Pomeron Beyond the Standard Approach

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专业英语

questions
How
do you distinguish steel from cast iron? How do you distinguish low alloy steel from high alloy steel?
1.1.1 Iron and Steel
The earth contains a large number of metals which are useful to man. One of the most important of these is iron. Modern industry needs considerable quantities of this metal, either in the form of iron or in the form of steel.
Mechanical Engineering materials
Organic polymer materials Inorganic non-metallic materials
plastic rubber Synthetic Fibers Traditional ceramics Special Ceramics Metal Matrix Composites
1.1.1 Iron and Steel
The ore becomes molten, and its oxides combine with carbon from the coke. The non-metallic constituents of the ore combine with the limestone to form a liquid slag. This floats on top of the molten iron, and passed out of the furnace through a tap. The metal which remains is pig iron.

Relating Communicating Processes with Different Interfaces

2
J.Burton, M.Koutny and G.Pappalardo
The process of reﬁning the target into the implementation also permits the control structure of the latter to be changed. In such a case, Q is said to implement P in the twofold sense that: (i) Q describes the internal structure of P in a more concrete and detailed manner; and still (ii), if this new structure is (conceptually) hidden, Q and P will exhibit the same behaviour at their external interface, which is assumed to be the same for both. Indeed, the standard notions of reﬁnement, such as those of [8, 16, 18], are interested only in the behaviour observable at the interface of processes, and require the interfaces of the speciﬁcation and implementation to be the same, so as to facilitate comparison. Yet in deriving an implementation from a speciﬁcation we will often wish to implement abstract, high-level interface actions at a lower level of detail and in a more concrete manner. For example, the channel connecting Q to another component process may be unreliable, and so may need to be replaced by a pair of channels, one for data and one for acknowledgments. Or Q itself may be liable to fail, so that its behaviour may have to be replicated, with each new component having its own communication channels to avoid a single channel becoming a bottleneck [13] (such a scenario was one of the major historical motivations behind the current work [11, 15]). Or it may simply be the case that a high-level action of P is rendered in a more concrete, and hence more implementable, form. As a result, the interface of an implementation process may exhibit a lower (and so diﬀerent) level of abstraction to a speciﬁcation process. In the process algebraic context, dealing with this phenomenon of interface diﬀerence necessitates the development of what Rensink and Gorrieri [17] have termed a vertical implementation relation. This should correctly capture the nature of the relationship holding between a speciﬁcation and an implementation whose interfaces diﬀer; and should collapse into the standard, horizontal one whenever the interfaces happen to coincide. Within the FD (failure-divergence) model of CSP [9], we have pioneered such an approach in works like [11, 12, 15]), on whose results the present one introduces major advances, as argued in the Conclusions. Our treatment deals with interface diﬀerence using the notion of extraction pattern. Such a device interprets the behaviour of a system at the level of communication traces, by relating behaviour on a set of channels in the implementation to behaviour on a speciﬁc channel in the speciﬁcation. In addition, it allows the behaviour of an implementation to be suitably constrained, in connection to, e.g., well-formedness of input traces and deadlock properties. The set of all extraction patterns relating the interface of the implementation process to that of the speciﬁcation appears as a formal parameter in the implementation relation we develop. We now consider the potential applications of the approach outlined to veriﬁcation, in order to deduce two light but natural restrictions which must be placed upon any sensible vertical implementation relation, and are indeed met by that presented in this work. Suppose the speciﬁcation system is in the form df P = (P1 P2 . . . Pn ) \ A, where A is the set of events on which synchronization among the Pi components takes place. Correspondingly, let the implemendf tation system be Q = (Q1 Q2 . . . Qn ) \ B . In general, the communication

Remarks on Alain Connes' approach to the standard model

(4)
of the charged leptons, the upper quarks and the lower quarks. We indicated approximate values in terms of the top mass mt supposed dominant. We recall the expression of the gauge and Higgs part of the lagrangian of the traditional standard model: 1 1 1 Lgauge + LHiggs = − G a µν Ga µν − Bµν B µν − W s µν Ws µν 4 4 4 v2 µ2 + (Dµ φ)∗ (Dµ φ) + 2 (φ∗ φ − )2 , v 2 with the covariant derivative Dµ given by: Dµ = ∂µ − i numerically all known except µ: 2 2 g = g1 + g2 cos θW = g2 /g . µ v g1 τs Bµ − ig2 W s µ . 2 2 (6) (5)
The diﬀerential geometry of A ⊗ B is speciﬁed (in a way generalizing the speciﬁcation of the diﬀerential geometry of a spinc -manifold by its Dirac operator) by a “4+ -summable
2
τs ). 2
(3)
(1 − x) A= N 2 (10 − x) B= N 3 C = N (2 − x)

成人高考成考英语(高起专)试卷及解答参考(2024年)

2024年成人高考成考英语(高起专)复习试卷及解答参考一、语音知识（本大题有5小题，每小题2分，共10分）1、Choose the word that has the same pronunciation as the word “elephant.”A. elephantB. elephantC. elephantD. elephantAnswer: BExplanation: The word “elephant” is pronounced as /ˈɛl.ɪ.fɑːnt/. Among the options provided, “elephant” in option B is pronounced the same as the original word.2、Select the word that has the opposite meaning of “increase.”A. increaseB. increaseC. decreaseD. decreaseAnswer: CExplana tion: The word “increase” means to make larger or greater. The wordthat has the opposite meaning is “decrease,” which means to make smaller or less. Among the options, “decrease” in option C is the correct answer.3、The word “communicate” is pronounced as:A. /kəˈmjuːnɪkeɪt/B. /kəˈmjuːnɪkeɪt/C. /kəˈmjuːniːkeɪt/D. /kəˈmjuːniːkeɪt/Answer: AExplanation: The correct pronunciation of “communicate” is /kəˈmjuːnɪkeɪt/. The “c” in “communicate” is not hard, as it does not precede a double vowel.4、Which of the following words has the correct pronunciation?A. “Environment” - /ɪnˌvaɪrənˈmeɪnt/B. “Education” - /ˌɛdʒuˈkeɪʃən/C. “Imagine” - /ɪˈmædʒɪneɪt/D. “Compass” - /kəˈmæpəs/Answer: BExplanation: The correct pronunciation of “education” is /ˌɛdʒuˈkeɪʃən/. The “e” in “education” is long, as it is followed by a “g” which is silent. The other options have mispronounced vowels or consonants.5、The sentence “She always has a smile on her face” emphasizes that sheis always __________.A. cheerfulC. nervousD. sadAnswer: A. cheerfulExplanation: The word “always” in the sentence indicates a constant state or behavior. The phrase “has a smile on her face” suggests that she is in a good mood or happy, which is best described by the word “cheerful.” The other options do not accurately capture the positive connotation of the sentence.二、词汇与语法知识（本大题有15小题，每小题2分，共30分）1、Choose the correct word or phrase to complete the sentence below.The_______of the meeting was quite impressive.A. atmosphereB. audienceC. attendanceD. occasionAnswer: CExplanation: The correct answer is “attendance” because it refers to the number of people who were present at the meeting. The other options do not fit the context of the sentence.2、Select the word that does not belong in the following list.A. enthusiasticC. exhaustedD. alertAnswer: CExplanation: The word “exhausted” does not belong in the list because it is an adjective that describes someone who is very tired, whereas “enthusiastic,” “energetic,” and “alert” all describe someone who is full of energy or has a positive, watchful attitude.3、Choose the word that best completes the sentence.The teacher___________the students to be quiet during the examination.A. requestedB. suggestedC. orderedD. recommendedAnswer: C. orderedExplanation: The correct choice is “ordered” because it indicates a direct command or instruction from the teacher. The other options, while they could be used in some contexts, do not convey the same level of authority or necessity as “ordered” does in this sentence.4、Complete the sentence using the correct form of the verb in parentheses.If you________(be) more careful, you would not have made so many mistakes.A. areB. wereC. will beD. had beenAnswer: B. wereExplanation: The correct form of the verb to use in this sentence is “were,” which i s the past subjunctive form of “to be.” The sentence is expressing a hypothetical situation, which is a situation that is not real but is being considered for the sake of argument. The past subjunctive is used to describea condition that is not true but could have been or would have been.5、Choose the word that best completes the sentence.The professor___________the students’ questions eagerly.A. ignoredB. addressedC. neglectedD. overlookedAnswer: B. addressedExplanation: The correct word to complet e the sentence is “addressed,” which means to speak to or write to someone formally or officially. The professor is expected to address the students’ questions, not ignore, neglect, or overlook them.6、Complete the sentence with the correct form of the verb in parentheses.They___________(be) discussing the project when the meeting was called toorder.A. wereB. had beenC. have beenD. isAnswer: A. wereExplanation: The correct form of the verb is “were,” which is the past continuous tense. The sentence describes an action that was happening at a specific past time (when the meeting was called to order), so the past continuous tense is appropriate. The other options are incorrect because they do not match the context or the tense required.7、Choose the word that best completes the sentence.The teacher was surprised by the student’s_ability to understand complex concepts.A)surpriseB)surprisedC)surprisingD)surpriseablyAnswer: C) surprisingExplanation: The correct answer is “surprising” because it is the adjective form that describes the student’s ability. “Surprise” is a noun, “surprised” is the past participle form of the verb, and “surpriseably” is not a word.8、Complete the sentence with the correct form of the given verb in brackets.They (be) (not) aware of the changes that (take) place in the company last month.A)wereB)areC)wasD)beAnswer: A) wereExplanation: The correct answer is “were” because the subject “they” is plural, and the past perfect tense “had taken” indicates that the cha nges occurred before the awareness of them. Therefore, “were” is the correct past tense form of “be.”9.Choose the word that best completes the sentence.I can’t believe how____________changes have occurred in this small town over the past decade.A)numerousB)rapidC)suddenD)gradualAnswer: D) gradualExplanation: The sentence is describing changes that have occurred over a period of time, suggesting a process that was not immediate or extreme. “Gradual” fits this context best, indicating changes that happen slowly over time.10.Select the correct form of the verb to complete the following sentence.The professor___________us a detailed outline of the research project before the deadline.A)gaveB)has givenC)will giveD)is givingAnswer: B) has givenExplanation: The sentence implies that the action of giving the outline has already occurred before the deadline. The present perfect tense (“has given”) is used to describe actions that have a present relevance or result.11.Choose the correct word to complete the sentence:The manager was_about the new project, but the team was confident.A)apprehensiveB)optimisticC)indifferentD)enthusiasticAnswer: A) apprehensiveExplanation: The correct answer is “apprehensive” because it means feeling or showing anxiety or fear about something, which fits the context of the manager being concerned about the new project. The other options do not convey the same sense of worry or anxiety.12.Select the word that is closest in meaning to the underlined word:The teacher’s_appr oach to teaching made the subject much more engaging.A)traditionalB)innovativeC)passiveD)objectiveAnswer: B) innovativeExplanation: The underlined word “innovative” means introducing new methods or ideas. The sentence suggests that the teacher’s approach was different and made the subject more engaging. The word “traditional” would imply a more conventional method, “passive” would suggest a lack of interest, and “objective” would imply a neutral approach, none of which fit the context as well as “innovative.”13.Choose the word that best completes the sentence.The company’s new policy has been widely __________, with both positive and negative reactions.A. criticizedB. implementedC. supportedD. rejectedAnswer: B. implementedExplanation: The correct word here should reflect that the policy has been put into effect. “Implemented” means to carry out or put into effect, which fits the context. “Criticized” would imply there are negative reactions,“supported” would imply positive reactions, and “rejected” wo uld imply outright refusal, none of which fully capture the act of the policy being put into practice.14.Select the correct form of the verb to complete the sentence.She_______(go) to the market every morning, but now she has a car.A. used to goB. uses to goC. used goD. uses goAnswer: A. used to goExplanation: The correct phrase to use in this context is “used to” followed by the base form of the verb, which indicates a past habit or practice that has since changed. “Used to go” is the correc t past simple form that indicates a habit in the past. The other options are grammatically incorrect or do not convey the intended meaning.15.Choose the correct word or phrase to complete the sentence.The professor___________the students to study hard for the exam.A. advisedB. recommendedC. suggestedD. proposedAnswer: B. recommendedExplanation: The correct answer is “recommended” because it is the most appropriate word to express the professor’s advice. “Advised,” “suggested,” and “proposed” can also mean giving advice or suggestions, but “recommended”is often used in a more formal context, such as in an academic setting.三、完形填空（30分）Passage:In the small town of Willow Creek, there was once a charming old library that stood at the heart of the community. The library was a hub of learning and culture, where people of all ages would gather to read, discuss, and exchange ideas. The librarian, Mrs. Thompson, was known for her warm smile and vast knowledge of books. She had been working at the library for over 30 years and was deeply loved by everyone in the town.One day, the town’s mayor announced that the library was in danger of closing due to budget cuts. The community was shocked and immediately rallied to save their beloved library. They organized a series of events, including a book sale, a bake sale, and a benefit concert, to raise funds.The most successful event was the “Willow Creek Reads” program, where local authors were invited to read to the children and talk about their writing process. The children were excited and inspired, and the adults were reminded of the power of books to bring people together.As the days went by, more and more people began to donate books and moneyto the library. Mrs. Thompson was overwhelmed by the outpouring of support from the community. She knew that the library would not only survive but thrive.One evening, as Mrs. Thompson was organizing a new shelf of donated books, she noticed a mysterious note tucked inside one of the books. The note read, “To Mrs.Thompson, from the Friends of Willow Creek Library. We hope these books bring you joy and continue to inspire the community.”Mrs. Thompson smiled, knowing that the spirit of the library was alive and well.Blanks:1.The library in Willow Creek was a___________of learning and culture.2.Mrs. Thompson was___________for her warm smile and vast knowledge of books.3.The town’s mayor announced that the library was in___________due to budget cuts.4.The community___________to save their beloved library.5.The most successful event was the___________program.6.The children were___________and inspired by the local authors.7.The adults were___________of the power of books to bring people together.8.More and more people began to___________books and money to the library.9.Mrs. Thompson was___________by the outpouring of support from the community.10.The note was a___________from the Friends of Willow Creek Library.11.Mrs. Thompson smiled, knowing that the spirit of the librarywas___________and well.Questions:11.What was the note a___________from the Friends of Willow Creek Library?A)InvitationB)ComplaintC)Thank youD)ApologyAnswer:C) Thank you四、阅读理解（本部分有5大题，每大题9分，共45分）第一题Read the following passage and answer the questions that follow.The Internet has revolutionized the way we communicate, access information, and conduct business. With just a few clicks, we can connect with people from all over the world, access a vast amount of information, and even conduct transactions online. However, along with these benefits, the Internet has also brought about various challenges and risks. One of the most significant risks is the potential for cybercrime, which includes hacking, identity theft, and phishing.1.What is one of the major risks associated with the use of the Internet?A. Improved communicationB. Access to a vast amount of informationC. Potential for cybercrimeD. Increased business opportunities2.What are some examples of cybercrimes mentioned in the passage?A. Hacking, identity theft, and phishingB. Improved communication and access to informationC. Increased business opportunitiesD. Reduced need for physical interaction3.How does the Internet impact the way we conduct business?A. It reduces the need for physical interactionB. It increases the potential for cybercrimeC. It provides a platform for global communication and transactionsD. It eliminates the need for traditional banking and financial servicesAnswers:1.C2.A3.C第二题Passage:The rapid development of technology has greatly influenced the way people communicate. Social media platforms have become an integral part of daily life,allowing individuals to connect with others across the globe. However, this shift in communication has raised concerns about the impact on face-to-face interactions and the potential loss of traditional social skills.One of the most popular social media platforms is Instagram, which is known for its focus on visual content. Users can share photos, videos, and stories, and follow others who share similar interests. While Instagram can be a great way to stay connected with friends and discover new things, it also has its downsides.A recent study found that excessive use of Instagram can lead to feelings of loneliness and depression. The constant comparison with others’ seemingly perfect lives can create a sense of inadequacy. Additionally, the platform’s algorithm can create a filter bubble, where users are only exposed to content that aligns with their existing beliefs and interests, thus limiting their exposure to diverse perspectives.Despite these concerns, many people find Instagram to be a valuable tool for networking and personal growth. It can provide a platform for artists, writers, and entrepreneurs to showcase their work and connect with potential audiences. Moreover, it can be a source of inspiration and motivation, as users are exposed to the achievements and stories of others.Questions:1、What is the main topic of the passage?A) The benefits of using social media platforms.B) The negative effects of Instagram on social interactions.C) The history of social media platforms.D) The role of technology in modern communication.2、Which of the following is NOT mentioned as a potential negative effect of using Instagram?A) Feelings of inadequacy.B) Limited exposure to diverse perspectives.C) Improved communication skills.D) Increased feelings of loneliness and depression.3、What is the author’s attitude towards Instagram?A) Highly critical.B) Indifferent.C) Positive and supportive.D) Ambiguous.Answers:1、B) The negative effects of Instagram on social interactions.2、C) Improved communication skills.3、D) Ambiguous.第三题Reading Passage:In the small town of Greenfield, there was a long-standing tradition of the annual Greenfield Festival. The festival, which took place every autumn, broughttogether local artists, musicians, and performers from around the region. It was a time for celebration, a showcase of local talent, and a chance for the community to come together and enjoy the arts.One of the highlights of the festival was the “Greenfield Talent Show,” where local residents could audition to perform. This year, the talent show had a special twist: the winner would receive a scholarship to study music at a prestigious music school in the nearby city of Bluewater.Word Count: 102Questions:1、What is the main purpose of the Greenfield Festival?A) To promote tourism in GreenfieldB) To bring the community together and celebrate local artsC) To raise funds for charityD) To promote agricultural products2、Which event at the festival was of particular interest to this year’s participants?A) The art exhibitionB) The music concertC) The Greenfield Talent ShowD) The local craft fair3、What reward did the winner of the Greenfield Talent Show receive?A) A cash prizeB) A trip to the nearby cityC) A scholarship to study musicD) A trophyAnswers:1、B) To bring the community together and celebrate local arts2、C) The Greenfield Talent Show3、C) A scholarship to study music第四题Reading ComprehensionRead the following passage and answer the questions that follow.The rise of e-commerce has revolutionized the way people shop and has had a significant impact on traditional brick-and-mortar stores. Online shopping has become increasingly popular due to its convenience and the vast variety of products available. However, this shift has also brought about challenges and changes in the retail industry.One of the main advantages of e-commerce is the convenience it offers. Customers can shop from the comfort of their own homes at any time of the day or night. This eliminates the need to travel to physical stores and wait in long queues. Additionally, online platforms often provide detailed product descriptions, customer reviews, and even virtual try-ons, which can help customers make more informed purchasing decisions.Despite these benefits, e-commerce has also presented challenges fortraditional retailers. Many have had to adapt to the changing landscape by investing in their online presence and offering competitive pricing and customer service. However, some have struggled to keep up and have been forced to close their doors.The retail industry is also witnessing a shift in consumer behavior. Customers are becoming more environmentally conscious and are increasingly looking for sustainable and ethical products. This has led to a rise ineco-friendly shopping options and a decline in demand for fast fashion.1.What is the main advantage of e-commerce mentioned in the passage?A) Competitive pricingB) ConvenienceC) Eco-friendly optionsD) Detailed product reviews2.How has e-commerce affected traditional brick-and-mortar stores?A) They have become more profitable.B) They have had to adapt and invest in online presence.C) They have seen a significant increase in foot traffic.D) They have closed down due to increased competition.3.What is the trend in consumer behavior mentioned in the passage?A) Customers are looking for more affordable products.B) Customers are becoming more environmentally conscious.C) Customers are preferring fast fashion over sustainable options.D) Customers are no longer interested in online shopping.Answers:1.B) Convenience2.B) They have had to adapt and invest in online presence.3.B) Customers are becoming more environmentally conscious.第五题Read the following passage and answer the questions that follow.In recent years, there has been a growing interest in online education. This shift is primarily due to the convenience and flexibility it offers to students. Online courses allow individuals to learn at their own pace, from any location, and often at a lower cost compared to traditional in-person classes. However, despite these advantages, online learning also comes with its own set of challenges.One of the main concerns is the potential for reduced social interaction. In traditional classrooms, students have the opportunity to engage with their peers and professors, which can enhance their learning experience. Online students, on the other hand, may feel isolated and disconnected from the academic community. This can lead to a lack of motivation and engagement in the course material.Another challenge is the need for self-discipline. Online courses require students to be self-motivated and organized. Without the structure of a traditional classroom, students must set their own schedules and manage their time effectively. This can be difficult for some individuals, especially thosewho are accustomed to the routine of attending classes on campus.Despite these challenges, many online learners find that the benefits outweigh the drawbacks. They appreciate the ability to work around their other commitments, such as full-time jobs or family responsibilities. Additionally, online courses often provide access to a wider range of resources and expertise than traditional courses.1.The primary reason for the growing interest in online education is:a) the opportunity for social interactionb) the flexibility and convenience it offersc) the lower cost compared to traditional in-person classesd) the access to a wider range of resources2.What is one of the main concerns mentioned about online learning?a) The convenience of learning at one’s own paceb) The potential for reduced social interactionc) The lower cost of online coursesd) The increased access to expertise3.According to the passage, which of the following is a challenge for online learners?a) The ease of engaging with peers and professorsb) The need for self-discipline and organizationc) The lower cost of online coursesd) The ability to work around other commitmentsAnswers:1.b) the flexibility and convenience it offers2.b) The potential for reduced social interaction3.b) The need for self-discipline and organization五、补全对话（本大题有5小题，每小题3分，共15分）第一题A: Excuse me, could you help me with some English vocabulary?B: Sure, I’d be happy to. What would you like to know about?A: I need to expand my vocabulary for the college entrance exam. Can you suggest some useful words for an “Adult Higher Education” (AHLE) English test?B: Absolutely! Here are a few words and phrases that are often included in such exams:1.(______) - a higher level of education beyond high school.2.(______) - a system of post-secondary education that allows working adults to earn degrees.3.(______) - a person who is studying or has studied at a college or university.4.(______) - a course or program of study that leads to a degree or certification.5.(______) - a test taken by students to gain admission to a college or university.A: Great, thanks! What should I write in the blank spaces?B:1.(______) - A higher level of education beyond high school.2.(______) - A system of post-secondary education that allows working adults to earn degrees.3.(______) - A person who is studying or has studied at a college or university.4.(______) - A course or program of study that leads to a degree or certification.5.(______) - A test taken by students to gain admission to a college or university.答案：1.Degree2.Adult Higher Education (AHLE)3.College student4.Curriculum5.Admission test解析：1.Degree - This word is used to describe a higher level of education, which is a key concept in the context of college education.2.Adult Higher Education (AHLE) - This specific term refers to the system that caters to working adults who wish to pursue further education.3.College student - This phrase describes someone who is currently or has been enrolled in a college or university.4.Curriculum - This word refers to the courses or program of study that an educational institution offers.5.Admission test - This term refers to the test that students must take to be admitted to a college or university, which is a common requirement for higher education.第二题1.A: I’m sorry, but I can’t help you with that right now.B: Why not?A: Because I’m currently in a meeting.B: Oh, I see. Well, can I leave you a message?A: Certainly, you can.B: Thank you. I’ll just write down my number and call you back after the meeting.A: That sounds good.B: Is there anything specific you need help with?A: Yes, actually. I need some information about the new software package our company is considering.B: Of course. Let me check if I have that information available.A: Alright, take your time.B: I should be able to find it for you. Just a moment, please.A: No problem.B: There we go. I have the information you need.A: Great, thanks. Can you send it to my email?B: Absolutely. I’ll send it over right now.A: Perfect. I appreciate your help.B: You’re welcome. Feel free to call back if you need anything else.A: Will do. Have a good meeting.B: You too. Goodbye.1.A: I’m sorry, but I can’t help you with that right now.B: Why not?A: Because I’m currently in a meeting.B: Oh, I see. Well, can I leave you a message?A: Certainly, you can.B: Thank you. I’ll just write down my number and call you back after the meeting.A: That sounds good.B: Is there anything specific you need help with?A: Yes, actually. I need some information about the new software package our company is considering.B: Of course. Let me check if I have that information available.A: Alright, take your time.B: I should be able to find it for you. Just a moment, please.A: No problem.B: There we go. I have the information you need.A: Great, thanks. Can you send it to my email?B: Absolutely. I’ll send it over right now.A: Perfect. I appreciate your help.B: You’re welc ome. Feel free to call back if you need anything else.A: Will do. Have a good meeting.B: You too. Goodbye.答案：解析：The correct continuation of the dialogue is B because it maintains the context of the original message and provides a logical progression of the conversation. It addresses the initial reason for the inability to assist and then moves on to offering a solution (leaving a message) and asking for further details about the assistance needed. The dialogue then proceeds with the person finding the information, offering to send it via email, and concluding with a friendly farewell.第三题A: Excuse me, I’m looking for the English section of the Adult College Entrance Examination. Can you help me?B: Sure, follow me. You need to go to the second floor and then turn right. The English section is located in Room 202.A: Oh, okay. Thank you. By the way, what time does the exam start?B: The exam will begin at 9:00 a.m. sharp. Make sure you arrive 30 minutes early to get settled.A: Got it. I’ll be there on t ime. One more thing, is there a specific roomfor the English exam?B: Yes, it’s Room 202 as well. You’ll see a sign indicating the English section.A: Perfect. Thanks again for your help.B: You’re welcome. Good luck with your exam!Answer:B: Yes, it’s Room 202 as well. You’ll see a sign indicating the English section.Explanation:In this dialogue, the student is asking for directions to the English section of the exam. The answer to the question is found in the response by the staff member. They confirm that the English exam is held in Room 202, as indicated by a sign, providing clear information to the student.第四题A: Excuse me, I seem to have misplaced my calculator. Can you help me find it?B: Sure, where do you think you might have left it?A: I was working on this problem for our math class, and I think I might have left it on the desk.B: Okay, let’s check the desk first. Is this the one you’re looking for?A: No, that’s not it. It was smaller and black.B: Alright, let’s look over there by the window. Do you see anything that。

