Org新anizational Structure and Design10(ppt 24页)
新闻英语测试题及答案
新闻英语测试题及答案一、选择题（每题1分，共10分）1. What is the main topic of the news article?A. The economic situationB. A new technological breakthroughC. A political eventD. A cultural festival2. According to the article, which of the following statements is NOT true?A. The event attracted a large audience.B. The speaker emphasized the importance of education.C. The event was held in a remote area.D. The speaker called for environmental protection.3. What is the purpose of the new policy mentioned in the article?A. To reduce traffic congestion.B. To increase tax revenue.C. To promote tourism.D. To improve public health.4. The article suggests that the company has:A. Expanded its market share.B. Faced financial difficulties.C. Launched a new product line.D. Merged with a competitor.5. What does the term "sustainable development" refer to in the context of the article?A. Economic growth without environmental harm.B. The development of new technologies.C. The increase in population.D. The improvement of living standards.6. The article reports that the government has:A. Introduced new regulations.B. Allocated additional funding.C. Imposed a new tax.D. Announced a public inquiry.7. The author of the article seems to have a(n) ________ attitude towards the issue discussed.A. PositiveB. NegativeC. NeutralD. Critical8. Which of the following is NOT mentioned as a benefit of the new technology?A. Increased efficiency.B. Reduced costs.C. Improved safety.D. Decreased demand.9. According to the article, the majority of the public:A. Supports the proposed changes.B. Opposes the proposed changes.C. Is indifferent to the proposed changes.D. Has mixed opinions about the proposed changes.10. The article concludes by highlighting the need for:A. Greater international cooperation.B. Stricter domestic regulations.C. More public awareness campaigns.D. Additional scientific research.二、填空题（每空1分，共10分）11. The ________ of the new law has been met with mixed reactions from the public.[答案] introduction12. The company has seen a ________ in profits over the past year.[答案] decline13. The ________ of the old bridge has been postponed due to budget constraints.[答案] construction14. The ________ of the new policy is expected to have a significant impact on the industry.[答案] implementation15. The ________ of the event was attended by numerous dignitaries and celebrities.[答案] inauguration16. The ________ of the project is scheduled for next month. [答案] completion17. The ________ of the company has been attributed to its innovative approach.[答案] success18. The ________ of the new initiative has been widely praised by the media.[答案] launch19. The ________ of the old factory site has been approved by the city council.[答案] redevelopment20. The ________ of the new technology is expected to revolutionize the industry.[答案] introduction三、简答题（每题5分，共20分）21. What are the key points of the new policy discussed in the article?[答案] The key points of the new policy include a focus on environmental sustainability, incentives for businesses to adopt green practices, and penalties for non-compliance.22. How does the article describe the impact of the recent economic downturn on the job market?[答案] The article describes the impact as significant, with many industries facing layoffs and a rise in unemployment rates, particularly among young professionals.23. What are the main features of the new technologyintroduced in the article?[答案] The main features of the new technology include advanced data processing capabilities, user-friendly interface, and compatibility with various platforms.24. How does the article summarize the public's reaction to the proposed changes?[答案] The article summarizes the public's reaction as generally positive, with many expressing support for the changes and their potential benefits to society.四、阅读理解题（每题5分，共20分）25. Read the following excerpt from the article and answer the question:"The new initiative aims to bridge the gap between traditional and modern education methods, providing students with a more holistic learning experience."What does the initiative aim to achieve?[答案] The initiative aims to achieve a more holistic learning experience by integrating traditional and modern education methods.26. According to the article。
技术接受模型及其相关理论的比较研究
［３］Ａｊｚｅｎ Ｉ ａｎｄ Ｆｉｓｈｂｅｉｎ Ｍ．ｕｎｄｅｒｓｔａｎｄｉｎｇ Ａｔｔｉｔｕｄｅｓ ａｎｄ Ｐｒｅｄｉｃｔｉｎｇ Ｓ０ｃｉａｌ Ｂｅｈａｖｉｏｒ［Ｍ］．Ｐｒｅｎｔｉｃｅ－Ｈａｌｌ， Ｅｎｇｌｅｗｏｏｄ Ｃｌｉｆｆｓ，ＮＪ，１９８０．
［４］Ａｊｚｅｎ Ｉ（１９８５）．Ｆｍｍ ｉｎｔｅｎｔｉｏｎ ｔｏ ａｃｔｉｏｎｓ：ａ ｔｈｅｏｒｙ ｏｆ ｐｌａｎｎｅｄ ｂｅｈａｖｉｏｒ［Ｊ］．Ｉｎ：Ｊ．Ｋｕｈｌ＆Ｊ．Ｂｅｃｋｍ— ａｎｎ（Ｅｄｓ），Ａｃｔｉｏｎ－ｃｏｎｔｒｏｌ：ｆｒｏｍ ｃｏｇｎｉｔｉｖｅ ｔｏ ｂｅｈａ— ｖｉｏ“１ １—３９）．Ｈｅｉｄｅｌｂｅ唱：Ｓｐｒｉ“ｇ．
中图分类号：Ｇ３０２
文献标识码：Ａ
文章编号：１００ｌ一７３４８（２００５）１０一０１７６—０３
Ｏ前言
随着计算机和信息技术的发展，２０世纪 ８０年代以来，组织的投资中有大概５０％是 用于信息技术方面【ｌＩ】。技术虽然能够改善组 织的生产效率，但是它们必须首先被组织的 人员所接受。研究用户对技术的接受行为被 认为是当代信息系统中最成熟的研究领域 之一【“。在这方面的研究中产生了很多理论 模型‰６．７一，…。其中最有代表性的是理性行为 理论、计划行为理论和技术接受模型。
［Ｊ］．魄ａｎｉｚａｔｉｏｎａｌ Ｂｅｈａｖｉｏｒ ａｎｄ Ｈｕｍａｎ Ｄｅｃｉｓｉｏｎ
宇宙ppt课件英文
Black Hole Types
Different types of black holes including stellar mass black holes, supermassive black holes, and intermediate mass black holes and their characteristics and distribution in the universe.
宇宙ppt课件英文
CATALOGUE
目录
IntroductionThe Structure of the UniverseThe Evolution of the UniverseThe Science of the UniverseThe Applications of the UniverseConclusion
The evolution of stars over time, including the life cycle of stars from birth to death and the different stages of stellar evolution.
Planet Formation
Quasar Properties
The properties of quasars including their luminosity, redshift, and spectral energy distribution.
人机结合的空间认知
4 2/2021 新建筑 | 数据时代的建筑与城市研究[作者单位] 清华大学建筑学院（北京，100084）人机结合的空间认知Human-computer Integrated Spatial Cognition摘 要 建筑的设计和空间的使用是建筑全生命周期中最为复杂和动态的两个环节，而其关键都是人的认知——设计过程中的设计认知和空间使用中的空间认知。
研究用大数据方法研究人的环境行为，也将数据分析与人工智能用于对设计行为的分析和设计生成；尝试在广义的“空间认知”概念的基础上提出“人机结合的空间认知”方向，希望使用先进的计算机技术探索研究中的分析方法及实践中的生成方法，推动算法在理解空间、设计创新、空间体验等方面生成与人的认知结合的创新模式。
关键词 设计认知 环境行为学 人工智能 大数据分析 生成式设计 人机交互ABSTRACT The most complex and dynamic phases of the life-cycle of architecture are the two phases related to human, the design and occupation of architectural space. These phases are both about cognition, i.e. the design cognition and the space cognition. In the research of the past years, we applied big data method in architectural environmental behavior analysis. We also used design cognition and artificial intelligence methods in design behavior studies and design generation. Based on these explorations, the research direction of Human-computer Integrated Spatial Cognition was proposed, in which the advanced computation technologies were used for studying the fundamental problems of architecture. The computation technologies provided both analyzing methods in research and generating methods in practice. It is expected the computation technologies will help people in understanding, creation and appreciation of space, and new models and efficient methods in spatial cognition would emerge.KEY WORDS design cognition, environmental behavior, artificial intelligence, big data analysis, generative design, human-computer interaction DOI 10.12069/j.na.202102004中图分类号 TU201.4 文献标志码 A 文章编号 1000-3959（2021）02-0004-07基金项目 国家自然科学基金面上项目（51578299）黄蔚欣 杨丽婧 苏夏HUANG Weixin YANG Lijing SU Xia一 空间认知与设计认知的基本概念建筑和城市是人类为自身的活动创造的人工环境。
管理学(英语)教学大纲
《管理学（英语）》教学大纲课程编号：课程类型：学科基础课总学时：48讲课学时：实验（上机）学时：学分：3适用对象：工业工程先修课程：无一、课程的教学目标《管理学（英语）》是为工商管理学院工商管理专业国际班本科生开设的专业基础课，本课程通过全英文授课的形式，向学生传授管理学的基本概念、重点理论和一般方法，帮助学生树立和开阔国际化视野，熟悉前沿的现代管理理念，培养较高的管理学科素养，为进一步学习专业管理课程和从事管理工作打下坚实的管理知识基础。
同时，通过本课程的学习，学生将具备较高水平的管理学专业英语阅读能力和运用英语进行管理沟通的能力，进而为将来学习其他管理学相关的双语或全英文课程、出国交流与深造、加入国际化公司工作奠定基础。
二、教学基本要求（黑体，小四号字）教学基本要求应包括：本课程主要教学内容包括管理与组织导论、管理思想史、织的文化与环境、全球环境中的管理、社会责任与管理道德、决策、计划、战略管理、组织结构与设计、管理沟通与信息技术、人力资源管理、变革与创新管理、领导、理解群体与团队、激励员工、控制、运营等。
其中，社会责任与管理道德、决策、战略管理、变革与创新管理、领导、理解群体与团队等内容将采取课堂教授与案例分析方法，以便学生能够灵活掌握这些章节的知识点。
教学方法与手段：运用启发式教学、案例教学等方式，寓教于乐，激发学生的学习热情，强调学生在课堂学习中的自主意识，主张使学生成为课堂的主人，在教学中运用多媒体手段并配合板书，强调学习过程学生的参与。
对实践教学环节的要求：为了保证学生在课后能积极思考，课后需要布置一定量的案例讨论或思考题，并在下节课留出一定课时在课堂讨论，课堂发言和课后作业作为平时成绩之一。
课程的考核方式：建议本课程综合采用多种考核方法，案例分析成绩占总成绩40%，期末考试宜采取闭卷的方式，占总成绩的60%。
三、各教学环节学时分配（黑体，小四号字）教学课时分配4.3 Doing Business Globally.4.4 Managing In A Global Environment.四、教学内容Chapter1Introduction to Management and Organizations1.1 Who Are Managers?▪Explain how managers differ from non-managerial employees.▪Describe how to classify managers in organizations.1.2 What Is Management?▪Define management.▪Explain why efficiency and effectiveness are important to management.1.3 What Do Managers Do?▪Describe the four functions of management.▪Explain Mintzberg’s managerial roles.▪Describe Katz’s three essential managerial skills and how the importanceof these skills changes depending on managerial level.▪Discuss the changes that are impacting manager’s jobs.▪Explain why customer service and innovation are important to the manager’s job.1.4 What Is An Organization?▪Explain the characteristics of an organization.▪Describe how today’s organizations are structured.1.5 Why Study Management?▪Discuss why it’s important to understand management.▪Explain the universality of management concept.▪Describe the rewards and challenges of being a manager.教学重点、难点：本章重点讲授管理的基本概念、职能，管理者的类型、角色和技能，管理学科与其他学科的关系。
2025年北师大版高考英语试题与参考答案
