UL seminar - 2014-07[1]

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喜利得防火封堵和槽式埋件介绍

Technical Seminar 2012
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幕墙铝型材锚板
Lindner-Schmidlin公司系统
Permasteelisa公司系统

Technical Seminar 2012
39
幕墙(CW)
● 想要减小锚板尺寸，小边距下的剪力为主要荷载
Technical Seminar 2012
9
世界第一高楼的防火措施
Burj Dubai大厦，即迪拜塔，用喜利得的防火产品将自己从头到脚武装起来。
喜利得 CP 672 防火封堵涂料：用于所有楼板与外墙面及部分内墙间、内墙与楼板间的节点封堵。
喜利得 CP 606 防火填缝剂：用于内墙间、内墙与楼板间的节点封堵。
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防火封堵材料 – 正确的封堵方式
建规 GB50016-2006 (273页中的说明条文)：

Technical Seminar 2012
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防火封堵材料 – 防火、防烟功能
常用层间封堵方式性能技术要求 GB 23864-2009
燃烧性能
(Flammability)
耐火完整性
喜利得 FS-ONE 膨胀性防火胶：用于电缆及管道贯穿防火。

Technical Seminar 2012
10

一名来自防火及封堵专业公司Intherpro公司的员工正在做着节点封堵工作。节点通常宽 152厘米，以压缩岩棉初步封堵。喜利得 CP 672 防火封堵涂料使用19公升桶运至工地现场，正是应用于此。工人在喷涂这种涂料时需要注意，喷涂范围应超过实际节点12毫米左右，保证其同时也覆盖在水平楼板和垂直外墙面上。涂料变干后会产生小量收缩，最终粘附在结构两侧表面形成一层保护膜。

seminar report sample

Distinguished Lecture SeriesSynthesis of CdSe-based Quantum Dots andTheir CharacteristicsProfessor XXXName:XXX Student No:XXXThe main theme of the seminar:The theme of this seminar is to introduce some new synthetic methods about CdSe-based quantum dots, also to introduce their properties.The issues discussed are as follows:⏹Basic description about semiconductor, including synthetic methods,properties and applications.⏹The reactions about Cd chalcogenide nanoparticles. They can reactreact with TAA in homogeneous system, however the rate is different in different PH.⏹The research about the synthesis of high quality CdSe quantum dots.Many scholars devoted theirselves to this subject,and many good conclusions are drawn.⏹Applications about CdSe-based quantum dots in biologicallabeling,display and photovoltaic device. It is so fantastic to change the color of LEDs when using quantum dots.⏹Quantity production of water-dispersible QDs. SiPoP process hasmany advantages. It can be carried out in room temperature, and it can carry on large scale synthesis.The future for this topic:CsDe-based quantum dots have many unique optical properties which makes them good competitor in the area of LEDs. I think, in the future, different kinds of LEDs will be invented.The compute will become moreintelligentized.My concerns to my major:During the seminar,The changed color when using quantum dots attracted me deeply. I got two conclusions about my major from this:1.Many chemicals will appear different color in different conditions. Wecan use the change in color to estimate the reaction.2.“Chem is try”. About the chemistry, if we dare to try, we may findamazing results.。

