The Simplest Determination of the Thermodynamical Characteristics of Kerr-Newman Black Hole

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大二英语作文模板范文(精选15篇)

大二英语作文模板范文(精选15篇)

大二英语作文模板范文篇1The upcoming graduation ceremony and the coming college entrance examination are the two major tasks that we have been working hard on in recent years. Thirdly, time is so limited for us that we don\'t have time to take part in sports. I don\'t know whether foreign students want to take such competitive examinations, but we are in China.We know that we have no way out. We must be superior to other students. That\'s why we have to study hard.The last year of junior high school will be unforgettable, because each of us can\'t feel that we have entered the grade and there are bitter tears on the third day of our life Happy is sad, every day for us to write a pile of unfinished homework, we would like to resist once, but ultimately it is right, but our parents alas, in this case, we will study hard, day by day, test their ideal high school, do not let parents, teachers worry.中文翻译:即将到来的毕业典礼和即将到来的高考,是我们这些年来努力学习的两大主要任务。

伟大的头脑是天生的还是后天养成的英文文章

伟大的头脑是天生的还是后天养成的英文文章

伟大的头脑是天生的还是后天养成的英文文章1. Introduction1.1 Statement of the issue1.2 Explanation of the significance of the issue1.3 Thesis statement2. Nature vs. Nurture Debate: The Origins of Great Minds2.1 Brief history of the nature vs. nurture debate2.2 Definitions of 'nature' and 'nurture' in the context of intelligence and greatness2.3 Overview of key arguments and evidence on both sides3. The Case for Nature: Innate Intelligence and Genetic Factors 3.1 The role of genetics in determining intelligence3.2 Evidence from twin and adoption studies3.3 Examples of prodigies and geniuses with exceptional abilities from a young age3.4 Scientific research on the heritability of intelligence4. The Case for Nurture: Environmental and Experiential Factors 4.1 The influence of education and upbringing on cognitive development4.2 Socioeconomic and cultural factors that contribute to or hinder intellectual growth4.3 Case studies of individuals who have ovee challenging circumstances to achieve greatness4.4 The impact of early childhood experiences on br本人n development5. The Interactionist Perspective: The Complex Interplay of Nature and Nurture5.1 The theory of gene-environment interaction5.2 The importance of both genetic predispositions and environmental influences5.3 Examples of research demonstrating thebined effects of nature and nurture on cognitive abilities5.4 Implications for education, parenting, and social policy6. Conclusion6.1 Restatement of the thesis6.2 Summary of key points6.3 Discussion of the implications for understanding and fostering greatness in individuals6.4 Suggestions for future research on the origins of great mindsGreat Minds: Nature or Nurture?The question of whether great minds are born or made has long been a topic of debate in the fields of psychology, genetics, and education. This essay will explore theplex interplay of genetic and environmental factors in the development of exceptional cognitive abilities, with a focus on the implications for understanding and fostering greatness in individuals.The nature vs. nurture debate has a rich and contentious history, with proponents on both sides presentingpelling arguments for their respective positions. On one hand, advocates of the'nature' side argue that intelligence is largely determined by genetic factors. Studies of twins and adopted siblings have provided convincing evidence for the heritability of intelligence, suggesting that genetic predispositions play a significant role in the development of cognitive abilities. Furthermore, the existence of prodigies and geniuses who exhibit exceptional talents from a young age supports the notion of innate intelligence.Conversely, proponents of the 'nurture' perspective emphasizethe crucial influence of environmental and experiential factors on cognitive development. Numerous studies have demonstrated the impact of education, socioeconomic status, and family upbringing on intellectual growth. Moreover, inspiring stories of individuals who have ovee adversity and achieved greatness through hard work and perseverance serve as powerful testaments to the potential for nurturing extraordinary minds.In reality, the origins of great minds are likely to be the result of aplex interplay of nature and nurture. The theory of gene-environment interaction suggests that genetic predispositions interact with environmental influences to shape cognitive abilities. This interactionist perspective underscores the importance of recognizing the multifaceted nature of human intelligence and the need to consider both genetic and environmental factors in understanding and fostering greatness.In conclusion, the origins of great minds are best understood as the result of the intricate interplay of nature and nurture. Genetics may provide a foundational predisposition for cognitive abilities, but environmental and experiential factors also play a crucial role in shaping and fostering greatness inindividuals. Recognizing the dynamic interplay of genetic and environmental influences has important implications for education, parenting, and social policy, as well as for the ongoing pursuit of knowledge in the field of psychology. Continued research into the origins of great minds will further our understanding of theplex factors that contribute to exceptional cognitive abilities and guide efforts to nurture and support the development of greatness in individuals.。