2025年北师大版英语高考复习试题与参考答案一、听力第一节（本大题有5小题，每小题1.5分，共7.5分）1、Listen to the following dialogue between two students, and answer the question.Student A: Hey, are you planning to follow the exam schedule strictly? Student B: Yeah, I always try to stick to a routine. How about you?Student A: Well, I like to mix it up a bit. It keeps me motivated.Question: What does Student A prefer when it comes to following an exam schedule?A. To follow the routine strictly.B. To mix up the schedule to stay motivated.C. To follow the schedule only when it’s convenient.D. To avoid any schedule altogether.Answer: BExplanation: Student A indicates that they like to mix up the schedule to stay motivated, which is equivalent to choice B.2、 Listen to the following conversation about a school trip, and complete the following sentence with the correct information.Teacher: Ok, everyone, we’re going to have a field trip next week. It’s a science-themed trip to the museum downtown.Student A: That sounds amazing! What are we going to learn there, though?Teacher: Well, you’ll get a behind-the-scenes look at how exhibits are put together, and you’ll interact with some of the curators. Plus, there are interactive displays where you can try out different experiments.Question: What will the students be able to do during the trip to the museum?A. Simply observe the exhibits without participating.B. Work with the curators to put together new exhibits.C. Participate in interactive experiments and discussions.D. Finish the field trip without visiting the museum.Answer: CExplanation: The teacher mentions that the students will be able to participate in interactive experiments and discussions, which corresponds to choice C.3.What does the man suggest doing?A) Having a picnic.B) Going to the cinema.C) Visiting the museum.D) Playing tennis.Answer: A) Having a picnic.Explanation: The woman mentions that it’s a beautiful day and asks the man what he thinks they should do. The man responds by suggesting they take advantage of the weather and have a picnic in the park. Therefore, the correct answer isA) Having a picnic.4.Where are the speakers most likely?A) At home.B) In a restaurant.C) On a bus.D) In a bookstore.Answer: B) In a restaurant.Explanation: The dialogue involves one speaker asking for recommendations on dishes and commenting on the menu, while the other speaker provides suggestions and describes the specials. This context strongly suggests that the conversation is taking place in a restaurant, making B) In a restaurant the correct choice.5、 Listening Section AQuestion: How is the woman going to the airport?A) By bus.B) By taxi.C) By subway.Answer: BExplanation:In the recording, the man asks, “Are you going to the airport by bus or by taxi?” The woman replies, “I decide to take a taxi because it will be faster.” Therefore, the correct answer is B) By taxi.解析：录音中，男士问：“你要去机场是乘公交还是打车？”女士回答：“我决定打车去，因为会更快。
国家开放大学《管理英语3》机考题题库
交际用语（单选题）1、-Don't take too long at the coffee shop. It's 14:15.-_______________________________________正确选项1.I see. We have 30 minutes left.2、-Have you been to Paris?-_____________________正确选项1.No, it was a long time ago.3、-Have you ever been to Tokyo?-_________________正确选项1.No, but I hope to go there next year.4、-Hello, I'm Harry Potter.-Hello, my name is Charles Green, but____________________正确选项1.call me Charles5、-How are you feeling now?- _________________正确选项1.Much better.6、-I'm terribly sorry that I've spilled some coffee on the table. -_________________正确选项1.It doesn't matter.7、-I've started my own software company.-________________正确选项1.No kidding! Congratulations!8、-It's getting dark. I'm afraid I must be off now.-OK. _________________正确选项1.See you.9、-Let me introduce myself. I'm Steward．-_______________________________________正确选项1.Pleased to meet you.10、-Let's go to the library this afternoon.-_______________________________________正确选项1.That's a good idea.11、-Lily complains that she has never got any mail.-______________. I will write her right away.正确选项1.That's too bad12、-Nice weather, isn't it?-_______________________________________正确选项1.Yes, it is,13、-So sorry to trouble you.-_________________正确选项1.It's a pleasure.14、-What's the weather like in that area?-________________正确选项1.It's rainy.15、-What's wrong with you,dear?-_________________________正确选项1.I have a terrible headache.词汇与结构（单选题）1、_____ of Professor Smith's have arrived here.正确选项1.Two students2、_____, some quality management system failures do make headlines. 正确选项1.Unluckily3、_________ you change your mind, I won't be able to help you.正确选项1.Unless4、A car hit her when she was walking ______ the road.正确选项1.across5、A recent _______ showed 68% of citizens were in favour of the plan.正确选项1.survey6、Are these shoes ____ for you?正确选项rge enough7、Community workers come to _______ rice, vegetables, and other food.正确选项1.distribute8、Even in small companies, computers are an ______ tool.正确选项1.essential9、He used to ______ very hard when he was young.正确选项1.work10、He was the first person to _______ the construction of the bridge.正确选项1.propose11、I bought a new car last month, but I ______ my old car yet.正确选项1.have not sold12、I took it for _______ that you wouldn't come here again.正确选项1.granted13、I was trying to get into the ____ bus when I heard a voice from behind.正确选项1.crowded14、I've read _____ today.正确选项1.something special15、It is one of the best concerts I ____________.正确选项1.have ever been to16、It was in Johnson's hotel _____ the business meeting was held last year.正确选项1.that17、Mary's father is very pleased ____ her.正确选项1.with18、Mike is ______ an honest worker ______ we all believe him.正确选项1.such…that19、Normally, the price ____________ be marked on the shelf.正确选项1.is supposed to20、On Saturday afternoon, Mrs. Green went to the market, _______ some bananas and visited her friend.正确选项1.bought21、Such events _______ only when the external conditions are favourable.正确选项1.occur22、That dinner was the most expensive meal we __________.正确选项1.had ever had23、The _______ store has recently installed a new booking system.正确选项1.chain24、The book _____ Mike's. It has his name on it.正确选项1.must be25、The box was _______ heavy for me to lift.正确选项1.too26、The child ______ fluent French.正确选项1.speaks27、The company made a _______ of $309,000 last year.正确选项1.profit28、The government _____ do something about these companies especially when food safety is concerned.正确选项1.should29、The machine _____this morning for no reason.正确选项1.broke down30、The news _____ we are having a holiday tomorrow is not true.正确选项1.that31、The underground connection system is _______ two levels.正确选项1.made up of32、There are _____ flowers in the garden.正确选项1.two little yellow33、They _____ leave next Friday.正确选项1.decided to34、They set up a branch in Chongqing to _________ air conditioners.正确选项1.manufacture35、This was the first time she saw him ____________.正确选项1.in person36、Ultimately, marketing is designed to _____ extra revenue.正确选项1.bring in37、While I was skiing, I _______ and broke my wrist.正确选项1.fell38、You can of course help the local school by giving them a ________ directly.正确选项1.donation阅读理解（单选题）Human Resource Management (HRM) is the process of managing people and their relationships in an organization. These two processes are important in the success and growth of a business. In manag 省略...1、____________ is NOT mentioned in the text about the success of HRM.正确选项1.Training2、____________is / are important in the success of a business.正确选项1.The process of managing people and their relationships3、According to the passage, it is important for the employees to know the career path, pay, training and other opportunities through _________.正确选项1.policies4、The most important component of HRM is_________.正确选项1.staffing5、We can use _________ to evaluate career improvement and to determine pay increases.正确选项1.performance managementI'm Michael Bush, Managing Director of Hoogle Engineering. I am pleased to welcome you here to our website and I'd like to tell you a little about the company and its organization. Hoogle Engineering 省略...1、Hoogle Engineering was set up in ________.正确选项1.the twentieth century2、People in a flat structure usually work in ________.正确选项1.teams3、There are many different ________ of management in a tall structure.正确选项1.levels4、Which is the best title for the passage？正确选项anization Structure in Hoogle Engineering5、Which of the following statements is NOT true according to the passage？正确选项1.the author thinks the two structures have the same functionsUncle Li and Uncle Wang are good friends. They live next to each other and their farms are bothat the foot of the mountain. So they can help each other. But neither of them likes to use his head. The省略...1、The two farmers carried the apples to the city to _________.正确选项1.make a profit2、The two farmers had to sell their apples at a low price because ________.正确选项1.a lot of apples had been already carried to the city3、Uncle Li and Uncle Wang live in the low and broken houses because _________.正确选项1.they're both poor4、Uncle Li and Uncle Wang were unhappy because _________.正确选项1.they had sustained losses in business5、Which of the following is true?正确选项1.Neither of the farmers is clever.阅读理解（判断题）English is spoken as a native language by around 377 million people, and as a second language by around 375 million speakers in the world. Speakers of English as a second language will soon outnumber 省略...1、American explorers sailed all over the world and took English to many places.正确选项1.F2、English is the most widely used language in the world according to the second paragraph. 正确选项1.T3、English will maintain its dominance because of its language advantage.正确选项1.F4、The first paragraph shows that English has the largest population of native speakers in the world.正确选项1.F5、The Hollywood films flooded the market because people in the world love English films.正确选项1.FI think the most terrible thing in life for my little brother is getting up in the morning. He is almost sick when my mother calls, "Herbert! It's seven o'clock! Get up!"Herbert answers, "I'm 省略...1、My mother often has to go upstairs and pull Herbert out of bed as he refuses to get up. 正确选项1.T2、Sometimes we have to send for a military band to wake Herbert up.正确选项1.F3、The most terrible thing in life for my little brother is going to school.正确选项1.F4、The writer thinks some day Herbert will learn to get up on time.正确选项1.F5、When mother calls, Herbert doesn't answer and remains in bed.正确选项1.FTo save money, you simply need to spend less than you earn. It is easy to say, but why is it so difficult to do? To answer this question, you need to study the factors that keep you spending all the t省略...1、Always pay attention to your budget while spending.正确选项1.T2、For most people, easy access to credit is the biggest reason for overspending.正确选项1.T3、Using a credit card to pay is spending free money.正确选项1.F4、Using credit card is an effective way to get your spending under control.正确选项1.F5、You have to pay for the credit card loans by the end of each month.正确选项1.T。
Designing organizational structure Basic Designs
10 - 11
DEPARTMENTALIZATION TRENDS
Increasing use of customer
departmentalization Cross-functional team – a work team composed of individuals from various functional specialties.
• Functional – Grouping jobs by functions performed • Product – Grouping jobs by product line • Geographical – Grouping jobs on the basis of territory or geography • Process – Grouping jobs on the basis of product or customer flow • Customer – Grouping jobs by type of customer and needs
10 - 2
DESIGNING ORGANIZATIONAL STRUCTURE
Organizing – arranging and structuring
work to accomplish an organization’s goals. Organizational Structure – the formal arrangement of jobs within an organization.