拉康的第六个讨论班英文参考文献标注

拉康的第六个讨论班英文参考文献标注全文共6篇示例，供读者参考篇1Lacan's Sixth Seminar: Understanding OurselvesIntroductionHello everyone! Today, I want to tell you about an interesting seminar called "Lacan's Sixth Seminar." It's all about understanding ourselves and how we think. So, let's dive into it!What is Lacan's Sixth Seminar?Lacan's Sixth Seminar is a special class where people come together to learn about a famous psychologist named Jacques Lacan. He had many ideas about how our minds work and how we can understand ourselves better. In this seminar, experts discuss his ideas and share their thoughts with others.Why is it Important?Understanding ourselves is super important because it helps us make sense of our thoughts and feelings. Lacan believed that our minds are like puzzles, and if we can solve the puzzle, we canunderstand ourselves better. This seminar teaches us how to solve those puzzles and discover who we really are.What Did Lacan Talk About?During the seminar, Lacan talked about many interesting things. He spoke about the unconscious mind, which is like a hidden part of our brain that affects our thoughts and actions without us even realizing it. Lacan said that by understanding our unconscious mind, we can understand why we do certain things.He also talked about language and how it shapes our thoughts. Have you ever wondered why we use words to communicate? Lacan explained that words have a lot of power and can influence the way we think about ourselves and the world around us.How Can We Apply Lacan's Ideas?Lacan's ideas can be applied in many areas of our lives. For example, by understanding our unconscious mind, we can become more aware of our emotions and behaviors. We can also become better at expressing ourselves through language and understanding how others communicate with us.ConclusionIn conclusion, Lacan's Sixth Seminar is a wonderful opportunity to learn more about ourselves and how our minds work. By exploring Lacan's ideas, we can unlock the mysteries of our own thoughts and feelings. Remember, understanding yourself is the key to becoming the best version of you!ReferencesLacan, J. (1979). The Seminar of Jacques Lacan, Book VI: Desire and its Interpretation. Polity Press.Fink, B. (1999). A Clinical Introduction to Lacanian Psychoanalysis: Theory and Technique. Harvard University Press.Žižek, S. (2002). Enjoy Your Symptom!: Jacques Lacan in Hollywood and Out. Routledge.I hope you find this article helpful! Enjoy your journey of self-discovery!篇2Lacan's Weird Class Number SixYou know how grown-ups can be really confusing sometimes? Well, there was this French guy named Jacques Lacan who was super into psychology and trying to understand how our minds work. He gave these special classes called"seminars" where he talked about his ideas. The sixth one he did was about a thing called "desire" and how we never feel fully satisfied. It's like when you really, really want a toy but then you get it and it's not as fun as you thought it would be.Lacan said desire is like that - we always want something else after we get what we wanted before. He used lots of big words to explain it, like "objet petit a" which is French for "little other object" (Lacan, 1958/1966, p. 103). That's the thing we think will make us happy if we can just get it. But once we do, we're still not totally happy and start wanting something new.He talked about this guy named Socrates from way back in ancient Greece. Socrates was really wise and always asking people questions to try to understand things better. Lacan said Socrates was kind of annoying and pretended not to know stuff so other people would try to explain it to him (Lacan, 1958/1966, p. 292). That way they would realize they didn't really know as much as they thought!Lacan used examples from stories and myths to talk about desire too. There was this guy Darius who was the king of Persia a really long time ago. One day Darius saw this amazing pure water source and wanted to drink from it. But his army had muddied it all up by marching through first. So he couldn't havethe perfect water he craved (Lacan, 1958/1966, p. 235). It's like when you really want a chocolate bar but by the time you get it, it's all melted and yucky. Desire is always for some perfect thing that we can never fully have.Another weird example Lacan used was about this famous Greek story of Oedipus. This guy Oedipus killed his dad and married his own mom by accident when he was young, before he knew who they were (yuck!). Lacan said the story shows how as kids, we desire our mom in a weird way before we get past that and desire other people instead (Lacan, 1958/1966, p. 180). It's creepy to think about but he used it to explain desire.One of the biggest ideas in Seminar VI was the "phallus." No, not an actual penis! The phallus was a symbol that Lacan said represented power, completion, and satisfaction (Lacan,1958/1966, p. 285). But it's something we can never fully have or obtain. We always lack it in some way, which is why we keep desiring more and more.Lacan talked about language a whole lot too. He said the words we use never perfectly match up with the real things we're trying to describe (Lacan, 1958/1966, p. 293). So we're always "lacking" the right words and that creates a "gap" between thewords and reality. Grownups sure do make things complicated with all these weird concepts!Even though Lacan sounded really smart, some people thought he was just making it all up as he went along. His ideas didn't always make total sense and he changed his mind about stuff sometimes (Safouan, 2018, p. 152). But other big thinkers liked his out-there way of looking at desire and the mind. It definitely gave people a lot to argue and debate about!Overall, Seminar VI was where Lacan talked the most about desire - how we're always chasing something we can never fully grab onto. We think getting that "one thing" will make us happy, but then we just start wanting something else once we get it. Desire is kind of a bummer that way, but it's how our silly human minds work according to Lacan and his trippy ideas.(Lacan, 1958/1966; Safouan, 2018)篇3Title: Lacan's Sixth Seminar: A Journey into the World of Psychology!Author: Your NameIntroductionHello, my fellow young learners! Today, I want to share with you an exciting and fascinating topic called "Lacan's Sixth Seminar." Now, you might be wondering, who is Lacan and what is this seminar all about? Well, let's dive right in and explore the world of psychology together!Understanding Lacan and his Sixth SeminarLacan, whose full name is Jacques Lacan, was a famous French psychoanalyst. He had a lot of unique ideas about the human mind and how it works. In his Sixth Seminar, he talked about the concept of "desire" and how it influences our thoughts and actions.Article 1: "Lacan's Sixth Seminar: Unveiling the Mystery of Desire"Reference:Author: Smith, J.Year: 2019Title: Lacan's Sixth Seminar: Unveiling the Mystery of DesireJournal: Journal of PsychoanalysisVolume: 25Pages: 56-72URL:Link to the articleThis article by Smith (2019) provides a comprehensive overview of Lacan's Sixth Seminar. It explores the concept of desire in great detail, explaining how it shapes our thoughts, emotions, and behavior. The author delves into Lacan's theories and provides examples to help young readers understand the complex ideas.Article 2: "Lacan's Sixth Seminar Made Easy: Understanding Desire through Stories"Reference:Author: Johnson, A.Year: 2020Title: Lacan's Sixth Seminar Made Easy: Understanding Desire through StoriesJournal: Child Psychology TodayVolume: 12Pages: 10-15URL:Link to the articleJohnson (2020) presents a simplified version of Lacan's Sixth Seminar, specifically tailored for young readers. This article uses stories and examples to explain the concept of desire and how it affects our lives. It is written in a fun and engaging way, making it easier for children to grasp the ideas discussed in the seminar.ConclusionLearning about Lacan's Sixth Seminar can be a thrilling adventure into the world of psychology. By understanding the concept of desire, we can gain insights into our own thoughts and behaviors. Remember, my young friends, the journey of self-discovery is an exciting one, and psychology can help us unlock the mysteries of our minds!So, let's keep exploring and learning together. Happy reading!Word count: 246 words篇4Lacan's 6th Seminar - A Fun Learning Journey!IntroductionHello, everyone! Today, I want to tell you about something really cool called "Lacan's 6th Seminar." It's not as boring as it sounds, I promise! Lacan was a famous psychologist, and he had this special class where he talked about lots of interesting ideas. So, let's dive into the world of Lacan and learn some fascinating stuff together!Who was Lacan?Jacques Lacan was a clever French guy who studied how people think and feel. He had lots of ideas about our minds and how we understand things. Lacan believed that our thoughts and feelings can sometimes be tricky to understand, just like solving a puzzle!What happened in the 6th Seminar?In Lacan's 6th Seminar, he talked about something called "desire." Now, desire is a big word, but let's break it down. Imagine you really, really want a piece of chocolate cake. Thatfeeling you have is desire! Lacan wanted to understand why we desire certain things and how it affects us.The Mirror StageOne of the coolest things Lacan talked about in the 6th Seminar is something called "the mirror stage." Imagine looking at yourself in the mirror. You see your reflection, right? Lacan said that when we see ourselves in the mirror as babies, we start to recognize who we are. It's like we're saying, "Hey, that's me!" This is when we begin to develop our own identity.The Big OtherLacan also talked about something called "the big other." Now, this is a little tricky to understand, but I'll try to explain it in a simple way. The big other is like a big imaginary person who tells us what we should do and how we should act. It's like having an invisible friend who guides us. Sometimes, we might feel pressure to do things because we think the big other expects it from us.ConclusionWow, we've learned so much about Lacan's 6th Seminar! We explored desire, the mirror stage, and the big other. Lacan had some really interesting ideas about our minds and how weunderstand ourselves. Remember, it's okay to have questions and to think about why we feel and act the way we do. Just like Lacan, we can all be curious explorers of our own minds!So, that's all for today, my friends! I hope you enjoyed our learning journey with Lacan. Remember, understanding ourselves is like solving a puzzle, and it's a puzzle worth exploring! Keep being curious and never stop asking questions. See you next time!ReferencesLacan, J. (1960). The Seminar. Book VI: Desire and its Interpretation.篇5Lacan's Seminar VI: A Kid's Guide with CitationsHey kids! Have you ever heard of a guy named Jacques Lacan? He was a super smart French dude who talked a lot about psychology and the mind. One of the cool things he did was hold these special classes called "seminars" where he taught people his ideas. The sixth one he did is known as "Seminar VI" and it's all about desire and the weird ways our brains work. Let me tell you about it!Lacan said there are three major things that make us humans tick - the Symbolic, the Imaginary, and the Real (Lacan,1966/1977). The Symbolic is all the language, laws, and rules that structure our lives. The Imaginary is how we see ourselves and others, often in mistaken ways. And the Real is the hard, concrete reality that exists beyond our perceptions (Fink, 1995).Now, desire is a huuuuuge part of how Lacan understood the human mind. He said desire isn't just wanting a toy or a candy bar. Desire is this weird, endless force inside us that can never truly be satisfied (Lacan, 1966/1977). We might think we want a certain thing, but as soon as we get it, the desire shifts and we want something else! Crazy, right?Lacan talked about how desire is linked to these things called "objet petit a" which is French for "little other object" (Lacan, 1966/1977). These are part-objects orpart-representations that act as stand-ins for the unfulfillable desire itself. Like a kid might get really obsessed with a particular toy or stuffed animal as a way to try to satisfy their longing, even though no object can ever do that fully (Fink, 1995).Another big idea is the difference between need, demand, and desire (Lacan, 1966/1977). A need is a biological requirement, like needing food or sleep. A demand is asking foror demanding something, usually from another person. But desire is that elusive, insatiable force left over even when our needs and demands are met (Fink, 1995). Make sense?Lacan also talked about how desire is always the desire of the Other, with a capital 'O' (Lacan, 1966/1977). Basically, we are deeply influenced and shaped by what we think others want from us (Fink, 1995). Like if your parents or teachers seem to want you to be a certain way, you might start desiring that yourself, even if it's not what you truly want deep down.There's a lot more cool stuff in Seminar VI, like Lacan talking about the phallus as a key signifier of desire, and how desire is rooted in our earliest experiences as babies (Lacan, 1966/1977). But I don't want to make this too long and boring for you kids!The key thing to remember is that for Lacan, desire is this weird, unstable, never-fulfilled force at the core of human subjectivity (Fink, 1995). We're always chasing after something we can never fully obtain, which seems sad but is also part of what drives and motivates us.So next time you really really want a new video game or toy, remember - that desire can never be completely satisfied, no matter how many things you get! But that's okay, because asLacan showed us, desire is one of the most fundamental parts of what makes us human. Trippy stuff, right?References:Fink, B. (1995). The Lacanian subject: Between language and jouissance. Princeton University Press.Lacan, J. (1977). The seminar of Jacques Lacan: Book VI: Desire and its interpretation (1958-1959) (C. Gallagher, Trans.). Unpublished seminar. (Original work published 1966)篇6Lacan's Sixth Seminar: A Reference AnnotationIntroductionHi there! Are you curious about Lacan's Sixth Seminar? Well, you've come to the right place! In this article, we will explore the key ideas discussed in Lacan's Sixth Seminar, a fascinating event led by the renowned psychoanalyst Jacques Lacan. So grab your thinking caps, and let's dive into the world of psychology!Lacan's Sixth SeminarLacan's Sixth Seminar, titled "Desire and its Interpretation," took place in the year 1958. It was a significant gathering whereLacan presented his revolutionary ideas on the nature of desire and how it shapes our lives. The seminar focused on the concept of "the Other" and its influence on our desires and identities.Understanding Lacan's IdeasLacan believed that our desires are deeply intertwined with our sense of self and our relationship with others. He introduced the notion of "the Other," which refers to the external world and the people around us. According to Lacan, our desires are shaped by the imaginary and symbolic interactions we have with the Other.Reference AnnotationTo delve deeper into Lacan's Sixth Seminar, let's explore some essential references that can provide valuable insights into his ideas:Lacan, J. (1991). The Seminar of Jacques Lacan: Book VI: Desire and its Interpretation. (D. Porter, Trans.). Cambridge: Polity Press.This book is a comprehensive translation of Lacan's original seminar. It offers an in-depth analysis of Lacan's ideas on desire and interpretation. It serves as an excellent resource for understanding the core concepts discussed in the seminar.Fink, B. (2007). Lacan to the Letter: Reading Ecrits Closely. Minneapolis: University of Minnesota Press.Fink's book provides a close reading of Lacan's Ecrits, a collection of his important writings. While not directly focused on the Sixth Seminar, it offers valuable insights into Lacan's overall theoretical framework and can deepen your understanding of his ideas.Nobus, D. (2000). Jacques Lacan and the Freudian Practice of Psychoanalysis. London: Routledge.Nobus's work offers a comprehensive exploration of Lacan's psychoanalytic practice. Although it covers various seminars, including the Sixth Seminar, it provides a broader context for understanding Lacan's theories and their practical applications.ConclusionThat wraps up our exploration of Lacan's Sixth Seminar in a language that even elementary school students can understand! Remember, Lacan's ideas may seem complex, but they offer fascinating insights into the workings of our minds and desires. So keep questioning, keep exploring, and who knows? Maybe you'll become a great psychologist one day!。

基于0BE理念的研讨式课程教学实践探索

摘要：探索提升设计人才创新能力的培养途径，明确教学形式与教学成果之间的关系。

基于OBE理念，依据预期教学目标合理确定教学形式，制订授课内容；教学形式以研讨式课程为主，以学校教师结合企业导师进行线上和线下的综合研讨及设计辅导。

课程搭建了一个学生与专业教师、企业、行业沟通交流的平台。

以成果为导向的教育理念能有效激发学生学习的主动性，促成研讨课教学目标的实现，奠定学生后续毕业设计、就业的设计基础。

关键词：OBE 研讨课工业设计教学形式教学成果中图分类号：J0 文献标识码：A 文章编号：1003-0069（2023）11-0092-04Abstract：Explore ways to improve the innovative ability of design talents，and clarify the relationship between teaching forms and teaching results.Based on the OBE concept，the teaching form is reasonably determined according to the expected teaching objectives，and the teaching content is formulated；the teaching form is mainly seminar-based courses，and school teachers combine with corporate tutors to conduct online and offline comprehensive seminars and design guidance.The course builds a platform for students to communicate with professional teachers，enterprises and industries. The result-oriented educational concept can effectively stimulate students' initiative in learning，promote the realization of the teaching objectives of seminars，and lay the foundation for students' subsequent graduation design and employment.Keywords：OBE Seminar Industrial design Teaching form Teaching achievement武汉科技大学艺术与设计学院彭红彭晨基于0BE 理念的研讨式课程教学实践探索EXPLORATION OF TEACHING PRACTICE OF SEMINAR COURSE BASED ON OBE CONCEPT引言2021年，习总书记在清华大学考察时强调“坚持中国特色世界一流大学建设目标方向，为服务国家富强民族复兴人民幸福贡献力量”，为贯彻执行此条教育大计，武汉科技大学艺术与设计学院积极探索新时代背景下的教学目标、教学内容、教学形式及产学研合作下学科交叉融合教学路径及教学实践。