绩效考核外文文献及其译文

The Dilemma of Performance AppraisalPeter Prowse and Julie ProwseMeasuring Business Excellence,V ol.13 Iss:4,pp.69 - 77AbstractThis paper deals with the dilemma of managing performance using performance appraisal. The authors will evaluate the historical development of appraisals and argue that the critical area of line management development that was been identified as a critical success factor in appraisals has been ignored in the later literature evaluating the effectiveness of performance through appraisals.This paper willevaluatethe aims and methodsof appraisal, thedifficulties encountered in the appraisalprocess. It also re-evaluates the lack of theoretical development in appraisaland move from he psychological approachesof analysistoamorecritical realisation ofapproaches before re-evaluating the challenge to remove subjectivity and bias in judgement of appraisal.13.1IntroductionThis paper will define and outline performance management and appraisal. It will start by evaluating what form of performance is evaluated, then develop links to the development of different performance traditions (Psychological tradition, Management by Objectives, Motivation and Development).It will outline the historical development of performance management then evaluate high performance strategies using performance appraisal. It will evaluate the continuing issue of subjectivity and ethical dilemmas regarding measurement and assessment of performance. The paper will then examine how organisations measure performance before evaluation of research on some recent trends in performance appraisal.This chapter will evaluate the historical development of performance appraisal from management by objectives (MBO) literature before evaluating the debates between linkages between performance management and appraisal. It will outline the development of individual performance before linking to performance management in organizations. The outcomes of techniques to increase organizational commitment, increase job satisfaction will be critically evaluated. It will further examine the transatlantic debates between literature on efficiency and effectiveness in the North American and the United Kingdom) evidence to evaluate the HRM development and contribution of performance appraisal to individual and organizational performance.13.2 What is Performance Management?The first is sue to discuss is the difficulty of definition of Performance Management. Armstrong and Barron(1998:8) define performance management as: A strategic and integrated approach to delivering sustained success to organisations by Improving performance of people who work in them by developing the capabilities of teams And individual performance.13.2.1 Performance AppraisalAppraisal potentially is a key tool in making the most of an organisation’s human resources. The use of appraisal is widespread estimated that 80–90%of organizations in the USA and UK were using appraisal and an increase from 69 to 87% of organisations between 1998 and 2004 reported a formalperformance management system (Armstrong and Baron, 1998:200).There has been little evidence of the evaluation of the effectiveness of appraisal but more on the development in its use. Between 1998 and 2004 a sample from the Chartered Institute of Personnel and Development (CIPD, 2007) of 562 firms found 506 were using performance appraisal in UK.What is also vital to emphasise is the rising use of performance appraisal feedback beyond performance for professionals and managers to nearly 95% of workplaces in the 2004 WERS survey (seeTable 13.1).Clearly the use of Appraisals has been the development and extension of appraisals to cover a large proportion of the UK workforce and the coverage of non managerial occupations and the extended use in private and public sectors.13.2.2 The Purpose of AppraisalsThe critical issue is what is the purpose of appraisals and how effective is it ？Researched and used in practice throughout organizations? The purpose of appraisals needs to be clearly identified. Firstly their purpose. Randell (1994) states they are a systematic evaluation of individual performance linked to workplace behaviour and/or specific criteria. Appraisals often take the form of an appraisal interview,usually annual,supported by standardised forms/paperwork.The key objective of appraisal is to provide feedback for performance is provided by the linemanager.The three key questions for quality of feedback:1. What and how are observations on performance made?2. Why and how are they discussed?3. What determines the level of performance in the job?It has been argued by one school of thought that these process cannot be performed effectively unless the line manager of person providing feedback has the interpersonal interviewing skills to providethat feedback to people being appraised. This has been defined as the “Bradford Approach” which places a high priority on appraisal skills development (Randell, 1994). This approach is outlined in Fig. 13.1 whichidentifies the linkages betweeninvolving,developing, rewarding and valuing people at work..13.2.3 Historical Development of AppraisalThe historical development of performance feedback has developed from a range of approaches.Formal observation of individual work performance was reported in Robert Owens’s Scottish factory inNew Lanarkin the early 1800s (Cole, 1925). Owen hung over machines a piece of coloured wood over machines to indicate the Super intendent’s assessment of the previous day’s conduct (white forexcellent, yellow, blue and then black for poor performance).The twentieth centuryled to F.W. Taylor and his measured performance and the scientific management movement (Taylor, 1964). The 1930sTraits Approaches identified personality and performance and used feedback using graphic rating scales, a mixed standard of performance scales noting behaviour in likert scale ratings.This was used to recruit and identify management potential in the field of selection. Later developments to prevent a middle scale from 5 scales then developed into a forced-choice scale which forced the judgement to avoid central ratings.The evaluation also included narrative statements and comments to support the ratings (Mair, 1958).In the 1940s Behavioural Methods were developed. These included Behavioural Anchored Rating Scales (BARS); Behavioural Observation Scales (BOS); Behavioural Evaluation Scales (BES); critical incident;job simulation. All these judgements were used to determine the specific levels of performance criteria to specific issues such as customer service and rated in factors such asexcellent,average orneeds to improve or poor.These ratings are assigned numerical values and added to a statement or narrative comment by the assessor. It would also lead to identify any potential need for training and more importantly to identify talent for careers in linemanagement supervision and future managerial potential.Post1945 developed into the Results-oriented approaches and led to the development of management by objectives (MBO). This provided aims and specific targets to be achievedand with in time frames such as pecific sales, profitability,and deadlines with feedback on previous performance (Wherry, 1957).The deadlines may have required alteration and led to specific performance rankings of staff. It also provided a forced distributionof rankingsof comparative performance and paired comparison ranking of performance and setting and achieving objectives.In the 1960s the developmentof Self-appraisal by discussion led to specific time and opportunity for the appraisee to reflectively evaluate their performance in the discussion and the interview developed into a conversation on a range of topics that the appraise needed to discuss in the interview. Until this period the success of the appraisal was dependent on skill of interviewer.In the 1990s the development of 360-degree appraisal developed where information was sought from a wider range of sources and the feedback was no longer dependent on the manager-subordinate power relationship but included groups appraising the performance of line managers and peer feedback from peer groups on individual performance (Redman and Snape, 1992). The final development of appraisal interviews developed in the 1990s with the emphasis on the linking performance with financial reward which will be discussed later in the paper.13.2.4 Measures of PerformanceThe dilemma of appraisal has always to develop performance measures and the use of appraisal is the key part of this process. Quantitative measure of performance communicated as standards in the business and industry level standards translated to individual performance. The introduction of techniques such as the balanced score card developed by Kaplan and Norton (1992).Performance measures and evaluation included financial, customer evaluation, feedback on internal processes and Learning and Growth. Performance standards also included qualitative measures Which argue that there is an over emphasis on metrics of quantitative approach above the definitions of quality services and total quality management.In terms of performance measures there has been a transformation in literature and a move in the 1990s to the financial rewards linked to the level of performance.The debates will be discussed later in the paper.13.3 Criticism of AppraisalsCritiques of appraisal have continued as appraisal shave increased in use and scope across sectors and occupations. The dominant critique is the management framework using appraisal as an orthodox technique that seeks to remedy the weakness and propose of appraisals as a system to develop performance.This “orthodox” approach argues there are conflicting pur poses of appraisal (Strebler et al, 2001). Appraisal can motivate staff by clarifying objectives and setting clear future objectives with provision for training and development needs to establish the performance objective. These conflicts withassessing past performance and distribution of rewards based on past performance (Bach, 2005:301).Employees are reluctant to confide any limitations and concerns on their current performance as this could impact on their merit related reward or promotion opportunities(Newton and Findley, 1996:43).This conflicts with performance as a continuum as appraisers are challenged with differing roles as both monitors and judges of performance but an understanding counsell or which Randell(1994)argues few manager shave not received the raining to perform.Appraisal Manager’s reluctance to criticise also stems from classic evidence fromMcGregor that managers are reluctant to make an egative judgement on an individual’s performance a sit could be demotivating,leadto accusationsoftheirown supportand contributiontoindividual poor performance and to also avoid interpersonal conflict (McGregor, 1957).One consequence of this avoidance of conflict is to rate all criterion as central and avoid any conflict known as the central tendency.In a study of senior managers by Long neckeretal.(1987),they found organisational politics influenced ratings of 60 senior executives.The findings were that politics involved deliberate attempts by individuals to enhance or protect self-interests when conflicting courses of action are possible and that ratings and decisions were affected by potential sources of bias or inaccuracy in their appraisal ratings (Longeneckeret al., 1987).There are methods of further bias beyond Longenecker’s evidence. The polit ical judgements and they have been distorted further by overrating some clear competencies in performance rather than being critical across all rated competencies known as the halo effect and if some competencies arelower they may prejudice the judgment acrossthe positive reviews known as the horns effect (ACAS, 1996).Some ratings may only cinclude recent events and these are known as the recency effects. In this case only recent events are noted compared to managers gathering and using data throughout the appraisal period .A particular concern is the equity of appraisal for ratings which may be distorted by gender ,ethnicity and the ratings of appraisers themselves .A range of studies in both the US and UK have highlighted subjectivity in terms of gender (Alimo-Metcalf, 1991;White, 1999) and ethnicity of the appraise and appraiser(Geddes and Konrad, 2003). Suggestions and solutions on resolving bias will be reviewed later.The second analysis is the radical critique of appraisal. This is the more critical management literature that argues that appraisal and performance management are about management control(Newton and Findley, 1996;Townley, 1993). It argues that tighter management control over employee behaviour can be achieved by the extension of appraisal to manual workers, professional as means to control. This develops the literature of Foucault using power and surveillance. This literature uses cases in examples of public service control on professionals such a teachers (Healy, 1997) and University professionals(Townley, 1990).This evidence argues the increased control of public services using appraisal as a method of control and that the outcome of managerial objectives ignores the developmental role of appraisal and ratings are awarded for people who accept and embrace the culture and organizational values . However, this literature ignores the employee resistance and the use of professional unions to challenge the attempts to exert control over professionals and staff in the appraisal process (Bach, 2005:306).One of the different issues of removing bias was the use of the test metaphor (Folgeretal.,1992).This was based on the assumption that appraisal ratings were a technical question of assessing “true” performance and there needed to be increased reliability and validity of appraisal as an instrument to develop motivation and performance. The sources of rater bias and errors can be resolvedby improved organisational justice and increasing reliability of appraiser’s judgement.However there were problems such as an assumption that you can state job requirements clearly and the organization is “rational” with objectives that reflect values and that the judgment by appraisers’ are value free from political agendas and personal objectives. Secondly there is the second issue of subjectivity if appraisal ratings where decisions on appraisal are rated by a “political metaphor”(Hart le, 1995).This “political view” argues that a appraisal is often done badly because there is a lack of training for appraisers and appraisers may see the appraisal as a waste of time. This becomes a process which managers have to perform and not as a potential to improve employee performance .Organisations in this context are “political” and the appraisers seek to maintain performance from subordinates and view appraises as internal customers to satisfy. This means managers use appraisal to avoid interpersonal conflict and develop strategies for their own personal advancement and seek a quiet life by avoiding censure from higher managers.This perception means managers also see appraisee seeks good rating and genuine feedback and career development by seeking evidence of combining employee promotion and pay rise.This means appraisal ratings become political judgements and seek to avoid interpersonal conflicts. The approaches of the “test” and “political” metaphors of appraisal are inaccurate and lack objec tivity and judgement of employee performance is inaccurate and accuracy is avoided.The issue is how can organisations resolve this lack of objectivity?13.3.1 Solutions to Lack of Objectivity of AppraisalGrint(1993)argues that the solutions to objectivity lies in part with McGregor’s (1957) classic critique by retraining and removal of “top down” ratings by managers and replacement with multiple rater evaluation which removes bias and the objectivity by upward performance appraisal. The validity of upward appraisal means there moval of subjective appraisal ratings.This approach is also suggested to remove gender bias in appraisal ratings against women in appraisals (Fletcher, 1999). The solution of multiple reporting(internal colleagues, customers and recipients of services) will reduce subjectivity and inequity of appraisal ratings. This argument develops further by the rise in the need to evaluate project teams and increasing levels of teamwork to include peer assessment. The solutions also in theory mean increased closer contact with individual manager and appraises and increasing services linked to customer facing evaluations.However, negative feedback still demotivates and plenty of feedback and explanation by manager who collates feedback rather than judges performance andfail to summarise evaluations.There are however still problems with accuracy of appraisal objectivity asWalker and Smither (1999)5year studyof 252 managers over 5 year period still identified issues with subjective ratings in 360 degree appraisals.There are still issues on the subjectivity of appraisals beyond the areas of lack of training.The contribution of appraisal is strongly related to employee attitudes and strong relationships with job satisfaction(Fletcher and Williams, 1996). The evidence on appraisal still remains positive in terms of reinvigo rating social relationships at work (Townley,1993)and the widespread adoption in large public services in the UK such as the national health Service (NHS)is the valuable contribution to line managers discussion with staff on their past performance, discussing personal development plans and training and development as positive issues.One further concern is the openness of appraisal related to employee reward which we now discuss.13.3.2 Linking Appraisals with Reward ManagementAppraisal and performance management have been inextricably linked to employee reward since the development of strategic human resource management in the 1980s. The early literature on appraisal linked appraisal with employee control (Randell, 1994;Grint, 1993;Townley, 1993, 1999) and discussed the use of performance related reward to appraisals. However therecent literature has substituted the chapter titles employee “appraisal” with “performance management”(Bach, 2005; Storey, 2007) and moved the focus on performance and performance pay and the limits of employee appraisal. The appraisal and performance pay link has developed into debates to three key issues:The first issue is has performance pay related to appraisal grown in use?The second issue is what type of performance do we reward?and the final issue is who judges management standards?The first discussion on influences of growth of performance pay schemes is the assumption that increasing linkage between individual effort and financial reward increases performance levels. This linkage between effort and financial reward increasing levels of performance has proved an increasing trend in the public and private sector (Bevan and Thompson, 1992;Armstrong and Baron, 1998). The drive to increase public sector performance effort and setting of targets may even be inconsistent in the experiences of some organizational settings aimed at achieving long-term targets(Kessler and Purcell, 1992;Marsden, 2007). The development of merit based pay based on performance assessed by a manager is rising in the UK Marsden (2007)reported that the: Use of performance appraisals as a basis for merit pay are used in65 percent of public sector and 69 percent of the private sector employees where appraisal covered all nonmanagerial staff(p.109).Merit pay has also grown in use as in 1998 20% of workplaces used performance related schemes compared to 32% in the same organizations 2004 (Kersley et al., 2006:191). The achievements of satisfactory ratings or above satisfactory performance averages were used as evidence to reward individual performance ratings in the UK Civil Service (Marsden, 2007).Table 13.2 outlines the extent of merit pay in 2004.The second issue is what forms of performance is rewarded. The use of past appraisal ratings as evidence of achieving merit-related payments linked to achieving higher performance was the predominant factor developed in the public services. The evidence on Setting performance targets have been as Kessler (2000:280) reported “inconsistent within organizations and problematic for certain professional or less skilled occupations where goals have not been easily formulated”. There has been inconclusive evidence from organizations on the impact of performance pay and its effectiveness in improving performance. Evidence from a number of individual performance pay schemes report organizations suspending or reviewing them on the grounds that individual performance reward has produced no effect in performance or even demotivates staff(Kessler, 2000:281).More in-depth studies setting performance goals followed by appraisal on how well they were resulted in loss of motivation whilst maintaining productivity and achieved managers using imposing increased performance standards (Marsden and Richardson, 1994). As Randell(1994) had highlighted earlier, the potential objectivity and self-criticism in appraisal reviews become areas that appraisees refuse to acknowledge as weaknesses with appraisers if this leads to a reduction in their merit pay.Objectivity and self reflection for development becomes a weakness that appraises fail to acknowledge as a developmental issue if it reduces their chances of a reduced evaluation that will reduce their merit reward. The review of civil service merit pay (Makinson, 2000)reported from 4major UK Civil Service Agencies and the National Health Service concluded that existing forms of performance pay and performance management had failed to motivate many staff.The conclusions were that employees found individual performance pay divisive and led to reduced willingness to co-operate with management ,citing managerial favorites and manipulation of appraisal scores to lower ratings to save paying rewards to staff (Marsden and French, 1998).This has clear implications on the relationship between line managers and appraises and the demotivational consequences and reduced commitment provide clear evidence of the danger to linking individual performance appraisal to reward in the public services. Employees focus on the issues that gain key performance focus by focusing on specific objectives related to key performance indicators rather than all personal objectives. A study of banking performance pay by Lewis(1998)highlighted imposed targets which were unattainable with a range of 20 performance targets with narrow short term financial orientatated goals. The narrow focus on key targets and neglect of other performance aspects leads to tasks not being delivered.This final issue of judging management standards has already highlighted issues of inequity and bias based on gender (Beyer, 1990; Chen and DiTomasio, 1996; Fletcher, 1999). The suggested solutions to resolved Iscrimination have been proposed as enhanced interpersonal skills training are increased equitable use of 360 degree appraisal as a method to evaluate feedback from colleagues as this reduces the use of the “political metaphor”(Randell, 1994;Fletcher, 1999).On measures linking performance to improvement require a wider approach to enhanced work design and motivation to develop and enhance employee job satisfaction and the design of linkages between effort and performance are significant in the private sector and feedback and awareness in the public sector (Fletcher and Williams, 1996:176). Where rises be in pay were determined by achieving critical rated appraisal objectives, employees are less self critical and open to any developmental needs in a performance review.13.4 ConclusionAs performance appraisal provides a major potential for employee feedback that could link strongly to increasing motivation ,and a opportunity to clarify goals and achieve long term individual performance and career development why does it still suffers from what Randell describes as a muddle and confusion which still surrounds the theory and practice?There are key issues that require resolution and a great deal depends on the extent to which you have a good relationship with your line manager . Barlow(1989)argued `if you get off badly with your first two managers ,you may just as well forget it (p. 515).The evidence on the continued practice of appraisals is that they are still institutionally elaborated systems of management appraisal and development is significant rhetoric in the apparatus of bureaucratic control by managers (Barlow, 1989). In reality the companies create, review, change and even abolish appraisals if they fail to develop and enhance organisational performance(Kessler, 2000). Despite all the criticism and evidence the critics have failed to suggest an alternative for a process that can provide feedback, develop motivation, identify training and potential and evidence that can justify potential career development and justify reward(Hartle, 1997).绩效考核的困境Peter Prowse and Julie Prowse摘要本文旨在用绩效考核方法来解决绩效管理的困境。