DESIGNING ORGANIZATIONAL STRUCTURE—BASIC DESIGNS
10
10 - 1
LEARNING OBJECTIVES
2024年教师资格(初级中学)-英语知识与教学能力(高中)考试历年真题摘选附带答案版
2024年教师资格（初级中学）-英语知识与教学能力（高中）考试历年真题摘选附带答案第1卷一.全考点押密题库(共100题)1.(单项选择题)(每题2.00 分) —Do you mind if I______the TV a bit?—Yes, I do, because Fm busy with my homework now.A. turn onB. turn upC. turndownD. turnoff2.(单项选择题)(每题 2.00 分) A Chinese student makes a sentence as follows： He is a rich man who like traveling. The error in that sentence is the result of______.A. negative transferB. positive transferC. overgeneralizationD. pragmatic failure3.(单项选择题)(每题 2.00 分) The party’s reduced vote was______of lack of support for its policies.A. indicativeB. positiveC. revealingD. evident4.(单项选择题)(每题 2.00 分) Which of the following assumptions about vocabulary learning contradicts the modem language teaching theories?A. The best way to learn words is to use them.B. The best way to learn vocabulary is via rote learning.C. An English dictionary is an important aid to students.D. Learning a word involves learning more than just the word itself.5.(单项选择题)(每题 2.00 分) I will always remember my mother^ last few days in this worlD.On February 14th,2000, my class went on a field trip to the beach. I had so much fun. When we returned to school, my teacher told me to go t o the headmaster’s office. When I got into the office，I saw a police officer. Suddenly I realized something was wrong. The police officer told me what had happened and we went to pick my sister up. After that, we went to the hospital and waiteD. Time went slowly.Finally, we got to see our mother, it was terrible.On the next day, the headmaster came and told my two teachers what had happeneD. I was taking a rest that day. I knew it had something to do with my mother. I kept thinking that she either died or had got better. How I wished that she had got better. When my teacher took me outside, my sister ran up to me. She started crying, “She’s gone. Teresa mommy’s gone. She’s deaD. ”1 couldn’t believe it. We jumped into the car and drove straight to the hospi tal. Most of my family were there. The silence was terrible. I knew I had to say goodbye.Today when I look back, I still miss my mother very much, but I know that I will live. My mother was a strong mother，who had the biggest heart. My mother was an angel walking on the earth. I will always remember her as she is living. When someone is asked who their heroes are ,they usually say someone famous, like Michael Jordan or Britney Spears. When someone asks me who my hero is, I tell them, my mother. My mother lives every day. That is what makes her a true hero.What did the headmaster tell the two teachers on the next day?______.A. Her mother had been very ill.B. Her mother had been deaD.C. Her mother had gotten better.D. Her sister came to see her.6.(单项选择题)(每题 2.00 分) The men who race the cars are generally small, with a tight, nervous look. They range from the early 20s to the middle 40s, and it is usually their nerves that go first.Fear is the driver’s constant companion, and tragedy can be just a step behinD. Scarcely a man in the 500 does not carry the scars of accident crashes. The mark of the plastic surgeon is everywhere, and burned skin is common. Sometimes a driver^ scars are invisible, part of his heritage. Two young drivers, Billy Vukovich and Gary Bettenhausen, raced in their first 500 in 1968. Less than 20 years before, their fathers also competed against one another on the Indy track-and died there.All this the drivers accept. Over the years, they have learned to trust their own techniques, reflexes, and courage. They depend, too, on a trusted servant-scientific engineering. Though they may not have had a great deal of schooling (an exception is New Zealand’s Bruce McLaren, who had an engineering degree), many drivers are gifted mechanics， with a feeling for their engines that amount to kinship.A few top drivers have become extremely wealthy, with six-figure incomes from prize money, endorsement, and jobs with auto-product manufacturers. Some have businesses of their own. McLaren designs racing chassis (底盘).Dan GumeyJs California factory manufactured the chassis of three of the first four cars in the 1968 Indy 500, including his own second place car. Yet money is not the only reason why men race cars. Perhaps it isn’t even the major reason. Three times Indy winner(1961, 1964, 1967).A. J. Foyt, for example, can frequently be found competing on dirty tracks in minor-league races, where money, crowds and safety features are limiteD. and only the danger is not. Why does he do it? Sometimes Foyt answers, “It’s in my blooD. ’’Other times he says, “It is good practice.” Now and then he replies, “Don’t ask dumb questions. ’’A. J. Foyt often takes part in minor-league races fo r______ .A. prize moneyB. blood testC. cheers from the crowdD. enjoyment7.(单项选择题)(每题 2.00 分)A teacher may encourage students to__________ when they come acrossnew words infast reading.A. take notesB. ask for helpC. guess meaning from contextD. look up the words in a dictionary8.(单项选择题)(每题 2.00 分) You II find this Travel Guide to be of great ( ) in helping you and your children to get around Malaysia.A. costB. priceC. valueD. expenditure9.(单项选择题)(每题 2.00 分) If a teacher attempts to implement the top-down model to teachA. new word sifter playing the tapeB. new words before playing the tapeC. background information after playing the tapeD. background information before playing the tape10.(单项选择题)(每题 2.00 分) I’ve tried very hard to improve my English. But by no means______with my progress.A. the teacher is not satisfiedB. is the teacher not satisfiedC. the teacher is satisfiedD. is the teacher satisfied11.(单项选择题)(每题 2.00 分) What stage can the following grammar activity be usedat?______.The teacher asks the students to arrange the words of the sentences into different columns marked subject, predicate, object, object complement, adverbial and so on.A. PresentationB. PracticeC. ProductionD. Preparation12.(单项选择题)(每题 2.00 分) Operations which left patients______and in need of long periods of discovery time now leave them feeling relaxed and comfortable.A. unhealthyB. exhaustedC. fearfulD. upset13.(单项选择题)(每题 2.00 分) Mr. King works in a shop and drives a car for the manager. He drives carefully and can keep calm in time of danger, and he has escaped from several accidents. The manager pays him more and the traffic policemen often speak highly of him.Mr. Baker, one of his friends, works in a factory outside the city. Ifs far from his house and he has to go to work by bus. As the traffic is crowded in the morning, sometimes he’s late for the work. His manager warns the young man that he will be sent away unless he gets to his office on time. He hopes to buy a car，but he hasn’t enough money. He decides to buy an old one. He went to the flea market and at last he chose a beautiful but cheap car. He said he wan— ted to have a trial drive, and the seller agreeD. He called Mr. King and asked him to give a hanD.Mr. King examined the car at first and then drove it away. It was five in the morning and there were few cars in the street. At first he drove slowly and it worked well. Then he drovefailed and nearly hit an old woman who was crossing the street. A policeman told him to stop, but the car went on until it hit a big tree by the roaD.“Didn’t you hear me?” the policeman asked angrily.“Yes，I did，sir，” said Mr. King，“ Since it doesn’t listen to me，can it obey you?”Mr. Baker went to the flea market to______.A. buy a second-hand carB. have a trial driveC. choose a new carD. sell his old car14.(单项选择题)(每题 2.00 分)What is the author′ s attitude towards America′ s policies on global warming?A. Critical.B. Indifferent.C. Supportive.D. Compromising.15.(单项选择题)(每题 2.00 分) Which of the following activities helps to train the skill of listening for gist?A. After listening, the students are required to figure out the relationship between the characters.B. After listening, the students are required to sequence the sentences according to the story.C. After listening, the students are required to identify the characters appearing in the story.D. After listening, the students are required to decide upon the title for the text.16.(单项选择题)(每题 2.00 分) —Did you return Tom?s call?—I didn’t need to______, Fll see him tomorrow.A. thoughtB. unlessC. whenD. because17.(单项选择题)(每题 2.00 分) This skirt was made______your mother______her own measure.A. for; toC. to; toD. for; by18.(单项选择题)(每题 2.00 分)She is __________ , from her recording, the diaries of Simon Forman.A. transcribingB. keepingC. paraphrasingD. recollecting19.(单项选择题)(每题 2.00 分) There is no doubt______you will pass the exam this time. You have worked so hard in the past months.A. whetherB. thatC. ifD. what20.(单项选择题)(每题 2.00 分) 阅读下面的短文，从每题所给的四个选项中选出最佳选项（请选择唯一正确的答案）Passage OneThere are many wetlands in China and some of them have become the world’s important wetlands. The Chinese Yellow Sea Wetlands are among them. They are in Yancheng, Jiangsu Province. They are home for many different kinds of birds and animals. The worlds largest Milu Deer Nature Reserve is in them. More than 700 milu deer live freely there. There are not many red-crowned cranes in the world, but every winter you can see some in the Red-crowned Cranes Nature Reserve in the Yellow Sea Wetlands.The temperature in the wetlands is usually neither too high nor too low. There is a lot of rain and sunshine, too. They are really good places for wildlife. Offering food and home for some special kinds of animals and birds is not the only reason why we need to protect wet-lands. Wetlands are important because they can also prevent floods. But some people want to change the wetlands to make more space for farms and buildings. This means there will be less and less space for wildlife.Luckily, more and more people are beginning to realize the importance Of wetlands and wildlife. Every year, on February 2, many activities are held to tell people more about wet-lands.The World Wetlands Day is on. ______ .B. June 25C. February 2D. March 2221.(单项选择题)(每题 2.00 分)The committee __________ a conclusion only after days of discussion.A. releasedB. achievedC. reachedD. accomplished22.(单项选择题)(每题 2.00 分) Passage OneMove over Methuselah. Future generations could be living well into their second century and still doing Sudoku, if life expectancy predictions are true. Increasing by two years every decade, they show no signs of flattening out. Average lifespan worldwide is already double what it was 200 years ago. Since the 1980s, experts thought the increase in life expectancy would slow down and then stop, but forecasters have repeatedly been proved wrong.The reason behind the steady rise in life expectancy is “the decline in the death rate of the elderly”, says Professor Tom Kirkwood from Newcas tle University. He maintains that our bodies are evolving to maintain and repair themselves better and our genes are investing in →this process ←to put off the damage which will eventually lead to death. As a result, there is no ceiling imposed by the real ities of the ageing process. “There is no use-by-date when we age. Ageing is not a fixed biological process," Tom says.A large study of people aged 85 and over carried out by Professor Kirkwood discovered that there were a remarkable number of people enjoying good health and independence in their late 80s and beyonD. With people reaching old age in better shape, it is safe to assume that this is all due to better eating habits, living conditions, education and medicine.There are still many people who suffer from major health problems, but modem medicine means doctors are better at managing long-term health conditions like diabetes, high blood pres- sure and heart disease. “We are reaching old age with less accumulative damage than previous generations, we are less damaged," says Professor KirkwooD. Our softer lives and the improvements in nutrition and healthcare have had a direct impact on longevity.Nearly one-in-five people currency in the UK will live to see their 100th birthday, the Office for National Statistics predicted last year. Life expectancy at birth has continued to increase in the UK——from 73.4 years for the period 1991 to 1993 to 77.85 years for 2007 to 2009. A report in Science from 2002 which looked at life expectancy patterns in different countries since 1840 concluded that there was no sign of a natural limit to life.Researchers Jim Oeppen and Dr. James Vaupel found that people in the country with the highest life expectancy would live to an average age of 100 in about six decades. But they stopped short of predicting anything more."This is far from eternity: modest annual increments in life expectancy will never lead to immortality,” the researchers saiD.We do not seem to be approaching anything like the limits of life expectancy, says Professor David Leon from the London School of Hygiene and Tropical Medicine. “There has been no flattening out of the best the groups which everyone knows have good life expectancy and→ low mortality←. ”he says.These groups, which tend to be in the higher social and economic groups in society, can live for several years longer than people in lower social groups, prompting calls for an end to inequalities within societies.Within populations, genes also have an important role to play in determining how long we could survive for, but environment is still the most important factor.It is no surprise that healthy-living societies like Japan have the highest life expectancies in the worlD. But it would still be incredible to think that life expectancy could go on rising forever. “I would bet there will be further increases in life expectancy and then it will probably begin to slow,” says Tom, “but we just don’t know.”The underlined phrase “low mortality” in Paragraph 8 could best be replaced by “→←".A. short life spanB. low death rateC. low illness rateD. good health condition23.(单项选择题)(每题 2.00 分) For grammar teaching, if the rule is given first and explained and the student then has to apply the rule to given situation, the method is definedas______methoD.A. deductiveB. inductiveC. Grammar-translationD. audio-translation24.(单项选择题)(每题 2.00 分)The most suitable question type to check students′ comprehension and developtheir critical thinking is __________.A. rhetorical questionsB. referential questionsC. close questionsD. display questions25.(单项选择题)(每题 2.00 分) Which of the following is NOT the advantage of group work?A. creating some peaceful and quiet time in classB. encouraging cooperation and negotiation skills among studentsC. encouraging different opinions and contributions to the workD. promoting students5 autonomy rather than follow the teachers26.(单项选择题)(每题 2.00 分)--Would you like some noodles, Celia?--Yes, just___________, please.A. a fewB. fewC. a littleD. little27.(单项选择题)(每题 2.00 分) Modem scientists divide the process of dying into two stages-clinical or temporary death and biological death. Clinical death occurs when the vital organs, such as the heart or lungs, have ceased to function, but have not suffered permanent damage. The organism can still be reviveD. Biological death occurs when changes in the organism lead to the disintegration of vital cells and tissues. Death is then irreversible and final.Scientists have been seeking a way to prolong the period of clinical death so that the organism can be revived before biological death occurs. The best method developed so far involves cooling of the organism, combined with narcotic sleep. By slowing down the body^ metabolism, cooling delays the processes leading to biological death.To illustrate how this works, scientists performed an experiment on a six-year-old female monkey called KetA. The scientists put Keta to sleep with a narcotic. Then they surrounded her body with ice-bags and began checking her body temperature. When it had dropped to 28 degrees the scientists began draining blood from its body. The monkey’s blood pressure decreased and an hour later both the heart and breathing stopped; clinical death set in.this point the scientists pumped blood into its body in the direction of the heart and started artificial breathing. After two minutes the monkey’s heart became active once more. Aft er fifteen minutes, spontaneous breathing began, and after four hours Keta opened her eyes and lifted her heaD. After six hours, when the scientists tried to give her a penicillin injection. Keta seized the syringe and ran with it around the room. Her behavior differed little from that of a healthy animal.One characteristic of clinical death is______.A. lasting damage to the lungsB. destruction of the tissuesC. temporary non-functioning of the heartD. that the organism cannot be revived28.