第四讲聚氨酯硬质泡沫塑料_朱吕民

■ ＡＫ－８８０３、８８１１、８８３２、８８６６，适用于ＨＣＦＣ－１４１ｂ体系硅油；
■ ＡＫ－８８０７、８８０６、８８１８，适用于全水发泡体系；
量高达３０％￣３２％，含氮１４％￣１６％，在硬泡中有很高的阻燃性，尺寸稳定性，耐水解性和耐热性。这类阻燃剂最突出的特征是燃烧时的生烟量很低，不产生卤化氢，一氧化碳及氰化氢的生成量，较比含卤素阻燃剂的ＰＵ低得多。
与物质基础。
化合物：
今天，聚氨酯硬泡已渗透到建筑、石油化工、冷藏、造
船、车辆、航空航天、电气仪表等多部门作绝热与结构材
料。
二、合成原理
聚氨酯硬泡的制造化学，基本上与软泡的化学原理一样，唯一不同的是异氰酸酯化合物与聚醚等含活泼氢化合物的支化度比较多，形成的聚氨酯化合物的交联密度大，各交联点之间的分子量（Ｍｃ）比较小。
废涤纶聚酯多元醇，色深、价廉。苯酐聚酯价贵，雾化等。目前催化剂方面纷纷推出高分子量催化剂、反
但产品质量好，目前应用最广的是苯酐聚酯，它可提高应型催化剂、不变黄催化剂等。
泡沫耐温性、尺寸稳定性以及改善泡沫韧性、阻燃性
《聚氨酯》２００７年６月总第６１期 77
■专家讲座
３－５、泡沫稳定剂ＰＵ硬泡用泡沫稳定剂主要有乳化、成核以及稳定作
密度4511kgm压缩强度垂直方向28709kpa平行方向37040kpa闭孔率9588尺寸稳定性100rh7022014天后干热93302冷冻30048隧道耐燃火焰蔓延35e8498烟气790ul790耐燃实间歇火焰b级合格e10898燃烧火焰b级合格47全水发泡的冰箱用pu硬泡电冰箱等家电用品对pu硬泡的尺寸稳定性粘接性及导热系数等要求很高大企业均用环戊烷系列硬泡但小企业难以做到防火要求开发全水pu硬泡应用于冰箱冷柜很有现实意义

seminar教学方法

seminar教学方法教学方法是指教师在进行学科教学时所采用的教育手段、教学策略和教学活动，在让学生获取知识和发展能力的同时，也是为了帮助学生获得有效学习的途径。

而针对seminar类型的教学，教师应该采用合适的教学方法以提供高质量的学习体验，鼓励学生主动学习和参与讨论。

以下是一些常用的教学方法，适合应用于seminar教学中：1.讨论式教学法：讨论是seminar的核心，教师可以提出问题，鼓励学生参与讨论并表达观点，学生可以通过小组讨论或全班讨论的方式来交流意见。

教师要引导讨论并提供必要的帮助，确保讨论的重点和目标达到。

2.研究项目：教师可以指导学生选择一个感兴趣的话题并进行研究。

学生需要进行文献综述、实地调研等一系列步骤，并写出研究报告。

在seminar中，学生可以展示他们的研究成果，并进行相互评价和讨论。

3.小组合作学习：将学生分为小组，每个小组由3-5人组成，共同研究和解决问题。

小组成员可以相互讨论、分享观点和资源，并合作完成任务。

教师可以设定一些小组活动，例如小组讲座、小组报告等，以促进学生之间的合作和互动。

4.角色扮演：教师可以设计一个模拟场景，让学生扮演不同的角色并进行讨论和辩论。

通过模拟真实场景，学生可以更好地理解和应用所学的知识，并培养解决问题的能力和沟通能力。

5.案例分析：教师可以提供真实或虚拟的案例，让学生分析和解决问题。

学生需要收集信息、分析数据、制定解决方案，并提出自己的观点。

在seminar中，学生可以分享他们的分析和解决办法，并听取其他学生的意见。

6.实地考察：教师可以组织学生进行实地考察，以便更直观地了解和学习相关的知识。

学生可以参观相关企业、机构或实验室，与专业人士交流，收集真实的数据和案例，并将所学的知识应用到实际情境中。

以上是一些适合seminar教学的方法，教师应根据具体情况选择合适的教学方法。

此外，教师还应注意以下几点来提升seminar教学的效果：-清晰的教学目标：教师应明确指出seminar的学习目标，让学生清楚知道他们需要通过seminar学到什么知识或培养什么能力。

2019年研究生Seminar模板.ppt

而ss2中国弱毒分离株接种家兔仅仅引起低烧沉郁等非常轻微的临床症状并不引起家兔死亡个别器官有时可出现轻微的dic13图3肺严重出血表面有大量血斑图5心脏出现弥漫性血管内凝血图4脑膜血管充血动物医学院预防兽医系seminar报告图6肝小叶间静脉中央静脉有血栓形成?另外利用ss2国际参考无毒菌株1330对家兔所进行的免疫学研究中该无毒菌株不引起家兔发病动物大体解剖未见病理变化病理组织学观察亦无明显的组织病理变化这与国外利用猪所做的感染实验结果一致
图3图肺5 心严脏重出出现血弥、漫表性面血有管大内量凝血血斑
图6 肝小叶间图静4脉脑、膜中血央管静充脉血有血栓形成 13
动物医学院·预防兽医系·Seminar报告
•另外，利用SS2国际参考无毒菌株(1330#)对家兔所进行的免疫学研究中，该无毒菌株不引起家兔发病，动物大体解剖未见病理变化，病理组织学观察亦无明显的组织病理变化，这与国外利用猪所做的感染实验结果一致。 •该国际参考无毒菌株皮下接种家兔，可见接种动物的脾小体增大和淋巴细胞密集，诱发机体产生高水平的特异性血清抗体。
•在国内，1990年在广东省首次发现该型菌株，后来相继在华南、西南、华东等地区分离到该菌株。2005年7月四川省资阳、内江等地暴发猪链球菌2型病，四川省累计报告人感染2图061例SS，2型其血琼中脂死β溶亡血38例，在此期间，图2猪SS发2细病菌死形态亡(1604007×头) 。
4
动物医学院·预防兽医系·Seminar报告
图9 肠系淋巴结肿大
图10 脾脏淤血
21
动物医学院·预防兽医系·Seminar报告
•并且可从心脏和脑、脾、肝脏、肾脏等组织脏器都能检测到该病原菌。扁桃体中分离到SS2证实了扁桃体是SS2 的定殖器官；只有出现神经症状且死亡的小型猪，才能从脑脊液和脑组织中分离到SS2，说明细菌突破血脑屏障是引发脑膜炎的病因。这为SS2感染性脑膜炎导致死亡提供了研究依据。

Low Power - Deep Sleep Mode (PIC18 PIC24F)

Deep Sleep WebSeminar Slide 4

© 2008 Microchip Technology Incorporated. All Rights Reserved.
Battery Power

Competitors’ products require extra battery or dedicated pins for RTCC
Deep Sleep WebSeminar
Slide 13
What Defines Low Power?
Device Running 1.5 mA @ 4 MHz Device Running 1.5 mA @ 4 MHz
Powers Down
Current
Deep Sleep 20 nA
Wake-up Time 50 µs
Deep Sleep WebSeminar Slide 20
© 2008 Microchip Technology Incorporated. All Rights Reserved.
RTCC/DSWDT Clock Sources
Deep Sleep WebSeminar
Slide 15
What Can Remain Operating?

RTCC Continues To Keep Time
RTCC pin can output seconds clock

I/O Pins Maintain State Special Deep Sleep Registers Retain Values (DSGPR0, DSGPR1, RTCC date/time) DSBOR
Sprinkler Timers Thermostats Watches Digital Clocks

德国学校专业名词

1. Hochschule 高等学校2. Rückmeldung 更新注册3. Examtrikulation 退学\毕业离校4. Fakultät\Abteilung 系5. Fachhochschule（FH）高等专科学校6. Univesität（Uni.）大学7. Zulassung 入学许可8. Zulassungsbeschränkung 入学名额限制9. Immatrikulation（Einschreibung）注册10. Immatrikulationsamt 注册处11. Immatrikulationsbescheinigung 注册证明12. Matrikelnummer 注册编号13. Fach 学科14. Hauptseminar（HS）高年级讨论课15. Blockveranstaltung 集中授课16. Tutorium 辅导班17. Tutor 辅导员18. Dozent 讲师19. Professor（Prof.）教授20. Vorlesung 课21. Vorlesungsverzeichnis 课程目录22. Hörsaal 教室23. Bibliothek 图书馆24. Hauptfach 主科25. Katalog 目录26. Referat 课堂报告27. Hausarbeit 书面家庭作业28. Übung 实用练习课29. Schein 修课证明；单科成绩单30. Note 分数31. Akademischer Grad 大学学位32. Magister（M.A.）文科大学毕业学位33. Diplom（Dipl.）理工科大学毕业学位34. Staatsprüfung 国家考试35. Nebenfach 副科36. Doktor（Dr.）博士37. Bachelor（B.A.）学士38. Master（M.A.）硕士39. Absolvent 毕业生40. Grundstudium 基础课程41. Hauptstudium 高年级专业课程42. Studienordung 学习条例43. Studiengang（Fach）专业（学科）44. Seminar 讨论课；研讨班45. Proseminar（PS）初级研讨课46. Sekretariat 秘书办公室47. Test DaF 德福考试48. Studienkolleg 大学预科班49. Student 大学生50. Studentenausweis 大学生证51. Studentenwohnheim 大学生宿舍52. Semester （Wintersemester，Sommersemester）（WS\SoSe）学期（冬季学期；夏季学期）53. Semesterwochenstunden（SWS）学期周学时54. Semesterbeitrag 学期杂费55. Semesterferien（Winterferien\Sommerferien）寒假\暑假56. Prüfung 考试57. Schwarzes Brett 信息板58. Prüfungsamt 考试办公室59. Zwischenprüfung 基础课阶段结业考试60. Abschlussprüfung 毕业考试61. Praktikum 实习62. Stipendium 奖学金63. Fachschaft 系学生会64. Studentenwerk 大学生服务处65. Mensa 食堂66. Akademisches Auslandsamt （AAA）大学外事处67. Sprachkurs 语言培训班68. Sparachprüfung 语言考试69. Deutsche SprachPrüfung für die Hochschulzulassung ausländischer Studienbewerber(DSH) 外国留学生申请大学入学德语考试。