美国公司法证券法历年经典论文列表

美国是世界上公司法、证券法研究最为发达的国家之一，在美国法学期刊（Law Review & Journals）上每年发表400多篇以公司法和证券法为主题的论文。

自1994年开始，美国的公司法学者每年会投票从中遴选出10篇左右重要的论文，重印于Corporate Practice Commentator，至2008年，已经评选了15年，计177篇论文入选。

以下是每年入选的论文列表：2008年（以第一作者姓名音序为序）：1.Anabtawi, Iman and Lynn Stout. Fiduciary duties for activist shareholders. 60 Stan. L. Rev. 1255-1308 (2008).2.Brummer, Chris. Corporate law preemption in an age of global capital markets. 81 S. Cal. L. Rev. 1067-1114 (2008).3.Choi, Stephen and Marcel Kahan. The market penalty for mutual fund scandals. 87 B.U. L. Rev. 1021-1057 (2007).4.Choi, Stephen J. and Jill E. Fisch. On beyond CalPERS: Survey evidence on the developing role of public pension funds in corporate governance. 61 V and. L. Rev. 315-354 (2008).5.Cox, James D., Randall S. Thoma s and Lynn Bai. There are plaintiffs and…there are plaintiffs: An empirical analysis of securities class action settlements. 61 V and. L. Rev. 355-386 (2008).6.Henderson, M. Todd. Paying CEOs in bankruptcy: Executive compensation when agency costs are low. 101 Nw. U. L. Rev. 1543-1618 (2007).7.Hu, Henry T.C. and Bernard Black. Equity and debt decoupling and empty voting II: Importance and extensions. 156 U. Pa. L. Rev. 625-739 (2008).8.Kahan, Marcel and Edward Rock. The hanging chads of corporate voting. 96 Geo. L.J. 1227-1281 (2008).9.Strine, Leo E., Jr. Toward common sense and common ground? Reflections on the shared interests of managers and labor in a more rational system of corporate governance. 33 J. Corp. L. 1-20 (2007).10.Subramanian, Guhan. Go-shops vs. no-shops in private equity deals: Evidence and implications.63 Bus. Law. 729-760 (2008).2007年：1.Baker, Tom and Sean J. Griffith. The Missing Monitor in Corporate Governance: The Directors’ & Officers’ Liability Insurer. 95 Geo. L.J. 1795-1842 (2007).2.Bebchuk, Lucian A. The Myth of the Shareholder Franchise. 93 V a. L. Rev. 675-732 (2007).3.Choi, Stephen J. and Robert B. Thompson. Securities Litigation and Its Lawyers: Changes During the First Decade After the PSLRA. 106 Colum. L. Rev. 1489-1533 (2006).4.Coffee, John C., Jr. Reforming the Securities Class Action: An Essay on Deterrence and Its Implementation. 106 Colum. L. Rev. 1534-1586 (2006).5.Cox, James D. and Randall S. Thomas. Does the Plaintiff Matter? An Empirical Analysis of Lead Plaintiffs in Securities Class Actions. 106 Colum. L. Rev. 1587-1640 (2006).6.Eisenberg, Theodore and Geoffrey Miller. Ex Ante Choice of Law and Forum: An Empirical Analysis of Corporate Merger Agreements. 59 V and. L. Rev. 1975-2013 (2006).7.Gordon, Jeffrey N. The Rise of Independent Directors in the United States, 1950-2005: Of Shareholder V alue and Stock Market Prices. 59 Stan. L. Rev. 1465-1568 (2007).8.Kahan, Marcel and Edward B. Rock. Hedge Funds in Corporate Governance and Corporate Control. 155 U. Pa. L. Rev. 1021-1093 (2007).ngevoort, Donald C. The Social Construction of Sarbanes-Oxley. 105 Mich. L. Rev. 1817-1855 (2007).10.Roe, Mark J. Legal Origins, Politics, and Modern Stock Markets. 120 Harv. L. Rev. 460-527 (2006).11.Subramanian, Guhan. Post-Siliconix Freeze-outs: Theory and Evidence. 36 J. Legal Stud. 1-26 (2007). (NOTE: This is an earlier working draft. The published article is not freely available, and at SLW we generally respect the intellectual property rights of others.)2006年：1.Bainbridge, Stephen M. Director Primacy and Shareholder Disempowerment. 119 Harv. L. Rev. 1735-1758 (2006).2.Bebchuk, Lucian A. Letting Shareholders Set the Rules. 119 Harv. L. Rev. 1784-1813 (2006).3.Black, Bernard, Brian Cheffins and Michael Klausner. Outside Director Liability. 58 Stan. L. Rev. 1055-1159 (2006).4.Choi, Stephen J., Jill E. Fisch and A.C. Pritchard. Do Institutions Matter? The Impact of the Lead Plaintiff Provision of the Private Securities Litigation Reform Act. 835.Cox, James D. and Randall S. Thomas. Letting Billions Slip Through Y our Fingers: Empirical Evidence and Legal Implications of the Failure of Financial Institutions to Participate in Securities Class Action Settlements. 58 Stan. L. Rev. 411-454 (2005).6.Gilson, Ronald J. Controlling Shareholders and Corporate Governance: Complicating the Comparative Taxonomy. 119 Harv. L. Rev. 1641-1679 (2006).7.Goshen , Zohar and Gideon Parchomovsky. The Essential Role of Securities Regulation. 55 Duke L.J. 711-782 (2006).8.Hansmann, Henry, Reinier Kraakman and Richard Squire. Law and the Rise of the Firm. 119 Harv. L. Rev. 1333-1403 (2006).9.Hu, Henry T. C. and Bernard Black. Empty V oting and Hidden (Morphable) Ownership: Taxonomy, Implications, and Reforms. 61 Bus. Law. 1011-1070 (2006).10.Kahan, Marcel. The Demand for Corporate Law: Statutory Flexibility, Judicial Quality, or Takeover Protection? 22 J. L. Econ. & Org. 340-365 (2006).11.Kahan, Marcel and Edward Rock. Symbiotic Federalism and the Structure of Corporate Law.58 V and. L. Rev. 1573-1622 (2005).12.Smith, D. Gordon. The Exit Structure of V enture Capital. 53 UCLA L. Rev. 315-356 (2005).2005年：1.Bebchuk, Lucian Arye. The case for increasing shareholder power. 118 Harv. L. Rev. 833-914 (2005).2.Bratton, William W. The new dividend puzzle. 93 Geo. L.J. 845-895 (2005).3.Elhauge, Einer. Sacrificing corporate profits in the public interest. 80 N.Y.U. L. Rev. 733-869 (2005).4.Johnson, . Corporate officers and the business judgment rule. 60 Bus. Law. 439-469 (2005).haupt, Curtis J. In the shadow of Delaware? The rise of hostile takeovers in Japan. 105 Colum. L. Rev. 2171-2216 (2005).6.Ribstein, Larry E. Are partners fiduciaries? 2005 U. Ill. L. Rev. 209-251.7.Roe, Mark J. Delaware?s politics. 118 Harv. L. Rev. 2491-2543 (2005).8.Romano, Roberta. The Sarbanes-Oxley Act and the making of quack corporate governance. 114 Y ale L.J. 1521-1611 (2005).9.Subramanian, Guhan. Fixing freezeouts. 115 Y ale L.J. 2-70 (2005).10.Thompson, Robert B. and Randall S. Thomas. The public and private faces of derivative lawsuits. 57 V and. L. Rev. 1747-1793 (2004).11.Weiss, Elliott J. and J. White. File early, then free ride: How Delaware law (mis)shapes shareholder class actions. 57 V and. L. Rev. 1797-1881 (2004).2004年：1Arlen, Jennifer and Eric Talley. Unregulable defenses and the perils of shareholder choice. 152 U. Pa. L. Rev. 577-666 (2003).2.Bainbridge, Stephen M. The business judgment rule as abstention doctrine. 57 V and. L. Rev. 83-130 (2004).3.Bebchuk, Lucian Arye and Alma Cohen. Firms' decisions where to incorporate. 46 J.L. & Econ. 383-425 (2003).4.Blair, Margaret M. Locking in capital: what corporate law achieved for business organizers in the nineteenth century. 51 UCLA L. Rev. 387-455 (2003).5.Gilson, Ronald J. and Jeffrey N. Gordon. Controlling shareholders. 152 U. Pa. L. Rev. 785-843 (2003).6.Roe, Mark J. Delaware 's competition. 117 Harv. L. Rev. 588-646 (2003).7.Sale, Hillary A. Delaware 's good faith. 89 Cornell L. Rev. 456-495 (2004).8.Stout, Lynn A. The mechanisms of market inefficiency: an introduction to the new finance. 28 J. Corp. L. 635-669 (2003).9.Subramanian, Guhan. Bargaining in the shadow of takeover defenses. 113 Y ale L.J. 621-686 (2003).10.Subramanian, Guhan. The disappearing Delaware effect. 20 J.L. Econ. & Org. 32-59 (2004)11.Thompson, Robert B. and Randall S. Thomas. The new look of shareholder litigation: acquisition-oriented class actions. 57 V and. L. Rev. 133-209 (2004).2003年：1.A yres, Ian and Stephen Choi. Internalizing outsider trading. 101 Mich. L. Rev. 313-408 (2002).2.Bainbridge, Stephen M. Director primacy: The means and ends of corporate governance. 97 Nw. U. L. Rev. 547-606 (2003).3.Bebchuk, Lucian, Alma Cohen and Allen Ferrell. Does the evidence favor state competition in corporate law? 90 Cal. L. Rev. 1775-1821 (2002).4.Bebchuk, Lucian Arye, John C. Coates IV and Guhan Subramanian. The Powerful Antitakeover Force of Staggered Boards: Further findings and a reply to symposium participants. 55 Stan. L. Rev. 885-917 (2002).5.Choi, Stephen J. and Jill E. Fisch. How to fix Wall Street: A voucher financing proposal for securities intermediaries. 113 Y ale L.J. 269-346 (2003).6.Daines, Robert. The incorporation choices of IPO firms. 77 N.Y.U. L. Rev.1559-1611 (2002).7.Gilson, Ronald J. and David M. Schizer. Understanding venture capital structure: A taxexplanation for convertible preferred stock. 116 Harv. L. Rev. 874-916 (2003).8.Kahan, Marcel and Ehud Kamar. The myth of state competition in corporate law. 55 Stan. L. Rev. 679-749 (2002).ngevoort, Donald C. Taming the animal spirits of the stock markets: A behavioral approach to securities regulation. 97 Nw. U. L. Rev. 135-188 (2002).10.Pritchard, A.C. Justice Lewis F. Powell, Jr., and the counterrevolution in the federal securities laws. 52 Duke L.J. 841-949 (2003).11.Thompson, Robert B. and Hillary A. Sale. Securities fraud as corporate governance: Reflections upon federalism. 56 V and. L. Rev. 859-910 (2003).2002年：1.Allen, William T., Jack B. Jacobs and Leo E. Strine, Jr. Function over Form: A Reassessment of Standards of Review in Delaware Corporation Law. 26 Del. J. Corp. L. 859-895 (2001) and 56 Bus. Law. 1287 (2001).2.A yres, Ian and Joe Bankman. Substitutes for Insider Trading. 54 Stan. L. Rev. 235-254 (2001).3.Bebchuk, Lucian Arye, Jesse M. Fried and David I. Walker. Managerial Power and Rent Extraction in the Design of Executive Compensation. 69 U. Chi. L. Rev. 751-846 (2002).4.Bebchuk, Lucian Arye, John C. Coates IV and Guhan Subramanian. The Powerful Antitakeover Force of Staggered Boards: Theory, Evidence, and Policy. 54 Stan. L. Rev. 887-951 (2002).5.Black, Bernard and Reinier Kraakman. Delaware’s Takeover Law: The Uncertain Search for Hidden V alue. 96 Nw. U. L. Rev. 521-566 (2002).6.Bratton, William M. Enron and the Dark Side of Shareholder V alue. 76 Tul. L. Rev. 1275-1361 (2002).7.Coates, John C. IV. Explaining V ariation in Takeover Defenses: Blame the Lawyers. 89 Cal. L. Rev. 1301-1421 (2001).8.Kahan, Marcel and Edward B. Rock. How I Learned to Stop Worrying and Love the Pill: Adaptive Responses to Takeover Law. 69 U. Chi. L. Rev. 871-915 (2002).9.Kahan, Marcel. Rethinking Corporate Bonds: The Trade-off Between Individual and Collective Rights. 77 N.Y.U. L. Rev. 1040-1089 (2002).10.Roe, Mark J. Corporate Law’s Limits. 31 J. Legal Stud. 233-271 (2002).11.Thompson, Robert B. and D. Gordon Smith. Toward a New Theory of the Shareholder Role: "Sacred Space" in Corporate Takeovers. 80 Tex. L. Rev. 261-326 (2001).2001年：1.Black, Bernard S. The legal and institutional preconditions for strong securities markets. 48 UCLA L. Rev. 781-855 (2001).2.Coates, John C. IV. Takeover defenses in the shadow of the pill: a critique of the scientific evidence. 79 Tex. L. Rev. 271-382 (2000).3.Coates, John C. IV and Guhan Subramanian. A buy-side model of M&A lockups: theory and evidence. 53 Stan. L. Rev. 307-396 (2000).4.Coffee, John C., Jr. The rise of dispersed ownership: the roles of law and the state in the separation of ownership and control. 111 Y ale L.J. 1-82 (2001).5.Choi, Stephen J. The unfounded fear of Regulation S: empirical evidence on offshore securities offerings. 50 Duke L.J. 663-751 (2000).6.Daines, Robert and Michael Klausner. Do IPO charters maximize firm value? Antitakeover protection in IPOs. 17 J.L. Econ. & Org. 83-120 (2001).7.Hansmann, Henry and Reinier Kraakman. The essential role of organizational law. 110 Y ale L.J. 387-440 (2000).ngevoort, Donald C. The human nature of corporate boards: law, norms, and the unintended consequences of independence and accountability. 89 Geo. L.J. 797-832 (2001).9.Mahoney, Paul G. The political economy of the Securities Act of 1933. 30 J. Legal Stud. 1-31 (2001).10.Roe, Mark J. Political preconditions to separating ownership from corporate control. 53 Stan. L. Rev. 539-606 (2000).11.Romano, Roberta. Less is more: making institutional investor activism a valuable mechanism of corporate governance. 18 Y ale J. on Reg. 174-251 (2001).2000年：1.Bratton, William W. and Joseph A. McCahery. Comparative Corporate Governance and the Theory of the Firm: The Case Against Global Cross Reference. 38 Colum. J. Transnat’l L. 213-297 (1999).2.Coates, John C. IV. Empirical Evidence on Structural Takeover Defenses: Where Do We Stand?54 U. Miami L. Rev. 783-797 (2000).3.Coffee, John C., Jr. Privatization and Corporate Governance: The Lessons from Securities Market Failure. 25 J. Corp. L. 1-39 (1999).4.Fisch, Jill E. The Peculiar Role of the Delaware Courts in the Competition for Corporate Charters. 68 U. Cin. L. Rev. 1061-1100 (2000).5.Fox, Merritt B. Retained Mandatory Securities Disclosure: Why Issuer Choice Is Not Investor Empowerment. 85 V a. L. Rev. 1335-1419 (1999).6.Fried, Jesse M. Insider Signaling and Insider Trading with Repurchase Tender Offers. 67 U. Chi. L. Rev. 421-477 (2000).7.Gulati, G. Mitu, William A. Klein and Eric M. Zolt. Connected Contracts. 47 UCLA L. Rev. 887-948 (2000).8.Hu, Henry T.C. Faith and Magic: Investor Beliefs and Government Neutrality. 78 Tex. L. Rev. 777-884 (2000).9.Moll, Douglas K. Shareholder Oppression in Close Corporations: The Unanswered Question of Perspective. 53 V and. L. Rev. 749-827 (2000).10.Schizer, David M. Executives and Hedging: The Fragile Legal Foundation of Incentive Compatibility. 100 Colum. L. Rev. 440-504 (2000).11.Smith, Thomas A. The Efficient Norm for Corporate Law: A Neotraditional Interpretation of Fiduciary Duty. 98 Mich. L. Rev. 214-268 (1999).12.Thomas, Randall S. and Kenneth J. Martin. The Determinants of Shareholder V oting on Stock Option Plans. 35 Wake Forest L. Rev. 31-81 (2000).13.Thompson, Robert B. Preemption and Federalism in Corporate Governance: Protecting Shareholder Rights to V ote, Sell, and Sue. 62 Law & Contemp. Probs. 215-242 (1999).1999年（以第一作者姓名音序为序）：1.Bankman, Joseph and Ronald J. Gilson. Why Start-ups? 51 Stan. L. Rev. 289-308 (1999).2.Bhagat, Sanjai and Bernard Black. The Uncertain Relationship Between Board Composition and Firm Performance. 54 Bus. Law. 921-963 (1999).3.Blair, Margaret M. and Lynn A. Stout. A Team Production Theory of Corporate Law. 85 V a. L. Rev. 247-328 (1999).4.Coates, John C., IV. “Fair V alue” As an A voidable Rule of Corporate Law: Minority Discounts in Conflict Transactions. 147 U. Pa. L. Rev. 1251-1359 (1999).5.Coffee, John C., Jr. The Future as History: The Prospects for Global Convergence in Corporate Governance and Its Implications. 93 Nw. U. L. Rev. 641-707 (1999).6.Eisenberg, Melvin A. Corporate Law and Social Norms. 99 Colum. L. Rev. 1253-1292 (1999).7.Hamermesh, Lawrence A. Corporate Democracy and Stockholder-Adopted By-laws: Taking Back the Street? 73 Tul. L. Rev. 409-495 (1998).8.Krawiec, Kimberly D. Derivatives, Corporate Hedging, and Shareholder Wealth: Modigliani-Miller Forty Y ears Later. 1998 U. Ill. L. Rev. 1039-1104.ngevoort, Donald C. Rereading Cady, Roberts: The Ideology and Practice of Insider Trading Regulation. 99 Colum. L. Rev. 1319-1343 (1999).ngevoort, Donald C. Half-Truths: Protecting Mistaken Inferences By Investors and Others.52 Stan. L. Rev. 87-125 (1999).11.Talley, Eric. Turning Servile Opportunities to Gold: A Strategic Analysis of the Corporate Opportunities Doctrine. 108 Y ale L.J. 277-375 (1998).12.Williams, Cynthia A. The Securities and Exchange Commission and Corporate Social Transparency. 112 Harv. L. Rev. 1197-1311 (1999).1998年：1.Carney, William J., The Production of Corporate Law, 71 S. Cal. L. Rev. 715-780 (1998).2.Choi, Stephen, Market Lessons for Gatekeepers, 92 Nw. U. L. Rev. 916-966 (1998).3.Coffee, John C., Jr., Brave New World?: The Impact(s) of the Internet on Modern Securities Regulation. 52 Bus. Law. 1195-1233 (1997).ngevoort, Donald C., Organized Illusions: A Behavioral Theory of Why Corporations Mislead Stock Market Investors (and Cause Other Social Harms). 146 U. Pa. L. Rev. 101-172 (1997).ngevoort, Donald C., The Epistemology of Corporate-Securities Lawyering: Beliefs, Biases and Organizational Behavior. 63 Brook. L. Rev. 629-676 (1997).6.Mann, Ronald J. The Role of Secured Credit in Small-Business Lending. 86 Geo. L.J. 1-44 (1997).haupt, Curtis J., Property Rights in Firms. 84 V a. L. Rev. 1145-1194 (1998).8.Rock, Edward B., Saints and Sinners: How Does Delaware Corporate Law Work? 44 UCLA L. Rev. 1009-1107 (1997).9.Romano, Roberta, Empowering Investors: A Market Approach to Securities Regulation. 107 Y ale L.J. 2359-2430 (1998).10.Schwab, Stewart J. and Randall S. Thomas, Realigning Corporate Governance: Shareholder Activism by Labor Unions. 96 Mich. L. Rev. 1018-1094 (1998).11.Skeel, David A., Jr., An Evolutionary Theory of Corporate Law and Corporate Bankruptcy. 51 V and. L. Rev. 1325-1398 (1998).12.Thomas, Randall S. and Martin, Kenneth J., Should Labor Be Allowed to Make Shareholder Proposals? 73 Wash. L. Rev. 41-80 (1998).1997年：1.Alexander, Janet Cooper, Rethinking Damages in Securities Class Actions, 48 Stan. L. Rev. 1487-1537 (1996).2.Arlen, Jennifer and Kraakman, Reinier, Controlling Corporate Misconduct: An Analysis of Corporate Liability Regimes, 72 N.Y.U. L. Rev. 687-779 (1997).3.Brudney, Victor, Contract and Fiduciary Duty in Corporate Law, 38 B.C. L. Rev. 595-665 (1997).4.Carney, William J., The Political Economy of Competition for Corporate Charters, 26 J. Legal Stud. 303-329 (1997).5.Choi, Stephen J., Company Registration: Toward a Status-Based Antifraud Regime, 64 U. Chi. L. Rev. 567-651 (1997).6.Fox, Merritt B., Securities Disclosure in a Globalizing Market: Who Should Regulate Whom. 95 Mich. L. Rev. 2498-2632 (1997).7.Kahan, Marcel and Klausner, Michael, Lockups and the Market for Corporate Control, 48 Stan. L. Rev. 1539-1571 (1996).8.Mahoney, Paul G., The Exchange as Regulator, 83 V a. L. Rev. 1453-1500 (1997).haupt, Curtis J., The Market for Innovation in the United States and Japan: V enture Capital and the Comparative Corporate Governance Debate, 91 Nw. U.L. Rev. 865-898 (1997).10.Skeel, David A., Jr., The Unanimity Norm in Delaware Corporate Law, 83 V a. L. Rev. 127-175 (1997).1996年：1.Black, Bernard and Reinier Kraakman A Self-Enforcing Model of Corporate Law, 109 Harv. L. Rev. 1911 (1996)2.Gilson, Ronald J. Corporate Governance and Economic Efficiency: When Do Institutions Matter?, 74 Wash. U. L.Q. 327 (1996)3. Hu, Henry T.C. Hedging Expectations: "Derivative Reality" and the Law and Finance of the Corporate Objective, 21 J. Corp. L. 3 (1995)4.Kahan, Marcel & Michael Klausner Path Dependence in Corporate Contracting: Increasing Returns, Herd Behavior and Cognitive Biases, 74 Wash. U. L.Q. 347 (1996)5.Kitch, Edmund W. The Theory and Practice of Securities Disclosure, 61 Brooklyn L. Rev. 763 (1995)ngevoort, Donald C. Selling Hope, Selling Risk: Some Lessons for Law From Behavioral Economics About Stockbrokers and Sophisticated Customers, 84 Cal. L. Rev. 627 (1996)7.Lin, Laura The Effectiveness of Outside Directors as a Corporate Governance Mechanism: Theories and Evidence, 90 Nw. U.L. Rev. 898 (1996)lstein, Ira M. The Professional Board, 50 Bus. Law 1427 (1995)9.Thompson, Robert B. Exit, Liquidity, and Majority Rule: Appraisal's Role in Corporate Law, 84 Geo. L.J. 1 (1995)10.Triantis, George G. and Daniels, Ronald J. The Role of Debt in Interactive Corporate Governance. 83 Cal. L. Rev. 1073 (1995)1995年：公司法：1.Arlen, Jennifer and Deborah M. Weiss A Political Theory of Corporate Taxation,. 105 Y ale L.J. 325-391 (1995).2.Elson, Charles M. The Duty of Care, Compensation, and Stock Ownership, 63 U. Cin. L. Rev. 649 (1995).3.Hu, Henry T.C. Heeding Expectations: "Derivative Reality" and the Law and Finance of the Corporate Objective, 73 Tex. L. Rev. 985-1040 (1995).4.Kahan, Marcel The Qualified Case Against Mandatory Terms in Bonds, 89 Nw. U.L. Rev. 565-622 (1995).5.Klausner, Michael Corporations, Corporate Law, and Networks of Contracts, 81 V a. L. Rev. 757-852 (1995).6.Mitchell, Lawrence E. Cooperation and Constraint in the Modern Corporation: An Inquiry Into the Causes of Corporate Immorality, 73 Tex. L. Rev. 477-537 (1995).7.Siegel, Mary Back to the Future: Appraisal Rights in the Twenty-First Century, 32 Harv. J. on Legis. 79-143 (1995).证券法：1.Grundfest, Joseph A. Why Disimply? 108 Harv. L. Rev. 727-747 (1995).2.Lev, Baruch and Meiring de V illiers Stock Price Crashes and 10b-5 Damages: A Legal Economic, and Policy Analysis, 47 Stan. L. Rev. 7-37 (1994).3.Mahoney, Paul G. Mandatory Disclosure as a Solution to Agency Problems, 62 U. Chi. L. Rev. 1047-1112 (1995).4.Seligman, Joel The Merits Do Matter, 108 Harv. L. Rev. 438 (1994).5.Seligman, Joel The Obsolescence of Wall Street: A Contextual Approach to the Evolving Structure of Federal Securities Regulation, 93 Mich. L. Rev. 649-702 (1995).6.Stout, Lynn A. Are Stock Markets Costly Casinos? Disagreement, Mark Failure, and Securities Regulation, 81 V a. L. Rev. 611 (1995).7.Weiss, Elliott J. and John S. Beckerman Let the Money Do the Monitoring: How Institutional Investors Can Reduce Agency Costs in Securities Class Actions, 104 Y ale L.J. 2053-2127 (1995).1994年：公司法：1.Fraidin, Stephen and Hanson, Jon D. Toward Unlocking Lockups, 103 Y ale L.J. 1739-1834 (1994)2.Gordon, Jeffrey N. Institutions as Relational Investors: A New Look at Cumulative V oting, 94 Colum. L. Rev. 124-192 (1994)3.Karpoff, Jonathan M., and Lott, John R., Jr. The Reputational Penalty Firms Bear From Committing Criminal Fraud, 36 J.L. & Econ. 757-802 (1993)4.Kraakman, Reiner, Park, Hyun, and Shavell, Steven When Are Shareholder Suits in Shareholder Interests?, 82 Geo. L.J. 1733-1775 (1994)5.Mitchell, Lawrence E. Fairness and Trust in Corporate Law, 43 Duke L.J. 425- 491 (1993)6.Oesterle, Dale A. and Palmiter, Alan R. Judicial Schizophrenia in Shareholder V oting Cases, 79 Iowa L. Rev. 485-583 (1994)7. Pound, John The Rise of the Political Model of Corporate Governance and Corporate Control, 68 N.Y.U. L. Rev. 1003-1071 (1993)8.Skeel, David A., Jr. Rethinking the Line Between Corporate Law and Corporate Bankruptcy, 72 Tex. L. Rev. 471-557 (1994)9.Thompson, Robert B. Unpacking Limited Liability: Direct and V icarious Liability of Corporate Participants for Torts of the Enterprise, 47 V and. L. Rev. 1-41 (1994)证券法：1.Alexander, Janet Cooper The V alue of Bad News in Securities Class Actions, 41 UCLA L.Rev. 1421-1469 (1994)2.Bainbridge, Stephen M. Insider Trading Under the Restatement of the Law Governing Lawyers, 19 J. Corp. L. 1-40 (1993)3.Black, Bernard S. and Coffee, John C. Jr. Hail Britannia?: Institutional Investor Behavior Under Limited Regulation, 92 Mich. L. Rev. 1997-2087 (1994)4.Booth, Richard A. The Efficient Market, portfolio Theory, and the Downward Sloping Demand Hypothesis, 68 N.Y.U. L. Rev. 1187-1212 (1993)5.Coffee, John C., Jr. The SEC and the Institutional Investor: A Half-Time Report, 15 Cardozo L. Rev 837-907 (1994)6.Fox, Merritt B. Insider Trading Deterrence V ersus Managerial Incentives: A Unified Theory of Section 16(b), 92 Mich. L. Rev. 2088-2203 (1994)7.Grundfest, Joseph A. Disimplying Private Rights of Action Under the Federal Securities Laws: The Commission's Authority, 107 Harv. L. Rev. 961-1024 (1994)8.Macey, Jonathan R. Administrative Agency Obsolescence and Interest Group Formation: A Case Study of the SEC at Sixty, 15 Cardozo L. Rev. 909-949 (1994)9.Rock, Edward B. Controlling the Dark Side of Relational Investing, 15 Cardozo L. Rev. 987-1031 (1994)。