(单项选择题)(每题 2.00 分) Which of the following activities actually does not involve writing?→ ←.A. Completion according to outlines.B. Completion with multiple choices.C. Completion according to topic sentences.D. Completion with detailed examples related to the topiC.29.(单项选择题)(每题 2.00 分) English teachers often ask students to ______ a passage to get the gist of it.A. skimB. scanC. predictD. describe30.(单项选择题)(每题 2.00 分) —Must I finish the work today, Mom?__No, you_____. You can finish it tomorrow.A. mustn’tB. can’tC. shouldn’tD. needn’t31.(单项选择题)(每题 2.00 分) ______ she heard her grandfather was bom in Germany.A. That was from her mumB. It was her mum thatC. It was from her mum thatD. It was her mum whom32.(单项选择题)(每题 2.00 分) When we analyze the salt salinity (盐浓度)of ocean waters, we find that it varies only slightly from place to place. Nevertheless, some of these small changes are important. There are three basic processes that cause a change in oceanic salinity. One of these is the subtraction of water from the ocean by means of evaporation. In thisextreme, of course, white salt would be left behind; this, by the way, is how much of the table salt we use is actually obtaineD.The opposite of evaporation is precipitation, such as rain, by which water is added to the ocean. Here the ocean is being diluted so that the salinity is decreaseD. This may occur in areas of high rainfall or in coastal regions where rivers flow into the ocean. Thus salinity may be increased by the subtraction of water by evaporation, or decreased by the addition of fresh water by precipitation.Normally, in hot regions where the sun is very strong, the ocean salinity is somewhat higher than it is in other parts of the world where there is not as much evaporation. Similarly, in coastal regions where rivers dilute the sea, salinity is somewhat lower than in other oceanic areas.A third process by which salinity may be altered is associated with the formation and melting of sea ice. When seawater is frozen, the dissolved materials are left behinD. In this manner, seawater directly beneath freshly formed sea ice has a higher salinity than it did before the ice appeareD. Of course, when this ice melts, it will tend to decrease the salinity of the surrounding water.In the Weddell Sea, the densest water in the ocean is formed as a result of this freezing process, which increases the salinity of cold water. This heavy water sinks and is found in the deeper portion of the oceans of the worlD.It can be known from the passage that increase in the salinity of ocean water is caused by______.A. melting of sea iceB. precipitationC. evaporationD. supplement of salt33.(单项选择题)(每题 2.00 分) Mr. King works in a shop and drives a car for the manager. He drives carefully and can keep calm in time of danger, and he has escaped from several accidents. The manager pays him more and the traffic policemen often speak highly of him.Mr. Baker, one of his friends, works in a factory outside the city. Ifs far from his house and he has to go to work by bus. As the traffic is crowded in the morning, sometimes he’s late for the work. His manager warns the young man that he will be sent away unless he gets to his office on time. He hopes to buy a car，but he hasn’t enough money. He decides to buy an old one. He went to the flea market and at last he chose a beautiful but cheap car. He said he wan— ted to have a trial drive, and the seller agreeD. He called Mr. King and asked him to give a hanD.Mr. King examined the car at first and then drove it away. It was five in the morning and there were few cars in the street. At first he drove slowly and it worked well. Then he drovefailed and nearly hit an old woman who was crossing the street. A policeman told him to stop, but the car went on until it hit a big tree by the roaD.“Didn’t you hear me?” the policeman asked angrily.“Yes，I did，sir，” said Mr. King，“ Since it doesn’t listen to me，can it obey you?”What is a flea market?______.A. A market where fleas are solD.B. A market where cars are solD.C. A market where used and cheap goods are soldD. A supermarket.34.(单项选择题)(每题 2.00 分) To their credit the Department of Energy______these ideas and funded a detailed study.A. took toB. took onC. took overD. took up35.(单项选择题)(每题 2.00 分) The phoneme/n/in the first word of all the following phrases changes to/m/except______.A. moon shineB. moon beamC. common propertyD. common wealth36.(单项选择题)(每题 2.00 分)The author holds that the current collective doctrine shows__________.A. generally distorted valuesB. unfair wealth distributionC. a marginalized lifestyleD. a rigid moral code37.(单项选择题)(每题 2.00 分) Which of the following can be regarded as a communicative language task? ______ .A. Information-gap activityC. Sentence transformationD. Blank-filling38.(单项选择题)(每题 2.00 分) Passage OneMove over Methuselah. Future generations could be living well into their second century and still doing Sudoku, if life expectancy predictions are true. Increasing by two years every decade, they show no signs of flattening out. Average lifespan worldwide is already double what it was 200 years ago. Since the 1980s, experts thought the increase in life expectancy would slow down and then stop, but forecasters have repeatedly been proved wrong.The reason behind the stead y rise in life expectancy is “the decline in the death rate of the elderly”, says Professor Tom Kirkwood from Newcastle University. He maintains that our bodies are evolving to maintain and repair themselves better and our genes are investing in →this process ←to put off the damage which will eventually lead to death. As a result, there is no ceiling imposed by the realities of the ageing process. “There is no use-by-date when we age. Ageing is not a fixed biological process," Tom says.A large study of people aged 85 and over carried out by Professor Kirkwood discovered that there were a remarkable number of people enjoying good health and independence in their late 80s and beyonD. With people reaching old age in better shape, it is safe to assume that this is all due to better eating habits, living conditions, education and medicine.There are still many people who suffer from major health problems, but modem medicine means doctors are better at managing long-term health conditions like diabetes, high blood pres- sure and heart disease. “We are reaching old age with less accumulative damage than previous generations, we are less damaged," says Professor KirkwooD. Our softer lives and the improvements in nutrition and healthcare have had a direct impact on longevity.Nearly one-in-five people currency in the UK will live to see their 100th birthday, the Office for National Statistics predicted last year. Life expectancy at birth has continued to increase in the UK——from 73.4 years for the period 1991 to 1993 to 77.85 years for 2007 to 2009. A report in Science from 2002 which looked at life expectancy patterns in different countries since 1840 concluded that there was no sign of a natural limit to life.Researchers Jim Oeppen and Dr. James Vaupel found that people in the country with the highest life expectancy would live to an average age of 100 in about six decades. But they stopped short of predicting anything more."This is far from eternity: modest annual increments in life expectancy will never lead to immortality,” the researchers saiD.We do not seem to be approaching anything like the limits of life expectancy, says Professor David Leon from the London School of Hygiene and Tropical Medicine. “There has been no flattening out of the best the group s which everyone knows have good life expectancy and→ low mortality←. ”he says.for several years longer than people in lower social groups, prompting calls for an end to inequalities within societies.Within populations, genes also have an important role to play in determining how long we could survive for, but environment is still the most important factor.It is no surprise that healthy-living societies like Japan have the highest life expectancies in the worlD. But it would still be incredible to think that life expectancy could go on rising forever. “I would bet there will be further increases in life expectancy and then it will probably begin to slow,” says Tom, “but we just don’t know.”Which statement below is TRUE concerning life expectancy according to thepassage?→←.A. Life expectancy goes on rising forever.B. There could be further increases in life expectancy.C. Life expectancy has slowed down since 1980s and it will stop.D. Life expectancy in Japan doubles what it was 200 years ago.39.(单项选择题)(每题 2.00 分)The message came to the villagers __________ the enemy had already fledthe village.A. whichB. whoC. thatD. where40.(单项选择题)(每题 2.00 分)Which of the letter "u"in the following words has a different pronunciation from others?A. abuseB. useC. excuseD. lure41.(单项选择题)(每题 2.00 分)Based on the experiment, which of the following may signal that the subjectis nearing the solution?A. The subject is begging to work.B. The subject looks away at something else.C. The subject is distracted from the given words.D. The subject concentrates on the given words all the time.42.(单项选择题)(每题 2.00 分) New curriculum promotes the three-dimensional teaching objective which includes_______.A. knowledge, skills and method sB. emotional attitude and valuesC. knowledge, skills and emotionD. knowledge and skills； process and methods； emotional attitude and values43.(单项选择题)(每题 2.00 分) Which of the following nominating patterns can a teacher adopt to ensure that all students are actively involved in classroom activities?→ ←.A. Nominating those who are good at English.B. Asking questions in a predicable sequence.C. Nominating students after the question is given.D. Nominating students before giving the question.44.(单项选择题)(每题 2.00 分) Electronic books could revolutionize reading, but people ought to consider their far-reaching. “The e-book promises to wreak a slow havoc on life as we know it,” Jason Ohler, professor of technology assessment, University of Alaska Southeast in Juneau, warned the World Future Society, Bethesda, MD. His assessment weighed the pros and cons of e-book technology’s impact on social rela tionships, the environment, the economy，etC. Before you curl up with an e-book, consider the disadvantages.They increase eyestrain due to poor screen resolution, replace a relatively cheap commodity with a more expensive one, and displace workers in print book production and traditional publishing. E-books make it easy to share data, thereby threatening copyright agreements and reducing compensation of authors, as well as creating no biodegradable trash. On the other hand, e-books save paper and trees, reduce the burden of the carrying and storing of printed books, promote self- sufficiency in learning, and make reading a collaborative experience online. They also create new jobs for writers and artists and encourageself-publishing. In final analysis, Ohler points out, e-books should gain society’s approval if a few conditions are met: make them biodegradable and recyclable，solve the problem of eye fatigue，be sure the “have-nots” get the technology，and support e-book training in schools and business.What is e-books negative impact on social relationships?______.A. They create new jobs only for writers.B. Fewer and fewer people have access to new technology.C. They may threaten some traditional trades.。
OrganizationBehavior组织行为学
OrganizationBehavior组织⾏为学Organization BehaviorChapter1/doc/ad25610c4a7302768e9939d1.html anizational behavior (OB)：A field of study that investigates the impact that individuals, groups and structure have on behavior within organization, for the purpose of applying such knowledge toward improving an organization’s effectiveness2. Managers doManagement functionPlanningA process that includes defining goals, establishingstrategy(策略), and developing plans to coordinate（调整）activitiesControllingMonitoring activities to ensure they are beingaccomplished as planned and correcting anysignificant deviations（背离）.OrganizingDetermining what tasks are to be done, who is todo them, how the tasks are to be grouped, whoreports to whom, and where decisions are to bemade.LeadingA function that includes motivating employees,directing others, selecting the most effectivecommunication channels, and resolving conflictsManagement role: 1) interpersonal(⼈际⾓⾊)Figurehead(头⾯⼈物) Leader(领导者) Liaison(联络⼈)2) informational(信息传递者)Monitor(监控者) Disseminator(传递者) Spokesperson(发⾔⼈)3) Decisional(决策⾓⾊)Entrepreneur(创业者) Disturbance handler(混乱处理者)Resource allocator(资源分配者) Negotiator(谈判者)Management skills: 1) Technical skillsThe ability to apply specialized knowledge or expertise（专门技术）.2) Human skillsThe ability to work with, understand, and motivate other people, both individually and in groups.3) Conceptual skillsThe mental ability to analyze and diagnose(诊断) complex situations. 3. Effective versus Successful Managerial Activities 1) Traditional managementDecision making, planning, and controlling2) CommunicationExchanging routine(例⾏的) information and processing paperwork3) Human resource managementMotivating, disciplining, managing conflict, staffing(⼈员指挥), and training4) NetworkingSocializing, politicking(政治活动), and interacting(相互影响) with others4. Challenges and Opportunities for OB1) Responding to GlobalizationIncreased foreign assignmentsWorking with people from different culturesOverseeing movement of jobs to countries with low-cost labor2) Managing Workforce Diversity(差异，多样性)Embracing diversityChanging demographics（⼈⼝）Implications for managersRecognizing and responding to differences3) Improving Quality and ProductivityQuality management (QM)Process reengineering4) Responding to the Labor ShortageChanging work force demographicsFewer skilled laborersEarly retirements and older workers5) Improving Customer ServiceIncreased expectation of service qualityCustomer-responsive cultures6) Improving People Skills7) Empowering(授权) People8) Stimulating(刺激) Innovation(改⾰) and Change9) Coping with “Temporariness(临时性)”10) Working in Networked Organizations11) Helping Employees Balance Work/Life Conflicts12) Improving Ethical(伦理的) Behavior5. Independent and dependent variables1) individual-level variables个体⽔平变量⼈们带着不同的特点进⼊组织，这些特点将影响到他们在⼯作中的⾏为。
高教社英语基础模块1电子教案新版Unit
3
Provide preview guidance to guide students on how to effectively preview.
Guidance on preview methods
Guide students to obtain preview materials through various channels,
• Interactive method: Encourage students to actively participate in classroom activities through forms such as teacher-student interaction and student student interaction, deepening their understanding and mastery of new knowledge.
Introduce the learning objectives and key points of this lesson to students, and help them clarify their learning direction.
Selection of presentation methods for new knowledge
• Exploration method: Guide students to discover the patterns and characteristics of new knowledge through independent exploration, cooperative learning, and other methods.
To foster students' interest in learning English and enhancing their self confidence in using the language
pep英语书ppt课件ppt课件
PEP English Teaching Objectives
Communicative Skills
To enable students to communicate effectively in English through speaking, listening, reading, and writing
Analysis of Vocabulary and Grammar Points
Vocabulary analysis
Each unit has a dedicated vocabulary learning session that involves a moderate vocabulary size and is in line with students' cognitive level. At the same time, help students understand and remember through example sentences and exercises.
Analysis of Text Content
cultural background
The text introduces some Western cultural background knowledge, such as festivals, customs, etc., which helps students understand the differences between Chinese and Western cultures.