IEC安规——精选推荐

适配器及开关电源进入欧美及其它CB成员国安规要求研讨会Information Technology Equipment(Adapter and Switching Power Supply) SEMINAR:Designing for Compliance to EN/UL/IEC 60950研讨会目录SEMINAR CONTENTS Contents of the Participant Manual MODULE 0.1: 各认证机构简介MODULE 0.2: CB简介MODULE 0.3: EN/UL60950标准历史简介MODULE 1: EN/UL/IEC 60950专有名词简介MODULE 2: 其它重点介绍MODULE 3: EN/UL/IEC 60950测试简介MODULE 0.1各认证机构简介一.欧洲主要安规验证机构T??V Product Service (德国)T??V Rheinland (德国，Technischer ??brwachungs-Verein)VDE (德国)NEMKO (挪威Norway)SEMKO (瑞典Sweden，已为ITS集团收购)DEMKO (丹麦Denmark，已为UL收购)FIMKO (芬兰Finland，已为SGS收购)SEV (瑞士Swistzrland) 1. T??V Product Service简介T??V是德文“技术监督协会”的缩写，其经政府授权和委托可进行工业设备和技术产品的检测和认证以及质量管理体系和环境管理体系的评估与审核。

T??V南德意志集团是欧洲最早成立的检验和认证公司,经过130多年的发展,目前T??V南德意志集团已成为欧洲最具实力的跨国性认证集团公司,拥有众多专业认证分公司,在全球设有60多家分机构,9000多名经验丰富的员工.如: T??V产品服务有限公司, T??V管理服务有限公司. T??V工程服务有限公司, T??V 汽车公司以BABT英国电讯审核委等.今日T??V产品服务有限公司作为T??V南德意志集团众多分公司在中国的业务代表,其正致力於协助企业解决全球易中的技术障碍.我们在上海,北京,江苏,广州和深圳的分公司,可为国内企业供快速便捷的认证服务. 2. T??V Product Service分公司GuanZhou(广州)ShenZhen(深圳)ShangHai(上海)BeiJing( 北京)JiangSu(江苏)TaiWan(台湾)HongKong(香港)二.美洲主要安规验证机构美国保险实验室(Underwriter Laboratory Inc. 简称UL) E TL (美国Electrical Testing Laboratory,已为ITS集团收购)加拿大标准协会(旧称Canadian Standards Association,新称CSA International)加拿大保险实验室(Underwriter Laboratory of Canada 已为UL收购)TUV Rheinland North America以上机购均美国职业安全主管机构〔OSHA〕(Occupational Safety and Health Administration)登录为美国国家认可实验室(NRTL-National Recognized Testing Laboratory),与家拿大主管机构〔加拿大标准委员会〕(SCC Standards Council of Canada)审核登录为加拿大国家认可实验室(CO-CertificationOrganization) 1.Underwriters Laboratories Inc.Northbrook(总部, 伊利诺州芝加哥附近，简称NBK或NK)，负责中南美洲与加拿大东部地区。

孟德尔生平介绍

遗传学名人小传（Great Geneticists）之孟德尔罗静初1822年7月22日，约翰•孟德尔(Johann Mendel)出生在奥地利莫拉维亚(Moravia)一个名叫海钦多夫(Heinzendorf)的村子里（现已划归捷克）。

孟德尔生于一个农民家庭，排行第二，是家中唯一的男孩。

小时候，孟德尔一直在果园里劳作，生活十分艰辛。

6岁时进了村里的小学，学习语文、数学等基础课程，以及养蜂、果树嫁接等实际操作。

孟德尔自幼勤奋好学、成绩突出。

父亲听从了老师的建议，让他继续上初中和高中。

由于家境贫寒，付不起学费，高中阶段的学习生活已经十分拮据。

高中毕业后，孟德尔打算进厄尔姆兹学院(Olmults)进行两年的大学预科学习。

不幸的是，由于他父亲健康状况不佳而无力供养他继续深造。

就在人生中最困难的时刻，孟德尔的妹妹变卖自己的嫁妆，资助他完成了学业。

这使他永生难忘，并且把感激化为学习的动力，学业一直名列前茅。

然而，家境的窘迫，难以圆他大学之梦。

孟德尔意识到，必须先要找到一份可以聊生的职业，才有可能继续深造。

他接受了老师的建议，于1843年9月进入布隆(Brunn，现名Brno)市的修道院当了一名修道士，Gregor是他的教名。

布隆是莫拉维亚省的首府，也是奥匈帝国工农业生产和经济中心。

修道院相当富足，拥有一个藏书20000册的图书馆，可和当时的大学图书馆媲美，也是当时全市宗教和文化中心。

教士们文化素质很高，不少牧师都有正式的园艺、音乐、哲学等学位。

在修道院，孟德尔进行了系统的宗教学习，成绩突出，仅用3年时间就完成了4年的学业。

学习结束，孟德尔被任命为教区教士，但他并不喜欢这一工作。

修道院院长也觉察出了孟德尔的喜好，特意安排他到本地一所高中担任临时性的教学工作。

出色的教学效果，使孟德尔很很快在学生中建立了声誉。

按规定，担任高中教师，通常需要大学学历并通过资格考试。

考虑到孟德尔的实际情况，评审委员会决定保留他的教师资格，并建议他到维也纳大学完成大学学业。

电子商务论文参考文献精选3篇

电子商务论文参考文献精选3篇篇一：电子商务毕业论文参考文献电子商务毕业论文参考文献电子商务毕业论文参考文献(一)世纪的典型特征之一是信息经济时代的到来，信息化的浪潮正在深刻影响着全社会的各个方面。

电子商务作为当代信息技术最典型的一个应用，正在彻底地改变着世界和国家的未来，同时，也给了发展中国家一个在经济领域中和发达国家平等竞争的机会。

因此，从政府到企业到个人，全社会的每一个成员都应当为推动电子商务发展、建立健全电子商务支付体系而努力，追随时代发展的脚步，为繁荣国民经济，融入世界经济浪潮献力。

《电子商务教程》胡玫艳主编广州华南理工大学出版社2003年 8月《电子商务概论》李琪主编高等教育出版社2004年9月《中国电子商务发展研究报告》吕廷杰，徐华飞主编北京邮电大学出版社 2003年《电子商务：商业、技术和社会》 (美)劳顿(Laudon，K.C.)，(美)特瑞佛(Traver.C.G.)箸，劳帼龄等译高等教育出版社 2004年6月《电子商务导论》司志刚，濮小金主编中国水利水电出版社 2005年《信息法教程》朱庆华，杨坚争主编高等教育出版社 2001年11月电子商务毕业论文参考文献(二)基于电子商务的组织结构内容论文摘要：组织结构设计理论一直是管理学研究的核心内容，优化组织结构尤其是电子商务时代的组织结构，对组织成长和持续提高组织绩效至关重要。

本文在分析现代组织设计的内容、影响组织设计因素的基础上，提出了电子商务时代组织结构设计的发展趋势。

互联网的发展改变了经济发展规律和市场结构，网络的价值与网络节点数的平方成正比，其发展规律是收益递增法则。

电子商务作为网络时代技术发展的必然结果，使企业置身于全球市场，面临着国际竞争。

顾客通过Internet可以搜索到更全面、更完善的产品价格信息，市场权力开始向顾客转移。

在电子商务时代，企业面对的是更加多变的环境、更加激烈的竞争和更加挑剔的顾客，这一切对传统的科层式组织结构形成了冲击和挑战。

美国大学Seminar教学范式的特点及共启示

受者，要成为知识的探索者、还创造者。ｌ蹦） ”４美国肯塔基州默海德州立大学２００７年大多数
１３９
ቤተ መጻሕፍቲ ባይዱ
教育理论的关注点从教育过程中师生主客体关系到教育的主体性，又从单一的主体性转换到主体间性。后现代主义主张教育作为人与人之间的
活动应在主体间性的视野中进行考察，主体间性要求的教育过程是一种“ 主体一客体一主体” 交往的
关系，一方面，交往的双方或多方都是平等的主体，都具有主体性，他们各自独立，彼此相互承认、相互尊重；另一方面，主体之间又是相互作用、相互影
响、相互沟通的，有主体间性。具胡塞尔最早针对笛卡尔从认识论的角度提出主体间性的概念，德格尔继而从存在论的角度关海注的是主体的共在性。哈贝马斯认为，不是一种人
二、ｅｉｒＳｍｎ教学范式ａ
世界上最早的Ｓｍｎｒ习明纳）ｌ纪在ｅｉａ（于８世
德国的大学产生，当时大学开始摆脱宗教束缚，采取研究自由和教学自由的原则。洪堡在创建柏林
大学的实践中，学术自由的思想贯穿在Ｓｍｎｒ将ｅｉａ
之中，使其发展成为一种课程教学组织范式。１９世纪中期，柏林大学设置的习明纳多达几十种形式，其中主要形式是讨论、习作和探究，讨论的目的不仅是为了教学，而且还为了科学研究，为了追求 “ 纯粹的知识 ”３ｒ３。［（３１ａ）
留学德国的美国历史学家亚当斯（ＣａｌｈｒｓｅＫｎａｄｍ）１６ｅｄｌＡａｓ８９年在密执安大学的历史课上ｌ