散文翻译

“任何卓越都来自于精于求精的态度和近乎苛刻的标准。

”瑞士著名腕表设计师穆勒的这句名言告诉我们：用什么样的标准要求自己，决定着一个人成就的大小。

标准低一些，自然更轻松，但也更容易小富即安、止步不前；标准高一些，必然需要更多的付出，更多的努力，做出来的事情也一定更加出色。

“不经一番彻骨寒，哪得梅花扑鼻香”，凡成功者，无不是以近乎苛刻的严要求磨练自己，以他人难以企及的高标准无悔付出，才最终成就了自己。

欲登临多高的山峰，你必先对自己有多高的要求。

你用什么样的标准要求自己？不是落后于你的人的标准，也不是你自己的标准，而是那些比你做得好，比你成功的人的标准，甚至更高的标准。

在一个标准要求宽松的流水线上，是生产不出高质量的产品的。

任何人的成功也都是建立在他比别人做得好的基础上的。

不要放松对自己的要求，对自己严格一些吧。

“ All excellence comes from excelsior attitude and almost demanding standards.” This saying of Muller who is the famous Swiss watch designer tells us what kind of standard you use to measure yourself determines the size of your achievements. If you measure yourself by a lower standard, you will feel more relax, but you will also be more easily to be satisfied with the status quo and come to a halt; If you measure yourself by a higher standard, you will have to exert more effort to make things better and make you more excellent. “Wintersweet can’t bloom so well without suffering from the continuous bitter cold .” All achievers hone themselves by almost demanding standards and pay without regrets by a high standard which others can’t match. Then they achieve success eventually.The height of the mountain you can reach depends on the standard you use to measure yourself. What kind of standard you should use to measure yourself? It is not the standard that the people who fall behind you use or you use, but the standard that the people who are better and more successful than you use. Or you should use even higher standard. It is impossible to produce high-quality products in an assembly line which is required in a low and loose standard. Everyone’s success is based on what he did that is betterthan others. Don’t slack off and be strict with yourself.。