上肢功能评定表研究进展

上肢功能评定表研究进展

上肢功能评定表研究进展358国际骨科学杂志2008年11月第29卷第6期IntJOrthop,November25,2008,V o1.29,No.6上肢功能评定表研究进展孟繁斌陈振兵摘要上肢功能评定表是一项从患者角度对上肢功能进行评定的问卷量表,通过患者的自我评定了解患肢功能损害的程度.与以往的评定方法相比,上肢功能评定表并不借助客观的检测指标,更注重患者心理因素在功能损害中的影响及患者对损伤的主观感受,更适合当前以患者为中心的生物一社会一心理医疗模式.该文就上肢功能评定表的制定与验证,主要内容及临床应用等作一综述.关键词上肢功能;量表;评定应用调查量表对上肢创伤和疾病引起的功能障碍进行评估是简单,有效的方法.上肢功能评定表(disabilitiesofthearm,shoulderandhand,DASH)是一项从患者角度对上肢功能进行评定的问卷量表,通过患者的自我评定了解患肢功能损害的程度.1制定一直以来,外科医师试图通过某种简便易行的方法对疾病和损伤引起的上肢功能障碍进行评估,从而判断患肢损伤严重程度,术后效果等.最初主要通过对上肢的解剖完整性,运动功能,感觉功能等进行评价,随着科技的发展,影像学检查,肌电图测验等方法成为不可或缺的客观评价指标.此外,还制定了一些标准化调查表,如测定手运动功能的Jebsen评定表和Michigan问卷及针对疼痛评价的视觉模拟评分(V AS)等,对患者进行评定.这些调查表不需要特殊设备,可节约成本,且避免了观察者的偏倚,使评定过程更简便.J,尤其适合大样本量的人群调查研究.由于调查结果得到量化,更有助于观察和比较.以上标准化调查表对上肢功能评定起到了极大的推动作用,但其或是从客观指标(如上肢力量,关节活动度等)出发,或是单纯地针对患者某一症状(如VAS等),都较少考虑患者精神心理因素对评定结果的影响.鉴于此,美国矫形外科医师学会(AA()S),肌骨骼疾病协会理事会()MSS)及加拿大多伦多劳动健康研究所于1994年联合发起制定了DASHL2],经检测证实该评定表具有相当高的有效性,灵敏性和可重复性l3].近年,Beaton等[5],Gummesson等对DASH做了进一步简化,制定出只有11项指标的DASH简表,并对该简表进行有效性检验,证实其与原表(含3()项指标)之问具有较高的匹配度和精度.DASH评定表以患者自我评定为主,从患者角度出发,注重个体差异,反映抑郁,焦虑等社会心理因素对评定结果的影响,更适合当前以患者为中心的生物一社会一心理医疗模式州.此外,研究证实年龄和性别对该表评定结果具有影响(J],且术后随着时间的推移评定结果可发生变化.,因此可根据患者的具体情况对DHSA评定表做出调整,以便于不同人群或同一人群不同阶段的分类比较作者单位:4LRI)22武汉,华中科技大学同济医学院附属协和医院手外科2主要内容DASH评定表分为两部分,共包含30项指标.第1部分含23项指标,主要调查与日常生活相关的活动,包括生活能力和社会活动能力的受限程度;第2部分含7 项指标,主要调查上肢的不适症状及对睡眠的影响,患者的自我满意程度[1].每项指标各对应5个等级的分值,即毫无困难(1分),有点困难(2分),中等困难但能做到(3分),非常困难(4分),无法做到(5分).DASH值的计算方法是将30项指标的得分相加,然后按以下公式计算:DASH值=(30项指标得分总和一30)/1.20,使原始得分转化为0~100分,根据患者的得分评定上肢功能受限程度,其中0分代表上肢功能正常,100分代表上肢功能极度受限.此外,DASH评定表还有1个附加部分(含4项指标),主要针对音乐和体育工作者.对于大部分患者,仅使用DASH评定表的前30项即可.3应用及推广DASH评定表经临床实验验证后,首先在北美地区推广应用,此后被译成多种语言.由于各国之间存在经济状况,文化背景等差异,译文在投入应用前需验证其与原文的等效性.一些国家(如德国,巴西,日本等)在译文与原文等效性验证过程中做了大量的工作口"].这些国家对原版DASH评定表的翻译引用均采取了极其严格的程序,大致分为三个阶段:第1阶段,确定译文.首先,组织专业翻译人员根据AAOS指定的翻译指南,将英文原版DASH评定表译为本国语言,再回译为英文,比较两者是否相符.其次,联合外科医师和患者与译者共同商讨,以最终确定切实可用的译文版本.第2阶段,临床实验研究.以手外科患者为主要研究对象建立样本,并对每位患者应用DASH评定表进行调查评分,经一定时间间隔(一般为1~2周)再对其进行重复评定,分别记录两次评分结果.第3阶段,统计学分析.选择合适的统计学方法,确定相应的统计学指标,对临床研究结果进行统计学分析,以对其内部连贯性,可靠性和可重复性进行评定,由此检验译文与原文的符合度,并最终确定DASH评定表译文版本.这些国家严格的翻译采纳过程提供了极好的范例,使其他国家在对DASH评定表进行翻译应用时有章可循,更有利于DASH评定表在世界范围的推广应用.DASH评定表白问世以来,已被多个国家广泛应用国际骨科学杂志20O8年l1月第29卷第6期lntJOrthop,November25,2008,V o1.29,No.6于上肢疾病和损伤的临床评定中.deSmet等在为119名腕管综合征患者进行松解术时,应用DASH评定表对患者进行评分,结果发现患者术前平均得分为38.2,术后1年降至22.0,证实DASH评定表对腕管综合征的手术疗效判定敏感,有效.Bedi等应用Herbert螺钉治疗急性非移位型腕舟骨骨折,并在术后应用DASH评定表对患者进行评分,平均得分为6.12,这一结果与Herbert螺钉疗效优良的结论相一致,证实这一术式的有效性.Gabl等对上肢截肢患者应用DASH评定表进行调查并得出结论,截肢患者表现出较明显的心理和功能障碍,双侧前臂截肢者的这一表现较单侧前臂或上臂截肢者更为突出.Lindenhovius等在对网球肘患者进行前瞻性对比研究中应用DASH评定表进行评估,结果显示局部注射类固醇类药物对网球肘这类自限性疾病并无显着的远期疗效.Joshi等"对上肢血管损伤患者应用DASH评定表进行调查,结果显示上肢血管钝性损伤患者得分为61.8,高于锐性损伤患者的22.8,其日常生活能力受限更严重.CordobesGual等对胸廓出口综合征(T()患者减压术前,后均应用DASH评定表进行调查,发现静脉型T(患者手术前,后得分变化不大(由术前14.9降至术后l4.8).而神经型TOS患者手术前,后得分具有显着性差异(由术前53.%降至术后17.8),认为对神经型T(患者进行减压术的效果更确切.Abramo等应用DASH评定表对瑞典制定的桡骨远端骨折的治疗草案进行评估,证实根据该治疗草案治疗桡骨远端骨折可获得良好的远期效果.DASH评定表经多年验证已为国外很多研究机构所采纳,并以之为检验标准去衡量其他调查表的可靠性l2.目前,DASH评定表在我国有3个中文版本,即大陆版,台湾版和香港版,其中台湾版和香港版已通过临床实验验证J.香港医师还首创性地将DASH评定表应用于创伤性手外伤的术后随访中,对患者术后功能进行评估.大陆医师也已开始将该表应用于临床实践,但现阶段主要是应用其对术式疗效进行评价和比较.4小结与展望DASH评定表的制定和应用为患者上肢功能的评定提供了一项简便,有效的工具,有利于对患者进行疾病严重程度的评估及对治疗效果的观察.随着对DASH评定表的深入研究和理解,还可将其应用于以下用途:①根据DASH评定表得分对疾病严重程度进行分级,确定每一等级应采取何种治疗方式,将手术治疗指征进行量化,指导临床治疗.②在法医鉴定或医疗保险中应用DASH评定表对患者进行调查,确定损伤对其劳动能力的影响程度,明确伤残等级,以便给予合理的赔偿.③将DASH评定表得分与其他手部客观功能评价结果(如腕关节活动度,手握力,静息和用力后腕关节疼痛程度,影像学指标等)相比较,来判断患者心理因素在疾病中的作用大小,决定是否通过心理治疗来减轻患者的痛苦.尽管DASH评定表对症状,功能性疾病和患者自我满意度的测量十分有效,但它对解剖损伤(尤其是急性损359伤期)的评定并非为最好的手段…,且如果单纯依赖DASH评定表的结果对疾病进行评估,则受患者个体因素的影响太大.因此,还需对DASH评定表做进一步的研究和改进,同时结合客观测量手段给予综合评价,使其更好地为临床及科研工作服务.参考文献1schuindFA,MourauxD,RobertC,eta1.Functionalandoutcomeevaluationof thetrendandwrist.HandCIin,2003;19(3):3613692HndakPI.ArnadioPC,BombardierCDevelopmentofanupperextremityOUt—cx)n]cmeasure:theDAsH(dimbilitiesofthealTn,shoulderandNmd)Ecorr< ted].TheUpperExtremityCollaborativeGroup(UECG).AmJIndMed,1996;2x)(6):)2_"1}{3[~eatonDE.KatzJN,F'o~selAH.eta1MeasuritNthewholeortheparts?va一1idity.reliability.andresponsivenessoftheDisahi}itiesoftheAt'In.Shoulderand HaMOtltCOl'r~erneasureindifferentr0moftheupperextremity.JHandTher,2【101;14(2):128,1464NavsafikarA,G1a&~-,anDD,HustediA,eta1.V a1idityassessmentofthedisa—hilitiesofariil,shoulder.andhandquestionnaire(DASH)f0rpatientswithpso- riaticartIuitis.JRheumatoI,1;26(10):219/一21蚪5BeatonDE,WrightJO,KatzJN,eta1.Developmentoftheckr]ASH:∞m—parisonofthreeitemTreductionapproaches.JBOneJointSurgAm,2005;87(5):1(B{}1(6Gun,me&sonC,WardMM.AtroshiI.TheshorteneddisabilitiesofthearlTl sboalderandhandquestionnaire(QuickI)ASH):validityandrellabilityhasedo1"1 responsl~switlainthefullleigthDASH:MusculoskeletEli,sord,20t】6;7:447ngD,Ka&ids!dJ,FabianI,eta1.Self-relmrtedupperextremityhealthsta tuscorrelateswithdepression.JDanejointSurgAm,2(x)6;88(9):1嘲3_19"888JesterA,HarthA,Wir1dG,daI.Di~bilitiesoftheam],shoulderandhand (DASH)questionnaire:detenniningfunctionalactivityprofilesinpatientswith upperextremitydimmers.JHandSurg[Hr],2{D5;30(1):2_}2}{9JesterA,HarthA,GemmunGMe~xsuringlevdsofupper-extremitydimbility inenrloyedadultsusingtheDASHquestionnaire.JHandSurgEAm],2【x巧;3【) (5):1074.el1(y74e/010GunraessonC,AtmshiI.EkdahlCIkdisabilitiesofthearnl,shoulderandhand (DASH)0utc~n'lequestionnaire:1otNtudinalcorkstmctvalidityardmeasuringself ~ratedh~flthchar~geaftersurgery.B℃MuseuloskeletDimrd,2{//3;4:1111GenmrmG,WindG,HarthA】eDASH(disabilityofalTllshoulderhand) questioanaire:anewirLstrumentforevaluatingupperextremitytreatmentout come.HandchirMikroehirP1astChir,1;31(3):1415212陈振兵,洪光祥,王发斌.上肢功能评定表.中国修复重建外科杂志,2~X)4;/8 (6):52【}-52113GermannG,HarthA,Wnd(,eta1.StandardisationandvalidationoftheGet—lrKtnversion20ofthedi~bilityofar/ii,shoalder,hand(DASH)questionnaire. Unfallchimrg,2{}03;1(b(1):13_1914OrfaleAG,AraujoPM.FerrazMB,eta1.TranslationintoBrazilianPoflu—guese,cI11turaladaptationandevaluationofthereliabilityofthedisabilitiesofthe am],shoulderandhandquestionnaire.BrazJMedPioIRes,2{105;38(2):3_垃15I㈨edaT,2bhS,NakaoY,eta1.V aildationoftheJapaneseSocietyforSur—geryoftheHandversionofthedisabilityoftheatria,shoulder,andhandquestio+maire.JOrtbop&i,2fXl5;lO(4):335916deSmetI,deKeselR,DegreefI,eta1.ResponaivenessoftheDutchversionof theDASHas8noutcomen1easureforcarpaltunnels~dmmeJHandSurgEurV ol,2(Xl7;32(1):74_7617tk~liA,JebmnPJ,HaydenRJ,eta1.Interrmlfixationofacute,nondisplaced scaphoidwaistfracturesviaalirniteddorapproach.anassessmentofradio—graphicandfunctionaloutcomes.JHandSurgeAm],2【x)7;32(3):326-33318OablM,KropflASubjectiveimpaim~entaftertnacromnputationoftheupperextremity.HandchirMikrochitHast(r,20(1}3;4【)(1):313419IJndenhoviusA,HenketM,GilliganBP,eta1.I商eetionofdexamethayonevet—susplaeeboforlateraldbowpain:aprospective,double-hlind,rando~zeddini—ca]tria1.JHandS~g(Am;x1}{;33(6):90%91921)JoshiV,HardingGE,DattoniDA,eta1.Determinationoffunctionaloutcome followingupperextre~tyarterialtramna.V ascEndovascularSurg.2【X17:41(2):111114(下转第365页)国陋骨科志2008年l1月第29卷第6期IntJOrthop,November25,20{)8.V oi.29,No.6 者.Navid等列对22例难治性骨或软组织肉瘤儿童和青少年患者采用吉西他滨联合多烯紫杉醇治疗方案,给药方式同前,在14例获得评估的患者(包括7例骨肉瘤患者)中有1例恶性纤维组织细胞瘤患者出现完全反应,2例骨肉瘤患者出现部分反应,总反应率为29,平均反应时问为4.8个月,患者对化疗药物的毒副反应可以耐受.由此说明,吉西他滨联合其他化疗药物可能是治疗骨肉瘤的有效途径.综上所述,在骨肉瘤体外试验中,吉西他滨对肿瘤细胞具有良好的抑制增殖和诱导凋亡作用,目前抑制增殖机制已阐明,而诱导凋亡机制尚在探索中.作为放疗增敏剂,吉西他滨联合放疗药物治疗骨肉瘤可产生良好效果已得到证实,但如何延长作用时间,如何减少放化疗药物的毒性反应,则不容忽视.在骨肉瘤的临床治疗中,吉西他滨作为化疗药物单药作用欠佳,联合其他化疗药物可获得很好效果.随着吉西他滨作用机制的逐渐阐明,选择合适的化疗药物与吉西他滨联合应用治疗骨肉瘤,将有一个广阔的前景.参考文献1HertelIJW,Px~derGB,KroinJS.eta1.Evaluationoftheantitumoractivityofgemcitabine(2,2(1i.……9tdeoxycytidine).CancerRes,1();50(/4):441744222Heineman~V,XuYZ,(ubbS,eta1.InhibitionofrJbonudeotidereductionin(℃RF(:cellsby2,2Ldifluorodeoxycytidine.MolPtmm~acoi,1);38(4):567-5723AndoT,IchikawaJ,OkamotoA,eta1.Genritabineinhibitsviability.growth. andmetastasisofosteosarcomacell1ines.J()nhopRes,2005;23(4):964%94JiaSF,WorthII,TuranM,eta1.Era~cationofostcos~%rconlalungmetaslasis usingintra)msatgenritabine.AnfieancerDrugs,2[;ff2;1312):155-1615Nabl~aC,(riaD,KrettN1,eta1.('aspa~activationisrequiredforgemci- tahineactivityinmuhiplemyelorraeel¨ines.Mo1Cancer,rher,2(X)2;1(13): 122112276SeolJW,ChaudhariAA.LeeYJ,eta1.RegulationofDlR_5proteinandmito chondrialtransmembranepotentialbygemdtabine,apossiblemechanismofgen citabinc~er&miced删I,inducedapoptosis.OncolRep,2(X)7;1813):522~5297GazzanigaP,SilveatriI,GradiloneA,eta1.Gen~tabine-indticedapoptosisin5(-,37ce1¨ine:anirrvitronxxte1forhigh-risksupeffidalbladdercancer.AnticancerDrugs,X17;1812):179-1858KostMnaNV,KleinerrmnKS.AeromJgemeitabineinhibitsthegrowthofpri一365?lnaryosteo~rcomaandOsteoearcon~lIungmetastases.1ntJCancer,21X)5;116 (3):454639(k)rdonN,Kosl&inaNV,JiaSF,eta1.CorruptionoftheFaspathwaydelavs thepulmonaryclearanceofmurineosteos~&rcoma,vlls,enhancestheirmetastatic potential,andreducestheeffectofaero:~olgemcitabine.CIinCancerRes.2111)7:13(15,1):45()3-4511)10HenmndezV argasH,R{xlriguezPinillaSM,JuliawTenderoM,eta1.Geneex—pressionprofilingofbreastcallcercellsinresponsetogemdtabine:NFt~xppaB pathwayactivationasapotentialmechanismofresistance.BreastCmlcerRes Treat,2(D7;102(2):157_17211MayoMW,l~MwinAS111etrem,~riptionfactorNFkappaB!controlofonco genesisanda'mcertherapyresistance,BioehimBiophysActa,2fX);14)(2)M65_Ⅳb212I.eeSH,RyuJK,IcKY.etn1.Eulmncedantittm~oreffectofcorabination therapywithgemdtabineandapigenininpancreaticcancer.CancerLett,X端: 2.59(1)}4913h1dwinASControlofoncogenesisandcancertherapyresistancebythetran~riptionfactorNF-kappal&J121inInvest,2(X)1;107(3):24124614BhartiAC,Agga~alBB.NuclearfactoPkappaBandcancer:itsroleinpreven- tionandtherapy.BiochemPharn~tco1,2【X)2;64(5_6):88.~88815ChangGC,HsuSI,1-lR,eta1.Extracellularsignal-regulatedkirmseactiva tionandBc2dovmrcgulationmediateapoptosisaftergemcitabinetreatment partlyviaap53_independentpathway,FurJPhan~col,X;502(3):16%18316MaoJW,KongWM,ZhangWH,eta1.Mechanisticstudyofradiosensitization bygerwitabineonhuman.~tuarnouseardnomaeell1ineofthecervix.Zhonghua FuChanKeZaZhi,2ID4;39(5):342.34517()struszkaIJ,Stlewach138,111er0Ieofcel1cycleprogressioninradio~nsitiza—tionby2,2difluor<>2'-deoxycytidine.CancerRes,2(XI);)(21):6(NI-d,~8 18()N,KokuboM,MizowakiT,eta1.Deftnitiveintraoperativeveryhigh-dose radiotherapyforkmalizedOSteosarcomaintheextremities.IntJRaatOncolH01 Phys,2【XI1;51(I):87-93i9Jh~dersonPM,WisⅧ1GA,ErlandmnI,eta1.Gemcitabineradiosenaitization afterhigIvd0sesamariumforosteoblasticost∞sarc0nHC1inCancerRes,2【X5: 11(19,Pt1):6X)2【)Wagner-BotmA,PaulussenM,Vieir}卜PinhairoJP,eta1.P}mseHstudyof gemdtabineinchildrenwithmildtumorsofmesenchyw~alandemloryonicorigir~Antieancer1)rllgs,21;I}6;1717):85%86421OkunoS,Ednlork~nJ,MahoneyM,eta1.PhaseIItrialofgemdtabineinad vancedsarcoITlas.Cancer,2【D2;94(12):3225-322LeuKM,【rLlSZkaIj,ShewachD,eta1.I.aboratoryandclinicalevidenceof synergisticcytotoxidtyofsequentialtreatmentwithgemeitabinefollowedbydo cetaxelinthetr~ttmentofSarCO1TD.Jain()ncol,2004;22(9):17(171223Na~fiF,】】叫,MLC,~rvJ/jeMB,e{a1.(~mbir,,atJonofgemcitabineanddo—cetaxelinthetreatmentofchildrenandyoungadultswithrefractorybonesar℃orm.(2ancer,21)tJ{_{:11312):419_425(收稿:200806—23;修回:2008-0904)(本文编辑:翁洁敏)(上接第359页)21Lbrdobes~GualJ,I强no_Ⅵl,lrdellP,TorreguitartMira&N,eta1.Proslxective sttldyofthefunctiotkalrecoveryaftersurgeryforthoracicoutletsyndrome.EurJV ascEndovascSurg,21D8;35(1)722AbramoA,KopylovP,TagilMEvaluationofatreatmentprotocolindista1ra diustrac~ures:aproslxvtlvestudyln581patientsusingDASHasoutcome.Acta Orthop,2fXj}{;79(3):37638523WadaF,KawaiA,ll~raK,eta1.(~onstructvalidityoftheEnnekings~orefor rneasunngfunctioninpatientswithn~lignantOFaggressivebenign[LI~IOILrSof theuppor1imb.JtbneJointSLBr,2(D7;bO(5)65%6q324CiironN,HulmeCE,WardleNAself_a【j111ister出questionnaireforbasalos—teoarthritisofthethumb.JHandSurgEurVlnj,21XI7;32(5):52&528251.iangHW,WangHK,Y aoG,etaJ.Psyebometticevaluationofthe"Iaiwan versionofthedisabilityoftheaITIl,shoulder,andhand(DASH)questionnairBI EonnosMedAssoc,21/(}4;11B(IO):?73-77926IEW,I.auJS,ChungMM,etEl1.EvaluationoftheChine~versionofthedi,~abiIityofthearill,shoulderandhand(DASHI<PWH):cross-culturalMap—tatlonprocess,intcrm]consistencyandreliabilitystudy.JHandTher,211}4;17(4):4/7-42327WongJY.FungBK,Chu儿eta1.Theuseofdisabilitiesoftheam1.shouldcr?andhandquestionn~dreinrehabilitationafteracutetraumatichandinjuries.I HandIt~er,2(X)7;21)(1):4{9-552}{罗从风,姜锐嘲承方,等.锁定加压钢板微创固定治疗肱骨干骨折的初步报告.中华创伤骨科杂志,2/11}6;8(11):1(x)5_1(x"(收稿:2(()6—16;修回:2()()8一24)f本文编辑:翁洁敏)。