Content and Structure
The textbooks cover a range of topics and themes, with each unit structured to include listening, speaking, reading, and writing activities
凤翔泥塑纹样推演与设计应用
摘要：为了继承和发扬泥塑文化，塑造出具有延续性、创新性的纹样形态，设计出适应现代环境发展的凤翔泥塑文化产品。
文章提出将形状文法应用于凤翔泥塑的纹样研究中，通过分析整理泥塑纹样的内涵特征，提取代表性设计因子，设定好约束条件，进行纹样推演再设计。
生成以生肖虎为例的最优方案，并进行实践应用。
通过最终设计效果证明了方法的可行性，以科学的理论支撑设计过程，丰富了泥塑纹样文化的表现形式，并为同类的设计研究提供了参考。
关键词：文化产品 形状文法 泥塑纹样 设计推演 生肖虎中图分类号：TB472 文献标识码：A 文章编号：1003-0069（2022）12-0050-04Abstract：In order to inherit and carry forward the clay figurines culture，shape a continuous and innovative pattern form，and design Fengxiang clay sculpture cultural products to adapt to the development of modern environment.This paper puts forward the application of shape grammar in the study of Fengxiang clay figurines. By analyzing and finishing the connotation features of clay figurines patterns，this paper extracts representative design factors，sets constraints，and carries out pattern deduction and redesign.The optimal scheme taking the zodiac tiger as an example is generated and applied in practice.Through the final design effect，it demonstrated the feasibility of the method，scientific theory supports the design process and enriches the expression forms of clay sculpture pattern culture，and provided a reference for design research of a kind.Keywords：Cultural products Shape grammar Clay sculpture pattern Design deduction Zodiac tiger西安理工大学艺术与设计学院 杜 杰 路晓倩凤翔泥塑纹样推演与设计应用FENGXIANG CLAY PATTERN DEDUCTION AND DESIGN APPLICATION引言凤翔泥塑代表着陕西的一种生活文化，它见证了历史的变迁，有着浓郁的乡土气息和研究价值，在1996年左右逐渐萧条，一方面是由于打工潮兴起引发的环境影响，另一方面是因为凤翔泥塑品种较为单一[1]，呈现内卷化并进入瓶颈期，缺乏创新性再生[2]。
community structure in time-dependent,multiscale,and multiplex networks
DOI: 10.1126/science.1184819, 876 (2010);328 Science , et al.Peter J. Mucha NetworksCommunity Structure in Time-Dependent, Multiscale, and MultiplexThis copy is for your personal, non-commercial use only.clicking here.colleagues, clients, or customers by , you can order high-quality copies for your If you wish to distribute this article to othershere.following the guidelines can be obtained by Permission to republish or repurpose articles or portions of articles): December 2, 2010 (this infomation is current as of The following resources related to this article are available online at/content/329/5989/277.3.full.html A correction has been published for this article at:/content/328/5980/876.full.html version of this article at:including high-resolution figures, can be found in the online Updated information and services,/content/suppl/2010/05/13/328.5980.876.DC1.html can be found at:Supporting Online Material /content/328/5980/876.full.html#related found at:can be related to this article A list of selected additional articles on the Science Web sites /content/328/5980/876.full.html#ref-list-1, 3 of which can be accessed free:cites 19 articles This article /content/328/5980/876.full.html#related-urls 1 articles hosted by HighWire Press; see:cited by This article has been/cgi/collection/comp_math Computers, Mathematicssubject collections:This article appears in the following registered trademark of AAAS.is a Science 2010 by the American Association for the Advancement of Science; all rights reserved. The title Copyright American Association for the Advancement of Science, 1200 New York Avenue NW, Washington, DC 20005. (print ISSN 0036-8075; online ISSN 1095-9203) is published weekly, except the last week in December, by the Science o n D e c e m b e r 2, 2010w w w .s c i e n c e m a g .o r g D o w n l o a d e d f r o mCommunity Structure inTime-Dependent,Multiscale,and Multiplex NetworksPeter J.Mucha,1,2*Thomas Richardson,1,3Kevin Macon,1Mason A.Porter,4,5Jukka-Pekka Onnela 6,7Network science is an interdisciplinary endeavor,with methods and applications drawn from across the natural,social,and information sciences.A prominent problem in network science is the algorithmic detection of tightly connected groups of nodes known as communities.We developed a generalized framework of network quality functions that allowed us to study the community structure of arbitrary multislice networks,which are combinations of individual networks coupled through links that connect each node in one network slice to itself in other slices.This framework allows studies of community structure in a general setting encompassing networks that evolve over time,have multiple types of links (multiplexity),and have multiple scales.The study of graphs,or networks,has a long tradition in fields such as sociology and mathematics,and it is now ubiquitous in academic and everyday settings.An important tool in network analysis is the detection of mesoscopic structures known as communities (or cohesive groups),which are defined intuitively as groups of nodes that are more tightly connected to each other than they are to the rest of the network (1–3).One way to quantify communities is by a quality function that compares the number of intracommunity edges to what one would expect at random.Given the network adjacency matrix A ,where the element A ij details a direct connection between nodes i and j ,one can construct a qual-ity function Q (4,5)for the partitioning of nodes into communities as Q =∑ij (A ij −P ij )d (g i ,g j ),where d (g i ,g j )=1if the community assignments g i and g j of nodes i and j are the same and 0otherwise,and P ij is the expected weight of the edge between i and j under a specified null model.The choice of null model is a crucial con-sideration in studying network community struc-ture (2).After selecting a null model appropriate to the network and application at hand,one can use a variety of computational heuristics to assign nodes to communities to optimize the quality Q (2,3).However,such null models have not been available for time-dependent networks;analyses have instead depended on ad hoc methods topiece together the structures obtained at different times (6–9)or have abandoned quality functions in favor of such alternatives as the Minimum Description Length principle (10).Although tensor decompositions (11)have been used to cluster network data with different types of connections,no quality-function method has been developed for such multiplex networks.We developed a methodology to remove these limits,generalizing the determination of commu-nity structure via quality functions to multislice networks that are defined by coupling multiple adjacency matrices (Fig.1).The connections encoded by the network slices are flexible;they can represent variations across time,variations across different types of connections,or even community detection of the same network at different scales.However,the usual procedure for establishing a quality function as a direct count of the intracommunity edge weight minus thatexpected at random fails to provide any contribu-tion from these interslice couplings.Because they are specified by common identifications of nodes across slices,interslice couplings are either present or absent by definition,so when they do fall inside communities,their contribution in the count of intra-community edges exactly cancels that expected at random.In contrast,by formulating a null model in terms of stability of communities under Laplacian dynamics,we have derived a principled generaliza-tion of community detection to multislice networks,1Carolina Center for Interdisciplinary Applied Mathematics,Department of Mathematics,University of North Carolina,Chapel Hill,NC 27599,USA.2Institute for Advanced Materials,Nanoscience and Technology,University of North Carolina,Chapel Hill,NC 27599,USA.3Operations Research,North Carolina State University,Raleigh,NC 27695,USA.4Oxford Centre for Industrial and Applied Mathematics,Mathematical Institute,University of Oxford,Oxford OX13LB,UK.5CABDyN Complexity Centre,University of Oxford,Oxford OX11HP,UK.6Department of Health Care Policy,Harvard Medical School,Boston,MA 02115,USA.7Harvard Kennedy School,Harvard University,Cambridge,MA 02138,USA.*To whom correspondence should be addressed.E-mail:mucha@1234Fig.1.Schematic of a multislice network.Four slices s ={1,2,3,4}represented by adjacencies A ijs encode intraslice connections (solid lines).Interslice con-nections (dashed lines)are encoded by C jrs ,specifying the coupling of node j to itself between slices r and s .For clarity,interslice couplings are shown for only two nodes and depict two different types of couplings:(i)coupling between neighboring slices,appropriate for ordered slices;and (ii)all-to-all interslice coupling,appropriate for categoricalslices.n o d e sresolution parameterscoupling = 0123451015202530n o d e s resolution parameterscoupling = 0.1123451015202530n o d e sresolution parameterscoupling = 1123451015202530Fig. 2.Multislice community detection of the Zachary Karate Club network (22)across multiple resolutions.Colors depict community assignments of the 34nodes (renumbered vertically to group similarly assigned nodes)in each of the 16slices (with resolution parameters g s ={0.25,0.5,…,4}),for w =0(top),w =0.1(middle),and w =1(bottom).Dashed lines bound the communities obtained using the default resolution (g =1).14MAY 2010VOL 328SCIENCE876CORRECTED 16 JULY 2010; SEE LAST PAGEo n D e c e m b e r 2, 2010w w w .s c i e n c e m a g .o r g D o w n l o a d e d f r o mwith a single parameter controlling the interslice correspondence of communities.Important to our method is the equivalence between the modularity quality function (12)[with a resolution parameter (5)]and stability of com-munities under Laplacian dynamics (13),which we have generalized to recover the null models for bipartite,directed,and signed networks (14).First,we obtained the resolution-parameter generaliza-tion of Barber ’s null model for bipartite networks (15)by requiring the independent joint probability contribution to stability in (13)to be conditional on the type of connection necessary to step between two nodes.Second,we recovered the standard null model for directed networks (16,17)(again with a resolution parameter)by generaliz-ing the Laplacian dynamics to include motion along different kinds of connections —in this case,both with and against the direction of a link.By this generalization,we similarly recovered a null model for signed networks (18).Third,we interpreted the stability under Laplacian dynamics flexibly to permit different spreading weights on the different types of links,giving multiple reso-lution parameters to recover a general null model for signed networks (19).We applied these generalizations to derive null models for multislice networks that extend the existing quality-function methodology,including an additional parameter w to control the coupling between slices.Representing each network slice s by adjacencies A ijs between nodes i and j ,with interslice couplings C jrs that connect node j in slice r to itself in slice s (Fig.1),we have restricted our attention to unipartite,undirected network slices (A ijs =A jis )and couplings (C jrs =C jsr ),but we can incorporate additional structure in the slices and couplings in the same manner as demonstrated for single-slice null models.Notating the strengths of each node individually in each slice by k js =∑i A ijs and across slices by c js =∑r C jsr ,we define the multislice strength by k js =k js +c js .The continuous-time Laplacian dynamics given byp˙is ¼∑jr ðA ijs d sr þd ij C jsr Þp jrk jr−p isð1Þrespects the intraslice nature of A ijs and the interslice couplings of C jsr .Using the steady-state probability distribution p ∗jr ¼k jr =2m ,where 2m =∑jr k jr ,we obtained the multislice null model in terms of the probability r is |jr of sampling node i in slice s conditional on whether the multislice struc-ture allows one to step from (j ,r )to (i ,s ),accounting for intra-and interslice steps separately asr is j jr p ∗jr ¼k is2m s k jr k jr d sr þC jsr c jr c jr k jr d ijk jr 2m ð2Þwhere m s =∑j k js .The second term in parentheses,which describes the conditional probability of motion between two slices,leverages the definition of the C jsr coupling.That is,the conditional probability of stepping from (j ,r )to (i ,s )along an interslice coupling is nonzero if and only if i =j ,and it is proportional to the probability C jsr /k jr of selecting the precise interslice link that connects to slice s .Subtracting this conditional joint probability from the linear (in time)approximation of the exponential describing the Laplacian dynamics,we obtained a multislice generalization of modularity (14):Q multislice ¼12m ∑ijsrhA ijs −g sk is k js 2m s d sr þd ij C jsr id ðg is ,g jr Þð3Þwhere we have used reweighting of the conditionalprobabilities,which allows a different resolution g s in each slice.We have absorbed the resolution pa-rameter for the interslice couplings into the mag-nitude of the elements of C jsr ,which,for simplicity,we presume to take binary values {0,w }indicating the absence (0)or presence (w )of interslice links.YearS e n a t o rCTMARI DENYIL IN MIWI IA KSMONDVA AL ARFL GALA MSSC KYOK WVCOID MTNMWYORAK HI Congress #ABFig.3.Multislice community detection of U.S.Senate roll call vote similarities (23)with w =0.5coupling of 110slices (i.e.,the number of 2-year Congresses from 1789to 2008)across time.