2024年教师资格(中学)-英语学科知识与教学能力(初中)考试历年真题摘选附带答案版

2024年教师资格（中学）-英语学科知识与教学能力（初中）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) —What did Mr. Black do in the middle of the night? —Well，I’m not sure, but he was often heard→ ←.A. singing the same songB. to sing the same songC. sing a same songD. to be playing same song2.(单项选择题)(每题 2.00 分) There was one shop in the town of Mufulira, which was notorious for its color bar. It was a drugstore. While Europeans were served at the counter, a long line of Africans queued at the window and often not only were kept waiting, but when their turn came to be served, were rudely treated by the shop assistants. One day I was determined to make a public protest against this kind of thing, and many of the schoolboys in my class followed me to the store and waited outside to see what would happen when I went in.I simply went into the shop and asked the manager politely for some medicine. As soon as he saw me standing in the place where only European customers were allowed to stand, he shouted at me in a bastard language that is only used by an employer when speaking to his servants.I stood at the counter and politely requested in English that I should be served. The manager became exasperated and said to me in English, "Even though you stand there till Christmas I will never serve you."I went to the District commissioner's office. Fortunately the District Commissioner was out, for he was one of the old schools; however, I saw a young District Officer who was a friend of mine. He was very concerned to hear my story and told me that if ever I wanted anything more from the drugstore, all I had to do was come to him personally and he would buy my medicine for me. I protested that that was not good enough. I asked him to accompany me back to the store and to make a protest to the manager. This he did, and I well remember him saying tothe manager, "Here is Mr. Kaunda who is a responsible member of the Urban Advisory Council, and you treat him like a common servant. "The manager of the drugstore apologized and said, "If only he had introduced himself and explained who he was, then, of course I should have given him proper service. "I had to explain once again that he had missed my point. Why should I have to introduce myself every time I went into a store? I want to prove that any man of any color, whatever his position, should have the right to go into any shop and buy what he wanted. Why didn't the writer wait at the window of the drugstore like other black African?→ ←A. Because he thought he was educated and should be treated differently.B. Because he thought, being an important person, he should not be kept waiting.C. Because he thought his white friends would help him out.D. Because he wanted to protest against racial discrimination.3.(单项选择题)(每题 2.00 分) If a teacher gets an incorrect answer from students, it is most appropriate for him or her to say"_____"in order to encourage them.A. No, I don't like your answers.B. Nonsense, it is not what I want!C. Your answer is far beyond the point.D. You missed the point, but I'm glad you mentioned another point.4.(单项选择题)(每题 2.00 分) —I’m going to study engineering in Peking University tomorrow.—→ ←.A. All the best in your studyB. All the best with your studyC. All the best in your businessD. All the best in your new job5.(单项选择题)(每题 2.00 分) Mobile office is the mutual product of economic, scientific, and social progress. Mobile of rice has become a solution that provides users with convenient, prompt, safe, reliable, and reasonably priced communications and office faculty anywhere anytime via the support of mobile interconnection platform(MIP)and its applications systems. When you leave your office to attend meetings or travel on business, what would happen to your business routine? Of course, faxes and e-mails would be still sent to your fax machine or e-mail box, but you can't read them and make prompt reaction timely. When your clients need you to make some urgent modifications on your work and you are neither in the office nor carrying relevant documents, what can you do? Maybe you have to say "sorry" to the clients. But, your business will be affected, the clients will be unhappy and disappointed because of your delay, and you will lose a lot of business opportunities.In fact, very frequently, you need to check, reply, distribute, display, modify, or read some materials when you are not in your office. You must get out of this dilemma. The best solution to normally handle your business anywhere anytime and not to disappoint your clients is to let your office "move" with you. Thus，you can have convenient, prompt, safe, reliable, and reasonably priced communications and office faculty anywhere anytime. With the development of communications technology, network application, and wireless interconnection, mobile office has become simpler and smaller, and even can be realized via one mobile phone with data communications function. Thus, mobile office has already been put into your pocket, and office mobility has been realized.Mobile office has provided people with convenient, casual working environment, but at the same time, it still has some unsatisfactory aspects such as mismatching equipment interface(接口，界面)and inadequate battery. Nevertheless, we believe that with technical progress, people can certainly overcome all kinds of difficulties. Mobile office will make your career unimpeded, and will realize the dream of completely free communication. Users will enjoy more colorful life and better working environment, and users' living standard, working efficiency, and even enterprises' production efficiency will certainly be immensely raised. The passage suggests that mobile office is necessary, especially when→ ←.A. you need to make some urgent modifications on your workB. you need to read and reply faxes and e-mailsC. you are out of the office to attend meetingsD. you can put the mobile office into your pocket6.(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.7.(单项选择题)(每题 2.00 分) —What about→ ←supper that we had in that restaurant last week?—Well,→ ←most worst one indeed.A. /; theB. /;aC. the ; theD. the; a8.(单项选择题)(每题 2.00 分) "There is a senseless notion that children grow up and leave home when theyre 18, and the truth is far from that," says sociologist Larry Bumpass of the University of Wisconsin. Today, unexpected numbers of young adults are living with their parents, "there is a major shift in the middle class," declares sociologist Allan Schnaiberg of Northwestern University, whose son, 19, moved back in after an absence of eight months.Analysts cite a variety of reasons for this return to the nest. The marriage age is rising, a condition that makes home and its pleasantness particularly attractive to young people.A high divorce rate and a declining remarriage rate are sending economically pressed and emotionally hurt survivors back to parental shelters. For some, the expense of anaway-from-home college education has become so excessively great that many students now attend local schools. Even after graduation, young people find their wings clipped by skyrocketing housing costs.Living at home, says Knighton, a school teacher, continues to give her security and moral support. Her mother agreed, "Its ridiculous for the kids to pay all that money for rent. It makes sense for kids to stay at home. " But sharing the family home requires adjustments for all. There are the hassles over bathrooms, telephones and privacy. Some families, however, manage the delicate balancing act. But for others, it proves too difficult. Michelle Del Turco,24, has been home three times and left three times. "What I considered a social drink, my dad considered an alcohol problem," she explains. "He never liked anyone I dated, so I either had to hide away or meet them at friends house.Just how long should adult children live with their parents before moving on? Mostpsychologists feel lengthy home comings are a mistake. Children, struggling to establish separate identities, can end up with "a sense of inadequacy, defeat and failure." And aging parents, who should be enjoying some financial and personal freedom, find themselves stuck with responsibilities. Many agree that brief visits, however, can work beneficially.One of the disadvantages of young adults returning to stay with their parents isthat→←.A. there will inevitably be inconveniences in every day lifeB. most parents find it difficult to keep a bigger family goingC. the young adults tend to be overprotected by their parentsD. public opinion is against young adults staying with their parents9.(单项选择题)(每题 2.00 分) Polyester (聚酯)is now being used for bottles. ICI, the chemicals and plastics company, believes that it is now beginning to break the grip of glass on the bottle business and thus take advantage of this huge market.All the plastics manufacturers have been experiencing hard times as their traditional products have been doing badly world-wide for the last few years. Between 1982 and 1984 the Plastics Division of ICI had lost a hundred and twenty million dollars, and they felt that the most hopeful new market was in packaging, bottles and cans.Since 1982 it has opened three new factories producing "Melinar", the raw material from which high quality polyester bottles are made.The polyester bottle was born in the 1970s, when soft drinks companies like Coca Cola started selling their drinks in giant two-liter containers. Because of the build-up of the pressure of gas in these large containers, glass was unsuitable. Nor was PVC, the plastic which had been used for bottles since the 1960s, suitable for drinks with gas in them, A new plastic had to be made.Glass is still cheaper for the smaller bottles, and will continue to be so unless oil and plastic become much cheaper, but plastic does well for the larger sizes.Polyester bottles are virtually unbreakable. The manufacturers claim they are also lighter, less noisy when being handled, and can be reused. Shopkeepers and other business people are unlikely to object to a change from glass to polyester, since these bottles mean few breakages, which are costly and time-consuming. The public, though, have been more difficult to persuade. ICIs commercial department is developing different bottles with interesting shapes, to try and make them visually more attractive to the public.The next step could be to develop a plastic which could replace tins for food. The problem here is the high temperatures necessary for cooking the food in the container.Why aren’t all bottles now made of polyester?_→←A. The price of oil and plastic has risen.B. It is not suitable for containing gassy drinks.C. The public like traditional glass bottles.D. Shop-keepers dislike reusable bottles.10.(单项选择题)(每题 2.00 分) The mode of operation in passing laws in the U. S. Congress has many____but there is no attempt being made to improve it.A. optionsB. solutionsC. advantagesD. drawbacks11.(单项选择题)(每题 2.00 分) Sam h as been appointed→ ←manager of the engineering department to take→ ←place of George.A. /;/B. the; /C. the; theD. /; the12.(单项选择题)(每题 2.00 分) What's the overall goal of English teaching in basic education stage?→ ←A. Increase students' vocabulary and grammar of the knowledge.B. Improve the students' English learning and foreign cultural interesting.C. Cultivate the students' ability of listening and spoken English.D. Cultivate students' comprehensive capability of language.13.(单项选择题)(每题 2.00 分) The notice has been told everyone→ ←a party will be held in the open air tomorrow.A. whetherB. whenC. whereD. that14.(单项选择题)(每题 2.00 分) The classroom teaching environment consists of classroom environment and→ ←.A. social environmentB. communication environmentC. practice environmentD. game environment15.(单项选择题)(每题 2.00 分) Which of the following is NOT a suitable pre-listening activity?______A. Writing a similar text.B. Discussing a relevant picture.C. Writing questions about the topic.D. Associating vocabulary with the topic.16.(单项选择题)(每题 2.00 分) Passage TwoRespect is not included in the marriage vows. No illustrated books show how to achieve it. And yet it is central to a lasting, satisfying marriage.What is this thing called respect? It is not the same as admiration. "When you fall in love, you admire the other, "says Dr. Alexandra Symonds, associate clinical professor of psychiatryat the New York University, School of Medicine.” You look up to someone-much the way a child idealizes a parent.”Such romantic admiration thrives and even depends on the illusion that he or she is "perfect for you.95 Thafs why it doesnt last. "You come to see that the person you married isnt exactly what you expected.", says Francine Klagsbrun. "There are differences of personality, of approaches to life, different ways of doing things. ”You can try to change your mate back into your fantasy. But for the marriage to last and grow its better to →agree to disagree←, to learn to let each other be. Only by taking this path can you begin to develop real respect toward each other.“I have one patient whose husband loves sports，especially tennis，”says Dr. Symonds.” She would prefer to go to the theatre, or to stay at home and read. She could simply say, ‘We have different tastes.’ Instead, she says, How can he waste his time and money that way? She puts him down."The put-down is the chief symptom and weapon of lack of respect or contempt. "Contempt is the wors t kind of emotion.” says Symonds. "You feel the other person has no worth.’ We’ve all seen marriages in which one or both partners attack the other quite savagely in the guise of Its for your own good. Any "good" is→ undone ←by the hostile tone. A wife nag s her husband to be more ambitious and makes him feel like a failure because he prefers craftsman- ship or community projects to the competitive business world. Or a husband accuses his wife of wasting time whenever she gets together with a friend. "Why isnt she doing something productive?"In good marriage partners nurture each others self-esteem. They may express humorous incomprehension of one anothers preferences, but they never make the other person feel like an idiot. "Martyrs idea of a vacation is to go down to the basement on a sunny day and spend time woodworking, "says Dr. Alexandra Symonds of her husband, psychiatrist and surgeon Martin Symond.But theres fondness in the gibes and firm support for the others right to be himself. Respect is expressed in words like. ul dont want to go to the concert, but you have a great And occasionally, "Sure, III come with you. Just dont him angry if I fall asleep. " Respect, then is appreciation of the separateness of the other person, of the ways in which he or she is unique. These things take time to discover and accept.Thats the paradox of a good marriage: only by respecting each other as you are do you open the door to change. The root meaning of the word respect is "to look at". Respect is a clear yet loving eye. It sees what is really there, but it also sees what is potentially there and helps bring it to fruition. Respect is the art of love by which married couples honor what is unique and best in each other.The underlined word "undone" in Paragraph 7 suggests that_____.A. what you said reversed what you meantB. what you said was not what you meantC. what you said meant nothing to your partnerD. what you said failed to touch the heart of your partner17.(单项选择题)(每题 2.00 分) It is believed that the feeding patterns parents→ ←on their children can determine their adolescent and adult eating habits.A. compelB. imposeC. evokeD. necessitate18.(单项选择题)(每题 2.00 分) —Do you know if Linda is willing to take charge of the program?—→ ←, does it?A. It takes no timeB. It counts for nothingC. It doesn’t hurt to askD. It doesn’t make sense19.(单项选择题)(每题 2.00 分) If a teacher asks students to collect, compare and analyze certain sentence patterns, he / she aims at developing students, ( ).A. discourse awarenessB. cultural awarenessC. strategic competenceD. linguistic competence20.(单项选择题)(每题 2.00 分) —Excuse me. Could you tell me→ ←?—Yes. There is a video shop next to the tall building.A. where can I buy some CDsB. where I can buy some CDsC. when can I buy some CDsD. when I can buy some CDs21.(单项选择题)(每题 2.00 分) Trees should only be pruned when there is a good and clear reason for doing so and, fortunately, the number of such reasons is small. Pruning involves the cutting away of overgrown and unwanted branches, and the inexperienced gardener can be encouraged by the thought that more damage results from doing it unnecessarily than from leaving the tree to grow in its own way.First, pruning may be done to make sure that trees have a desired shape or size. The object may be to get a tree of the right height, and at the same time to help the growth of small side branches which will thicken its appearance or give it a special shape. Secondly, pruning may be done to make the tree healthier. You may cut diseased or dead wood, or branches that are rubbing against each other and thus cause wounds. The health of a tree may be encouraged by removing branches that are blocking up the centre and so preventing the free movement of air.One result of pruning is that an open wound is left on the tree and this provides an easy entry for disease, but it is a wound that will heal. Often there is a race between the healing and the disease as to whether the tree will live or die, so that there is a period when the tree is at risk. It should be the aim of every gardener to reduce which has been pruned smooth and clean, for healing will be slowed down by roughness. You should allow the cut surface to dry for a few hurts and then paint it with one of the substances available from gardenshops produced especially for this purpose. Pruning is usually without interference fromthe leaves and also it is very unlikely that the cuts you make will bleed If this does happen,it is, of course, impossible to paint them properly. Pruning should be done to→ ←.A. make the tree grow tallerB. improve the shape of the treeC. get rid of the small branchesD. make the small branches thicker22.(单项选择题)(每题 2.00 分) Recent research has claimed that an excess of positive ionsin the air can have an ill effect on peopled physical or psychological health. What are positive ions? Well, the air is full of ions, electrically charged particles, and generallythere is a rough balance between the positive and the negative charged. But sometimes this balance becomes disturbed and a larger proportion of positive ions are found. This happens naturally before thunderstorm, earthquakes when winds such as the Mistral, Hamsin or Sharavare blowing in certain countries. Or it can be caused by a build-up of static electricity indoors from carpets or clothing made of man-made fibers, or from TV sets, duplicators or computer display screens.When a large number of positive ions are present in the air, many people experience un- pleasant effects such as headaches, fatigue, irritability, and some particularly sensitive people suffer nausea or even mental disturbance. Animals are also affected, particularly before earth- quakes snakes have been observed to come out of hibernation, rats to flee fromtheir burrows, dogs howl and cats jump about unaccountably. This has led the US Geographical Survey to fund a network of volunteers to watch animals in an effort to foresee such disasters before they hit vulnerable areas such as California.Conversely, when large numbers of negative ions are present, then people have a feeling ofwell-being. Natural conditions that produce these large amounts are near the sea, close to waterfalls or fountains, or in any place where water is sprayed, or forms a spray. This probably accounts for the beneficial effect of a holiday by the sea, or in the mountainswith tumbling streams or waterfalls.To increase the supply of negative ions indoors, some scientists recommend the use of ionizers: small portable machines, which generate negative ions. They claim that ionizers not onlydean and refresh the air but also improve the health of people sensitive to excess positive ions. Of course, there are the detractors, other scientists, who dismiss such claims andare skeptical about negative/positive ion research. Therefore, people can only make up theirown minds by observing the effects on themselves, or on others, of a negative rich or poor environment. After all it is debatable whether depending on seismic readings to anticipate earthquakes is more effective than watching the cat. Some scientists believe that→ ←.A. watching animals to anticipate earthquakes is more effective than depending on seismographyB. the unusual behavior of animals cannot be trustedC. neither watching nor using seismographs is reliableD. earthquake is destructive23.(单项选择题)(每题 2.00 分) Which of the following best describes first language acquisition?→ ←A. Care-taker talkB. Minimal pair practiceC. Selected inputD. Timely error correction24.(单项选择题)(每题 2.00 分) → ←method of teaching writing pays great attention to the accuracy of the final product but ignores the process, which the students go through to reach the final goal.A. Form-orientedB. Product-orientedC. Content-orientedD. Process-oriented25.(单项选择题)(每题 2.00 分) When he first arrived in China，he wondered what the future might have→ ←for him. But now all his worries are gone.A. in timeB. in needC. in preparationD. in store26.(单项选择题)(每题 2.00 分) It is reported that some scientists in the United States have found a new→ ←for Cancer.A. wayB. answerC. approachD. cure27.(单项选择题)(每题 2.00 分) If you don't go to the cinema weekend,→ ←.A. nor do IB. nor will IC. so do ID. so will I28.(单项选择题)(每题 2.00分)Passage OneDonnas’ fourth grade classroom looked typically traditional. Yet something seemed different that day when I entered it for the first time. My job was to make classroom visits and encourage implementing a training program focusing on language arts, ideas that would empower students to feel good about them and take charge of their lives. Donna was one of the volunteer teachers in this project.I sat in the back and watched. All the students were working on the task, filling their notebook paper with thoughts and ideas. A student next to me was filling her page with "I can’t kick the soccer ball." I can’t do long division with more than three numerals." He r page was half full and she showed no signs of letting up. I walked down the row glancing at students papers. Everyone was writing down things they couldnt do.By this time the activity engaged my curiosity. I decided to check with the teacher to see what was going on but I noticed she too was busy writing "I cant get Johns mother to come for a teacher conference." "I cant get my daughter to put gas in the car," "I cant..."Curious and puzzled about what they were doing, I returned to my seat and continued my observations.Students wrote for another ten minutes. They were then instructed to fold the papers in half and bring them to the front. They placed their "I Can’t”statements into all empty shoe boxes. Then Donna added hers. She put the lid on the box, tucked it under her arm and headed out the door and down the hail.Students followed her. I followed the students. Half way down the hall way, Donna entered the custodians room, came out with a shovel, and marched the students out to the farthest comer of the playground. There they began to dig. They were going to bury their "I Cant’s"The digging took over then minutes with dirt. Students stood around the freshly dug grave. At this point Donna announced, "Boys and girls, please join hands and bow your heads." They quickly formed a circle around the grave.They lowered their heads and waited. Donna delivered the eulogy. "Friends, we gathered here today to honor the memory of I Cant. While he was with us on earth, he touched the lives of everyone, some more than others. We have provided I Cant with a final resting place and a headstone that contains his epitaph. He is survived by his brothers and sisters, I Cant, I Will, and Im going to right away. They are not as well known as their famous relative and are certainly not as strong and powerful. Perhaps some day, with your help, they will make an even bigger mark on the world. May I Cant rest in peace and may everyone present pick up their lives and move forward in his absence."According to the passage, which of the following statements is INCORRECT?A. Donna was a volunteer teacher of the training program.B. The author knew what was going to happen when he / she entered the classroom.C. Donnas5 fourth grade classroom appeared to be traditional, resembling many others the author had seen in the past.D. Everyone, regardless of gender, age, and occupation, may encounter many "I can t" in life.29.(单项选择题)(每题 2.00 分) Mobile office is the mutual product of economic, scientific, and social progress. Mobile of rice has become a solution that provides users with convenient, prompt, safe, reliable, and reasonably priced communications and office faculty anywhere anytime via the support of mobile interconnection platform(MIP)and its applications systems. When you leave your office to attend meetings or travel on business, what would happen to your business routine? Of course, faxes and e-mails would be still sent to your fax machine or e-mail box, but you can't read them and make prompt reaction timely. When your clients need you to make some urgent modifications on your work and you are neither in the office nor carrying relevant documents, what can you do? Maybe you have to say "sorry" to the clients. But, your business will be affected, the clients will be unhappy and disappointed because of your delay, and you will lose a lot of business opportunities.In fact, very frequently, you need to check, reply, distribute, display, modify, or read some materials when you are not in your office. You must get out of this dilemma. The best solution to normally handle your business anywhere anytime and not to disappoint your clients is to let your office "move" with you. Thus，you can have convenient, prompt, safe, reliable, and reasonably priced communications and office faculty anywhere anytime. With thedevelopment of communications technology, network application, and wireless interconnection, mobile office has become simpler and smaller, and even can be realized via one mobile phonewith data communications function. Thus, mobile office has already been put into your pocket,and office mobility has been realized.Mobile office has provided people with convenient, casual working environment, but at the same time, it still has some unsatisfactory aspects such as mismatching equipment interface(接口，界面)and inadequate battery. Nevertheless, we believe that with technical progress, people can certainly overcome all kinds of difficulties. Mobile office will make your career unimpeded, and will realize the dream of completely free communication. Users will enjoy more colorful life and better working environment, and users' living standard, working efficiency, and even enterprises' production efficiency will certainly be immensely raised.In the eyes of the author, mobile office→ ←.A. has some fatal shortcomingsB. is too expensive to affordC. would be realized in the futureD. has both advantages and disadvantages30.(单项选择题)(每题 2.00 分) Tom’ s school was on the other side of the road, so he wastold to watch out cars when______the street.A. crossingB. crossC. crossedD. to cross31.(单项选择题)(每题 2.00 分) In writing,→ ←will give students the opportunityto select from the list those useful ideas to be included in their writing and also to seehow these ideas can be put together in a coherent or logical way to present a convincing argumentA. brainstormingB. mappingC. outliningD. editing32.(单项选择题)(每题 2.00 分) Which of the following sets of consonants differs only in one distinctive feature?→ ←A. [v][z][3][θ]B. [t][z][?][e]C. [s][v][3][p]D. [p][d][z][S]33.(单项选择题)(每题 2.00 分) You'd better go to bed. There isn't anything on TV worth→ ←up for.A. gettingB. stayingC. risingD. waiting34.(单项选择题)(每题 2.00 分) We spent a day in the country and picked a lot of flowers.Our car was full of flowers inside! On the way home we had to stop at traffic lights, and there my wife saw the bookshelf. It stood outside a furniture shop. "Buy it," she said at once, "we’ll carry it home on the roof- rack(车顶架). I've always wanted one like that." What could I do? Ten minutes later I was twenty dollars poorer, and the bookshelf was tied。

A Tale of Two Hard Pomerons

13 Mar 2000
Abstract
Two mechanisms are examined for hard double pomeron exchange dijet production, the factorized model of Ingelman-Schlein and the nonfactorized model of lossless jet production which exhibits the Collins-Frankfurt-Strikman mechanism. Comparison between these two mechanisms are made of the total cross section, ET -spectra, and mean rapidity spectra. For both mechanisms, several speciﬁc models are examined with the cuts of CDF, DØ and representative cuts of LHC. Distinct qualitative diﬀerences are predicted by the two mechanisms for the CDF y+ -spectra and for the ET -spectra for all three experimental cuts. The preliminary CDF and DØ experimental data for this process are interpreted in terms of these two mechanisms. The y+ -spectra of the CDF data is suggestive of domination by the factorized Ingelman-Schlein mechanism, whereas the DØ data shows no greater preference for either mechanism. An inconsistency is found amongst all the theoretical models in attempting to explain the ratio of the cross sections given by the data from these two experiments.

An introduction to Pomerons

< n > = ω0 ln s ; It is obvious that Eq. (3) leads to
ω0 = Const αs ,
(3)
N ∝ sω 0 .
Finally, Eq. (1) can be rewritten in the form: σtot = P (projectile) × σ0 (target) × ( s ω0 ) , s0 (4)
August 1998 DESY 98-120 TAUP 2522/98
An Introduction to Pomerons
arXiv:hep-ph/9808486v1 31 Aug 1998
Eugene Levin
School of Physics and Astronomy Raymond and Beverly Sackler Faculty of Exact Science Tel Aviv University, Tel Aviv, 69978, ISRAEL and DESY Theory Group 22603, Hamburg, GERMANY
s where < n > ∝ ln and ∆y is the average distance in rapidity for partons in one ∆y chain. Reasonable estimate for ∆y is ∆y ≈ α1S . Therefore, we have ﬁnally
∞ l=0
fl (t) (2l + 1) Pl (z ) ,
(6)
where z = cosθ and θ is the scattering angle from initial pion to ﬁnal proton (antiproton). Reggeon is the hypothesis that fl (t) has a pole of the form fl (t) = g1 (t) g2 (t) l − αR (t) (7)

petronas substance misuse policy

petronas substance misuse policy题目：Petronas Substance Misuse Policy: Promoting a Safe and Healthy WorkplaceIntroduction:Petronas, as one of the world's leading oil and gas companies, recognizes the importance of maintaining a safe and healthy workplace. The company's Substance Misuse Policy is designed to safeguard its employees' well-being and create a productive working environment. This article will provide a comprehensive overview of the policy, discussing its objectives, key provisions, implementation strategies, and the positive impact it has on employees and the organization.Body:1. Objectives of Petronas Substance Misuse Policy (250 words)The primary objectives of the Petronas Substance Misuse Policy are:a. Ensuring the safety and well-being of employees by preventing and addressing substance misuse in the workplace.b. Promoting a healthy work environment that supports employee well-being and productivity.c. Complying with legal requirements and ethical standards related to substance misuse.d. Providing support and assistance to employees struggling with substance misuse issues.e. Reducing the potential risks and liabilities associated with substance misuse within the organization.2. Key Provisions of Petronas Substance Misuse Policy (500 words)The policy includes several essential provisions aimed at achieving its objectives:a. Prohibition of Substance Misuse: Petronas strictly prohibits the unauthorized use or possession of illicit drugs, alcohol, and other controlled substances during working hours, on company premises, or while performing job duties.b. Drug and Alcohol Testing: The policy mandates drug and alcohol testing for employees in safety-sensitive positions, as well as for those suspected of substance misuse. Random testing may also be conducted to deter substance misuse.c. Employee Education and Awareness: Petronas is committed to raising awareness about substance misuse through regular employee training programs and informational campaigns. Employees are educated on the potential risks, consequences, and available resources for substance misuse.d. Confidentiality and Non-Discrimination: The policy ensures that employee information related to substance misuse is treated confidentially and that individuals seeking assistance are protected from discrimination or retaliation.e. Support and Rehabilitation: Petronas provides confidential support and assistance to employees struggling with substance misuse. Rehabilitation programs, counseling services, and employee assistance programs are available to encourage recovery and provide guidance.f. Disciplinary Actions: Violations of the Substance Misuse Policy may result in disciplinary actions, including warnings, suspensions, and termination, depending on the severity of the infraction.3. Implementation Strategies (500 words)To effectively implement the Substance Misuse Policy, Petronas employs several strategies:a. Policy Communication: The policy is communicated to all employees through various channels, including orientation programs, employee handbooks, intranet resources, and regular reminders.b. Training and Education: Training sessions are conducted to ensure employees understand the policy's provisions, their responsibilities, and the potential consequences of substance misuse. These programs also offer guidance on identifying signs of substance misuse in colleagues and providing appropriate support.c. Testing Procedures: Petronas establishes clear guidelines and protocols for drug and alcohol testing, ensuring transparency, fairness, and accuracy in the testing process. These procedures may be conducted by trained professionals or authorized third-party agencies.d. Employee Assistance Programs: The company offersconfidential counseling services and employee assistance programs to support individuals struggling with substance misuse. These programs aim to provide guidance, promote awareness, and help employees achieve recovery and healthier lifestyles.e. Monitoring and Evaluation: Periodic evaluation is conducted to assess the effectiveness of the Substance Misuse Policy. Feedback from employees and relevant stakeholders is taken into consideration, and necessary amendments are made to ensure continual improvement.f. Collaboration with External Partners: Petronas collaborates with external organizations, such as healthcare providers and community support groups, to enhance the effectiveness of its substance misuse prevention efforts. This collaboration ensures comprehensive support and access to additional resources for employees in need.4. Impact on Employees and the Organization (250 words)The implementation of the Substance Misuse Policy has had significant benefits for both employees and the organization:a. Employee Well-being: The policy promotes a safe and healthy working environment, safeguarding employees' physical and mental well-being. It provides support for individuals struggling with substance misuse, facilitating their recovery and overall wellness.b. Increased Productivity: By reducing substance misuse-related incidents, the policy enhances employees' focus, concentration, and overall productivity. It helps maintain a workforce that is more engaged and driven towards achieving organizational goals.c. Risk Mitigation: The policy minimizes the potential risks and liabilities associated with substance misuse, such as accidents, injuries, legal repercussions, reputational damage, and increased insurance costs. This proactive approach protects the organization's financial stability and reputation.d. Compliance and Ethical Standards: The policy ensures compliance with legal requirements related to substance misuse while promoting ethical standards within the organization. This strengthens Petronas' reputation as a responsible corporate citizen.e. Positive Organizational Culture: The Substance Misuse Policy fosters a culture of safety, well-being, and accountability within the organization. It sends a clear message that substance misuse is unacceptable and supports a workplace where employees can thrive.Conclusion (100 words)Petronas' Substance Misuse Policy serves as a vital framework for maintaining a safe, healthy, and productive workplace. By establishing clear guidelines, providing support resources, and emphasizing prohibition and prevention, Petronas demonstrates its commitment to employee well-being and organizational excellence.。