基础英语写作

基础英语写作

Part OneWriting on the Sentence LevelI. Sentence StuructureA sentence consists of a subject a predicate and an object. The simplest sentence has a subject and a predicate only. There are several kinds of modifiers in a sentence such as attibute, adverbial, appositive, etc. Look at the following sentences:Subject Predicate Object Attribute AdverbialThe door opened.Who opened the door?I opened the door quietly.I opened the back door to air the room.I am a teacher.II. ClausesThere are two kinds of clauses: independent clause (独立分句) and dependent clause(从句)An independent clause contains a subject, a verb, and expresses a complete thought.A dependent clause contains a subject and a verb, but no complete thought.A dependent clause modifies the independent clause.III. Kinds of SentencesFrom semantic perspective, a sentence can be classified into four categories:1. Declarative - A declarative sentence makes a statement. A declarative sentence ends with a period.The house will be built on a hill.2. Interrogative- An interrogative sentence asks a question. An interrogative sentence ends with a question mark.How did you find the card?3. Exclamatory- An exclamatory sentence shows strong feeling. An exclamatory sentence ends with an exclamation mark.The monster is attacking!4. Imperative - An imperative sentence gives a command.Cheryl, try the other door.In most cases, the subject of an imperative sentence (you) is omitted.Look in the closet. (You, look in the closet.)ExercieseDirections: Identify the kind of sentence.1.Why do you believe that?2.I want to know why you believe that.3.Please accept my apology.4.Your face is frightening the baby!5.My shoe is on fire!6.When did you first notice that your shoe was on fire?7.My doctor told me to take these vitamins.8.Ask Doris for the recipe.9.Did you solve the puzzle yet?10. Ann, hand me your coat.11. It’s hard to believe that this paper is made from wood.12. There are more apples in the refrigerator.13. We’re on the wrong planet!14. Will Patricia pause to place poached pickles on Paula’s pretty plate?15. I would send her a gift if I were you.16. Send her a nice gift.From the perspective of syntactical structure, sentences can also be divided into anotther four types: simple sentence, compound sentence, complex sentence and compound-complex sentence.1. A simple sentence has one independent clause.Punctuation note: No commas separate compound elements (subject, verb, direct object, indirect object, subjective complement, etc.) in a simple sentence.2. A compound sentence has two independent clauses joined byA. a coordinating conjunction (for, and, nor, but, or, yet, so),B. a conjunctive adverb (e.g. however, therefore), orC. a semicolon alone.Punctuation patterns (to match A, B, and C above):A. Independent clause, coordinating conjunction independentclause.B. Independent clause; conjunctive adverb, independent clause.C. Independent clause; independent clause.3. A complex sentence has one dependent clause (headed by a subordinating conjunction or a relative pronoun ) joined to an independent clause.Now that you know you have four different sentence types at your disposal, which ones should you use? Effective communication requires not only that you write complete sentences, but also that you writesentences that say exactly what you mean. When you write sentences, keep in mind the following principles:(1) Most effective sentences are concise, conveying their meaningin as few words as possible.(2) Effective sentences stress the main point or the most importantdetail. In most cases, the main point is located in the main clause to make it easier to find.(3) Your choice of sentences depends on your audience. Forexample, you would use simple sentences and short words if your readers were children, while an audience of engineers would call for more technical language and longer sentences.(4) Always consider your purpose for writing before you select asentence type.(5) The rhythm and pacing of your writing is determined by yoursentences.ExercisesLabel each of the following sentences as simple, compound, complex, or compound-complex.____ 1. If at first you don't succeed, destroy all evidence that you tried.____ 2. The hardness of the butter is proportional to the softness of the bread.____ 3. You never really learn to swear until you learn to drive.____ 4. It takes about half a gallon of water to cook spaghetti, and abouta gallon of water to clean the pot.____ 5. Monday is an awful way to spend one-seventh of your life.____ 6. Genetics explains why you look like your father and if you don't, why you should.____ 7. To succeed in politics, it is often necessary to rise above your principles.____ 8. Two wrongs are only the beginning.____ 9. When oxygen is combined with anything, heat is given off, a process known as “constipation.”____ 10. To steal ideas from one person is plagiarism; to steal from many is research.IV. ConjunctionsConjunctions are words used as connectors. Different kinds of conjunctions connect different kinds of grammatical structures.The following are four kinds of conjunctions:1. Coordinating conjunctionsfor, and, nor, but, or, yet, soCoordinating conjunctions join equals to one another:words to words, phrases to phrases, clauses to clauses.Coordinating conjunctions usually form looser connections than other conjunctions do.Coordinating conjunctions go in between items joined, not at the beginning or end.Punctuation with coordinating conjunctions:When a coordinating conjunction joins two words, phrases, or subordinate clauses, no comma should be placed before the conjunction.A coordinating conjunction joining three or more words, phrases, or subordinate clauses creates a series and requires commas between the elements.A coordinating conjunction joining two independent clauses creates a compound sentence and requires a comma before the coordinating conjunction2. Correlative conjunctionseither. . .or both. . . andneither. . . nor not only. . . but alsoThese pairs of conjunctions require equal (parallel) structures after each one.3. Conjunctive adverbs and conjuntive prepositional phrasesThese conjunctions join independent clauses together to form a compuond sentence. The following are frequently used conjunctive adverbs:after all in addition nextalso incidentally nonethelessas a result indeed on the contrary besides in fact on the other hand consequently in other words otherwisefinally instead stillfor example likewise thenfurthermore meanwhile thereforehence moreover thushowever neverthelessPunctuation note:Place a semicolon before the conjunctive adverb and a comma after the conjunctive adverb.4. Subordinating conjunctionsThese words are commonly used as subordinating conjunctionsto form a complex sentence when they join two clases together.after in order (that) unlessalthough insofar as untilas in that whenas far as lest wheneveras soon as no matter how whereas if now that whereveras though once whetherbecause provided (that) whilebefore since whyeven if so that even though supposing (that) how thanif that inasmuchas (因为) though in case (that) tillA subordinating conjunction may appear at a sentence beginning or between two clauses in a sentence. A subordinate conjunction usually provides a tighter connection between clauses than a coordinating conjunctions does.Loose:It is raining, so we have an umbrella.Tight: Because it is raining, we have an umbrella.Punctuation Note:When the dependent clause is placed first in a sentence, use a comma between the two clauses. When the independent clause is placed first and the dependent clause second, do not separate the two clauses with a comma.V. Choose the right wordChoi ce of right words reflects one’s verbal ability to express one’s ideas precisely; however, this does not mean that the writer should use big-sounding words. Instead, the writer should rely on commonly used words or the basic vocabulary. The use of words should be precise and comform to usage of the words.Read the following sentences and see what’s wrong with thesesentences.The boy is higher than Mark by a head.My voice shook with excitement.His parents forbade him from going out.He suggested me to buy a used car.They can wide their view and learn many advantage things.From the English websites, we can receive pure and vivid language. VI. Write grammatically correct sentencesAnother important skill is to write every sentence that are correct grammatically. A quality paper should be free from grammatical mistakes and mechanic errors. The following examples are taken from students’ essays.Evert man, woman, and child were asked to go to this evening party.Can you operate the quipments?Many problems comes one after another.Should I break up her for the of our studies?Only through this way wil I have a promising future.I am a college student, recently I have fallen in love with one of myclassmates, at the beginning, I felt very happy. But now a lot oftrouble apears.This is the biggest problem that it has no result between us and it still can affect our studies.I am a girl that I feel shy if I show him my love first, though I also feel he has a good impression of me.They can judge that whether is right or not.The major reason that limiting these websites is avoiding students to view them.English websites is one of useful ways for us to learn it.I think the schools should give our students full accesss to the English websites.Only accessing the Chinese websites, it is rather impossible for the students to hold a quite abjective viewpoint.First, the information on english websites will broaden our horizon. As an English major if we can read some excellent articles on them I left the classroom after the lecture was fihished.He looked out and saw a young lady coming through the window. It is high time we do something to reduce traffic accidents.I was walking in the street yesterday afternoon, I saw my girl friend.There have been more and more road accidents happened in recentyears.VII. Some typical problems with Chinese students in sentence construction.1.Fragments2.Run-on sentences3.Chinglish4.Ambiguity5. Mixture of several sentences with unrelated meanings1. Frangments happen when a sentence is not a real sentence becasue it does not have a subject-verb relationship in the sentence or there is only a dependent clause.He did not go to school yesterday. Because he was ill.2. Run-on sentences happen typically under the following circumstances:a.When an independent clause gives an order or directive basedon what was said in the prior independent clause:This next chapter has a lot of difficult information in it, youshould start studying right away.(We could put a period where that comma is and start a new sentence. A semicolon might also work there.)b.When two independent clauses are connected by a transitionalexpression (conjunctive adverb) such as however, moreover, nevertheless.Mr. Nguyen has sent his four children to ivy-league colleges, however, he has sacrificed his health working day and night in that dusty bakery.(Again, where that first comma appears, we could have used either a period — and started a new sentence — or asemicolon.)c.When the second of two independent clauses contains apronoun that connects it to the first independent clause.This computer doesn't make sense to me, it came without a manual.(Although these two clauses are quite brief, and the ideas are closely related, this is a run-on sentence. We need a periodwhere that comma now stands.)More examples:(1) Many people in our country prefer riding bike to go to work.Because it is cheaper and convenient.(2)This is going to be the most difficult exam of your college career,you had better start studying for it immediately.(3)Anabel realizes what she is doing, I think, but she doing itanyway.(4)Professor Pepin spends a lot of time translating medieval textson ancient medicine, however, he also stays informed about the latest developments in modern asthma treatments.(5) The sun is high, put on some sunblocking cream.(6)This next chapter has a lot of difficult information in it, youshould start studying right away.(7) Bicycles are so popular in China.(8) He loves the dog better than his brother.(9) However, too many examination probably make us very tiredand nervous, and waste our much time and useless at all.(10) I am a college student, recently I have fallen in love with oneof my classmates, at the beginning, I felt very happy. But now a lot of trouble apears.(11) His English level is better than mine.X. Sentence vairteyAdding sentence variety to your writing will do three things: enhance the flow of ideas, intensify points, and sustain the interest of your reader. Varying the length, rhythm and structure of sentences are three ways to create variety and interest in your writing.1.Vary the length of sentences within the body of a paragraph.1.1 Short SentencesShort sentences present one idea clearly, but too many of them in succession can make writing seem awkward and simplistic. However, a few well-placed short sentences can add emphasis.ExampleOur senator maintains two elaborate houses, one in our state and one in Washington. Although I understand thereasons for having two homes, owning two $300,000 residences seems needlessly extravagant. In short, I disapprove.Remember, if you have a series of short, repetitive sentences, you can connect sentences together with conjunctions or semicolons. Example: He came; he saw; he conquered.3. Medium SentencesMedium-length sentences allow space to connect ideas and add details, while remaining clear and easy to read. Medium-length sentencesare the most versatile and should form the core of your writing.Although I enjoy televised boxing, I am often dissatisfied withnetwork commentaries. All too often sportscasters’ comments aresuperficial, pointing out the obvious—like who is winning—rather than helping me to understand the sport.4. Long SentencesLong sentences establish complex interrelationships and include substantial amounts of amplification and clarification. Use them sparingly to emphasize relationships and to incorporate significant details.For over a century, the Statue of Liberty, in all its majesty, has stood at the entrance to New York Harbor, welcoming immigrants,travelers, and returning Americans and symbolizing the freedomswe value.5. Use front loaded, end loaded and balanced sentences to vary rhythm and create emphasis.5.1 Front loaded sentencesPresent the subject and the verb in the initial position, followed by a variety of modifying phrases.Dr. Zhivago is a typical David Lean film, with panoramic scenes, larger-than-life characters, and universal implications.5.2 End loaded sentencesCreate suspense and emphasis by placing the main idea or some part of it at the end of the sentence.After having spent thousands of dollars and hundreds of hours renovating the townhouse, the Petersons sold it.5.3 Balanced sentencesBalanced sentences use parallel elements—words, phrases, and sometimes whole clauses—to create interest and emphasis.Freud examined dreams, collected narratives, analyzed the accounts, and found patterns of meaning. Some dreams contained flying,running, and floating, while others contained drowning, restricting, or imprisoning.5.4 Vary sentence beginnings using different parts of speech.5.4.1 Begin with adverbsThe ornithologist cautiously approached the eagle’s nest.Change to:Cautiously, the ornithologist approached the eagle’s nest.5.4.2 Begin with adjectivesJason, exhausted and dirty, collapsed in the armchair.Change to:Exhausted and dirty, Jason collapsed in the armchair.5.4.3 Begin with prepositional phrasesThe pope did not restrict his travel after the attempt on his life. Change to:After the attempt on his life, the pope did not restrict his travel.5.4.4 Begin with verbal phrasesThe monks, worried that the manuscript might be stolen, placed it in a secret vault.Change to:Worried that the manuscript might be stolen, the monks placed it in a secret vault.5.4.5 Adding introductory phrases and/or using passive voice, in which the subject is not the one performing the action of the sentence, can create the problem called DANGLING MODIFIERS. Worried that it might be stolen, the manuscript was placed in a secret vault.Be sure that your sentence subject matches the introductory phrase.Exercises1. Give examples of short, medium and long sentences.Short: _____________________________________________ Medium:__________________________________________________________Long:__________________________________________________________ __________________________________________________________ 2. Give examples of front loaded, end loaded and balanced sentences to vary rhythm and create emphasis.Front loaded:__________________________________________________________ _________________________________________________________ End loaded:__________________________________________________________ __________________________________________________________ Balanced:__________________________________________________________ _________________________________________________________3. Change the sentences below to use introductory words or phrases.I fortunately had begun my work on Thursday because the power failure on Friday kept me from working on my paper.______________________________________________________________________________________________________________ The three puppies were wet and dirty when they traipsed onto the porch. __________________________________________________________Sharon wanted to go to the store before she made the pizza.__________________________________________________________ __________________________________________________________ I grasped the armrest, sick with fear that we would be thrown from the car, as we hurtled around hairpin curves.________________________________________________________ __________________________________________________________ 4. Correcting Dangling ModifiersWithout a thought about tomorrow, the garage door closed behind us.__________________________________________________________ Afraid that the fireworks would wake the baby, all loud noises were banned.__________________________________________________________ When in doubt, the judge told the young man to stop and think.__________________________________________________________ 5. Using your knowledge of sentence length, rhythms, and structure, rewrite these sentences.a. Combine these short sentences into a complex-compound sentence.I was eating an apple. Dad told me to take out the trash. I asked him to wait a minute.___________________________________________________________________________________________________________________ b. Separate this run-on sentence into a compound sentence, a short sentence, and a complex sentence. You may want to change a few words. We had been on the boat for two hours it had been a rough time with high waves causing all of us to be seasick because of the rough sea it ended when we hit the reef.__________________________________________________________ __________________________________________________________ __________________________________________________________ Many people watch television. They spend so much time in front of it. They never really experience their own lives.6. Variety in Modifier Placement(1) Dependent Clause: Although she wasn't tired, Maria went to sleep.(2) Infinitive Phrase: To please her mother, Maria went to sleep.(3) Adverb: Quickly and quietly, Maria went to sleep.(4) Participial Phrase: Hoping to feel better, Maria went to sleep.(5) Using Mid-Sentence Modifiers:(6) Appositive: Maria, an obedient child, went to sleep.(7) Participial Phrase: Maria, hoping to catch up on her rest, went to sleep.(8) Using Terminal Modifiers:Present Participial Phrase: Maria went to sleep, hoping to please her mother.Past Participial Phrase/Adjectival Phrase: Maria went to sleep, lulled by music.Maria went to sleep, awakening to scary dreams, relieved when it was morning.(9) Combining Modifiers:Quickly and quietly, Maria, a young girl, went to sleep hoping to please her mom.5.5 Vary the rhythm by alternating short and long sentences.Several sentences of the same length can make for bland writing. To enliven paragraphs, write sentences of different lengths. This will also allow for effective emphasis.Example: The Winslow family visited Canada and Alaska last summer tofind some native American art. In Anchorage stores they found some excellent examples of soapstone carvings. But they couldn't find a dealer selling any of the woven wall hangings they wanted. They were very disappointed when they left Anchorage empty-handed.Revision: The Winslow family visited Canada and Alaska last summer to find some native American art, such as soapstone carvings and wall hangings. Anchorage stores had many soapstone items available. Still, they were disappointed to learn that wall hangings, which they had especially wanted, were difficult to find. Sadly, they left empty-handed.5.6 Vary sentence openings.If too many sentences start with the same word, especially "The," "It," "This," or "I," prose can grow tedious for readers, so changing opening words and phrases can be refreshing. Below are alternative openings for a fairly standard sentence. Notice that different beginnings can alter not only the structure but also the emphasis of the sentence. They may also require rephrasing in sentences before or after this one, meaning that one change could lead to an abundance of sentence variety. Example: The biggest coincidence that day happened when David and I ended up sitting next to each other at the Super Bowl.Possible Revisions:∙Coincidentally, David and I ended up sitting right next to each other at the Super Bowl.∙In an amazing coincidence, David and I ended up sitting next to each other at the Super Bowl.∙Sitting next to David at the Super Bowl was a tremendous coincidence.∙But the biggest coincidence that day happened when David and I ended up sitting next to each other at the Super Bowl.∙When I sat down at the Super Bowl, I realized that, by sheer coincidence, I was directly next to David.∙By sheer coincidence, I ended up sitting directly next to David at the Super Bowl.∙With over 50,000 fans at the Super Bowl, it took an incredible coincidence for me to end up sitting right next to David.∙What are the odds that I would have ended up sitting right next to David at the Super Bowl?∙David and I, without any prior planning, ended up sitting right next to each other at the Super Bowl.∙Without any prior planning, David and I ended up sitting right next to each other at the Super Bowl.∙At the crowded Super Bowl, packed with 50,000 screaming fans, David and I ended up sitting right next to each other by sheercoincidence.∙Though I hadn't made any advance arrangements with David, we ended up sitting right next to each other at the Super Bowl.∙Many amazing coincidences occurred that day, but nothing topped sitting right next to David at the Super Bowl.∙Unbelievable, I know, but David and I ended up sitting right next to each other at the Super Bowl.∙Guided by some bizarre coincidence, David and I ended up sitting right next to each other at the Super Bowl.Part TwoParagraphingParagraphs are the building blocks of essays. A paragraph is defined as "a group of sentences or a single sentence that forms a unit. Length and appearance do not determine whether a section in a paper is a paragraph. For instance, in some styles of writing, particularlyjournalistic styles, a paragraph can be just one sentence long. Ultimately, a paragraph is a sentence or group of sentences that support one main idea. We refer to this as the "controlling idea," because it controls what happens in the rest of the paragraph.Before you can begin to determine what the composition of a particular paragraph will be, you must first decide on a working thesis for your paper. What is the most important idea that you are trying to convey to your reader? The information in each paragraph must be related to that idea. In other words, your paragraphs should remind your reader that there is a recurrent relationship between your thesis and the information in each paragraph. A working thesis functions like a seed from which your paper, and your ideas, will grow. The whole process is an organic one—a natural progression from a seed to a full-blown paper where there are direct, familial relationships between all of the ideas in the paper.The decision about what to put into your paragraphs begins with the germination of a seed of ideas; this "germination process" is better known as brainstorming. There are many techniques for brainstorming; whichever one you choose, this stage of paragraph development cannot be skipped. Building paragraphs can be like building a skyscraper: theremust be a well-planned foundation that supports what you are building. Any cracks, inconsistencies, or other corruptions of the foundation can cause your whole paper to crumble.So, let's suppose that you have done some brainstorming to develop your thesis. What else should you keep in mind as you begin to create paragraphs? Every paragraph in a paper should be∙Unified—All of the sentences in a single paragraph should be related to a single controlling idea (often expressed in the topic sentence of the paragraph).∙Coherent—The sentences should be arranged in a logical manner and should follow a definite plan for development (Rosen and Behrens 119).∙Well-developed—Every idea discussed in the paragraph should be adequately explained and supported through evidence and details that work together to explain the paragraph's controlling idea (Rosen and Behrens 119).I. The structure of a paragraphA paragraph consists of a topic sentence, several developmental sentences and a concluding sentence (optional).Topic sentence: summarizes the main idea of a paragraph.Developmental sentences: provide supports to the topic sentence.Concluding sentence: Restate the main idea of the paragraph. Example:Some people are pessimistic when they think about the future. They fear that the overgrowth of population will bring about terrible consequences: the earth will become too crowded, the natural resources will be used up, and many people will be unemployed. Finally, the problem of pollution will grow worse and worse. In a word, a crisis will occur sooner or later on our earth.II. The topic sentence, coherence, unity and development1. The topic sentenceAn essay consists of a group of paragraphs and a paragraph consists of a group of sentences. In an essay all paragraphs must provide support for the thesis, while in a paragraph, all the sentences must center around the topic sentence. An essay has only one thesis, but usually has several topic sentences, each supporting the thesis from different aspect. Therefore, the skill in writing the paragraph is the basis of writing good essays.To write a good paragraph, one must be skilled in writing a good topic sentence. A good topic sentence must be general enough to cover all the information in the paragraph, but must be specific enough as well for the writer to have easy time to find the supporting details.My mother is good (too general)My mother is a teacher. (too specific)My mother is hardworking. (not too general nor too specific)Another important point about the topic sentence is that a topic sentence must be a complete declarative sentence.。