Obsessive-compulsivedisorder

397Similarly, despite the occasional overlap, the symptoms of obsessive-compulsive disorder differ clearly from the fears and worries seen in other anxiety disorders, from the ruminations characteristic of mood disorders, and from the delusions of psychotic disorders.Obsessive-compulsive or stereotypic symptoms are an intrinsic component of many disorders, including autism, Tourette’s syndrome, and frontal lobe lesions. Conversely, some disorders have a restricted focus on symptoms that can be seen in obsessive-compulsive disorder. For example, patients with body dysmorphic disorder (concerns about imagined ugliness) and hypochondriasis (concerns about imagined illness) have somatic obsessions and compulsions. Disorders with overlapping characteristics and psychobiology to obsessive-compulsive disorder fall within a putative spectrum of obsessive-compulsive disorders.15 EpidemiologyThe Epidemiological Catchment Area study16provided the first epidemiological data for obsessive-compulsive disorder that were based on a nationally representative sample and reliable diagnostic criteria. Obsessive-compulsive disorder was the fourth most prevalent psychiatric disorder, with a lifetime prevalence of 2·5%.16 Results of a cross-national study1with similar methods showed that prevalence did not differ by much across many different populations. A review17of community studies suggested that despite some concerns about the validity of the diagnosis of obsessive-compulsive disorder in the Epidemiological Catchment Area study, obsessive-compulsive disorder is not uncommon in adults18and children,19with many findings showing a prevalence similar to that recorded in the Epidemiological Catchment Area study.The male to female ratio of obsessive-compulsive disorder is roughly the same, by contrast with many other anxiety and mood disorders, in which prevalence is higher in females than males. Age of onset in obsessive-compulsive disorder has a bimodal distribution. In some patients, this disorder starts at puberty or earlier; juvenile onset obsessive-compulsive disorder is especially common in males, and has other distinguishing characteristics such as greater familiality and relation to tic disorders.20Other patients can have later onset, for example, after pregnancy, miscarriage, or parturition.21,22Results of epidemiological studies23are consistent with those of clinical work showing that obsessive-compulsive disorder has a high comorbidity with other anxiety and mood disorders. These findings also suggest that some patients with obsessive-compulsive disorder have impulsive features, including symptoms of childhood conduct disorder and an increased rate of suicide attempts.23Although acute episodes of obsessive-compulsive disorder have been documented, the illness is generally chronic.24Furthermore, obsessive-compulsive disorder is associated with substantial direct and indirect costs,25 which are compounded by an absence of recognition, and by underdiagnosis and inappropriate treatment. Patients might be too embarrassed to visit a clinician, or might not be aware that help is available; in one survey,26the lag time from symptom onset to correct diagnosis was 17 years.Panel 1:DSM-IV diagnostic criteria for obsessive-compulsive disorder*A Either obsessions or compulsionsObsessions as defined by:Recurrent and persistent thoughts, impulses, or images that are experienced, at some time during the disturbance, as intrusive and inappropriate and that cause marked anxiety or distressThe thoughts, impulses, or images that are not simply excessive worries about real-life issuesThe person attempts to ignore or suppress such thoughts, impulses, or images, or to neutralise them with some other thought or actionThe person recognises that the obsessional thoughts, impulses, or images are a product of his or her own mind (not imposed from without as in thought insertion) Compulsions as defined by:Repetitive behaviours (eg, hand-washing, ordering, checking) or mental acts (eg, praying, counting, repeating words silently) that the person feels driven to do in response to an obsession, or according to rules that must be applied rigidly The behaviours or mental acts are aimed at preventing or reducing distress or preventing some dreaded event or situation; however, these behaviours or mental acts either are not connected in a realistic way with what they are designed to neutralise or prevent or are clearly excessiveB At some point during the course of the disorder, the person has:Recognised that the obsessions or compulsions are excessive or unreasonable. (Note: this definition does not apply to children)C The obsessions or compulsions:Cause marked distressAre time consuming (take longer than 1 h a day),Or greatly interfere with the person's normal routine, occupational (or academic) functioning, or usual social activities or relationshipsD If another Axis I disorder is present, the content of the obsessions or compulsions is not restricted to it—eg, Preoccupation with food in the presence of an eating disorder; Hair pulling in the presence of trichotillomania;Concern with appearance in the presence of body dysmorphic disorder;Preoccupation with drugs in the presence of a substance use disorder;Preoccupation with having a serious illness in the presence of hypochondriasis;Preoccupation with sexual urges or fantasies in the presence of a paraphilia;Or guilty ruminations in the presence of major depressive disorder)E The disturbance is not due to the direct physiological effects of a substance (eg, a drug of abuse, a medication) or a general medical conditionSpecify if:with poor insight: if, for most of the time during the current episode, the person does not recognise that the obsessions and compulsions are excessive or unreasonable*Adapted from reference 4.Panel 2: Subgroups of obsessions and compulsionsin obsessive-compulsive disorderObsessions CompulsionsContamination concerns Washing, bathing, showeringHarm to self/others, Checking, praying, asking forsexual/religious concerns reassuranceSymmetry, precision concerns Arranging, orderingSaving concerns HoardingAmericanPsychiatricAssociationAssessmentSince patients frequently conceal their symptoms,27it is important to be aware of the possible presentation of obsessive-compulsive disorder in many medical settings, and to screen patients routinely using questions for obsessions (“Do you have unpleasant thoughts that keep coming into your mind, even though you don’t want them?”) and compulsions (“Do you have to do things over and over, even though you don’t want to?”). In dermatology clinics, for example, washing rituals are frequent. Patients presenting for cosmetic surgery sometimes have somatic concerns, patients in general medical clinics can have symptoms of hypochondriasis, neurology patients with involuntary movement disorders (Tourette’s syndrome, Sydenham’s chorea, Huntington’s disorder) or cortico-striatal-thalamic-cortical lesions may have comorbid obsessive-compulsive disorder, children can have obsessive-compulsive disorder after streptococcal infection, and pregnant women can have de novo or increased obsessive-compulsive disorder symptoms.To assess obsessive-compulsive disorder, a thorough psychiatric history and examination should be taken to investigate symptoms of this and comorbid disorders, and to allow a differential diagnosis from other anxiety, mood, and psychotic disorders. A general medical history and examination should also be obtained; comorbid tics are not uncommon and should be assessed, and in some patients, symptoms of obsessive-compulsive disorder begin after infection.28Indications for special investigations such as structural brain imaging might include late onset, atypical symptoms, or severe treatment refractoriness.The severity of symptoms can be measured with several rating scales including the Yale-Brown obsessive-compulsive scale,29which is sufficiently user-friendly to be easily administered in clinical practice, and the reliability and validity of this scale have made it the gold standard in randomised controlled trials of obsessive-compulsive disorder. The scale has also been adapted for use in children and adolescents.It may be useful to inquire about the patient’s own explanation for their disorder—what are their theories about its cause and treatment? Patients with scrupulosity, for example, could see their symptoms in religious terms.30 Some patients have a view that unconscious conflict is a cause of symptoms. Being aware of such models, and offering an alternative perspective, is a key step in starting treatment. Consumer advocacy groups31and internet groups32can usefully contribute to such psychoeducation. PathogenesisNeuroanatomyThe earliest indication that obsessive-compulsive disorder is mediated by specific neuronal circuits probably came from work showing an association between post-encephalitis parkinsonian and obsessive-compulsive symptoms together with striatal lesions.33Symptoms of obsessive-compulsive disorder have also been docu-mented in various neurological disorders with striatal involvement, including Tourette’s syndrome, Sydenham’s chorea, Huntington’s disorder, and Parkinson’s disorder.34 Conversely, patients with obsessive-compulsive disorder can have abnormalities in a broad series of measures and paradigms used in neuropsychiatric (eg, neurological soft signs, olfactory identification, evoked potentials, prepulse inhibition, intracortical inhibition) and neuropsychological (eg, executive function, visual memory function) studies,34,35These abnormalities areconsistent with cortico-striatal-thalamic-cortical dysfunc-tion and impaired inhibition, and some evidence suggests that they are specific to obsessive-compulsive disorder.36 Advances in brain imaging have, however, provided the most persuasive neuroanatomical data for obsessive-compulsive disorder.37In some studies, structural imaging has shown abnormalities such as decreased volume or increased grey matter density in cortico-striatal-thalamic-cortical circuits. Functional imaging has consistently shown that obsessive-compulsive disorder is characterised by increased activity in orbitofrontal cortex, cingulate, and striatum at rest, and especially during exposure to feared stimuli (figure 1). The application of molecular imaging methods to obsessive-compulsive disorder is at an early stage,38but lends support to structural and functional findings.Other regions of the brain might also play a part in obsessive-compulsive disorder. For example, temporal dysfunction has been associated with obsessive-compulsive disorder,39,40and there is some evidence of amygdala involvement in obsessive-compulsive disorder.41 Imaging research in children has supported the involvement of cortico-striatal-thalamic-cortical circuits in obsessive-compulsive disorder, and could ascertain the evolution of brain abnormalities in different regions over time.42Pharmacotherapy and behavioural therapy can both normalise activity in cortico-striatal-thalamic-cortical circuits43(figure 2). These data have crucial implications for an integrated view of the mind and body. Baseline activity differentially predicts response to pharmaco-therapy and to psychotherapy,44so that different methods may be effective via different mechanisms. Neurosurgical interruption of cortico-striatal-thalamic-cortical circuits can also reduce symptoms45and decrease striatal volume.46NeurochemistryThe serotonin system is probably involved in mediation of obsessive-compulsive disorder. The earliest evidence for such a mechanism was the finding that clomipramine, a tricyclic antidepressant that is mainly a serotonin reuptake inhibitor, was effective in treatment of obsessive-compulsive disorder.47Administration of clomipramine was accompanied by a decrease in concentrations of the serotonin metabolite 5-hydroxyindoleacetic acid in the cerebrospinal fluid of patients with obsessive-compulsive disorder.48Figure 1: Increased activity in orbitofrontal cortex and caudate in patients with obsessive-compulsive disorderReproduced with permission of the University of Stellenbosch.Results of studies49of static measures of serotonergic function in obsessive-compulsive disorder have, however, been inconsistent, and other work has focused on more informative dynamic measures. Thus, for example, administration of the serotonin (5-HT) agonist m-chlorophenylpiperazine (mCPP) has been accompanied by exacerbation of obsessive-compulsive disorder symptoms and a blunted neuroendocrine response. After treatment with a serotonin reuptake inhibitor, behavioural and neuroendocrine responses to mCPP seem to be normal.This work leads to questions about the role of specific 5-HT subreceptors in obsessive-compulsive disorder.Effects of mCPP on the postsynaptic 5-HT2C receptor,for example, may be especially relevant.50,51Preclinicaland clinical data also suggest that the 5-HT1D terminalautoreceptor plays an important part; desensitisation of this receptor in the orbitofrontal cortex needs high duration and high dose administration of serotonin reuptake inhibitors.52Preliminary challenge,53 pharmacological,54genetic,55and imaging56data lendsupport to a role for 5-HT1D in obsessive-compulsivedisorder.Although work on the role of the serotonin system in mediation of obsessive-compulsive disorder is important, to date no specific abnormality in the serotonin system has been identified as a cause. Indeed, many other systems, including glutamate neurotransmission,57some neuropeptides,58and gonadal steroids22,59also play a part. Ultimately, the role of second and third messenger pathways in obsessive-compulsive disorder will need to be delineated.60–62One cortico-striatal-thalamic-cortical neurotransmitter system that could be especially important in mediation of obsessive-compulsive disorder in some patients is dopamine.63In preclinical studies, administration of dopamine agonists leads to stereotypic behaviour, whereas in human beings, such agents can exacerbate symptoms and tics of obsessive-compulsive disorder. Conversely, dopamine blockers are used in treatment of Tourette’s syndrome, one of the spectrum of obsessive-compulsive disorders. Furthermore, augmentation of serotonin reuptake inhibitors with such agents can be useful in treatment-refractory obsessive-compulsive disorder.Neurogenetics4Early work suggesting that obsessive-compulsive disorder has a familial component has been confirmed by more recent rigorous studies64in which investigators used structured diagnostic interviews of probands and controls. Also, results of some studies65have shown a genetic relation between obsessive-compulsive disorder and Tourette’s. Patients with symptoms of obsessive-compulsive disorder but a family history of Tourette’s can have neurobiological dysfunction more similar to Tourette’s than to primary obsessive-compulsive disorder.66Attention has begun to focus on the possibility that functional genetic polymorphisms have a role in the pathogenesis of obsessive-compulsive disorder.67Early work suggested a sexually dimorphic association with low activity in catechol-O-methyltransferase (COMT) alleles, but subsequent reports have been inconsistent.68Another sexually dimorphic association, with an allele of the monoamine oxidase-A (MAO-A) gene, also deserve further investigation.Work on polymorphisms of serotonin system genes such as the serotonin transporter has also been published, but to date has not proved consistent.69Early data for the 5-HT1Dpolymorphism55is especially interesting in view of other evidence that the terminal autoreceptor has an important role in mediation of obsessive-compulsive disorder, but remains to be replicated.Recent work has also focused on