关于实验是检验真理的唯一标准英语作文

关于实验是检验真理的唯一标准英语作文全文共3篇示例，供读者参考篇1Experiment: The Only Yardstick for Measuring TruthTruth, that elusive and coveted prize that humanity has chased after for millennia. We've constructed elaborate philosophies, devised ingenious thought experiments, and spent countless hours pondering and debating what constitutes truth and how to discern it from fiction. Yet, amid this intellectual odyssey, one approach has emerged as the undisputed champion, a beacon of light cutting through the fog of speculation and conjecture – the scientific experiment.As a student, I've been taught to revere the sanctity of the scientific method, to view it as the ultimate arbiter of truth in a world often clouded by biases, assumptions, and unfounded beliefs. Through rigorous experimentation, we can strip away the veneers of preconceived notions and subject our hypotheses to the unforgiving crucible of empirical evidence.The strength of the experiment lies in its objectivity and replicability. It transcends the limitations of individualperspectives, cultural biases, and ideological leanings, offering a universal language that any rational mind can comprehend. When conducted with precision and adherence to established protocols, an experiment becomes a testament to the pursuit of truth, a beacon guiding us through the labyrinth of uncertainty.Consider the countless breakthroughs and paradigm shifts that have reshaped our understanding of the world, from Galileo's revolutionary observations of the heavens to the groundbreaking experiments of Marie Curie that unveiled the mysteries of radioactivity. Each of these monumental discoveries was forged not in the realm of abstract theorizing but through meticulous experimentation, where hypotheses were put to the ultimate test, and nature itself was allowed to speak its truth.The beauty of the experiment lies in its ability to challenge our preconceptions and shatter long-held beliefs. It acts as a bulwark against the insidious influence of dogma, forcing us to confront reality head-on and embrace the uncomfortable truths that may contradict our cherished notions. The annals of science are replete with examples of experiments that have upended conventional wisdom, from the earth's revolution around the sun to the counterintuitive principles of quantum mechanics.Moreover, the experiment fosters a culture of intellectual humility, a recognition that our understanding of the universe is ever-evolving and subject to constant refinement. It reminds us that truth is not a static entity to be grasped once and for all but a dynamic pursuit, a journey of continuous exploration and discovery. Through experimentation, we acknowledge the limitations of our current knowledge and remain open to the possibility of revising our beliefs in the face of new evidence.Yet, the power of the experiment extends far beyond the realms of natural sciences. In the social sciences, carefully designed experiments have illuminated the intricate workings of human behavior, shedding light on topics as diverse as decision-making, social dynamics, and cognitive biases. By isolating and manipulating variables in controlled environments, researchers can tease apart the complex tapestry of human interactions, uncovering truths that would otherwise remain obscured by the noise of everyday life.Even in the abstract domains of mathematics and logic, the experiment plays a crucial role. Through the construction of formal systems and the derivation of theorems, mathematicians and logicians engage in a form of intellectual experimentation, subjecting their axioms and conjectures to the rigors of logicalscrutiny. The truth of a mathematical statement is not determined by mere assertion but by its ability to withstand the relentless probing of logical deduction and proof.Of course, the experiment is not without its limitations. It is a tool, and like any tool, it can be misused or misinterpreted. Flawed experimental designs, measurement errors, and selective reporting of results can lead us astray, obscuring the truth rather than revealing it. This is why the scientific community places such emphasis on rigorous peer review, replication studies, and a commitment to transparency and integrity in the experimental process.Furthermore, there are realms of inquiry where the experiment may not be applicable or practical, such as in the study of historical events or in the exploration of certain metaphysical and philosophical questions. In these domains, we must rely on other modes of inquiry, such as textual analysis, logical argumentation, and reasoned discourse, while maintaining a healthy skepticism and a willingness to revise our beliefs in the face of new evidence.Yet, despite these caveats, the experiment remains the gold standard for testing truth, a beacon that guides us through the murky waters of uncertainty and conjecture. It is a testament tothe human spirit's insatiable curiosity and our relentless pursuit of knowledge, a pursuit that has yielded countless wonders and revelations about the universe we inhabit.As a student, I have been indelibly shaped by this reverence for the experiment and the scientific method. It has instilled in me a deep appreciation for the power of evidence, a respect for the rigor of the scientific process, and a commitment to intellectual honesty. It has taught me to question assumptions, to embrace uncertainty, and to remain open to revising my beliefs in the face of compelling evidence.More importantly, the experiment has imbued me with a sense of wonder and awe at the grandeur of the universe and the boundless potential of human inquiry. Each time a hypothesis is tested, a new door is opened, revealing glimpses of truth that were previously obscured. It is a journey of endless discovery, where each answer begets a multitude of new questions, propelling us ever forward in our quest for understanding.In a world often beset by dogmatism, misinformation, and the allure of convenient fictions, the experiment stands as a beacon of hope, a reminder that truth is not a matter of opinion or belief but a pursuit rooted in evidence and reason. It is a call to embrace intellectual humility, to shed our preconceptions,and to fearlessly confront the unknown, armed with the tools of scientific inquiry and a steadfast commitment to uncovering the truths that lie beyond the veil of our limited perceptions.So, as I embark on my academic and professional journey, I carry with me this unwavering conviction: the experiment is not merely a tool for testing truth but a way of life, a embodiment of the human spirit's insatiable thirst for knowledge and understanding. It is a torch that illuminates the path forward, guiding us towards a future where truth reigns supreme, and the boundaries of our understanding are continually pushed ever outward, into the vast expanse of the unknown.篇2Experimentation: The Sole Criterion of Truth?As a student grappling with the complexities of epistemology – the study of knowledge and its acquisition – I find myself drawn to the notion that experimentation is the sole criterion of truth. This assertion challenges the traditional methods of acquiring knowledge and raises pertinent questions about the nature of truth itself. In this essay, I will delve into the merits and limitations of this stance, drawing upon philosophicalinsights and empirical evidence to present a comprehensive analysis.The proposition that experimentation is the sole arbiter of truth finds its roots in the empirical tradition, which emerged during the Scientific Revolution of the 16th and 17th centuries. Thinkers such as Francis Bacon and René Descartes advocated for a systematic and methodical approach to understanding the natural world, rejecting the authority of ancient texts and embracing the power of observation and experimentation.Proponents of this view assert that truth can only be established through controlled, replicable experiments that test hypotheses against empirical data. This approach places a premium on objectivity, rigorous methodology, and the ability to reproduce results. By subjecting our assumptions to the scrutiny of empirical inquiry, we can weed out unfounded beliefs and superstitions, allowing us to uncover the underlying principles that govern the universe.The success of the scientific method in unveiling the mysteries of the natural world lends credence to this perspective. Through experimentation, we have unraveled the intricacies of physics, chemistry, biology, and myriad other disciplines, enabling technological advancements that have transformed ourlives. The theories and laws derived from empirical investigations have withstood the test of time, serving as the bedrock of our understanding of the universe.Moreover, the reliance on experimentation fosters a spirit of skepticism and critical thinking, which are essential for the pursuit of truth. By constantly challenging our assumptions and subjecting them to empirical verification, we safeguard against the pitfalls of dogmatism and blind acceptance of authority. This approach encourages intellectual humility, as even the most well-established theories must be continuously scrutinized and refined in the face of new evidence.However, it would be remiss to adopt an unwavering stance on experimentation as the sole criterion of truth without acknowledging its limitations and the existence of other legitimate modes of inquiry. While experimentation excels in the realm of the natural sciences, it may fall short in addressing questions of ethics, aesthetics, and metaphysics, which often defy empirical verification.For instance, how can we experimentally determine the inherent value of human life or the moral implications of our actions? The realm of ethics and morality is rooted in philosophical reasoning, cultural traditions, and subjectiveexperiences, which may not lend themselves readily to experimental methodologies. Similarly, our appreciation of art and beauty, while grounded in neural and psychological processes, transcends mere empirical analysis and involves subjective interpretations shaped by individual experiences and cultural contexts.Furthermore, the pursuit of truth is not solely confined to the observable and measurable aspects of reality. Metaphysical inquiries into the nature of existence, consciousness, and the fundamental constituents of the universe often engage with realms that lie beyond the reach of direct experimentation. While empirical evidence can inform and constrain our metaphysical theories, the ultimate truths about the origin and essence of reality may elude the confines of the experimental method.It is also important to acknowledge the inherent limitations of experimentation itself. Despite our best efforts to maintain objectivity and rigor, our experiments are subject to the constraints of our current technological capabilities, theoretical frameworks, and human biases. The history of science is replete with instances where flawed experimental designs, faulty data analysis, or cognitive biases led to erroneous conclusions that were later overturned by more rigorous investigations.Moreover, the reductionist approach inherent in experimentation may fail to capture the holistic and emergent properties of complex systems, leading to an incomplete understanding of the phenomena under study. The interplay of multiple factors, non-linear dynamics, and the inherent unpredictability of certain systems may defy the controlled conditions and simplifying assumptions of experiments, necessitating the integration of alternative modes of inquiry.In light of these considerations, a more nuanced perspective emerges: while experimentation is an indispensable tool in our quest for truth, it should not be regarded as the sole criterion. Instead, we must embrace a pluralistic approach that recognizes the complementary roles of various modes of inquiry, each contributing to our understanding of the world in unique and invaluable ways.Philosophical reasoning, introspection, and subjective experiences offer insights into the realms of ethics, aesthetics, and consciousness, domains that may elude the grasp of empirical investigation. Cultural traditions and indigenous ways of knowing can provide alternative perspectives and enrich our understanding of the human experience. Mathematical and logical reasoning can unveil truths about abstract concepts andformal systems, transcending the boundaries of the physical world.Ultimately, the pursuit of truth is a multifaceted endeavor that requires a synthesis of diverse modes of inquiry, each illuminating different facets of reality. Experimentation remains a pivotal component of this pursuit, providing a rigorous and systematic method for testing hypotheses and uncovering the underlying principles that govern the natural world. However, it is not the sole criterion of truth, but rather a powerful tool that must be wielded in conjunction with other modes of inquiry to achieve a more comprehensive and holistic understanding of the world we inhabit.As students and seekers of knowledge, our task is to cultivate a spirit of intellectual humility, recognizing the limitations of any single approach while embracing the richness and diversity of human inquiry. By integrating the insights gleaned from experimentation with those derived from philosophical, cultural, and subjective modes of understanding, we can navigate the complexities of truth with greater wisdom and depth, ultimately enriching our collective knowledge and enhancing our ability to comprehend the mysteries that surround us.篇3Experiment as the Sole Criterion of TruthThe quest for truth and knowledge has been an enduring pursuit throughout human history. As we navigate the complexities of the natural world, we are confronted with numerous assertions, theories, and beliefs that compete for our acceptance. In this landscape, the question arises: How can we discern truth from falsehood? Is there a universal standard by which we can evaluate the validity of claims? Many philosophers and scientists have grappled with this fundamental inquiry, and one perspective that has gained significant traction is the notion that experiment is the sole criterion of truth.At first glance, this proposition may seem overly simplistic or even radical. After all, the realm of human knowledge encompasses a vast array of disciplines, from the abstract realms of mathematics and philosophy to the tangible domains of the natural sciences. How can a single standard encompass such diversity? However, upon closer examination, the argument for experiment as the ultimate arbiter of truth holds considerable weight.The essence of this perspective lies in the recognition that empirical evidence, derived from carefully controlled and replicable experiments, provides the most reliable foundation for establishing objective truth. Unlike mere speculation, anecdotal accounts, or subjective interpretations, experiments offer a systematic and rigorous approach to testing hypotheses and uncovering the fundamental principles that govern the universe.One of the strongest arguments in favor of this view is the remarkable success of the scientific method, which relies heavily on experimentation. Throughout history, countless discoveries and technological advancements have been made possible through the application of experimental techniques. From the groundbreaking work of pioneers like Galileo and Newton to the cutting-edge research in fields like particle physics and molecular biology, experiments have consistently yielded insights that have reshaped our understanding of the world.Moreover, the power of experimentation lies in its ability to challenge and refine existing theories. By subjecting hypotheses to rigorous testing and scrutiny, experiments can either confirm or refute proposed explanations. This process of continuous questioning and verification is essential for advancing ourknowledge and ensuring that our beliefs align with empirical reality.Critics of this perspective may argue that not all domains of knowledge are amenable to experimental investigation. For instance, how can one conduct experiments to explore abstract philosophical concepts or subjective experiences? While this objection holds some merit, it is important to recognize that even in these realms, the principles of empiricism and verifiability remain paramount. Philosophical arguments and theories that cannot be subjected to any form of empirical scrutiny or logical analysis run the risk of becoming mere speculation or dogma.Furthermore, the notion of experiment as the sole criterion of truth does not necessarily preclude other forms of inquiry or knowledge acquisition. Rather, it suggests that any claim, whether derived from reason, intuition, or revelation, must ultimately be subjected to the litmus test of empirical verification through experimentation. This process may involve indirect methods, such as the analysis of observable phenomena or the construction of logical arguments based on empirical premises.Another compelling argument in favor of this perspective is the inherent objectivity and universality of experimental results. Unlike subjective interpretations or culturally specific beliefs,well-designed experiments transcend personal biases and can be replicated and verified by researchers across different geographical and cultural contexts. This universality of empirical evidence fosters a shared understanding of the natural world and promotes scientific collaboration on a global scale.However, it is crucial to acknowledge the limitations and potential pitfalls associated with experimental research. Experiments can be influenced by a variety of factors, including flawed experimental designs, measurement errors, and unconscious biases. Additionally, the interpretation of experimental results may be subject to varying theoretical frameworks or philosophical assumptions. These challenges underscore the importance of rigorous peer review, replication studies, and a commitment to continually refining experimental methodologies.Despite these limitations, the weight of evidence supporting the primacy of experimentation as the ultimate arbiter of truth is overwhelming. From the remarkable achievements of modern science to the consistent ability of experiments to challenge and revise longstanding beliefs, the empirical approach has proven itself as the most reliable path to uncovering objective truth.In conclusion, the proposition that experiment is the sole criterion of truth represents a powerful and compelling perspective. While acknowledging the limitations and potential objections, the overwhelming success of the scientific method and the inherent objectivity of empirical evidence strongly support this view. As we continue to explore the mysteries of the universe and seek to expand the boundaries of human knowledge, the principles of experimentation and empirical verification must remain at the forefront of our endeavors. Only through a steadfast commitment to empiricism and a willingness to subject our beliefs to rigorous testing can we hope to uncover the deepest truths of the natural world.。

轮机英语试题及答案

轮机英语试题及答案一、选择题（每题1分，共10分）1. What is the term for the main engine of a ship?A. PropellerB. RudderC. EngineD. Boiler2. Which of the following is not a type of marine fuel?A. DieselB. BunkerC. GasolineD. Heavy Fuel Oil3. What does the abbreviation "SOLAS" stand for?A. Society of Legal and Administrative StudiesB. Safety of Life at SeaC. Special Operations and Logistics AssistanceD. Ship Operating and Lifesaving Systems4. What is the purpose of a ship's anchor?A. To propel the shipB. To steer the shipC. To secure the ship when not in motionD. To lift heavy objects5. The term "deadweight tonnage" refers to:A. The weight of the ship's hullB. The maximum weight a ship can carryC. The weight of the ship's cargoD. The weight of the ship's fuel6. What is the function of a ship's bilge?A. To store fresh waterB. To collect and pump out water from the hullC. To provide buoyancyD. To store oil7. Which of the following is a navigational instrument?A. CompassB. Engine roomC. LifeboatD. Anchor8. What is the term for the lowest part of a ship's hull?A. DeckB. HullC. KeelD. Stern9. What does "GM" stand for in ship stability calculations?A. Gross MassB. Gross TonnageC. Gantry MastD. Metacentric Height10. The International Maritime Organization is abbreviated as:A. IMOB. ITUC. ISOD. ILO二、填空题（每题1分，共5分）11. The main components of a ship's propulsion system include the ______, propulsion shaft, and propeller.12. The ______ is the person responsible for the operation and maintenance of the ship's engine.13. The term "freeboard" refers to the distance between the waterline and the ______ of the ship.14. A ship's ______ is the area where the crew lives and works.15. The ______ is a document that provides information about the ship's safety equipment and procedures.三、简答题（每题5分，共20分）16. Explain the difference between a cargo ship and a tanker.17. Describe the role of the International Maritime Organization (IMO) in maritime safety.18. What are the main factors considered when designing a ship's hull?19. Discuss the importance of regular maintenance of a ship's engine.四、论述题（每题15分，共30分）20. Discuss the environmental impact of maritime transportation and how it can be mitigated.21. Analyze the challenges faced by a ship's crew during a long voyage and how they can be addressed.五、翻译题（每题5分，共10分）22. Translate the following sentence into English: “船舶的稳性是指船舶在受到外力作用时，能够保持平衡的能力。

A compositional approach to representing planning operators

Abstract
1 Introduction
AI has frequently been criticized for being `stuck in the microworld' (eg. 4]), referring to the common inability for methods to scale up from toy domains to more complex, real-world domains. Microworlds o er simple regularity, whereas the diversities and idiosyncracies of the real world are often complex to represent and reason about. One cause of this scaling di culty is that adding detail removes regularity, and hence can potentially transform a representation from a simple set of general statements to a large, unwieldy collection of specialized ones. We address this problem in the context of representing planning operators { domain-speci c knowledge about the e ects of actions in a domain { for use by AI planning systems. We present a novel approach in which an operator set is built from components, rather than manually enumerated. Each component encapsulates information about a feature of the domain that may contribute to many plan operators. We show how the compositional approach addresses the problem of building complex, detailed representations by factoring them, and thus can help ease the representational task in a domain. In addition, we describe how the choice of what to model and what to ignore in a domain can be easily varied with this approach, based on the particular requirements of each planning problem, simply by controlling which components are composed into the operator set. Finally, we show how planning algorithms can be easily modi ed to use operators speci ed in this manner. Our approach draws heavily on a recent, novel approach to software reuse, called the GenVoca method, developed in software engineering 1, 2, 3]. GenVoca automatically generates implementations for a set of software operations (analogous to plan operators in our domain) by combining

Unusual high-pT jet events at HERA

a r X i v :h e p -p h /9204222v 1 14 A p r 1992CERN-TH-6431/92M/C-TH 92-09UNUSUAL HIGH p T JET EVENTS AT HERAA DonnachieDepartment of Theoretical PhysicsUniversity of ManchesterP V Landshoff CERN,Geneva †AbstractWe calculate the cross-section for events at HERA where the proton loses only a minute fraction of its initial energy,all of which goes into producing a single pair of transverse jets.CERN-TH-6431/92M/C-TH 92-09March 1992High-energy long-range strong interactions are generated by pomeron exchange.The pomeron hasbeen shown experimentally to be almost a real object:for example,it can hit a hadron hard andknock nearly all the energy of the resulting fragments almost entirely into the forward direction[1,2].There is now a large body of data which show that in many ways the pomeron is similar to a hadronor a photon in its eﬀects[2,3].In order to understand the pomeron better,it is important to measureits structure function[4].The UA8experiment[1,5]at the CERN collider has done this by studying high-p T jet production indiﬀractive¯p p collisions.The conclusion is that the shape of the structure function in the Bjorkenvariable xﬁts quite well to the formCx(1−x)(1) but the experiment is not able to determine whether the structure is predominantly of quarks or of gluons.We have argued[6]that in fact the structure function is likely to be predominantly composedof quarks,and have obtained the shape(1)with the coeﬃcient C a little less than0.2for each lightquark or antiquark.The UA8results[5]are consistent with such a normalisation,which is an order ofmagnitude smaller than some other predictions[7].HERA will be able to measure the pomeron’s quark structure function directly,by determining in what fraction of virtual-photon inclusive events the initial proton loses only a small fraction of itsenergy[4,6].But it will be useful also to repeat at HERA the UA8experiment:namely,to studyhigh-p T jet production in events where the initial proton scarcely changes its energy.If the pomeronstructure contains a signiﬁcant quark component,such events will be generated directly,by a quarkemerging from the pomeron,absorbing either a real or a virtual photon,and in doing so being knockedfast sideways.The single power of(1−x)in the structure function(1)is characteristic of a single spectator jet,which will be an antiquark if(1)represents a quark structure function.In most of the high-p T eventsthis spectator will emerge along the beam direction,with another high-p T recoil jet generated by ahard QCD interaction.But there is also the possibility that instead it is this spectator that is therecoil jet.This is shown inﬁgure1.From thisﬁgure one can see that such events would have a ratherclean structure,with the initial proton going down the beam pipe and otherwise rather like an e+e−event.All the energy of the pomeron goes into the pair of transverse jets.(UA8may already havesome evidence that this can happen[5].)The calculation ofﬁgure1is the subject of this paper.One could check that the proton has not broken up,and measure how much energy it has lost to thepomeron,with an in-beam-pipe detector.However,it is not essential to check this:one can allowthe proton to break up into a low-mass excited state,so increasing the cross-section.All that isnecessary[8]is that the fractionξof the intial proton energy carried oﬀby the pomeron be at most afew percent,in order that one may be reasonably sure that the pomeron has been radiated oﬀfrom theproton,rather than,for example,an f.In principle,one can check that there is no contamination fromf exchange,from the dependence of the cross-section onξ.But in practice values ofξrather less than0.01will probably be studied,and then it should be safe to assume that there is no contamination. Since the pomeron takes only a small fraction of the initial proton energy,one needs high energy suchas HERA will provide in order that this energy be enough to make a pair of high-p T jets.The photonthat is emitted by the electron and absorbed by the quark or antiquark can be either real or virtual;we shall be content to calculate the real-photon case.However,theγp cross-section for the process we are considering should not vary rapidly with the Q2of the photon,so that it will not be essentialin the experiment to verify that the photon is real,provided that it is reasonably sure that Q2≪P2T. We have previously adopted two diﬀerent approaches to pomeron exchange.One is very phenomeno-logical and readily yields[6]the form(1)for the quark structure function.The other[9]is based moreon QCD:it treats the pomeron exchange as approximately equivalent to the exchange of two non-perturbative gluons.The success[10]of this approach in describing the exclusive processγ∗p→ρp, particularly in the light of new data from the NMC collaboration[2,11],encourages us to use it here. In the simplest approximation to pomeron exchange,we are thus led to the four diagrams ofﬁgure2, in which the two gluons couple in diﬀerent ways to the high-p T quarks.At their lower end,both gluonscouple to the same quark within the proton[9].We calculate the imaginary part of the amplitude, which means that we do not include diagrams in which the gluons cross each other.In this simple approximation the amplitude is pure imaginary.When we square the amplitude and calculate the cross-section,we need a trace∗.We retain only the leading terms in1/ξin this.This means that when we impose the condition that the quark lines to which the gluon with momentumℓis attached are on shell(because we are calculating the imaginary part of the amplitude)weﬁnd that in the case of the diagrams ofﬁgure2a and2b we can approximate ℓbyℓ=−ℓ2TdtdξdP2T =18αβ40µ40αS(P2T)/α(0)S8π(4)where−gµνD is the Feynman-gauge propagator of the nonperturbative gluon andα(0)Sis its couplingto an on-shell quark.We have found[10]that experiment requiresα(0)S≈1andβ20µ20≈4(5)TheαS(P2T)/α(0)S appears in(3)because one of the gluons is coupled to a quark that goes far oﬀshell at large P2T.There is the usual ambiguity about what argument one should choose forαS to account for this,and we have not included any K-factor to account for higher-order perturbative QCD corrections to the upper parts of the diagrams ofﬁgure2.In(3)we have summed the contributions from the three lightest quarks and antiquarks.An interesting question is whether the pomeron isﬂavour-blind to the extent that,at large P2T,c-quark jets will be produced at the same rate as u quarks.The form(3)is in the crudest model,where two gluons and only two are supposed to model the pomeron exchange.In order to bring it into contact with experiment,we have to reﬁne the formula by replacing the simple powerξ−2with the Regge powerξ−2α(t).Hereα(t)is the pomeron trajectory:α(t)=1+ǫ+α′t(6)where[3]ǫ≈0.08andα′=0.25GeV−2.Also,when t(the momentum transfer suﬀered by the initial proton)is no longer zero,we need the proton’s elastic form factorF1(t)=4m2−2.8t(1−t/0.7)2(7)Thus(3)becomesd3σγpπ2sP4T 1−2P2T/(ξs)1−4P2T/(ξs)(8)This formula should be valid so long as the momentum transferˆt between the photon and the high-p T jet is large enough to get into the perturbative region of the propagator of the exchanged quark.This requires−ˆt≡11−4P2T/(ξs)>−t0(9)where,for the light quarks,we guess that|t0|is about1GeV2.We have also assumed that P T is much larger than any masses,and implicitly that it is large enough for there to be well-deﬁned jets,so we shall require P T to be at least5GeV.The fractional energyξof the pomeron must be greater than its lower kinematic limit4P2T/s.For P T=5GeV jets produced at√s=250GeV,this allowsξto be extremely small:ξ>.0016.At higher energy than HERA,whereξcan be even smaller,ultimately it will be necessary to take account of the possibility of replacing the pomeron inﬁgure1with more than one pomeron.This will reduce the eﬀective negative power ofξin(8)and ultimately reduce it to a logarithm:compare the total pp or¯p p cross-section,which even at Tevatron energy behaves as a very-slowly-reducing power of s,but at asymptotic energies we know that this power must give way to a behaviour bounded by log2s(the Foissart bound).In order to estimate how large is the cross-section(9),approximate the running coupling to be constant and equal to0.2.Also,because of the lower limit onξwe know that1−2P2T/(ξs)is greater than12.We also approximate the square root by unity,because if we integrate overP2T the region where it is not near unity gives only a small contribution.Thend3σγpsP4T(10)andd2σγpsP2T min(11)It will be interesting to check this functional dependence onξ.However,if we integrateξdown to its kinematic limit thendσγp(2α(t)−1)P4T min(12)Finally,insert[F1(t)]2≈e bt with b≈4GeV−2and use the fact thatα(t)in(6)varies slowly with t; thenσγp(P T>P T min)≈0.005(s/4P2T min)2ǫReferences1UA8collaboration:P Schlein,LPHEP’91Conference(Geneva,July1991)2P V Landshoﬀ,LPHEP’91Conference(Geneva,July1991)3A Donnachie and P V Landshoﬀ,Nuclear Physics B267(1986)6904G Ingelman and P Schlein,Physics Letters B152(1985)2565UA8collaboration:A Brandt,seminar at CERN,December1991.6A Donnachie and P V Landshoﬀ,Nuclear Physics B303(1988)6347H Fritzsch and K-H Streng,Physics Letters169B(1985)391;E L Berger,J C Collins,D E Soper andG Sterman,Nuclear Physics B286(1987)704;N Arteago-Romero,P Kessler and J Silva,Mod PhysLett A1(1986)2118A Donnachie and P V Landshoﬀ,Nuclear Physics B244(1984)3229P V Landshoﬀand O Nachtmann,Z Phys C35(1987)40510A Donnachie and P V Landshoﬀ,Nuclear Physics B311(1988/9)50911NMC collaboration:P Amaudruz et al,preprint CERN-PPE/91-22812J R Cudell,Nuclear Physics B336(1990)1a r X i v :h e p -p h /9204222v 1 14 A p r 1992.§¤§¤¥¦¥¦ee e e e e ee ¨¨¨¨¨¨0¤§¤¥¦¥EEpq P¤§¤¥¦¥EEpq P¤§¤¥¦¥EEpq P¤§¤¥¦¥EEpq P。