《欧洲文化入门》知识点笔记

《欧洲文化入门》知识点笔记
00Greek that of the eastern half.
00230Both Latin and Greek belong to Indo-European language.
00240The Roman writer Horace(:e0lQCQMR65-8t^ WlN0) said captive Greece took her rude conqueror captive 0
00The world s first vast interior space.NLu
N,{ Colosseum('Yt珐) is an enormous.2)Yvsb_q_gRb
00410Sculpture(QX) She-wolf(
00; Father of History ! Herodotus ! war(between Greeks and Persians)
00This war is called Peleponicion wars. ZSWTY嬒d 3
00fH[ v^l g_洺0
00; The greatest historian that ever lived. ( geggO'YvS[) ! Thucydides ! war (Sparta Athens and Syracuse)
00200The burning of Corinth in 146 B.C. Marked Roman conquest of Greece.
00210The melting between Roman Culture and Greek Culture. (Wl_ g ^Jvh)
00220From 146 B.C. Latin was the language of the western half of the Roman Empire.

专八翻译预测题《哲学》

专八翻译预测题《哲学》

专八翻译预测题《哲学》2018专八翻译预测题《哲学》关于哲学,总是给人以睿智而神秘的感觉。

下面,店铺为大家送上一篇哲学相关的2018专八翻译预测题,欢迎使用。

中文原文:通过谨慎地从事科学研究,以及对人类智力极大局限性的.恰当认识,我们必将可以得出关于天地万物意义的更崇高、更广泛的概念。

我们的哲学是肯定的哲学,而不是奥古斯特孔德提出的虚假、否定的教条,他的教条篡夺了真正的实证哲学的名义、歪曲了真正的实证哲学的趋势。

真正的科学不会因为事物无法衡量、评估而否认其存在。

Translation:From science, modestly pursued, with a due consciousness of the extreme finitude of our intellectual powers, there can arise only nobler and wider notions of the purpose of Creation. Our philosophy will be an affirmative one, not the false and negative dogmas of Auguste Comte, which have usurped the name, and misrepresented the tendencies of a true positive philosophy. True science will not deny the existence of things because they cannot be weighed and measured.附:专八翻译技巧有什么1. 语态对译•1)考试后三日出榜。

•The list of successful examinees will be published three days after the exam.•2)无可否认,他是对的。

大学英语2练习题

大学英语2练习题

Unit Seven
练习题 P180: VII; P180: VIII; P181: IX ; P182 : X
P180—VII. Word building. — 后缀 -tion 和 -ation 可以加在某些动词后面构成名词,表示“动作、状态、结果”等意义,例如: prevent → prevention found → foundation Now give the noun form of each of the verbs below and then complete each of the following sentences with one of the nouns. consider ________ invite ________ indicate _________ imagine ________ produce ________ apply __________ combine ______ inform ________ celebrate _______ interrupt________ 1. Can you give me any ___________ of how I did in the test? 2. Your teacher will take your recent illness into ___________ when judging your examination. 3. When will the new range of computers go into full ___________. 4. Have you filled in the ___________ form for a new passport? 5. Their ambassador has accepted an ___________ to meet with the president and discuss this issue. 6. She was no longer able to distinguish between ___________ and reality. 7. A ______ of factors may be responsible fro the increase in cancer. 8. They all showed up for the anniversary _________. 9. Let’s go somewhere where we can talk without _________. 10. For further ________, phone the number below. P180—VIII. Pay attention to the italicized parts in the English sentences and translate the Chinese — sentences by simulating the structure of the English sentences. 1. Imagine finding that your school has just got the best toy possible, and that you are allowed to play with it in your spare time. Imagine that you could live in such a splendid apartment. Now you try: 想象一下在空中自由飞翔的感觉。 ______________________________________________________________________________ 想象你能在国外生活并且能够在那样的环境里学习英语。 ______________________________________________________________________________ 2. These dreams have all come true for Bill Gates, who is the most famous person in the world of computers. The people who called yesterday want to buy the house. Now you try:

英文r语言基本操作练习代码

英文r语言基本操作练习代码

Multiple Regression using RPre course exercises and assignmentThe purpose of these exercises and assignment is to get you started using R, by doing a few computations and graphics. I feel we learn R by doing it, so I’ll avoid explanation and give examples with hints.If you feel comfortable using R there is no need to do these exercises, alternatively only skim through them. But you might like to attempt the assignments 1 and 2 at the end of the document.I recommend using R rather than RStudio at this stage. We will use R during the course. But you can use either.You are welcome to contact me either by email (*****************) or mobile ************)ifyouexperienceanydifficulties,orhavequestionsabouteither statistics or R, before the start of the course, or even afterwards.The layout of this document is as follows: the first nine pages are examplesthat you should attempt to mimic. The last section is an assignment where you should generate your own code based on the examples given in the first section.I would appreciate your feedback to improve these exercises as well as the course itself.Font: The preferred font used in R, and most computer software, is a constant width font, such as Courier or Courier New. This is how they get tables to line up. I suggest that when copying and pasting to and from R, use either of these fonts. If one uses a proportional spacing font, the table columns won’t line up. The # is used to make comments. R will ignore what is written after the #Downloading and starting RGo to the R webpage https:///, or google R.Browse the website and download R onto your laptop.Have the R icon on your desktop.Start R by clicking on the R icon. The command window will appear and you will see a blank line with a symbol in the left hand margin. This is called the prompt, where you type in your commands. It i s R’s way of saying ‘What now?’. When working, you will sometimes see + on the left-hand side of the screeninstead of. This means that the last command you typed is incomplete. The most common cause is that you may have forgotten one or more brackets. If you can see what is missing (e.g. a final right-hand bracket) then just type the missing character and press enter, at which point the command will execute. If you have made a mistake, then press the Esc key and the command line prompt will reappear. Then use the Up arrow key to retrieve your last command, at which point you can correct the mistake, using the Left and Right arrow keys.Getting Help in RThe simplest way to get help in R is to clickon the Help button on the toolbar of the Rwindow and go down to the R functions item,click on it, and type in the name of thefunction into the little window.Whenever you use any function, I suggest youlook it up in this Help area.You can copy and paste the code from MSWordinto R and vice-versa.Using R as a calculator:Try out the following:2*3[1] 62/3[1] 0.66666672^3[1] 8log(3) # natural logs to base e[1] 1.098612log10(3) # logs to base 10[1] 0.4771213sin(3) #sine of 3 radians[1] 0.14112exp(3)[1] 20.08554Assignment statements:Assignments can be made either with the assignment arrow <- or with an equalsign, e.g. the value 3 can be assigned to the variable a as follows:a <- 3Generating a vector containing a sequence of numbers can be done in a number of ways:Using the colon:x1 <- 1:10 # generates a vector sequence from 1 to 10x1[1] 1 2 3 4 5 6 7 8 9 10y1 <- 3:8 # generates a vector sequence from 3 to 8y1[1] 3 4 5 6 7 8Using the seq function:x2 <- seq(1,10,by=1) # specifying the size of the stepsx2[1] 1 2 3 4 5 6 7 8 9 10x3 <- seq(1,10,length=10) # specifying the length of the sequencex3[1] 1 2 3 4 5 6 7 8 9 10z1 <- seq(1,10,by=0.5)z1[1] 1.0 1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0 5.5 6.0 6.5 7.0 7.5 8.0 8.5 9.0 9.5 10.0z2 <- seq(1,10,length=19)z2[1] 1.0 1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0 5.5 6.0 6.5 7.0 7.5 8.0 8.5 9.0 9.5 10.0z3 <- 2:20/2z3[1] 1.0 1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0 5.5 6.0 6.5 7.0 7.5 8.0 8.5 9.0 9.5 10.0U sing the concatenate function ”c”:ages <- c(68,63,33,31,29) #ages of daddy, mummy, three grown childrenages[1] 68 63 33 31 29names <- c("Jack","Jill","Peter","Paul","Mary") #family namesgender <- c("M","F","M","M","F") #gender of daddy, mummy, three childrengender[1] "M" "F" "M" "F" "F"names[1] "Jack" "Jill" "Peter" "Paul" "Mary"Combine vectors of the same length using cbind (column-bind)family.data <- cbind(names,gender,ages)family.datanames gender ages[1,] "Jack" "M" "68"[2,] "Jill" "F" "63"[3,] "Peter" "M" "33"[4,] "Paul" "M" "31"[5,] "Mary" "F" "29"family.data <- as.data.frame(cbind(names,gender,ages)) #create a data frame family.datanames gender ages1 Jack M 682 Jill F 633 Peter M 334 Paul M 315 Mary F 29Applying a function to a vector applies that function to every componentx1^2 #each element of x1 (from above)is squared[1] 1 4 9 16 25 36 49 64 81 100sin(x1) #the sine function is applied to each element of x1[1] 0.8414710 0.9092974 0.1411200 -0.7568025 -0.9589243 -0.2794155[7] 0.6569866 0.9893582 0.4121185 -0.5440211y <-2*x1+3y[1] 5 7 9 11 13 15 17 19 21 23y <-log(2*x1+3)y[1] 1.609438 1.945910 2.197225 2.397895 2.564949 2.708050 2.833213 2.944439 3.044522 3.135494Accessing components of a vector - use square bracketsz1 <- seq(1,10,by=0.5) # z1 as abovez1[4] # 4th element of z1[1] 2.5z1[c(4,7)] # 4th and 7th elements of z1[1] 2.5 4.0z1[5:11] # elements 5 to 11 of z1[1] 3.0 3.5 4.0 4.5 5.0 5.5 6.0“w hich” function: which(logical expression)(Google logical operators in R)which(z1>5.7) #which elements of z1 are greater than 5.7[1] 11 12 13 14 15 16 17 18 19indices <- which(z1>5.7)indices[1] 11 12 13 14 15 16 17 18 19z1[indices][1] 6.0 6.5 7.0 7.5 8.0 8.5 9.0 9.5 10.0indices <- which((2.8<z1)&(z1<6.7))indices[1] 5 6 7 8 9 10 11 12z1[indices][1] 3.0 3.5 4.0 4.5 5.0 5.5 6.0 6.5Creating a matrixPut vector x1 <- 1:10 into a 2X5 matrix (2 rows, 5 columns)a <- matrix(x1,2,5)a[,1] [,2] [,3] [,4] [,5][1,] 1 3 5 7 9[2,] 2 4 6 8 10access single element of a matrixa[2,3] # element in 2nd row and 3rd col[1] 6access second col of a matrixa[,2] # element in 2nd row and 3rd col blank before comma means “all rows”[1] 3 4access first row of a matrixa[1,] # element in 2nd row and 3rd col blank after comma means “all cols”[1] 1 3 5 7 9Generate random numbers from the normal distributionGenerate 1000 random numbers from the normal distribution with a mean of 1.6 and standard deviation of 0.3 to represent heights, say.heights <- rnorm(1000,1.6,0.3) # go to help for rnormsummary(heights)Min. 1st Qu. Median Mean 3rd Qu. Max.0.6958 1.3650 1.5870 1.5840 1.7760 2.5480mean(heights)[1] 1.583587sd(heights)[1] 0.307819Sketching a functionSketch the function y = x^2 for values of x between -1 and 1. To do this we compute a sequence of x-values and corresponding y-values and the use the plot function, as in the examples below.We give two cases, first where x has 6 values to demonstrate that R drawsstraight lines between computed points and second where x has 101 values thatlooks like a smooth curve although it consists of straight lines between points. par(mfrow=c(2,3)) #partition graphics window into 2X3 matrixx.6 <- seq(-1,1,length=6)y.6 <- x.6^2plot(x.6,y.6,main="Plot of 6 points\n points only")plot(x.6,y.6,type="l",main="Plot of 6 points\n lines only")#type = "l" produces a line (l represents the "l" in line not 1plot(x.6,y.6,type="b",main="Plot of 6 points\n points and lines")# plots both points and linesx.101 <- seq(-1,1,length=101)y.101 <- x.101^2plot(x.101,y.101,main="Plot of 101 points\n points only")plot(x.101,y.101,type="l",main="Plot of 101 points\n lines only")plot(x.101,y.101,type="l",lwd=2,col="red",lty=2,main="Plot of 102 points\n thick dashed red lines")# lwd=2 produces a thicker line, lty=2 produces a dashed lineSolve the equation sin(x) = 0.5x graphicallyWe’ll sketch the graph of y = sin(x) fo r values of x between 0 and pi radians(180 degrees) and superimpose the graph of y=0.5x using the function abline . The solution is where the two graphs cut. This point will be ascertained using the function “locator”.x <- seq(0,pi,length=100) y <- sin(x)par(mfrow=c(1,1)) plot(x,y,type= "l")abline(0,0.5) # superimposes a straight line with # intercept 0 and slope of 0.5locator(n=2) #then click on the two points where # the graphs cut yielding $x[1] 1.90465916 0.00132898 $y[1] 0.940917406 -0.001780887The approximate solutions are:when x is 1.9 y is 0.94 when x is 0 y is 0Plot a frequency histogram, probability histogram with density functionsuperimposed, boxplot and Q-Q plot of heights generate above in a 2X2 matrix of plotspar(mfrow=c(2,2)) #partition graphics window in 2X2 matrix hist(heights,col= "gray", main="Freq histogram of heights")hist(heights,col= "gray",prob=T,main="Prob histogram of heights")lines(density(heights)) #superimpose density(heights) on prob histogram boxplot(heights,col= "gray",horizontal=T,range=0,main="Boxplot of heights",xlab="heights (m)") #add a main title and an x-label to boxplot qqnorm(heights, main="Q-Q of heights")qqline(heights) #superimposes str line on qqnorm plot to indicate normality-1.0-0.50.00.5 1.00.20.40.60.81.0Plot of 6 points points onlyx.6y .6-1.0-0.50.00.51.0.20.40.60.81.0Plot of 6 points lines onlyx.6y .6-1.0-0.50.00.5 1.00.20.40.60.81.0Plot of 6 points points and linesx.6y .6-1.0-0.50.00.5 1.00.00.20.40.60.81.0Plot of 101 points points onlyx.101y .101-1.0-0.50.00.51.00.00.20.40.60.81.0Plot of 101 pointslines onlyx.101y .101-1.0-0.50.00.5 1.00.00.20.40.60.81.0Plot of 102 points thick dashed red linesx.101y .1010.00.5 1.0 1.5 2.0 2.5 3.00.00.20.40.60.81.0x y# copy and paste graphic into word.Read a set of data into RMake a directory on your computer called Data and save the dataset htwtgen.csv in the Data directory. The dataset has column headers ht (height), wt (weight) and gen (gender); gen=1 represents female, gen=0 represents male.d <- read.csv("E:/Data/htwtgen.csv",head=T,sep=",") # d is the R name for data attach(d) #pulls data into workspace head(d) #prints first 6 lines of data ht wt gen 1 69 168 1 2 62 101 1 3 66 107 1 4 68 125 1 5 65 149 1 6 61 104 1male <- which(gen==0) #selects the rows that have gen=0 female <- which(gen==1) #selects the rows that have gen=1 male.ht <- ht[male] #heights of the males male.wt <- wt[male] #weights of the males female.ht <- ht[female] #heights of the females female.wt <- wt[female] #weights of the femalessummary(male.ht);summary(female.ht)Min. 1st Qu. Median Mean 3rd Qu. Max. 60.00 67.75 70.00 70.17 73.00 81.00 Min. 1st Qu. Median Mean 3rd Qu. Max. 58.00 63.00 65.00 65.51 68.00 72.00 summary(male.wt);summary(female.wt)Min. 1st Qu. Median Mean 3rd Qu. Max. 84.0 135.8 153.5 155.7 178.2 230.0 Min. 1st Qu. Median Mean 3rd Qu. Max. 66.0 108.0 129.0 131.6 149.8 228.0Prob histogram of heightsheightsD e n s i t y1.0 1.52.0 2.50.00.40.81.21.0 1.52.0 2.5heights (m)-3-2-101231.02.0Q-Q of heightsTheoretical QuantilesS a m p l e Q u a n t i l e s。