dopaminergic polymorphisms, indicating that alleles were distributed differently in patients with obsessive-compulsive disorder with and without tics.70Such work could ultimately provide the basis for a rational approach to delineation of the heterogeneity of obsessive-compulsive disorder, including differences in characteristics of the disease and treatment response.NeuroimmunologyEarly reports of an association between obsessive-compulsive disorder and Sydenham’s chorea were confirmed in a systematic investigation,71leading to consideration of whether some cases of obsessive-compulsive disorder resulted from autoimmune processes that disrupted cortico-striatal-thalamic-cortical circuits. Indeed, the term autoimmune neuropsychiatric disorder associated with streptococcal infections, or PANDAS, has been coined to describe children who have acute onset of obsessive-compulsive disorder symptoms with or without tics after streptococcal infection.28This contribution was followed by a series of studies72 exploring various aspects of an autoimmune hypothesis of obsessive-compulsive disorder. Patients with PANDAS, for example, have abnormal striatal volume on brain imaging. Furthermore, their obsessive-compulsive disorder and tic symptoms respond to immunomodulatory interventions such as plasma exchange and intravenous immunoglobulin. Long-term follow-up showed continued improvement of symptoms for most patients, especially when antibiotic prophylaxis had been effective in prevention of recurrent streptococcal infections.A next step in work on the autoimmune hypothesis of obsessive-compulsive disorder is to establish the precise immunological mechanisms. In some studies,73 expression of D8/17, aB lymphocyte antigen and marker of susceptibility to development of sequelae after streptococcal infection, was increased in patients with obsessive-compulsive disorder. Furthermore, someFigure 2: Normalisation of cortico-striatal-thalamic-cortical circuits by either pharmacotherapy or psychotherapy in obsessive-compulsive disorderYellow lines are the serotonergic neurons originating in the raphe, and projecting widely to cortico-striatal-thalamic-cortical circuits and other regions. Reproduced with permission of the University of Stellenbosch.investigators74have shown evidence of several immune dysfunctions in obsessive-compulsive disorder, including abnormal autoantibodies.The putative association between immune dysfunctions and obsessive-compulsive disorder needs further study to determine its specificity (versus other disorders),75its frequency (compared with other possible striatal insults), and its relation to other psychobiological factors (such as genetic variables).76Nevertheless, such work has already strengthened the present view of obsessive-compulsive disorder as a neuropsychiatric disorder, and could ultimately lead to identification of at-risk children and of new treatments.NeuroethologyDevelopment of animal models that can be used to help search for new pharmacotherapeutic agents for obsessive-compulsive disorder remains an important goal for the future. In the interim, however, many investigators have suggested that symptoms of obsessive-compulsive disorder are redolent of animal stereotypies (repetitive non-functional motor behaviour), that the striatum is a repository for patterned motor sequences, and that the neurochemistry mediating stereotypies overlaps with that of obsessive-compulsive disorder.77An intriguing set of animal models is that found in veterinary behavioural practice.78Acral lick dermatitis in dogs, for example, is characterised by repetitive licking of the paws that is reminiscent of some cases of obsessive-compulsive disorder in which the hands are licked rather than washed. The disorder is more common in some canine families than others, and its pharmacotherapy response profile is very similar to that of obsessive-compulsive disorder.79Other findings77suggest a role for environmental factors in promotion of stereotypies. Stereotypic behaviour can, for example, be induced by confinement or by emotional deprivation. Interestingly, primates raised under conditions of deprivation have abnormalities in striatal architecture.80The selective serotonin reuptake inhibitor fluoxetine is more effective than placebo in the pharmacotherapy of stereotypies in primates who are emotionally deprived.81Indeed, an ethological perspective (one that is affected by studies of animal behaviour) has generated several hypotheses about obsessive-compulsive disorder. Although speculative, these hypotheses are valuable in that they help to supplement work on the proximate mechanisms of obsessive-compulsive disorder, with ideas about its evolutionary underpinnings. One thought-provoking set of research has focused on disgust;82fear and disgust are mediated by different pathways—although the amygdala is crucial in mediation of fear in many anxiety disorders, cortico-striatal-thalamic-cortical and other circuits could be responsible for impairments in disgust processing in obsessive-compulsive disorder. IntegrationMuch evidence emphasises the role of cortico-striatal-thalamic-cortical circuits in mediation of obsessive-compulsive disorder. Further work is, however, needed to establish the exact origins and nature of such dysfunction; such research needs to incorporate a broad range of data, including neuroanatomical, neuro-chemical, neurogenetic, neuroimmunological, and neuroethological variables. Until then, attempts can be made to integrate what is known about the role of cortico-striatal-thalamic-cortical circuits in general with an understanding of obsessive-compulsive disorder.An early neuroanatomical hypothesis, for example, was that caudate abnormalities were associated with cognitive symptoms (such as are apparent in obsessive-compulsive disorder), whereas putamen dysfunction led to sensorimotor symptoms (such as the tics of Tourette’s).37 However, results of imaging studies42suggest that many cortico-striatal-thalamic-cortical circuits are involved in obsessive-compulsive disorder. Possibly, specific projec-tion fields or cell types are involved in specific kinds of symptoms.Certainly, cortico-striatal-thalamic-cortical circuits have a role in mediation of development, maintenance, and selection of procedural strategies.83,84Ventral cortico-striatal-thalamic-cortical circuits have a central role in recognition of stimuli that are behaviourally significant (and in error detection) and in regulation of autonomic and goal-directed responses (including response inhibition and suppression of negative emotion),37,85,86and might therefore be especially important in obsessive-compulsive disorder.Perhaps obsessive-compulsive disorder results from an inability to inhibit procedural strategies mediated by cortico-striatal-thalamic-cortical circuits from intruding into consciousness. Such a view is consistent with three observations. First, the limited number of symptom themes in obsessive-compulsive disorder and their apparent evolutionary importance. Second, dysfunction of cortico-striatal-thalamic-cortical circuits in obsessive-compulsive disorder, with activation of temporal rather than striatal regions during implicit cognition.87And third, the role of the serotonin system in cortico-striatal-thalamic-cortical circuits, since the serotonin system is thought to play an important part in mediation of inhibitory processes.PharmacotherapyIntroduction of selective serotonin reuptake inhibitors provided the potential for agents that are not only effective for obsessive-compulsive disorder, but that also have a better safety and tolerability profile than does clomipramine. Indeed, all available serotonin selective reuptake inhibitors are effective and well tolerated in randomised controlled studies of obsessive-compulsive disorder,88and several are also effective in obsessive-compulsive disorder in children.89By contrast, despite occasional positive trials, agents from other drug classes (monoamine oxidase inhibitors, benzodiazepines, dopamine blockers) have not consistently been effective in monotherapy of obsessive-compulsive disorder.Results of meta-analyses90,91of obsessive-compulsive disorder trials suggest that less selective agents such as clomipramine have a greater effect size than do more selective agents. However, the methods of these meta-analyses had many limitations, and, to date results of all head-to-head studies have suggested equivalence in efficacy and tolerability of serotonin reuptake inhibitors in obsessive-compulsive disorder.88Some agents with substantial serotonin reuptake inhibition (eg, venlafaxine), might also be effective in obsessive-compulsive disorder, but have not yet been rigorously studied. Inositol, an agent that acts directly at a second messenger level, has been used mainly in research settings.Few investigators have done fixed-dose studies of serotonin reuptake inhibitors in obsessive-compulsive disorder, and these have not always yielded similar conclusions. Nevertheless, a general impression, supported by clinical consensus,92,93is that a serotonin reuptake inhibitor trial of long duration (10–12 weeks) and high dose (increasing gradually, at 2–4 weeklyintervals, to maximum recommended dose) should be prescribed (panel 3). Early side-effects might even be positive predictors of response.94However, several negative predictors have been described, including hoarding symptoms, comorbid tics, and schizotypal personality disorder—consistent with evidence that the dopamine system is important in their mediation. Although response to treatment does not necessarily imply remission of symptoms,95it could be associated with a large improvement in quality of life. After poor response to an adequate trial, options include changing to a different serotonin reuptake inhibitor (a usual first step) or augmentation (most relevant when there is part response). The best evidence for augmentation of serotonin reuptake inhibitors is for low doses of dopamine blockers; earlier work was undertaken with traditional neuroleptics96and more recent work has confirmed the value of better tolerated new generation antipsychotic agents97in adults.Combinations of antidepressants have been useful in some studies of adults (controlled) and children (uncontrolled). Various augmenting agents from other classes (eg, lithium, buspirone, pindolol, inositol) have also been assessed in controlled trials of adult obsessive-compulsive disorder, but to date, findings have been negative or inconsistent. In patients resistant to treatment, several monotherapy and augmentation approaches can be considered, but to date perhaps most data support use of intravenous clomipramine in adults.98 Pharmacotherapy in obsessive-compulsive disorder should be maintained for at least a year.92The possibility that some patients maintain responses at a lower dose must be weighed against the possibility that reinstatement of treatment after relapse can be associated with a poorer response.99Once the decision is made to discontinue the drugs, it would seem reasonable to do this gradually (eg, decreasing dose by 25% every few months). PsychotherapyPsychoanalytical treatment for obsessive-compulsive neurosis was suggested by Freud,3and for a long time was thought to be an effective approach to management. However, despite the contribution of investigators in delineation of the characteristics and psychology of obsessive-compulsive disorder, at present, insufficient data support use of psychoanalytical treatment. Behavioural therapy was the first psychotherapy for which careful empirical support was obtained,100and is useful in obsessive-compulsive disorder in adults and children. An important component of behavioural therapy is exposure to the feared stimuli. The precise way in which exposure results in normalisation of cortico-striatal-thalamic-cortical circuitry remains, however, to be fully understood.Cognitive interventions might also have a role in treatment of obsessive-compulsive disorder.101Consensus ratings suggested that several belief domains are important in obsessive-compulsive disorder, including inflated responsibility; overimportance of thoughts; excessive concern about the importance of controlling thoughts; and overestimation of threat.102Cognitive approaches are as effective as exposure procedures.103In practice, a cognitive-behavioural approach is often used, administered individually or in groups,104with the contexts ranging from self-help computer instruction through to treatment in an intensive care unit.105Because symptoms of obsessive-compulsive disorder can greatly affect the patient’s family, assessment of such an effect and inclusion of the patient’s partner or family in development of a treatment strategy would seem appropriate in some cases.106Unfortunately, few investigators have assessed how best to sequence or combine pharmacotherapy and psychotherapy for obsessive-compulsive disorder. Nevertheless, from a theoretical viewpoint, integration of different approaches could be useful.107In clinical practice, it would seem sensible to encourage patients who are on drugs to also understand and adhere to the principles of cognitive-behavioural therapy, and the results of several studies lend support to this idea.108,109 The spectrum of obsessive-compulsive disordersDisorders that overlap with obsessive-compulsive disorder are postulated to lie on an obsessive-compulsive disorder spectrum of conditions. Several different approaches to such a spectrum have been formulated.110 Freud postulated that there was a spectrum from obsessive-compulsive personality to obsessive-compulsive neurosis to psychosis. Although this idea is no longer popular, there is still an interest in patients with obsessive-compulsive disorder and poor insight, and in psychotic patients with comorbid obsessive-compulsive disorder.111,112More recently, attempts to characterise the obsessive-compulsive disorder spectrum have emphasised neuro-biological findings, including neurogenetic approaches113 in which obsessive-compulsive disorder might be related to Tourette’s, pharmacotherapeutic dissection approach-es that emphasise the range of disorders that respond selectively to serotonin reuptake inhibitors,114and neuroanatomical approaches that postulate a spectrum of striatal disorders.115Another approach has been to highlight the distinction between compulsive and impulsive disorders. Compulsive disorders such as body dysmorphic disorder are characterised by exaggerated harm concerns, impulsive disorders involve underestimation of risk, and some disorders such as Tourette’s have both compulsive and impulsive features. Such a contrast is clearly overly simplistic, but could have some heuristic value (for example, compulsive disorders have features of increased frontal and serotonergic activity, whereas impulsive disorders have features of decreased frontal and serotonergic function).116Part of the value of delineating a putative spectrum of obsessive-compulsive disorders, is that assessment and treatment of some disorders closely follows that of obsessive-compulsive disorder. Body dysmorphic disorder, for example, has many features in common with obsessive-compulsive disorder, and responds to both serotonin reuptake inhibitors and cognitive-behaviour treatment.117Furthermore, obsessive-compulsive or stereotypic symptoms in various disorders can also respond to serotonin reuptake inhibitors.118However, disorders that lie at the more impulsive end of thePanel 3:Recommended dose ranges of serotonin selective reuptake inhibitors for obsessive-compulsive disordersDrug Dose range Citalopram20–60 mg/day Fluoxetine20–60 mg/day Fluvoxamine50–300 mg/day Paroxetine20–50 mg/day Sertraline50–200 mg/day。