(A )Colors indicate assignments to nine communities of the 1884unique senators (sorted vertically and connected across Congresses by dashed lines)in each Congress in which they appear.The dark blue and red communities correspond closely to the modern Democratic and Republican parties,respectively.Horizontal bars indicate the historical period of each community,with accompanying text enumerating nominal party affiliations of the single-slice nodes (each representing a senator in a Congress):PA,pro-administration;AA,anti-administration;F,Federalist;DR,Democratic-Republican;W,Whig;AJ,anti-Jackson;A,Adams;J,Jackson;D,Democratic;R,Republican.Vertical gray bars indicate Congresses in which three communities appeared simultaneously.(B )The same assignments according to state affiliations.SCIENCEVOL 32814MAY 2010877REPORTSo n D e c e m b e r 2, 2010w w w .s c i e n c e m a g .o r g D o w n l o a d e d f r o mCommunity detection in multislice networks can then proceed using many of the same com-putational heuristics that are currently available for single-slice networks [although,as with the stan-dard definition of modularity,one must be cautious about the resolution of communities (20)and the likelihood of complex quality landscapes that necessitate caution in interpreting results on real networks (21)].We studied examples that have multiple resolutions [Zachary Karate Club (22)],vary over time [voting similarities in the U.S.Senate (23)],or are multiplex [the “Tastes,Ties,and Time ”cohort of university students (24)].We provide additional details for each example in (14).We performed simultaneous community de-tection across multiple resolutions (scales)in the well-known Zachary Karate Club network,which encodes the friendships between 34members of a 1970s university karate club (22).Keeping the same unweighted adjacency matrix across slices (A ijs =A ij for all s ),the resolution associated with each slice is dictated by a specified sequence of g s parameters,which we chose to be the 16values g s ={0.25,0.5,0.75,…,4}.In Fig.2,we depict the community assignments obtained for cou-pling strengths w ={0,0.1,1}between each neighboring pair of the 16ordered slices.These results simultaneously probe all scales,includ-ing the partition of the Karate Club into four com-munities at the default resolution of modularity (3,25).Additionally,we identified nodes that have an especially strong tendency to break off from larger communities (e.g.,nodes 24to 29in Fig.2).We also considered roll call voting in the U.S.Senate across time,from the 1st Congress to the 110th,covering the years 1789to 2008and includ-ing 1884distinct senator IDs (26).We defined weighted connections between each pair of sen-ators by a similarity between their voting,specified independently for each 2-year Congress (23).We studied the multislice collection of these 110networks,with each individual senator coupled to himself or herself when appearing in consecutive Congresses.Multislice community detection un-covered interesting details about the continuity of individual and group voting trends over time that are not captured by the union of the 110in-dependent partitions of the separate Congresses.Figure 3depicts a partition into nine communities that we obtained using coupling w =0.5.The Congresses in which three communities appeared simultaneously are each historically noteworthy:The 4th and 5th Congresses were the first with political parties;the 10th and 11th Congresses occurred during the political drama of former Vice President Aaron Burr ’s indictment for treason;the 14th and 15th Congresses witnessed the beginning of changing group structures in the Democratic-Republican party amidst the dying Federalist party (23);the 31st Congress included the Compromise of 1850;the 37th Congress occurred during the beginning of the American Civil War;the 73rd and 74th Congresses followed the landslide 1932election (during the Great Depression);and the 85th to 88th Congresses brought the major American civil rights acts,including the congressio-nal fights over the Civil Rights Acts of 1957,1960,and 1964.Finally,we applied multislice community detection to a multiplex network of 1640college students at a northeastern American university (24),including symmetrized connections from the first wave of this data representing (i)Facebook friendships,(ii)picture friendships,(iii)roommates,and (iv)student housing-group preferences.Be-cause the different connection types are categorical,the natural interslice couplings connect an individ-ual in a slice to himself or herself in each of the other three network slices.This coupling between categorical slices thus differs from that above,which connected only neighboring (ordered)slices.Table 1indicates the numbers of communities and the percentages of individuals assigned to one,two,three,or four communities across the four types of connections for different values of w ,as a first investigation of the relative redundancy across the connection types.Our multislice framework makes it possible to study community structure in a much broader class of networks than was previously possible.Instead of detecting communities in one static network at a time,our formulation generalizing the Laplacian dynamics approach of (13)permits the simulta-neous quality-function study of community struc-ture across multiple times,multiple resolution parameter values,and multiple types of links.Weused this method to demonstrate insights in real-world networks that would have been difficult or impossible to obtain without the simultaneous consideration of multiple network slices.Although our examples included only one kind of variation at a time,our framework applies equally well to networks that have multiple such features (e.g.,time-dependent multiplex networks).We expect multislice community detection to become a powerful tool for studying such systems.References and Notes1.M.Girvan,M.E.J.Newman,Proc.Natl.Acad.Sci.U.S.A.99,7821(2002).2.M.A.Porter,J.-P.Onnela,P.J.Mucha,Not.Am.Math.Soc.56,1082(2009).3.S.Fortunato,Phys.Rep.486,75(2010).4.M.E.J.Newman,Phys.Rev.E 74,036104(2006).5.J.Reichardt,S.Bornholdt,Phys.Rev.E 74,016110(2006).6.J.Hopcroft,O.Khan,B.Kulis,B.Selman,Proc.Natl.Acad.Sci.U.S.A.101(suppl.1),5249(2004).7.T.Y.Berger-Wolf,J.Saia,in Proceedings of the 12th ACM SIGKDD International Conference on Knowledge Discovery and Data Mining (2006),p.523(10.1145/1150402.1150462).8.G.Palla,A.-L.Barabási,T.Vicsek,Nature 446,664(2007).9.D.J.Fenn et al .,Chaos 19,033119(2009).10.J.Sun,C.Faloutsos,S.Papadimitriou,P.S.Yu,inProceedings of the 13th ACM SIGKDD International Conference on Knowledge Discovery and Data Mining (2007),p.687(10.1145/1281192.1281266).11.T.M.Selee,T.G.Kolda,W.P.Kegelmeyer,J.D.Griffin,CSRI Summer Proceedings 2007,Technical Report SAND2007-7977,Sandia National Laboratories,Albuquerque,NM and Livermore,CA ,M.L.Parks,S.S.Collis,Eds.(2007),p.87(/CSRI/Proceedings).12.M.E.J.Newman,M.Girvan,Phys.Rev.E 69,026113(2004)mbiotte,J.C.Delvenne,M.Barahona,http://arxiv.org/abs/0812.1770(2008).14.See supporting material on Science Online.15.M.J.Barber,Phys.Rev.E 76,066102(2007).16.A.Arenas,J.Duch,A.Fernandez,S.Gomez,N.J.Phys.9,176(2007).17.E.A.Leicht,M.E.J.Newman,Phys.Rev.Lett.100,118703(2008).18.S.Gómez,P.Jensen,A.Arenas,Phys.Rev.E 80,016114(2009).19.V.A.Traag,J.Bruggeman,Phys.Rev.E 80,036115(2009).20.S.Fortunato,M.Barthélemy ,Proc.Natl.Acad.Sci.U.S.A.104,36(2007).21.B.H.Good,Y.-A.de Montjoye,A.Clauset,Phys.Rev.E81,046106(2010).22.W.W.Zachary,J.Anthropol.Res.33,452(1977).23.A.S.Waugh,L.Pei,J.H.Fowler,P.J.Mucha,M.A.Porter,/abs/0907.3509(2009).24.K.Lewis,J.Kaufman,M.Gonzalez,A.Wimmer,N.Christakis,works 30,330(2008).25.T.Richardson,P.J.Mucha,M.A.Porter,Phys.Rev.E 80,036111(2009).26.K.T.Poole,Voteview ()(2008).27.We thank N.A.Christakis,L.Meneades,and K.Lewis foraccess to and helping with the “Tastes,Ties,and Time ”data;S.Reid and A.L.Traud for help developing code;and A.Clauset,J.-C.Delvenne,S.Fortunato,M.Gould,and V.Traag for discussions.Congressional roll call data are from (26).Supported by NSF grant DMS-0645369(P.J.M.),James S.McDonnellFoundation grant 220020177(M.A.P.),and the Fulbright Program (J.-P.O.).Supporting Online Material/cgi/content/full/328/5980/876/DC1SOM Text References17November 2009;accepted 22March 201010.1126/science.1184819Table munities in the first wave of the multiplex “Tastes,Ties,and Time ”network (24),using the default resolution (g =1)in each of the four slices of data (Facebook friendships,picture friendships,roommates,and housing groups)under various couplings w across slices,which changed the number of communities and percentages of individuals assigned on a per-slice basis to one,two,three,or four communities.w Number of communitiesCommunities per individual (%)1234010360001000.112214.040.537.38.20.26619.949.125.3 5.70.34926.248.321.6 3.90.43631.847.018.4 2.80.53139.342.416.8 1.511610014MAY 2010VOL 328SCIENCE878REPORTSo n D e c e m b e r 2, 2010w w w .s c i e n c e m a g .o r g D o w n l o a d e d f r o m1 sCiEnCE erratum post date 16 july 2010 ErratumReports: “Community structure in time-dependent, multiscale, and multiplex networks” by P. J. Mucha et al . (14 May, p. 876). Equation 3 contained a typographical error that was not caught during the editing process: The δsr term should have been outside of the paren-theses within the square brackets. The correct equation, which also appears in the support-ing online material as equation 9, is as follows:See the revised supporting online material (/cgi/content/full/sci;328/5980/876/DC2), which also includes a correction to equation 11. The computations supporting the examples described in the Report were all performed with the correct for-mula for Q multislice . The authors thank Giuseppe Mangioni for pointing out the error.Post date 16 July 2010o n D e c e m b e r 2, 2010w w w .s c i e n c e m a g .o r g D o w n l o a d e d f r o mCOMMENTARY16 JULY 2010 VOL 329 SCIENCE 276LETTERSedited by Jennifer SillsLETTERS I BOOKS I POLICY FORUM I EDUCATION FORUM I PERSPECTIVESC R ED I T : ME H M E T K A R A T A Y /W I K I M E D I A C O M M O N SBrazilian Law:Full Speed in Reverse?IS IT POSSIBLE TO COMBINE MODERN TROPI-cal agriculture with environmental conserva-tion? Brazilian agriculture offers encourag-ing examples that achieve high production together with adequate environmental pro-tection (1, 2). However, these effective prac-tices may soon lose ground to the conven-tional custom of resource overexploitation and environmental degradation.A revision to the Forest Act, the main Bra-zilian environmental legislation on private land, has just been submitted to Congress, and there is a strong chance that it will be approved. The proposed revision raises seri-ous concerns in the Brazilian scientifi c com-munity, which was largely ignored during its elaboration. The new rules will benefi t sectors that depend on expanding frontiers by clear-cutting forests and savannas and will reduce mandatory restoration of native vegetation illegally cleared since 1965. If approved, CO 2 emissions may increase substantially, instead of being reduced as was recently pledged in Copenhagen. Simple species-area relation-ship analyses also pro j ect the extinction of more than 100,000 species, a massive loss that will invalidate any commitment to biodi-versity conservation. Proponents of the new law, with well-known ties to specifi c agribusi-ness groups, claim an alleged shortage of land for agricultural expansion, and accuse the current legislation of being overprotective ofFunding Should Come to Those Who WaitWE APPLAUD THE PERSPECTIVE BY T. CLUTTON-BROCK ANDB. C. Sheldon (“The Seven Ages of Pan ,” 5 March, p. 1207) on the value of long-term behavior and ecologi-cal research. We pick up where they left off: funding. Long-term research has cumulative value that far exceeds its annual rate of return. Sadly, quick empiri-cal studies trump long-term research in the reward sys-tem for academic promotion in ecology and behavior. If long-term research is to fl ourish, we must build a reward system for studies characterized by deferred gratifi ca-tion. A sea change in these values must precede attemptsto address funding.To secure the future of long-term fi eld projects, we must act on three fronts:(i) We must devise funding mechanisms for “legacy” projects deemed too valuable to falter. Whereas the National Science Foundation’s (NSF’s) National Ecological Observatory Network and Long-Term Ecological Research programs support long-term collaborative, site-based research, there is a compelling need to support the diversity of long-term investiga-tor-initiated programs. As implemented, NSF’s Long-Term Research in Environmental Biol-ogy program is a fi rst step, but has insuffi cient support to maintain many valuable projects.(ii) We must develop mechanisms to fund the establishment of new programs with long-term potential. Such potential may not be initially appreciated, but with vision and support, new systems studied over the long run will produce novel insights.