整，希望这份学案能够对你有所帮助。

曼丁之狮第九篇主要内容(一)

曼丁之狮第九篇主要内容(一)
曼丁之狮第九篇主要内容
第一部分：背景介绍
•曼丁之狮是一部长篇奇幻小说。

•故事发生在曼丁王国，一个充满魔法和神秘的世界。

•第九篇是整个小说的高潮之一，揭示了许多关键的情节和角色发展。

第二部分：角色情节
•主角安德鲁在第九篇中经历了一系列考验和困难，逐渐成长为一位真正的英雄。

–他与邪恶势力的较量越来越激烈。

–他学会了控制自己的魔法力量。

•安德鲁与女主角艾莉丝之间的感情线也在第九篇中得到了更多的发展。

–他们之间的友情和信任逐渐变成了爱情。

–他们共同面对危险，支持彼此成长。

第三部分：故事情节
•在第九篇中，曼丁王国遭受了一场前所未有的危机。

•邪恶势力威胁要摧毁整个王国，终结和平与幸福。

•安德鲁和艾莉丝带领其他勇敢的战士们，决定与邪恶势力展开最终的决战。

•故事情节紧张刺激，充满悬念和反转。

第四部分：主题和寓意
•曼丁之狮第九篇探讨了力量与勇气的重要性。

•安德鲁通过战斗和艰难的选择，展现了一个真正的英雄应具有的品质。

•小说通过安德鲁和其他角色的经历，让读者反思真正的力量来自内心的坚持和勇气。

第五部分：结语
•曼丁之狮第九篇是整个系列中的重要篇章，承载着关键的情节和发展。

•通过角色情节、故事情节以及主题和寓意的阐述，读者可以更深入地了解这一部作品。

•值得期待的是，曼丁之狮第九篇将为读者带来精彩的阅读体验和感受。