自学考试英美文学

自学考试英美文学
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10.A violet by a mossy stone...is shining in the sky.
A.Identify the author and the title.
B.Pick out the metaphor used in this stanza.
A.Who's the poet ?
B.From which poem and which collection of the poet is the quotation taken?
C.Wha does the poet describein the poem?
A.Walt Whitman.
C.What does the author try to tell us?
D.What additional meaning do the two roads have?
E.What dilemma is the speaker facing?
A.Robert Lee Frost.The Road Not Taken.
C.What does the first line mean?
A.“I heard a Fly buzz-when I died-”by Emily Dickinson.
B.The God of Death.
C.The relatives and friends had cried and cried so that there were no tears any more.
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2.I wandered lonely as a cloud...fluttering and dancing in the breeze

【9A文】新视野大学英语(第三版)读写教程第三册第二单元课后练习答案

【9A文】新视野大学英语(第三版)读写教程第三册第二单元课后练习答案

Unit2beatRourfearSectionAPre-readingactivities1.1T2F3T4FSF2.1Jack'sproblemissolvedbRacarpenter.HetoldJacktocutthelegsoffthebed.Andthe nJackascertainthatnobodRwassleepingunderitwhenhegotintobed.2Theanswerisopen-ended.ForeRample,Roumighthavethefearofdarkness,thefearofh eights,thefearofsnakesorspiders,thefearofflRing,etc.Somesuggestionsonhowtoover comefearsarelistedbelowforreference.First,RouanalRzedRourfearandhadaclearpictu reofwhatRourfearwas.ThenRoutookcontrolofRourfear.RoudecidedtoeRposeRoursel ftothatfearinsmalldosesuntilRougainedabetterunderstandingofit.Asaresult,Rourfea rbegantodisappear.FinallR,RousuccessfullRchangedthewaRRouthoughtaboutRourf ear.RoustartedseeingfearasasourceofenergRandembraceditsroleinRourlife. Scripts:Jackwenttoadoctor."Doctor,"hesaid,"I'vegottrouble.EverRtimeIlieinbed,Ithinkthere's somebodRunderit.Igetunderthebed;thenIthinkthere'ssomebodRontopofit.Top,unde r,top,under.Rou'vegottohelpme!Italmostdrivesmemad!" "JustputRourselfinmRhandsfortwoRears,"saidthedoctor."Cometomethreetimesawe ek,andI'llcureRourfears.""HowmuchdoRoucharge?""Ahundreddollarsavisit.""I'llthinkaboutit,"saidJack. SiRmonthslaterthedoctormetJackbRchance"WhRdidn'tRouevercometoseemeagain?"askedthedoctor. "Forahundredbucksavisit?Acarpentercuredmefor10dollars.""Isthatso?How?""Hetoldmetocutthelegsoffthebed!"ReadingcomprehensionUnderstandingtheteRt11Becausewhenheoncehoppedfromthehighestdivingboardatthepool,hehitthewater withanincredibleimpactandblackedout.2No,theRcouldn't.Becausewiththewater'stow,theR'dnevergettothedrowningboR. 3BecausenobodReRceptJasonsawthatgoingoutontothejettR,whichwasclosetotheboR,wasthefastestwaRtoreachthedrowningboR.4BecausehisfearofwatersuddenlRstruckhim.5Hefeltlikehewasbackinthatpool,breathless,struggling,terrified.6TheboRpoppedbackup,eReswidewithterror,pawingandtwistingagainstJason.7No,itwasn't.AtfirstwhenJasonswamagainsttheripcurrent,itwasforciblRdraggingthe mouttothesea.ThenhedecidedtoswimsidewaRstothepullofthecurrentandslowlRmad etheirwaRbacktoshore.FinallRhemadehiswaRbacktosafetR.8BecauseJasonhadalreadRconqueredhisinnerfearofwaterandhealsofeltrelievedand delightedwhenhesawtheboRwashuggedtightlRbRhismother.Criticalthinking21Toovercometheinnerfearofwater,weneedto:∙conquerourselveswithcouragebRhelpingothers,stepupandfaceourfear;∙practicecontrolledbreathingandalternatelRtenseandrelaRmusclegroupstob ringintophRsicalawarenessthedifferencesbetweenbeingtenseandbeingrelaRed;∙makethevictimstopstruggling.InthiswaRhe/shecanbepulledtosafetR.2ThefearsmaRcomefrom:∙ourownpasteRperience;∙otherpeople'sfearswewitness;∙someone'sdescriptionabouttheirfears;∙influenceofspecificculturalandhistoricalconteRt.3TogetaguRtoaskagirlout,trRgivinghimsomepointersandideasonhowtoapproachth esituationwithconfidence:∙TelltheguRtoaskagirlonacasualdateandseewhereitgoesfromthere.ERplainto himthataskingagirloutface-to-facecanbemostappropriate,asitwillshowherhowseriousbeis.However,ifhethinksthatistoodaring,thensuggestsendingherateRtmessageorcallingheronthephone.∙EncouragetheguRtobeassertiveandnotbeataroundthebush.Confidenceisad mirable,andagirlismorelikelRtobeattractedtoamanwithconfidence.Ifheisaskingthegirlinperson,heshouldspeakasthoughheknewshewouldsaRRes.Tellhimnottohesitateandtogetstraighttothepoint.∙SuggestthattheguRgivethegirlsomechoicesastowheretogoonadate.Ifheisu nsureofwhatactivitiesorrestaurantssheenjoRsmost,thisisagreatopportunitRforhimtolearnmoreaboutherandshowherthatbecaresabouther.4ObsessivefearleadstoanRietR,panicattacksandavarietRofpsRchologicalproblems.W eallknowwhatit'sliketofeeloverwhelmedbRfear,butfear,asitturnsout,isafundamental partofourlives,andhassomepositiveeffectsonourlives:∙FearincreasesandenhancesoursensorRawarenessoftheenvironment,sothat wecanbepreparedtoprotectourselvesfromanRthingpotentiallRthreateningorharmful.∙Fearisaninvitationtoact.FearistheretowarnusthatweneedtogetreadRforthef uture.Itisn'ttheretostopus;it'stheretotellusthatweareabouttogrow.∙FearpushesusbeRondourlimits.Fearmotivatesus.Itdrivesustofindnewresour cesandoptionswithinourselves.FearcompelsustomakeeRtraeffortstosucceedandachievewhatwedesire.∙FearisnecessarRindevelopingourcourage.Wecan'teRperiencecouragewitho utthepresenceoffear.TheRgohandinhand.TheRneedoneanotherinordertoeRist---likedarknessandlight,orblackandwhite.LanguagefocusWordsinuse3Iintervene2underestimate3recede4deem5bleak6appraise7paralRzed8sRmptoms9dismaR10brinkWordbuilding4WordRlearnedNewwordsformed-ancedominatedominanceavoidavoidancerelRrelianceacquaintacquaintanceclearclearanceannoRannoRanceadmitadmittanceresembleresemblanceassureassrsrance-edboreboredprivilegeprivilegeddistractdistracted51bored2privileged3assurance4dominance5avoidance6acquaintance7reliance8clearance9distracted10annoRance11admittance12resemblanceBankedcloze61K2D3H4J5I6O7G8A9N10CERpressionsinuse7Ipulledtoastop2blackout3popup4stoppedshort5plowedthrough6threwhimselfinto7letRourselfgo8grabbedforTranslation9美国梦是美利坚合众国的民族精神。

中央财经大学

中央财经大学

10
Children born to serve the country (cont.d)
• Maintained the birth rate to maintain military power
Until 30 years old all men lived in one house and were not full-fledged citizens free to live with their wives, to make clandestine marriage instill an early burning love Physical training of bare boys and girls together in a place to draw and allure young men to marry while men who would not marry walked bare outside. Fathers of 3 exempt from military service The state would find another younger mate for a childless wife. • No jealousy • Children were not private to any men but common to the common
中国经济与管理研究院

March 28 & April 6 & 13, 2008 2008年3月28日和4月6和13日
1
Socrates (苏格拉底)
Taught, but not for money like the Sophists. Like the Sophists’, his pupils were from aristocratic party. Taught and sought knowledge by the method of dialectic (question & answer, first practiced by Zeno 芝诺) in dialogues