贵州交通职业技术学院英语协会《高级英语通关三部曲》第三部分：段落提炼

would question me. Why? Because ―we all know ‖ there is prejudice against black people inAmerica, That there is prejudice agaist women is an idea that still strikes nearly all men-and, I am afraid, most women-as bizarre. Prjudice against blacks was invisible to most white Americans, forsaved-twenty nine men to draw and only two marked papers left. The chances had suddenly grown in his favor from ten to-fourteen to one; the greengrocer had drawn a slip and indicated carelesslyand without pleasure that he was safe. Indeed from the first draw any mark of pleasure was taboo: One couldn’t mock the condemned man by anymoney to help us get transcripts of the testimony to present to each member of congress so that wecan press our demands for open hearings, I was told in seriousness: ―I don’t think you can market war crimes-One would never undertake such a thing if one were not driven on by some demon whom one canneither resist nor understand. For all one knows that demon is simply the same instinct that makes a baby squall for attention. And yet it is also true that one can write nothing readable unless one38. When salesmen are doing well, there is pressure upon them to begin doing better, for fearthey may start doing worse. When they are doing poorly, they are doing terribly. When a salesman lands a large order or brings in an important new account, his elation is brief, for there is danger headvertising is big business, advertising is by nature Republican yet nowhere in network newscastsor network commentaries on current events have I encountered the intense partisanship, the often rabid bias that colors the editorial pages of the majority of newspaper in this country.53. limitations also came into the cheese business. There are American duplications of most ofthe celebrated European cheeses, mass-produced and cheaper by far than the imports. They would cause European food-lovers to gag and guffaw-means their first question isn’t about a candidate’s related experience; it’s more likely to be,―could you work cooperatively in teams?‖how it relates to the human condition in general.68.She frowned, conscientiously worrying over what amusements he might secretly be longing for which she had been too busy or too careless to imagine. He was very familiar with that anxious,。

医学院英语试题及答案

医学院英语试题及答案一、选择题（每题2分，共20分）1. Which of the following is NOT a symptom of influenza?A. FeverB. CoughC. FatigueD. Acne2. The primary function of the spleen is to:A. Produce red blood cellsB. Filter bloodC. Store bileD. Produce insulin3. The abbreviation "MRI" stands for:A. Magnetic Resonance ImagingB. Multiple Regression ImagingC. Myocardial Revascularization IndexD. Maximum Respiratory Index4. Which hormone is responsible for the regulation of blood sugar levels?A. InsulinB. Thyroid hormoneC. CortisolD. Adrenaline5. The process of cell division that results in two identicalcells is called:A. MitosisB. MeiosisC. ApoptosisD. Cytokinesis6. In medical terms, "icterus" refers to:A. JaundiceB. AnemiaC. EdemaD. Hemorrhage7. The "ABCs" of first aid are:A. Airway, Breathing, CirculationB. Ambulance, Bandage, CPRC. Alert, Breathe, CompressionD. Assess, Bleed, Clean8. The study of the structure of the body is called:A. PhysiologyB. AnatomyC. PathologyD. Pharmacology9. Which of the following is a type of cancer?A. MelanomaB. DiabetesC. InfluenzaD. Pneumonia10. The standard unit of measurement for blood pressure is:A. mmHgB. cmH2OC. kPaD. mmol/L二、填空题（每题2分，共20分）1. The largest organ in the human body is the __________.2. The medical term for a broken bone is __________.3. The __________ is the part of the brain responsible for voluntary movement.4. A __________ is a medical professional who specializes in the diagnosis and treatment of diseases of the heart and blood vessels.5. The process by which the body maintains a stable internal environment is called __________.6. The __________ is the largest gland in the human body and is responsible for metabolism.7. The __________ is a type of white blood cell that plays a critical role in the immune response.8. A __________ is a medical condition characterized by a persistently high level of glucose in the blood.9. The __________ is the study of the causes and effects of diseases.10. The __________ is a medical device used to measure blood pressure.三、阅读理解（每题2分，共20分）Read the following passage and answer the questions that follow.The human body is a complex system composed of various organsand systems that work together to maintain life. Thecirculatory system, for example, is responsible for transporting blood, oxygen, and nutrients throughout the body. The respiratory system facilitates the exchange of gases,while the digestive system processes food and absorbs nutrients. Each system plays a crucial role in the overall health and well-being of an individual.1. What is the primary function of the circulatory system?2. Which system is responsible for gas exchange?3. What does the digestive system do?4. How many systems are mentioned in the passage?5. What is the importance of these systems to an individual's health?四、翻译题（每题5分，共20分）1. 请将以下句子翻译成英文："糖尿病是一种以高血糖为特征的慢性疾病。

湖北专升本英语考试真题2024

The main purpose of the passage is to _______.A. discuss the advantages of online learningB. analyze the disadvantages of traditional educationC. compare online learning with traditional educationD. promote the benefits of blending online and traditional educationThe word "ubiquitous" in the second paragraph is closest in meaning to _______.A. rareB. expensiveC. everywhere presentD. easily ignoredAccording to the passage, which of the following is NOT a characteristic of effective communication?A. Listening activelyB. Speaking clearlyC. Avoiding eye contactD. Showing empathyThe author's attitude towards the use of technology in education can be described as _______.A. pessimisticB. optimisticC. neutralD. indifferentWhat does the phrase "level the playing field" in the fourth paragraph imply?A. Make the competition more unfair.B. Give everyone an equal opportunity.C. Lower the standards for all participants.D. Increase the difficulty for everyone.The passage suggests that _______ is crucial for successful teamwork.A. individual skillsB. team cohesionC. personal achievementsD. leadership rolesWhich of the following statements best summarizes the main idea of the passage?A. Technology has revolutionized the way we learn.B. Traditional education is outdated and ineffective.C. Combining online and traditional methods enhances learning.D. The future of education lies solely in online learning.The tone of the passage can be best described as _______.A. argumentativeB. informativeC. persuasiveD. satiricalIn the last paragraph, the author emphasizes the importance of _______ in education.A. memorizationB. creativity and critical thinkingC. rote learningD. standardized testing。