(iii) Support for ecological research must be increased. We do not advocate robbing Peter (short-term research) to pay Paul (long-term research). However, we maintain that Paul has already been robbed and some balance needs to be restored.Most of us involved in long-term research have a story to share, in which time-lim-ited funding shortages took our programs to the edge of a precipice. Investigators that suc-ceed and become known for long-term research, almost by defi nition, have found a way to adapt to funding shortfalls, usually at great personal sacrifi ce. A recent case at the Los Amigos Biological Station in the Peruvian Amazon speaks to the value of funding continuity (1). During a 4-year period of programmatic support, the scientifi c productivity of the station surged, producing many valuable fi ndings and building substantial scientifi c capacity for the region. Since the funding evaporated, the station has failed to return to its former glory, at great loss to our ability to make scientifi c inroads into understanding the ecology of this area, characterized by unrivaled biodiversity.Of course, long-term programs must remain intellectually vibrant and methodologically rigorous if they are to be supported. In the end, the onus is on ecologists to convince ourselves, society, and funding agencies that long-term research has unique and irreplaceable value.RONALD R. SWAISGOOD,1* JOHN W. TERBORGH,2 DANIEL T. BLUMSTEIN 31Applied Animal Ecology, San Diego Zoo’s Institute for Conservation Research, San Diego, CA 92027, USA. 2Center for Tropi-cal Conservation, Duke University, Durham, NC 27705, USA. 3Department of Ecology and Evolutionary Biology, University of California, Los Angeles, CA 90095, USA.*To whom correspondence should be addressed. E-mail: rswaisgood@Reference1. N. C. A. Pitman, Trends Ecol. Evol . 25, 381 (2010).Long-term studies. Studies spanning decades have yielded insights into red deer and other species. Published by AAASo n D e c e m b e r 2, 2010w w w .s c i e n c e m a g .o r g D o w n l o a d e d f r o m SCIENCE VOL 329 16 JULY 2010277the environment in response to foreign inter-ests fronted by green nongovernmental orga-nizations. However, recent studies (3) show that, without further conversion of natural vegetation, crop production can be increased by converting suitable pastures to agriculture and intensifying livestock production on the remaining pasture. Brazil has a high poten-tial for achieving sustainable development and thereby conserving its unique biological heritage. Although opposed by the Ministry of the Environment and most scientists, the combination of traditional politicians, oppor-tunistic economic groups, and powerful land-owners may be hard to resist. The situation is delicate and serious. Under the new ForestAct, Brazil risks suffering its worst environ-mental setback in half a century, with criti-cal and irreversible consequences beyond itsborders.JEAN PAUL METZGER,1* THOMAS M. LEWINSOHN,2CARLOS A. JOLY,3 LUCIANO M. VERDADE,4 LUIZ ANTONIO MARTINELLI,5 RICARDO R. RODRIGUES 61Department of Ecology, Institute of Bioscience, University of São Paulo, 05508-900, São Paulo, SP, Brazil. 2Depart-ment of Animal Biology, State University of Campinas, Campinas, SP, Brazil. 3Department of Plant Biology, Biol-ogy Institute, State University of Campinas, Campinas, SP, Brazil. 4Center of Nuclear Energy in Agriculture, University of São Paulo, Piracicaba, Brazil. 5Program on Food Secu-rity and the Environment, Stanford University, Stanford, CA94305, USA. 6Department of Biological Sciences, “Luiz deQueiroz” College of Agriculture, University of São Paulo, Piracicaba, Brazil.*To whom correspondence should be addressed. E-mail: jpm@p.brReferences1. D. Nepstad et al., Science 326, 1350 (2009).2. C. R. Fonseca et al., Biol. Conserv. 142, 1209 (2009).3. G. Sparovek et al., Considerações sobre o Código Florestalbrasileiro (“Luiz de Queiroz” College of Agriculture, Uni-versity of São Paulo, Piracicaba, Brazil, 2010); p.br/lepac/codigo_fl orestal/Sparovek_etal_2010.pdf.Sponsors of Traumatic Brain Injury Project I’M DELIGHTED THAT SCIENCE TOOK THE TIMEto highlight the ongoing efforts of the Common Data Elements Project for research in psychological health and traumatic brain injury (“New guidelines a im to improve studies of traumatic brain injury,” G. Miller,News of the Week, 16 April, p. 297). The level of interagency collaboration that made the project possible is exactly the type of lea dership tha t America ns should expectfrom the federal government.As noted in the story, the project is co-sponsored by four federal agencies—threeof whom were mentioned. The other agency is the National Institute on Disability andRehabilitation Research (NIDRR) withinthe Department of Education. NIDRR hasleadership, resources, and subject matter experts without which this project would nothave been nearly as successful. Together, all four agencies will continue to develop rec-ommendations and support ongoing efforts to improve and refine the Common Data Elements.GEOFFREY MANLEYDepartment of Neurosurgery, Brain and Spinal Injury Cen-ter, University of California, San Francisco, CA 94110, USA. E-mail: manleyg@Warming, Photoperiods, and Tree PhenologyC. KÖRNER ANDD. BASLER (“PHENOLOGY under global warming,” Perspectives, 19 March, p. 1461) suggest that because of photoperiodic constraints, observed effects of temperature on spring life-cycle events cannot be extrapolated to future tempera-ture conditions.However, no study has demonstrated that photoperiod is more dominant than temper-ature when predicting leaf senescence (1), leafing, or flowering, even in beech—one of the species most sensitive to photoperiod (2, 3). On the contrary, the literature [e.g., (4, 5)] supports the idea that spring phenol-ogy is highly dependent on temperature dur-ing both the endodormancy phase (the period during which the plant remains dormant dueTECHNICAL COMMENT ABSTRACTS Comment on “Observational and Model Evidence for Positive Low-Level Cloud Feedback”Anthony J. Broccoli and Stephen A. KleinClement et al . (Reports, 24 July 2009, p. 460) provided observational evidence for systematic relationships between variations in marine low cloudiness and other climatic variables and found that most current-generation climate models were defi cient in reproducing such relationships. Our analysis of one of these models (GFDL CM2.1), using more com-plete model output, indicates better agreement with observations, suggesting that more detailed analysis of climate model simulations is necessary.Full text at /cgi/content/full/329/5989/277-aResponse to Comment on “Observational and Model Evidence for Positive Low-Level Cloud Feedback”Amy C. Clement, Robert Burgman, Joel R. NorrisBroccoli and Klein argue for additional diagnostics to better assess the simulation of cloud feedbacks in climate models. We agree, and here provide additional analysis of two climate models that reveals where model defi ciencies in cloud simulation in the Northeast Pacifi c may occur. Cloud diagnostics from the forthcoming Climate Model Intercomparison Project 5 should make such additional analyses possible for a large number of climate models.Full text at /cgi/content/full/329/5989/277-bCORRECTIONS AND CLARIFICATIONSNews of the Week: “Invisibility cloaks for visible light must remain tiny, theorists predict” by A. Cho (25 June, p. 1621). The size limit on a cloak for infrared or visible light was misstated. It is a few hundred micrometers, not a few micrometers.News Focus: “Putting light’s light touch to work as optics meets mechanics” by A. Cho (14 May, p. 812). In the third para-graph, “pitchfork” should have been “tuning fork.”Reports: “Community structure in time-dependent, multiscale, and multiplex networks” by P. J. Mucha et al . (14 May, p. 876). Equation 3 contained a typographical error that was not caught during the editing process: The δsr term should have been outside of the parentheses within the square brackets. The correct equation, which also appears in the support-ing online material as equation 9, is to the right. See the revised supporting online material (/cgi/content/full/sci;328/5980/876/DC2), which also includes a correction to equation 11. The computations supporting theexamples described in the Report were allperformed with the correct formula for Q multislice . The authors thank Giuseppe Mangioni for point-ing out the error.Published by AAASo n D e c e m b e r 2, 2010w w w .s c i e n c e m a g .o r g D o w n l o a d e d f r o m。
你怎样评价一件艺术作品英语作文
你怎样评价一件艺术作品英语作文全文共3篇示例，供读者参考篇1How to Evaluate an ArtworkAs an art student, one of the core skills we need to develop is the ability to evaluate and analyze artworks critically. Whether we're studying paintings, sculptures, installations, or any other form of visual art, being able to look at a piece thoughtfully and articulate our understanding and interpretation of it is crucial. In this essay, I'll share some key considerations and approaches I've learned for evaluating artworks effectively.The first step is simply to look – really look – at the artwork itself. Don't rush to any judgments or conclusions. Spend time taking in all the visual elements and letting your eyes move across the entire piece. Notice the colors, shapes, lines, textures, and materials used. Observe how the elements are arranged and how they relate to each other. Look for patterns, contrasts, and areas of emphasis.As you're observing the physical aspects of the artwork, also pay attention to the thoughts, feelings, and associations itevokes within you. What emotional responses are you having? What personal experiences, memories, or ideas does it bring to mind? Don't censor or judge these reactions – simply notice them. They can provide valuable insight into how the artwork is affecting you as a viewer.Once you've spent ample time looking, start considering the artistic choices and decisions the artist has made. Why did they select those particular colors, shapes, mediums, etc.? How did their choices contribute to or reinforce the overall message, meaning or emotional impact of the work?It's also important to try to understand the artist's inspiration, intention, and perspective. What was their artistic vision or goal? Were they making a personal statement, telling a story, prompting a dialogue, or challenging conventional thinking in some way? Researching the artist's background, philosophical beliefs, and historical/cultural context can shed light on their motivations.From there, move into analyzing the specific artistic elements and principles at play, such as:• Line - The use of lines to create shape, pattern, texture, movement, etc. How do the different types of lines direct your eye?• Shape/Form - The intersections of lines, edges, surfaces, and volumes that define the piece. How do they create areas of positive and negative space?• Value - The differing levels of light and dark across the artwork. Where is emphasis created through contrast? How does value contribute to the sense of form?• Color - The specific hues used and how they interact. Is the color scheme harmonious or discordant? How does it affect the mood and meaning?• Texture - The qualities of roughness, smoothness, patterns, etc. both physical and visually implied. How does texture add richness, depth and dimensionality?• Space - The artwork's sense of depth, perspective, foreground, background, overlapping, etc. How does the artist control your perception of spatial relationships?• Balance/Movement - The ways the elements are arranged to create visual weight, flow, stillness or action within the composition. How does your eye travel across the piece?Beyond these technical components, also consider the overall emotion, symbolism, cultural/social commentary, and conceptual framework surrounding the artwork. Does it alignwith or deviate from traditional artistic styles and schools of thought? How well does the work communicate its intended message or provoke the desired reaction from viewers?It's perfectly fine if your personal evaluation differs from the artist's stated intent or from scholarly interpretations. The most important thing is to back up your perspective with evidence, reasoning, and supporting details from your analysis. There is seldom one definitive way to interpret an artwork. Each viewer will experience it through the lens of their own backgrounds, knowledge and life experiences.Ultimately, evaluating artworks is an enriching process of careful observation, critical thinking, and constantly striving for greater understanding and appreciation of creative expression. The more we critically examine and discuss works of art, the more we expand our ability to derive meaning from visual and symbolic imagery. It helps us connect more deeply with artists across cultures, identities, and eras.So whenever you encounter an artwork that intrigues you, I encourage you to pause, clear your mind of preconceptions, and slowly immerse yourself in it, both visually and conceptually. Look beyond just deciding whether you "like" it or not, and really try to unpack what the artist has communicated through theircreative choices. Doing so can open whole new levels of insight, perspective, and human connection through art.