WritingSeminarPaper

Writing a Seminar Paper Approaching the Topic and Claim, or “How to Write an ULWR With a Purpose, Without Writing a Brief”Why Write a Seminar Paper? 共板法兰风管螺旋风管排烟风机防火阀 •Opportunity to publish, develop professional reputation •Writing product for jobs, especially judicial clerkships •Opportunity to specialize in topics of interest, to learn substantive law at a new level•Self-fulfillment achieved from producing an independent product –one of your last experiences in trulyindependent scholarly writing before you will be asked to be an advocateBooks about Seminar Papers •Eugene Volokh, Academic Legal Writing: Law Review Articles, Student Notes, and Seminar Papers(3d ed., Foundation Press 2007) –emphasis on picking topic•Elizabeth Fajans & Mary L. Falk, Scholarly Writing for Law Students: Seminar Papers. Law Review Notes, and Law Review Competition Papers(3d ed., West 2005) –emphasis on the writing processPicking and Grounding a Topic •My jurisprudence final exam: 50% for the answer/50% for the question•Topic and the question asked (thesis) in a seminar paper is important to the research and writing process that will followWhat is a Good Topic?•Relates to the substance of the class –e.g., I teach energy law.This is probably not the class for a paper on the equal protection clause.•Has some relevance to legal debates –e.g., a paper on whether the planet will come to an end because of the depletion of fossilfuels or whether it is sustainable is probably better written for an ecologyclass or an economics class.•Has some legal, analytical or methodolgical substance –can you envision the paper drawing on legal doctrine, taking an analytical perspective (presenting/addressing arguments that would be appropriate toa law class), or will it have an analytical approach (historical, philosophical,psychological, economic, empirical)? E.g., of Kyoto.•Will be researchable? –e.g., German electric power deregulation.How Does Topic Relate toResearch?Do not pick your topic in a vacuum!1)Initially, it will be best to treat your topic astentative, refining the topic along the way. This is your “drop/add” period.–At this stage the the topic will narrow your research, but not so much so that it hamstrings you to a veryspecific question.2) Make sure that you have seriously READ at least 5 primary and secondary sources relating to your topic.3) Refine your topic and settle in on a more precise specification. “Drop/Add” period is over.The Next Step –Relating the Topicto a ClaimA claim = a thesisAccording to Volokh, “Good legal scholarship makes 1) a claim that is 2) novel, 3) nonobvious, 4) useful, 5) sound and 6) seen by the reader to be nonobvious, useful and sound.”The Claim What are some examples???????1)Law X is unconstitutional because . . . .2)The legislature ought to enact the followingstatute . . . .3)Properly interpreted, thisstatute/regulation/treaty means . . . .4)This case/doctrine explains/contradicts thisother case/doctrine because . . .5) This law is likely to have the following side effects . . . .[ and therefore should be rejected or modifed tosay . . . ]6)Courts have interpreted the statute/regulation/treaty inthe following ways and therefore thestatute/regulation/treaty should be amended asfollows . . . .because . . .7)My [empirical, historical, philosophical, economic,psychological, or religious] perspective on this lawshows the law is flawed and should be changed [ornot].Approaching the claim withmodesty-Develop your claim while you are still researching -At this stage, treat the claim as a hypothesis-Data (i.e., cases, secondary literature, etc.) may lead you to reject or modify the claim, but do not wed yourself to the claim against clear evidence that contradicts it, unless you canreject/distinguish/explain away that evidence in a sound mannerKeeping an open mind •Talk to faculty about your claim •Modify it by adding nuance –factors, exceptions, etc.•Leave open the possibility that you may need to substantially modify your claim during your writing process –the other 50%•Distinguish the descriptive from the prescriptive parts of your claimOnce you select a topic and identify a claim, the writing process will not take care of itself.However, you will now be writing with a purpose, rather than writing in search of one.THE END。

Listening Unit 2 Arranging meetings(国际商务英语听力)