关于桥梁的英语简介

关于桥梁的英语简介

BridgesBridges are among the most important, and often the most spectacular,of all civil engineering works. The imposing bridges that have survived from ancient times are arched structures of heavy masonry, usually stone dr brick..Herodotus,the greek historian of the fifth cenury B.C., however mentions a wooden bridges across the Euphrates River at Babylon. In rome, the bridge of Fabricis, built in 62B.C.and named for its engineer,still carries traffic across the ataiber River,asdoes the Sant′Angelo Bridge, built in about 136A.D.Both of these bridges, and many other Roman bridges,have a series of arches supported by heavy piers that extend down to bedrock. Ancient sources also mention pontoon bridegs, usually in connection with military operation.A pontoon is a hollow drum that can float; a series of pontoons anchored to a riverbed can support a oadway. The Incas of per-Columbian Peru built remarkable suspension bridges, supported by cables of natural fibers, that crossed many of the deep gorges in their monutainous country.The sudden expansion in transportation systems that began in tha eighteenth century,and still continues in our own day, has enormously increaed the need for bridges as a part of highways and railroad, Better understanding of the forces that are exerted on structures and the improved materials that became available in the nineteenth century have made it possible to build increasingly longer ang stronger bridges.With the ability to span greater distances,the damlike effect of masonry arch bridges with several heavy piers that ; block he flow of a stream can be largely eliminaed.The simplest type of span is a beam bridge,consisting of a rigid beam between two supports. Today most simple beam bridges are strengthened by a truss, which is based on the triangle. Diagonal bams that extend between the horizontal and vertical beams give support against both comperssion and tension. Many early truss bridges were built of wood; one that was eected across the Susquehanna River in Pennslvania in 1815 had a span of 110 meters. Iron and then steel were later used in the consruction of truss bridges, still further increasing their stength. Trusses are not only strong but also light, because all unnecessary material has been eliminated in their design.Another type of beam bridge is the cantilever, in which a horizontal beam extends beyond its support.Cantilever bridges, like tusses, had also been built before iron and steel became available. Most cantilever bridges have wo arms of truss structure that meet or support a section between them. Cantilevers enabled bridges.During the ninteenth century, cantilevers were frequently used to build railroad bridges.The Quebec Bridge, which crosses the St. lawrence River in Canada, is the longest cantilever bridge in the world, with a span of 540 meters. It was completed in 1917, and until 1919 it was the longest bridge of any type in the world.A third type of moder bridge is he steel arch bridge, which can carry a roadway either above or below its arch of steel beams. An arch exerts strong downward and diagonal thrusts, so the piers that support it must be especially strong. Probably the most famous steel arch bridge is the Sydeny H arbor Bridge in Australia, wih a span of 495 meters. The Bayonne Bidge between New Jersey and Staten Island in New York has a span one meter longer.Suspension bridges span even longer distance than other types of bridge. The longest bridge of any type is the Verrazano-Narrows Bridge in New York, with a span of 1,280 meters. The deck or roadway of a suspension bridge is suspended from steel cables are supported by massive towers. The first modern suspension bridges usedlinked chains made of wroughe iron. Some of them survived for many years, like one across the Danube River in Budapest, Hungary. It was completes in 1849 and destroyed during World War, nearly a hunded years later.When steel became available, cables of steel wires replaced chains of wrought iron. Several suspension bridges built in this manner collapsed, however, as a result of storms or the movement created by the rhythm of the loads moving across them. It was later discoversd that these failures were caused by the lack of truss supports for the deck. The first major cable-type suspension bridge to overcomg these faults was designed by John A.Roebling at Niagara Falls. Its span of 250 meters was strengthened by trusses between the two decks. Roebling also used stays, inclined cables that ran from the main supporting cables to the deck, to stabilize the bridge. Roebling went on to design the Brooklyn Bridge in New York, which was completed in 1883 by his son, George Washington Roebling. The Booklyn bridge, with a span of 486 meters, is one of he most important-and one of the most esthetically satisfying-bridges ever built. The mothod devised by the Roeblings for laying the Brooklyn Bridge is essentially the same technique used today.He evelopment of reinforces and prestressed concrete has given engineers other important materials for bridge building. Concrete has been used particularly for relatively short-span bridges that are a part of freeway system. These bridges often use precast concrete beams. Many arch bridges have also been constructed of concrete. Currently, the longest concrete arch bridge is the Gladesville Bridge in Sydney, Australia. It has a span of 305meters, and its deck is above the arch.This is another example of an esthetically pleasing bridge.Many bridge that pass over rivers or canals must be movable so that shipping can pass under them. One type is the lift bridge, with towers that can raise the entire span between them by means of counterbablances and electric motors. Another type is the swing or pivot bridge, which pivots the span on a pier so that the bridge can swing openn parallel to the river or canal.A third type is the bascule bridge, which has one or two arms that can open upward at an angle by means of counterweights. A bascule with one arm is a single-leaf bridge, and with two arms it is a double-leaf bridge.Bridge constuction can present extraordinry difficulties. Usually the foundations for the piers must rest on bedrock, and often under water. One technique for working in these conditions is by means of a cofferdam. Piles usully made of interlocking steel plates are driven into the water bed. The water is then pumped out from within the use area that been enclosed.Anpther tachnique is the use of the pneumatic caisson. The caisson is a huge cylinder with a bottom sdge that can cut into the water bed. When compressed air is pumped into it, the water is forced out. Caissons must be used with extreme care. For one thing, workers can only stay in the compression chamber for short periods of time. For another, if they come up to normal atmospheric pressure too rapidly, they are subject to the bends,or caisson disease as it is also called, which is a crippling or even fatal condition caused by excess niteogen in he blood. When the Eads Bridge across the Mississippi River at St.Louis was under construction between 1867and 1874,at a time when the danger of working in compressed air was not fully understood, fourteen deaths were caused by the bends.When extra strength is necessary in the piers, they are sometimes keyd into the bedock-that is, that are extended down into the bedrock. This method was used to build the piers for he Golden Gate Bridge in San Francisco, which is subject to strong tides and high winds,and is located in an earthquakezone. The drilling was carried out under water by deep-sea divers.Where bedrock cannot be reached, piles are driven into the water bed. T ody, the piles in construction are usually made of prestressed concrete beams. One ingenious technique,used for the T appan Zee Bridge across the Hudson River in New York, is to rest a hollow concrete box on top of a layer of piles. Whenthe box is pumped dry, it becomgs buoyant engough to support a large propotion of the weight of the bright of the bridge.Each type of bridge, indeed each individual bridge, presents special construction problem. With some truss bridge,the span is floated into possition after the piers have been erected and then raised into place by means of jacks or crames. Arch bridges can de constructed over a falsework, or temporary scaffolding. This method is usually employed with reinforced concrete arch bridges. With steel arches,however,a technique has been developed where by the finished sections are held in place by wires that supply a cantilever support. Cranes move along the tension in the cables increases.With suspension bridges, the foundations and the towers are built first. The foundation and the towers are built first. Then a cable is run form the anchorage concrete block in which the cable is fastened-up to the tower and across to the opposite tower and anchorage. A wheel that unwinds wire from a reel runs this cable. When the reel reaches the other side, anther wire is placed on it, and the wheel returns to its original position. When all the wires have been put in place ,anoth machine moves along the cable to compact and to bind them. Constryction begins on the deck when the cables are in place, with work progressing toward the middle from each end of the structure.Bridge design is probably the hardest brain work in civil engineering. Bridge designers have a long period of training, only the best of them succeed, and only a small fraction of the bridge they design are built. The time from the first proposal for a bridge to the provision of the money for its construction is usually long and many bridge have been built only after the beath of their designer. A fine bridge engineer, shirley smith, who was the contactor′agent for the Forth Road Bridge, has written very well about his love of bridge work in his book Great Bridges of the World.For those who work on the site, bridge is hard in other way. They cannot settle down in one house because they rarely work in one place for longer than a year or two, and the working site is usually unprotected and something dangerous.The builders of the Forth Road Bridge〈1965〉were particularly prould of the fact no lives were lost in spite of the heavy winds,the snow and the cold rain. Word on bridge foundations,usually in cofferdams and something in caissons under comperssed air has often caused loss of life.One of the most intersting recent birdges, which will remain for many years the world′ largest, if not its longest, is the Verrazano-Narrows Bridge, New York, compieted in 1964, a suspension bridge of 4,260ft main span, having six traffic lanes on each of its two deck. It is also probably one of the world′s highest bridges since its m ain span has to be 216ft above the shipping channel whiah is 2,00ft wide. Its capacity is estimated at 13 million vehicles in the first year, rising eventually to 48 million vehicles, and it cost some 324million dollars to build.The main parts of a suspension bridge are the deck, the two cables and many suspenders transferring the deck load to the cables, the towers over which the cables passand the anchorages on the two banks. The Narrows Bridge has four cables, two on each side. In a self-anchored suspension bridge thereare no anchorages, the two ends of the cables being tied to the shore ends of the bridge structure.Most road bridges have pies rising outof the valley, on which the girders rest, with a deck carried by the girders and a wearing surface on top of the deck. Railway bridges sometimes differ in the wearing surface being unnecessary and therefore left out completely, so that wearing surface being unnecessary and therefore left out completely, so that there are then gaps between the bridge beams.The clear span of a bridge is athe gap from the near edge of one pier to the near edge of the next. The effective span is the spacing between the centres of bridge piers. The span, which is large than the clear span, is used in the design of the girders. At each shore, every bridge has foundation called abutments,an abutment being a foundation which carries horizontal load.An interesting and economical bridge which has become popular in Europe in the last twenty years and was first used in Germany is called the cable cantilever or bridle chord bridge, though other names have been used for it. It is always of steel, and like the self-anchored suspension bridge it has two towers over which its cables pass. A bridge of this type was completed in 1965 over the river Usk at Newport,Monmouthshire,England〈Fig.26〉.The 150-metre main span is supported at twelve point by ropes from the two towers, making it into a 13-span continuous beam with twelve elastic internal supports and two rigid end supports. The complete esign was analysed by a strain energy method and the analysis was checked by a plastic model. The cables pass over towers 52m high and are anchored on the shore side to the concrete approach spans. The towers are hollow concrete boxsection and the concrete in them is never under under tension, the maximum compressive stress being 100kg/〈cm*cm〉.The test cubes taken from the concrete of the towers were specified to have a minimum strength of 400/〈cm*cm〉. At high tide, the least height under the dridge is 13m, and the tidal range is 9.2m at the bridge. The main girder on this bridge are steel welded section and were mard by barge to the site and joined thre into a continuous structure. Because of the support from the cables, the main girder depth is remarkably small, only 1.3.Highway bridges and railway bridges are designed for dead load, live load, impact, temperature stresses, wind load, traction and braking forces, and on curves also for centrifugal force. Railway bridges have to be designed also for nosing, a sideways force from the flanges of the engine wheels on to the rails at curves.Americans generally use either the short ton or the kip in their stress calculations, the short ton being 2,000 pounds, considerably less than the metric ton, and the kip or kilo-pound being 1,000 pound. The kip is very widely used in the United States and many British engineers also find it convenient for calculations. The long ton of 2,240 pounds used in Britain is about 17 kg larger than the metric ton.Proplem involving moving loads are conveniently solved by influence line, which are used in all countries of the world. Shear diagrams and bending moment diagrams or envelopes show the effect of shear or bending moment at all points along the bridge span, but an infulence line shows the effect, at one point, of a load placed at any point on the structure. The base length of an influence line is the same as that of a bending moment diagram so it is important to state on the diagram what it it,otherwise misunderstandings may occur.桥梁是最重要的,往往是最壮观的所有民用工程。

全国公共英语PETS4长难句精选

全国公共英语PETS4长难句精选

全国公共英语PETS4长难句精选(一)1) I was scared of leaving the protective bubble of this place for places unknown,during uncertain economic times.在经济不稳定的年代,我害怕离开这里的保护罩到未知的地方去。

2) Y ou are the only one who can answer that,But what I can offer as guidance,and reassurance,is a story:the story of one Stanford graduate's process of stumbling and searching to find a place in the world,oftentimes in the face of her fears.你是仅仅一个可以回答这个问题的人,但是我能够讲一个故事为你提供引导使你放心:这是一位斯坦福大学毕业生在社会上摸爬滚打以争得一席之地的故事,尽管她一直面对恐惧。

3) The philosophics and ideologies themselves certainly left an impression on me.But the rigor of the distillation process,the exercise of refinement,that's where the real learning happened.这些哲理和思想的确给我留下了深刻印象,但严谨的提炼过程和不断的改进加工才是我真正学习到的东西.4)When you graduate from here,you exit with thousands of pages of personal text on which are inscribed beliefs and values shaped by years of education,family interactions,relationship,experience.当你从这里毕业时,你会带着数千页的个人纪录走出校门,在这些记录上,是你多年来受教育,家庭,社会关系以及个人经历影响而形成的信念和价值观.5)I had convinced myself that my analytic mind and my Stanford humanities degree were enough to guell the fear.我已确信我善于分析的头脑和斯坦福大学的人文学科的学位足以平息我的恐惧.6) We all know that normal human daily cycle of activity is of some 7-8 hours' sleep alternating with some 16-17 hours' wakefulness and that,broadly speaking,the sleep normally coincides with the hours of darkness.我们都清楚正常人每天的活动周期是大约7-8个小时睡眠和16-17个小时清醒轮流相互交替,我么也知道,一般来说,睡眠常在夜间进行。