THE POMERON YESTERDAY, TODAY and TOMORROW

a rXiv:h ep-ph/953399v121Mar1995March 1995CBPF-NF-010/95T H E P O M E R O N:YESTERDAY,TODAY and TOMORROW †E U G E N E L E V I N ∗)LAFEX,Centro Brasileiro de Pesquisas F´ısicas (CNPq)Rua Dr.Xavier Sigaud 150,22290-180Rio de Janeiro,RJ,BRASIL and Theory Department,Petersburg Nuclear Physics Institute 188350,Gatchina,St.Petersburg,RUSSIA Abstract:These lectures are the review of the main ideas and approaches to the structure of the Pomeron.They are divided in three natural parts:(i)the brief review of the Reggeon Calculus,which was the ﬁrst attempt to build the eﬀective theory of the strong interaction at high energy.In spite of the fact that this approach turns out to be inconsistent and in lectures we show why,the Reggeon approach was and is the main source of the terminology and phenomenology for high energy “soft”interactions.(ii)the detail description of the QCD approach to high energy interaction.We try to combine the rigorous approach in perturbative QCD with more simple,intuitive guess based on general properties of QCD to clarify our expectations and predictions.(iii)the outline of my personal opinion what problems will be important in the future.The main reason for the lectures was just the last part to agitate you to think about this diﬃcult but because of that interesting problem.The motto of my lectures is “there is nothing more exciting than to solve a diﬃcult problem.Pomeron is the one.”IntroductionIn these lectures I want to give the brief review of the main ideas and approaches to the structure of the Pomeron.For young generation even the word“Pomeron”sounds not familiar.It makes very diﬃcult to explain in the introduction what we are going to discuss.In some sense it is the reason why we think that we shall start from the short review of the situation with the strong interaction in the past because the terminology that we still use came from so called Regge approach which was in the past the common language for the phenomenology of high energy strong interaction.This is why instead of the usual introduction in which I have to explain the subject of the talk I am going to provide you some general outline of the main ideas of the talk.I’ll start from the review of the Regge approach and I’ll try to give you the basics of this approach,namely the theoretical background and the main phenomenological ideas that had been used in this approach.Just from the beginning I would like to stress that inspite of the pure phenomenological input the Reggeon approach was and is the main source of the ideas even now for the“soft”high energy interaction.The main reason for this is the rich input from the understanding of the general properties of the scattering amplitude based on the analyticity and symmetry of strong interaction.The analysis of the theoretical problems made at that time(more than30years ago)is still fresh and the principle problems which have been pointed out are still with us.After the introduction in the past and present problems with the“soft”interaction I am going to present what is known about high energy interaction in perturbative QCD which is the microscopic theory now.We will go back to old problems and I’ll show you what kind of understanding we have reached in framework of perturbative QCD(pQCD). This understanding consists of two things:the sructure of the Pomeron in perturbative QCD(so called the BFKL Pomeron)and the theory of shadowing correction in the deeply inelastic processes.The main idea of this part of my lectures is to show you that we are on the right road but only in the beginning.The principle problems are non perturbative ones and we have made only theﬁrst try to attack them.The last,third part will be devoted to outline of my personal opinion what problems will be important in the future.You can easily guess that the main reason for these lectures was just to agitate you to think about these diﬃcult but really interesting problems.As far as concerned the style of these lectures,we tried to follow the Landau ten commandments of theoretical physics,at least,theﬁrst three of them:•Only prediction is a theory,only calculation is a result.Don’t believe in a qualitative “theory”.1•Try to solve a problem exactly,if not try toﬁnd a small parameter,if not try again.•A model is the theory which we apply to the kinematic region where we cannot prove that the theory is wrong.Don’t be afraid to build a model,this is the only way to be original.We would like to make several comments on the quotations.In theﬁrst part of the lectures we avoid the references except the most important ones.The reason is twofold:ﬁrst is the fact that everybody canﬁnd detail description of the Reggeon approach in any textbook written in70’s.The second is the idea to give you a full information in the body of the lectures about all result that we are going to take with us in the future.In the second part we give suﬃciently full list of references.Concluding this introductory section we want to remind you the motto of these lec-tures:There is nothing more exciting than to solve a diﬃcult prob-lem.Pomeron is the one.2YESTERDAY:REGGEON APPROACH1The basic ideas.1.1Our strategy.To understand our theoretical background in the past let me remind you that before the year1974the study of the high energy asymptotic was the high priority job,because we believed that:Analyticity+Asymptotic=Theory of Everything.Roughly speaking we needed asymptotic at high energy to specify how many substructions we have to make in the dispersion relations to calculate the scattering amplitude using them.Now situation is quite diﬀerent,we have good microscopic theory(QCD)and certainly we have a lot of problems in QCD which have to be solved.High energy asymptotic is only one of many.I think it is time to ask yourselves why we spend our time and brain trying nevertheless toﬁnd the high energy asymptotic in QCD.My lectures will be an answer to this question,but I would like to start recalling you the main theorems for the high energy behaviour of the scattering amplitude which follow directly from the general property of analyticity and crossing symmetry and should be fulﬁlled in any microscopic theory including QCD.1.2The great theorems.1.Optical TheoremOur amplitude is normalized so thatdσWithin this normalization the optical theorem says:σtot=4πImf(s,0)(2) Therefore the optical theorem gives us the relationship between the behaviour of the imaginary part of the scattering amplitude at zero scattering angle and the total cross section that can be measured experimentally.2.The Froissart boundary.We call the Froissart boundary the following limit of the energy growth of the total cross section:σtot≤C ln2s(3) where s is the total energy of our elastic reaction:a(p a)+b(p b)→a+b,namely s= (p a+p b)2.Coeﬃcient C has been calculated but we do not need to know its exact value. What is really important is the fact that C∝1m2π.The exact calculationgives C=60mbn.3.The Pomeranchuk Theorem.The Pomeranchuk theorem is the manifestation of the crossing symmetry,which can be formulated as a following statement:one analytic function of two variables s and t describes the scattering amplitude of two diﬀerent reactions a+b→a+b at s>0and t<0as well as¯a+b→¯a+b at s<0(u=(p¯a+p b)2>0and t<0.The Pomeranchuk theorem says that the total cross sections of the above two reactions should be equal to each other at high energy if the real part of the amplitude is smaller than the imaginary its part.•Problem1:Prove the Pomeranchuk theorem,using the dispersion relation for the scattering amplitude at t=0.1.3Unitarity constraint in impact parameters(b t).The scattering amplitude in b t-space is deﬁned asa(s,b t)=1where t=−q2.In this representationσtot=2 d2b t Ima(s,b t)(5)σel= d2b t|a(s,b t)|2(6) Using the above notations we can write the s-channel unitarity in the general form:2Im a(s,b t)=|a(s,b t)|2+G in(s,b t)(7) where a(s,b t)is elastic amplitude while G in is the contribution of the all inelastic processes.It should be stressed that the above constraint has a general solution if we assume that the scattering amplitude is pure imaginary at high energy,namelya(s,b t)=i(1−e−Ω(s,b t))(8) where the opacityΩ(s,b)is a real function and has a very simple physical meaning. Indeed,G in(s,b t)=1−e−2Ω(s,b t).Therefore e−2Ωis the probability that the incoming particle has no inelastic interaction.•Problem2:Prove the Froissart theorem,using the general solution of the s-channel unitarity taking into account that at large values of b t the scattering amplitude is small and behaves as s N e−µb t,whereµis the mass of the lightest hadron.1.4Theﬁrst puzzle.Theﬁrst puzzle can be formulated as a question:What happens with resonances with the values of their spin bigger than1in exchange?”On one hand such resonances have been observed experimentally,on the other hand the exchange of the resonances with spin j lead to the scattering amplitudes which are proportional to s j where s is the energy of two colliding hadrons.Such a behaviour contradicts the Froissart boundary.It means that we have toﬁnd the theoretical solution of this problem.Let me illustrate the problem considering the exchange of vector particle(j=1)( see Fig.1).5Introducing Sudakov variable we can expand each vector in the following form:q=αq p′1+βq p′2+q t(9) wherep′21=p′22=0andp1=p′1+βp′2;p2=α2p′1+p′2;It is easy toﬁnd thatβ1=m21ssincep21=m21=2β1p′1·p′2=β1sFrom equationsp′21=M21;p′22=M22we canﬁnd the values ofαq andβq.Indeed,p′21=(p q−q)2=((1−αq)p′1+(β1−βq)p′2)2=(1−αq)(β1−βq)s−q2t=M21 andp′22=(1+βq)(α2+αq)s−q2t=M22Thereforeαq=M22−m22s(10)It is easy to get from the above equations that|q2|=|αqβq s−q2t|=(M22−m22)(M21−m21)q2t+m2V =g1g24s•Problem3:Using the above example show that the exchange of the resonance with spin j gives the scattering amplitude equals(4s)jA(s,t=−q2t)=g1g2(13)sinπα(t)α(t)is a function of the momentum transfer which we call the Reggeon trajectory.The name of the new object as well as the form of the amplitude came from the analysis of the properties of the scattering amplitude in t channel using angular momentum representa-tion.However,today it is not important the whole history of the approach.What we need to understand and take for the future studies are the main properties of the above function which plays the crucial role in the theory and phenomenology of the high energy interaction.2The main properties of the Reggeon exchange.2.1Analyticity.It is obvious that the Reggeon exchange is the analytic function in s,which has the imaginary part equals to±g1g2sα(t)7in the s-channel and the imaginary partg1g2sα(t)in the u-channel(for¯a+b→¯a+b reaction).For diﬀerent signes in eq.(13)the function has diﬀerent properties with respect to crossing symmetry.For plus(positive signature) the function is symmetric while for minus(negative signature)it is antisymmetric. 2.2s-channel unitarityTo satisfy the s-channel unitarity we have to assume that trajectoryα(t)≤1in the scattering kinematic region(t<0).This is why the exchange of the Reggeons can solve ourﬁrst puzzle.2.3Resonances.Let us consider the same function but in the resonance kinematic region at t>4m2π.Here α(t)is a complex function.If t→t0α(t0)=j=2k where k=1,2,3,..the Reggeon exchange has a form for the positive signature:A R(s,t)→t→tg1g2·s2kt0α′(t0)(t−t0)+iImα(t0)=g1g2t−t0+iΓ(15)where the resonance widthΓ=Imα(t0)2.4Trajectories.We can rephrase the previous observation in diﬀerent words saying that the Reggeon describes the family of resonances that lies on the same trajectoryα(t).It gives us a new approach to the classiﬁcation of the resonances,which is quite diﬀerent from usual SU3classiﬁcation.Fig.3shows the bosonic resonances classiﬁed according the Reggeon trajectories.The surprising experimental fact is that all trajectories are the straight linesα(t)=α(0)+α′t(16) with the same value of the slopeα′≃1GeV−2.We would like to draw your attention to the fact that this simple linear form comes from two experimental facts:1)the width of resonances are much smaller than their mass (Γi≪M R i)and2)the slope of the trajectories which is responsible for the shrinkage of the diﬀraction peak turns out to be the same from the experiments in the scattering kinematic region.The SU3means in terms of trajectories thatαρ(0)=αω(0)=αφ(0)in addition to the same value of the slope.The simple estimates show that the value of the interceptα(0)≃0.5and therefore the exchange of the Reggeons give the cross section falling down as function of the energy without any violation of the Froissart theorem.2.5Deﬁnite phase.The Reggeon amplitude of eq.(13)can be rewritten in the form:A R=g1g2η±sα(t)(17) whereηis the signature factorπα(t)η+=ctg2−iIt means that the exchange of the Reggeon brings very deﬁnite phase of the scattering amplitude.This fact is very important especially for the description of the interaction with a polarized target.92.6Factorization.The amplitude of eq.(13)has a simple factorized form in which all dependences on the particular properties of colliding hadrons are concentrated in the vertex functions g1and g2.To make it clear let us rewrite this factorization property in an explicit way:A R=g1(m1,M1,q2t)g2(m2,M2,q2t)·η±·sα(q2t)(18) For example this form of the Reggeon exchange means that if we try to describe the electron deep inelastic scattering with the target through the Reggeon exchange,only the vertex function should depend on the value of the virtuality of photon(Q2)while the energy dependance does not depends on Q2.•Problem5:Show that the Reggeon exchange has the following form in b t:A R(s,b t)=g1(0)g2(0)sα(0)·14(R21+R22+α′ln s)if we assume the simple exponential parameterization for the vertices:g1(q2t)=g1(0)e−R21q2tg2(q2t)=g2(0)e−R22q2t2.7Shrinkage of the diﬀraction peak.Using the linear trajectory for the Reggeons it is easy to see that the elastic cross section due to the exchange of the Reggeon can be written in the form:dσel.It means that the diﬀraction peak becomes narrower at higher energies.α′ln s103Analyticity+Reggeons.Now we can come back to the main idea of the approach and try to construct the amplitude from the analytic properties and the Reggeon asymptotic at high energy.Veneziano [1]suggested the amplitude that satisﬁes the following constraint:it is the sum of all resonances in s-channel with zero width and simultaneously the same amplitude is the sum of the exchanges of all possible Reggeons.Taking the simplest case of the scattering of scalar particle,the Veneziano amplitude looks as follows:A=g[V(s,t)+V(u,t)+V(s,u)](20) whereΓ(1−α(t))Γ(1−α(s))V(s,t)=at z→−n.At the same timez+nA→s→∞Γ(1−α(t))[(−α(s))α(t)+(−α(u))α(t)]and therefore reproduces the Reggeon exchange at high energies.This simple model was the triumph of the whole approach showing us how we can construct the theory using analyticity and asymptotic.The idea was to use the Veneziano model as theﬁrst approximation or in other word as a new Born term in the theory and to try to build the new theory starting with the new Born Approximation.The coupling constant g turns out to be dimensionless and smaller than unity.This fact certainly also encouraged the theoreticians in70’s to try this new approach.4The second and the third puzzles:the Pomeron?! The experiment shows that:1.There is no particles(resonances)on the Reggeon trajectory with the value of the intercept which is close to unity(α(0)→1).As it has been mentioned the typical highest value of the intercept isα(0)∼0.5which generates the cross section of the order ofσtot∝sα(0)−1∝s−1The above two statement we call the second and the third puzzles that have to be solved in theory.The strategy of the approach was to assume that the Reggeon with the intercept close to1exists and tried to understand how and why it would be diﬀerent from other Reggeons,in particular,why there is no particle on this trajectory.Now,let me introduce for theﬁrst time the word Pomeron.Theﬁrst deﬁnition of the Pomeron: The Pomeron is the Reggeon withα(0)−1≡∆≪1The name of Pomeron was introduced after russian physicist Pomeranchuk who did a lot to understand this miracle object.By the way,the general name of the Reggeon was given after the italian physicist Regge,who gave a beautiful theoretical arguments why such objects can exist in the quantum mechanics and theﬁeld theory[2].Let me summarize what we know about the Pomeron from the experiment(see for example ref.[3]):1.∆≃0.082.α′(0)≃0.25GeV−2Donnachie and Landshoﬀgave an elegant description of almost all existing experimen-tal data using the hypothesis of the Pomeron with the above parameters of its trajectory. However,we have toﬁnd the theoretical approach how to describe the Pomeron and why it is so diﬀerent from other Reggeons.5The Pomeron structure in the parton model.5.1The Pomeron in the Veneziano model.As has been mentioned the Pomeron does not appear in the new Born term of our ap-proach.Therefore theﬁrst natural idea was to make an attempt to calculate the next to Born approximation in the Veneziano model to see can the Pomeron appear in it.The basic equation that we want to use is graphically pictured in Fig.5,which is nothing more than the optical theorem.However we have to know the Born approximation for the amplitude of production of n particle.However to understand the main properties and problems which can arise in this approach let us calculate the contribution in equation of Fig.5of theﬁrst two particle state.This contribution is equal to:σtot=s2(αR(0)−1) d2q′tΓ2(1−α(q′2t))·e−2α′q′2t ln s(22)12sinceΓ(1−α(q′2t))∝(α(q′2t)x id2k ti(23)where x i is the fraction of energy that carried by the i-th particle.Let’s call all secondary particle partons.It is clear that the biggest contribution in the above equation comes from the region of integration with strong ordering in x i for all produced partons,namelyx1≫x2≫.....≫x i≫x i+1≫.....≫x n=m2s dx1sdx isdx nn!ln n s13This equation shows one very general property of the high energy interactions,namely the longitudinal coordinates(x i)and the transverse ones(k ti)turns out to be sepa-rated and should be treated diﬀerently.In some sense the above equation reduced the problem of high energy behaviour of the total cross section to the calculation of the am-plitude M n which depend only on transverse coordinates.Assuming,for example,thatΠd2k ti|M2n(k ti)|2∝1m2Σng nm2·s g(26)which looks just as Pomeron-like behaviour.•Problem6:Show that in gφ3-theory whereφis the scalar particle with mass m thetotal cross section is equal toσtot=g44πm25.3Random walk in b t.The simple parton picture reproduces also the shrinkage of the diﬀraction peak.Indeed, due to the uncertainty principle∆b ti k ti∼1(27) or in diﬀerent form∆b ti∼1<k t>2·n(28) which is typical answer for the random walk in two dimensions(see Fig.7).The value of the average number of emission n can be estimated from the expression for the total cross section,becauseσtot=1n!ln n s=1n!and the value of<n>≃g ln s.If we substitute this value of<n>in the eq.(0)We get the radius of interactionR2=<b2tn>g6Reggeon Calculus.6.1The main idea of the approach.The Reggeon Calculus was theﬁrst attempt to build the eﬀective theory at high energy with the goal to deﬁne the asymptotic behaviour of the scattering amplitude.The brick from which we wanted to do this was the Pomeron.However,it turns out that the simple hypothesis that the Pomeron gives you the asymptotic behaviour of the amplitude is not correct.We have to take into account the interaction of the Pomerons.To illustrate this fact let us consider so called the triple Pomeron interaction which related to the process of the diﬀraction dissociation(see Fig.8).The cross section of the diﬀraction dissociation(single diﬀraction SD)can be written in the form:M2dσSD)2∆·γ·(M22πR21(s M2)2∆≫σtot∝(ss0.M2•Problem8:Show that the total cross section of SD is larger that one Pomeron exchange even at∆=0.156.2Reggeon Diagram Technique.It turns out that the simplest way to deal with the Pomeron interaction is to use the Mellin transform of the amplitude[7]A(ω,t)= ∞0s−1−ωd s ImA(s,t)(30)•Problem9:Show that the Mellin transform of the single Pomeron exchange givesA P=1ω−∆−α′P q2t γ12[φ+∂φ∂tφ]+∆φ+φ−1where t=lns and the propagator of the Pomeron is deﬁned as the Green function of the Lagrangian without interaction(γ=0).We will discuss a bit later the sign minus in front of the last term.The attempts to solve the eﬀective theory were very interesting and we learned a lot, but we will not discuss them because we will show later that the whole approach is deadly sick.6.4The AGK cutting rules.The AGK cutting rules[8]establish the generalization of the optical theorem on the case of the multi Pomeron interaction and in the simplest example of two Pomeron exchange they are pictured in Fig.11.The meaning of the AGK cutting rules is very simple.Each Pomeron interaction contribution to the total cross section really corresponds to the cross section of the diﬀerent processes.In the case of the two Pomeron exchange these processes are(i)the diﬀraction dissociation(σ(0)),(ii)the production of the secondary hadrons with the same multiplicity as for one Pomeron exchange(σ(1))and(iii)the production of the secondary hadrons with multiplicity in two times larger than for one Pomeron exchange(σ(2)).The AGK cutting rules claim:σ(0)÷σ(1)÷σ(2)=1÷−4÷2(33) Two important consequences follow from the AGK cutting rules:1.The total cross section of the diﬀraction dissociation(DD)is equal to the contri-bution of two Pomeron exchange to the total cross section(σ(2P))with opposite sign:totσ(DD)=−σ(2P)2.The two Pomeron exchange does not contribute to the total inclusive cross section in central kinematical region.Indeed only two processesσ(1)andσ(2)are the sources of the produced particle in the central region.It means that the total inclusive cross section due to two Pomeron exchange is equal toσinc=σ(1)+2σ(2)=0Factor2comes from the fact that the particle can be produced from two diﬀerent parton showers(see Fig.11).17Now let me give you a brief proof of the AGK cutting rules for the case of hadron -deuteron interaction.For simplicity let us assume that G in(b t)=κ=Const(b t)for b t<R N and G in=0for b t>R N,so the inelastic cross section for hadron-nucleon interaction is equal toσinelN=κSwhere S is the area of the nucleon(S=πR2N).To calculate the elastic cross section we need to use the unitarity constraint in b t(see eq.(7))and the answer isσel N=(κ2)2STherefore the total cross section for hadron-deutron interaction can be presented in the form:σtot D=2σtot N−∆σwhere∆σ=∆σinel+∆σel=−κ22πR2Everybody can recognize the usual Glauber formula for hadron-deutron interaction.As has been mentioned we have two sources of the inelastic cross section which are pictured in Fig.13for the case of the deutron.The cross section of the inelastic process with double multiplicity is easy to calculate,because it is equal to the probability of two inelastic interaction:∆σ(2)D=κ2·STo calculate;ateσ(1)D we have to remember that∆σinel=σ(2)+σ(1)=−κSThereforeσ(1)=−2κS.Remembering that∆σ(0)=σel D−2σel N we get18n<n>N∆σtotSκ2S2Therefore we get the AGK cutting rules for the hadron-deuteron interaction,since σtot D=2σtot N corresponds to one Pomeron exchange and the correction to this simple for-mula just originated from the two Pomeron exchange in our Reggeon approach.However the above discussion,I hope,shows you that the AGK cutting rules have more general background than the Reggeon approach.For example,they hold in QCD providing the so called factorization theorem.Let me give here the general formula for the AGK cutting rules[8].If we have the contribution to the total cross section with the exchange ofνPomerons(σνtot),the cross sections of the process with the multiplicity of produced particles equalµ<n>which are generated by the same diagram(see Fig.13)are equal∗:σ(µ)µ!(ν−µ)!·2ν(34) while forµ=0the ratio is equalσ(0)0241100120312407488580160166.5Diﬀerent processes in the Reggeon Approach.The AGK cutting rules together with Mueller theorem[9]establish the relationship be-tween the contribution of many Pomeron exchanges and diﬀerent exclusive and inclusive processes in the Reggeon Approach.Here we want to write down several examples of diﬀerent processes that can be treated on the same footing in the reggeon approach.6.5.1Total cross section.As has been mentioned in one Pomeron exchange approximation the total cross section is given by the following expression(see Fig.15†):σtot=4πg1(0)g2(0)(ss0)∆(36)We would like to remind you that multi Pomeron exchange is very essential in the total cross section but we postpone the discussion of their contribution to the second part of our lectures.6.5.2Elastic cross section.•Problem10:Show that for one Pomeron exchange the total elastic cross section is equal toσel=σtotdM2=σ0M2)·(ss0)∆+G P P R(0)(M2M2)=2R201+r20+4α′P ln(s/M2)where r20is the radius of the triple Pomeron vertex which experimentally is very small (r20≤1GeV−2).•One can see that we include in the expression for the cross section of the single diﬀrac-tion also the contribution of the secondary Reggeon trajectory which describes the be-haviour of the cross section at rather small values of produced mass(M2).6.5.4Double diﬀraction dissociation.•Problem12:Show that the cross section of the double diﬀraction dissociation(DD )process(see Fig.15)is equal to:M21M22d2σDD2πR20(ss0M21M22)2∆·(M21s)∆(38)in the region of large values of produced masses(M1and M2).•Problem13:Show that R20in the above equation is equalR20=1dM21dM22=M21dσSDdM22M21)R22(sR20(ss06.5.5Central Diﬀraction.In this process we produced the bunch of secondary particle in the central rapidity region, while there are no secondary particles in other regions in rapidity.Theﬁrst diagram that describes this process gives the answer:M2dσ2α′σP P(M2)g40(s2(R20+α′ln sR20+α′ln sM2dy c=a·σtot(41)where a is the new vertex for the emission of the particle c.The inclusive reaction that is under consideration isa+b→c(y)+anything6.5.7Two particle rapidity correlation.The Reggeon approach we can use for the estimates of the two particle rapidity correlation function,which is deﬁned as:R=d2σ(y1,y2)dσ(y1)dy2−1(42) 22where d2σa2P P·e(1−αR(0))∆y+2σ(2P) totL cor+LRand from our Reggeon formula we have L cor≃2.To evaluate the second term we have to develop some model for including the multi Pomeron exchanges in the calculation of the total cross section.We will do this in the second part of the lectures.6.6Hopes.The main idea of the Reggeon Calculus was to build the eﬀective theory for the strong interaction at high energy starting from the eﬀective Lagrangian and the AGK cutting rules.The last one played a very crucial role giving us the possibility to look insight of the inelastic interaction using only general ideas on the structure of the Pomeron.Of course one defect of the approach has been seen from the beginning,namely the absence of a theoretical idea how to select the interaction between Pomerons.However we could hope that the future theory will provide us such selection rules and we will be able to adjust the developed formalism.23。

The Debate Over Standardized Testing

The Debate Over Standardized Testing Standardized testing has been a hotly debated topic in the field of education for many years. On one hand, proponents argue that standardized testing provides an objective measure of student performance and accountability for schools and teachers. On the other hand, critics argue that standardized testing places undue stress on students, narrows the curriculum, and fails to accurately measure a student's true abilities. This ongoing debate has sparked discussions among educators, policymakers, parents, and students, each with their own unique perspectives on the issue. Proponents of standardized testing often argue that it provides an objective measure of student performance, allowing for fair comparisons among students, schools, and districts. They believe that standardized tests provide valuable data that can be used to identify areas of improvement, allocate resources, and hold schools and teachers accountable for student achievement. Proponents also argue that standardized testing helps to ensure that all students are held to the same academic standards, regardless of their background or socioeconomic status. This, they believe, promotes equity and fairness in education. On the other hand, critics of standardized testing argue that it places undue stress on students and fails to accurately measure their true abilities. They argue that the pressure to perform well on standardized tests can lead to anxiety, low self-esteem, and even cheating among students. Critics also argue that standardized testing narrows the curriculum, leading to a focus on test preparation at the expense of a well-rounded education. This, they believe,stifles creativity, critical thinking, and problem-solving skills, which are essential for success in the 21st century. Furthermore, critics of standardized testing argue that it perpetuates inequality in education. They argue that standardized tests are biased towards students from privileged backgrounds, as they may have access to better resources, test preparation, and support systems. This, they argue, creates an unfair advantage for some students and perpetuates the achievement gap between different demographic groups. Critics also point out that standardized testing fails to account for the diverse learning styles, abilities, and talents of students, leading to a one-size-fits-all approach to education that does not serve all students equally. In addition, standardizedtesting has also been criticized for its impact on teachers and schools. Critics argue that the emphasis on test scores can lead to teaching to the test, where educators focus solely on preparing students for standardized tests at the expense of a more holistic and engaging approach to education. This, they argue, limits teachers' autonomy and creativity in the classroom, leading to a disengaged and demoralized teaching force. Critics also argue that high-stakes standardizedtesting can lead to punitive measures for schools and teachers, such as funding cuts, closures, or job loss, based on test scores that may not accurately reflect the quality of education provided. In contrast, proponents of standardizedtesting argue that it is a necessary tool for accountability and improvement in education. They believe that standardized testing provides valuable data that can be used to identify areas of improvement, allocate resources, and hold schools and teachers accountable for student achievement. Proponents also argue that standardized testing helps to ensure that all students are held to the same academic standards, regardless of their background or socioeconomic status. This, they believe, promotes equity and fairness in education. In conclusion, thedebate over standardized testing is complex and multifaceted, with valid points on both sides of the argument. While proponents argue that standardized testing provides an objective measure of student performance and accountability forschools and teachers, critics argue that it places undue stress on students, narrows the curriculum, and fails to accurately measure a student's true abilities. As the conversation around standardized testing continues, it is essential to consider the diverse perspectives and experiences of educators, policymakers, parents, and students in order to find a balanced and effective approach to assessment and accountability in education.。

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Pomeron ﬂux ∼
1 ξ1+2ǫ
(3)
I Pp ∼(ξs)ǫ σT
The Regge approach has been successful in predicting the three salient features of high energy behavior, namely (i) the rise of the total cross secions with energy 11,12 , (ii) the shrinking of the forward elastic scattering peak 13 , and (iii) the shape of the M 2 dependence of SDD 10,13 . However, these features are also present in a parton model approach 14 , as outlined below. 2
1
However, assuming factorization, calculations based on these pdf ’s predict 4,5,6 rates ∼ 10 times larger than the measured W and dijet production rates at the Tevatron 7 . The suppression of Tevatron relative to HERA diﬀractive rates represents a breakdown of factorization. The magnitude of the factorization breakdown is in general agreement with predictions based on the renormalized Pomeron ﬂux model 8 , in which the Pomeron ﬂux (see next section) is viewed 9 as a rapidity gap probability density and is normalized by scaling it to its integral over the available phase space in (ξ, t). In addition to its success in predicting soft and hard diﬀraction rates, the ﬂux renormalization model describes diﬀerential soft diﬀraction cross sections 10 remarkably well. However, the β -dependence of the Pomeron/diﬀractive pdf ’s is not speciﬁed by the model and had to be introduced “by hand”. In this paper, the diﬀractive pdf ’s are derived from the non-diﬀractive using a parton model approach to hard diﬀraction based on the the concept of a normalized rapidity gap probability. 2 Clues from soft physics
2 σT (s) = βI P pp (0) 4 βI (t) dσel = P pp dt 16π
s s0
α(0)−1
∼
s s0
ǫ
(1)
s s0
2[α(t)−1]
∼ exp[(b◦ + 2α′ ln s)t] ξs s0
α(0)−1
(2)
β 2 (t) d2 σsdd 1 = IP pp βIP pp(0) g (t) 2 α dξdt 16π ξ (t)−1
2.1
Rise of total cross sections
The pp total cross section is basically proportional to the number of partons in the proton, integrated down to x = s◦ /s, where s◦ is the energy scale for soft physics. The latter is of O( MT 2 ), where MT ∼ 1 GeV is the average transverse mass of the particles in the ﬁnal state. Expressing the parton density as a power law in 1/x, which is an appropriate parameterization for the small x region responsible for the cross section rise at high energies, we obtain
1
Introduction
Experiments at HERA and at hadron colliders have reported and characterized a class of events incorporating a hard (high transverse momentum) partonic scattering while carrying the characteristic signature of diﬀraction, namely a leading (anti)proton and/or a large rapidity gap (region of pseudorapidity devoid of particles). The prevailing theoretical idea is that the exchange across the gap is the Pomeron 1 , which in QCD is a color-singlet exchange of gluons and/or quarks with vacuum quantum numbers. A question of intense theoretical debate is whether the Pomeron has a unique particle-like partonic structure. This question can be addressed experimentally by comparing the parton distribution functions (pdf ’ s) of the (anti)proton measured in a variety of hard single diﬀraction dissociation processes as a function of ξ , t, Q2 and x (or β ≡ x/ξ ), where t is the 4-momentum transfer and ξ the fractional momentum loss of the (anti)proton. The gluon and quark pdf ’ s can be sorted out by studying processes with diﬀerent sensitivity to the gluon and quark components of the Pomeron. The proton diﬀractive pdf ’s have been measured in diﬀractive deep inelastic scattering (DDIS) at HERA by both the H1 2 and ZEUS 3 Collaborations. The experiments measure directly the F2 diﬀractive structure function, tmin D(4) D(3) (t, ξ, Q2 , β )dt. The variable ξ is related to the F2 (ξ, Q2 , β ) = t= −1 F2 rapidity gap by ∆y = ln 1 ξ . The gluon diﬀractive pdf was determined by H1 from a QCD analysis of the Q2 evolution of F2 . All HERA hard diﬀraction results are generally consistent with the parton densities obtained from DDIS.
a
arXiv:hep-ph/9911210v1 2 Nov 1999
We discuss the experimental evidence supporting the concept of universality of the rapidity gap probability in soft and hard diﬀraction, relate the gap probability to hadronic parton densities, and present a phenomenological model of diﬀraction in which the structure of the Pomeron is derived from the structure of the parent hadron. Predictions for diﬀractive deep inelastic scattering are compared with data.