篇2How to Evaluate an ArtworkAs an art student, I've learned that evaluating artworks is a skill that takes practice and an open, inquisitive mindset. There's no single right way to interpret a piece - different viewers can have vastly different reactions and takeaways. However, there are some useful questions and criteria we can consider to deepen our understanding and appreciation of an artwork.First, it's important to carefully observe the physical qualities and components of the piece. With a painting, we might note the materials used, the color palette, the brushwork or style, the subject matter depicted, and how the elements are arranged and relate to each other within the composition. For a sculpture, we'd examine the form, the materials, the texture, the use of positive and negative space, and how our viewpoint affects our perception of the piece as we move around it. Essentially, we want to deconstruct the foundations and building blocks the artist has used to construct their work.Next, we can move beyond just describing the literal, objective characteristics and start interpreting the more subjective, expressive qualities. What mood, emotions, or ideas is the artist trying to convey? What symbolic or metaphorical meanings might certain elements or motifs carry? If it's an abstract piece, how does it make us feel, what sensations or impressions does it stir up through its use of color, line, shape, and texture? An abstract work may be more about evoking visceral responses than telling a linear story.To dig deeper into an artwork's meaning and significance, it's valuable to consider the context around its creation. When was it made, and what was happening historically, culturally, and in the artist's life during that period? How did it relate to the major art movements, styles, and philosophies of that era? What inspired or influenced the artist? Understanding this backdrop can reveal deeper symbolic layers and intentions behind the work.Comparing the piece to other works by the same artist or their contemporaries can also be insightful. How does it align with or depart from their usual themes, techniques, and creative vision? Where does it fit within their overall artistic evolution and development? Seeing an artwork's connections to anddepartures from the work of other artists in that time and place can further illuminate its significance.On a more personal level, we can reflect on our own subjective experiences and reactions. What emotions, memories, or associations does the piece trigger within us? How does it resonate with or challenge our own views, beliefs, and experiences? A powerful artwork should compel us to feel something, whether intellectual contemplation, emotional resonance, or an instinctive gut reaction.While forming our evaluation, it's important to support our interpretations with specific evidence and examples from the work itself, rather than just making vague generalizations. We should point to particular visual elements, artistic choices, and details that substantiate our analyses. At the same time, we must be open to nuance, complexity, and ambiguity - great artworks rarely have a single, definitive meaning but are layered with multiple possible interpretations.Ultimately, the most enriching way to experience an artwork is to explore it from multiple perspectives - visual, contextual, comparative, personal - and to have the courage to develop and articulate our own responses, impressions, and critiques, while respecting that other thoughtful viewers may perceive itdifferently. The process of careful observation, analysis, questioning, and opening ourselves to new ideas and ways of seeing is at the heart of not just appreciating art, but engaging with the world around us in a deeper way.篇3How to Evaluate a Work of ArtWhen it comes to evaluating art, everyone seems to have an opinion. From professional critics to your annoying aunt, people love to share their thoughts on whether a piece is good, bad, meaningful or just plain weird. As a student, I've had to analyze countless artworks for class, but I've found that there's no single right way to evaluate a piece. However, there are some useful guidelines and questions you can consider to develop a thoughtful critique.First and foremost, you have to look at the piece itself - what materials were used, what style or movement does it belong to, what colors or shapes draw your eye? Don't just glance at it, but study it carefully. The more time you spend visually exploring the artwork, the more you'll start to notice small details and techniques used by the artist. Try to figure out the artistic process - was this a quickly rendered sketch or the result ofhundreds of hours of labor? The materials and method of creation can give you clues about the meaning.Once you've examined the surface, look at the subject matter. Is it a portrait, a landscape, an abstract composition? Identify the key figures, objects or visual elements. Then dig deeper - what symbols or metaphors might be present? A simple still life could represent affluence and materialism or make a commentary on society's obsession with consumerism. An abstract tangle of lines might be the artist's representation of chaos, confusion or the complexity of the human mind. The subject gives you an entry point into analyzing the potential meaning.Of course, you can't fully interpret a work without considering the artist's background and intent. Research the artist - their life story, their artistic philosophy, historical and cultural context, and what inspired or influenced the particular piece you're studying. However, don't let the artist's stated meaning overshadow your own interpretation. A great work of art can have multiple layers and meanings that even the creator may not have anticipated.When developing your evaluation, examine your own personal and visceral reaction to the artwork. How does it makeyou feel - energized, unsettled, nostalgic? What emotions or memories does it provoke? Don't be afraid to tap into your subjective experience. While an academic analysis is important, art is meant to make us feel something. Your individual perspective can be a gateway to deeper understanding.With a solid grasp of the objective details and your subjective impressions, you can start to piece together the themes, messages and significance of the work. What deeper truths is the artist trying to capture or convey? Is it a celebration of beauty, an expression of anguish, a commentary on society? Link the tangible elements to the intangible concepts and core ideas.Additionally, you might consider the artistic merit and lasting impact of the piece. Does it demonstrate exceptional skill, creativity or innovation? Did it influence later artists or mark an important artistic movement? Has it become an iconic or controversial work that provokes ongoing dialogue? While artistic quality is subjective, contemplating the creative achievements and cultural relevance of a work can further your understanding.Ultimately, there is no formula for evaluating art, but rather a continuous process of observing, interpreting, and reassessingbased on new contexts and perspectives. A great work will reveal something new each time you experience it. As a student, don't be afraid to question and disagree with the accepted interpretations. Developing your ability to engage with and critique artworks will deepen your appreciation for their beauty and power.In the end, the greatest artworks are those that stir our emotions, challenge our perceptions, and linger in our minds long after we've turned away. The very fact that we're still discussing and debating the meanings of works created centuries ago is a testament to art's enduring ability to capture universal human experiences. So look closely, feel deeply, and form your own evaluation - that's part of the wonder and magic of experiencing great art.。
organizational structure and design
Six Key Points in Designing the Proper Organization Structure
work specialization (工作专门化) Departmentalization (部门化)包括职能部门化，产
品部门化，地区部门化，过程部门化，顾客部门化，以及 ign
Definition of Organizational Structure
An organizational structure is the formal system of task and job reporting relationships that determines how employees use resources to achieve the organization’s goals.
Academic literature
Thompson(1967)
Distinction between organization design and organization theory
Organization design: normative, designoriented discipline that aims to produce the framework and tools required to create effective organizations organization theory: focus on describing and understanding organizational functioning
Chapter 10 Organizational Structure and Design
课程思政视域下非遗融入艺术设计专业教学实践与探索
课程思政视域下非遗融入艺术设计专业教学实践与探索TEACHING PRACTICE AND EXPLORATION OF INTEGRATING NON-LEGACY INTO ART DESIGN MAJOR IN THE PERSPECTIVE OF CURRICULUM IDEOLOGY AND POLITICS 引言非物质文化遗产作为中华优秀传统文化的重要组成部分，具有得天独厚的民族文化资源优势，是提升民族凝聚力、增强文化自信的重要载体，将其融入高职院校艺术设计教育教学中，是结合专业特点分类推进课程思政[1]，把中华优秀传统文化全方位融入艺术教育各环节[2]的具体实践，将两者互融互通，有利于增强文化自信，落实立德树人根本任务，全面提高人才自主培养质量。
一、非遗融入艺术设计专业教育教学的必要性和可行性非遗蕴含着中华民族独特的价值追求、思想观念、人文精神和道德规范，具有深刻而丰富的教育内容，是课程思政的不竭源泉，其内在的文化艺术价值对现代艺术设计具有重大的启示作用，为艺术设计教育提供了更为丰富的创意元素和艺术素材。
将非遗融入高职院校艺术设计专业教育教学，是实现非遗传承和创新发展的有效途径，其教学成果可以反哺地方经济文化发展，践行课程思政成效，如图 1 所示。
非遗蕴含的中华优秀传统文化与高等教育追求的育人目标是高度一致的，两者存在教学内容的交叉性、育人功能的契合性和相互发展的依存性，将非遗融入地方高职院校艺术设计专业教育教学是必要且可行的。
二、非遗融入地方高职院校艺术设计专业的现状调查为了更好地了解非遗融入高职院校艺术设计专业的教育教学情况，作者对云南省高职院校在校大学生进行了问卷调查，对云南省艺术设计专业教师进行了访谈，调查情况如下：（一）学生问卷调查对象为云南省职业院校艺术设计专业的在校大学生，主要采取网络问卷的形式，发出问卷480份，收回有效问卷467份，数据反馈真实可信。
有效问卷中有64.49%的同学愿意将非遗植入专业课程，丰富设计素材，激发创作灵感，创新设计理念，提升文化内涵，有31.16%的同学表示视情况而定，而将非遗相关知识运用于课堂教学的教师占比仅为20%。
新中国国防体育运动的历史考察——以上海为中心（1952~1965）
上海师范大学硕士学位论文第二章新中国国防体育运动的开展群众性的豌场活动国防体育运动的宣传除利用报刊媒体外，还有一个重要的宣传动员途径，就是通过组织比赛、参观、表演等大型的现场活动。
例如，“组织游行、表演、比赛、参观等等”，“组织五一、十一游行，六一表演等”。
①下面是成都和哈尔滨两次国防体育现场活动的场景。
１９６２年２月１０日，成都市举行了国防体育和民兵军事活动的精彩表演，“共有五万多名群众受到了现场活动的教育”。
这天天气晴朗，春色宜人。
人们从黎明开始就由四面八方向太平寺飞机场涌去。
这次表演的项目有：射击技术、摩托兵、航空、航空模型、滑翔机和跳伞等。
其中最受欢迎的是：飞碟射击，延迟十八秒钟开伞的跳伞，三人在空中手拉手以后又分开的团结跳伞，手枪速射中的打气球，二轮摩托车通过宽四米、高一米八十的断桥等项目。
当观众发现在空中飞出一个黑色的“碟子”时，“砰”的一声，用沥青和石灰制的碟子马上被射手打得粉碎，碟内的彩色纸屑随着纷飞出来，这时，立刻响起了震耳欲聋的掌声。
接着，又连续出现了二十几个飞碟，都一个个被打中。
子弹是从正在飞驶着的摩托上发出的，射击手是站在摩托上的周铁生和宋敬文，他们都是有名的射击健将，其中周铁生是全国纪录保持者，他在１９５９年曾经创造了以一百发命中九十九个飞碟的全国纪录。
在蔚蓝色的天空，出现了几架滑翔机，它们一会儿翻滚倒转，一会儿又快速俯冲，眼看即将落地时，马上又是急剧跃升。
广播器不断地介绍：这是无线电操纵模型滑翔机特技飞行表演。
表演者是十九岁的胡正忠和二十三岁的赵济和。
其中胡正忠在去年１２月初曾经同另一名选手陈太平一起，以八点。
五公里的优异成绩，打破无线电操纵模型滑翔机飞行直线距离的世界纪录。
《积极开展群众性的国防体育运动》（《人民日报》１９５６年３月７日）、《活跃的国防体育运动》（《人民日报》１９５７年１２月９日）、《精彩的国防体育表演》（《人民日报》１９５８年５月２２日）、《北京市国防体育协会创办氢气球跳伞训练班》（《人民日报》１９５８年６月２３日）、《把自己锻炼成为钢铁战士——上海十五万人参加国防体育活动》（《人民日报》１９５８年８月５日）、《强身体、增知识、学技术，群众喜爱国防体育的陆上运动》（《人民日报》１９５９年２月１７日）、《配合民兵训练大搞国防体育》（《人民日报》１９６０年６月１０日）、《表演技术精湛，观众热烈喝彩，成都举行国防体育表演》（《人民日报》１９６２年２月１３日）、《哈尔滨二十多万人观看江上国防体育表演》（《人民日报》１９６４年８月５日）、《国防体育选手竞赛六个项目》（《人民日报》１９６５年９月１０日）、《积极开展国防体育运动》（《人民日报》１９６５年９月２２日）、《国防体育的优异成绩》（《人民日报》１９６５年９月２２日）等等。
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10–5
Organizational Structure
• Work Specialization
➢ The degree to which tasks in the organization are divided into separate jobs with each step completed by a different person.
• Organizational Structure
➢ The formal arrangement of jobs within an organization.
• Organizational Design
➢ A process involving decisions about six key elements:
❖ Overspecialization can result in human diseconomies from boredom, fatigue, stress, poor quality, increased absenteeism, and higher turnover.
8th edition Steven P. Robbins
Mary Coulter
PowerPoint Presentation by Charlie Cook Copyright © 2005 Prentice Hall, Inc. All rights reserved.
LEARNING OUTLINE
Follow this Learning Outline as you read and study this chapter.
Defining Organizational Structure
• Discuss the traditional and contemporary view of work specialization.
❖ Work specialization ❖ Departmentalization ❖ Chain of command ❖ Span of control ❖ Centralization and decentralization ❖ Formalization
Copyright © 2005 Prentice Hall, Inc. All rights reserved.
Organizational Design Decisions
• Contrast mechanistic and organic organizations. • Explain the relationship between strategy and structure. • Tell how organizational size affects organizational design. • Discuss Woodward’s findings in the relationship of
technology and structure. • Explain how environmental uncertainty affect
organizational design.
Copyright © 2005 Prentice Hall, Inc. All rights reserved.
10–3
L E A R N I N G O U T L I N E (cont’d)
Follow this Learning Outline as you read and study this chapter.
Common Organizational Designs
• Contrast the three traditional organizational designs. • Explain team-based, matrix, and project structures. • Discuss the design of virtual, network, and modular
control.
Copyright © 2005 Prentice Hall, Inc. All rights reserved.
10–2
L E A R N I N G O U T L I N E (cont’d)
Follow this Learning Outline as you read and study this chapter.
organizations. • Describe the characteristics of a learning organization.
Copyright © 2005 Prentice Hall, Inc. All rights reserved.
10–4
fining Organizational Structure
and unity of command. • Discuss the traditional and contemporary views of chain
of command. • Discuss the traditional and contemporary views of span of
Defining Organizational Structure (cont’d)
• Tell what factors influence the amount of centralization and decentralization.
• Explain how formalization is used in organizational design.
• Describe each of the five forms of departmentalization. • Explain cross-functional teams. • Differentiate chain of command, authority, responsibility,