斯波尔安Level-Master控制器说明书

斯波尔安Level-Master控制器说明书

for Valve TypesP-H-M-V-W-D-AThe SPORLAN Level-Master Control is a positive liq-uid level control device suitable for application to all flooded evaporators.The LMC is a standard thermostatic expansion valve equipped with a Level-Master Element. The combina-tion provides a simple, economical and highly effective liquid level control. The bulb of the conventional ther-mostatic element has been modified to an insert type of bulb which incorporates a low wattage heater. A 15 watt heater is supplied as standard. For applications below -60°F evaporating temperature specify a spe-cial 25 watt heater.The insert bulb is installed in the accumulator or surge drum at the point of the desired liquid level. As the level at the insert bulb drops, the electrically added heat in-creases the pressure within the thermostatic element and opens the valve. As the liquid level at the bulb rises, the electrical input is balanced by the heat transfer from the bulb to the liquid refrigerant and the LMC either modulates or eventually shuts off. The evaporator pres-sure and spring assist in providing a positive closure.The Level-Master control can be applied on any system that has been specifically designed for flooded operation.Sporlan is not responsible for system design and, there-fore is not liable for any damage arising from faulty de-sign or improper piping, or for misapplication of its prod-ucts. Figures 2 through 8 are piping schematics only to illustrate possible methods of applying the LMC valves.If these valves are applied in any manner other than as described in this bulletin, the Sporlan warranty is void. The system piping should be designed to protect the compressor at all times. This includes protection against overheating, slugging with liquid refrigerant,and trapping oil in various system locations. Sporlan recommends that recognized piping references, such as equipment manufacturers’ literature and the ASHRAE Handbooks be consulted for assistance.The valve is usually connected to feed into the surge drum above the liquid level. It can also feed into the liquid leg or coil header.The insert bulb can be installed directly in the shell, surge drum or liquid leg on new or existing installations. Existing float systems can be easily converted by install-ing the LMC insert bulb in the float chamber.The Level-Master Control may be installed at any ambi-ent temperature. A thermostatic switch in the heater assembly protects the element from the excessive tem-perature created by the heater.The insert bulb should be installed at the point where the liquid level is to be maintained. The bulb must be in contact with the refrigerant, i.e., NOT installed in a well. If the insert bulb is projected directly into the surge drum, it should be shielded from possible splash from either the valve feed or the return from the coil. While generally in-stalled in a horizontal position, see Figure 1, it will operate effectively at any angle or vertical position.Minor adjustments in liquid level can be made with the expansion valve adjustment stem. The insert bulb assem-bly is provided with a lock ring and gasket joint so the bulb can be removed without breaking the pipe joint.GeneralInsert BulbDESCRIPTION and OPERATIONFOR USE ON REFRIGERATION and/or AIR CONDITIONING SYSTEMS ONLYThe heater comes with a two wire neoprene covered cord two feet in length. It runs through a moisture-proof grommet and a 1/2” male conduit connection af-fixed to the insert bulb assembly, see Figure 2.On installations where the valve is isolated from the surge drum by a hand valve, and a 2 to 3 pound pressure drop from the valve outlet to the bulb location is likely, we recommend using an externally equalized valve.General - All reciprocating compressors allow some oil to pass into the discharge line along with the dis-charge gas. Mechanical oil separators are used exten-sively; however, they are never completely effective. The untrapped oil passes through the condenser, liquid line, expansion device and finally into the evaporator. In a properly designed direct expansion system, the refrigerant velocity in the evaporator tubes, and in the suction line, is high enough to insure a continuous re-turn of oil to the compressor crankcase. But, this is not characteristic of flooded systems. Here we purposely design the surge drum for a relatively low vapor veloc-ity to prevent entrainment of liquid refrigerant droplets and consequent carry over into the suction line. This design prevents oil from returning to the low side in the normal manner.If oil is allowed to concentrate at the insert bulb loca-tion of the Sporlan Level-Master Control, overfeeding with possible floodback can occur. The tendency tooverfeed is caused by the fact that oil does not convey the heat from the low wattage heater element away from the bulb as rapidly as does pure liquid refrigerant. The bulb pressure is higher than normal and the valve remains in the open or partially open position. Oil and Ammonia Systems - Liquid ammonia For flooded chillers that do not use a surge drum, a sump with a drain valve is usually provided at the bot-tom of the chiller shell.The above methods are quite satisfactory, except on some low temperature systems, where the drain leg or sump generally has to be warmed prior to attempting to draw off the oil since the trapped oil becomes quite viscous at lower temperatures.Electrical ConnectionsHand ValvesOil ReturnFigure 4TYPICAL INSTALLATIONPAGE 2If oil is not drained from a flooded ammonia system a reduction in the evaporator heat transfer rate can oc-cur due to an increase in the refrigerant film resistance. Difficulty in maintaining the proper liquid level with any type of flooded control can also be expected.With a float valve you can expect the liquid level in the evaporator to increase with high concentration of oil in a remote float chamber.If a Sporlan Level-Master Control is used with the inset bulb installed in a remote chamber, oil concentration at the bulb can cause overfeeding with possible flood-back. The lower or liquid balance line must be free of traps and must be free draining into the surge drum or chiller as shown in Figure 4. The oil drain leg or sump must be located at the lowest point in the low side. Oil and HFC/HCFC Systems - With HFC and HCFC systems - Refrigerants 134a, 22, 507, etc, the oil and refrigerant are miscible under certain conditions. Mineral oil is partially miscible in liquid R-22 and POE lubricant tends to be more miscible in R-134a and R-507 and other HFC refrigerants. In R-22 systems, a 5% (by weight) of napthenic mineral oil in liquid refriger-ant will remain in solution to approximately 0°F. But at temperatures below 0°F a liquid phase separation occurs. An oil rich solution will appear at the top and a refrigerant rich solution will lie at the bottom of any relatively placid remote bulb chamber. Keep in mind miscibility data for systems using R-22 and HFC refrig-erants depends on the oil used and the percentage of oil present in the refrigerant.In HFC systems, the miscibility of the POE oil depends on the oil approved for the system. Different POE oils will yield different results. POE oils formulated with low-er molecular weight alcohols tend to be more miscible than those with higher molecular weights. Depending on the system,the POE lubricant and refrigerant can be completely miscible at all temperatures normally en-countered, or some liquid phase separation could exist for a particular POE oil/ refrigerant combination.Oil in flooded evaporator applications can produce many effects. Oil as a contaminant will raise the boiling point of the liquid refrigerant if it exists in significant quantity in the evaporator. Oil can change the heat transfer properties with a consequent loss in system capacity. In addition, oil can affect the liquid level con-trol and produce “foaming”, potentially carrying liquid into the suction line.With a float valve you can normally expect the liquid level in the evaporator to decrease with increasing concentration of oil in the float chamber. This is due to the difference in density between the lighter oil in the chamber and lower balance leg, and the heavier refrig-erant/oil mixture in the evaporator. A lower column of dense mixture in the evaporator will balance a higher column of oil in the remote chamber and piping, in a manner similar to a “U” tube manometer with a differ-ent liquid in each leg.With the Sporlan level Master Control the heat trans-fer rate at the bulb is decreased producing overfeed-ing and possible flood back. In order to minimize that, we must keep the oil concentration as low as possible in the evaporator, surge drum, and remote insert bulb chamber - if one is used. With HFC/POE oil systems, the oil/refrigerant mixture is likely homogenous (but not necessarily) and you can drain from almost any lo-cation in the chiller,surge drum, or remote chamber that is below the liquid level. With R-22 or a possible HCFC/POE oil mixture that is not homogenous, the drain must be located at, or slightly below the surface of the liquid since the oil rich layer is at the top. There are many types of oil return devices:1. Direct drain into the suction line.2. Drain through a high pressure liquid warmedheat exchanger.3. Drain through a heat exchanger with the heat sup-plied by an electric heater.The following Figures 5, 6, 7, and 8 are representative of these three methods.Draining directly into the suction line, as shown in Fig-ure 5, is the simplest method but the hazard of possible floodback to the compressor remains.DIRECT DRAIN - of oil to the suction line isone of three ways to recover oil in flooded sys-tems. Heat from the environment or a liquid-suc-tion heat exchanger is required to vaporize theliquid refrigerant so drained. Vapor velocitycarries oil back to the compressor.Draining through a heat exchanger as indicated in Figure 6, is a popular method since liquid refrigerant floodback problems are minimized by using the warm liquid to vaporize the liquid refrigerant in the oil/re-frigerant mixture.The use of a heat exchanger with an insert electric heater, as shown in Figure 7, is a variation of the pre-ceding method.In all of the oil return arrangement discussed a solenoid valve should be installed in the drain line and arranged to close when the compressor is not in operation. Oth-erwise liquid refrigerant could drain from the low sideinto the compressor crankcase during the off cycle.PAGE 3PAGE 4OIL RETURN - by draining oil-refrigerant mix-ture through a heat exchanger is illustrated here. Heat in incoming liquid vaporizes refrigerant to prevent return of liquid to compressor. Liquid feed is controlled by a hand expansion valve.If the insert bulb is installed directly into the surge drum or chiller, then oil return from this point only is necessary. However, if the insert bulb is located in a remote chamber which is tied to the surge drum or chiller with liquid and gas balance lines then oil return should be made from both locations as shown in Fig-ures 5, 6, and 8.ELECTRIC HEATER - may also be used to sepa-rate oil and refrigerant. This system is similar to that of Figure 6 except that heat required for vaporization is added electrically.Conclusions - The problem of returning oil from a flooded system is not highly complex and there are undoubtedly other methods in use today that are com-parable to those outlined above. Regardless of how it is accomplished, oil return must be provided , for proper operation of any flooded system – not only with the Sporlan Level-Master Control but with a float or other type of level control device.Manual CrankcaseFigure 7Figure 8SD-28-705© Copyright 2005 Parker Hannifin Corporation, Washington, Missouri。

四大定律英语作文

四大定律英语作文

四大定律英语作文The first law of thermodynamics states that energy cannot be created or destroyed, only transformed from one form to another. It's like magic, but with a scientific explanation.You may have heard of the second law of thermodynamics, which states that the entropy of an isolated system can never decrease over time. In simpler terms, things tend to move from a state of order to a state of disorder. It'slike trying to keep your room clean for more than a day.Then there's the third law of thermodynamics, which states that as the temperature of a system approaches absolute zero, the entropy of the system approaches a minimum value. In other words, things get pretty weird when they're super cold.Last but not least, we have the zeroth law of thermodynamics, which states that if two systems are inthermal equilibrium with a third system, they are in thermal equilibrium with each other. It's like the cool kids at a party all hanging out together.So there you have it, the four laws of thermodynamics. It's like a rulebook for the universe, telling us how energy works and why things tend to get messy.。

新视野大二版读写教程4Unit10课后答案资料

新视野大二版读写教程4Unit10课后答案资料
虽然对于情商还有争议,但这家公司很重视员工情商的发展。
8. Working in a refugee camp and seeing the sufferings of the war victims had helped to raise his political consciousness.
他在难民营工作看到战争受害者遭受的苦难,这使他提高了政治觉悟。
计算机通信可以提供更多的教育机会,因此,教室需要改进现代教学方法, 吧这些新媒介融入课堂教学中。
2. Since its release, Dr. Goleman’s Emotional Intelligence has triggered heated debates about the importance of EQ in one’s success in work and in life.
7. Ken sorted through the photographs, choosing two or three which seemed to most suit his
purpose. 肯通过照片排序,选择2或三,这似乎最适合他的目的。
8. We have taken note of what you have said and will pass this on to the department concerned. 我们已经注意到你所说的,并将这一点传给有关部门。
6. We can begin to understand this vital principle he argued for when we reflect on/upon how we have been emotionally wounded in the past. 我们可以开始理解这一重要的原则,他认为,当我们反思我们如何在过去的感情受 伤。

关于自然法则的英语作文

关于自然法则的英语作文

关于自然法则的英语作文1. The natural laws of the universe are like invisible threads that connect everything together, guiding the movements of celestial bodies and the growth of plants on Earth.2. From the ebb and flow of the tides to the changing of the seasons, nature follows its own rhythm and rules, unaffected by human desires or interventions.3. The law of cause and effect is evident in every aspect of nature, reminding us that every action we take has consequences, whether positive or negative.4. The beauty of nature lies in its simplicity and complexity, with intricate patterns and systems that have evolved over millions of years.5. Despite our technological advancements, we are still bound by the laws of nature, unable to escape thefundamental principles that govern the universe.6. In nature, there is no room for shortcuts or cheating everything must follow the natural order, from the smallest insect to the largest mountain.7. The natural world is a delicate balance of interdependent systems, where even the smallest disturbance can have far-reaching effects on the ecosystem as a whole.8. As humans, we must learn to respect and protect the natural laws that sustain life on Earth, for our own survival and the well-being of future generations.。

全球治理辩论辩题

全球治理辩论辩题

千里之行始于足下猜字谜The saying "千里之行始于足下" is a famous Chinese proverb that translates to "A journey of a thousand miles begins with a single step." This proverb emphasizes the importance of taking the first step towards a goal or undertaking. It serves as a reminder that every great journey or achievement starts with a small, often humble, action.From a practical perspective, this proverb speaks to the need for perseverance and determination. It acknowledges that any significant endeavor requires effort and consistency. The initial step might seem insignificant in the grand scheme of things, but it is the catalyst that sets everything in motion. It encourages individuals to overcome inertia, fear, or doubt and take that first step towards their aspirations.On a deeper level, this proverb carries a profound philosophical message. It reminds us that progress is agradual process, and success is built upon a series of small achievements. It encourages individuals to focus on the present moment and not get overwhelmed by the enormity of their goals. By breaking down a long journey into smaller, manageable steps, individuals can maintain motivation and momentum.Furthermore, "千里之行始于足下" also highlights the importance of starting from where we are. It reminds us that we should not wait for the perfect moment or ideal circumstances to begin our journey. Instead, we should embrace the resources, skills, and opportunities available to us at present. It encourages us to make the most of our current situation and take action, no matter how small, to move forward.From an emotional standpoint, this proverb evokes a sense of hope and optimism. It reminds us that every achievement, no matter how significant, starts with a single act of courage or determination. It encourages individuals to believe in their ability to make a difference and to trust the process of growth anddevelopment. It serves as a reminder that even the most ambitious goals are attainable if we are willing to take that first step.In conclusion, the proverb "千里之行始于足下" conveys a powerful message about the importance of taking the first step towards our goals. It emphasizes the need for perseverance, determination, and a focus on the present moment. It encourages individuals to start from where they are and make the most of their current resources and opportunities. This proverb serves as a reminder that every journey, no matter how long or challenging, begins with a single step. So, let us embrace this wisdom and take that first step towards our dreams and aspirations.。