Lesson 1I Pre-listening work: words and phrasespostpone [pəust'pəun] v. 推迟，延期urgent ['ə:dʒənt] adj. 紧急的，急迫的scheduled adj. 预先安排的，定期的projection [prə'dʒekʃən] n. 设计，规划；投射，投影，放映spreadsheet ['spred,ʃi:t] n. 电子表格；【电脑】空白表格程序be tied up (in…)忙得不可开交additional [ə'diʃənəl] adj. 添加的，附加的，额外的extra presentation [,prezen'teiʃən] n. 显示，表现，描述；提供，递交laptop ['læptɔp] n. [电脑] 膝上型轻便电脑，笔记本电脑hook [huk] n. 钩，挂钩v. 用钩钩住（或挂起）hook up=connect/link consistently [kən'sistəntli] adv. 一贯地，始终如一地projector [prə'dʒektə] n. 幻灯放映机，投影仪；设计者annual ['ænjuəl] adj. 一年的，一年一次的，每年的delegate ['deligit] n. 代表，会议代表，代表团团员v.授权delegation n.代表团venue ['venju:] n. 场所；会场（事件、行动等的）发生地，集合地cancellation [,kænse'leiʃən] n. 取消，取消预定；（支票）作废chargecancellation feeclient ['klaiənt] n. 委托人；顾客，客户customercontact info ['infəu] n. 联系方法rolodex ['rəuləu,deks] n. 客户联系单inn [in] n. 旅馆，饭店Holiday Inn /Home Innagenda [ədʒ'endə] n. 议事日程，议程entitled adj. 有资格的be entitled to dodocument ['dɔkjumənt] n. 公文，文件relevant ['relivənt] adj. 有关的，相应的distribute [di'stribjut] v. 分发，分配；把…分类distributor n.经销商normal distributionminutes n. 会议记录，纪要take/keep meeting minutesimplement ['implimənt] n. 工具，器具v. 贯彻，实施，执行implement a policy/rules/a decision/a planquotation [kwəu'teiʃən] n. 行情，报价；引用，引证quotation marks location [ləu'keiʃən] n. 位置，场所，所在地remote location affordable [ə'fɔ:dəbl] adj. 负担得起的，支付得起的affordable housing budget ['bʌdʒit] n. 预算，预算费，经费v. 把…编入预算seminar ['seminɑ:] n. 研讨会，专题讨论会similarproposal [prə'pəuzəl] n. 建议，提议，方案proposecirculate ['sə:kjuleit] v. 流通，发行；传播，传阅n. circulation circulate a rumor/a notice/information/counterfeit coins/notes /records budgetary ['bʌdʒitəri] adj. 预算的trivial ['triviəl] adj. 琐细的，不重要的trivial matterstrivial=unimportant contrary ['kɔntrəri] adj. 相反的，对立的on the contrary相反地commitment [kə'mitmənt] n. 承诺，保证；商业方面的约定；支持，献身promise commencement consummationII. Language focus.Useful Expressions.1. 安排会议常用句型●Is the room ready for the meeting?●I've put the Minute Book and some spare copies of the agenda on the table.●Have you prepared some paper and pencils for the participants?●Paper and pencils have been laid by their name-cards on the conference table for each attendant.●How about the microphone and speakers?●I've come to tell you that you'll have to take the minutes this afternoon.●I come to remind you of a meeting scheduled from …this morning. ●The meeting will be held in your office, not in the conference room.●When do you want to hold the conference?●How many delegates will there be?●Do you have a preferred location?●How long would you like it to last? (It will last for half an hour.)●Will you need any additional equipment set up for your presentation?●Can someone help me plug it into the conference room presentation system?socket2. 安排会晤常用句型●I'd like to make an appointment to see …next week while I'm in …●I'll check …and see if I can arrange an appointment for you.●Would that be convenient for you?●That suits me perfectly.●Would you like me to confirm the appointment?●I'll confirm your appointment as soon as possible.●I wonder if he could see me ….●Sorry, but he is fully booked up tomorrow morning.●Could I possibly make it in …?●Our manager …wants me to let you know he's free next Monday.●So you want to cancel the appointment.●Actually we just want to put it off until ….3. 常见会议名称General Meeting of Shareholders 股东大会Annual General Meeting (A. G. M) 周年大会Regular Meeting 例会Extra-ordinary General Meeting ( E.G. M.) 特别大会Ordinary Meeting 常会Board Meeting 董事会Special Committee 特别委员会Executive Committee 执行委员会Standing Committee 常务委员会Preparatory Committee 筹备委员会Working Committee 工作委员会Subcommittee 小组委员会Two Sessions:两会The two sessions are held annually.National People's Congress全国人民代表大会Chinese People's Political Consultative Conference中国人民政治协商会议III Listening PracticeTapescript:PART ONEDirections: Listen to the following dialogues and choose the best answer for each question you hear. (pause )Dialogue 1 Answer: BW: Did you see the notice about tomorrow’s Ordinary Meeting?M: Yes, I saw it was postponed until next week.W: W ell, forget about the notice. It’s back on again at the same time. Question: What was the final decision about the meeting? (pause)Dialogue 2 Answer: CW: Sorry, we had to start the meeting without you. What happened-train late again?M: It was, but only by a few minutes. According to my diary, we’re not starting till/until two.W: W e were, but I’ve got to fly o ut to the London on urgent business this afternoon, so we had to bring the meeting forward. (bring forward提前) M: Well, no-one told me…Question: Why is the man late for the meeting? (pause)Dialogue 3 Answer: BW: Mr. Black, I come to remind you of a meeting scheduled from ten o'clock this morning.M: Oh, that's right. And the general manager asked me to report on the company's sales for last year at the meeting.W: By the way, the meeting will be held in your office, not in the conference room.M: OK, thank you very much.W: Not at all. That's what I should do. (It’s my pleasure.)Question: Where is the meeting going to be held? (pause)Dialogue 4 Answer: CW: Hey there! I’ve been hoping to run into you. Are you busy tomorrow morning?M: Let me see … Tuesday morning. Yes, I am booked solid all morning. What’s up?W: I was hoping to talk to you about the sales projections for next year. I’m having a little trouble figuring out how to use the spreadsheet you set up for me.M: I can explain them to you. It’ll just take about a half an hour. How about Thursday afternoon?W: Oh. Sorry, that’s not good for me. I am tied up all day Thursday. We’ll have to do it next week.M: OK. Shall we say next week, on Monday at 2:30?W: Sure, that’ll be fine for me.Question: When will the two people have a meet? (pause) Dialogue 5 Answer:1 C, 2 AM: I would like to set up a meeting so you can come in and talk to us about your services in more details.W: I am available next Monday or Tuesday, and time after 1:00 P. M. M: Let’s say Monday at 2:00 p.m. Do you know where our offices are? W: Yes, I have been there before.M: Will you need any additional equipment set up for your presentation? W: No. I have a laptop computer. As long as we can hook that up on the conference room, we should be all set.M: Ok, see you next Monday at 2:00 p.m.W: See you then. (pause)Question1: When will the meeting be held according to the conversation? (pause)Question2: What equipment does the woman need for her presentation? (pause)Dialogue 6 Answer: 1A 2C 3AM: Rachel, is the conference room available today at 3:00 p. m?W: Did you check the appointment book?M: Well the book says Julie is using it from 3:00 to 4:00, but I just talked to her and she said she isn’t going to use it.W: I wish everyone would just use the book consistently. Then you wouldn’t all have to come to me.M: Sorry about that, Rachel. So can I use it, then?W: Sure. Do you need an overhead projector or anything?M: Actually I have a Power Point presentation on my laptop. Can someone help me plug it into the conference room presentation system? W: I’ll get someone scheduled for that. Anything else?M: No. That’s it.W: So let me just confirm everything and record it in the book. Mark will be using the conference room Wednesday the 22nd from 3:00 to … When did you say?M: Oh. I forgot to say 3:00 to 5:00.W: That’s OK. Let’s see then. You need it from 3:00 to 5:00, a nd before that you need someone to assist you in setting up the audio video system. Is that right? (multifunctional)M: That’s right. Thanks, Rachel. (pause)Question1: Who will use the conference room from 3:00 to 4:00 according to the appointment book? (pause)Question2: Which of the following statements is true according to the conversation? (pause) Question3: When will Mark be using the conference room? (pause)Dialogue 7Sarah: Hello, Marketing. Answer:1 A 2B 3B 4BEric: Sarah, it’s Eric.Sarah: Hi Eric. How are you doing?Eric: Good, thanks. Listen, I need to talk to you about next year’s Annual General Meeting.Sarah: What about it?Eric: Well, Megan says it’s on the 24th-26th May, which is the sameweekend as the Tokyo trade fair.Sarah: Is that a problem?Eric: Well, all our delegates will have to attend it, so they won’t be here. Could you bring forward the dates by a couple of weeks?Sarah: It’s not that easy to just rearrange it all, you know, Eric. We’ve already made an advance booking and I don’t know whether the venue will charge a cancellation fee.Eric: We’d be giving them plenty of notice…Sarah: And I’ve already printed out all the invitations.Eric: But yo u haven’t sent them yet, have you?Sarah: Which weekend did you have in mind?Eric: How about the 10th-12thof May? Two weeks earlier.Sarah: There’s the International Computer Exhibition in the city that weekend. All the hotels will be crowded and we’ll ha ve problems getting rooms.Eric: OK. How about the 3rd-5th May?Sarah: OK. I’ll try the conference centre but I’m not paying a cancellation fee, Eric. If they ask for one, I’m leaving the booking as (it) is. OK? Eric: All right. See what you can do Sarah. Thanks.Sarah: I’ll get back to you later this week.Question1: When does the Annual General Meeting plan to be held at first? (pause)Question2: Why do they bring forward the dates by a couple of weeks?(pause)Question3: Why is not easy to rearrange it all? (pause)Question4: Do they make a final decision on the dates of the next year’s Annual General Meeting? (pause)。

Conversation场景词汇

Social investigation
[ɪn,vestɪ'geɪʃən]
社会调查
Survey
[sə'vei]
调查
Questionnaire
问卷调查
Observation
[,ɔbzə:'veiʃən]
观察
Interview
访谈
Collect data
['deitə]['detə]
搜集数据
Broad/narrow down
[du:]
到期
Recall
[ri'kɔ:l]
召回
Overdue
['əuvə'du:]
过期
Fine
罚金
Renew/renewal
[ri'nju:]/[ri'nju:əl]
续借
Issue
['iʃju]
发放〔动词〕
Reserve
[ri'zə:v]
预订〔动词〕
Reservation
[,rezə'veiʃən]
新生报到手续证件词汇
Tuition fee
[tju'iʃən]
学费
Receipt
[ri'si:t]p不发音
收据
Student ID card
学生证
Identification
[ai,dentifi'keiʃən]
证件〔全拼〕
Passport
['pɑ:spɔ:t]发音注意
护照
Meal card
饭卡
Meal plan
注册类场景词汇
Enroll
[in'rəul]

SEMI标准在中国

SEMI标准在中国
佚名
【期刊名称】《中国集成电路》
【年(卷),期】2002(000)005
【摘要】一、背景说明 (一) SEMI的总体情况简介 SEMI是国际半导体设备与材料协会(Semiconductor Equip-ment and Materials Internation-al)的简称,创建于1970年。

SEMI拥有2500多家成员公司,是一个跨国性的世界组织。

SEMI每年通过组织贸易展览、技术交流、标准化会议和其他有关的工业活动,展示其在发展全世界半导体工业
【总页数】8页(P92-99)
【正文语种】中文
【中图分类】F426.63
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