Berkeley DB 示例程序指南说明书

Berkeley DB 示例程序指南说明书

Guide o he Berkeley DB Example ProgramsThis d cument helps answer the questi n: “Which Berkeley DB sample pr grams use feature X?”T pics are gr uped fr m the simplest perati ns n databases and envir nments t m re inv lved applicati ns, ending with dem nstrati ns f the m st specialized features. M st f these pr grams are included with every Berkeley DB distributi n in the db-X.Y.Z/examples direct ry; the remaining nes are listed n the BDB Learn M re page.Guide o Fea ures and ExamplesSimple Database Access (1)Add lines f text t a database & display them – ex_access (1)Database Types (2)Using a btree with b th keys and rec rd numbers – ex_btrec (2)C mparing the characteristics f btrees and heaps – ex_heap (2)Using sequences t aut matically generate item identifiers – ex_sequence (3)Larger Examples (3)Setting up a fully transacti nal envir nment – ex_env (3)Multithreaded reads and writes – ex_thread (4)Using the bulk interface, sec ndary indexes, and subdatabases – ex_bulk (4)Full Use Cases (5)Replicated st ck qu te server – ex_rep (5)The TPC-B transacti n pr cessing benchmark – ex_tpcb (6)Using in-mem ry databases f r high-speed message pr cessing (6)Event pr cessing using BDB SQL (7)C# applicati n: invent ry management (7)Java applicati n: a parking l t ticketing system (7)Medical imaging between a m bile app and Oracle Server – BDB-DICOM (8)Specialized Applicati ns (8)Using a mem ry p l t read files – ex_mp l (8)C mma separated values – csv (8)Using the l ck manager f r n n-Berkeley DB data – ex_l ck (9)Extending the transacti n system f r y ur applicati n – ex_apprec (9)Simple Database AccessAdd lines of ex o a da abase & display hem – ex_accessThis simple pr gram uses the DB->put() and DB->get() API calls t st re lines f text, entered fr m the standard input, int a btree database. Each key is the text as it was entered; the data is the reversed versi n f the key. At EOF ( r “quit”), it pens a curs r and displays each rec rd, rdered by the key. Since the rec rds are DB->put() with the DB_NOOVERWRITE flag, the err r DB_KEYEXIST is returned if y u enter a key which has already been st red in the database.Opti n:-r Rem ve the database during startup (default: ff: add new rec rds t any existing nes).CCLanguageExample S urce r Pr ject File c/ex_access.c C++cxx/AccessExample.cpp C++ STLstl/AccessExample.cpp Javajava/src/db/AccessExample.java C# csharp/excs_access/excs_access.cspr jDatabase TypesUsing a b ree wi h bo h keys and record numbers – ex_b rec This pr gram sh ws h w t st re aut matically numbered rec rds in a btree database, by setting its DB_RECNUM flag. This variety f database can l cate a rec rd in tw ways: either by specifying the key, r by specifying the dynamic l gical “rec rd number” – the relative l cati n f the rec rd in the database, as in the line numbers f a text file.After p pulating the database with 1000 key-value pairs, it then switches t a query phase, where y u select rec rds n t by the key, but by the aut matically assigned, dynamically changing rec rd number. Opti ns: n neLanguageExample S urce r Pr ject File c/ex_btrec.c C++cxx/BtRecExample.cpp C#csharp/excs_btrec/excs_btrec.cspr j Javajava/src/db/BtRecExample.javaComparing he charac eris ics of b rees and heaps – ex_heap This pr gram dem nstrates s me differences between the heap and btree database types.It starts by p pulating the database, and then switches int a phase f adding and rem ving data while keeping a fairly c nstant am unt f data in the database. A DB_HEAP maintains a c nstant database size if the heap size is c nfigured pr perly, while the btree database may c ntinue t gr w.Opti ns:-bCreate a btree database in additi n t a heap database. -c <int> Override the default cache size f r the envir nment.C C-dTest n variable-length data (default: fixed-length). -h <dir>Specify the h me direct ry f r the envir nment (required). -n <int>Specify the number f rec rds per repetiti n (default: 10,000). -p <int>Set the pagesize f r the database (default: filesystem bl ck size). -r <int>Set the repeat c unt: the number f insert/delete pairs per rec rd (default: 1). -S <int>Set the gigabyte p rti n f the maximum heap database size (default: n limit). -s <int>Set the byte p rti n f the maximum heap database size (default: n limit). LanguageExample S urce r Pr ject File c/ex_heap.cUsing sequences o au oma ically genera e i em iden ifiers – ex_sequence This sh ws h w a DB_SEQUENCE pr vides a stream f increasing r decreasing 64-bit integers. Opti ns:-rRem ve the database, if it already exists (default: ff, d n t rem ve). [<filename>]Set the database name t <filename> (default: sequence.db). LanguageExample S urce r Pr ject File c/ex_sequence.c C++cxx/SequenceExample.cpp C#csharp/excs_btrec/excs_sequence.cspr j Javajava/src/db/SequenceExample.javaLarger Examples Se ing up a fully ransac ional environmen – ex_env This sh ws h w t set up a Transacti nal Data St re envir nment. It sh ws h w t cust mize several parameters bef re pening the envir nment.Opti ns:-h <dir> Use <dir> as the h me direct ry f r the envir nment (default: TESTDIR). -d <dir> Use <dir> as the database direct ry f r the envir nment (default: DATA).-l L ck the envir nment regi n files in mem ry, where supp rted by the perating system. Language Example S urce r Pr ject FileC c/ex_env.cC++ cxx/EnvExample.cppC# csharp/excs_btrec/excs_env.cspr jJava java/src/db/EnvExample.javaMul i hreaded reads and wri es – ex_ hreadThe ex_thread example dem nstrates multithreaded access. It sh ws h w t prepare and pen the envir nment and database handles s that they can be safely shared by freely running threads. The example als dem nstrates deadl ck handling, which is nearly always needed by such applicati ns. Opti ns:-h <h me> Specify the h me direct ry f r the envir nment(default:TESTDIR).-n <int> Specify the number f rec rds (default: 1,000).-r <int> Specify the number f reading threads (default: 4).-v Print verb se messages during pr cessing (default: ff).-w <int> Specify the number f writing threads (default: 4).Language Example S urce FileC c/ex_thread.cUsing he bulk in erface, secondary indexes, and subda abases – ex_bulk This dem nstrates h w t fetch and m dify many rec rds within a single call f DB->get(), DB->put(), and DB->del(). It als sh ws h w t :a) define a cust m btree key c mparis n functi n, s that rec rds are rdered as natural integers,b) st re tw databases in a single Berkeley DB file, andc) c nstruct a sec ndary “index” database f r quick rec rd access via a c mp nent f the data field. Opti ns:-c <int> Set the cachesize t <int> bytes (default:1000 * pagesize).-d <int> Set the number f 'duplicates': additi nal data items per key (default: n ne).-i <int> Set the number f read iterati ns (default: 1000000).CC-n <int>Set the number f keys t insert (default: 1000000). -p <int>Set the database pagesize (default: 65536). -vTurn n verb se utput (default: ff). -DPerf rm bulk deletes after inserts (default: ff). -IJust initialize an empty envir nment; d n inserts (default: ff). -RPerf rm bulk reads (default: ff). -SPerf rm bulk perati n in sec ndary database (default: ff). LanguageExample S urce r Pr ject File c/ex_bulk.c C++cxx/BulkExample.cpp C#csharp/excs_btrec/excs_bulk.cspr j Java java/src/db/BulkExample.javaFull Use CasesReplica ed s ock quo e server – ex_rep Berkeley DB supp rts building highly available applicati ns via replicati n gr ups, which c ntain a maste envir nment and ne r m re read- nly clients. Replicas may be n the same machine r c nnected by l cal r wide-area netw rks.The replicati n example is a small st ck qu te server. There are tw versi ns f the pr gram: ne uses Berkeley DB's Replicati n Manager supp rt, and the ther uses the underlying base replicati n API. The file examples/c/ex_rep/README pr vides details ab ut the replicati n examples. Language Replicati n Manager S urce r Pr ject Filec/ex_rep/mgr/rep_mgr.c C++cxx/excxx_repqu te/RepQu teExample.cpp C#csharp/excs_repqu te/excs_repqu te.cspr j Java java/src/db/repqu te/RepQu teExample.java Base Replicati n S urce C de c/ex_rep/base/rep_base.c n ne n ne n neThe TPC-B ransac ion processing benchmark – ex_ pcbTPC-B is an early transacti n pr cessing benchmark that simulates bank transfers fr m ne acc unt t an ther. The pr gram is first run in an initializati n m de which l ads the data. Subsequent runs in ne r m re pr cesses perf rm a w rkl ad.Database initializati n (the -i flag) and running the benchmark (-n flag) must take place separately (i.e., first create the database, then run ne r m re c pies f the benchmark). When running m re than ne TPC-B pr cess, it is necessary t run the deadl ck detect r (db_deadl ck), since it is p ssible f rc ncurrent pr cesses t deadl ck.Opti ns:-a <int> Set the number f acc unts per teller (default: 100,000).-b <int> Set the number f branches (default: 10).-c <int> Set the cache size in bytes (default: 4MB).-f Fast I/O m de; d n't flush transacti ns t stable st rage (default: ff).-h <dir> Set the h me direct ry. (default:TESTDIR).-i Initialize the envir nment and l ad databases (default: ff, that is, run the w rkl ad).-n <int> Perf rm this many transacti ns (n default, it must be specified when n t initializing). -S <int> Set the rand m number seed (default: the current time, in sec nds since the ep ch).-t <int> Set the number f bank tellers (default: 100).Language Example S urce r Pr ject FileC c/ex_tpcb.cC++ cxx/TpcbExample.cppC++ STL stl/TpcbExample.cppC# csharp/excs_btrec/excs_bulk.cspr jJava java/src/db/TpcbExample.javaUsing in-memory da abases for high-speed message processingDevices such as netw rk r uters and firewall appliances pr cess large quantities f sh rt-lived data. They need t quickly handle packets, yet d n t need t keep them after pr cessing. The messagepr cesssing examples sh w h w t use in-mem ry instances f Berkeley DB queue databases in rder t achieve high thr ughput message pr cessing.R uter with Firewall BDB Learn M re page: Firewall example.zipPri ritized Message Pr cessing BDB Learn M re page: Pri rity Message Pr cessing.zipEven processing using BDB SQLThese event pr cessing examples sh w h w t use the SQL API t Berkeley DB. B th examplesc ncern physical events: vehicles passing thr ugh an a aut mated t ll b th and p tential cust mers passing near a business.The t ll b th system l ks up the transp nder r license plate inf rmati n f the vehicle and adds a charge t its billing acc unt, as well as quickly alerting law enf rcement when detecting a vehicle that is n a “watch list”.The l cati n-based advertising example l ks up the sh pping preferences f a smart-ph ne wner and available pr m ti ns ffered by st res near the ph ne. A relevant match causes an electr nic c up n t be sent t the ph ne while the p tential cust mer is still nearby.Example Start expl ring here:An Aut mated T ll B th BDB Learn M re page: Aut mated T ll B thL cati n-Based Advertising BDB Learn M re page: Pers nalized AdvertisingC# applica ion:inven ory managemenThis example is a simple invent ry management system which uses the C# interface t Berkeley DB. It supp rts adding, changing, and rem ving invent ry items as well as managing and analyzing salesrec rds.Example Start expl ring here:C#: Invent ry Management BDB Learn M re page: “Invent ry Management System”Java applica ion: a parking lo icke ing sys emThis Java example simulates an aut mated parking l t ki sk which issues time-stamped tickets up n entering, and, when exiting, uses th se tickets t calculate the c rrect fee. At the end f the virtual “day”, it generates a rep rt summarizing the ki sk's activity.Java:Aut mated Parking L t BDB Learn M re page: “Parking L t Fees”Medical imaging be ween a mobile app and Oracle Server – BDB-DICOM This example sh ws a Wind ws M bile applicati n t manage l cal c pies f images btained fr m an Oracle Server instance. DICOM (Digital Imaging and C mmunicati ns in Medicine) is a standard suitable f r any kind f medical image: X-ray, CT scan, MRI, etc. This example includes the sample image files, Java middleware, and a C++Wind ws M bile 5 applicati n.Example Start expl ring here:Wind ws M bile 5 applicati n BDB Learn M re page: “Medical Imaging/DICOM”Specialized ApplicationsUsing a memory pool o read files – ex_mpoolThis example fills a plain file (n t a database) with data and perf rms rand m reads f it thr ugh the MPOOL file interface. It displays the read thr ughput in bl cks and megabytes per sec nd. It c uld be used as the basis f r c de which prel ads an imp rtant database int the Berkeley DB cache.Opti ns:-c <int> Set the cache size t <int> pages (default: 50).-h <int> Specify h w many reads t perf rm (default: 10,000 'hits')-k Keep the existing envir nment (default: rem ve it)-n <int> Set the number f pages in the file (default: 50)-p <int> Set the pagesize (default: 1024)Language Example S urce r Pr ject Filec/ex_mp l.cCC++ cxx/Mp lExample .cppComma separa ed values – csvThe c/csv direct ry c ntains applicati n helpers f r dealing with c mma separated values.The pr gram csv_code c mpiles a text descripti n f the CSV fields int the c rresp nding C structure definiti n, while als generating C functi ns t read, print, and search f r rec rds based n the named fields.The pr gram csv_load can then l ad a CSV file f that f rmat int a database.Once the data has been l aded, csv_query can interactively query the database.The file examples/c/csv/README pr vides details ab ut the CSV pr cessing suite.Language Example S urcesC c/csv/*Using he lock manager for non-Berkeley DB da a – ex_lockThe l ck manager is very flexible, and can pr tect m re than just Berkeley DB databases. If y ur applicati n suite c nsistently makes read and write requests t the l ck manager, it can manage access t items utside f the d main f Berkeley DB, such as URLs r read-w rld items.This example uses read and write l cks t c ntr l access t any kind f named bject. T see h w this w rks, run tw r m re instances f this interactive pr gram, in separate terminal emulat r wind ws. By giving ( bject-name, l ck-m de) pairs t the pr mpts y u can bserve when the requests are granted immediately r when they are delayed until c nflicting l cks are released.Opti ns:-h <dir> Set the h me direct ry (default:TESTDIR).-m <int> Set the number f l cks t all cate (default: let BDB reserve the default all cati n).-u Unlink the envir nment if ne already exists (default: d n t rem ve it).Language Main S urce C de r Pr ject FileC c/ex_l ck.cC++ cxx/L ckExample.cppC# csharp/excs_l ck/excs_l ck.cspr jJava java/src/db/L ckExample.javaEx ending he ransac ion sys em for your applica ion – ex_apprecIt is p ssible t add y ur wn rec rd types t the transacti n l g, and register functi ns t be called when th se rec rds are backed ut during DB_TXN->ab rt() r pr cessed during database rec very. This example adds supp rt f r a transacti nally-pr tected “make direct ry” perati n.Language Example S urce File Cc/ex_apprec/*。

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(8)
Obviously, m+1 depends of M so that m+1 decreases when M increases and vice versa. For a macroscopic black hole, i.e. for M ≫ 1 it follows m+1 ≪ 1. Now, we shall define the following variable M+ = S+ m+1 =

PACS number : 04.70.Dy
Abstract In this work, generalizing our previous results, we determine in an original and the simplest way three most important thermodynamical characteristics (Bekenstein-Hawking entropy, Bekenstein quantization of the entropy or (outer) horizon surface area and Hawking temperature) of Kerr-Newman black hole. We start physically by assumption that circumference of Kerr-Newman black hole (outer) horizon holds the natural (integer) number of corresponding reduced Compton’s wave length and use mathematically, practically, only simple algebraic equations. (It is conceptually similar to Bohr’s quantization postulate in Bohr’s atomic model interpreted by de Broglie relation.)
1 2
(16)
)dM =
R+ (M 2 − a 2 − Q2 ) 2
1
dM ≃ 2dM.
(17)
Obviously, both (16) and (17) can be satisfied for M 2 ≫ a 2 + Q2 . Introduction of (17), in (16), yields dS+ = 2π
Consider a Kerr-Newman black hole with mass M , angular momentum J , electrical charge Q, outer horizon radius 1 R+ = M + (M 2 − a 2 − Q2 ) 2 (1) and surface area of the outer horizon
2 A+ = 4π (R+ + a 2)
(2)Leabharlann for a= Suppose the following expression m+n R+ = that implies 2πR+ = n n , 2π
J M
(3)
for n = 1, 2, ....
(4)
1 = n · λr +n m+n
for n = 1, 2, ...
that represents the Bekenstein quantization of the black hole entropy. It, according to (10), implies ∆A+ = 8n = 2n(2)2 3 for n = 1, 2, (22)
”Here have been deceased clouds dead time with history of days, here have been fallen rays; nirvana oppressed whole universe.” Vladislav Petkovi´ c Dis ,”Nirvana” In this work, generalizing our previous results [1], [2], we shall reproduce and determine in the simplest way three well-known [3]-[9], most important thermodynamical characteristics (Bekenstein-Hawking entropy, Bekenstein quantization of the entropy or (outer) horizon surface area and Hawking temperature) of Kerr-Newman black hole. We shall start physically by assumption that circumference of black hole (outer) horizon holds the natural (integer) number of corresponding reduced Compton’s wave length and use mathematically, practically, only simple algebraic equations. (It is conceptually similar to Bohr’s quantization postulate in Bohr’s atomic model interpreted by de Broglie relation.) In this work we shall use natural system of the units where speed of light, Planck constant, Newtonian gravitational constant and Boltzmann constant are equivalent to unit. 1
2 + a2 A+ 1 R+ m+1 = 4 2 R+
(9)
where S+ represents the Bekenstein-Hawking entropy S+ = A+ 2 = π (R+ + a 2 ). 4 2 (10)
As it is not hard to see it follows M+ ≃ M and M+ = According to (9) it follows M+ (13) m+1 which can give a rough intuitive presentation of the black hole entropy. Namely, since according to usual (classical) definition S+ = ln N (14) S+ = where N represents the number of the statistical microstates, it follows N = exp M+ m+1 (15) for M 2 ≫ a 2 + Q2 (11)
THE SIMPLEST DETERMINATION OF THE THERMODYNAMICAL CHARACTERISTICS OF KERR-NEWMAN BLACK HOLE
arXiv:0804.2327v1 [gr-qc] 15 Apr 2008
Vladan Pankovi´ c∗,♯, Simo Ciganovi´ c♯, Rade Glavatovi´ c⋄ ∗ Department of Physics, Faculty of Sciences, 21000 Novi Sad, Trg Dositeja Obradovi´ ca 4. , Serbia, vdpan@ ♯ Gimnazija, 22320 Indjija, Trg Slobode 2a, Serbia Military-Medical Academy, 11000 Belgrade, Crnotravska 17., Serbia
a2 M M (1 + 2 ) ≥ 2 M 2
for M 2 = a 2 + Q2 .
(12)
which represents a rough (classical) estimation of the number of the statistical microstates within given black hole. Now, we shall differentiate (10) under some additional supposition. Namely, we shall formally, i.e. approximately suppose that by given differentiation all terms that hold a can be considered almost constant so that their derivations can be neglected. It yields dS+ = 2πR+ dR+ Further, it will be supposed that formally, i.e. approximately it is satisfied dR+ = (1 + M (M 2 − a 2 − Q2 )
2 R+
1
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